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| neiu financial aid office hours: Advancing Equity and Diversity in Student Affairs Jerlando F. L. Jackson, LaVar J. Charleston, Cornelius Gilbert, 2017-03-01 This Festschrift has a dual purpose: (a) highlight how student affairs has grown as a field of practice in response to the growth of student diversity on college campuses, and (b) honor the remarkable career of Melvin C. Terrell. As one of the unique contributions to higher education attributed to the United States, the practice of student affairs has played a significant role in supporting students as access to college has broadened. In turn, key principles of practice had to evolve to appropriately take into consideration diverse student development theory and needs. The span of Melvin C. Terrell’s legendary accomplishments neatly aligned with the professional evolution of student affairs. Each of the chapters in this Festschrift artfully straddle the dual purpose of this volume. Researchers, practitioners, and key decision?makers will equally be empowered to employ the lessons and approaches informed by the evolution of student affairs over the past 30 years. - Presents cutting edge and thought?provoking chapters on the evolution of student affairs practice shaped by the diversification of the student body and practitioners - Contributions from some of the best minds and practitioners in the field - Includes curated chapters that capture advancements in student affairs practice informed by equity and diversity, while honoring the unique contribution of Melvin C. Terrell to the field |
| neiu financial aid office hours: Chou Wen-Chung Peter M. Chang, 2006 A comprehensive account of the life of composer Chou Wen-Chung, including biographical information, cultural and musical analysis of his approach and compositions, and ethnomusicological insights. |
| neiu financial aid office hours: Liquid Capital Joshua A. T. Salzmann, 2017-11-10 In the nineteenth century, politicians transformed a disease-infested bog on the southwestern shore of Lake Michigan into an intensively managed waterscape supporting the life and economy of Chicago, now America's third-most populous city. In Liquid Capital, Joshua A. T. Salzmann shows how, through a combination of entrepreneurship, civic spirit, and bareknuckle politics, the Chicago waterfront became a hub of economic and cultural activity while also the site of many of the nation's precendent-setting decisions about public land use and environmental protection. Through the political saga of waterfront development, Salzmann illuminates Chicago's seemingly paradoxical position as both a paragon of buccaneering capitalism and assertive state power. The list of actions undertaken by local politicians and boosters to facilitate the waterfront's success is long: officials reversed a river, built a canal to fuse the Great Lakes and Mississippi River watersheds, decorated the lakeshore with parks and monuments, and enacted regulations governing the use of air, land, and water. With these feats of engineering and statecraft, they created a waterscape conducive to commodity exchange, leisure tourism, and class harmony—in sum, an invaluable resource for profit making. Their actions made the city's growth and the development of its western hinterlands possible. Liquid Capital sheds light on these precedent-making policies, their effect on Chicago's development as a major economic and cultural force, and the ways in which they continue to shape legislation regarding the use of air and water. |
| neiu financial aid office hours: The Feminist and the Sex Offender Judith Levine, Erica R. Meiners, 2020-04-28 In the era of #MeToo and mass incarceration, The Feminist and the Sex Offender makes a powerful feminist case for accountability without punishment and sexual safety and pleasure without injustice. With analytical clarity and narrative force, The Feminist and the Sex Offender contends with two problems that are typically siloed in the era of #MeToo and mass incarceration: sexual and gender violence, on the one hand, and the state’s unjust, ineffective, and soul-destroying response to it on the other. Is it possible to confront the culture of abuse? Is it possible to hold harm-doers accountable without recourse to a criminal justice system that redoubles injuries, fails survivors, and retrenches the conditions that made such abuse possible? Drawing on interviews, extensive research, reportage, and history, The Feminist and the Sex Offender develops an intersectional feminist approach to ending sexual violence. It maps with considerable detail the unjust sex offender regime while highlighting the alternatives we urgently need. |
| neiu financial aid office hours: Paying for Your Education College Entrance Examination Board, 1983 Intended for adults involved in continuing education, this book provides information on securing financial aid. Chapter 1 discusses use of the book. Chapter 2 examines why adults are involved in postsecondary education. College application is the focus of chapter 3. Chapter 4 offers suggestions for cutting the time and costs of acquiring a college education, such as credit by examination, credit for prior learning, and external and nontraditional degree programs. Chapter 5 answers 10 questions about financial aid eligibility, availability, and college costs. Chapters 6 and 7 describe federal, state, college and university student aid programs. Twelve paths to financial aid are discussed in chapter 8, including employer tuition aid; aid for the unemployed, low income adults, women, older adults, minority students, disabled persons, and public servants; tax breaks; the military; child care services; aid from religious organizations; and aid for nursing or health professions. Chapter 9 is a step-by-step guide through the process of searching and applying for financial aid. Sections 10 through 12 contain a directory of sources of financial aid information, a glossary of financial aid terms, a 1982-83 financial aid form, and a worksheet for financial aid eligibility. (YLB) |
| neiu financial aid office hours: From High School to the Future Melissa R. Roderick, Jenny Nagaoka, Vanessa Coca, 2008 The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. This second report in the From High School to the Future series looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. The study relies on qualitative and quantitative data for CPS seniors in 2005: student and teacher surveys, transcripts, college enrollment data reported by the National Student Clearinghouse, and student interviews. Consortium researchers spent nearly two years interviewing and tracking the academic progress of 105 students in three Chicago high schools. The ten case studies included in the Potholes study each highlight a student who struggled at a different point in the postsecondary planning process. |
| neiu financial aid office hours: Higher Education Opportunity Act United States, 2008 |
| neiu financial aid office hours: Overcoming Epistemic Injustice Benjamin R. Sherman, Stacey Goguen, 2019 Prejudice influences people's thoughts and behaviors in many ways; it can lead people to underestimate others' credibility, to read anger or hysteria into their words, or to expect knowledge and truth to 'sound' a certain way--or to come from a certain type of person. These biases and mistakes can have a big effect on everything from an institutional culture to an individual's self-understanding. These kinds of intellectual harms are known as epistemic injustice. Most people are opposed to unfair prejudices (at least in principle), and no one wants to make avoidable mistakes. But research in the social sciences reveals a disturbing truth: Even people who intend to be fair-minded and unprejudiced are influenced by unconscious biases and stereotypes. We may sincerely want to be epistemically just, but we frequently fail, and simply thinking harder about it will not fix the problem. The essays collected in this volume draw from cutting-edge social science research and detailed case studies, to suggest how we can better tackle our unconscious reactions and institutional biases, to help ameliorate epistemic injustice. The volume concludes with an afterward by Miranda Fricker, who catalyzed recent scholarship on epistemic injustice, reflecting on these new lines of research and potential future directions to explore. |
| neiu financial aid office hours: Class and Culture in Crime Fiction Julie H. Kim, 2014-04-17 The crime fiction world of the late 1970s, with its increasingly diverse landscape, is a natural beginning for this collection of critical studies focusing on the intersections of class, culture and crime--each nuanced with shades of gender, ethnicity, race and politics. The ten new essays herein raise broad and complicated questions about the role of class and culture in transatlantic crime fiction beyond the Golden Age: How is class understood in detective fiction, other than as a socioeconomic marker? Can we distinguish between major British and American class concerns as they relate to crime? How politically informed is popular detective fiction in responding to economic crises in Scotland, Ireland, England and the United States? When issues of race and gender intersect with concerns of class and culture, does the crime writer privilege one or another factor? Do values and preoccupations of a primarily middle-class readership get reflected in popular detective fiction? |
| neiu financial aid office hours: HIP Honors in Practice 05 Ada Long, Dail Mullins, 2009-02-28 |
| neiu financial aid office hours: Race and Religion in the Postcolonial British Detective Story Julie H. Kim, 2005-07-15 In 1929, Ronald Knox, a prominent member of the English Detection Club, included in his tongue-in-cheek Ten Commandments for Detective Novelists the rule that No Chinaman must figure in the story. In 1983, Ruth Rendell published Speaker of Mandarin, reflecting not only a change in British detective fiction but also a dramatic change in the British cultural landscape. Like much of the rest of British popular culture, the detective novel became more and more ethnically diverse and populated by characters with increasingly varied religious backgrounds. Ten essays examine the changing nature of British detective fiction, focusing on the shifting view of otherness of such authors as Ruth Rendell, Elizabeth George, Peter Ackroyd, Caroline Graham, Christopher Brookmyer, Denise Mina and John Mortimer. Unlike their American counterparts, British detective writers have been until recently, overwhelmingly white, and the essays here explore how these authors delve into ethnic diversity within a historically homogeneous culture. Religion has also played an important role in the genre, ranging from the moral certainty of the early part of the 20th century to the skepticism and hostility that is part of contemporary fiction. How this transition was made and how it reflects the changing nature of British culture are detailed here. |
| neiu financial aid office hours: Black Belt Statistics Thomas Sawyer, Patrick Nebl, Lisa Hollis-Sawyer, 2020-04-02 Black Belt Statistics: A Competency-Based Approach (Plus SPSS and R) clearly communicates statistical competencies to students, allows for practice and evaluation, and arranges competencies in a hierarchy. The workbook employs a martial arts-inspired belt system, awarding students new achievement ranks after they've demonstrated mastery of key concepts and allowing them to proceed to the next level of competencies. The workbook features 11 chapters, each of which represent a belt and proceed in ascending order from white belt to black belt. Opening chapters address basic terminology, resolving formulas, rounding figures, research designs and variables, scales of measurement, and frequency tables and graphs. In later chapters, students learn about central tendency, bivariate correlation and scatterplots, basic probability, hypothesis testing, and z and t tests. More advanced chapters cover confidence intervals, ANOVA, simple regression, Chi-Square, choosing the appropriate test, and SPSS and R programming. Designed to help students at all levels develop statistical skills and a sound knowledge base, Black Belt Statistics is an ideal supplementary workbook for courses in social science statistics and statistical methods at the undergraduate and graduate levels. |
| neiu financial aid office hours: Recursive Macroeconomic Theory Thomas J. Sargent, 2016-09-15 Recursive methods offer a powerful approach for characterizing and solving complicated problems in dynamic macroeconomics. Recursive Macroeconomic Theory provides both an introduction to recursive methods and advanced material, mixing tools and sample applications. The second edition contains substantial revisions to about half the original material, and extensive additional coverage appears in seven chapters new to this edition. The updated and added material covers exciting new topics that further illustrate the power and pervasiveness of recursive methods.Significant improvements to original chapters include a better treatment of the existence of recursive equilibria, an enhanced account of the supermartingale convergence theorem, and an extended treatment of an optimal taxation problem in an economy in which there are incomplete markets. |
| neiu financial aid office hours: How to Get Money for College 2014 Peterson's, 2013-08-20 How to Get Money for College: Financing Your Future Beyond Federal Aid 2014 is a great resource for anyone looking to supplement his or her federal financial aid package with aid from colleges and universities. This comprehensive directory points the reader to complete and accurate information on need-based and non-need gift aid, loans, work-study, athletic awards, and more. This eBook offers profiles of more than 2,400 schools' financial aid awards, including types of aid, percentages of students applying for and receiving aid, and average aid packages; comprehensive overview of the financial aid process, common financial aid questions, samples of financial aid award letters, and how to file the FAFSA and CSS/Financial Aid PROFILE®. |
| neiu financial aid office hours: Iranian Women and Gender in the Iran-Iraq War Mateo Mohammad Farzaneh, 2021-02-22 Eighteen months after Iran’s Islamic Revolution in 1979, hundreds of thousands of the country’s women participated in the Iran-Iraq War (1980–88) in a variety of capacities. Iran was divided into women of conservative religious backgrounds who supported the revolution and accepted some of the theocratic regime’s depictions of gender roles, and liberal women more active in civil society before the revolution who challenged the state’s male-dominated gender bias. However, both groups were integral to the war effort, serving as journalists, paramedics, combatants, intelligence officers, medical instructors, and propagandists. Behind the frontlines, women were drivers, surgeons, fundraisers, and community organizers. The war provided women of all social classes the opportunity to assert their role in society, and in doing so, they refused to be marginalized. Despite their significant contributions, women are largely absent from studies on the war. Drawing upon primary sources such as memoirs, wills, interviews, print media coverage, and oral histories, Farzaneh chronicles in copious detail women’s participation on the battlefield, in the household, and everywhere in between. |
| neiu financial aid office hours: Murdering Miss Marple Julie H. Kim, 2014-01-10 During the interwar golden age of British detective fiction, women writers like Dorothy L. Sayers and Agatha Christie reigned, but their work remains tame compared to today's crime novels. Elements of sexuality and gender, including soft porn and sexual psychopathy, pervade contemporary detective fiction. The 10 essays in this collection explore issues of gender and sexuality in crime writing by women from 1985 to 2011, surveying works about girl sleuths, parodies, hard-boiled detective fiction, police procedurals, and recent serial killer series. They examine the relationship between genre and gender and explore how later works enter into a field of post-feminism. Most importantly, this volume demonstrates how popular women writers of the last three decades have reconceptualized what it means to be a female detective. |
| neiu financial aid office hours: Introduction to Women's, Gender and Sexuality Studies L. Ayu Saraswati, Barbara L. Shaw, Heather Rellihan, 2025-01-13 . |
| neiu financial aid office hours: Status Lawrence Radiation Laboratory, 1963 |
| neiu financial aid office hours: The University examiner University examiner, 1878 |
| neiu financial aid office hours: The Iranian Constitutional Revolution and the Clerical Leadership of Khurasani Mateo Mohammad Farzaneh, 2015-03-13 The Iranian Constitutional Revolution was the twentieth century’s first such political movement in the Middle East. It represented a landmark in Iranian history because of the unlikely support it received from Shi‘ite clerics who historically viewed Western concepts with suspicion, some claiming constitutionalism to be anti-Islamic. Leading the support was Muhammad Kazim Khurasani, the renowned Shi‘ite jurist who conceived of a supporting role for the clergy in a modern Iranian political system. Drawing on extensive analysis of religious texts, fatwas, and articles written by Khurasani an other pro- and anti-constitutionalists, Farzaneh provides a comprehensive and illuminating interpretation of Khurasani’s religious pragmatism. Despite some opposition from his peers, Khurasani used a form of jurisprudential reasoning when creating shari‘a that was based on human intellect to justify his support of not only the Iranian parliament but also the political powers of clerics. He had a reputation across the Shi‘ite community as a masterful religious scholar, a skillful teacher, and a committed humanitarian who heeded the people’s socioeconomic and political grievances and took action to address them. Khurasani’s push for progressive reforms helped to inaugurate a new era of clerical involvement in constitutionalism in the Middle East. |
| neiu financial aid office hours: Blueprint for Success in College Dave Dillon, 2014-09-01 |
| neiu financial aid office hours: Caring for Them from Birth to Death Christina Perez, 2008-01-01 Through qualitative interviews and participant observation with Cuban primary care neighborhood doctors and nurses, this book brings the reader into everyday life in Havana. The first book to examine Cuba's health care system and the health of the Cuban population since the Special Period, it explains how Cuba manages to improve its health indices year after year_an extraordinary achievement, considering the economic inequalities that exist in Cuba today. |
| neiu financial aid office hours: Mismatch Richard Sander, Stuart Taylor Jr, 2012-10-09 The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality. |
| neiu financial aid office hours: Turkic Languages in Contact Hendrik Boeschoten, Lars Johanson, 2006 The volume contains contributions on contact-induced language change in situations in which one of the languages is a Turkic one. Most papers deal with cases of long-standing language contact. The geographic areas covered include the Balkans (Macedonian Turkish, Gagauz), Western Europe (Turkish-German, Turkish-Dutch contacts), Central Europe (Karaim), Turkey (Turkish-Kurdish, Turkish-Greek contacts, Old Ottoman Turkish), Iran (Turkic-Iranian contacts) and Siberia (Yakut-Tungusic contacts). The contributions focus on various phenomena of code interaction and on various types of structural changes in different contact settings. Several authors employ the Code Copying Model, which is presented in some detail in one of the articles. |
| neiu financial aid office hours: The Praying Mantids Frederick R. Prete, 1999 Reviews current understanding of mantid biology related to their taxonomy and morphology, reproduction, neurobiology, ecology, and defense strategies. -- Choice |
| neiu financial aid office hours: Higher Education , 1981 |
| neiu financial aid office hours: College Admissions Data Sourcebook Midwest Edition Bound 2010-11 , 2010-09 |
| neiu financial aid office hours: Age Discrimination in the Workplace Lisa A. Hollis-Sawyer, 2017 This case study examines age discrimination in the American workplace, and reviews two examples of age discrimination cases filed against Google since 2007 to illustrate this concern in organizational practices. The two different court cases presented show different aspects of plaintiffs allegations of age discrimination. The 1967 Age Discrimination in Employment Act and the associated legal implications for employment decisions involving aging workers are presented. Both the challenges and issues related to potential age discrimination in an organization are reviewed, and organizational solutions to avoid age discrimination and ensure fair employment practices for qualified older workers are suggested. |
| neiu financial aid office hours: Publications of the State of Illinois , 1984 |
| neiu financial aid office hours: Puerto Ricans in the Continental United States United States Commission on Civil Rights, 1976 |
| neiu financial aid office hours: Diversifying the Teacher Workforce Christine E. Sleeter, La Vonne I. Neal, Kevin K. Kumashiro, 2014-07-25 Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools. |
| neiu financial aid office hours: From High School to the Future Melissa Roderick, Vanessa Coca, Eliza Moeller, Thomas Kelley-Kemple, 2012-09-01 In a 2010 address to the College Board, U.S. Secretary of Education Arne Duncan laid out a vision for high school that advances the Obama administration's goal of the U.S. once again leading the world in educational attainment. There is no grade in which the magnitude and complexity of this shift becomes clearer than in senior year. Historically, senior year has been a time of finishing up graduation requirements as most students entered the work force after high school. In this new economy, most students now hope to go to college and those who are not entering college face a rapidly eroding labor market for young adults with only a high school education. This changing educational landscape means that students' coursework and activities in senior year are becoming increasingly important. If the new purpose of high schools is to be a launching pad rather than a last stop destination, what does that mean for senior year? The bottom line is that there is much work to do if cps is to shift the focus of twelfth grade from finishing graduation requirements to preparing for college and employment or training. A central theme of this report is that there is no single answer to the question, What is a good senior year? Students are coming into senior year with very different needs. In order to look at differences in needs across students, the authors group students by their college qualifications at the end of eleventh grade. Thus, throughout this report, the authors focus on identifying the set of issues that educators need to grapple with for students on different trajectories. Appended are: (1) Data Used in This Report; (2) Determining Who is a Senior and Who Persists in Four-Year Colleges; (3) Variables Used in the Analysis; (4) Latent Class Analysis; (5) Identifying College Access; and (6) Methodology. (Contains 33 figures, 16 tables, and 70 endnotes.). |
| neiu financial aid office hours: Publications of the State of Illinois Illinois. Office of Secretary of State, 1984 |
| neiu financial aid office hours: Higher Education Access and Choice for Latino Students Patricia Perez, Miguel Ceja, 2015-04-10 Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education. |
| neiu financial aid office hours: Fundamentals of Forensic Accounting Certificate Program AICPA, 2019-04-09 The Fundamentals of Forensic Accounting Certificate Program (21.5 CPE credits) covers those areas representative of the AICPA's Body of Knowledge in the financial forensics area. This certificate program is tailored to provide an introduction to financial forensics and help you become familiar with the forensic accountant's professional responsibility. It provides a foundational knowledge of: The legal system How to plan and prepare a forensic engagement Gathering information Discovery Reporting Providing expert testimony This online CPE self-study certificate program consists of 19 required modules that utilize interactive scenario-based learning, including audio and video animation, to guide you through the concepts, including: AICPA Guidance for the Forensic Engagement Understanding the Forensic Accountant Role Understanding the Basic Structure of the Legal System Managing the Forensic Engagement Identifying and Obtaining Evidence Conducting Effective Interviews Common Investigative Techniques Deposition and Testimony Reporting Requirements & Preparing Sustainable Reports Bankruptcy, Insolvency and Reorganization Leveraging Technology in Forensic Engagements Economic Damages in Business Economic Damages for Individuals: A CPA's Role Economic Damages for Individuals: Case Studies and Analysis Calculating Intellectual Property Infringement Damages Family Law Engagements Fraud Prevention, Detection, and Response Financial Statement Fraud and Asset Misappropriation Valuations in Litigation Matters Key Topics Bankruptcy, Insolvency and Reorganization Computer Forensic Analysis Economic Damages Calculations Family Law Financial Statement Misrepresentation Fraud Prevention, Detection and Response Valuation Learning Objectives Interpret regulatory standards and legal system requirements applicable to forensic accounting engagements Describe the elements essential to accepting forensic accounting engagements such as identifying the engagement terms and client provisions, managing the engagement, and reporting requirements Identify the means of gathering evidence and conducting research critical to forensic engagements through the use of effective interviewing and investigative techniques Describe the role of the expert and non-expert in participating in depositions and providing testimony Credit Info CPE CREDITS: Online: 21.5 (CPE credit info) NASBA FIELD OF STUDY: Accounting LEVEL: Basic PREREQUISITES: None ADVANCE PREPARATION: None DELIVERY METHOD: QAS Self-Study COURSE ACRONYM: FACERTBundle.EL Online Access Instructions A personal pin code is enclosed in the physical packaging that may be activated online upon receipt. Once activated, you will gain immediate online access to the product. System Requirements AICPA’s online CPE courses will operate in a variety of configurations, but only the configuration described below is supported by AICPA technicians. A stable and continuous internet connection is required. In order to record your completion of the online learning courses, please ensure you are connected to the internet at all times while taking the course. It is your responsibility to validate that CPE certificate(s) are available within your account after successfully completing the course and/or exam. Supported Operating Systems: Macintosh OS X 10.10 to present Windows 7 to present Supported Browsers: Apple Safari Google Chrome Microsoft Internet Explorer Mozilla Firefox Required Browser Plug-ins: Adobe Flash Adobe Acrobat Reader Technical Support: Please contact service@aicpa.org. Frequently Asked Questions What is the Fundamentals of Forensic Accounting Certificate Program? Developed by the AICPA, this certificate program is specially designed to help accountants and others 1) build the knowledge needed to gain a basic understanding of the field of forensic accounting, 2) earn CPE credits needed to meet the 75-hour education requirement for the Certified in Financial Forensics (CFF) credential, or 3) earn CPE credits needed to maintain the CFF credential. Why should I participate? Certificate holders will learn or be refreshed on the core material in professional standards that applies to forensic engagements. The program provides participants with a solid understanding of how to work within the court system when engaged as a forensic accountant. With information provided by subject matter experts from each of the specialization areas, participants are provided first-hand knowledge that guides them through solid investigation, documentation, reporting and other required skills. A series of 20 courses takes you through the best practices styles for performing an engagement. These knowledge and skills are necessary for an accountant and others who are considering entering or are already in the field of forensic accounting. Is the certificate program available to both CPAs and other accounting professionals who are not CPAs? Yes. The courses that comprise the Fundamentals of Forensic Accounting Certificate Program curriculum are available for CPAs, CAs and other accounting professionals who do not have one of these credentials or their equivalent. What level of knowledge should I possess prior to starting the certificate program? All individuals pursuing the Forensic Accounting Certificate of Achievement should possess a base knowledge of AICPA Auditing Standards. What course topics are included in the curriculum? The certificate program includes 19 required modules, including: 3 Fundamental modules, 6 Forensic Engagement modules, and 10 Specialized Knowledge modules. In total, the program provides 21.5 CPE hours at a basic level. Visit AICPAStore.com/forensic for a list of modules included in the program. All modules will be approximately 50-minutes long and provide individual CPE credit upon successful completion of the end-of-module exam. Some modules may be longer than 50 minutes, as required by the depth or complexity of the content, with a maximum length of 2 hours. How long will it take me to complete all of courses of the Fundamentals of Forensic Accounting Certificate Program? This varies from individual to individual and is completely dependent upon the time the participant allocates to completing the coursework. There is a commitment of 21.5 required hours to successfully complete the program. What period of time do I have to complete the entire curriculum? Once you enter the program you have twenty-four (24) months from the date of purchase. You are encouraged to complete the program within a twelve (12) month period or less. Once I complete the curriculum and obtain my Forensic Accounting Certificate of Achievement, is there a time period for which it is active? No. The Forensic Accounting Certificate is not a professional credential or license. It is evidence of successful completion of a required course curriculum as of a point in time. As a result, it has no period for which it is deemed active or in-force. Am I required to obtain a certain number of CPE credits annually for the certificate to remain current and active? No. The Forensic Accounting Certificate of Achievement is not a professional credential or license. It is evidence of successful completion of a required course curriculum as of a point in time. As a result, it has no period for which it is deemed active or in-force. If I am a CPA, will I receive CPE credit toward my CPA license if I take this program? Yes, all of the courses in the Fundamentals of Forensic Accounting Certificate Program will qualify for CPE credit. The AICPA is a NASBA-approved provider of CPE. How many credits of CPE will I receive if I earn the certificate? Completing the curriculum will result in earning 21.5 credits. All of these credit hours will qualify for CPE credit and can count toward meeting your state's CPE requirements. Will the CPE credit satisfy my requirements for CMA, CIA or other certifications? The courses in the Fundamentals of Forensic Accounting Certificate Program will be classified as Accounting for purposes of granting CPE credits. As with other AICPA courses that are approved for other certifications, we fully expect the Forensic Accounting Certificate courses will satisfy those requirements. To be certain, please check with the organization that issues your CMA, CIA or other certifications. If I am unable to complete the entire Fundamentals of Forensic Accounting Certificate Program, will I receive CPE credit for the courses I do complete? Yes. The courses are offered individually, so you will earn NASBA QAS CPE credit for each course you take and successfully complete the exam. You are not required to complete the entire program to earn CPE credit. However, you must successfully complete the exam for all required courses in the entire program in order to receive the Forensic Accounting Certificate of Achievement. I have prior experience in working with forensic accounting. Will I be allowed to test out of certain courses while still earning the certificate? Actual completion of the courses is required to earn the Forensic Accounting Certificate. CPE credit will be awarded for the courses, and the CPE standards do not allow for testing out of a course as a way to earn credit. Is the entire program fixed, or are their elective courses I can select from in earning the certificate? The curriculum for the Forensic Accounting Certificate is fixed. It is designed to provide participants with a solid understanding of knowledge required to perform forensic accounting engagements. In order to receive the Forensic Accountant Certificate of Achievement all required modules must be completed. What are the systems requirements for the e-learning portion of the program? Please review the information on the System Requirements tab for this product for complete information on minimum operating system and browser requirements. I am already proficient in forensic accounting but would like to learn more about a few select topics that are specific to my job. Can I purchase individual titles in the Fundamentals of Forensic Accounting Certificate Program separately? Yes. Courses in the Certificate Program may be purchased individually. If you decide that you would like to enroll in the full Certificate Program after purchasing one or more individual courses, credit for those courses may be applied to the purchase amount of the full program as long as they have been purchased within one year of enrolling in the full program. Please call the AICPA service center at 888.777.7077 for more information. Can credits earned in the Fundamentals of Forensic Accounting Certificate Program be applied towards the 75-hour minimum CPE requirement to apply for the Certified in Financial Forensics (CFF) Credential? Yes. Courses in the Certificate Program can be applied toward the requirement to apply for the credential as well as the ongoing education requirement. When will I receive a hard copy of my certificate? You will receive your certificate in the mail 6-8 weeks after completing the program. |
| neiu financial aid office hours: Annual Report Illinois State Scholarship Commission, 1976 |
| neiu financial aid office hours: American Universities and Colleges James J. Murray, 2021-06-21 No detailed description available for American Universities and Colleges. |
| neiu financial aid office hours: Undergraduate Teaching Faculty M. Kevin Eagan, 2018-02 |
| neiu financial aid office hours: Report Illinois State Scholarship Commission, 1977 |
| neiu financial aid office hours: Paying the Price Sara Goldrick-Rab, 2017-07-24 If you are a young person, and you work hard enough, you can get a college degree and set yourself on the path to a good life, right? Not necessarily, says Sara Goldrick-Rab, and with Paying the Price, she shows in damning detail exactly why. Quite simply, college is far too expensive for many people today, and the confusing mix of federal, state, institutional, and private financial aid leaves countless students without the resources they need to pay for it. Drawing on an unprecedented study of 3,000 young adults who entered public colleges and universities in Wisconsin in 2008 with the support of federal aid and Pell Grants, Goldrick-Rab reveals the devastating effect of these shortfalls. Half the students in the study left college without a degree, while less than 20 percent finished within five years. The cause of their problems, time and again, was lack of money. Unable to afford tuition, books, and living expenses, they worked too many hours at outside jobs, dropped classes, took time off to save money, and even went without adequate food or housing. In many heartbreaking cases, they simply left school—not with a degree, but with crippling debt. Goldrick-Rab combines that shocking data with devastating stories of six individual students, whose struggles make clear the horrifying human and financial costs of our convoluted financial aid policies. America can fix this problem. In the final section of the book, Goldrick-Rab offers a range of possible solutions, from technical improvements to the financial aid application process, to a bold, public sector–focused “first degree free” program. What’s not an option, this powerful book shows, is doing nothing, and continuing to crush the college dreams of a generation of young people. |
Northeastern Illinois University | Chicago, IL
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Northeastern Illinois University (NEIU) is a public university in Chicago, Illinois, United States. NEIU serves approximately 9,000 students in the region and is both a federally designated …
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Building from our initial mission, we prepare professionals who make a difference in Chicago. Today, NEIU’s 40 undergraduate and 50 graduate, certificate, endorsement and licensure …
Northeastern Illinois University | Chicago, IL
Start your future at NEIU, one of the Midwest’s most diverse public universities. Explore undergraduate and graduate degree programs offered across the Chicago area.
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Northeastern Illinois University - Wikipedia
Northeastern Illinois University (NEIU) is a public university in Chicago, Illinois, United States. NEIU serves approximately 9,000 students in the region and is both a federally designated …
The University < Northeastern Illinois University
Northeastern Illinois University 5500 North St. Louis Avenue Chicago, Illinois 60625-4699 (773) 583-4050 © 2019 Northeastern Illinois University. | Legal | Login
NEIUport | NEIU - Northeastern Illinois University
Learn About NEIU. Visit Us; Our Programs; Requirements; Admitted Students; Your Success; Profile
NEIU Application Portal - Northeastern Illinois University
The following applicant types are able to apply through the NEIU Application. Freshmen: You've never attended college or all your college credits were earned prior to high school graduation …
Courses - Northeastern Illinois University
NEIU-Interdisciplinary (NEIU) Nontraditional Degree Programs (NDP) P. Ped Cntnt Kldg Tch Ele Mid Mth (MTHE) Philosophy (PHIL) Phys Education Activity (PEMA) Phys Education Service …
Admissions | NEIU
NEIU is for you. Ready to pursue your passion at a diverse urban public university? Find admission requirements and more resources to get started.
Admissions - Northeastern Illinois University
Admissions and Transfer Center. The Admissions Office and Transfer Center are part of Enrollment Services (D-130) and assist prospective undergraduate and graduate students with …
About Us | NEIU - Northeastern Illinois University
Building from our initial mission, we prepare professionals who make a difference in Chicago. Today, NEIU’s 40 undergraduate and 50 graduate, certificate, endorsement and licensure …
