share strategies for building your portfolioReflect on strateg.docx

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share strategies for building your portfolio Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements. Review one or more samples from your own research of resources focused on portfolio development. Post an explanation of at least two strategies for including academic activities and accomplishments into your professional portfolio. .

Setting in Fiction Think of your favorite story, book, movie or play. Consider the elements of its setting (time, place, social environment, and weather). In four-to-five sentences, discuss the impact the setting plays on the story. You can discuss how it affects the characters or how it contributes to the meaning of the story. Be sure to include the name of the story, book, movie or play, and to rely on what you've learned about setting during this lesson. Your original post should be written using academic language (though some use of first person may be appropriate), and be written clearly in complete sentences. Be sure to proofread carefully. Some examples: One of my favorite movies is Devil. Devil takes place in an elevator with 5 people trapped between floors. Unusual things started happening on the elevator every time the lights went out. When the light came back on someone was dead. The police were contacted and detective Bowden took the case. Bowden and a security guard watched and communicated through video camera and speaker. The security guard convented them that this was the work of the devil and to save themselves they needed to see themselves as they are. When down to the last passenger on the elevator the devil reviled itself. The last passenger began to confess to a hit in run that killed a mother and her son which happened to be detective Bowden family. When thinking of how the setting impacts the movie, I think of my favorite movie- Avengers: Endgame. The setting takes place in different times. Past, present, and future. When all hope is lost in trying to bring everyone back, Scott suggest Time Travel. The avengers have an advantage of gathering all the infinity stones from different times. Particularly, they have an advantage of getting 3 out of the 6 stones which are in New York just different time periods. They succeed with bringing them all back to the present time and bring everyone back. Only for their triumphant day to get ruined by Thanos who attacks with his army. I can think of many movies that have settings I like a lot but my favorite setting which also was had the story line continuing in it also would be the scene in the movie Radio when the coach ha to tell him he can’t get on the bus to go to the football game with them as he starts to comprehend and get sad as the coach is walking to the bus leaving him there it starts to rain making the already gloomy weather and sad scene more sad because now he is stuck in the rain. They cut to the football field where it is still raining on top of now being dark and radio has the football game on his radio and he takes the field and every play he fails while playing alone in the rain they fail in the game that is actually going on till they lose on his missed field goal. .

Setting the Agenda © 2018 Laureate Education, Inc. 1 S.docx

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Setting the Agenda © 2018 Laureate Education, Inc. 1 Setting the Agenda Program Transcript FEMALE SPEAKER: How do you get a policymaker's attention? It's very simple. You develop a relationship with that person. Don't wait until you need something. Develop the relationship early on. [MUSIC PLAYING] FEMALE SPEAKER: Sometimes it's difficult to get issues on the agenda that are our issues, that might be an issue that's of interest to a nurse, if it doesn't align with the interests and the priorities of that elected official. So it's really important to know what their priorities are, what their health issues are that they're most interested in. You can usually Google their name. You can get their official bios. You can read about the committees that they serve on and the issues that matter to them. And look to see whether or not their agenda matches with yours, or if there's a way you can leverage your issue into their agenda. FEMALE SPEAKER: Know exactly what the congressional members have on their agenda. And you can get them online, through their local office, or through their congressional office in Washington, DC. Find out what they're interested in. Find out how you can help them. You need to call them up, or you need to go visit the office and find out exactly what is being done. FEMALE SPEAKER: Call up a state senator and say, I am so-and-so. I would like to meet with you. I'm a registered nurse. And I think I may have something that you might be interested to talk about. FEMALE SPEAKER: Do the homework you need to do to get up to speed, not just on the issue and a potential solution you may be advocating, but also their background so that you can calibrate your conversation with them in ways that will resonate for them, that they'll understand and appreciate. FEMALE SPEAKER: It's often helpful to have what is known as a policy entrepreneur. That's a big word that simply says, do you have anybody who's on your side or who's really interested or who can continue to work with your policymaker when you're out doing your own practice. It could be a retired legislator. It could be a current legislator, someone who's willing to support a bill and then could perhaps introduce your bill, because only legislators can introduce bills. The president cannot, the governor cannot. That's the purview of the General Assembly or the Congress. FEMALE SPEAKER: People want to hear from their constituents. Ideally, you are communicating with the people who represent you. So that's almost always the first place to start, your elected official, not the one two states over. That might be appealing, because you know their name from national news. And you certainly Setting the Agenda © 2018 Laureate Education, Inc. 2 can communicate to them. But the voices that often matter the most, I've found, are the voices from local communities back home in the district or the state that that Senator o.

Setting Goals and ObjectivesGilbert Burnham, MDJohns Hop.docx

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Setting Goals and Objectives Gilbert Burnham, MD Johns Hopkins University The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under rules of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed. Part 1: Thinking about Goals, Objectives, and Indicators 3 Project Development Process—1 4 Project Development Process—2 5 Project Development Process—3 6 The Logical Sequence—1 ► The Problem Statement leads to program goals or aims ► These say what you are going to do to address the problems and needs identified ► Goals (general)  Objectives (specific) ► Objectives lead to your strategy and methods ► Objectives are the basis of your monitoring system ► Objectives are measured by indicators ► Objectives are what you will be evaluated against during regular and final evaluations So these have to be right! 7 The Logical Sequence—2 8 Start with the Goal or Aim or Purpose ► An overall end point—where do we want to be at project end? ► Explain why you are doing the project ► Emphasizes consistency with national plans or with other initiatives and your organizational mandate ► It says what you hope to achieve by addressing your problem statement ► Can help build recognition of activities ► Goals represent general overall project direction ► Not specific, and not quantifiable, but not vague ► There should be only one overall goal—too many confuses the reader ● May be several subgoals—each of which will have one or more objectives, but don’t make it confusing ► Sets the stage for the objectives, which are specific and quantifiable 9 Objectives—1 An objective… ► Is a statement of a specific and quantifiable accomplishment to be attained in a given time frame ► This says how you intend to achieve your goal, and how you will make a difference in the lives of the population you serve ► Includes words like— ► “increase” ► “strengthen” ► “decrease” ► “extend” ► “empower” 10 Objectives—2 11 Objectives—3 12 “SMART” Objectives The famous SMART objectives, now taught in primary schools the world over (with some variations) ► Specific The objective describes the direct result of the activity, and say how you will achieve them ► Measurable The objective can be quantified—how much, how many, how often They are the change created ► Achievable (also Attainable, Agreed, Assignable) The objective can be attained by the organization—capacity, constraints, resources ► Relevant (also Realistic) This is something which will have practical benefit ► Time-bound (also Time-limited) Results will be achieved within in a given time 13 Indicators, Milestones, and Targets ► Indicators—can be qualitative or quantitative ► Variables that help measure changes in health situations and assess the extent to which the objective and targets of a program .

Set up and diagram an Incident Command System for the following .docx

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Set up and diagram an Incident Command System for the following scenario . Define all the roles and responsibilities for each functional area that would be included in this scenario. SCENARIO: At 10:05a.m. today, a hurricane/earthquake/tornado/flood hit the community of Edenton. The downtown area was the hardest hit. People have reported damage to homes, and businesses have been affected as well. No fatalities have been reported. Three people with injuries have been taken to the Edenton Community Hospital, which is also reporting some damage. As many as 10 people are missing. The downtown fire station is destroyed/inoperable. Two other fire stations are operational. Other possible effects: A large fire has broken out in downtown Water mains are cut. 10 percent of the population has sustained injuries. Utility lines are down. Animals in the zoo have escaped from their cages. Looters are rampaging downtown. Sewers have backed up, endangering public health. Many houses are destroyed/inhabitable and shelters will be needed. A hazardous spill has occurred. A major road has been affected. Instructions for question 5 . 350-400 words, APA style format and a minimum of 3 references. .

Set up a Ricardo-type comparative advantage numerical example with.docx

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Set up a Ricardo-type comparative advantage numerical example with two countries and two goods. Distinguish "absolute advantage” from "comparative advantage” in the context of your example. Then select an international terms-or-trade ratio and explain in some detail how trade between the two countries benefits each of them in comparison with autarky. When would either of your countries NOT benefit from engaging in trade? Explain. Important: Please ensure that you insert your citation for the article as your reference in your discussion post. Depending on which electronic database you use, you should see a "Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following (include every item in the bullet list below, or you will not receive full credit): Clearly state what the article is about and its purpose How the article and/or author(s) support your argument(s) Most important aspects of the article Any findings and conclusions Include the article "Abstract” in your posting (your summary should be original) Include the industry example demonstrating the application of your researched article "IMPORTANT” - Include the citation for the article NO less than 3 pages. With the increase in technological advancements, cyber bullying has been on the rise. The first topic of interest regards the preventive measures of cyber bullying in college. The reason behind this choice of topic for my argumentative essay is that I have fall a victim to the cyber bullying in my first years of college in several occasions . As a victim of cyber bullying, I know just how much the effects of cyber bullying can do to a person. The cases of cyber bullying have increased due to "the prevalence of social media platforms as well as digital forums" (Van Hee et al, 2015).This specifically means that both acquaintances and strangers have access to comments, content, photos and posts that are shared by people. This becomes even more worse if the information shared about an individual is personal or private which is bound to cause embarrassment or humiliation to the victim. The challenges am likely to face during my research is that many people do not admit that cyber bullying exits and that in deed there is a need to curb down the vice. The second topic that interests me is on the effectiveness of death penalty as a means of punishment for major criminal offences like murder, homicide and forcible. This topic interests me because there has been an increase in violent crime cases in the world. My main interest is to find out if the victims of such crimes get justice through other forms of punishment or entirely require death penalties for the perpetrators. Also, this topic provides information on regarding the effects of death penalty on the crime rates. It provides a ground whether this form.

set FOREIGN_KEY_CHECKS=false;-- --------------------------.docx

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set FOREIGN_KEY_CHECKS=false; -- ----------------------------------------------------- -- uncomment and run these 3 SCHEMA commands if you are using your own server -- ----------------------------------------------------- DROP SCHEMA IF EXISTS wellness_app ; CREATE SCHEMA IF NOT EXISTS wellness_app DEFAULT CHARACTER SET utf8 ; USE wellness_app ; -- ---------------------------------------------------- -- End uncomment -- ---------------------------------------------------- -- ----------------------------------------------------- -- Table user -- ----------------------------------------------------- DROP TABLE IF EXISTS user ; CREATE TABLE IF NOT EXISTS user ( id INT NOT NULL AUTO_INCREMENT, first_name VARCHAR(128) NOT NULL, last_name VARCHAR(128) NOT NULL, DOB DATE NULL, PRIMARY KEY (id)) ENGINE = InnoDB ROW_FORMAT = COMPRESSED; -- ----------------------------------------------------- -- Table interest -- ----------------------------------------------------- DROP TABLE IF EXISTS interest ; CREATE TABLE IF NOT EXISTS interest ( id INT NOT NULL AUTO_INCREMENT, name VARCHAR(100) NOT NULL, PRIMARY KEY (id)) ENGINE = InnoDB; -- ----------------------------------------------------- -- Table step -- ----------------------------------------------------- DROP TABLE IF EXISTS step ; CREATE TABLE IF NOT EXISTS step ( id INT NOT NULL AUTO_INCREMENT, title VARCHAR(50) NOT NULL, PRIMARY KEY (id)) ENGINE = InnoDB; -- ----------------------------------------------------- -- Table theme -- ----------------------------------------------------- DROP TABLE IF EXISTS theme ; CREATE TABLE IF NOT EXISTS theme ( id INT NOT NULL AUTO_INCREMENT, name VARCHAR(100) NOT NULL, PRIMARY KEY (id)) ENGINE = InnoDB; -- ----------------------------------------------------- -- Table user_follow -- ----------------------------------------------------- DROP TABLE IF EXISTS user_follow ; CREATE TABLE IF NOT EXISTS user_follow ( id INT NOT NULL AUTO_INCREMENT, following_user_id INT NOT NULL, followed_user_id INT NOT NULL, weight INT NOT NULL DEFAULT 0, PRIMARY KEY (id), INDEX fk_user_user_connection_user1_idx (following_user_id ASC), INDEX fk_user_user_connection_user2_idx (followed_user_id ASC), CONSTRAINT fk_user_user_connection_user1 FOREIGN KEY (following_user_id) REFERENCES user (id) ON DELETE NO ACTION ON UPDATE NO ACTION, CONSTRAINT fk_user_user_connection_user2 FOREIGN KEY (followed_user_id) REFERENCES user (id) ON DELETE NO ACTION ON UPDATE NO ACTION) ENGINE = InnoDB; -- ----------------------------------------------------- -- Table user_interest -- ----------------------------------------------------- DROP TABLE IF EXISTS user_interest ; CREATE TABLE IF NOT EXISTS user_interest ( user_id INT NOT NULL, interest_id INT NOT NULL, INDEX fk_user_interest_user1_idx (user_id ASC), INDEX fk_user_interest_interest1_idx (interest_id ASC), PRIMARY KEY (use.

Session 3 Research Paper - Artist and InspirationThe author .docx

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Session 3 Research Paper - Artist and Inspiration The author of our course's text, Jerram Barrs, explores the idea that quality art (on some level) truthfully explores what it means to live life as a human. In Echoes of Eden , he states, "This principle of representing things as they are is a matter of obedience and honesty. Simple integrity constrains us to communicate faithfully and truthfully not only about the Lord himself and other people whose stories appear in the Bible, but also about our current human condition" (Barrs, 2013). In our discussion assignment this week, you chose a specific artistic medium for your Session 5 Final Project. Now that you have identified the particular form of art that you'd like to submit, we will engage in an important step of the creative process -- researching the form and technique of those who have come before us. For this paper, identify an artist who has created art in the same category that you have selected for your final project. For example, if you have chosen to compose a poem for your project, you'll need to identify a prominent poet to research. In 2-3 pages (formatting per APA standards), address these elements: What do you personally find inspiring about this artist's work? How do you see universal truths of humanity (pain, joy, love, redemption, etc.) within the artist's work? If you do not see these, explain what you think the artist is attempting to convey. What makes this artist's work different than other artists who create the same type of art? Identify a minimum of two elements within his or her artistic technique and explain how you could potentially utilize them your Session 5 Final Project. Click on the Session 3 Research Paper - Artist and Inspiration link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria. Reference Barrs, J. (2013). Echoes of Eden . Wheaton, IL: Crossway. .

Session 2 Creativity Reflection PaperIn Echoes of Eden (.docx

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Session 2 Creativity Reflection Paper In Echoes of Eden (2013), Barrs claims that the Christian artist “holds up the mirror to what God has made”. In this sense, we have the opportunity to express our creativity in ways that highlight things that God has created, sustained, redeemed and rebuilt. In 2-3 pages (formatting per APA standards), reflect on your own specific creative talents by addressing these questions: What are your two most significant creative talents, and how do you currently use them? What is one creative talent that you would like to develop (or one that that admire in others)? How do you, in your daily life, work to show the world what is true, beautiful, inspiring, and/or worthy of celebration within God's Kingdom? Click on the Session 2 Creativity Reflection Paper link to submit your assignment by the posted due date. Review the rubric available in Due Dates and Grades for specific grading criteria. Reference Barrs, J. (2013). Echoes of Eden . Wheaton, IL: Crossway. .

Session 2 Business Strategies based on Value Chain Agenda Opening case & Porter’s Value Chain hypothesis Porter’s generic strategies framework Cost leadership Differentiation Two views on Value Chain hypothesis The Consistency View The Blue Ocean View Case Video case: Nintendo Wii Blue Ocean strategy The Blue Ocean that Disappeared – The Case of Nintendo Wii Opening case To offset its market share losses since 2008, Nestle has sought to aggressively promote linkages in the premium, luxury market – that has been immune to the recession and has been growing rapidly Nestle as a global corporation has five major business groups; in each, Nestle links its resource transforming functions in very different ways, reflecting the personality and the positioning of its specific brands. Culinary foods Maggi Le Creazioni di Casa Buitoni Beverages Nescafe Nespresso Confecti-onary Kitkat Maisen Cailer Milk products Nutrition Cerelac Nestle Haagen Dazs Babynes Porter’s Value Chain hypothesis According to Porter’s value chain hypothesis, the primary links among the resource transforming functions should be sequenced as a chain, i.e. design, produce, market, deliver and support (Porter, 1985) Value chain analysis helps to evaluate effectiveness of a firm in different functions Strategies for manipulating value linkages for improving strategic advantage of a business are referred to as the “Business-level strategies” Design Production Marketing Support Delivery The Value Chain hypothesis In Porter’s framework, the functions in a firm’s value chain are grouped into two broad categories of activities: primary and secondary Primary activities are directly involved in transforming inputs into outputs and in delivery and after-sales support inbound logistics Support activities are involved in supporting primary activities procurement service—installation, usage guidance, maintenance, parts, and returns operations outbound logistics marketing and sales technology development human resource management firm infrastructure—general management, planning, finance, accounting, legal, government affairs and quality management Porter’s generic strategies framework Generic Sources of Strategic Advantage in Value Chains One of the major purposes of Porter’s framework is to explicate two generic sources of strategic advantage for the businesses of a firm. Value Cost If customers perceive a product or service as superior, they are willing to pay a premium relative to the price they will pay for competing offerings If a firm gains a cost advantage for performing activities in its value chain at a cost lower than its major competitors, then it has flexibility to undercut competitors and offer greater value for money Two views on Value Chain hypothesis There are two views on this hypothesis: Contingency view The firms that make consistent, persistent and dedicated investments i.

Session 1 Module 2INTRODUCTION TO AUDITING .docx

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Session 1 Module 2 INTRODUCTION TO AUDITING 1 LEARNING OBJECTIVES After this module you should be able to: Define auditing Differentiate between different levels of assurance Appreciate different audit opinions (covered in depth in session11) Differentiate between the different role of the preparer of financial statements and the auditor. Explain the reasons for the demand for audit and assurance services Appreciate the Corporations Act requirements for company audits Explain the audit expectation gap. These are the objectives that students are expected to understand and be able to explain and apply. Students will only be assessed within the learning objectives provided for each module of the course. 2 AUDITING AND ASSURANCE DEFINED An audit is an assurance engagement defined as ‘an engagement in which an assurance practitioner expresses a conclusion designed to enhance the degree of confidence of the intended users other than the responsible party about the outcome of the evaluation or measurement of a subject matter against criteria.’ This is a definition of an audit highlighting the main parties involved and their roles 3 1-4 Diagram of assurance engagement 4 *Comment on : main parties and their roles Jaq (J) - add figure 1-1 1-5 Five elements ofassurance engagement Three-party relationships: assurance practitioner (auditor) responsible party (preparer) intended user Subject matter Suitable criteria Sufficient appropriate evidence Written assurance report Audit engagement has 5 elements These are explained on following slides 5 AUDITING AND ASSURANCE DEFINED ‘intended users’ - the people for whom the auditor prepares their report. Example: shareholders, creditors, employees ‘responsible party’ - the person or organisation responsible for preparing the financial statements. Example: company management ‘subject matter’ – that which the auditor is expressing a conclusion on. i.e. financial reports ‘criteria’ – the rules or principles by which the subject matter is being evaluated. i.e. Accounting standards and interpretations and Corporations laws Comment on explanations of terms 6 AUDITING AND ASSURANCE DEFINED cont’d. Sufficient appropriate evidence The quantity and quality of evidence the auditor requires in order to express a conclusion on the subject matter *Written assurance report Written report from the auditor expressing the auditor’s conclusion on the subject matter Comment on explanations of terms 7 DIFFERENT LEVELS OF ASSURANCE AUDITORS MAY PROVIDE VARYING LEVELS OF ASSURANCE WHEN CONDUCTING ASSURANCE ENGAGEMENTS. Reasonable assurance Limited assurance No assurance There are 3 levels of assurance which are described on next slide 8 DIFFERENT LEVELS OF ASSURANCELEVEL OF ASSURANCE EXAMPLE THE ASSURANCE EXPRESSIONREASONABLE Highest level of assurance but not absolute assurance on the reliability of the subject matterFinancial Statement AuditThe auditor has conducted sufficient tests and.

Service-Oriented Architecture Please respond to the followingSe.docx

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"Service-Oriented Architecture" Please respond to the following: Service Oriented Architecture (SOA) is an architectural style for building software applications that use services available in a network such as the Web. SOA is based on standard protocols such as HyperText Transfer Protocol (HTTP), Simple Object Access Protocol (SOAP), etc. SOA services are consumed by client applications over the Internet. SOA exposes business services to a wide range of service consumers. Assess SOA in terms of business integration, security,interoperability, and IT infrastructure. A Web service is a set of technologies used for exchanging data between applications. Web services allow businesses to connect their processes to their business partners. This form of business integration results in Business Process Management (BPM) mashups. Assess the benefits of BPM mashups in terms of ease of integration, composition of services, and information sharing. "Software Provisioning" Please respond to the following: When a company has a need for software, one option is to buy it from a software vendor or build it internally if the IT department can develop the software.This results in a build-or-buy debate. Take a stance on the build versus buy debate.Justify your decision in regard to cost, flexibility, reliability, and security. Software development methods include Joint Application Development (JAD), Rapid Application Development (RAD), Extreme Programming (XP), Software Prototyping,and Open-Source Development. Choose the best software development method from those listed here and explain why you believe it is best. .

Service Project Consent LetterDear SirMadam,I wo.docx

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Service Project: Consent Letter Dear Sir/Madam, I would like to introduce ___________________________________________________ ___________________________________________________________________________ to you as students of MGT 410: Servant Leadership. In partial fulfillment of their course requirement, these students are committed to four or more hours of community service at one or more locations and will make an oral presentation afterward to inform their peers and instructor of their experience. As a result, the students may opt to take pictures or other forms of audio-visual recordings to supplement their presentation. If you would prefer for your image not to be captured, please let the students know and they will take only context-related pictures. We hope you will grant us the honor to serve you and ask that you sign below as an indication of your agreement ___________________________________________________. If you agree to have your image captured, please sign here _________________________. If you have any comments, questions, or concerns, please relay this to the students directly who can get in contact with the lead Professor of Management, Dean of Students, and/or Office of Spiritual Life. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0. 0 ;©: 0 0 0 ;® 0 0 0 & 0 0 , 0 . 0 0 & 0 0 0 «©> «©; 0 0. 0 & 0 0 0 ;©; 0 & 0 ® 0 0 & :©: 0 0 3©: ;©: 0 0 •© • 0 0 0 ) 8 ( 0 0 0 ) 8 ( 0 0 0 0 0 0 0 0 0 )8 .¥ 0 0 0 0 » 0 » 0 0. 0 0 0 1 0 0 0 0 0 £ 0 :©: 0 0 • ¥ 0 0 0 0 0 0 0 0 0 & 0 0 0 ® 0 0 0 0 & 0 0 0 0 0 0 0 0 0 0 0 0 : e e 0 0 0 : 0 0 0 0 «©; 0 0 )8( 0 0 0 0 0 $ 0 0 0 <©: 0 0 0 0 0 0 0 0 0 0 0 0 0 © 0 & <©: 0 0 $ & 0 0 0 )8( 0 0 0 )8( 0 0: 0 » ;<©: 0 0 0 0 0 0 & 0 I I I I xOFF WITH THEIR HEADS! OF CHILDHOOD Maria Tatar P R I N C E T O N U N I V E R S I T Y P R E S S P R I N C E T O N , N E W J E RS E Y ra V*f Vr r-4n W r-tra iT" ^ ̂ *-»' Copyright © 1992 by Princeton University Press Published by Princeton University Press, 41 William Street, Princeton, New Jersey 08540 In the United Kingdom: Princeton University Press, Oxford All Rights Reserved Library of Co ngress Cataloging-in-Publication Data Tatar, Maria M., 1945- Off with their heads! : fairy tales and the culture of childhood / by Maria Tatar, p. cm. Includes bibliographical references and index. ISBN 0-691-06943-3 1. Fairy tales—History and criticism. 2. Fo lklore and children. 3. Children's stories—Psychological aspects. I. Title. GR550.T38 1992 398'.45—dc20 91-26470 This book has been composed in Adobe Berkley Book Princeton University Press books are printed on acid-free papier and meet guidelines for permanence and durability of the Committee on Production Guidelines for Book Long evity of the Council on Library Resources Printed in the United States of America 1 3 5 7 9 1 0 8 6 4 2 FOR ANNA, JOHN, AND ST.

Server FarmIP PhoneEnd-usersCorporate Computers.docx

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Server Farm IP Phone End-users Corporate Computers Switch-1 Dallas Office 10.2.1.0 /24 10.2.2.0 /2410.2.4.0 /24 10.2.5.0 /24 10.2.6.0 /24 SNHUEnergy, Inc. Logical Network Design Router Memphis Office 10.2.1.1 /2410.2.6.1 /24 10.10.1.1 /24 10.2.2.1 /2410.2.5.1 /24 Video Conferencing 10.2.4.1 /24 10.10.1.2 /24 it640_memphis_office_logical_design_current.vsdxPage-1 Dallas Office DALLAS_SW_1 PAYROLL Memphis Office MEMPHIS_SW-01 MEMPHIS_WKS_002 DALLAS_WKS_003 ACCOUNTING E-MAIL DALLAS_SW-01 HR DALL_RTR_03 SNHUEnergy, Inc. Physical Network Design CURRENT NETWORK DESIGN MEMPHIS_RTR_002DALLAS_WKS_002 DALLAS_WKS_001 MEMPHIS_WKS_001 Operations Dallas Office: Total Employees – 90 Applications – Email Payroll Accounting HR Services - VoIP Phone System Video Conferencing Hardware – Routers - 1 Switches - 2 Firewalls - 1 Connectivity – Internet Memphis Office: Total Employees – 30 Applications – Billing Operations Services - VoIP Phone System Video Conferencing Hardware – Routers – 1 Switches – 1 Firewalls – 0 Connectivity – Internet Billing Internet it640_final_project_physical_diagram_current.vsdxPage-1 Server Farm WAP’s IP Phone End-users Corporate Computers Switch-2 INTERNET FIREWALL 10.0.1.0 /24 10.0.2.0 /24 10.0.3.0 /24 10.0.4.0 /24 10.0.5.0 /24 10.0.6.0 /24 SNHUEnergy, Inc. Logical Network Design Router Switch-1 Dallas Office 10.0.1.1 /2410.0.6.1 /24 10.1.0.1 /24 10.0.3.1 /24 10.0.4.1 /24 10.0.2.1 /2410.0.5.1 /24 10.1.0.11 /2410.1.0.10 /24 Video Conferencing 67.0.0.0 it640_dallas_office_logical_design_current.vsdxPage-1 IT 640 Milestone One Guidelines and Rubric Project Analysis Plan Overview: For your final project, you will assume the role of a network consultant for SNHUEnergy Inc., an organization looking to expand its communication reach. Refer to the Final Project Scenario document for details. You have been tasked with analyzing the current network architecture of the organization and determining any key changes that should occur as the organization prepares for future growth. You will evaluate traffic patterns to determine critical aspects of your business and provide basic insight into what should be done to the network from a capability aspect and from a security viewpoint as the organization prepares for future growth. Ultimately, you will recommend a design for the future network architecture of the organization. Prompt: Your first milestone for this project will be the creation of a project analysis plan. Your plan will identify the network applications of the current network including a description of how the current network is designed by explaining how the different layers of the Open Systems Interconnection (OSI) model relate to each other within the network. Refer to the following files when completing this milestone:  Dallas Office Logical Design - Current  Final Project Physical Diagram - Curren.

server05productnCCRY45-3CRY305.txt unknown Seq 1 22-AU.docx

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\\server05\productn\C\CRY\45-3\CRY305.txt unknown Seq: 1 22-AUG-07 10:10 THE LABELING OF CONVICTED FELONS AND ITS CONSEQUENCES FOR RECIDIVISM* TED CHIRICOS KELLE BARRICK WILLIAM BALES College of Criminology and Criminal Justice Florida State University STEPHANIE BONTRAGER Justice Research Associates KEYWORDS: labeling, felony conviction, recidivism Florida law allows judges to withhold adjudication of guilt for individuals who have been found guilty of a felony and are being sentenced to probation. Such individuals lose no civil rights and may lawfully assert they had not been convicted of a felony. Labeling theory would predict that the receipt of a felony label could increase the likelihood of recidivism. Reconviction data for 95,919 men and women who were either adjudicated or had adjudication withheld show that those formally labeled are significantly more likely to recidivate in 2 years than those who are not. Labeling effects are stronger for women, whites, and those who reach the age of 30 years without a prior conviction. Second-level indicators of county characteristics (e.g., crime rates or concentrated disadvantage) have no significant effect on the adjudication/recidivism relationship. Traditional labeling theory explains the potential “escalating” consequences of a criminal or delinquent labeling experience in two ways (Lof- land, 1969; Sherman et al., 1992). The first consequence involves a * The authors would like to thank the anonymous reviewers as well as Carter Hay, Dan Mears, Brian Stults, and especially Xia Wang for their helpful comments on an earlier version of this article. Direct correspondence to Ted Chiricos (e-mail: [email protected]). CRIMINOLOGY VOLUME 45 NUMBER 3 2007 547 \\server05\productn\C\CRY\45-3\CRY305.txt unknown Seq: 2 22-AUG-07 10:10 548 CHIRICOS, BARRICK, BALES & BONTRAGER transformation of identity,1 and the second emphasizes structural impediments to conventional life that result from a labeling event.2 Although labeling events have been variably operationalized to include police contact, arrest, conviction, and imprisonment, it is arguable that felony conviction is the most consequential in relation to the development of structural impediments. The label of “convicted felon” strips an individual of the right to vote, serve on juries, own firearms, or hold public office. In many states, convicted felons are prohibited from obtaining student loans, employment in state-licensed occupations, or employment with state- licensed companies. In addition, the label of convicted felon may contribute to various informal exclusions that can make access to noncriminal activities more difficult and criminal alternatives more attractive.3 The state of Florida has a law that allows individuals who have been found guilty of a felony, either by a judge, jury, or plea, to literally avoid the label of convicted felon. Judges have the option of “withholding adjudication” of guilt for convic.

Service Area- The geographic area from which organization dr.docx

klinda1

Service Area - The geographic area from which organization draws the majority of its customers/patients. For some service categories the service area may be quite large (organ translate) whereas for other service categories it might be quite small (emergency room). External Analysis - A strategic thinking activity directed toward identifying, aggregating, and interoperating the issues that are outside the organization to determine the implications of those issues on the organization as well as to provide information for internal analysis and the development of the directional strategies. Monitoring (External Change) - The tracking of various issues identified in the scanning process to add data concerning the item under consideration to confirm or disconfirm the issue or its impact. Service Category - A distinct health care offering that may be defined very broadly (hospital care) or very narrowly (pediatric hematology) depending on the level of analysis. Focus Groups - A facilitated process typically using 10-15 people to surface, develop, evaluate, and reach conclusion about an issue. APA format reffo .

Share your written proposal with your manager, supervisor or other c.docx

klinda1

Shareholder or stakeholder That is the question.In recent years.docx

klinda1

Shareholder or stakeholder? That is the question. In recent years debate has intensified over the role of governments in regulating markets and conducting economic activity? Has capitalism runs its course? Should corporations maximize value for shareholders or all stakeholders (e.g., employees)? What should be the role of the corporation? And the government? Are CEOs overpaid? The COVID crisis has brought these and related matters into greater scrutiny. Minimum wage earners (e.g., Amazon delivery) became essential workers! In the meantime, CEO pay ratios (CEO pay/average worker pay) have increased over time from 40 to 400. Safety nets do not appear to exist. Please read the attachment. Please refrain from making political statements or attributions (about half a page). Keep your discussion civil and professional. .

Share your thoughts and opinions on predictive versus adaptive S.docx

klinda1

Share your thoughts and opinions on predictive versus adaptive SDLC in this week's discussion. Flesh out your thoughts and interact with your classmates. Post your initial response by the middle of each week and then return on a couple of other days to see what's going on with the discussions. The more you interact, the more you learn from your peers, and the more you share with them about what you know. You will also be showing your instructor what you have picked up. .

Share your thoughts on Chapters 4 and 5. How much experience do you .docx

klinda1

Share your thoughts on Chapters 4 and 5. How much experience do you have with interviewing? What are some of the biggest challenges you see or questions you have about interviewing or attributions? Also, Susan Orlean's process and The Rabbit Outbreak. Quality posts and responses contribute to a rich learning community by citing readings, sharing examples, and building on the ideas of others in a collegial manner. .

Share your thoughtsYou are the most important generation. EVER..docx

klinda1

Share your thoughts “You are the most important generation. EVER.” The reason why I say this to YOU is that there are so many challenges that your generation needs to address. Among the most important ones is climate change. So, please discuss in an open and respectful way where you stand on climate change. Do you think it is real? If so, what do we need to do to adapt to and mitigate its consequences? .

Share your thoughts on some of the questions below. Research is not .docx

klinda1

Share your thoughts on some of the questions below. Research is not required, but if you represent the thoughts, ideas, words, or images of others, be sure to give credit and cite your sources by indicating the author, date, title, and website link where this information was found. What does leadership mean to you? How important do you think effective leadership is, and why? Share your personal observations of any other leaders you are familiar with, or have heard, seen or read about. These can be from personal experiences, news, websites, TV or movies. They might be business leaders, community leaders, coaches, mentors, or anyone you think has acted in a leadership role. Describe the leader(s) and the situation(s) you have observed. What do you think were some positive leadership traits or successes that you observed? Explain why you think this. What do you think were some negative leadership traits or failures you observed? Explain why you think this. .

Share your thoughts about new China and developing India in the glob.docx

klinda1

Share your thoughts about new China and developing India in the global community. In 1-2 pages, described the developments in China and India; discuss how those developments impact the global community; and discuss the ways that the global culture has more or less integrated in the recent years. Remember to include at least 2 credible and scholarly sources and cite your sources using proper APA format. .

Share your most memorable experience working in a group. Explain why.docx

klinda1

Share your most memorable experience working in a group. Explain why it was so memorable. If it was a bad experience, identify at least two (2) ways it could have been improved. If it was a successful experience, identify at least two (2) reasons for the success. What did you learn from your experience that you would advise your peers to do or avoid in future group work? Respond thoughtfully to at least two (2) of your peers. Peer.1 My most memorable experience working in a group was when I acted in a school play. This play was memorable because it was my first time acting on stage. My experience was negative. It could have been improved with better communication within the cast and honesty about the expectations from the cast and crew. My director struggled to direct the play because she had high expectations and the cast of middle schoolers didn't quite live up to them. Our production ultimately suffered because every rehearsal was a power struggle between the leads and our director and the cast wouldn't communicate their ideas to each other. I would advise my peers to encourage an initial meeting where everyone involved can discuss their needs and desires. peer.2 The idea of teamwork is essential to a project that requires more than two pairs of hands. Personally, I enjoy being a group that is willing to put effort into their chosen role to make the workflow swiftly. However, there was one time I remember that I had a horrible group experience. During middle school, I had to construct a building for an English class for a major grade. The group consisted of three to four members, including me, and every member was extremely lazy. When we (technically just me) began the project, I was doing all of the work from start to finish. However, one of the members (who was lazy, though every member of my group was lazy) helped me out a bit on the construction process, so I cut him some slack. On the day of the presentation, my group was unprepared while I was ready. My English teacher began to ask each of us questions about the project, and I was able to give the right answer while the other members couldn't. In the end, my teacher gave me an A while my group members failed the project as she could tell that only I completed the project by the deadline. .

Share your own experience working with children, your motivation.docx

klinda1

Share your own experience working with children, your motivation for teaching, and where you see yourself going in your career as an early childhood educator. Thoroughly answer these questions in your initial post: How did you become interested in being an early childhood educator? Who or what motivated you the most? Be specific and give examples. Describe the qualities of an ethical early childhood professional. Be specific and give examples using language from the lecture content and the NAEYC Code of Ethical Conduct. .

Share the social issue of domestic terrorism in which you plan to .docx

klinda1

Share the social issue of domestic terrorism in which you plan to explore in your Final Essay. Using your sociological imagination, what do you believe might be some possible explanations for the social issue or problem? How could you use your sociological imagination to bring awareness to other possible viewpoints or ways of thinking or acting related to the social issue or problem? Describe your confidence level with writing your Final Essay. Are there any components of the assignment that you would like to better understand? .

Share one traditional medicine you have practiced from your culture..docx

klinda1

Share in a journal assignment two to three behaviors you have exhibi.docx

klinda1

Share in a journal assignment two to three behaviors you have exhibited in the workplace strictly due to your perception (e.g., you become nervous and speak much faster when presenting in front of your senior executives because at your last presentation you observed at least two of them looking at the clock and whispering to one another). Be sure to clearly explain the behavior and the correlating perception driving you. .

Share a recent or current event in which a business or governm.docx

klinda1

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Biological screening of herbal drugs: Introduction and Need for Phyto-Pharmacological Screening, New Strategies for evaluating Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and Antifertility, Toxicity studies as per OECD guidelines

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2024.06.01 Introducing a competency framework for languag learning materials ...

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http://sandymillin.wordpress.com/iateflwebinar2024 Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error. Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials. This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.

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KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

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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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