Interview an ELL instructor from a Title I school about how assessme.docx
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Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following: What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier? How can informal as well as formal assessment results factor into placement? What role do parents and teachers have in placement? What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs? How are changes among individual ELL proficiency levels over the course of the school year accounted for? How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms? What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language? Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources from your readings and the GCU Library to support your reasoning. .
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Interview an ELL instructor from a Title I school about how assessme.docx
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
How can informal as well as formal assessment results factor into placement?
What role do parents and teachers have in placement?
What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
How are changes among individual ELL proficiency levels over the course of the school year accounted for?
How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources
...
Interview an ELL instructor from a Title I school about how assessme.docx
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
1.What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
2.How can informal as well as formal assessment results factor into placement?
3.What role do parents and teachers have in placement?
4.What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
5.How are changes among individual ELL proficiency levels over the course of the school year accounted for?
6.How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
7.What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources from your readings and the GCU library to support your reasoning.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
...
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docx
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Grand canyon university esl 433 n week 6 assignment ell instructor interview new
grand canyon university esl 433n week 6 assignment ell instructor interview,esl 433n week 6 evaluating and selecting assessments,grand canyon university esl 433n week 6,esl 433n week 6,grand canyon university esl 433n week 6 tutorial,grand canyon university esl 433n week 6 assignment,grand canyon university esl 433n week 6 help
Dear Lisa,Below are some questions that our ELL student inte.docx
Dear Lisa,
Below are some questions that our ELL student intern would be very happy to have you answer. Will you be able to address them?
1. What are the indicators of exceptionality a class room teacher should look for when a student also has a language barrier. Students are placed and tested for ELL based on the Home Language Survey. If their parents indicate that they speak a language other than English and/or English was not their first language they are referred for a language screening test. This tests focuses on reading, writing, speaking and listening and categorizes kids into Levels 1-4.
2. How can informal as well as formal assessment results factor into placement? We do not use informal assessments in order to place students.
3. What role do parents and teachers have in placement? Parents role is to fill out the Home Language Survey. We do have situations where parents fill out English as the students primary language, even though the student doesn’t speak much English. This causes great difficulty, because we are not allowed to test or place kids into ELL in this case. Sometimes, with district and principal permission we are allowed to speak to the parents and have them refill out the Home Language Survey, but this is rare.
4. What are some primary factors that are exhibited in underachievement that may not necessarily signal educational needs? I am not sure I understand this question.
5. How are changes among individual ELL proficiency levels over the course of the school year accounted for? Presently, in Kent School District students take the English Language Proficiency Exam in the Spring. So, we have no other system to formally change their ELL proficiency level.
6. How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classroom? ELL students participate in the same assessments as mainstream students, unless they are Level 1 newcomers. Mainstream teachers can modifiy assessments for different levels as needed.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional Language? High poverty students tend to have huge language gaps due to environmental factors, so solid SIOP strategies can help fill in those language gaps for any and all students.
*If you have any additional information on how placement is determined for special education and gifted ELLs please add them in*
If ELL students are considered for Special Education, we must first go through a thorough protocol involving parent interviews, comparing the progress of ELL students who have been in the school system for the same amount of years and speak the same language. There are 10 total factors we have to analyze before even considering them for the SPED process. Then the school psychologist may do some of the tests using an interpreter and use tests that rely less on language.
ELL students who are Leve.
Yew Chung International School of Beijing - English as an Additional Language...
Yew Chung International School of Beijing - English as an Additional Language...Yew Chung International School of Beijing
Yew Chung International School of Beijing - English as an Additional Language Introduction
www.ycis-bj.com
enquiry@bj.ycef.comEsl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Recommended
Interview an ELL instructor from a Title I school about how assessme.docx
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
How can informal as well as formal assessment results factor into placement?
What role do parents and teachers have in placement?
What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
How are changes among individual ELL proficiency levels over the course of the school year accounted for?
How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources
...
Interview an ELL instructor from a Title I school about how assessme.docx
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
1.What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
2.How can informal as well as formal assessment results factor into placement?
3.What role do parents and teachers have in placement?
4.What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
5.How are changes among individual ELL proficiency levels over the course of the school year accounted for?
6.How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
7.What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources from your readings and the GCU library to support your reasoning.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
...
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docx
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Grand canyon university esl 433 n week 6 assignment ell instructor interview new
grand canyon university esl 433n week 6 assignment ell instructor interview,esl 433n week 6 evaluating and selecting assessments,grand canyon university esl 433n week 6,esl 433n week 6,grand canyon university esl 433n week 6 tutorial,grand canyon university esl 433n week 6 assignment,grand canyon university esl 433n week 6 help
Dear Lisa,Below are some questions that our ELL student inte.docx
Dear Lisa,
Below are some questions that our ELL student intern would be very happy to have you answer. Will you be able to address them?
1. What are the indicators of exceptionality a class room teacher should look for when a student also has a language barrier. Students are placed and tested for ELL based on the Home Language Survey. If their parents indicate that they speak a language other than English and/or English was not their first language they are referred for a language screening test. This tests focuses on reading, writing, speaking and listening and categorizes kids into Levels 1-4.
2. How can informal as well as formal assessment results factor into placement? We do not use informal assessments in order to place students.
3. What role do parents and teachers have in placement? Parents role is to fill out the Home Language Survey. We do have situations where parents fill out English as the students primary language, even though the student doesn’t speak much English. This causes great difficulty, because we are not allowed to test or place kids into ELL in this case. Sometimes, with district and principal permission we are allowed to speak to the parents and have them refill out the Home Language Survey, but this is rare.
4. What are some primary factors that are exhibited in underachievement that may not necessarily signal educational needs? I am not sure I understand this question.
5. How are changes among individual ELL proficiency levels over the course of the school year accounted for? Presently, in Kent School District students take the English Language Proficiency Exam in the Spring. So, we have no other system to formally change their ELL proficiency level.
6. How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classroom? ELL students participate in the same assessments as mainstream students, unless they are Level 1 newcomers. Mainstream teachers can modifiy assessments for different levels as needed.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional Language? High poverty students tend to have huge language gaps due to environmental factors, so solid SIOP strategies can help fill in those language gaps for any and all students.
*If you have any additional information on how placement is determined for special education and gifted ELLs please add them in*
If ELL students are considered for Special Education, we must first go through a thorough protocol involving parent interviews, comparing the progress of ELL students who have been in the school system for the same amount of years and speak the same language. There are 10 total factors we have to analyze before even considering them for the SPED process. Then the school psychologist may do some of the tests using an interpreter and use tests that rely less on language.
ELL students who are Leve.
Yew Chung International School of Beijing - English as an Additional Language...
Yew Chung International School of Beijing - English as an Additional Language...Yew Chung International School of Beijing
Yew Chung International School of Beijing - English as an Additional Language Introduction
www.ycis-bj.com
enquiry@bj.ycef.comEsl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Teaching English Language Learners ELLs
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Speech and language development is integral for future learning .docx
Speech and language development is integral for future learning success. It is the educators’ responsibility to recognize milestones in learning and to differentiate developmental delays from learning English as a second language. Early intervention, especially in hearing and sight, leads to higher likelihood of success in the students’ education.
In a 1,000-1,250 word essay, address the following related to the speech and language development of children:
Briefly discuss development of written language and spoken language.
Describe how developmental delays or disabilities can affect children’s speech and language development.
Describe how culture, family background, and bilingual language development can affect children’s speech and language development.
Describe three strategies that can be used to enhance children’s speech and language development.
Provide an example of how the three strategies described above could be modified to address the unique needs of ESL students and students with speech impairments.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
.
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Long-Term English Language Learner Designation Student nameENM.docx
Long-Term English Language Learner Designation
Student name
ENMU
BLED 538
Page Break
Long-Term English Language Learner Designation
Designating a student as a long-term English Language Learner (LTELL) means that after six years, a student still requires English as a Second Language or English as a New Language courses (both of which will be referred to as ESL for simplicity purposes). This designation may seem helpful as it allows students support for longer, however it has been shown that designating students as LTELL and keeping them in ESL classes for longer than six years actually negatively impacts student success (Artigliere, 2019). As such, we as educators must seek to understand what is inhibiting student success when provided ESL support, what English proficiency is and how it differs between ESL students and Native English speakers, and lastly what ESL students actually need to achieve and prevent LTELL status.
What causes students to be designated LTELLs?
An LTELL is a student who, after six years of ESL classes, still requires ESL support to be successful. They are not meeting grade-level English proficiency and cannot pass grade-level tests without ESL accommodations. According to Artigliere, “students’ age and prior levels of language proficiency and education are critical variables in subsequent ELL classification” (2019, p. 4). These same finding say that students who start ESL at 12-15 are less successful than those who start earlier, in particular those who started receiving ESL services at 8-11 years old (Artigliere, 2019). This demonstrates that early intervention is key for these students to attain native-level fluency, which for the majority of ELL students is theoretically possible. However, early intervention is not the only factor. Equally important is the support that is provided by both the school and teacher, and so is the understanding of what English proficiency means. These all come together to determine what students who start ELL will go on to become successful and how to increase this number.
Why do English Language Proficiency tests matter?
Testing for English Language Proficiency (ELP) was first mandated by the No Child Left Behind Act, which “created guidelines for assessment policies and procedures, mandating that ELLs be tested annually with state ELP exams” (Artigliere, 2019, p. 3). In theory, having mandated ELP tests is a positive, but put into practice it is much more complicated. Before NCLB mandated that states provide ELP tests with specific metrics, each state had used their own metrics, tests, and policies. This created research conditions which made it so that pre-NCLB there was virtually no research that “examined the impact of classification status and subsequent ELP performance” (Artigliere, 2019, p. 3). Our understanding of how LTELLs and ELLs learn English is incredibly enhanced now, and “these tests are critical measures of ELP and the results are used in high-stakes decisions ...
Introduction Ideally, program andor policy interventio.docx
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INTRO TO PUBLIC ADMINISTRATIONCase Study 11 Who Brought Bern.docx
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Teaching English Language Learners ELLs
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Speech and language development is integral for future learning .docx
Speech and language development is integral for future learning success. It is the educators’ responsibility to recognize milestones in learning and to differentiate developmental delays from learning English as a second language. Early intervention, especially in hearing and sight, leads to higher likelihood of success in the students’ education.
In a 1,000-1,250 word essay, address the following related to the speech and language development of children:
Briefly discuss development of written language and spoken language.
Describe how developmental delays or disabilities can affect children’s speech and language development.
Describe how culture, family background, and bilingual language development can affect children’s speech and language development.
Describe three strategies that can be used to enhance children’s speech and language development.
Provide an example of how the three strategies described above could be modified to address the unique needs of ESL students and students with speech impairments.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Long-Term English Language Learner Designation Student nameENM.docx
Long-Term English Language Learner Designation
Student name
ENMU
BLED 538
Page Break
Long-Term English Language Learner Designation
Designating a student as a long-term English Language Learner (LTELL) means that after six years, a student still requires English as a Second Language or English as a New Language courses (both of which will be referred to as ESL for simplicity purposes). This designation may seem helpful as it allows students support for longer, however it has been shown that designating students as LTELL and keeping them in ESL classes for longer than six years actually negatively impacts student success (Artigliere, 2019). As such, we as educators must seek to understand what is inhibiting student success when provided ESL support, what English proficiency is and how it differs between ESL students and Native English speakers, and lastly what ESL students actually need to achieve and prevent LTELL status.
What causes students to be designated LTELLs?
An LTELL is a student who, after six years of ESL classes, still requires ESL support to be successful. They are not meeting grade-level English proficiency and cannot pass grade-level tests without ESL accommodations. According to Artigliere, “students’ age and prior levels of language proficiency and education are critical variables in subsequent ELL classification” (2019, p. 4). These same finding say that students who start ESL at 12-15 are less successful than those who start earlier, in particular those who started receiving ESL services at 8-11 years old (Artigliere, 2019). This demonstrates that early intervention is key for these students to attain native-level fluency, which for the majority of ELL students is theoretically possible. However, early intervention is not the only factor. Equally important is the support that is provided by both the school and teacher, and so is the understanding of what English proficiency means. These all come together to determine what students who start ELL will go on to become successful and how to increase this number.
Why do English Language Proficiency tests matter?
Testing for English Language Proficiency (ELP) was first mandated by the No Child Left Behind Act, which “created guidelines for assessment policies and procedures, mandating that ELLs be tested annually with state ELP exams” (Artigliere, 2019, p. 3). In theory, having mandated ELP tests is a positive, but put into practice it is much more complicated. Before NCLB mandated that states provide ELP tests with specific metrics, each state had used their own metrics, tests, and policies. This created research conditions which made it so that pre-NCLB there was virtually no research that “examined the impact of classification status and subsequent ELP performance” (Artigliere, 2019, p. 3). Our understanding of how LTELLs and ELLs learn English is incredibly enhanced now, and “these tests are critical measures of ELP and the results are used in high-stakes decisions ...
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ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
Long-Term English Language Learner Designation Student nameENM.docx
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Presentation bilingualism and home language for ell students
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More from MargenePurnell14
Introduction Ideally, program andor policy interventio.docx
Introduction Ideally, program and/or policy interventions must seek to address an identified challenge/gap in a given sector/segment of society (McDavid & Hawthorn, 2013). To enable stakeholders make informed decisions on what program/policy choices to make there is the need for information and such information can be gathered through a process known as evaluation – the outcome of an evaluation process creates/provides information and this information influences policy choices and/or programmatic interventions (McDavid & Hawthorn, 2013). In this post, I briefly describe the Mentoring Gang Involved-Youth Project with is being implemented by Roca Inc, a Massachusetts-based nonprofit working with young male adults from Boston, Chelsea, and Springfield Massachusetts. I also explain the type of evaluation employed in evaluating the Project and the kind of data used for the evaluation and I indicate whether comparisons were used. Description of the project According to the Justice Center: Council of State Governments (2012), the Mentoring-gang Involved-Youth Project, targets young male adults between the ages of 17 and 24 who are suffering from substance abuse and are in detention. The primary objective of the Project is to reduce incarceration rates and enhance the ability of participants to retain employment (Roca, 2016). Under the Project, it is recognized that participants lack healthy relationships that will help them say away from criminal and/or antisocial behavior hence under the program three types of mentoring support are offered (Justice Center: Council of State Governments, 2012). The Justice Center: Council of State Governments (2012) informs its readers that mentoring support, under the Project, extends to supporting participants get jobs and remain employed. The project proceeds under the philosophy that keeping participants occurred by positive activities steers them away from antisocial criminal behavior (Justice Center: Council of State Governments, 2012). Some of the mentors under the Project have served jail time and successfully reintegrated into the community and are deemed to be role models hence using them to mentor participants is seen as offering participants with real life examples of persons who were just like them and have managed to emancipate themselves from the hands of criminal/antisocial conduct and are living better lives. Cognitive-restructuring is the objective of the Project and it seeks to achieve this through skills development and behavioral change for/of participants (Roca, 2016). Where this Project successfully restructures the cognitive behavior of participants and they acquire skills and get employment, their economic situation will change and this will translate into economic development. According to Roca (2016) the Project runs for four years - the first two years focus on inculcating into participants behavioral change whilst the remaining period focuses on sustaining the positive ch.
INTRO TO PUBLIC ADMINISTRATIONCase Study 11 Who Brought Bern.docx
INTRO TO PUBLIC ADMINISTRATION
Case Study 11: Who Brought Bernadine Healy Down? Case Study 11: Who Brought Bernadine Healy Down? Questions for Case study 11 1.Identify and discuss the public service culture present in the case and explain why Wise argue that public service motivation is found more in the government than in private sector. 2.Discuss if the Healy’s motivation for accepting the Red Cross presidency is in line with the public service motives? 3.Discuss what the case study indicates about the modern complexities of professional personnel in the public setting? 4.Does the Wise reading offer some specific answers to contemporary problems of public personnel motivation? If so, how?
.
IntroductionGDD’s ResultsCandidate’s ResultsGDD C.docx
Introduction
GDD’s Results
Candidate’s Results
GDD/ Candidates Comparison
Recommendation
Purpose:
In the first assignment, students are given a scenario about Global Delivery Direct (GDD), a Norfolk, England medium-sized global delivery company that was started in 1968 by four college friends. . The purpose of this exercise is to see if you can identify the GDD leader in the potential candidates that will be hired to lead the new boutique services department.
Outcome Met by Completing This Assignment
use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
Background:
Andrew Rockfish and the other owners have been looking for a competitive edge in the North American market that will translate well to the other divisions. A recent meeting of the owners resulted in the decision to target business organizations with custom services. The decision stems from recent feedback from customers that revealed that for GDD to anticipate the needs of their clients, suppliers and service vendors, the company needed to decrease the turnaround time in delivery and mailing of small packages and letters. Rockfish has decided to offer “boutique” services to its business customers. Catering to businesses will allow GDD to provide personal services that Fed Ex and UPS cannot offer. Customizing the services will allow GDD to increase prices while creating a new niche in the market. It was decided that the initial roll out of this idea would start in the US where an imminent threat from competition lies. Rockfish was on board with this idea and began a campaign among the rest of the company to find ideas that would help to encourage the new ‘Business First” strategic plan.
In response, a sales manager from the mid-west sales team brought this idea from their brainstorming session for Rockfish’s consideration. The sales manager proposed creating several mobile packing stores to bring customer service to businesses directly. GDD would not just pick up and deliver but they would also package. This model could be viewed as an UPS store on wheels. The team got the idea from a local delivery service that started a similar business as a Mail Store on Wheels and it seemed to be doing well. The mail company has five “Mail on Wheels” trucks and focuses on taking small business, not individuals away from the three local UPS and Kinko stores. After a financial review of the company, Rockfish decided to buy the business.
The mail business was started by a young entrepreneur, Adrian Cheng, who ran the business with the philosophy that “customers always get the best of our time and service”. Personal service, friendliness, and as much time as it takes to make the customer happy, was part of the mission statement. Employees were casually dressed and had no deadlines except those given by the customer. Cheng had about 45 employees and ran both.
IntroductionDefine the individual client or community populati.docx
Introduction
Define the individual client or community population.
This should be about 1-2 paragraphs that identify the client (or the organization).
In this section, for an A paper
, you will address the following elements:
Introduces the client or community population for whom the treatment or service plan is being developed,
Include cultural or diversity issues; also
Include the role of the social worker in supporting the client or population.
Include at least one reference that defines the importance of cultural sensitivity and the role of the social worker working with a client or organization.
Identified Issue/Situation
Describe the situation to be addressed that was identified by the client or the organization
In this section, for an A paper
, you will address the following elements:
Define the identifying issue, situation, or problem in a way that reflects client or community agency,
Discuss the cultural or diversity issues inherent in the client or community situation, and Reflects the interaction between the social worker and the client or community.
Include supporting literature from the course text or other related source.
Problem Statement
How did the client or the organization state the problem?
This should correspond to the Problem statement on the ASI Treatment Plan Template
Goals/Objectives to be Achieved
This should correspond to the Goals section of the ASI Treatment Plan Template.
In this section, for an A paper
, you will address the following elements:
Creates clearly defined objectives and goals with measurable outcomes that reflect the interaction between the social worker and the client or community.
Include literature that discusses how to define objectives and goals with measurable outcomes.
State the goals in measurable terms.
For example, “The client states a desire to quit smoking.” Or “The client states a desire to exercise more often.”
Measurable Goals
For example, the client who wants to quit smoking.
Measurable goals might be: To obtain a prescription for a nicotine patch by XXX date; to go for 3 days without a cigarette starting on XXX DATE; to call a hypnotherapist and find out about how to use hypnotherapy for changing cravings to smoke.”
Each goal should have a target completion date.
Interventions
Describe what the counselor will do to assist the client with achieving the defined goals.
Participation in Treatment Planning Process
What actions will the client (or organization) do to be involved in the plan of action?
Participation of Others in Goals and Plans
Who will the client (or organization) use to support their goals?
Indicators of Successful Completion
How will the client and counselor (or organization and manager) know that successful completion has occurred?
Parallels between Individual Treatment Plans
and Organizational Plans
Describe how an organizational plan would be the same or different from an individual treatment plan.
This is to .
Introduction to Public SpeakingWeek 6 AssignmentIn.docx
Introduction to Public Speaking
Week 6 Assignment
Informative Speech
It’s time to take what you've learned from all of your prior presentations and add an element of research to create your Informative Speech. You have to be cautious when choosing an Informative topic, as it’s easy to confuse the Informative Speech and a Persuasive Speech as the same thing. However an Informative Speech JUST provides information. The most basic informative speech is the kind that teaches us (much in the way the Demonstration Speech taught us) something detailed about a topic with which we are already familiar. For instance, we know George Washington was our first President, but a lot of people don't know much about his life prior to the military or serving in office. That would make for an interesting Informative Speech.
With an informative Speech, you’ll want to establish credibility by referencing and citing your materials. For example: "In the July 13, 2007 edition of the New York Times, John Smith said that George Washington suffered from depression as a young boy." It is critical that you discuss where you found your information in order to maintain your credibility.
A few parameters:
1. Your speech should be 5-10 minutes in length.
2. Feel free to incorporate visual aids. This is not mandatory, but it makes for a better presentation, as we learned last week.
3. Cite a minimum of two different sources for your materials. Do NOT use Wikipedia as a source. Please copy and paste these sources into the ‘comments’ area when submitting or submit as a paper. I will evaluate your sources.
4. Be sure to have a good introduction, a body that contains at least three main points (with appropriate supporting evidence) and a conclusion that appropriately wraps everything up.
As always, you may draft your speech word for word, but be very careful not to simply read from your paper! We want eye contact and emotion! Good luck with this assignment and have fun!
.
Introduction about topic Intelligence phaseWhat is the .docx
Introduction about topic
Intelligence phase
:
What is the problem (opportunity)
Classify the problem (opportunity)
structurt ,unstructuer ,semi structur
i think our search structure
Decompose the problem (opportunity).
The effects of noise on student performance
The effects of temprutur on student performance
The effects of light on student performance
.
Introduction A short summary is provided on the case subject and.docx
Introduction
A short summary is provided on the case subject and discuss Effat University ICT infrastructure sustainability in 3 pillars (Planet, People, and Profit).
Analysis
(due April 16)
Study the ICT infrastructure of Effat University and provide an analysis of its performance in terms of Green Measures of Performance (Green MoPs).
.
Introduction Illiteracy is the inability to read and write a.docx
Introduction
Illiteracy is the inability to read and write at an adequate level of proficiency that is critical for communication. Illiterate adults are unable to use printed and written information to function in the society so as to achieve one’s goals and also to develop one’s potential.
According to an international nonprofit ProLiteracy in 2003, there are 36 million adults in the United States alone. This potential includes a broad range of information-processing skills that one can use daily in school and at the community as a whole. Adult illiteracy has become a societal problem because illiterate people can never fully utilize writing and reading skills to make use of their fully potential in the world. The thesis statement of adult illiteracy involves reasons why it identified as a societal problem; the solutions proposed to solve this problem and the statistical information of adult literacy as the global societal problem.
Different types of society exist. These types of illiteracy are technological illiteracy, mathematical illiteracy, visual illiteracy, school illiteracy, community illiteracy and personal illiteracy. All these types of illiteracy are caused by various reasons. These reasons are summarized in the following discussion.
Causes of Adult Illiteracy
People are usually mistaken about illiteracy. School illiteracy is overvalued to the extent that many adults have started to believe the act of reading and writing are the only important things in school. It is this type of reasoning that make many adults less interested in wanting to gain more knowledge and see things beyond the negative images. This has become one of the main reasons why adult illiteracy has increased in the world over the last few years.
Another reason for adult illiteracy is the misuse of groups. Some people tend to agree with the argument that can make one believe that he or she is weak as a reader and he or she won’t be able to achieve literacy even after finishing school. This type of thinking lowers someone’s self-esteem and self-confidence meaning that the person will not bother to seek literacy help. People’s reading attitude are influential in literacy behaviors. According to McKenna in 2001, reading attitudes are influenced by factors such as a person’s social experiences with reading, one’s personal experiences, the cultural norms about reading, cultural norms and the learner’s preferences about reading. Attitude is associated with unwillingness to read. Every learning experience that a child has in school will at some point determine how that child will determine to learn. The learners who have had negative experiences in school will come to view school and learning in total as a bad experience that. This disengagement spreads over to adults. An adult learner who has negative perceptions about school would not want to be associated with it. These learners never get interested in educational process because they don’t see it as valuabl.
Intro to Quality Management Week 3Air Bag Recall.docx
Intro to Quality Management Week 3
Air Bag Recall
Assignment
Review the article “Blow Out” from this week’s reading assignment. This article pertains to the recall of air bag products. Assume you are the manager for a large automotive company that will be using air bags in your products. What risk assessment tools will you use in order to ensure that the product being installed into your vehicles meets safety standards in order to avoid a recall? Use your course materials and outside research to generate a solid analysis on why these methods would be helpful. Your analysis should be supported by research.
Directions for obtaining the file: Login to the Grantham University library by clicking on the Resources tab from the main page. You will then log into EBSCOHost. Once you have accessed the database, simply copy and paste the title of the article and press enter to search and you should now have the file accessible to review.
The requirements below must be met for your paper to be accepted and graded:
•Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
•Use font size 12 and 1” margins.
•Include cover page and reference page.
•At least 80% of your paper must be original content/writing.
•No more than 20% of your content/information may come from references.
•Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
•Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Article
Section:
Features
Business: Cars
Keywords: Safety; Automotive industry; Driving; Accidents; Brain; Congress; Design; Regulations; Vehicles; Weight; Fariello; Cars
Air bags are meant to save lives. Now a massive recall shows how they sometimes can turn deadly
Forensic Investigator Sal Fariello, whose job is to deconstruct car crashes, has witnessed a catalog of carnage caused by air bags over the past two decades. In his collection, there is a photo of a woman who has been horribly scarred by an inflating air bag. There's an X-ray of a driver's broken wrists snapped in the "fling zone" of an air bag that mashed both arms from a 10-and-2 position into the car's roof. He can cite numerous drivers who suffered torn aortas or lacerated brain stems, all the result of being "punched" by an air bag inflating at 200 m.p.h. (322 km/h). "What's sitting in the front of the steering wheel is an explosive device," explains Fariello, the author of Airbag Injuries: Causation & Federal Regulation. "Nasty, unexpected events can occur."
None have been nastier than the injuries and deaths caused by exploding inflators in air bags made by automotive supplier Takata Corp., based in Tokyo. Its air bags have .
Intro to Quality Management Week 3Air Bag RecallAssignment.docx
Intro to Quality Management Week 3
Air Bag Recall
Assignment
Review the article “Blow Out” from this week’s reading assignment. This article pertains to the recall of air bag products. Assume you are the manager for a large automotive company that will be using air bags in your products. What risk assessment tools will you use in order to ensure that the product being installed into your vehicles meets safety standards in order to avoid a recall? Use your course materials and outside research to generate a solid analysis on why these methods would be helpful. Your analysis should be supported by research.
Directions for obtaining the file: Login to the Grantham University library by clicking on the Resources tab from the main page. You will then log into EBSCOHost. Once you have accessed the database, simply copy and paste the title of the article and press enter to search and you should now have the file accessible to review.
The requirements below must be met for your paper to be accepted and graded:
•Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
•Use font size 12 and 1” margins.
•Include cover page and reference page.
•At least 80% of your paper must be original content/writing.
•No more than 20% of your content/information may come from references.
•Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
•Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Article
Section:
Features
Business: Cars
Keywords: Safety; Automotive industry; Driving; Accidents; Brain; Congress; Design; Regulations; Vehicles; Weight; Fariello; Cars
Air bags are meant to save lives. Now a massive recall shows how they sometimes can turn deadly
Forensic Investigator Sal Fariello, whose job is to deconstruct car crashes, has witnessed a catalog of carnage caused by air bags over the past two decades. In his collection, there is a photo of a woman who has been horribly scarred by an inflating air bag. There's an X-ray of a driver's broken wrists snapped in the "fling zone" of an air bag that mashed both arms from a 10-and-2 position into the car's roof. He can cite numerous drivers who suffered torn aortas or lacerated brain stems, all the result of being "punched" by an air bag inflating at 200 m.p.h. (322 km/h). "What's sitting in the front of the steering wheel is an explosive device," explains Fariello, the author of Airbag Injuries: Causation & Federal Regulation. "Nasty, unexpected events can occur."
None have been nastier than the injuries and deaths caused by exploding inflators in air bags made by automotive supplier Takata Corp., based in Tokyo. Its air bags have been blamed for killing five motorists in.
INTERVIEW WITH AMERICAN INDIAN COMMUNITY PRACTITIONERSResourcesD.docx
INTERVIEW WITH AMERICAN INDIAN COMMUNITY PRACTITIONERS
Resources
Discussion Participation Scoring Guide
.
Interview With American Indian Community Practitioners
Interview with Betty Laverdure
LAUNCH INTERVIEW
|
Transcript
Interviews With American Indian Community Practitioners
Interview with Denise Levy
LAUNCH INTERVIEW
|
Transcript
Values, communication, beliefs, economics, clothing, assumptions, and interpretation are all part of cultural dynamics. Understanding this, review the interviews with American Indian community practitioners. Listen for their expectations toward culturally appropriate ways in which to communicate and work with tribal communities.
Provide a synopsis of the interviews and address the following questions.
How do cultural dynamics impact collaboration?
What are the cultural dynamics at play?
How will you use the information to better understand working with American Indian communities?
.
Interview Each team member should interview an educator about his.docx
Interview:
Each team member should interview an educator about his or her philosophy of education.
Consider
the following questions regarding the challenges facing education today:
Where do they think education is headed in the future?
How have their own life experiences shaped their current philosophy regarding education?
Ask 6 questions including the two above.
.
IntroductionRisk management is critical to protect organization.docx
Introduction
:
Risk management is critical to protect organizational assets and to ensure compliance with laws and regulations. Many individuals and departments in organizations are involved in risk management; this is especially true when creating a risk management plan.
You, as an employee of YieldMore, are asked to create a risk management plan for the organization.
Scenario
:
In order to help protect the company and ensure it maintains compliance with laws and regulations, senior management at YieldMore has decided to develop a formal risk management plan.
As an employee of YieldMore, your team has been given the task of creating a risk management plan for the organization.
Tasks
:
You will initiate a kick-off meeting to discuss YieldMore’s risk management plan with your team.
Review the responsibilities associated with your assigned role.
Explain the specific responsibilities of your assigned role within the project.
Explain your role and the roles of the other team members to senior management.
.
Interview two different individuals regarding their positions in soc.docx
Interview two different individuals regarding their positions in society. Analyze their responses regarding:
Identify each person’s class, race, and gender.
What role has class, race, and gender played in their lives? How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives. Why did you choose this particular perspective? How does it explain each person’s life and life choices?
What are some the benefits and limitations to using interview as a research methodology?
Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society.
Please post your completed paper in the
M5: Assignment 1 Dropbox
.
Assignment 1 Grading Criteria
Maximum Points
Described each person’s class, race, and gender.
40
Evaluated the role of social stratification.
.
Internet ExerciseVisit the homepage of Microsoft at www.micros.docx
Internet Exercise
Visit the homepage of Microsoft at www.microsoft.com. Access the annual report for 2012. Find the footnotes to the statements and read the disclosures in the note titled Contingencies. Regarding the events described, do you think Microsoft is providing adequate disclosure to its stockholders?
.
Interpersonal Violence Against Women, The Role of Men by Martin Schw.docx
Interpersonal Violence Against Women, The Role of Men by Martin Schwartz and Walter DeKeseredy.
Respond to questions 1-3 at the end of the reading.
1- How is ininate partner violence a "male" issue?
2- how dose a patriarchal society perpetuate violence against women?
3- what type of programming and interventions are necessary to stop violence against women?
.
Internet of Vehicles-ProjectIntroduction - what you plan t.docx
Internet of Vehicles-Project
Introduction - what you plan to accomplish and why, include an overview of the situation or
organization and what the situation/problem is that you intend to improve - usually 1-2 pages) Cite and support all content appropriately
o
Methodology is a research paper about Action Research, 2-3 pages (include reasons and justification for approach), minimum of five (5) professional references
Reserved for hifsa shaukat
.
INTERNATIONAL JOURNAL OF INFORMATION SECURITY SCIENCE Walid.docx
INTERNATIONAL JOURNAL OF INFORMATION SECURITY SCIENCE
Walid Al-Ahmad, Bassil Mohammed, Vol. 2, No. 2
28
Addressing Information Security Risks by Adopting
Standards
Walid Al-Ahmad*‡, Bassil Mohammad**
*Computer Science Department, Faculty of Arts and Science, Gulf University for Science & Technology, Kuwait
**Ernst & Young, Amman, Jordan
‡
P.O.Box 7207 Hawally, 32093 Kuwait, Tel: +96525307321, Fax: +965 25307030, e-mail: [email protected]
Abstract- Modern society depends on information technology in nearly every facet of human activity including, finance,
transportation, education, government, and defense. Organizations are exposed to various and increasing kinds of risks,
including information technology risks. Several standards, best practices, and frameworks have been created to help
organizations manage these risks. The purpose of this research work is to highlight the challenges facing enterprises in their
efforts to properly manage information security risks when adopting international standards and frameworks. To assist in
selecting the best framework to use in risk management, the article presents an overview of the most popular and widely used
standards and identifies selection criteria. It suggests an approach to proper implementation as well. A set of recommendations
is put forward with further research opportunities on the subject.
Keywords- Information security; risk management; security frameworks; security standards; security management.
1. Introduction
The use of technology is increasingly covering
most aspects of our daily life. Businesses which
are heavily dependent on this technology use
information systems which were designed and
implemented with concentration on functionality,
costs reduction and ease of use. Information
security was not incorporated early enough into
systems and only recently has it started to get the
warranted attention. Accordingly, there is a need to
identify and manage these hidden weaknesses,
referred to as systems vulnerabilities, and to limit
their damaging impact on the information systems
integrity, confidentiality, and availability.
Vulnerabilities are exploited by attacks which are
becoming more targeted and sophisticated.
Attacking techniques and methods are virtually
countless and are evolving tremendously [1, 2].
In any enterprise, information security risks
must be identified, evaluated, analyzed, treated and
properly reported. Businesses that fail in
identifying the risks associated with the
technology they use, the people they employ, or
the environment where they operate usually
subject their business to unforeseen consequences
that might result in severe damage to the business
[3]. Therefore, it is critical to establish reliable
information security risk assessment and treatment
frameworks to guide organizations during the risk
management process.
Because risks cannot be complete.
International Finance Please respond to the followingBased on.docx
"International Finance"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
The IMF and World Bank are the world’s two leading lending institutions, but much of their monetary assistance disappears once it enters the banking systems of developing countries. Cite concrete evidence that supports the assertion that much assistance to developing countries is simply stolen by officials. Determine other main factors that account for the misuse of these funds.
.
International capital budgeting analysis and presentationBy the .docx
International capital budgeting analysis and presentation
By the second in-class session, student teams will form to undertake an analysis of a series of international investment options. Using the Adjusted Present Value (APV) model, each group will evaluate the costs, benefits, timing, and foreign exchange and country risk of various investment projects to determine the optimal selection. Students will be expected to incorporate all material covered in the course in their work. Further details on the paper format and a presentation evaluation metric that includes both content and style criteria are posted below. If used, final PowerPoint presentations must be emailed to the instructor prior to the final class session.
*
** Paper and Power Point presentation***
REQUIRED TEXT
Eun, C. and Resnick, B. (2015). International financial management. (7
TH
ed.). McGraw-Hill/ Irwin. ISBN 978-0-07-786160-5
RECOMMENDED READINGS
The Economist, Wall Street Journal, Asian Wall Street Journal, Los Angeles Times, Financial Times, Business Week, Forbes, Harvard Business Review
.
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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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