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http://web.up.ac.za/default.asp?ipkCategoryID=43 | Do you have a passion for education? Or are you looking to enhance your undergraduate degree in education but don’t know which university to choose? Find out about the curriculum and requirements that postgrad students need to be enrolled at the University of Pretoria’s Faculty of Education this year.
The Regents' Scholarship is a voluntary statewide scholarship aligned with the Utah Scholars Curriculum. The courses required by the scholarship are proven to help students become college and career ready. All of the requirements for the Regents’ Scholarship must be completed during grades 9-12, by the date of high school graduation. Courses taken before grade nine or after grade twelve will not satisfy the scholarship requirements. The scholarship is available to Utah high school graduates who enroll in 15 credit hours at one of the following institutions: Dixie State University, Salt Lake Community College, Snow College, Southern Utah University, University of Utah, Utah State University, Utah Valley University, or Weber State University. It can also be used at the following private, non-profit Utah institutions: Brigham Young University-Provo, LDS Business College, and Westminster College. Students apply for the Regents’ Scholarship by February 1 of their senior year of high school. It is the student’s responsibility to understand the requirements of the scholarship, however students are encouraged to work closely with their school guidance counselor and scholarship staff. Should you have questions regarding the scholarship, call 801-321-7159 or email firstname.lastname@example.org. Scholarship Award Information
STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904 TO: FROM: DATE: RE: Members of the Tennessee General Assembly and Other Readers Linda O’Neal, Executive Director January 28, 2011 Resource Mapping 2010 Report Revised As required by TCA 3703-116, on April 15, 2010, the Tennessee Commission on Children and Youth transmitted the first Resource Mapping Report to the General Assembly. We have continued to review and discuss the resource mapping information with a variety of stakeholders across Tennessee. There has been great interest in this report and the information it reveals. As a result of the diligence and persistence of Melissa Staley, TCCY resource mapping director, in January 2011, we discovered there was a major omission from the report. The Department of Education was extremely diligent in reporting its expenditures for the many programs and services it provides to Tennessee schools and Tennessee children. In fact, it provided the highest level of detail in reporting expenditures of any department. However, in the focus on programs and services, submission of the most substantial part of DOE expenditures, and indeed the most substantial overall expenditure Tennessee makes for children, funds for the Basic Education Program (BEP), were not submitted. BEP funds in FY 2007 and FY 2008 were more than $3 billion each year. Upon discovering this omission, the Department of Education immediately submitted the BEP expenditure data, and TCCY staff revised the 2010 Report to include the information. The inclusion of BEP dollars results in changes in many of the charts and graphs that are now included in this report. To the best of our knowledge, the Resource Mapping 2010 Report Revised now includes all state and federal expenditures for children in the Tennessee state budget. Collection of such a massive amount of data continues to be a very challenging process. We are grateful for the collaborative support from staff in the 25 state agencies that submit data for these reports. Data submission for the 2011 report is well underway. We look forward to providing a report in April 2011 that includes expenditures for FY 2009 and FY2010. We continue to stand ready to answer questions and appreciate feedback regarding ways we can improve this report. STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904
Global climate change will have a strong impact on development in coming decades. The absence of strong global action to reduce greenhouse gas emissions will hinder future development; conversely, smart climate policies can drive cleaner growth, resulting in a range of economic and social benefits. Through the Global Climate Change Initiative (GCCI) and other climate-related USG programs, the United States will integrate climate change considerations into relevant foreign assistance through the full range of bilateral, multilateral, and private mechanisms to foster low-carbon growth, promote sustainable and resilient societies, and reduce emissions from deforestation and land degradation. The Administration is working to make our climate financing efficient, effective, and innovative, based on country-owned plans, and focused on achieving measurable results. As part of President Obama’s commitments in Copenhagen, we are working together with our partners to provide “fast start” climate finance approaching $30 billion during the period 2010-2012 to help meet the adaptation and mitigation needs of developing countries, including deploying clean energy technologies. To this end we will use the full range of mechanisms – bilateral, multilateral and private – to invest strategically in building lasting resilience to unavoidable climate impacts; reduce emissions from deforestation and land degradation; and, support low-carbon development strategies and the transition to a sustainable, clean energy economy. Investing in Clean Energy: Clean energy programs reduce greenhouse gas emissions from energy generation and energy use by accelerating the deployment of clean energy technologies, policies, and practices. The U.S. will deliver much of its assistance for clean energy deployment through multilateral trust funds that take advantage of existing large-scale greenhouse gas reduction opportunities and establish investment channels for and leverage of the larger private sector financing as demand for cleaner solutions increases. Bilateral efforts complement multilateral investments by helping to shape policy and regulatory environments that can ensure long-term sustainability. In its FY 2011 Budget, the Administration focused on four areas, including energy sector reforms that are preconditions for sustainable clean energy development, energy efficiency, low carbon energy, and clean transport. Promoting Sustainable Landscapes: To help countries that put forward ambitious programs to reduce greenhouse gas emissions from deforestation and forest degradation (REDD+), the United States announced it would dedicate $1 billion over 2010-2012 as part of the U.S. contribution towards the “fast start financing” reflected in the Copenhagen Accord. The U.S. commitment recognizes the crucial role of REDD+ to reduce emissions as part of Sustainable Landscapes programs that include forests and land use. The United States supports REDD+ activities because they offer cost-effective ways to reduce global greenhouse gas emissions while providing other sustainable development benefits. The Administration’s strategy document, “Strategic Choice for United States Fast Start Financing for REDD+,” will guide the implementation of efforts of U.S. agencies. Supporting Climate Change Resilience and Adaptation: Helping low-income countries reduce their vulnerability to climate change impacts will reduce the social, environmental, and economic...
The Psychological Effects of Global Warming on the United States: And Why the U.S. Mental Health Care System Is Not Adequately Prepared ©Perrush / Fotolia.com National Forum and Research Report February 2012 Kevin J. Coyle, JD and Lise Van Susteren, MD, National Wildlife Federation Climate Education Program With Support from the Robert Wood Johnson Foundation Copyright © 2011 National Wildlife Federation Preface Dear Friends and Colleagues, Having the reality of the destructive forces presented by climate change fully register with people, so they will to act with the needed urgency, is indeed a challenge. And, while the physical and environmental effects of global warming are studied and described, what has rarely been addressed, and is as compelling a topic as any, are the psychological impacts. This report aims both to fill in the gap in our awareness of the psychological impacts of climate change, and by exposing the emotional side of the issue, to find the place in our hearts that mobilizes us to fly into action, forewarned, determined, relentless. It also is a call for professionals in the mental health fields to focus on this, the social justice issue of all times, with their capacity to work through denial and apathy, to bring insight and commitment before it is too late. The language of science is, admittedly, not a stirring call to action. Scientists are by nature cautious, and restrained. While this report does not aim to present the forum participants as flame throwers, for this work to accomplish a primary goal, the reader will need to feel something in reading it. The language used here, and some of the questions asked, may feel uncomfortably probing, as they pierce our armor. After all, most of us want to be patriotic, to be optimist about the future. But we need to fully confront certain realities. If we continue the adolescent-like disregard for the dangers we are being warned of, driving green house gasses up with only casual concern, there will be consequences. As our world begins to unravel and our role is undeniable, all eyes will be on us. Questions beg to be asked: • What will the rest of the world think of us? • Where will we be safe? • How will we feel about ourselves? The interplay between the climate realities we likely face and the potential psychological fallout from them was the subject of a conference convened in Washington D.C., in March 2009. A highly respected group of experts offered insights. Their thoughts, recommendations and supporting evidence are presented in this report. We extend our heartfelt thanks to the RWJ Foundation and to our forum participants. We also note the sad death of forum participant and friend Dr. Jerilyn Ross. She added her characteristic straight talk, practical knowledge, and bright intellect to the discussion. Sincerely, Lise van Susteren, MD, Forensic Psychiatrist Kevin J. Coyle, JD Vice President for Education The Psychological Effects of Global Warming on the United States The Psychological Effects of Global Warming
Soal-Soal dan Pembahasan SNMPTN Matematika IPA Tahun Pelajaran 2010/2011 Tanggal Ujian: 01 Juni 2011 1. Diketahui vektor u = (a, -2, -1) dan v = (a, a, -1). Jika vektor u tegak lurus pada v , maka nilai a adalah ... A. -1 B. 0 C. 1 D. 2 E. 3 Jawab: Vektor: vektor u tegak lurus pada v maka u . v = 0 u = −2 , v = −1 −2 . −1 −1 (a – 1) (a-1) = 0 maka a = 1 −1 = a2 – 2a + 1 = 0 (a - 1)2 = 0 Jawabannya adalah C 2. Pernyataan berikut yang benar adalah ... A. Jika sin x = sin y maka x = y B. Untuk setiap vektor u , v dan w berlaku u . ( v . w ) = ( u . v ). w C. Jika b f ( x) dx = 0, maka a D. Ada fungsi f sehingga E. 1 – cos 2x = 2 cos2 x f ( x )= 0 Lim f(x) ≠ f(c) untuk suatu c xc www.belajar-matematika.com - 1 Jawab: Trigonometri, vektor, integral, limit A. Ambil nilai dimana sin x = sin y sin α = sin (1800 – α ) ambil nilai α = 600 sin 600 = sin 1200 ; tetapi 600 ≠ 1200 Pernyataan SALAH B. Operasi u . ( v . w ) tak terdefinisi karena v . w = skalar, sedangkan u = vektor vektor . skalar = tak terdefinisi Pernyataan SALAH C. Ambil contoh cari cepat hasil dimana b f ( x) dx = 0 ; a 1 Didapat b = 1 dan a = -1 maka f(x)= x x dx = 0 1 terbukti : f(x) = x bukan f(x) = 0 x2 | Pernyataan SALAH D. Ambil contoh f(x) = Lim xc f(x) = Lim x 1 ( ( = ( ( ) ( )( ) = ) ( ) Lim f(x) ≠ f(c) 2 ≠ 1 xc ) ( )( ) = ) ( ) =2 Pernyataan BENAR E. 1 – cos 2x = 1 – ( 2cos2 x – 1) = 1 + 1 - 2cos2 x = 2 - 2cos2 x = 2 ( 1 – cos2 x) Pernyataan SALAH Jawabannya adalah D www.belajar-matematika.com - 2 = (1 – 1) = 0 3. Luas daerah di bawah y = -x2 +8x dan di atas y = 6x - 24 dan terletak di kuadran I adalah.... a. ∫ (− b. ∫ (− c. ∫ (− +8 ) +8 ) +8 ) d. ∫ (6 − 24) e. ∫ (6 − 24) Jawab: Integral: +∫ ( + ∫ (− + ∫ (− + ∫ (− + ∫ (− − 2 − 24) + 2 + 24) + 2 + 24) +8 ) +8 ) kuadran I titik potong kedua persamaan : y1 = y2 -x2 +8x = 6x-24 -x2 +8x - 6x+24 = 0 -x2 +2x + 24 = 0 x2 -2x - 24 = 0 (x - 6) (x+4)0 x = 6 atau x = -4 karena di kuadran I maka yang berlaku adalah x = 6 y = 6.6 – 24= 12 berada di titik (6,12) www.belajar-matematika.com - 3 L = ∫ (− = ∫ (− +8 ) +8 ) + ∫ ((− + ∫ (− Jawabannya adalah B + 8 ) − (6 − 24)) + 2 + 24) 4. sin 350 cos 400 - cos 35 sin 400 = A. cos 50 B. sin 50 C. cos 950 D. cos 750 E. sin 750 Jawab: Trigonometri: Pakai rumus: sin (A - B) = sin A cos B - cos A Sin B A= 350 ; B = 400 = sin (350 - 400) = sin -50 Cos (90 0 - ) = sin rumus Cos (90 0 - (-50) ) = sin -50 = -50 Cos 950 = sin -50 Jawabannya adalah C 5. Diketahui g(x) = ax2 – bx + a – b habis dibagi x – 1. Jika f(x) adalah suku banyak yang bersisa a ketika dibagi x – 1 dan bersisa 3ax + b2 + 1 ketika dibagi g(x), maka nilai a adalah...... A. -1 B. -2 C. 1 D. 2 Jawab: Suku Banyak: g(x) = ax2 – bx + a – b habis dibagi x – 1 g(1) = 0 g(1) = a . 1 – b .1 + a – b = 0 =a–b+a–b=0 2a – 2b = 0 2a = 2b a = b karena a = b maka: g(x) = ax2 – ax + a – a = ax2 – ax www.belajar-matematika.com - 4 E. 3 f(x) dibagi dengan f(x-1) sisa a f(1) = a f(x) dibagi dengan g(x) sisa 3ax + b2 + 1 f(x) dibagi dengan ax2 – ax sisa 3ax + b2 + 1 f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 teorema suku banyak: Jika suatu banyak f(x) dibagi oleh (x- k) akan diperoleh hasil bagi H(x) dan sisa pembagian S f(x) = (x- k) H(x) + S f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 f(x) = ax (x - 1) H(x) + (3ax + b2 + 1) substitusikan nilai nol dari pembagi yaitu x = 0 dan x = 1 dari ax (x - 1) ambil x = 1 untuk x = 1 f(1) = a . 1 (1 – 1) H(0) + 3a.1 + b2 + 1 a = 0 + 3a + b2 + 1 diketahu a = b, masukkan nilai a = b a = 3a + a2 + 1 a2 + 2a + 1 = 0 (a+1)(a+1) = (a+1)2 = 0 a = -1 Jawabannya adalah A 6. Rotasi sebesar 450 terhadap titik asal diikuti dengan pencerminan terhadap y = -x memetakan titik (3,4) ke .... A. √ B. − Jawab: ,√ √ ,√ C. D. √ √ ,−√ ,−√ E. − Transformasi Geometri: cos Rotasi sebesar 450 terhadap titik asal = sin sin cos 0 1 pencerminan terhadap y = -x 1 0 www.belajar-matematika.com - 5 √ ,√
Gunakan PETUNJUK A untuk menjawab soal nomor 31 sampai dengan nomor 45! Text 1 The first ancient DNA sequences to be gathered ‐ 3400 base pairs from a 2400‐year‐old Egyptian mummy − were a proof of principle. A full genome sequence would be far more informative − perhaps explaining what killed King Tut, for instance. At present, Inuk's is the only published ancient human genome. However, a team led by Svante Paabo and Ed Green at the Max Planck Institute for Evolutionary Anthropology in 5 Leipzig, Germany, will soon publish the complete genome sequence combined together from several Neanderthals, from between 38,000 and 70,000 years ago. Neanderthals are not the only hominids whose genomes could be sequenced, says Willerslev. Homo erectus, a species that emerged in Africa about 2 million years ago, survived in east Asia until less than 100,000 years ago. If well‐preserved bones can be found, a genome might be possible, Willerslev says. 10 Willerslev's laboratory has just received bones from Spain belonging to Homo heidelbergensis, the predecessor to Neanderthals. "We are basically starting on it right now," he says. If these genomes ever materialize ‐ and that's a big if ‐ they could lead to a better understanding of how different hominid species are related, and when and where they branched off. If the genetic information is good enough, it may tell us something about the nature of past peoples − possibly even what they looked like. Ancient human genomes 15 could give us insights into the evolution of our own species, explaining when genes involved in disease and higher cognitive skills emerged. But DNA is not forever. As it ages, its long strands shred into ever smaller pieces. Eventually they become too small to reassemble, and all information is lost. "There seems to be a time horizon of 100,000 years or so under most preservation conditions during which intact DNA survives," Green says. Stephan 20 Schuster at Pennsylvania State University, who led the woolly mammoth genome project, thinks ancient genomics is already plateauing. Large chunks of Inuk's genome couldn't be filled in because his DNA had crumbled into small pieces. "We will face an uphill battle in trying to apply this to a large number of human remains," he says. 31. With reference to the whole text, the writer mainly deals with the topic on … (A) the use of ancient DNA in anthropology. (B) the past life of the Neanderthals. (C) the role of DNA in fossil studies. (D) DNA research on the Neanderthals. (E) DNA engineering in the Max Planck Institute. 32. The writer is mainly of the opinion that tracing ancient humans’ life using their DNA … (A) is technologically possible through it has natural challenges. (B) promises a new horizon of understanding past illnesses. (C) is a new breakthrough in modern anthropological studies. (D) provides a better picture of old peoples’ DNA structures. ...
RHODE ISLAND COLLEGE ANCHOR NOTES The Official Newsletter of Rhode Island College Intercollegiate Athletics Or visit us at: www.GoAnchormen.com Vol. XII No. 2 Providence, Rhode Island Winter Review/Spring Preview April 2011 Men’s Basketball Reaches Sweet 16 Anchormen Capture Little East Tourney Crown for Fourth Time The Rhode Island College men’s basketball team concluded another outstanding season by reaching the Sweet 16 of the NCAA Div. III Men’s Basketball Tournament for the second consecutive season. Head Coach Bob Walsh’s charges finished the season with a 21-8 overall record, reaching the 20-win milestone for the fifth straight year and sixth time in the last seven campaigns. RIC won the Little East Conference Regular Season Championship, sharing the title with Western Connecticut, for the fifth time in the last seven years, and the right to host the league’s semifinals and finals for the third season in a row. The Anchormen’s quest for their fourth LEC Tournament Championship in five years began with an epic, 102-92, double overtime win against longtime rival Keene State in the semifinals on Feb. 25. In the final seconds of regulation, the hosts were up by two, but an Owl putback after a missed free throw sent the game into overtime. Keene State made the most of its opportunity to try and put the Anchormen away, but after an intentionally missed free throw, junior center Mike Akinrola’s off-balance three-pointer at the buzzer started “The Murray Center Miracle” and sent the game into a second OT. RIC was not to be outdone as it outscored the Owls, 10-0, over the final five minutes to head to the tourney finals for the fifth year in a row. Eastern Connecticut, which had shocked second-seeded Western Connecticut in the other semifinal matchup, proved to be no match for the battle-hardened Anchormen who easily dispatched the Warriors, 62-49, to win the crown once again. It was quite an achievement for RIC as the Anchormen were one of only five schools in the nation to advance to the NCAA Div. III Men’s Basketball Tournament for the fifth year in a row. The Anchormen traveled to Oswego, N.Y. for first and second round action and opened with an 83-54 thrashing of Penn State Behrend on the strength of senior guard Antone Gray’s 19 points. Rhode Island College moved on to face Oswego State in the second round and defeated the Lakers, 71-63, to reach the Sweet 16. Junior forward Mason Choice led four Anchormen in double figures with a 17-point effort. RIC Reaches Sweet 16 continued on page two.... RIC Mourns the Passing of George Tracy ’51 Rhode Island College was saddened to learn that Athletic Hall of Famer George Tracy ’51 passed away on Mar. 2 at the age of 85. Tracy, who was inducted into the college’s Athletic Hall of Fame in 2000, was a foursport student-athlete during his playing days at RIC, participating in basketball, baseball, soccer and track. He was also part of the Student Council, Men’s Athletic Association and the Charles Carroll Club. He was named the College Man of the Year as a senior in 1951. After graduation, Tracy was a teacher and later became the principal at North Providence High School. He also served as the Director of Guidance at Smithfield High School. In North Providence, he coached little league, cross country an basketball. As an official, he was a member and past president of the Rhode Island Basketball Officials Association, the Association of Baseball Umpires of Rhode Island, the Rhode Island Football Officials Association and the Collegiate Baseball Umpires Association. He was inducted into the Providence Gridiron Hall of Fame (1995), the Rhode Island Interscholastic League (RIIL) Hall of Fame (2003), as well as, both the Rhode Island Baseball and Football Coaches Association Hall of Fame (1991). In addition, he was recognized by the National Football Foundation for his years of service as an official. “George was a mentor to me and countless other future coaches and officials in Rhode Island,” RIC Athletic Hall of Famer Charlie Wilkes ’64 said. “He was a man of utmost integrity and was well respected by all who knew him.” The Athletic Department has set up the George Tracy Fund in his memory. Please contact RIC at (401) 456-8007 to find out how to contribute.
Institution Information Name of Institution Address Webpage Telephone Education Program Contact E-Mail Address Rhode Island College 600 Mt. Pleasant Avenue Providence, Rhode Island 02908 http://www.ric.edu/feinsteinschooleducationhumandevelopment/ (401) 456-8110 Dr. Alexander Sidorkin, Dean email@example.com Program Information Program Type Undergraduate Degree Graduate Degree Non-degree Certification BA, BS MAT, MED, CAGS Rhode Island Teacher Education Program: Undergraduate or Graduate Approved Program Certification Areas Program Level Date of Approval Program Type Initial Teacher Certification Areas All Grades Adapted Physical Education All Grades Art All Grades English as a Second Language All Grades Health Education All Grades Music Education All Grades Physical Education All Grades Technology Education Early Childhood Education Elementary Education Middle Grades English Middle Grades Mathematics Middle Grades Science PK-12 PK-12 PK-12 PK-12 PK-12 PK-12 PK-12 PK-2 1-6 5-8 5-8 5-8 Current Expiration 1972 1972 1994 1972 1972 1972 1972 1977 1972 1999 1999 1999 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 Undergraduate X X X X X X X X X X X Graduate X X NonDegree GR X X X GR GR GR Program Level Date of Approval Program Type Current 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 Expiration 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 Undergraduate X X X X X X X X X X Graduate Middle Grades Social Studies Secondary Grades Biology Secondary Grades Chemistry Secondary Grades English Secondary Grades French Secondary Grades General Science Secondary Grades History Secondary Grades Mathematics Secondary Grades Physics Secondary Grades Spanish Special Education: Early Childhood Special Education: Elementary/Middle Special Education: Middle/Secondary Special Education: Severe Intellectual Disability 5-8 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 7-12 Birth-2 K-8 7-12 PK-12 Initial 1999 1972 1972 1972 1977 1972 1972 1972 1972 1977 1993 1972 1972 1972 Administrator Certification Areas Building Principal PK-12 2007 2011 2014
Providence College is a private, coeducational, Catholic college located in Providence, Rhode Island. With its 2010–2011 enrollments of 3,850 undergraduate and 735 graduate students, the college specializes in academic programs focused on the liberal arts. Identify and install a security solution that was easy to implement, didn’t contribute to operational overhead and eliminated the shortcomings of signature-based detection technologies such as NGFW, IPS and AV, which cannot stop advanced malware. Solution Deployment of FireEye Web Malware Protection System 4000 Series appliance. Benefits Protection against advanced malware, zero-day and targeted APT attacks as well as immediate visibility into previously undetected malicious code and optimization of remediation processes permitted swift cost justification of project. Plus all college network traffic passes through the FireEye Web MPS appliance without latency. Ranked by U.S. News as one of the top two master’s level colleges and universities in the North for thirteen consecutive years, Providence College sits on a picturesque hilltop campus two miles west of downtown Providence, Rhode Island, the state’s capital city. Just like any mainstream commercial enterprise, the college is tasked with protecting sensitive data; relating to its students, faculty, staff and research projects. “There is some very sensitive data within the Providence College environment, but with the FireEye Web MPS appliance we know that advanced malware never makes it onto our network undetected.” – Donald J. Schattle II, Information Security Officer, Providence College FireEye, Inc. | 1390 McCarthy Blvd. Milpitas, CA 95035 | 408.321.6300 | 877.FIREEYE (347.3393) | firstname.lastname@example.org | www.fireeye.com Case Study The Truth Can Be Scary Recognition of the limitations of tools acting solely on signatures catalyzed an extensive period of research for Don Schattle, Providence College’s Information Security Officer, that culminated in a pilot of the FireEye Web Malware Protection System. “What we immediately saw was extremely eye-opening! The FireEye appliance was catching malicious code that had previously entered our environment completely undetected,” He recalled. The FireEye Web Malware Protection System (MPS) appliance provides automatic, real-time blocking of next-generation Web malware. Inbound and outbound traffic is inspected to confirm and capture zero-day malware and targeted attacks. Risk is evaluated through the actual execution of suspected code in a full-featured virtual endpoint environment that precisely determines core intent. Schattle noted, “The inline installation of the FireEye Web MPS was a quantum leap forward for us. Not only will it detect and block a threat, it does so in a very elegant manner; the appliance immediately lets a user know why a Web page was not delivered.” The FireEye appliance sits directly behind the firewall and is the gateway to a 5,000+ node campus-wide network. Schattle observed, “It’s never a bottleneck for the network even though all of the college’s traffic passes through it. The significant processing power and throughput capabilities of the unit just make this a non-issue.” Schattle concluded, “Any device we deploy needs to deliver what was promised with a minimum of operator intervention and with a high level of reliability and autonomy: Our FireEye Web Malware Protection System 4000 Series appliance gives us exactly that.” Time is Money ”Early in the evaluation we meticulously tracked every single FireEye Web MPS-generated alert and found that in all cases, the notification was triggered by a real threat,” said Schattle. “We instantly saw that our current security platform had missed a variety of malicious code.” This accuracy allowed the college’s IT team to dramatically reduce the time and cost associated with the detection and eradication of malware threats. Key Component FireEye Web Malware Protection System 4000 Series appliance FireEye is the world leader in combating advanced malware, zero-day and targeted APT attacks that bypass traditional defenses, such as Firewalls, IPS, AV, and Web gateways! © 2011 FireEye, Inc. All rights reserved. FireEye, Inc. and all FireEye, Inc. products are either trademarks or registered trademarks of FireEye, Inc. Other product and company names mentioned herein may be the trademarks of their respective owners. -- CS.WMPS4000.052011 FireEye, Inc. | 1390 McCarthy Blvd. Milpitas, CA 95035 | 408.321.6300 | 877.FIREEYE (347.3393) | email@example.com | www.fireeye.com