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The ever-growing list of veterans waiting for medical treatment has led to over-prescribed opioid pain medication. It is clear this is a problem that can only be fixed when everyone in the Veterans Affairs’ medical community is on the same page. Veteran Pete Savo offers a compelling look at this critical issue facing our country today.

By Dr. Pietro Savo

We return from the battle to find ourselves chasing our tail through life. Veterans are accustomed to taking on a mission bigger than life itself — we get banged up, sent home alive if we are lucky, and then the real battle begins. Our injuries at times are less severe than our treatments. We trust in the system, we trust in the military, and we trust in our nation to do what’s right to return us back to the completeness we began with. The reputation of the Department of Veterans Affairs’ (VA) medical system is crippled with standards that are different than those for the U.S. health system. Perhaps what we are witnessing is the symptom of a fragmented government project that has failed beyond hope. The ever-growing list of veterans waiting for medical treatment has led to over-prescribed opioid pain medication. Ryan Honl, veteran and VA whistleblower on opioids, points to the reality that the VA does not have the means to heal veterans, so it prescribes drugs that mask the pain, which has created new victims in the opioid crisis in the United States. By no means does this writer believe that creating opioid addiction was the VA’s intent. This is simply a textbook example of an unprepared, mismanaged and overburdened government department, clearly ill-equipped to support the modern war veteran.

Worse than the injury

A study conducted for the Journal of Rehabilitation Research & Development identified the frequency and severity of pain and psychiatric comorbidities among military personnel who had been deployed during Operation Iraqi Freedom (OIF), Operation Enduring Freedom (OEF) and Operation New Dawn (OND). Study results indicated pain was the most common complaint, with a debilitating occurrence of pain among veteran personnel returning from military deployment (Phillips, 2016).

Overwhelming numbers of veterans returning from battle placed the VA into a temporary-fix mindset that turned out to be worse than the injury — a form of government-sanctioned drug dealing. The VA’s opioid-prescribing mindset not only destroyed veterans, but it impacted their families who were not prepared to handle a wounded veteran with an opioid addiction. Studies conducted by the Department of Defense (DOD) identified another failure mode. The prescribed (and later the abuse of) opioid pain medication became a concern of the DOD as well because of its bearing on military readiness. Countless veterans are no longer ready or able to perform their duties, while the rate of healing wounded veterans diminished. Among veterans, opioid addiction is associated with post-traumatic stress disorder and other  mental health and substance abuse diagnoses. The growing rate of opioids prescribed to younger veterans has also been documented (Diana, 2014).

One-third of opioid medication prescribed is for pain conditions, and there appears to be little effort to eliminate the source of pain, only to mask it. Chronic pain is a common reason for emergency department visits. Civilian providers were more likely to prescribe an opioid than military providers (58 percent versus 42 percent); however, this is significant, as opioid practices for both medical practitioners and opioid drug dealers benefited from the pain mitigation strategy (Ganem, 2016).

Pressure to act

The American Medical Association recently adopted new policies at its annual convention to address what it agrees is an opioid epidemic. A priority included: 1) promoting access to other treatments for pain instead of simply masking pain with opioid-type drugs, and 2) supporting efforts for pain treatment to encourage doctors to co-prescribe naloxone with opioids to patients at risk of an overdose, as naloxone blocks or reverses the effects of opioids (Aleshire, 2016).

U.S. lawmakers have felt pressure to act. Title IX of the Comprehensive Addiction and Recovery Act (CARA) was introduced in the Senate by Sen. Tammy Baldwin, D-Wis., as the Jason Simcakoski Act, named in honor of U.S. Marine Veteran Jason Simcakoski, who died of an overdose after being prescribed 13 different medications, including opioids. The emphasis is on improving the VA response and countermeasure to military veteran opioid addiction.

The Jason Simcakoski Act would require the VA director to expand the VA’s Overdose Education and Naloxone Distribution (OEND) program, a strategy aimed at training health care providers to be prepared to mitigate and help veterans recover from opioid addiction by also making naloxone available to veterans at risk for opioid overdose (Creech, 2016).

Hope exists when state VA hospitals work independently. For example, two or three years before veteran opioid addiction became a crisis in New Hampshire, the New Hampshire VA hospital staff developed a better pain management program by hiring pain management experts from private practice. Practice experts identified a significant over-prescription problem and recommended a countermeasure strategy. The New Hampshire VA implemented programs that focused on hiring new pain management staff from the private sector and providing educational lectures to clinical staff on pain management issues. Rapid improvements turned this issue around locally, yet these initiatives were not embraced and adopted nationwide. We failed to learn from VA community lessons learned.

No magic bullet

There is no one magic bullet to solve the military veteran opioid addiction problem. Recommendations will have to come in different forms. First, we as a nation must admit that the problem exists. Second, we must reach out to every U.S. VA hospital to share over-medication reduction strategies that work. Finally, we must ask that U.S. VA hospitals share their own over-medication reduction strategy success stories.

It is clear this is a problem that can be fixed when everyone in the VA medical community is on the same page. This writer is confident that U.S. VA hospitals have developed creative solutions to reducing over-medication; it’s now time to share them with the entire medical community!

Dr. Pietro Savo served in the United States Navy. He is a respected lecturer and published author. If you’d like to contact Dr. Savo, you can reach him at or 603.321.6224


Aleshire, I. (2016, Jul 12). Opioids are winning. The Register —Guard Retrieved from 3250950?accountid=28844.

Creech, C. T. (2016). Increasing Access to Naloxone: Administrative Solutions to the Opioid Overdose Crisis. Administrative Law Review, 68(3), 517-550.

Diana, D., Jeffrey, D. D., May, L., Luckey, B., Balison, B. M., & Klette, K. L. (2014). Use and Abuse of Prescribed Opioids, Central Nervous System Depressants, and Stimulants Among U.S. Active Duty Military Personnel in FY 2010. Military Medicine, 179(10), 1141-1148.

Ganem, V. J., Mora, A. G., Nnamani, N., & Bebarta, V. S. (2016). A 3-Year Comparison of Overdoses Treated in a Military Emergency Department — Complications, Admission Rates, and Health Care Resources Consumed. Military Medicine, 181(10), 1281-1286.

Honl, R. (2016, May 19). Ryan Honl: Here are the facts about the Tomah VA scandal. University Wire Retrieved from:

Phillips, K. M., Clark, M. E., Gironda, R. J., McGarity, S., Kerns, R. W., Elnitsky, C. A., & Collins, R. C. (2016). Pain and psychiatric comorbidities among two groups of Iraq- and Afghanistan-era veterans. Journal of Rehabilitation Research & Development, 53(4), 413-432. doi:10.1682/JRRD.2014.05.0126.

Originally Published Career College Central Magazine May 2017

My Teaching Philosophy

My teaching philosophy revolves around the homeland security world; the most important element to communicate to students is that not all the textbooks have been written yet. These textbooks are being developed in the field everyday.quality_of_life

My teaching philosophy is based on the understanding that the teacher and student roles are interchangeable in a truly inspiring learning environment. My teaching philosophy; a homeland security teacher becomes an expert by never being content with the obvious. It is imperative that the teacher has the skills to best communicate one’s knowledge to his or her students, which inspires the student to seek out knowledge beyond the teacher’s expertise. This inspiration becomes expertise that is useful to both the student and teacher because to seek greater knowledge is never-ending in any direction.

My philosophy is to fashion a meaningful homeland security practitioner’s classroom environment for my students. A teacher is always obligated to deliver a meaningful education environment that results in noteworthy learning outcomes. Homeland security learning outcomes become a successful reality when the teacher forms the real-world connections between student and the global security community.

My principal goal is to ready and inspires future homeland security practitioners; the students of today become the safety security solution providers of tomorrow.

by Dr. Pietro Savo



Our Founding Fathers Created A Dream

We celebrate American Independence Day on the Fourth of July every year. We think of July 4, 1776, as a day that represents the Declaration of Independence and the birth of the United States of America as an independent nation, our Founding Fathers created a dream. The dream is a country where hard work, dedication to family, dedication to a country means something special. Our Founding Fathers created a dream; over 200 years ago before any preconceived notion could have formed about the importance of this dream. Preconceived convictions that society must govern itself, society must be free, and society must be safe.

Founding Fathers

Historian Richard B. Morris in 1973 identified the following seven figures as the key Founding Fathers: John Adams, Benjamin Franklin, Alexander Hamilton, John Jay, Thomas Jefferson, James Madison, and George Washington.

9/11 terrorist attacks changed all the rules, resulted in changing attitudes and concerns about safety and vigilance. On 9/12 we awoke once again in our fight for independence from fear, and threats never before witnessed here in the US. Born from this historic need is the multifaceted self-preservation model called Homeland Security.

Our Founding Fathers created a dream. The dream is a country where hard work, dedication to family, dedication to a country means something special. Our Founding Fathers created a dream; over 200 years ago before any preconceived notion could have formed about the importance of this dream. Preconceived convictions that society must govern itself, society must be free, and society must be safe.

The people who select  their leaders, to represent them, to represent the desires of society to grow,  learn, and be self-satisfied with the world around it. Not reaching complacency, but establishing a rewarding life in a nation’s domain. These selected leaders become the left and right arm of those who put them in office.  We the People, our nation’s modern day descendants of the Founding Fathers, in the truest sense, a nation of immigrants still creating American dreams.

We are witnessing these dreams once again, Homeland Security includes every citizen of the United States. Our Mission is to: (1) Prevent, (2) Secure, (3) Enforce, (4) Safeguard, and (5) Strengthen

by  Dr. Pietro Savo © 2015

US Navy Veteran  “Non Sibi Sed Patriae” 

Manufacturing Success-Evolving to adapt to changes in the manufacturing industry

Manufacturing Success

The U.S. manufacturing sector has undergone a massive change in the last several decades. How can we rejuvenate it? And how would career colleges benefit from a manufacturing renaissance?

Manufacturing Success

By Dr. Pietro (Pete) Savo

The U.S. manufacturing sector has undergone a massive change in the last several decades. Both print and online media document new automated technology and outline the lack of competitive advantage to improve operational efficiency. This inefficiency led to many manufacturing plants closing and a climbing unemployment rate. The result is a loss of U.S. manufacturing knowledge and manufacturing jobs. Historically, the manufacturing workforce was often composed of family members who had worked for generations at the same plant. The sharing of manufacturing knowledge occurred at the dinner table. In addition, skilled workers rose through the ranks and held management positions, thereby expanding the knowledge beyond the family. In this way, manufacturing knowledge continued to grow through the sharing of ideas.

As competition increased and methodologies changed, the required skill set changed. Remaining competitive meant hiring managers with university-generated business skills and little or no hand-on manufacturing experience. These highly educated and poorly experienced leaders began encouraging the older manufacturing generation to retire – or simply downsized them altogether. This meant a continued loss of historical and hands-on knowledge over the last 50 years. In 1950, manufacturing was about 35 percent of total employment. In 2004, this number dropped to only 13 percent, according to the Federal Reserve Bank of Cleveland economic commentary “Why Are We Losing Manufacturing Jobs?” In 2014, the number was only 6.6 percent. These changes made learning from the past difficult at best.

I began to write this article over 30 years ago when I was a production manufacturing worker at Sikorsky Aircraft. I witnessed the jobs leaving firsthand. Thirty years later while conducting research for my doctoral dissertation, I discovered that the missing link to that mass exodus of jobs was the devastating loss of manufacturing knowledge. This discovery prompted the need to create a potential solution rooted in two very important U.S. industries: the career college and manufacturing communities. My research identified the career college sector as the community best equipped to support this ground-level important function in our nation.

The career college community is grounded firmly in a context that is best equipped to support the U.S. manufacturing industry, because career colleges, universities and vocational schools are closest to the workforce. Bringing well-paying manufacturing jobs back is critical to the future of our sector. The global labor market has become strong outside the U.S. because of the high labor cost stigma associated with the U.S. economy. Heightened domestic costs empowered millions of people around the world to compete for U.S. jobs. This increased global competition led to downsizing of the manufacturing sector in the U.S. Many products formerly manufactured in the U.S. are now manufactured in part or in whole elsewhere in the world. U.S. companies outsourced manufacturing because the company’s leaders honestly believed American workers held no competitive advantage over cheap offshore labor. This strategy caused great devastation by halting investments in manufacturing technology and education. When companies do not have the additional capital generated from higher revenue to invest back into the business, the result is a loss of competitive advantage and shared knowledge.

The U.S. economy relies heavily on manufacturing, meaning that the sustained growth of the manufacturing industry is paramount to economic stability. The purpose of this article is to introduce the feasibility of a certification to bridge the gap between manufacturing and research in the U.S. by establishing a side-by-side value education partnership that links manufacturing industries and the career college community.

The researcher sought to understand the challenges from both a practitioner’s and researcher’s perspective. Manufacturing leaders participating in the survey for the feasibility study were from Boeing, Lockheed Martin, Rolls Royce, Northrop Grumman, Raytheon and United Technologies; the survey also included supply chain leaders from the U.S. government. Eighty percent of the survey respondents agreed that there is a need for a new manufacturing practitioner certification. Eighty-three percent of the survey respondents agreed that a new certified professional would improve manufacturing productivity through focused career education. Ninety-four percent of the survey respondents agreed that engaging in technology and career education would increase manufacturing opportunities. My study provided the educational capital to identify the need for developing a new joint manufacturing and research career-educated specialist, called the certified manufacturing practitioner (CMP).

The CMP concept simplifies the means to link the past, the present and the future by developing business solutions from shared leaders’ experiences in the manufacturing industries. The new certified manufacturing practitioner program is designed to improve knowledge sharing through case study evaluation that is grounded in where the manufacturing jobs reside. This shared education understanding takes the manufacturing case study out of the university classroom to the manufacturing shop floor. Career-guided steps are necessary to prevent further degradation of the manufacturing knowledge base. Historical literature provides the means to improve the U.S. manufacturing industry’s productivity and competitiveness through past and present case studies. Learning from history can improve the future. Business and manufacturing case studies provide real-life stories of successes and failures in the same industry and should be the basis for knowledge sharing. Students can best obtain and share this knowledge when the career education community is committed to rolling up its sleeves to deliver hands-on career education experience directly from the U.S. manufacturing source: the manufacturing shop floor.

The problem today is that business-manufacturing case studies do not receive adequate attention. It is difficult for a manufacturing business to be competitive in today’s volatile business market without having the means to review, understand, and benefit from experience. Not learning from the past creates a communication disconnect and knowledge loss, which has a direct link to lost manufacturing businesses and jobs. In manufacturing, when learning stems from past successes and mistakes, business efficiency, and competitiveness naturally follow, because an understanding of the past reduces the risk of repeating the same mistake – or, even worse, not learning from or sharing success stories. Success is dependent on the ability to develop and identify manufacturing solutions from case studies. This ability also can provide a heads-up display for market changes, diversity of markets and the ability to adapt to markets with a historical customer perspective that is practitioner-based.

A CMP practitioner can fuel progressive learning across corporate cultures and different leadership styles, and he or she could have the influence to build upon strong team-based relationships that share knowledge. The cost of waiting for old ideas to catch up with modern-day manufacturing practices obstructs new manufacturing market opportunities. Such obstructions represent a stream of wasteful manufacturing practices, making it difficult to be competitive in today’s volatile manufacturing markets. The loss of competitiveness results in lost manufacturing work and higher unemployment statistics. Once people become unemployed, 44 percent remain unemployed for 27 weeks or more, as reported by the Congressional Budget Office. CMP becomes the natural bridge by forming sustainable manufacturing solutions based on experiences, while at the same time observing market changes that provide the means to respond, adapt and capitalize on this market change. Finding the strengths and weaknesses of employees becomes important to rediscovering the company’s value.

CMP career college partnerships work with U.S. manufacturers to help them create and retain jobs, increase profits, and save time and money. Today, the manufacturing industry knowledge base is limited to real-time events that occur daily in the manufacturing industry. The CMP embraces a holistic and unified approach in career education study connected to the manufacturing shop floor, and it creates the means to retain and share manufacturing knowledge.

Imagine the education possibilities when the career college community reshapes the U.S. and global manufacturing industry. So, is the career college community ready to take CMP from a research study concept to a successful manufacturing reality? I think so.   Dr. Pietro (Pete) Savo 

Originally published: Career College Central Magazine, May/June 2014

Succeeding on a New Front

Succeeding on a New Front – Going back to college is yet another brave act for Iraq and Afghanistan-era veterans who are finding challenges unique to them on college campuses.
September 2014 Edition

Career College Central Magazine, September 2014

Our service members are the true 1 percent who have raised their right hand to protect us. We have an obligation to protect them as well.

Summer has come and gone, and many highly motivated veterans are looking to
spend their earned veteran education benefits, and with good reason. The unemployment statistics for Iraq- and Afghanistan-era veterans show that
education provides significant advantages. Officers with college degrees show a
lower unemployment rate than most enlisted personnel, whose unemployment rate is in the double digits. If education increases the odds of employment, then going back to college becomes the logical choice. However, many variables can
complicate the student-veteran’s enrollment and assimilation into higher
education. For example, student veterans are arriving at university and college
campuses where counselors may not be adequately prepared for them. Even with so many veterans ready and willing to spend their education money, some schools are not yet ready to support these veterans’ educational needs. This is a shame, as there is a huge benefit to enrolling veterans, who often come academically prepared and have high educational goals – a winning combination for institutions of higher education.

Student veterans are arriving at university and college campuses where counselors may not be adequately prepared for them.

For many veterans, social class plays a large role in their interest in enrolling in
college. A 2007 Associated Press report showed that the majority of veterans
killed in Iraq came from towns having a per capita income well below the
national average, and more than half came from towns where the percentage of
people living in poverty topped the national average. This points to a lower
socioeconomic status in general for men and women entering the military. And a
major key to rising from a lower socioeconomic class is higher education.

Which higher education programs have the greatest employment opportunities for veterans and their families? My research has identified the health service
industry as a top employer, second only to the federal government. From 2004 to 2014, three agencies – the Department of Defense (DOD) the Department of Homeland Security (DHS), and the Department of Veterans Affairs (VA) – accounted for about 94 percent of hiring increases. The DOD
reported that military-to-civilian transitions have greatly contributed to this
overall increase. In keeping with these facts, many veterans are currently enrolling in education programs designed to staff these particular industries.
I recently decided to research institutions possessing qualities especially suited to the student-veteran. I chose to search for regionally accredited colleges that boast lower tuition, have both on-campus and online degree programs, offer personalized instruction, are military-friendly, and provide access to student internships or co-ops (which can turn the educational experience
into a great-paying job). Thanks to the unlimited power of the Internet, I
quickly found several institutions that fit this description, including Daniel
Webster College in Nashua, New Hampshire; Eastern Kentucky University in Richmond, Kentucky; and National University in Bakersfield, California. I’ll close with a heads up to America’s 4,599 Title IV degree granting institutions.
The veterans and their families are coming, armed with the sheer power of
curiosity and the information-gathering muscle of the Internet, and when they
ask a question, they probably already know the answer. Veterans understand that
the best strategy to ensure that their higher education results in a good career is to self-advocate. Veterans come military-educated, leadership-ready, mature and eager to learn – and they will succeed.

Suggestions for institutions:

• Familiarize yourself with VA education benefit programs and become a real help to student veterans.

• Don’t spend huge marketing dollars; instead, use this money to reduce tuition costs.

• Don’t enroll or sell your seats; simply provide counsel.

• Try to provide student-veterans with what they are looking for. If you
don’t have it, direct them to one of the other 4,598 Title IV degree-granting
institutions in the United States that may.

• Take the time to learn what drives a student’s passion. This will improve retention and graduation rates.

• Place quality of education before revenue and profit.

Our service members are the true 1 percent who have raised their right hand to protect us. We have an obligation to protect them as well.

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2014

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link

Doing the Job; Are apprenticeships for real or just a political flavor of the month?

July 2014

Doing the Job; Are apprenticeships for real or just a political flavor of the month? Career College Central Magazine, July 2014

If you throw enough stuff at a wall, eventually something good will stick – perhaps even a positive and proactive government program. In May, President Obama and Vice President Biden announced a $600 million job grant that emphasizes skill training. A similar program was suggested by President Bill Clinton in the early ‘90s, which would pin its hopes on apprenticeship programs in order to make the United States a more globally competitive entity and create jobs. Learn-on-the-job apprentice programs are the key to economic growth, allowing people trained in specific tasks to become productive parts of society. It is my opinion that this latest Washington initiative is a solid initiative, but its focus is too narrow and is destined to be at a high risk of failure.

Clearly, these dollars are destined for an already ailing community college industry plagued by shortfalls originating from poor educational offerings and financial difficulties. A burst of money presents the means for a short-lived positive, and then this positive once again fails where it began. The community college sector in theory is community-grounded, and yet tends not to be directly partnered to the small business private sector. The public community college industry today is perceived as another regulatory arm of the government, and small businesses are keeping it at a distance. Small business views government partnerships as unequal partnerships in which they do all the work and the government gains the benefits. Skill training to learn-on-the-job apprentice programs will work when our community launches the initiative from the small business private sector, where the non government, tax-revenue-generating jobs are located. The private sector is where most jobs are, and these need to be staffed; people need to be trained at the source of the employment demand.

On-the-job apprentice programs are tried and- true ideas that still can work. They work when the private sector leads and defines the programs based on genuine skills demand. Participating in an apprentice program that trains for job skills that are not in demand will result in a certificate for participants to hang on their wall, but no paying job. Skill training apprentice programs and skilled workforce demand must be married. There must be no question where the journey begins and ends. Skill training apprentice programs must be designed and deployed for quantifiable results. Community-launched job initiatives from the small business private sector work because they are directly connected with skills demand and paying jobs.

I did agree with the President when he suggested any employer is going to be fortunate to employ those who have been trained. He is correct in stating there are many citizens willing to work hard to support their families who do not currently have good jobs. Any money spent in this direction will yield a result. However, sustainable results must become the goal, the normality and the mission for all involved. An apprentice program should provide more ground level skills and be more demand-focused than simply serving as the political flavor of the month.  Someone should take the initiative and draft a letter to the President.

My letter would read as follows:

Dear Mr. President,

I was interested to hear about your recent $600 million job grant, but my private sector solution would focus more on how can we hire the apprentice, combined with the creation of specialized training and apprenticeship platforms to help folks land well-paying jobs. In my humble opinion, the goal of how can we hire the apprentice must be the only motive and the priority as we design and deploy an apprenticeship platform. We all understand that an apprenticeship can bring both the apprentice and employer major benefits, from increased productivity to helping people obtain experience in the workplace and earning a living while they learn. Perhaps we are too focused on the United States losing its competitive edge in a global economy against countries such as China, because they have already overtaken the United States and left us behind. We have forgotten how to lead. Here is a private sector solution focusing on simply leading:
• Self-assess: Ask the businesses to self-assess their own businesses rather than regulating them; empower businesses. Business community, look at your staffing needs taking into justification your strategic goals, including real and planned growth, your existing training, and business development plans. Decide where you will need additional staff in the business, and share this information within your own business community by business networking.

Share information: Businesses, now go get the support of your entire organization. By sharing the self-assessment information about what staffing needs you have and also sharing what apprenticeships are, their benefits and how to plan them, you can secure the backing of your organization. Support should be all-inclusive, from the shop floor sweeper to the president. Encouraging questions from across the entire business promotes an understanding of staffing needs from the ground up.
• Create partnerships: Form a relationship with the training organization and encourage them to come into the workplace. Discuss how and where the training will be provided, what is expected from you and the organization, and the method of feedback for progress and attendance. This training support organization depends on the size of your business; it can be either an internal or an external organization.
• Recruit: Now it is time to recruit your apprentice. Have your internal and external training organization announce the position and start the interviews and general support process. The entire business should treat the recruitment as you would any other vacancy. Once you’ve appointed your apprentice, treat him or her as you would any new employee.
• Measure and report: Examining metrics and evaluating value is essential for the apprentice and your business, as it presents the opportunity to review progress and give feedback.


Dr. Pete Savo

The President’s initiative is a good one, but its focus is too narrow. Skill training to learn-on-the-job apprentice programs will work when our community launches the initiative from the small business private sector. To reiterate, on-the-job apprentice programs work when the private sector leads and defines the programs based on genuine skills demand. Skill training apprentice programs and skilled workforce demand must be married, to make it obvious where the journey begins and ends. It’s time for the United States to remember how to lead by empowering businesses to self-assess, share information, create business partnerships, recruit their apprentices, review metrics and progress, and benefit from the resulting value.

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2014

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link


What We Do:

StraighterLine provides high-quality online college courses that are guaranteed to fit into your degree program.

“Education Is power” A power of knowledge’s, that grants freedom to live, to laugh, to learn and most important to share

Creating a brighter future for Haiti, safe guard our #1 natural resource our people, especially our greatest legacy our children. This power comes from understanding that Education Is power – A power of knowledge’s, that grants freedom to live, to laugh, to learn and most important to share.  

Education Is Power and regardless where this education is obtained, once it’s yours, no one can take it away from you! I truly believe that our children young and old represent our #1 natural resource… and we all have the need and right to a vocation. “Creating of Brighter Future for Haiti” is the inspiration for me to, in our world there are many Haiti (s), that is why it so important to focus all our energy to this amazing Caribbean country. Haiti is the most populous full member-state of the Caribbean Community. Populous is a truly inspiring word, full of residents, jammed with people passionate people.

I believe with people all amazing goodness is possible, that knowledge has led me here today.

To transform a populous to prosperity requires a plan. Vocational and technical education is the secret sauce to improving the economic development of Haiti.  Much of what we learn has a direct correlation to the social influence of learning. Economic doom and gloom create a struggle that students of all ages experience. The struggle that keeps the next generation away from attending a vocational and technical education is the struggle that continues to reduce any chance of eliminating the economic hardships. No matter how, economic hardships keep people down, economic hardships is

In a challenging economy, developing renewed education success is critically dependent on cultural adaptability. Cultural adaptability is a rediscovering process critical to the survival of our humanity itself.

Haiti’s history – inventing survivability…..

Haiti’s historicaly unique for several reasons. When it gained independence in 1804, it was the first independent nation of Latin America and the Caribbean, the only nation in the world established as a result of a successful slave revolt, and the second republic in the Americas. Its successful revolution by slaves and free people of color inspired the world, that is why I believe the vocational revolution occurring in Haiti today will once again led the world.

“Education is an evolutionary market process when embraced by the populous has no limit.”  

What we know for sure, the education markets will continue to evolve, and the  amount of market change is unknown; what is clear is that “The Markets Drive the education spending, and the education spend drives our economy” and education resiliency are vital to improving our economy, and education is the best tool for re-inventing a robust economy.

When self, influenced by rediscovery, the social influence of learning sets the stage. We have some work to do, all the books that have been written about the rediscovering process can be summed up into one rule;

“Rediscover, rediscover often, and never stop rediscovering and the natural by-product becomes success!

This brings us to a level of understanding that education is a form economic power that when generated smartly results in
unlimited potential. Humanities’ DNA is programed to drive us outward to explore, to invent, and to prosper. When
society limits this outward motion regardless the reason, substandard education practices result. In my opinion, the education model that is best suited to empower our natural instinct to explore and invent is a career or vocational education.

Its concepts promote the most basic common denominator that if you teach humanity to fish, “we can survive”, “we feed ourselves”, “we can prosper”. And we can continue to explore and invent better ways to fish.

The economic effectiveness of human capital relies upon on the skills of its work force. The skills and the abilities of the work force, in turn, are dependent upon the quality of the education and training systems in place.  

Taken from the a speech I gave at the: Organization of Support to the Development of the Plateau Central, Inc.

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2014

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link


What We Do:

StraighterLine provides high-quality online college courses that are guaranteed to fit into your degree program.

How your higher education institution becomes the trailblazer promoting education greatness!

Do you believe the Macy’s Department Store Miracle on 34th Street classic model can work in Higher Education? To provide another institution  referral when your institution does not offer what the student really wants…

The College and University community
, to continue to ensure the highest academic degree programs of interest and continue to prosper in business. The higher-education industry must begin to think out-of-the-box, by developing and implementing academic countermeasures that are greater than their own university’s personal revenue interests.

Studies show
that the natural by-product of students experiencing academic interests that they the student perceive are truly met (what is important to them), results in higher retention and graduation rates.

In the best interest of students, we give referrals to our college and university friends, or perhaps institutions that you may list as competition. Especially when the other institutions have the best academic degree programs of interest that the student’s desires to enroll in.

In my travels, I have noticed some higher education institutions are doing this already, and that is where I acquired the idea for this blog article. To those institutions, I admire your commitment to education quality, education sustainability, and to have a student commitment greater than your own revenue outlook, thank you 🙂

However, we are far from there yet; how many times do admissions people tell the student prospect that we do not offer that program you’re interested in; however, this program we offer is just as good or similar? Close only counts in horseshoes, this same rule does not apply in higher education. Higher Education is not a revenue game, it is life.

The best life equals the education goals that bring you passion, we must focus on feeding the passion of our #1 natural resource, “our students”!

I know you are in business to sell seats; and you sell your own brand first. However, when you sell your own brand, and make this brand more important than a student’s true learning desire. The message you are promoting is mediocre academic interests is the normality at your institution.

Create a master list of education offerings by institutions, and have your admission call center advisors master this list,
your team becomes true higher-education counselors, and your higher education brand becomes the leaders promoting education greatness.

The Miracle on 34th Street model, when Macy’s Department Store referred Gimbels Department store because Gimbels had the best skates. Every good movie begins as a very smart idea; proof is Macys is still in business and Gimbels closed their last store in 1987. “Are you the Gimbels Of Higher Education?”. 

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2014

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link


What We Do:

StraighterLine provides high-quality online college courses that are guaranteed to fit into your degree program.

With StraighterLine you earn your college degree from the top career focused universities, in the field and ultimately in the career of your choice in less time, with less stress and with $15,000 less in student debt.

News Media’s Responsibility

News Media

We often forget the news media’s responsibility to society is to report the news, not create it. When the power of the media abuses our nation’s reality for political reasons, the entire nation suffers and pays the price. When the news media became the supermarket tabloid, their credibility, became lost forever. The problem today is that liberals, moderates, and conservatives focus more on the news creating arguments than the actual importance of having the argument. Agree or not, the disagreement of different political viewpoints represents the only true important factor in the rhetoric. Because we must never stop debating, never stop disagreeing, and never stop questioning because that is what makes humanity adaptive and complete.  When we stop arguing, when the rhetoric becomes one-sided, when any side is no longer  willing to question, we achieve pure submission. Submission does not work in a  humanity with a natural explores DNA.

Regardless of your political beliefs, we must demand open access to all viewpoints and make up our own minds. However, viewpoint censorship can come from any direction. Even a place historically deem neutral, the message is silent but deafening.  Such a place is a popular Southern New Hampshire gym where Fox News channel is not accessible on all five Life Fitness Ellipticals. Strange all other media outlets are accessible with working sound, perhaps a sheer coincidence, dumb luck or a man-made political statement?  The moral of the story, never stop debating, never stop disagreeing, and never stop questioning because that is what makes humanity adaptive and complete; do you agree with this argument?


by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2012

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link

Dr. Pietro Savo

The Truest and Purest Humanity is Children

American Writer

Educators today face a collection of challenges to their eagerness to
including unproven standards that limit more than inspire
students and educators alike. This approach delivers uncommitted education
engagements. The problem is the one-size-fits-all mentality, which teaching to a
standard will result in some quantifiable improvement. In reality, every student
is different; promoting that difference promotes greatness that is measurable
outside the standard. The problem to solve for, can modern education inspire
true potential at the individual level? Is there room in modern humanity for limitless greatness?

A powerful humanity component but often ignored is children.
“Children do not have the problems, we old people create, but they do have
solutions that are straightforward simple and realistic because in the child’s
mind, everything is possible”. Solving the world’s problems is grounded in
academia’s focused not of the limit of humanity, but the infinite possibilities.
A potential focus will require a  different kind of thinking. The solution points to the young and old working  together. Children have a grounding effect; they take the complexity out of life
and make it simple.

The truest and purest humanity is children, yet we from K1 to graduate school we place such short emphasis are they unlimited potential of the  child’s mindset. The term limit was defined by and adult, this term does not  exist in a child mind until it is taught to the child.  Dr. Pete

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2012

Manufacturing Research Practitioner ™ by Dr. Pietro Savo

Read, write, and question everything!Our voices are powerful and true!

Dr. Pietro Savo E-Mail Link

Dr. Pietro Savo