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Leo Rivera
Leo Rivera

Approaches To Paul: A Student's Guide To Recent Scholarship 13



You may be able to increase your American opportunity credit when the student (you, your spouse, or your dependent) includes certain scholarships or fellowship grants in the student's gross income. Your credit may increase only if the amount of the student's qualified education expenses minus the total amount of scholarships and fellowship grants is less than $4,000. If this situation applies, consider including some or all of the scholarship or fellowship grant in the student's income in order to treat the included amount as paying nonqualified expenses instead of qualified education expenses. Nonqualified expenses are expenses such as room and board that aren't qualified education expenses such as tuition and related fees.




Approaches to Paul: A Student's Guide to Recent Scholarship 13


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The scholarship or fellowship grant must be one that may qualify as a tax-free scholarship under the rules discussed in chapter 1. Also, the scholarship or fellowship grant must be one that may (by its terms) be used for nonqualified expenses. Finally, the amount of the scholarship or fellowship grant that is applied to nonqualified expenses can't exceed the amount of the student's actual nonqualified expenses that are paid in the tax year. This amount may differ from the student's living expenses estimated by the student's school in figuring the official cost of attendance under student aid rules.


Whether you will benefit from applying a scholarship or fellowship grant to nonqualified expenses will depend on the amount of the student's qualified education expenses, the amount of the scholarship or fellowship grant, and whether the scholarship or fellowship grant may (by its terms) be used for nonqualified expenses. Any benefit will also depend on the student's federal and state marginal tax rates as well as any federal and state tax credits the student claims. Before deciding, look at the total amount of your federal and state tax refunds or taxes owed and, if the student is your dependent, the student's tax refunds or taxes owed. For example, if you are the student and you also claim the earned income credit, choosing to apply a scholarship or fellowship grant to nonqualified expenses by including the amount in your income may not benefit you if the decrease to your earned income credit as a result of including the scholarship or fellowship grant in income is more than the increase to your lifetime learning credit as a result of including this amount in income.


In recent years, the number of systematic reviews in the field of health informatics has increased considerably. Systematic reviews with discordant findings can cause great confusion and make it difficult for decision-makers to interpret the review-level evidence (Moher, 2013). Therefore, there is a growing need for appraisal and synthesis of prior systematic reviews to ensure that decision-making is constantly informed by the best available accumulated evidence. Umbrella reviews, also known as overviews of systematic reviews, are tertiary types of evidence synthesis that aim to accomplish this; that is, they aim to compare and contrast findings from multiple systematic reviews and meta-analyses (Becker & Oxman, 2008). Umbrella reviews generally adhere to the same principles and rigorous methodological guidelines used in systematic reviews. However, the unit of analysis in umbrella reviews is the systematic review rather than the primary study (Becker & Oxman, 2008). Unlike systematic reviews that have a narrow focus of inquiry, umbrella reviews focus on broader research topics for which there are several potential interventions (Smith, Devane, Begley, & Clarke, 2011). A recent umbrella review on the effects of home telemonitoring interventions for patients with heart failure critically appraised, compared, and synthesized evidence from 15 systematic reviews to investigate which types of home telemonitoring technologies and forms of interventions are more effective in reducing mortality and hospital admissions (Kitsiou, Paré, & Jaana, 2015).


To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.


  • Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student's IEP, certain suggestions can be offered. Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.

  • Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. Schools can encourage teamwork by giving teachers, support staff and/or paraprofessionals time to plan or work together on such matters as adapting the general curriculum to address the student's unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development.

  • Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.

  • It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services. Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.

  • The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident.


Alpha Phi Alpha Fraternity Inc. was established as the first black Greek letter fraternity in 1906. The Xi Gamma chapter of Alpha Phi Alpha continued that trend and was the first black Greek letter fraternity established at Southeast Missouri State University in 1979. During a time when legal segregation was no longer officially sanctioned by the government, it was still quite prevalent. As a result, Brother Randy C. Allen, a member of the Beta Eta Chapter of Alpha Phi Alpha (SIU-Carbondale), was instructed to guide the initiation of eight young men interested in carrying on the traditions of the fraternity at Southeast Missouri State University. Brother Allen, now Dr. Jamal R. A. Rasheed, became known as the Chapter Precursor for his guidance in establishing the SEMO chapter. The aforementioned eight young men became the founding members of the Xi Gamma Chapter at SEMO and are now and forever referred to as the Chapter Pharaohs, Brothers James Brightman, Bruce Bryant, Alex Clinton, Steven Edwards, Oliver Gills, Emerson Jones, Willie Taylor and Joseph Williams. More than 150 brothers have followed the footsteps of the Pharaohs. Alpha Phi Alpha continues to push toward equity and inclusion and strives for excellence. We hope that our traditions and perspectives will become a part of the legacy that this endowed scholarship intends to shape.


The Sigma Phi Epsilon Fraternity Alumni Board, in conjunction with the Office of Greek Life will be responsible for setting additional specific internal guidelines and priorities for awarding scholarship funds on an ongoing basis. If no applicants meet these requirements or if the Alumni Board decides not to award the entire amount of scholarship funds the remaining funds will be rolled over and combined into the following year's funds.


The recipient of this scholarship shall be a student enrolled at Southeast Missouri State University and an associate or initiated brother of the Delta Chi Fraternity. He must be actively involved in at least one other campus organization other than Delta Chi and must have a cumulative GPA of 2.65 or greater. The recipient must be a full-time student (as defined by the University) who is an active, dues-paying member of the chapter, who has all fraternal debts paid in full, and who is in good standing with the chapter. Preference shall be given to brothers who are currently serving, or who recently served, as the Associate Member Counselor or Rush/Recruitment Chair and have completed at least one recruitment/rush period or led at least one Associate Member class through the new member education process. Preference for these positions does not exclude others, however, it is meant to highlight the critical nature of prospective and Associate Members and their value to Delta Chi. All eligible recipients must be in good standing with the University and must have a current FAFSA on file with the University that reflects their complete financial need. 350c69d7ab


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