200 words each with 1 referencePart I. Reread the memo about f.docx

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200 words each with 1 reference Part I. Reread the memo about fair housing - see attached memo Explain how you serve the council even though their ideas might differ from the public good. Can you argue that serving the council’s decision is serving the public good? Part II. If you were the city manager in the situation from the first DQ. Would you implement the policy? Explain why. Discuss the challenges that might occur if someone did choose to implement the policy. .

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3 pages After reading the Cybersecurity Act of 2015 , address the private/public partnership with the DHS National Cybersecurity and Communications Integration Center (NCCIC), arguably the most important aspect of the act. The Cybersecurity Act of 2015 allows for private and public sharing of cybersecurity threat information. What should the DHS NCCIC (public) share with private sector organizations? What type of threat information would enable private organizations to better secure their networks? On the flip side, what should private organizations share with the NCCIC? As it is written, private organization sharing is completely voluntary. Should this be mandatory? If so, what are the implications to the customers' private data? The government is not allowed to collect data on citizens. How should the act be updated to make it better and more value-added for the public-private partnership in regards to cybersecurity? .

3 pages, 4 sourcesPaper detailsNeed a full retirement plan p.docx

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3 pagesThis paper should describe, as well as compare and contra.docx

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3 pages This paper should describe, as well as compare and contrast, Diffie Hellman and Kerberos. You should include data flow diagrams that outline the transaction of both kerberos and Diffie Hellman - one diagram each please using Microsoft Visio or Dia (free open source tool). These diagrams are NOT part of the page total required for this assignment. single spacing , normal margins, use 12 pt font - reference what isn't yours please .

3 assignments listed below1. In a 350 word essay, compare a.docx

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3 assignments listed below 1. In a 350 word essay, compare and contrast the healthcare system of the United States with the WHO’s Millennium Development Goals. Be sure that you are providing the significant components of the US system as well as the WHO'S Millennium Development Goals. The essay must be submitted using 12 point times new roman font double spaced in APA format. You must have at least one reference on a separate reference page. The assignment must be submitted in APA format; you do not need an abstract. 2. Children have always contributed to the total number of migrants crossing the southern border of the United States illegally, but in 2014, a steady overall increase in unaccompanied minors from Central America reached crisis proportions when tens of thousands of children from El Salvador, Guatemala, and Honduras crossed the Rio Grande and overwhelmed border patrols and local infrastructure (Dart 2014). Since legislators passed the William Wilberforce Trafficking Victims Protection Reauthorization Act of 2008 in the last days of the Bush administration, unaccompanied minors from countries that do not share a border with the United States are guaranteed a hearing with an immigration judge where they may request asylum based on a “credible” fear of persecution or torture (U.S. Congress 2008). In some cases, these children are looking for relatives and can be placed with family while awaiting a hearing on their immigration status; in other cases, they are held in processing centers until the Department of Health and Human Services makes other arrangements (Popescu 2014). The 2014 surge placed such a strain on state resources that Texas began transferring the children to Immigration and Naturalization facilities in California and elsewhere, without incident for the most part. On July 1, 2014, however, buses carrying the migrant children were blocked by protesters in Murrietta, California, who chanted, "Go home" and "We don’t want you.” (Fox News and Associated Press 2014; Reyes 2014). A functional perspective theorist might focus on the dysfunctions caused by the sudden influx of underage asylum seekers, while a conflict perspective theorist might look at the way social stratification influences how the members of a developed country are treating the lower-status migrants from less-developed countries in Latin America. An interactionist theorist might see the significance in the attitude of the Murrietta protesters toward the migrant children. Respond to the following questions in a 350-word essay using 12 point times new roman font double spaced: Given the fact that these children are fleeing various kinds of violence and extreme poverty, how should the U.S. government respond? Should the government pass laws granting a general amnesty? Or should it follow a zero-tolerance policy, automatically returning any and all unaccompanied minor migrants to their countries of origin so as to discourage additional immigration tha.

3 CommunicationChallengesinaDiverse,GlobalMarketpl.docx

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/ 3 Communication Challenges in a Diverse, Global Marketplace LEARNING OBJECTIVES After studying this chapter, you will be able to 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B75) Discuss the opportunities and challenges of intercultural communication. 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BBA) De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping. 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFF) Explain the importance of recognizing cultural variations, and list eight categories of cultural differences. 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001CA0) List four general guidelines for adapting to any business culture. 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCA) Identify seven steps you can take to improve your intercultural communication skills. MyBCommLab® Improve Your Grade! More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and end-ofchapter problems. COMMUNICATION CLOSE-UP AT Kaiser Permanente kp.org (http://kp.org) Delivering quality health care is dif�icult enough, given the complexities of technology, government regulations, evolving scienti�ic and medical understanding, and the variability of human performance. It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances. Those communication efforts are challenging enough in an environment where everyone speaks the same language and feels at home in a single cultural context—but they’re in�initely more complex in the United States, whose residents identify with dozens of different cultures and speak several hundred languages. The Oakland-based health-care system Kaiser Permanente has been embracing the challenges and opportunities of diversity since its founding in 1945. It made a strong statement with its very �irst hospital when it refused to follow the then-common practice of segregating patients by race. Now, as the largest not-for-pro�it health system in the United States, Kaiser’s client base includes more than 10 million members from over 100 distinct cultures. At the core of Kaiser’s approach is culturally competent care, which it de�ines as “health care that acknowledges cultural diversity in the clinical setting, respects members’ beliefs and practices, and ensures that cultural needs are considered and respected at every point of contact.” These priorities.

2Women with a Parasol-Madame Monet and Her SonClau.docx

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2 Women with a Parasol-Madame Monet and Her Son Claud Monet (1840-1926) 1875 Oil on Canvas 100 x 81 cm 119.4 x 99.7 cm Image from National Gallery of Art. Working thesis statement - “Woman with a Parasol” is also called “The Stroll”. Painted 1875 (art, n.d.) in France Argenteuil; The character in the paint are Monet’s wife Camille Monet and his 7-year-old son. - This paint was finished within a day; he was using the fast-visible brushstrokes to create this work. This work witnessed that Monet got away from the Academy style. (Gallery, n.d.) The theme of the paint is one of kind. (Proving the impressionism) - “Woman with a Parasol” was exhibited in second impressionist exhibition, 1876. (Art) - The theme and environment in the paint earned many claps and praises. The whole image provides people with a feeling of freedom and kind. (Art, nga.gov, n.d.) The controversy parts. · How much contribution that this paint did to the modern art world. · The affections about the theme in this paint. · The viewer nowadays is judging the art value of this paint. Those controversy parts about the paint were making a progress in modern art and improve the development of art. Bibliography: 1. “Woman with a Parasol - Madame Monet and Her Son.” Modern Painters 29, no. 1 (March 2017): 45. https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=121204182&site=eds-live. 2. Goldwater, Robert. "The Glory that was France." Art News 65 (March 1966):42, repro. cover. 1966 3. Hand, John Oliver. National Gallery of Art: Master Paintings from the Collection. Washington and New York, 2004: 382-383, no. 317, color repro. 2004 4. C. Monet Gallery “Woman with a Parasol”. https://www.cmonetgallery.com/woman-with-a-parasol.aspx 5. Woman with a Parasol, 1875 by Claude Monet, Claude Monet Paintings, biography, and Quotes. https://www.claude-monet.com/woman-with-a-parasol.jsp#prettyPhoto 6. Eelco Kappe. “Woman with a Parasol - Madame Monet and Her Son by Claude onet.” TripImprover, (2019/10/16) https://www.tripimprover.com/blog/woman-with-a-parasol-madame-monet-and-her-son-by-claude-monet#comments 7. Google Art and Culture, National Gallery of Art, Washington DC. https://artsandculture.google.com/asset/woman-with-a-parasol-madame-monet-and-her-son/EwHxeymQQnprMg 8. Charles Saatchi. “Charles Saatchi's Great Masterpieces: when a family scene was an act of rebellion.”19 March 2018. 7:00AMhttps://www.telegraph.co.uk/art/artists/charles-saatchis-great-masterpieces-family-scene-act-rebellion/ 9. TotallyHistory. “Woman with a Parasol”. http://totallyhistory.com/woman-with-a-parasol/ 10.Peter C. Baker. “THE REAl WORLD OF MONET”, The New York. January 10,2013. https://www.newyorker.com/books/page-turner/the-real-world-of-monet Improving financial literacy in college of business students: modernizing delivery tools Ronald Kuntze College of Business, University of New Haven, West Haven, Connecticut, USA Chen (Ken) Wu and Barbara Ross Wooldridge Soules Colleg.

2The following is a list of some of the resources availabl.docx

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2 The following is a list of some of the resources available in the Trident Online Library related to the HR field. Academic Research Journal of Applied Psychology This journal focuses on the applications of psychology research. This research journal is a good source for learning about the latest developments in cognitive, motivational and behavioral psychology and implications for the workplace. It is available through Business Source Complete in the Trident Online Library. Personnel Psychology: A Journal of Applied Research This scholarly journal has practical utility in that it centers on personnel psychology. The articles focus on the latest research on selection and recruitment, training, leadership, rewards, and diversity. It is available through Business Source Complete in the Trident Online Library. Academy of Management Journal This journal focuses on the management side of psychology. The articles are mainly theoretical. This journal would be a good resource for those researchers looking for new managerial theories and methods. It is available through Business Source Complete in the Trident Online Library. The Academy of Management Review This journal also focuses on management psychology. It is regarded as a top journal in its field and publishes theoretical and conceptual articles on management and organization theory. It is available through Business Source Complete in the Trident Online Library. Professional Journals Harvard Business Review Harvard Business Review is a cornerstone business journal that has practical applications for HR professionals. This is a great resource to find case studies and expert insights on business practices. It is available through Business Source Complete in the Trident Online Library. Human Resource Management Journal This journal has best practices articles for HR professionals in the workplace. It is available (up to 1 year ago) through Business Source Complete in the Trident Online Library. HRMagazine This magazine is published by the Society for Human Resource Management. The articles are a great resource for HR professionals dealing with the most recent issues in the workplace. It is available through Business Source Complete in the Trident Online Library. TD: Talent Development The Association for Talent Development publishes this magazine. It is targeted to professionals in the human resource development field. It is available through Business Source Complete in the Trident Online Library. Workforce Solution s Review This magazine that focuses on many topics within human resource management. The articles included are written by industry experts and academics. They are targeted to HR professionals in the workplace. It is available through Business Source Complete in the Trident Online Library. Adapted from: PennState University Libraries (2017). Retrieved from http://guides.libraries.psu.edu/human-resources/journals. Assignment Select three articles (published within the past five years),.

3 If you like to develop a computer-based DAQ measurement syst.docx

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3: If you like to develop a computer-based DAQ measurement system or that can provide several functions in a Smart Home System, such as climate control or gas leakage detection functions, answer the following for the climate control systemfunction: 3.1 Draw the hardware connections of the system focusing on the pin connections of the system components, so that the system can provide the 'Climate Control' function. The available devices are: (5 marks) Microprocessor-based system (Laptop/PC). Interface board: NI USB DAQ. LM35 Temperature sensor Humidity sensor Micro-switches Variable resistor LEDs Relays Multi-output power supply Include any required passive electronic components 3.2 Draw a flowchart for a program that can achieve both the climate control and gas leakage detection functions. (4 marks) 3.3 What are the factors that should be considered when selecting a DAQ card? (4 marks) 3.4 Discuss the signal aliasing problem and how you can overcome this effect; supportyour answer with figures and drawings(2 marks) 3.5 What are the steps of conversion of continuous signals to digital values (ADC)? (2 marks) 3.6 Name four types of ADC’s and choose any two to compare between them; what is the ADC type that is used in NI DAQ’s? support your answer with figures anddrawings(7 marks) 3.7 Compare between RTD (Resistance Type Device) and Thermocouples temperature sensors; support your answer with examples and drawings. The LM35 sensor can be classified as which type of temperature sensors? (5 marks) 3.8 Give examples of DAQ cards that can be used to measure the following properties and discuss the reasons for your selection.? 1- Displacement 2- Vibration 3- Strain (6 marks) Total 35 marks4: You are to develop a home security system that can be used to monitor a house of two doors and four windows. The output of the system should present the status of each location independently and should provide an audible warning in case of any problem - including the detection of smoke. The available devices are: − PIC16F877 Microcontroller (given in Figure 4.1) − two door push button switches − four window push button switches − one Motion Detector − one smoke detector sensor − eight LEDs − one buzzer − Include any passive electronic components required. According to your study answer the following questions: 4.1 Draw a block diagram for the complete system. (4 marks) 4.2 Using the PIC16F877A microcontroller shown in Figure 4.1, draw the wiring diagram of the proposed system. Include any necessary electronic components required for the microcontroller to function correctly; state the function of each element. (8 marks) 4.3 Draw a flowchart for a program that can achieve the above function. (4 marks) 4.4 Given the pin confi.

2 Background The research focuses on investigating leaders from highly rated managed care organizations based on their leadership practices in comparison to leaders from low rated managed care organizations. High rated organizations are managed care organizations who have attained either 4.5 or 5 Medicare Stars ratings whiles low ratings organizations are organizations who have attained 3 Stars or less. The research design: Survey was sent to leaders from both high Medicare rated and low rated organizations. I believe I have enough sample size so the result will be significant. I have received 35 response from leaders from high rated organizations and 35 from low rated organizations (35 participants each responded, making 70 participants in total). The goal is to find out if there is a significant difference in leadership practice between leaders from highly rated organizations and low rated organizations. The survey tool used is Leadership Practice Inventory (LPI), which has a total of 30 behavioral statements that reflect on the practices leaders regularly use in managing their organizations. The leaders were invited to complete the survey online. The 30 survey questions are grouped in 5 Models: 1. Model the Way 1. Inspire a Shared Vision 1. Challenge the Process 1. Enable Others to Act 1. Encourage the Heart The participants completed the LPI self-test, where they must rate themselves depending on the frequency, which they believe in engaging in each of the five models. They rate themselves on a 10 point likert scale, below. 1-Almost Never 3-Seldom 5-Occasionally 7-Fairly Often 9-Very Frequently 2-Rarely 4-Once in a While 6-Sometimes 8-Usually 10-Almost always 1. Dependent Variable: Attaining high Overall Medicare Star Rating 1. Independent Variables: 1. Leadership practice Practices (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart) 1. Years of Experience 1. Leadership Style Abbreviations meaning: LP- Leadership Practice MSR – Medicare Stars Ratings MSROs – Medicare Stars Ratings Organizations YoE – Years of Experience The following hypotheses has been tested, analyzed (page 4-23). SPSS software was used for data analysis. Hypothesis 1 - There is a significant difference in LP between leaders from high (4.5 or 5) MSROs and low (3 Stars or less) MSROs. Hypothesis 2 – There is a strong relationship between MSRs and the LP of both high and low MSROs Hypothesis 3 - In comparison to other 4 models (thus Model the Way, Challenge the Process, Enable Others to Act, Encourage the Hearts), practicing the “Inspire A Shared Vision” model is very significant in helping leaders influence the attainment of high MSR in MCOs. Hypothesis 4 – The leaders’ leadership style contributes to a leader’s ability to influence the achievement of high Medicare ratings for MCO. Hypothesis 5 – The Leaders’ of Years of Experience (YoE) is effective in enabling leaders influence the attainment o.

2TITLE OF PAPERDavid B. JonesColumbia Southe.docx

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2To ADD names From ADD name Date ADD date Subject ADD ti.docx

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2 To: ADD names From: ADD name Date: ADD date Subject: ADD title Introduction Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Sed pellentesque sagittis diam, sit amet faucibus diam lobortis quis. Sed mattis turpis ligula, in accumsan ante pellentesque eu. Quisque ut nisl leo. Nullam ipsum odio, eleifend non orcinon, volutpat sollicitudin lacus (Cuddy, 2002). Identify Changes Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. Aliquam placerat molestie eros vel posuere. This Photo by Unknown Author is licensed under CC BY-SA Figure 1. Title (Source: www.source-of-graphic.edu )Product Offerings Sed facilisis, lacus vel accumsan convallis, massa est ullamcorper mauris, quis feugiat eros ligula eget est. Vivamus nunc turpis, lobortis et magna a, convallis aliquam diam. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Figure 2. Title (Source of data citation) Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Capabilities Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. References Basu, K. K. (2015). The Leader's Role in Managing Change: Five Cases of Technology-Enabled Business Transformation. Global Business & Organizational Excellence, 34(3), 28-42. doi:10.1002/joe.21602. Connelly, B., Dalton, T., Murphy, D., Rosales, D., Sudlow, D., & Havelka, D. (2016). Too Much of a Good Thing: User Leadership at TPAC. Information Systems Education Journal, 14(2), 34-42. Rouse, M. (2018). Changed Block Tracking. Retrieved from Techtarget Network: https://searchvmware.techtarget.com/definition/Changed-Block-Tracking-CBT Change the Chart Title to Fit Your Needs Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5 Assessing Similarities and Differences in Self-Control between Police Officers and Offenders Ryan C. Meldrum1 & Christopher M. Donner2 & Shawna Cleary3 & Andy Hochstetler4 & Matt DeLisi4 Received: 2 August 2019 /Accepted: 21 October 2019 / Published online: 2 December 2019 # Southern Criminal.

2Megan Bowen02042020 Professor Cozen Comm 146Int.docx

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2 Megan Bowen 02/04/2020 Professor Cozen Comm 146 Interest Paper- Mental Health in Student Athletes I am a communication major so must take this class to fulfill my requirements for the course, however, this class will set me up to understand the in-depth reasoning behind communication. The only rhetoric class I have taken in the past is rhetoric in English, not communication; I learnt about Plato, Socrates and all the pervious rhetors that formed the basis on how we communicate today. You could argue that learning it in English and now in communication it could be very similar or the same, but we aren’t focusing on what they wrote or spoke of but why and how. In this paper I chose to analyze a TedX talk from a student athlete Victoria Garrick called ‘Athletes and mental Health: The hidden opponent’, it discusses the challenges that she faced with mental health, and the struggles maintaining a top sport on a colligate team. The reasons behind this are based on the broad ideas and opinions people have on student athletes and mental health separately and together. College athletics is a huge industry, an incredible achievement to get into a division 1 college on an athletic scholarship, but behind all this there are some dark truths. The TedX talk from Victoria Garrick explains these truths from an athlete’s perspective, this is conflicting to the ideas that an average student or outsider has, it explains what is happening behind closed doors. This artifact was gripping to me, it is something that I completely relate too; the artifact itself is a more personal approach to understand what is happening in regard to mental health in student athletes than just reading an article online. To me personally it is easier to find an artifact that I can easily relate too, something that is grossly underappreciated and classed as embarrassing, such a topic as mental health. There were no obstacles in retrieving artifacts for this interest, it is such a broad area that I am interested in finding more information about. There are artifacts everywhere about topics such as this, articles, speeches, documentaries, all gripping a relatable. In this class I am aware that I have much to learn, understand the way in which we communicate and why, the best ways to communicate, and the best evidence and artifacts to find for a specific topic. Finding an artifact for a topic that you are deeply invested in is different than having to find one that your heart isn’t in. With regards to this paper I am already thinking about ideas of where I can focus my information on next, where can I understand different political views behind this topic? What are the families of these student athletes going through? Mental health and student athletes separately. With regards to this class I would like to be able to find these sources and write about them in a way that grips a reader and helps me understand the reasoning behind such communication methods. 1 2 Megan Bowen P.

2From On the Advantage and Disadvantage of History for L.docx

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2 From On the Advantage and Disadvantage of History for Life, by Friedrich Nietzsche (1874) Section 1: CONSIDER the herds that are feeding yonder: they know not the meaning of yesterday or to-day; they graze and ruminate, move or rest, from morning to night, from day to day, taken up with their little loves and hates, at the mercy of the moment, feeling neither melancholy nor satiety. Man cannot see them without regret, for even in the pride of his humanity he looks enviously on the beast's happiness. He wishes simply to live without satiety or pain, like the beast; yet it is all in vain, for he will not change places with it. He may ask the beast—"Why do you look at me and not speak to me of your happiness?" The beast wants to answer—"Because I always forget what I wished to say": but he forgets this answer too, and is silent; and the man is left to wonder. He wonders also about himself, that he cannot learn to forget, but hangs on the past: however far or fast he run, that chain runs with him. It is matter for wonder: the moment, that is here and gone, that was nothing before and nothing after, returns like a spectre to trouble the quiet of a later moment. A leaf is continually dropping out of the volume of time and fluttering away and suddenly it flutters back into the man's lap. Then he says, "I remember . . . ," and envies the beast, that forgets at once, and sees every moment really die, sink into night and mist, extinguished for ever. The beast lives unhistorically; for it "goes into" the present, like a number, without leaving any curious remainder. It cannot dissimulate, it conceals nothing; at every moment it seems what it actually is, and thus can be nothing that is not honest. But man is always resisting the great and continually increasing weight of the past; it presses him down, and bows his shoulders; he travels with a dark invisible burden that he can plausibly disown, and is only too glad to disown in converse with his fellows—in order to excite their envy. And so it hurts him, like the thought of a lost Paradise, to see a herd grazing, or, nearer still, a child, that has nothing yet of the past to disown, and plays in a happy blindness between the walls of the past and the future. And yet its play must be disturbed, and only too soon will it be summoned from its little kingdom of oblivion. Then it learns to understand the words "once upon a time," the "open sesame" that lets in battle, suffering and weariness on mankind, and reminds them what their existence really is, an imperfect tense that never becomes a present. And when death brings at last the desired forgetfulness, it abolishes life and being together, and sets the seal on the knowledge that "being" is merely a continual "has been," a thing that lives by denying and destroying and contradicting itself. If happiness and the chase for new happiness keep alive in any sense the will to live, no philosophy has perhaps more truth than the cynic's: for the beast's happine.

28 jOURNAL Of MULTICULTURAL COUNSELING AND DEVELOpMENT • Janua.docx

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28 jOURNAL Of MULTICULTURAL COUNSELING AND DEVELOpMENT • January 2016 • Vol. 44 © 2016 American Counseling Association. All rights reserved. Received 06/29/15 Revised 07/20/15 Accepted 07/21/15 DOI: 10.1002/jmcd.12035 Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession Manivong J. Ratts, Anneliese A. Singh, Sylvia Nassar-McMillan, S. Kent Butler, and Julian Rafferty McCullough In 2014, the Association for Multicultural Counseling and Development (AMCD) appointed a committee to revise the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis in 1992 and operationalized by Arredondo et al. in 1996. This article reflects the updated competencies, titled the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015a), which were endorsed by AMCD on June 29, 2015, and by the American Counseling Association on July 20, 2015. A conceptual framework of the MSJCC visually depicts the relationships among the competencies’ key constructs: multicultural and social justice praxis, quadrants, domains, and competencies. Implications are discussed. Keywords: multicultural, social justice, competencies, counseling, advocacy En 2014, la Asociación para la Consejería y el Desarrollo Multicultural (AMCD, en sus siglas en inglés) formó un comité para revisar las Competencias en Consejería Multicultural desarrolladas por Sue, Arredondo y McDavis en 1992 y operacionalizadas por Arredondo et al. en 1996. Este artículo refleja las competencias actualizadas, denominadas Competencias en Consejería Multicultural y de Justicia Social (MSJCC, en sus siglas en inglés; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015a), que fueron avaladas por la AMCD el 29 de junio de 2015 y por la Asociación Americana de Consejería el 20 de julio de 2015. Un marco conceptual de las MSJCC muestra visualmente las relaciones entre los constructos principales de las competencias: la praxis multicultural y en justicia social, los cuadrantes, dominios y competencias. Se discuten las implicaciones. Palabras clave: multicultural, justicia social, competencias, consejería, defensoría The Multicultural Counseling Competencies (MCC) developed by Sue, Arredondo, and McDavis (1992) have been instrumental in helping counselors, psychologists, and other mental health professionals address the needs of culturally diverse clients, groups, and communities. Since their emergence and recognition, multicultural perspectives have become embedded into many aspects of the counseling profession (Erickson Cornish, Schreier, Nadkarni, Henderson Metzger, & Rodolfa, 2010; Hays & Iwamasa, 2006; Ponterotto, Casas, Suzuki, & Alexander, 2010). The MCC have influ- Manivong J. Ratts, Department of Leadership and Professional Studies, Seattle University; Anneliese A. Singh, Department of Counseling and Human Development Services, Uni.

2Fifth Edition COMMUNITY PSYCHOLOGY.docx

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2 Fifth Edition COMMUNITY PSYCHOLOGY John Moritsugu Pacific Lutheran University Elizabeth Vera Loyola University Chicago Frank Y. Wong Emory University Karen Grover Duffy State University of New York, Geneseo 3 First published 2014, 2010, 2003 by Pearson Education, Inc. Published 2016 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY, 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 2014, 2010, 2003 Taylor & Francis. All rights reserved All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. ISBN: 9780205255627 (pbk) Cover Designer: Karen Noferi Library of Congress Cataloging-in-Publication Data Duffy, Karen Grover. Community psychology.—Fifth edition / John Moritsugu, Pacific Lutheran University, Elizabeth Vera, Loyola University Chicago, Frank Y. Wong, Emory University, Karen Grover Duffy, State University of New York, Geneseo. pages cm Revision of: Community psychology / John Moritsugu, Frank Y. Wong, Karen Grover Duffy.—4th ed.—Boston : Allyn & Bacon, ©2010. ISBN-13: 978-0-205-25562-7 ISBN-10: 0-205-25562-0 1. Community psychology. I. Moritsugu, John. II. Vera, Elizabeth, 1967– III. Wong, Frank Y., 1958– IV. Title. RA790.55.D84 2013 362.2—dc23 2013008404 4 Part I Chapter 1 Chapter 2 CONTENTS Introductory Concepts INTRODUCTION: HISTORICAL BACKGROUND Historical Background Social Movements Swampscott What Is Community Psychology? Fundamental Principles A Respect for Diversity The Importance of Context and Environment Empowerment The Ecological Perspective/Multiple Levels of Intervention ▶ CASE IN POINT 1.1 Clinical Psychology, Community Psychology: What’s the Difference? Other Central Concepts Prevention Rather than Therapy ▶ CASE IN POINT 1.2 Does Primary Prevention Work? Social Justice Emphasis on Strengths and Competencies Social Change and Action Research Interdisciplinary Perspectives ▶ CASE IN POINT 1.3 Social Psychology, Community Psychology, and Homelessness ▶ CASE IN POINT 1.4 The Importance of Place A Psychological Sense of Community Training in Community Psychology Plan of the Text Summary SCIENTIFIC RESEARCH METHODS 5 Chapter 3 The Essence of Scientific Research Why Do Scientific Research? What Is Scientific Research? The Fidelity of Scientific Research ▶ CASE IN POINT 2.1 A Theory.

257Speaking of researchGuidelines for evaluating resea.docx

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This document provides guidelines for evaluating research articles. It describes the typical components and structure of journal articles that report empirical research findings, including the title, abstract, introduction, method, results, discussion, and references sections. The document then analyzes each section in detail and provides examples from rehabilitation research articles. It concludes by outlining a framework that can be used to critically analyze and evaluate the scientific merits and practical utility of published rehabilitation research.

2800 word count.APA formatplagiarism free paperThe paper.docx

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28 CHAPTER 4 THE CARBON FOOTPRINT CONTROVERSY Wha.docx

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28 CHAPTER 4: THE CARBON FOOTPRINT CONTROVERSY What is the carbon footprint controversy? Nearly all humans consume meat, dairy, and egg products in some form. In recent years the e i me al m eme ha ed he ece i f ed ci g e ca b f i . Ca e reduce our footprint without changing our diet? Much controversy surrounds that question. One very extreme view on the political-left is below. But when it comes to bad for the environment, nothing literally compares with eating meat. The business of raising animals for food causes about 40 percent more global warming than all cars, trucks, and planes combined. If you care about the planet, it's actually better to eat a salad in a Hummer than a cheeseburger in a Prius. Bill Maher, host of HBO talk show Real Time with Bill Maher, writing in the Huffington Post in 2009. Accessed April 25, 2013 at http://www.huffingtonpost.com/bill-maher/new-rule-a-hole-in-one-sh_b_259281.html. The last decade has seen a movement advocating a vegan diet in order to reduce carbon emissions, and in some respects the argument is logical. After all, it takes about 3.388 lbs of corn (and many other inputs) to produce a single pound of retail beef, making meat seem relatively inefficient to grains, thus leading to a larger carbon footprint.134 So common is this notion that some schools e c age Mea le M da for the sake of the environment. The Meatless Monday movement has even been adopted by the Norwegian military.135 Moreover, there is some scientific research showing that vegan (and vegetarian) diets do result in a smaller carbon footprint.136 When dealing with issues as big as global warming i ea feel hel le , like he e li le e ca d make a diffe e ce B he mall cha ge e make e e da ca ha e a eme d im ac . Tha h his Meatless Monday resolution is important. Together we can better our health, the animals and the environment, one plate at a time. Los Angeles Councilmember Ed Reyes, co-author of a Meatless Monday resolution in 2012.137 However, equally prestigious research shows that vegan diets can result in a higher carbon footprint.138 How can this be? One reason is that some carbon footprint estimates are wrong, or rather, interpreted incorrectly. The idea of livestock production being a large carbon emitter began with a report by the United Nations (UN) suggesting that livestock contributes 18% f he ld carbon footprint, more than the transportation sector,139 thus giving Bill Maher reason to point the blame at burgers instead of Hummers. It turns out that this 18% is fraught with errors, a lea , d e e e e c di i i he U.S. For instance, the UN did not account for the carbon emissions involved in making the inputs used in the transportation sector, but they did for livestock. This would be like saying the production of tires has zero carbon emissions but the production of corn does. Also, that 18% makes a number of contestable assumptions, especially regardi.

261Megaregion Planningand High-Speed RailPetra Tod.docx

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261 Megaregion Planning and High-Speed Rail Petra Todorovich c h a p t e r 2 4 ? On April 16, 2009, President Obama stood before an audience at the Eisenhower Executive Office Building and made an announcement that signaled a new era of passenger rail in the United States. Months before, the American Recovery and Reinvestment Act (ARRA) had provided $8 billion for a new program at the Federal Railroad Administration (FRA) to issue competitive grants to states to make capital investments in high-speed and conventional passenger rail. Little did the president know that providing the single largest boost for intercity rail planning in this country in a generation had also motivated a sudden and giant leap for- ward in planning and governing megaregions. Luckily, regional planners had been studying emerging megaregions for the previous five years, in affiliation with the New York–based Regional Plan Association’s (RPA) America 2050 program. Again and again, the planners had identified high-speed rail as the key transportation investment to serve megaregion economies. But high-speed rail was a distant dream. That all changed with the passage of ARRA at the nadir of the Great Recession. Now a federal program exists to support high-speed rail planning and implementation. Making that program a success will largely depend on the ability of multiple actors at the local, regional, state, and binational levels to come together as megaregions to coordinate and leverage federal rail investments. Revisiting Megalopolis: RPA Resurrects the Megaregion Idea As if planning for the Tri-State New York metropolitan region was not sufficiently complicated, in 2005 the Regional Plan Association launched a national program called America 2050 that focused on the emergence of a new urban scale: the megaregion. This was not actually a new concept for RPA. In 1967 a volume of the Second Regional Plan documented the emergence of “The Atlantic Urban Region,” an urban chain stretching 460 miles from Maine to Virginia (Regional Plan C o p y r i g h t 2 0 1 1 . R u t g e r s U n i v e r s i t y P r e s s . A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w . EBSCO Publishing : eBook Academic Collection (EBSCOhost) - printed on 5/8/2020 3:56 AM via SAN JOSE STATE UNIV AN: 435124 ; Montgomery, Carleton.; Regional Planning for a Sustainable America : How Creative Programs Are Promoting Prosperity and Saving the Environment Account: s7380033.main.cmmc Association 1967). Earlier that decade, French geographer Jean Gottmann had coined the term “Megalopolis” to describe the same region in his 1961 book, Megalopolis: The Urbanized Northeastern Seaboard of the United States (Gottmann 1961). The .

250 WORDS Moyer Instruments is a rapidly growing manufacturer .docx

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250 WORDS CITATION AND REFERNECES What is a definition of fami.docx

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250 words.Assignment DetailsGroups typically labeled as te.docx

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250 words. Assignment Details Groups typically labeled as terrorist have a heterogeneous nature. This nature is often overlooked because of the emotional connotations from the label of terrorism. When evaluating groups that use terrorist tactics, it is necessary to look beyond surface similarities and identify these heterogeneous characteristics. This week, utilize any group currently identified as terrorists, and answer the following: Assignment Guidelines In 6 paragraphs, address the following: What characteristics, if any, do members of the group share? Besides race or ethnicity, what significant misconceptions do you think are made regarding the characteristics of terrorist groups? Why do you think those misconceptions exist? Explain. These characteristics are often shallow. Identify what heterogeneous characteristics exist within the group. Are these characteristics significant to the goals and motivations of the terrorist group? Why or why not? How can heterogeneous characteristics be exploited to weaken a group's infrastructure? Post a new topic to the Discussion Board that contains your responses to the above questions. Comment on at least two other students' posts. .

22Control TheManagement ControlEnvironmentChapter.docx

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22 Control: The Management Control Environment Chapter In this and the next three chapters, we describe the nature of the management control process and the use of accounting information in that process. This chapter describes the environment in which management control takes place: the organization, the rules and procedures governing its work, the organization’s culture, and the organization’s exter- nal environment. Management control focuses on organization units called responsibility centers. There are four types of responsibility centers that can be used: revenue centers, expense centers, profit centers, and investment centers. Profit centers and investment centers may require the use of transfer pricing, which this chapter also addresses. Management Control An organization has goals; it wants to accomplish certain things. It also has strategies for attaining these goals, which are developed through an activity called strategy formulation. Strategy formulation is not a systematic activity because strategies change when- ever a new opportunity to achieve the goals—or a new threat to attaining the goals—is perceived, and opportunities and threats do not appear according to a regular schedule. Essentially, the management control process takes the goals and strategies as given and seeks to assure that the strategies are implemented by the organization. Formally, management control is defined as the process by which managers influence members of the organization to implement the organization’s strategies efficiently and effec- tively. The word control suggests activities that ensure the work of the organization proceed as planned, which is certainly part of the management control function. How- ever, management control also involves planning, which is deciding what should be done. The organization will not know how to implement strategies unless plans are developed that indicate the best way of doing so. These plans have essentially two parts: (1) a statement of objectives, which are the results that the managers should achieve in order to implement strategies, and (2) the ant7959X_ch22_650-681.qxd 3/16/10 10:46 PM Page 650664 Accounting - Vol. 2 resources required in order to attain these objectives. (The words goals and objectives are often used interchangeably. We use goals for broad, usually nonquantitative, long- run plans relating to the organization as a whole, and objectives for more specific, often quantitative, shorter-run plans for individual responsibility centers.) Moreover, managers do not always seek planned results. If there is a better way than the one indicated in the plan, managers ordinarily should employ that better way. Therefore, the statement that management control seeks to assure desired results is more realistic than a reference to planned results. With respect to a machine or other mechanical process, we can say that the process is either “in control” or out of control; that is, either the machi.

225226227228229230.docx

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222A L T E R N A T I V E S T O T H EA D D A D H D .docx

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22 2 A L T E R N A T I V E S T O T H E A D D / A D H D P A R A D I G M As I discussed in the previous chapter, the ADD/ADHD paradigm is problematic as a conceptual tool for accounting for the hyperactive, distractible, or impulsive behavior of schoolchildren. In this chapter, I’d like to explore some alternative ways of accounting for these same kinds of behavior. In essence, I present a number of competing perspectives to the biologically based, ADD/ADHD paradigm, including historical, sociocultural, cognitive, educational, developmental, gen- der-related, and psychoaffective perspectives. I do not argue here that any one of these paradigms should replace the conventional ADD/ADHD perspective as the final answer. Each of these perspectives covers an aspect of the total picture and includes important views that are typically left out of the ADD/ADHD world view. Historical Perspective Many books written from an ADD/ADHD perspective include a section that details the history of ADD/ADHD. Barkley (1990, pp. 3–38), for example, points out that ADD/ADHD was first observed in 1902 by George Still, a British physician who wrote about 20 children in his practice who were noncompliant and aggressive, and who he believed had “moral defects” due to underlying neurological problems (Still, 1902). Barkley goes on to mention an encephalitis epidemic in chap2.qxd 12/8/2005 9:51 AM Page 22 Co py ri gh t © 1 99 9. A ss oc . fo r Su pe rv is io n an d Cu rr ic ul um D ev el op me nt . Al l ri gh ts r es er ve d. M ay n ot b e re pr od uc ed i n an y fo rm w it ho ut p er mi ss io n fr om t he p ub li sh er , ex ce pt f ai r us es p er mi tt ed u nd er U .S . or a pp li ca bl e co py ri gh t la w. EBSCO Publishing : eBook Academic Collection (EBSCOhost) - printed on 1/2/2019 11:31 PM via SOUTHERN NEW HAMPSHIRE UNIV AN: 43253 ; Armstrong, Thomas.; ADD/ADHD Alternatives in the Classroom Account: shapiro 1917–18 where surviving children often had ADD/ADHD-type symptoms. He then describes research during the 1930s and 1940s on the cognitive and behavioral problems of brain-damaged children and the emergence of “minimal brain damage” as a term to describe kids who had similar behavioral disturbances with no obvious brain damage. He explores the 1950s and 1960s as a time when people used the terms hyperkinetic and hyperactive; and he noted that the 1970s repre- sented the decade of the actual birth of the term attention-deficit disorder. Barkley described the 1980s as a period of increasing research into ADD/ADHD and the beginnings of national advocacy efforts dedi- cated to treating this condition, and the 1990s as a time of further articulating the symptoms, subtypes, comorbid factors, and other fea- tures of this disorder. The implication in this history is that ADD/ADHD has always been with us, but only in the last few years have we made real progress in our ability to track it down and treat it approp.

2020 midterm prof.docxIT 240 Midterm Proficiency Exam .docx

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2020 midterm prof.docx IT 240 Midterm Proficiency Exam Spring 2020 Page 2 of 2 NAME:_______________ Submit: 1. Your Word document for Parts 1 & 2 with documentation. 2. Your working DB with saved SQL query views. Part 1 Access: make certain to submit the .accdb and NOT the locked DB (in other words, save and close the DB before submitting). For the selected list of data (playlists_export.csv) included, you must: 1) (15 points) normalize the list into a multiple related tables design 2) (points for submission) build an MS-Access Note: You must use SQL statements to create your tables. You may use the Insert statement, or import Excel/CSV files, to populate your tables. 3) (10 points) validate data is built correctly, i.e., use both equi-join and inner-join test queries Name these queries ‘equi-join’ and inner-join’ respectively. 4) (15 points) solve these specific analysis questions using SQL queries: · top 3 artists (by playlist tracks; by played tracks); · bottom 3 playlist tracks (by track duration or length); · Best Album (by playlist tracks; by played tracks) 5) Document your work in a single Word document with screenshots and descriptions 6) (15) Document your success by validating the DB works as intended, i.e. run (3) additional queries. Provide an explanation of the query (what you were attempting to accomplish), the code, and the results. Make certain you SAVE the query in the DB. 7) Do not encrypt or lock the database with username/password. 8) (25 points) Submit working database (including the saved sql queries) AND the Word document Part 2 Queen Anne DB (use the DB provided) T. (5 points) Given your assumptions about cascading deletions in your answer to part B of the Queen Anne case study, write the fewest number of DELETE statements possible to remove all the data in your database, but leave the table structures intact. Do not run these statements if you are using an actual database! If you decide to run the code, make a copy of the DB and use it to test your SQL statements. U. (15 points) Chapter 2 discussed multivalued dependencies and the associated multivalue, multicolumn problem and how to resolve it (pages 96-98). Does the VENDOR table have the multivalue, multicolumn problem? If so, use the discussion on pages 114-118 as the basis for solving it for the QACS database. Create a new table named PHONE_NUMBER, link it to the VENDOR table, populate the PHONE_NUMBER table, and finally alter the VENDOR table to remove any unneeded columns. Hint: Read the additional discussion of the SQL ALTER TABLE statement in online Extension B, “Advanced SQL”. Use the ALTER statement. Do not run these SQL statements if you are using an actual database! If you decide to run the code, make a copy of the DB and use it. Write your SQL code here: playlists_export.csv.xlsx playlists_export (1) MidTermtitleartistalbumtrackdurationididtypeplaycountratingyeargenrenotesplaylistThey Call the Wind MariaSam CookeS.

22 Reading the Tea Leaves atTea and More ResolvingComplex.docx

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22 Reading the Tea Leaves at Tea and More: Resolving Complex Supply Chain Issues1 Abstract Tea and More is facing growing pains from its rapid expansion over the last decade. The case provides a summary of the challenges faced by the company in the areas of supply chain management, marketing plans, the creation of economic value and the development of a long-term strategy for profitable growth. Introduction Jack Reynolds hadn’t panicked often since he and two business partners bought Tea and More (TAM) from its founders almost sixteen years ago. As a purveyor of fine teas and assorted food specialties to upscale restaurants and gourmet shops, TAM had achieved a steady growth in market share and profitability since those early days when gross revenues were less than U.S. $1 million and Jack knew most of his customers on a first-name basis. Jack had bought out his partners along the way, making decisions easier. He had grown used to calling the shots on even the most insignificant aspects of operations and sales. But by early 2009, revenues had grown to almost U.S. $25 million. Jack was putting in killer days and had earned a reputation within the company as a temperamental “time bomb” isolated in his corner office, where he regularly dispatched scorching e-mails and voicemails about his latest discontents. There was no denying that the company ached with growing pains. Jack snapped another pencil in half. Why did he always have to come up with the next good idea? TAM employees from top to bottom were privately feeling the weight of Jack’s heavy hand on the tiller. Turnover was beginning to be a major problem, with valuable management time seemingly being wasted on try- ing to train yet another new hire. Jack dashed off an e-mail to his senior staff announcing a summit conference of sorts— a weekend retreat where they (or he) would get to the bottom of the problems facing the company: competitors fighting hard for more of TAM’s market share; maddening delays 1. Barry Doyle and Arthur H. Bell, School of Business and Professional Studies, University of San Francisco ([email protected]) and ([email protected]). Copyright © 2009 by Operations and Supply Chain Management: An International Journal and the authors. This case was prepared solely to provide material for classroom discussion. The authors do not intend to illustrate either effective or ineffective handling of a managerial situation. The authors have disguised some names and other identifying information to protect confidentiality. The views presented here are those of the case authors only. Used with permission. 165 and mixups in production; constant grousing from salespeople about too much travel for too little reward; and Jack’s other laundry list of how his vendors, customers, employees and office janitor were letting him down. Every aspect of the business, he told his people, was “going under the microscope” to “make this company run like it used to.” History of Tea an.

20200507_010443.jpg20200507_010448.jpg20200507_010502.jp.docx

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20200507_010443.jpg 20200507_010448.jpg 20200507_010502.jpg 20200507_010507.jpg 20200507_010513.jpg 20200507_010517.jpg 20200507_010522.jpg 20200507_010527.jpg CHAPTER 1 Research in Public and Nonprofit Programs The Basics What do you think of when you hear the word research? Do you imagine a scientist working in a lab, an economist surrounded by computers and graphs, or a scholar surrounded by a pile of books? You are right; each is conducting research. But research goes well beyond the work of a scientist, an economist, or a scholar. Research may describe what you do when you decide what computer to buy, what jobs to apply for, or what music to download. It also describes what effective managers and influential stakeholders do when they monitor a program’s performance, determine its effectiveness, and assess the experiences and opinions of its clients. With information gathered from research, managers monitor their programs, publicize their successes, and identify opportunities for program improvement. Stakeholders may use the information to decide what programs to support and what policies to advocate for. Just as you sometimes make decisions, organizations make some decisions quickly with little information. Sometimes, however, decisions are made after gathering as much information as possible and organizing it. This latter approach to research is the subject of this text. We define research as the systematic gathering and analysis of empirical information to answer a question. RESEARCH AND EFFECTIVE MANAGEMENT Research and effective organizations go hand in hand. They both depend on openness, accountability, and a commitment to learning and change. Openness or transparency is a key organizational and research value, which adds to an organization’s reputation. Stakeholders want to know how an organization uses its resources. They want information on what the organization does and what it has achieved. Information on a program’s performance, its effectiveness, and how it is perceived all contribute to transparency. You, your staff, or a contractor may conduct research to gather information. Whoever conducts the research is expected to disclose what information they gathered, whom they gathered it from, and how they analyzed it. With full disclosure, management teams have the information they need to decide if and how they can act on the research findings. Accountability may be thought of as an attribute of transparency. An accountable organization is open and produces evidence that it is meeting stakeholder expectations. Donors, funders, and clients may all want confirmation that a program is well managed and achieving results. You may collect data on a program’s clients, activities, services, and results. Information on clients and activities documents that the program reaches the target population and provides appropriate services. You can link the information on clients and activities to data that can be linked to results. .

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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg Dear Dr. Kornbluth and Mr. Gorenberg, The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation. This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or unwillingness to rectify this violation through action requires accountability. Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots. The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee. • The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act. • The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X. • The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202

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