Alcohol’s Effects on Teenagers

The number of teenagers who are into â€Å"alcohol† nowadays is increasingly alarming. The physiological effects, as well as, the physical and behavioral consequences are equally disturbing as well.â€Å"Permanent brain damage, depression, poor school performance, psychological distress / serious behavioral problems, and attention deficit disorder† are some of the physiological effects on teenagers who drink alcohol (The Marin Institute, n.d., n.p.). On the other hand, the physical and behavioral consequences include the following: â€Å"in-denial, self-pity, excessive anger, blaming others, and hurting oneself & other individuals† (Garrett, 2002, n.p.).Physiological Effects Teenagers who are into too much drinking may experience â€Å"permanent brain damage† (The Marin Institute, n.d., n.p.). This claim is backed up by an expert named â€Å"Dr. John Nelson†, a member of the American Medical Association (The Marin Institute, n.d., n.p.).Moreover, according to the â€Å"National Health and Nutrition Survey† girls who drink experience depression â€Å"four times more likely than those who do not engage in drinking† (The Marin Institute, n.d., n.p.).Furthermore, teenagers who drink also suffer from low grades; in fact, according to the â€Å"American Medical Association†, those who drink get lower scores on â€Å"vocabulary, visual-spatial, as well as, memory tests† as compared with those who do not engage in drinking (The Marin Institute, n.d., n.p.).In addition to that, some teenagers who drink develop â€Å"psychological distress†, as well as, â€Å"serious behavioral problems†; this is according to the statistical information gathered by the â€Å"Substance Abuse and Mental Health Services Administration† (The Marin Institute, n.d., n.p.).Last but not least, a study conducted by the â€Å"Substance Abuse and Mental Health Services Administration† confirms that teenagers who are regularly drinking may develop â€Å"attention-deficit disorder† (The Marin Institute, n.d., n.p.).Physical and Behavioral EffectsTeenagers who engage themselves in alcohol drinking may also suffer from the following physical and behavioral effects:First of all, teenagers may develop problems accepting unfortunate occurrences in their lives (Garrett, 2002, n.p.). They may turn â€Å"in-denial† and make use of alcohol as a â€Å"defense mechanism† every time he or she is reminded of the truth especially in cases where he or she gets offended (Garrett, 2002, n.p.).Second, some teenagers may feel pity for themselves while some tend to get excessively angry which may actu ally result in severe drinking (Garrett, 2002, n.p.).Third, some teenagers drinking severely may experience troubles accepting their faults (Garrett, 2002, n.p.). Thus eventually, they blame somebody else for the untoward incidents that occurred to them (Garrett, 2002, n.p.).Finally, some teenagers who drink too much may experience hurting other people or even oneself (Garrett, 2002, n.p.).Summary / ConclusionIndeed, teenagers who engage themselves in drinking alcohol are faced with dangers including physiological and behavioral/physical ones (The Marin Institute, n.d., n.p.). â€Å"Physiological effects† include the following: â€Å"permanent brain damage, depression, poor school performance, psychological distress / serious behavioral problems, and attention deficit disorder† (The Marin Institute, n.d., n.p.). Meanwhile, physical ones include: â€Å"in-denial, self-pity, excessive anger, blaming others, and   hurting oneself & other individuals† (Garrett, 20 02, n.p.).ReferencesGarrett, F.P. (2002). Excuses Alcoholics Make. Retrieved April 1, 2009 fromhttp://www.bma-wellness.com/papers/Excuses_Alcoholics.htmlThe Marin Institute. (n.d.). Physiological Effects of Alcohol on Teenagers.Retrieved April 1, 2009 fromhttp://www.marininstitute.org/Youth/teen_alcohol_use.htm   

Quality management focuses attention on continuous improvement Essay

Th e work of W. Edwards Deming is a cornerstone of the quality movement in management. 27 His story began in 1951, when he was invited to Japan to explain quality control techniques that had been developed in the United States. â€Å"When Deming spoke,† we might say, â€Å"the Japanese listened. † Th e principles he taught the Japanese were straightforward, and they worked: Tally defects, analyze and trace them to the source, make corrections, and keep a record of what happens afterward. Deming’s approach to quality emphasizes constant innovation, use of statistical methods, and commitment to training in the fundamentals of quality assurance. One outgrowth of Deming’s work was the emergence of total quality management, or TQM. Th is process makes quality principles part of the organization’s strategic objectives, applying them to all aspects of operations and striving to meet customers’ needs by doing things right the fi rst time. Most TQM approaches begin with an insistence that the total quality commitment applies to everyone in an organization, from resource acquisition and supply chain management, through production and into the distribution of fi nished goods and services, and ultimately to customer relationship management. The search for and commitment to quality is now tied to the emphasis modern management gives to the notion of continuous improvement—always looking for new ways to improve on current performance. 29 Th e goal is that one can never be satisfi ed; something always can and should be improved upon. Evidence-based management seeks hard facts about what really works. Looking back on the historical foundations of management, one thing that stands out is criticism by today’s scholars of the scientifi c rigor of some historical cornerstones, among them Taylor’s scientifi c management approach and the Hawthorne studies. The worry is that we may be too quick in accepting as factual the results of studies that are based on weak or even shoddy empirical evidence. And if the studies are fl awed, perhaps more care needs to be exercised when trying to apply their insights to improve management practices. Th is problem isn’t limited to the distant past. 30 A book by Jim Collins, Good to Great, achieved great acclaim and best-seller status for its depiction of highly successful organizations. But Collins’s methods and fi ndings have since been criticized by researchers. 32 And after problems appeared at many fi rms previously considered by him to be â€Å"great,† he wrote a follow-up book called How the Mighty Fall. 33 Th e point here is not to discredit what keen observers of management practice like Collins and others report. But it is meant to make you cautious and a bit skeptical when it comes to separating fads from facts and conjecture from informed insight. Today’s management scholars are trying to move beyond generalized impressions of excellence to understand more empirically the characteristics of high-performance organizations—ones that consistently achieve highperformance results while also creating high quality-of-work-life environments for their employees. Following this line of thinking, Jeff rey Pfeff er and Robert Sutton make the case for evidence-based management, or EBM. Th is is the process of making management decisions on â€Å"hard facts†Ã¢â‚¬â€that is, about what really works—rather than on â€Å"dangerous half-truths†Ã¢â‚¬â€things that sound good but lack empirical substantiation. Using data from a sample of some 1,000 fi rms, for example, Pfeff er and a colleague found that fi rms using a mix of well selected human resource management practices had more sales and higher profi ts per employee than those that didn’t. 35 Th ose practices included employment security, selective hiring, self-managed teams, high wages based on performance merit, training and skill development, minimal status diff erences, and shared information. Examples of other EBM fi ndings include challenging goals accepted by an employee are likely to result in high performance, and that unstructured employment interviews are unlikely to result in the best person being hired to fi ll a vacant position. 36 Scholars pursue a variety of solid empirical studies using proven scientifi c methods in many areas of management research. Some carve out new and innovative territories, while others build upon and extend knowledge that has come down through the history of management thought. By staying abreast of such

Bachelor’s Degree and Scholarship Essay

At Full Sail University, we understand that deciding where and how to pursue higher education is an important and life-changing decision. This guide is designed to help you understand your financial options when it comes to Full Sail University by providing a detailed list of possible scholarships that may be available to you, as well as the guidelines and requirements applicable to each scholarship. If you have any questions about the information in this booklet or would like to apply for any of the scholarships within, please contact an Admissions Representative at 800. 226. 7625. 2 Campus Scholarships. 3 Anniversary SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of entertainment and media professionals. To demonstrate our commitment, Full Sail University introduces the Anniversary Scholarship program. This program is designed to offer assistance to qualified individuals who are passionate about a career in the entertainment media industry. 4 Anniversary SCHOLARSHIP AWARDS The Anniversary Scholarship program will award up to $10,000 to eligible Full Sail 20- to 21-month campus Bachelor degree program candidates. See more: how to write a scholarship essay for study abroad This scholarship fund is limited and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY †¢ The Anniversary Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a start date beginning May 6, June 3, or July 8, 2013 as a new student to Full Sail. †¢ Applicants must have completed a formal interview with their Full Sail Admissions representative. †¢ An interruption of training, change of degree program, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Anniversary Scholarship may be used with other Full Sail University scholarship programs. †¢ Final award of scholarship is contingent upon receipt of all required Admissions and Financial Aid documents by start date. †¢ Students who delay their start date will forfeit eligibility. †¢ Funds from the Anniversary Scholarship may be used only toward the tuition of an eligible Full Sail 20- to 21-month campus Bachelor degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. AWARD NOTIFICATION †¢ Recipients will be notified by the Full Sail University Admissions department prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, as applicable, and divided equally between academic years. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Anniversary Scholarship must: †¢ Complete an Anniversary Scholarship application and an original 250-word essay on â€Å"Your Place in the Entertainment Media Industry in Ten Years† in the area provided. 5 Full Sail Merit SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Merit Scholarship Program. This program is designed to offer assistance to deserving individuals passionate about a career in the entertainment media industry. Through the Full Sail Merit Scholarship Program, eligible participants may receive up to $3,000 toward the tuition of any Full Sail campus degree program. 6 Full Sail Merit SCHOLARSHIP AWARDS The Full Sail Merit Scholarship Program will award up to $3,000 to eligible candidates. Scholarship amounts will vary. HOW TO APPLY †¢ The Merit Scholarship Application must be submitted to the Full Sail Scholarship Committee at least two weeks prior to the desired start date. †¢ Official Final Transcripts must be submitted to the Full Sail Enrollment Department and on file at least two weeks prior to start date. †¢ Full Sail will reference official transcripts to confirm GPA eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. †¢ Recipients will be notified on Propeller: Launch the Thursday following the application deadline date. †¢ The scholarship will be disbursed during the student’s final academic year, as applicable. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Merit Scholarship may be used only toward the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science campus degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Merit Scholarship should: †¢ Be a minimum of 18 years old or have the consent of a parent(s)/ guardian(s) to attend Full Sail †¢ Have earned a standard high school diploma †¢ Have achieved a minimum overall GPA of 3. 0 on a 4. 0 (B average) scale during their secondary education, or postsecondary (30 semester credits minimum) education 7 The Full Sail Alumni SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of current and future generations of media professionals. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Alumni Scholarship Program. This program is designed to offer assistance to deserving alumni passionate about advancing their career and education in the entertainment media industry. Through the Full Sail Alumni Scholarship Program, eligible participants may receive up to $3,000 toward the tuition of any Full Sail campus degree program. 8 The Full Sail Alumni SCHOLARSHIP AWARDS The Full Sail Alumni Scholarship Program will award up to $3,000 to eligible Full Sail students enrolled for an additional campus degree program as a returning student. Scholarship amounts will vary. HOW TO APPLY Full Sail will reference the student’s overall grade as of the deadline date to confirm grade eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Alumni Scholarship may be used only towards the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science campus degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Alumni Scholarship should: †¢ Have achieved a minimum overall grade of B or better in previous Full Sail coursework (80 overall numeric grade average) †¢ Have graduated or will graduate from their previous Full Sail campus degree program as a student in good academic and financial standing †¢ Have demonstrated an exceptional ability and dedication to their desired path in the entertainment media industry AWARD DETERMINATION Recipients will be notified on Propeller: Launch the Tuesday following the application deadline date. 9 Full Sail Entertainment & Media Industry SCHOLARSHIP FOR WOMEN MISSION STATEMENT Full Sail University maintains its commitment to taking dreams seriously by offering the Entertainment & Media Industry Scholarship for Women. This program is designed to offer assistance to deserving women with the potential to make a positive impact on the entertainment industry based on their demonstrated talent, passion, and skills. Through the Full Sail Entertainment & Media Industry Scholarship for Women Program, eligible participants may receive up to $2000 toward the tuition of any Full Sail campus degree program. 10 Full Sail Entertainment & Media Industry SCHOLARSHIP FOR WOMEN AWARDS The Full Sail Entertainment & Media Industry Scholarship for Women Program will award up to $2000 to eligible candidates. Scholarship amounts will vary. HOW TO APPLY †¢ The Entertainment & Media Scholarship for Women Application must be submitted to the Full Sail Scholarship Committee the Tuesday prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have filled out a FAFSA or confirmed cash payments. †¢ Funds from the Full Sail Entertainment & Media Scholarship for Women may be used only towards the tuition of a Full Sail Associate of Science, Bachelor of Science, or Master of Science Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS. In order to be eligible for consideration, those applying for an Entertainment & Media Industry Scholarship for Women should: †¢ Be a female first-time student starting a Full Sail University campus degree program. †¢ Have demonstrated an exceptional ability and dedication to their desired path in the entertainment media industry by submission of a 250-word essay. Original essay is on â€Å"How Women Can Have a Positive Impact on the Entertainment and Media Industry. † AWARD DETERMINATION †¢ Applicants’ submissions will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity, and relevance to the topic. †¢ Notification Recipients will be notified via Propeller: Launch, Full Sail’s enrollment portal, on the Tuesday following the application deadline date. †¢ Scholarship will be disbursed throughout the student’s academic years, amount to be divided equally between semesters, as applicable. 11 Platinum Dream SCHOLARSHIP MISSION STATEMENT Full Sail University, one of the world’s foremost colleges for entertainment media and media communications, is dedicated to the education and encouragement of future generations of media professionals. In an effort to  further this dedication and encouragement, Full Sail introduces the Full Sail Platinum Dream Scholarship Program. The purpose of this program is to aid deserving individuals that are focused on careers in entertainment media by assisting them with financial need related to their education. 12 Platinum Dream SCHOLARSHIP AWARDS Through The Full Sail Platinum Dream Scholarship Program, eligible participants may receive scholarship funds if need is demonstrated. HOW TO APPLY The Platinum Dream Scholarship nominees will be submitted by a Full Sail University Enrollment Guide or Financial Aid Administrator. Contact your Enrollment Guide or Financial Aid Administrator for details. PROVISIONS †¢ Applicants must have already applied and have been accepted for admission or must be currently enrolled at Full Sail University. †¢ Applicants must have earned a standard high school diploma or equivalent GED. †¢ Funds from the Full Sail Platinum Dream Scholarship may be used only towards the tuition of a Full Sail Associate of Science or Bachelor of Science Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ Funds may not be used to cover Full Sail Application Fee or Seat Deposit. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Platinum Dream Scholarship should: †¢ Be a minimum of eighteen years old or have the consent of a parent(s)/guardian(s) to attend Full Sail †¢ Have completed the Admissions/Financial Aid process and demonstrate need, calculated based on a need-based formula †¢ Have completed a FAFSA and fulfilled all Admission Requirements. 13 Global Achievement SCHOLARSHIP MISSION STATEMENT The Full Sail Global Achievement Scholarship is designed to encourage and develop future international entertainment and media professionals throughout the world. Through the Global Achievement Scholarship, eligible participants may receive up to $5,000 toward the tuition of their Full Sail campus degree program. 14 Global Achievement SCHOLARSHIP AWARDS The Global Achievement Scholarship will award up to $5,000 to eligible campus degree program candidates. This scholarship fund is limited, and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY The Global Achievement Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have conducted a formal interview with their Full Sail Admissions Representative. †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have applied as a new student for a Full Sail campus degree program. †¢ Applicants must have met the entrance requirements for the desired Full Sail campus degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement. Student understands that a change of student status may impact eligibility. †¢ The Global Achievement Scholarship may be used with other Full Sail scholarships. †¢ Funds from the Global Achievement Scholarship may be used only toward the tuition of a Full Sail campus degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Global Achievement Scholarship must: †¢ Be a non-US citizen. †¢ Complete and submit the Global Achievement application, and an original 500-word essay on â€Å"How My Full Sail Education Will Help Me Achieve My Career Dream† prior to the first day of class. AWARD DETERMINATION. †¢ Applicants’ essays will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity and relevance to the topic. Essays judged outstanding will be awarded. †¢ Recipients will be notified by the Full Sail University Admissions Department prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, amount to be divided equally between semesters, as applicable. 15 Dedication SCHOLARSHIP MISSION STATEMENT. The Full Sail Dedication Scholarship is designed to encourage and develop future entertainment and media professionals who demonstrate true dedication to achieving excellence within their chosen career path. Through the Dedication Scholarship, eligible participants may receive $1,000 toward the tuition of their Full Sail campus degree program. Students may qualify to receive up to $1,000 in additional funding after beginning their education. 16 Dedication SCHOLARSHIP AWARDS The Dedication Scholarship will award $1,000 to eligible campus degree program candidates in their first academic year. An eligible student may be awarded up to $1,000 in additional Dedication Scholarship in their second academic year. This scholarship fund is limited, and will be awarded to all applicants who meet the eligibility requirements and according to the award determination process as outlined below. HOW TO APPLY The Dedication Scholarship application must be submitted to the Full Sail Scholarship Committee prior to the desired start date. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must have applied for a 2013 start date as a new student to Full Sail. †¢ Applicants must have applied as a new student for a Full Sail campus degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement. Student understands that a change of student status may impact eligibility. †¢ The Dedication Scholarship may be used with other Full Sail scholarships. †¢ Funds from the Dedication Scholarship may be used only toward the tuition of a Full Sail campus degree program. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. AWARD DETERMINATION †¢ Applicants’ essays will be evaluated by a scholarship committee on the following criteria: originality, composition, clarity and relevance to the topic. †¢ Applicants’ Full Sail documentation will be referenced for verification of attendance and date attended at a Behind the Scenes Tour. Applicants’ GPA and GPS score upon completion of first academic year will be referenced for eligibility of subsequent awards as applicable. †¢ Recipients will be notified by the Full Sail University Admissions Department prior to beginning their degree program, provided eligibility requirements above are met. Students will be notified by the Academic Success Department of subsequent awards earned while student is attending. †¢ The $1,000 scholarship award for Behind the Scenes Tour attendance will be disbursed in first academic year, amount to be divided equally between semesters. The $500 award for 3. 0 GPA and/or the $500 award for 100% GPS score will be disbursed in last semester of second academic year, as applicable. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Dedication Scholarship must: †¢ Have attended one of Full Sail’s monthly Behind the Scenes Tours a year or less prior to beginning class †¢ Complete and submit the Dedication Scholarship application, and an original 250-word essay on â€Å"Dedication and My Career Dream† prior to the first day of class in order to be eligible for a $1,000 scholarship award in the first academic year †¢ Maintain a minimum, cumulative GPA of 3. 0 for first academic year, for an additional $500 award †¢ Maintain a minimum, cumulative Global Professionalism Standards (GPS) score of 100% for first academic year, for an additional $500 award 17 Online Scholarships 18 Full Sail Education Media SCHOLARSHIP FOR TEACHERS MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of current and future generations of teachers who want to incorporate the tools of media professionals to create a dynamic learning environment. In an effort to further this encouragement and development, Full Sail introduces the Full Sail Education Media Scholarship for Teachers Program. This program is designed to offer assistance to deserving teachers passionate about advancing their career knowledge and educational role. Through the Full Sail Education Media Scholarship for Teachers Program, eligible participants may receive up to $12,000 toward the tuition of the Full Sail Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science and the Media Design Master of Fine Arts degree programs. 19 Full Sail Education Media SCHOLARSHIP FOR TEACHERS – ONLINE AWARDS This scholarship provides awards of up to $12,000 to eligible students who meet specific criteria based on financial need. To determine initial eligibility, all applicants must complete a Free Application for Federal Student Aid (FAFSA) (www. fafsa. ed. gov) and review their Federal Student Aid Report with a Full Sail Financial Aid Advisor. HOW TO APPLY Check with your Admissions Representative or Financial Aid Administrator for the deadline date applicable to your start date. Deadlines are typically the Friday two weeks prior to the first day of your degree program. †¢ Full Sail will reference student’s date of application for admission, documentation of teaching certificate, or submitted official letters of position, to confirm eligibility. †¢ To apply for this scholarship, please contact your Admissions Representative at 800. 226. 7625. PROVISIONS †¢ Applicants must send in Full Sail’s application for enrollment for the Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science, or Media Design Master of Fine Arts Degree. †¢ Applicants must fill out a Free Application for Federal Student Aid (FAFSA). †¢ Applicants must meet all admission requirements for acceptance into the degree program by the chosen start date. †¢ Funds from the Full Sail Education Media Scholarship for Teachers may be used only towards the tuition of the Full Sail Creative Writing Master of Fine Arts, Education Media Design & Technology Master of Science, or Media Design Master of Fine Arts Degree Program. †¢ The scholarship is non-transferable and has no redeemable cash value. †¢ The Education Media Scholarship for Teachers may be used with other Full Sail scholarship programs. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for an Education Media Scholarship for Teachers must: †¢ Currently reside in the United States or Puerto Rico. †¢ Be certified as a teacher, any grade, Kindergarten through 12. Proof of certification required. Teachers at private or charter schools not requiring certification must submit an official letter from their principal stating their current teaching position and job responsibilities on school letterhead. †¢ Guidance counselors and other administrators in public education Kindergarten through grade 12, impacting students and teachers on a continual educational basis, may apply with an official letter from their principal or manager stating current position and job responsibilities on school letterhead. AWARD DETERMINATION †¢ Recipients will be notified by the Full Sail University Admissions department prior to the student beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship will be disbursed throughout the student’s academic years, amount to be divided equally between semesters, as applicable. NOTIFICATION Recipients will be notified on Propeller: Launch the Tuesday following the application deadline date. †¢ Recipients will be notified by the Full Sail University Financial Aid department prior to student beginning their degree program, provided eligibility requirements are met. 20 Student Success SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. To demonstrate our commitment, Full Sail University introduces the Student Success Scholarship program. This program is designed to offer assistance to qualified individuals passionate about a career in the entertainment media industry. 21 Student Success SCHOLARSHIP AWARDS Effective for students enrolled in an eligible degree program, the Student Success Scholarship program will award up to $3,000 to eligible candidates. Scholarship amounts will vary by degree program. AWARD DETERMINATION †¢ Full Sail University will reference SAP at the end of the student’s first semester to confirm eligibility. †¢ Scholarship will be disbursed in either the first or second academic year based upon the student’s degree program. †¢ Students enrolled in the following online degree programs are eligible to apply: †¢ Computer Animation Bachelor of Science †¢ Creative Writing for Entertainment Bachelor of Fine Arts †¢ Digital Cinematography Bachelor of Science †¢ Entertainment Business Bachelor of Science †¢ Game Art Bachelor of Science †¢ Game Design Bachelor of Science †¢ Graphic Design Bachelor of Science †¢ Internet Marketing Bachelor of Science †¢ Media Communications. Bachelor of Science †¢ Mobile Development Bachelor of Science †¢ Music Business Bachelor of Science †¢ Music Production Bachelor of Science †¢ Sports Marketing & Media Bachelor of Science †¢ Web Design & Development Bachelor of Science MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Student Success Scholarship must: †¢ Complete and submit the Student Success Scholarship application prior to the first day of class †¢ Achieve Satisfactory Academic Progress (SAP) at the end of the first semester of their Full Sail degree program and be an active full-time student. PROVISIONS †¢ Applicants must have already applied for admission to Full Sail University for an eligible online degree program. †¢ Applicants must have met the entrance requirements for the desired Full Sail University Online degree program. †¢ A change of degree program, interruption of training, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Student Success Scholarship may be used in conjunction with other Full Sail University scholarships for which student is eligible. †¢ Funds from the Student Success Scholarship may be used only toward the tuition of Full Sail bachelor of fine arts and bachelor of science online degree program. †¢ The scholarship is non-transferable and has no redeemable cash value. HOW TO APPLY The Student Success Scholarship application must be submitted to the Full Sail Scholarship Committee at least one week prior to the desired start date. †¢ To apply for this scholarship, please contact your admissions representative at 800. 226. 7625. †¢ Financial aid available for those who qualify. †¢ SCHOLARSHIP FUNDS ARE LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. 22 Path? nder SCHOLARSHIP MISSION STATEMENT Full Sail University is dedicated to the encouragement and development of future generations of media professionals. To demonstrate our commitment, Full Sail University introduces the Pathfinder Scholarship program. This program is designed to offer assistance to qualified individuals passionate about a career in the entertainment media industry. 23 Path? nder SCHOLARSHIP AWARDS Beginning May 7, 2013, the Pathfinder Scholarship program will award up to $6,500 to eligible students. HOW TO APPLY †¢ The Pathfinder Scholarship application must be submitted to the Full Sail Scholarship Committee at least one week prior to the desired start date. †¢ Check with your Enrollment Guide for the deadline date applicable to your start date. PROVISIONS †¢ The scholarship may be reallocated to future financial aid years based on the student’s tuition need. †¢ An interruption of training, change of degree program, or withdrawal may result in cancellation of scholarship award and disbursement(s). Student understands that a change of student status may impact eligibility. †¢ The Pathfinder Scholarship may be used with the Student Success Scholarship. †¢ Final award of scholarship is contingent upon receipt of all required Admissions and Financial Aid documents by start date. †¢ Students who delay their start date will forfeit eligibility. †¢ Funds from the Pathfinder Scholarship may be used only toward the tuition of a Full Sail University online bachelor’s degree program. Funds may not be used to cover the Full Sail University application fee. †¢ The scholarship is nontransferable and has no redeemable cash value. †¢ Financial aid is available for those who qualify. †¢ THE PATHFINDER SCHOLARSHIP FUND IS LIMITED AND WILL REMAIN AVAILABLE UNTIL DEPLETED. MINIMUM ELIGIBILITY REQUIREMENTS In order to be eligible for consideration, those applying for a Pathfinder Scholarship must: †¢ Have applied for admission to Full Sail University for an online bachelor’s degree program and start classes on June 3rd, July 8th, or August 5th, 2013. †¢ Have met the entrance requirements for the desired Full Sail University online degree program. †¢ Have completed a Free Application for Federal Student Aid (FAFSA) (www. fafsa. ed. gov) and reviewed their Federal Student Aid Report with a Full Sail University Enrollment Guide. †¢ Have completed the Online Education Readiness Evaluation (OERE)* and been found as highly competent, as determined by Full Sail University. †¢ Have completed the Enrollment/Financial Aid process and demonstrated need, calculated by a need-based formula. * The OERE assesses whether the student has the necessary skills, competencies, and access to technology to succeed in a distance education environment. The evaluation consists of a pre-entry questionnaire, a student preferences survey, and an Online Education Readiness Module. AWARD NOTIFICATION †¢ Recipients will be notified by their Enrollment Guide prior to beginning their degree program, provided eligibility requirements above are met. †¢ Scholarship amount will be disbursed throughout student’s academic years, as applicable, based on the student’s tuition need. 24 View as multi-pages TOPICS IN THIS DOCUMENT Bachelor of Science, Bachelor’s degree, Student financial aid, Master’s degree, Academic degree, Financial aid, Undergraduate education, Scholarship. RELATED DOCUMENTS Associate’s Degree and Bachelor’s Degree †¦ either an associate’s degree, or bachelor’s degree and with good reason. Although it takes time, and can be expensive, the benefits of getting your college degree are worth it. In this essay I will compare the associate’s degree to the bachelor degree focusing on the amount of time it takes, what it costs, and what the benefits are for degree holders. An associate’s degree is a†¦ 4375 Words | 2 Pages READ FULL DOCUMENT Analysis of Bachelor’s Degree in Nursing †¦ John Wolf, president of Wolf Motors, had just returned to his office after visiting the company’s newly acquired automotive dealership. It was the fourth Wolf Motors’ dealership in a network that served a metropolitan area of 400,000 people. Beyond the metropolitan area, but within a 45-minute drive, were another 500,000 people. Each of the dealerships in the network marketed a different make of automobile and historically had operated autonomously. Wolf was particularly excited about this†¦ 4375 Words |

Marketing Strategy of Pepsi and Coca Cola Essay

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Learning and Personal Growth Statement Example | Topics and Well Written Essays - 1250 words

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Environmental Impact Analysis Essay Example | Topics and Well Written Essays - 2750 words

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Analyse the key developments in social accounting and discuss the Essay

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DYADIC RELATIONSHIPS and (B) CHARISMATIC AND TRANSFORMATION LEADERSHIP Case Study - 1

DYADIC RELATIONSHIPS and (B) CHARISMATIC AND TRANSFORMATION LEADERSHIP - Case Study Example e to share their part of version over a particular issue; this gives subordinates confidence and sense of ownership that they are a valuable part of the organisation. And, at the same time, this brings total and practical rather than superficial participation in decision making, besides, this exchange relationship motivates them to avail more subordinate autonomy. In these times, many would not disagree that organisations succeed when they allow their organisational leadership to extend autonomy and ensure the concept of decentralisation aggregately. 2. Comment on â€Å"Dyadic relationships typically progress through a series of ups and downs with shifts in attitudes as the two parties attempt to reconcile their desire for autonomy with their desire for closer involvement† The LMX theory is under-developed. It has yet to fully define the all areas and way exchange relationships evolve over time (Yukl, 2010, p.239). This theory suggests that exchange relationships construct and evolve in a very smooth but continuous fashion, taking their base from the initial impressions. However, some longitudinal studies contend that the LMX relationships develop faster and remain stable. But, other researches do not agree with this claim, they contend that dyadic relationships undergo a series of ups and downs, where roles of behaviours cannot be undermined. The closer elaboration surfaces some facts. Without any doubt, perceptions play a vital role in developing or dissolving any exchange relationships. Many further studies within this area would greatly be helpful in analysing and understanding the each party’s perceptions of the relationships. Charismatic leaders are by nature transformational (Lussier, 2010, p.349). However, not all transformational leaders become successful in achieving their transforming results via the charismatic of their personalities. Charismatic leaders prefer to promote their personal image and identification in contrast to transformational

The Gap Inc Case Study Example | Topics and Well Written Essays - 500 words

The Gap Inc - Case Study Example (About Gap Inc: Social Responsibility Report) Their products are marketed under the brand names of Gap, Banana Republic, Old Navy and Piperlime. The brands are moderately upscale labels that target the fashion conscious consumer. Gap manufactures and markets wearing apparel and accessories and the brands have some overlap in products and target markets. Gap, Banana Republic, and Old Navy, manufacture similar products that are differentiated by luxury, price, and value. Piperlime is an online shoe store that specializes in marketing over 200 brands of fashionable, upscale footwear. All their products are direct marketed online at dedicated brand web sites. In 2007, Gap Inc. test marketed a brand under the name of Forth and Towne. They subsequently closed 19 stores in 10 cities after the brand failed to demonstrate significant potential. (About Gap Inc: 2007 Annual Report) The organizational stakeholders at Gap Inc. are 150,000 employees, shareholders, CEO, Board of Directors, and executive office holders. Gap Inc. is headed by CEO Glenn K Murphy, who has over 20 years of retail experience. He has been at the head of Gap Inc. for less than one year and this is his first experience in the apparel industry. Japan and Europe are directed by presidents John Ermatinger and Stephen Sunnucks.

International Business - F.D.I Essay Example | Topics and Well Written Essays - 3500 words

International Business - F.D.I - Essay Example Metro Group is a forward-looking, dynamic company with strong corporate and marketing strategies and focus on global expansion. It also invests in and utilises the latest technology to create efficiency and profitability in its divisions. Through its effective marketing and operative strategies as well as high investments, the Metro Group has managed to revive some of the traditional retail sectors in Germany that were facing a grim future. The Metro Group is the leading retailer in Germany and the fourth largest retailer in the world after Wal-Mart Inc., Carrefour SA and Ahold NV. In Europe, Metro is the second leading retailer after Carrefour. In Germany, Metro is the fifth largest food retailer. Its Praktiker division is the second leading DIY retailer in the country and Media-Saturn is the leading retailer in consumer durables in Germany. Metro is also the second largest department store retailer in the country. Metros Cash & Carry division and Media-Saturn are the most successful business concepts, and Metro has concentrated on their expansion both in Germany as well as in overseas markets. Real hypermarkets and Praktiker DIY outlets are also utilised in Metros expansion to a lesser degree and found mainly in East European markets. To make the Group profitable Metro started a restructuring process in 1998, which is still continuing. In 1998, Metro AG remodelled the group structure as part of its shareholder value policy. Strategies were developed to focus on a core product and service portfolio, to optimise outlet potential and to globalise the group. To achieve this target, the group was remodelled, by divesting its marginal operations and strengthening core businesses through strategic takeovers. Metro has merged procurement activities for all its divisions to create synergies through bulk buying. It is also participating in e-procurement through Internet auctions, which allows it to buy non-branded

Importance of Measuring and Managing Performance Essay Example for Free

Importance of Measuring and Managing Performance Essay It is very important to measure and manage employee performance at Leyton Sixth Form College. The consequences if they don’t manage performance is that teachers won’t know whether they are progressing or not. Whether they’re way of teaching is effective or not. It is important for new employees to assess their performance so that management can make judgements on measuring performance will enable teachers to know where they stand and have a clear view on what skills they need to improve on. Motivation is important in LSC because it gets the employee to work as hard as possible. t helps push employees to achieve targets set. By identifying areas where an employee may be losing his colleagues, a personal development plan can be put in place. Similarly, if a negative trend is seen among a number of employees, company controls and procedures can be evaluated to address these problems at a general level. Measuring and managing performance helps LSC look at employee progress to see whether they are achieving all their targets. Also the importance of managing performance is to give good motivation for employees to work hard since they are being evaluated. LSC do an employee evaluation that gives teachers constructive criticism and an idea on what they need to work on and what they doing a good job on. Measuring performance benefit LSC as they reveal the good and bad aspects of a given job. They improve the relationships and moral within the organisation. Another important matter is that measuring and managing performance helps improve the performance of individuals to ultimately improve the efficiency and productivity of the company. Which in LSC case is the staff by doing performance developments and appraisals can help employees reach their full potentials.

Jail and Prison Essay Example for Free

Jail and Prison Essay Many people think jail and prison are the same. In the past, I honestly myself thought that the only difference between jail and prison was prison was a bigger building than the building for jail. In fact, there are many differences between prisons and jails. Both are different entities. Here are some of the differences that you’ll want to know about if a member of your family, a close friend, or yourself is facing the prospect of going to jail or to prison. There are about 3,600 jails in the United States. Jails located within the area of a town or city and every city/town has at least one. Most jails are run by sheriffs and/or local governments. People accused under federal, state, county and/or city laws will be held in jail. Jail is build to temporary lock-up people till their court appearance, serve time on local misdemeanor charge, or serve a sentence of less than one year. Any sentence over a year must be served in a prison. A jail was once only holding facility and prisons were reformatories. A prison is a place that inmates people who have been tried and convicted of crimes. A state or federal prison can be very far away from an inmate home. Prison can be located too far from family and friends to visit. There are only about 100 federal prisons, detention centers, and correctional institutions in the United States. The prisons are operated by under the jurisdiction of either Federal Bureau of Prisons (BOP) or state government. Jail plays an important part. Usually people that go to jail commit a local or small crime. Serving time in jail can scare offenders from committing future illegal acts. Jail time can be a big wake up call for many people. First small time offenders can realize they were lucky jail or prison is not a place they would want to be. Committed low offenders are face with consequences by giving probation, community service and sent to detention centers. Today many jails are considered reformatories (also known as correctional centers, state vocational institution, reform schools, houses of refuge, and industrial or training schools) in many parts of the United States. The courts hope to help the minors from committing future illegal acts by taking responsibility for his / her actions. Committed minors are face with consequences by giving them similar punishments as adults. The young adults are face with probation, community service and sent to detention centers. Jails operate work release programs, boot camps, and other services. The jail system tries to address education, substance abuse, and vocational needs while managing inmate behavior. Prisons are best described as Total Institution. In and only in prison, an inmate every aspect in life is controlled. Every detail of a prisoner is prescribed and managed by the prison. The state prison systems run halfway houses, work release centers, and community restitution centers. The programs are given to inmates because the inmates are reaching the end of their long sentences. There are many different types of prisons. Minimum security prisons look very much alike camps or college campuses and only hold about 20% of the inmates in the United States. The prisons usually have one or no fence perimeter. The inmates in minimum security prisons are convicted of non-violent crimes with clean criminal record. The crimes are usually forgery, cheating on taxes, and perjury. The prison also houses prisoners who have served most of their sentence from a higher security facility and improve their behavior. Low security prisons are surrounded by double-fenced perimeters. The inmates have dormitories or cubicle housing. Prisoners are provided with strong work and program components. A medium security prison has more restrictions the daily movements of an inmate. They hold about 45% of United States prisoners and the inmates are convicted of crimes such as assault and thefts. The prison has dormitories instead of cells but does have a razor-wire fence surrounding the area. Inmates are offered a wide variety of work and treatment programs. Maximum security prisons hold prisoners serving longer sentences. Only a quarter of all prisoners in the United States are housed in a maximum security facility.The prison holds about 35% Of Unites States prisoners. The inmates are convicted of crimes such as murder, kidnapping and other felonies. The prison was designed for violent offenders and/or inmates who have escaped (or tried to escape). Some inmates are also place in a maximum security prison because they can cause problems in lower security prisons. While an inmate is in prison, prisoners are to follow the rules set by prison officials. If a prisoner breaks any rules, he/she gets a hearing before the warden. If the warden finds the prisoner guilty of breaking a rule, penalties can be issued. There many of the punishments given to an inmate who break the prison rules. The consequences can be very high depending on what rule the inmate break. An inmate can be sent alone to time in solitary confinement. She/he can have a removal of accumulated good behavior time and transfer to a less desirable or paying prison job. Confiscation of items from prisoners can be taken such as TV’s, yard time, be sent to eat alone in your cell, phone calls, visitations from family and friends, and receiving letters. Violent crimes in prison can cause an inmate to be transfer to higher-security prison. When an inmate chooses to participate in violent acts towards a staff member, this may be due to the â€Å"friction points† prevalent throughout the social context and role within the prison system administration (Bottoms, 1999). Before the Truth in Sentencing Law pass, many offenders were only serving a short time in prison than the time they are sentenced to serve by the court. The role of the Truth in Sentencing Act was first enacted in 1984. The law required offenders to serve at least 85% the portion of their prison sentence imposed by the court. Theres been a nearly 18 percent drop in reported crime in Arizona since the state began requiring criminals to serve at least 85 percent of their prison sentences, a new study shows (Smith, 2012). The Act would also require any person convicted of a violent crime would have to serve no less than 100% of the sentence by the court. Truth in Sentencing also requires offenders to serve their entire minimum sentence in a prison before being eligible for parole. References Smith, K. (2012). New study says truth-in-sentencing in Arizona has made state safer . Retrieved from http://www.corrections.com/news/article/29977-new-study-says-truth-in-sentencing-in-arizona-has-made-state-safer Bottoms, A.E. (1999). Interpersonal violence and social order in prisons. Crime and Justice, 26, 205-281. The University of Chicago Press. Retrieved June 4, 2009, from http://www.jstor.org/pss/1147687.

Induced Electromotive Force in Potatoes | Experiment

Induced Electromotive Force in Potatoes | Experiment I was first introduced to vegetative electric energy during my freshman year in high school, when our chemistry teacher showed a lemon battery at work as we were studying Electrochemistry. I got very intrigued with the idea of generating electricity with lemons, and I later learnt that many organic substances exist which can also produce electricity. The next year of my high school, I heard about the global consumption of power, and how the earths natural resources were getting depleted, and got an idea that if natural organic batteries were developed, the resources of the earth would remain stable. Thus I took up this study to help me explore the possibility of organic fuel cells and its capability of generating electromotive force. For this study I will take potatoes into consideration because of their high acid content and the relative accessibility of it. The acid responsible for the generation of EMF within the potato is Phosphoric acid, but my experiment will deal with what causes the change in the EMF when the potatoes are boiled. Initially I thought the cause lied in the varying concentration of the electrolyte, but upon further study and research found the reason to lie within the cell membranes of the potatoes that get ruptured during the boiling process of the potatoes, thereby varying the EMF generated. After maize, wheat, and rice, potato is the worlds fourth most important food crop with an annual production of more than 323 x 106 tons with more than one-third coming from developing countries. Thus if potatoes do prove to be beneficial asset, it can able easily adopted by those who are lacking electrical infrastructure as part of the daily routine since it is cheap and requires no special skills for assembly. RESEARCH QUESTION: How does the induced electromotive force generated from the potatoes depend on the state of the potato (i.e. Fresh potato vs. Boiled Potato)? INTRODUCTION: The first batteries were researched and invented by Volta when he made a device capable of producing electricity by the mere contact of conducting substances of different species. The invention of Voltaic battery had marked the birth of a new era in the development of modern physics and made a significant change in our lifestyle. Battery technology has without a doubt seen progress, starting from it being dependent on organic/biological matters to it becoming more efficient using inorganic-reaction-based technology. However from the end of the 20th century, biological batteries were just a mere science experiment performed in highs school, however with the growing concern of depleting the earths resources, there has been a new found interest in the development of organic fuel cells. In order to highlight this growing interest, I have performed a study regarding the basic school experiment of a potato battery. For the first part of my study, I will perform the normal experiment by making a potato cell, using Zinc and Copper electrodes and recording the electromotive force (EMF) generated. Now, for the second part, I will boil the potatoes and record the readings of the EMF generated. I will compare the two results, and comment about my observations, and make possible conclusions about why there is a change in EMF generated or why there is no change in EMF generated. BACKGROUND INFORMATION ELECTROCHEMISTRY Electrochemistry deals with the inter-conversion of electrical energy and chemical energy. This study will deal with the conversion of chemical energy into electrical energy (Electrochemical Cells). An electrochemical cell mainly consists of two major components: left hand electrode (LHE) and the right hand electrode (RHE). In LHE, oxidation (loss of electron) takes place and is called the anode. In RHE, reduction (gain of electron) takes place and is called cathode. Anode is generally of that metal (or substance) which readily loses electrons (i.e. Oxidized easily). Cathode is a metal which readily accepts electrons (i.e. Reduced easily). There are two specific ways in order to create an electrochemical, voltaic or galvanic cell. Method 1: Put the LHE (anode) into the solution of the electrolyte of the Cathode (containing the ions of the cathode). This allows the anode to loose electrons per atom and the ions present in the electrolyte accept the electrons. Thus, the cathode ions from the solution in this manner get deposited in order to form the metals of the respective cathode and the metal anode goes into the solution as ions. The reaction can be understood with two half-cell reactions: Oxidation M Anode (S) Mn+(aq) Anode+ ne- Reduction: Mn+(aq) Cathode + ne- M Cathode(S) _ ___________________________________________________ Overall Reaction: M Anode(S) + Mn+(aq) Cathode M Cathode (S) + Mn+(aq)Anode Where, M Anode(S) is the element that gets oxidized at the anode, M Cathode(S) is the element that gets reduced at the cathode, ne- is the number of electrons lost/gained during the reaction A rod of that metal is prepared and placed into one of its own solution in LHE to get anode. In RHE, a rod of metal that loses electrons less easily as compared to the metal of LHE is prepared and put into one of the solution to get the cathode. LHE and RHE are also known as two-half cells. Now the electrons move from anode (LHE) to cathode (RHE) and hence a current flow is maintained in the external circuit. This current flow is due to the fact that a potential difference is created this and this is called the E.M.F, electromotive force of a cell. The two separate containers are connected by a inverted tube U shaped tube called as salt bridge. The salt bridge contains solution of strong ionic salts like NaCl, NaNO3 and KCl etc. (salts of most reactive alkali metals) soaked in colloidal solution of agar-gel which only allows movements of ions, not water. The role of the slat bridge is very important as it allows the continuous discharge of the cell. The salt bridge keeps the two solutions electrically neutral to one another. In the Fe-CuSO4 cell, in the left cell as Fe loses electrons, excess of positive charge in the form of Fe2+ is collected near the LHE and as Cu2+ ions gets discharged accepting electrons form Fe in the right hand cell, excess of negative charge in the form of SO42- is accumulated near the RHE. Now the salt bridge provides positive charge to RHE (in form of K+ ions) and negative charge to the LHE (in the form Cl-) and thus bringing about the neutrality of two solutions. If this does not take place, a reverse potential difference is created in the two compartments and thus breaking the continuous supple of voltage (current), which is the purpose of the cell. The efficiency of a cell is determined by the tendency of LHE to loose electrons and the tendency of RHE to accept electrons. A measure of cell efficiency is called as electromotive force (EMF) or the voltage or the difference in potentials of two electrodes. EMF is defined as the difference in the potential across LHE and RHE to which electrons from anode travel to cathode. My experiment consists of the above explanation with regard to a Secondary Battery or also called Galvanic Cell, which uses the main principles of the method mentioned above, but lacks a salt bridge but the cell membranes within the potato act as a salt bridge. The electrolyte in the potatoes is the phosphoric acid which does not actively participate in the reaction, since its main purpose is to make Zn loose electrons by oxidizing it, the potato provides the protons and the Cu plate remains unaffected by the acid bath. My storage battery is the potato, with the anode plate is made up of Zinc (Zn), while the cathode plate is Copper (Cu). The electrolyte which initiates the reaction or makes the reaction possible in potatoes is phosphoric acid (H3PO4). My experiment will involve the use of iron nails (Zn+2/Zn) acting as anode, and copper plates (Cu+2/Cu) as cathode. These are placed in an electrically conductive solution that allows  ions  to travel freely between the two metals in this case potato. The acid steadily eats away at the Zinc, a chemical reaction that releases spare zinc  electrons. These electrons then join with spare  hydrogen ions  in the acid to create hydrogen gas. Meanwhile, the copper remains unaffected even when submerged in acid but as soon as a conducting wire is connected between it and iron electrons flow from copper to Iron. The spare iron electrons are still intent on forming hydrogen gas, but they have an easier time doing it with the hydrogen surrounding the iron anode. So the electrons from the copper cathode travel through the wire to get to the iron. Batteries exploit this flow of electrons, therefore producing induced EMF. In most of the batteries, there is internal resistance which makes it impossible for the battery to produce 100% of its maximum potential difference. The same is applicable for the potato battery in the form of GAII (Galvanic apparent internal impedance, a trait related to both the salt bridge function of a given tissue delineated between electrodes and to the battery internal resistance properties). This electrical impedance can be a classified into further categories which is out of scope of this study. But the concept of GAII is useful as it can explain the relation between the EMF generated from a boiled potato as compared to a fresh potato. Thus the EMF generated from one potato is because of the potential difference created by the electrodes as in the above mentioned cases. But since the number of potatoes remains constant, the reacting species also is constant, i.e. when two potatoes are used, each potato will have an zinc and copper plate, and thus when the zinc gets oxidized by the potatoes, same electrons will enter the iron electrode from the copper, thus EMF generated should be same. But this is where my experiment differs. MY ORIGINALITY: Experiments have already been conducted on fresh potatoes and the induced EMF but, I planned to boil my potatoes and observe the readings of the EMF generated and compare the results obtained from performing the experiment with raw potatoes. The potatoes by default will be similar and will be microwaved in KCl solution for scientific vigor, and then after certain attainment of room temperature, the EMF generated will be recorded. The readings and the graph will make clear weather the boiling of potatoes changes the EMF and what makes the EMF generated to change. MY HYPOTHESIS The induced EMF generated from the experiment being performed with boiled potatoes compared to raw potatoes will decrease since the concentration of phosphoric acid will decrease, since the potatoes are boiled in aqueous solution, thus diluting the already present phosphoric acid, and thus since the concentration of the electrolyte decreases so will the rate of oxidization and reduction, eventually leading to the decrease in the EMF generated. The GAII may also play a part since when the potatoes are boiled the inner temperature of the potato increases causing denaturation and this might affect the flow of electrons thereby affecting the EMF generated. METHOD Battery Design Commercially available potatoes were used throughout, due to ease of accessibility and for economic factors. The mineral composition of the potatoes has been given in Table 1 of the appendix. I compared the EMF generated from cells made of potatoes treats as follows Raw/Fresh/untreated Boiled/treated For the preparation of the Galvanic cell, the potatoes in both cases were cut into 5x2x2cm and were sandwiched between the Iron and Copper plates. Potato Denaturation by Boiling I compared the electrical energy generated from untreated potatoes compared to that of treated potatoes. For scientific vigour, I immersed the sliced potatoes in 1 mol dm-3 KCl solution and microwaved at 800W for 5 minutes. Measurement of EMF The amount of EMF (V) generated was evaluated using a Vernier Lab Quest connected to the cell. The measurement was also taken for Current (I) and Power (P). These measurements were taken over a period of 2 hours over a constant load of equal resistance. In order to prevent the potato coming in contact with air it was covered with Parafilm in order to reduce drying and oxidation. VARIABLES INDEPENDANT VARIABLES: The independent variable in this experiment is the potatoes, or the state of the potatoes i.e. boiled or fresh. Thus the experiment will be carried out with fresh potatoes, and then further into boiled potatoes., For similar concentration, and volume of acid in potatoes, similar sized potatoes were taken so that the result will not deviate. The potatoes act as independent batteries, providing induced EMF as they are connected in series. The reason they act as a battery is because the copper and zinc electrode undergo redox reactions in the presence of the acid which acts as an electrolyte, which creates a potential difference and this is calculated to be EMF DEPENDANT VARIABLES: The dependant variable is the EMF generated by the potatoes when arranged in series. It will be measured with a Vernier Lab Quest which is connected to the computer The potential difference will be calculated, between the two extremes of the electrodes (anode and cathode => Zinc and copper plate). This given criteria is same for both the set up. The unit of measure is the Volt. The readings will be taken for two hours for each. CONTROLLED VARIABLES: The apparatus used was same throughout the experiment, since this will reduce mean deviation and the calculations will be done with respect to the other readings therefore, error is less The temperature in the room was controlled and was kept at 300K and this is with respect to the room temperature and not the temperature of the potato. The arrangement of the potatoes and the beakers was done in series since that would accurately judge between the EMF discrepancies between boiled and unoiled potatoes. Similar sized potatoes were taken in the hopes that the concentration of phosphoric acid would be similar; therefore the readings will not have much discrepancy relative to each other. When the potatoes were boiled, all were boiled to the same temperature, for the same amount of time, and were removed from the water bath at approximately the same time The apparatus was cleaned thoroughly before performing each experiment so as to reduce discrepancies in the readings, with respect to other readings. The amount of insertion of the Iron and copper into the potato was same throughout all the experiments at 3 ±0.1cm. The potatoes were all sliced up into the following dimension 5 x 2 x 2 cm and were sandwiched between the electrodes. The part of the potato exposed to the air was covered with Parafilm in order to prevent the potato from drying and reduction. CONSTANT VARIABLE: The copper plate and the iron nails used were the same throughout the experiment, so was the location where the experiment took place so as to keep all errors due to pressure and temperature constant. The same water bath was used to boil the potatoes, in order to keep the potatoes at constant temperature with regard to each other. The time taken for recording the EMF generated from the potatoes in both cases was taken as 2 hours. DATA AND GRAPHS ACTUAL REACTIONS TAKING PLACE Oxidation: Zn: Zn Zn++ + 2e- , E0 = 0.76V, Reduction: Cu: 2H+ + 2e- H2 , E0 = 0.00V Overall: Zn + 2H+ Zn++ + H2, à ¢Ã‹â€ Ã¢â‚¬   E0 = 0.76V REASON FOR THE REACTIONS AND ANALYSIS OF DATA My results conclude that Zn electrode and the reduction of hydrogen at the Cu electrode are the dominating reactions which give rise to EMF, Current Density and the potential difference. Maximum power delivered by boiled potato cells with ruptured membranes may reach values an order of magnitude higher than that generated by untreated potato. When the data was compared, a direct relationship between the ability of the potato battery to deliver power and GAII (Galvanic apparent internal impedance, a trait related to both the salt bridge function of a given tissue delineated between electrodes and to the battery internal resistance properties) becomes evident. The significant increase in electric energy generation with membrane destruction shows that the ionic diffusivity through the tissue bridge between electrodes is the reason behind this phenomenon, as effective diffusivity of protons increases with membrane rupture. In contrast, the rate of proton flux is reduced when cell membranes are intact probably due to the tortuosity of the extracellular space as well as the equivalent reduction in the concentration of the electrolytes per unit volume when the intracellular fluids do not actively participate in the ionic transport. CONCLUSION: From the data and the graphs it is clearly visible that my hypothesis was inaccurate, since the EMF generated did not decrease with the boiling of potatoes, but increased and also lasted longer under the same external load compared to the fresh potato. The potato serves only as a medium for the movements of electrons from the zinc electrode. The potato supplies the protons thus generating electricity. Fresh potatoes do it, but the strong internal resistance makes it very inefficient. Boiling the potato destroys membranes and possibly some part of the cell walls, thus reducing significantly the internal resistance and increase 10 folds the generation of power. The bio electrolytic low power electrical energy source introduced in this study brings an dimension to the utilization of the globally fourth most abundant crop accessible essentially all over the world, made of solid components and requires low financial investment compared with solar or conventional batteries. EVALUATION: The experiment was conducted in a non-ideal conditions which could lead to errors:~ Systematic Error: The Parafilm had foreign bodies or had an unwanted flaw which could have not given me an accurate reading The reading of the electronic balance may also have a manufacturing defect, thereby leading to a difference in the times taken. The lab quest may be defective or may have been inaccurate which may have given inaccurate results. The microwave may not have operated throughout the five minutes at 800W, thus leading to a variation in the temperature achieved by the potato in order to break the cell membrane. Random Errors: There might have been a gap or hole in the Parafilm leading to increased drying of the potato thereby affecting the EMF generated. Human parallax error when adjusting the volume of the solutions by taking only the lower meniscus. The apparatus used may contain remnants of other chemicals leading to an impure solution. The temperature of the room was taken to be constant, but there might have been fluctuation in the actual temperature thus leading to heat loss, and null results. The electronic balance might not have been zeroed out to take the new reading or might have had impurities which could have given inaccurate readings The microwave may not have run for exactly 5 minutes, thus leading to different boiling degrees EMF of the potato was taken every 3 seconds from the start of the reaction and thus the increase/decrease would not be exactly accurate, leading to a discrepancy in data.

What Is Operations Research Essay -- essays research papers

This is an Engineering Research Paper. What is operations research? Operations research is the application of the methods of science to complex problems arising in the direction and management of large systems of men, machines material, and money in industry, business, government and defense. The distinctive approach is to develop a scientific model of the system, incorporating measurements of factors such as chance and risk, with which to predict and compare the outcomes of alternative decisions, strategies or controls. The purpose is to help management determine its policy and actions scientifically. (Ravindran, Phillips and Solberg 1987). How does operations research apply to highway systems inefficiency? Let’s find out! â€Å"Automakers don’t build roads and governments don’t build autos, yet we expect cars and roads to mesh together seamlessly to form a transportation network.† For year’s automakers and regional transportation planners have been working to put information age technology to work solving traffic problems. All over the world people are choosing to travel by automobile because this flexible mode of travel best meets their needs. But grid locked expressways threaten to take the â€Å"mobile† out of â€Å"automobile.† This presentation will try to show reasons why our expressways are so congested, what the Federal Highway Administration proposals are to alleviate congestion and the advantages and disadvantages of these proposals under review. Firstly what are some of the causes of urban highway congestion? Rush hour traffic is one of the leading contributors of highway congestion. It isn’t our imagination. Every year commute times to work take longer and longer. Since 1986 car travel has increased almost 40%, while highway capacity has barley grown. As a result most major interstate routes in Metropolitan areas are jammed during rush hours. Grid locked cost Americans almost the equivalent of $51 billion a year in lost wages and wasted fuel. And the situation is only going to get worse. (Steisand, Betsy. 1996). What causes rush hour traffic? Simply put, at specific times of the day be it in the morning or evening motorists in general are either on their way to work or home. There is such a glut of vehicles on the expressways at this time. They all need to get to their destinations at peak times of the day. It is a simple equation: Too many cars incorp... ...napp. Crain’s Chicago Business. , v 22 no2 (Jan. 11 ’99) p. 13. (4)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Moving forward smartly: The role of ITS in the NEXTEA† by: Jeff, Lindley. Public Roads. , Wntr 1997, v60 n3 p57(4). (5)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Message in a bottleneck: It’s time to start charging rush hour commuters† by: Betsy, Steisand. U.S News and World Report; Dec 30 1996, v121, n26, p47(2). (6)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Fighting road rage† by: William B. Cassidy. Traffic World,v. 251 (Aug. 11 ’97) p. 31. (7)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"For Florida a second chance† by: William C. Vantuono. Railway Age. , v. 196 (Apr. ’95) p. 59-60. (8)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Actual hands-off steering- and other wonders of the modern world† by: Bob, Bryant. Public Roads; Nov-Dec 1997, v61, n3, p32(6). (9)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"91 Express ways do not work well† by: Mackprang, Peter and Harry, Parker. American City and County. , v. 114 no12 (Oct. 1999)p. 6. (10)  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Operational models and traffic control in intelligent vehicle systems† by; Zhang, L. Transportation Research PartA: Policy and Practice; (Jan 1997), v31, n1, p64.

Essay --

GAAP principles have received a lot of support from substantial authorities. The AICPA’s code of conduct directs that its members should prepare their financial statements based on GAAP guidelines. For example, AICPA Rule 203 forbids a member from articulating an unprofessional opinion on financial statements that have deviated from adhering to GAAP principles. GAAP principles come from the several organizations. It is composed of a combination of more than 2,000 documents that have been used for approximately 60 years or so. It incorporates such items as FASB Standards Staff Positions and interpretations; APB inputs; and AICPA Research reports. A differing format in the documents that comprise GAAP, inconsistency and difficulty in interpretation make financial preparers to be unsure whether they have the right GAAP. This makes it hard for them to determine whether what they have prepared is authoritative or not. These facts led FASB to develop the FASB accounting standards co dification or The main goal of codification is to bring together all the reliable literature linked to a particular topic. The main purpose of codification is to change GAAP documentation, presentation and updates. Codification simplifies access to GAAP. FASB project of codifying GAAP was completed in 2009 and released the same year. During the codification period, all existing GAAP literature was officially withdrawn. Generally, codification does not change GAAP but it introduces a new, organized, more accessible and user-friendly structure. The accounting standards codification is important because it eliminates the multi-level hierarchy in order to bifurcate the authoritative and non-authoritative guidance. Codification incorporates all the relevant SEC g... ...category of related guidance such as assets. Most research using the Codification uses the browse function and it is done by selecting specific topics. In browsing, the possibility of having the same guidance in two places is eliminated (Raabe, Whittenburg, Sanders & Sawyers, 2011). The Codification structure comprises of â€Å"presentation† where the reporting aspects of GAAP are covered; â€Å"Assets† where assets such as investments, intangibles and receivables are covered; Liabilities where all types of liabilities such as contingencies are covered; Revenue which includes products such as services revenue; Equity which cover topics such as stock dividends and stock, and treasury stock; Industry for specifics such as real estates, entertainment; and â€Å"master glossary† which includes a compilation of terminologies from GAAP original documents (Espstein, Nach & Bragg, 2011).

Symbolism in Farenheight 451 by Ray Bradbury Essay -- Farenheight 451

Symbolism in Farenheight 451 by Ray Bradbury Fahrenheit 451, by Ray Bradbury is a futuristic novel, taking the reader to a time where books and thinking are outlawed. In a time so dreadful where those who want to better themselves by thinking, and by reading are outlaws as well. Books and ideas are burned, books are burned physically, whereas ideas are burned from the mind. Bradbury uses literary devices, such as symbolism, but it is the idea he wants to convey that makes this novel so devastating. Bradbury warns us of what may happen if we stop expressing our ideas, and we let people take away our books, and thoughts. Bradbury notices what has been going on in the world, with regards to censorship, and McCarthyism in America. That is what he is speaking out against. Bradbury's use of symbolism throughout the novel makes the book moving and powerful by using symbolism to reinforce the ideas of anti-censorship. The Hearth and the Salamander, the title of part one, is the first example of symbolism. The title suggests two things having to do with fire, the hearth is a source of warmth and goodness, showing the positive, non-destructive side of fire. Whereas a salamander is a small lizard-like amphibian, and also in mythology, is known to endure fire without getting burnt by it. Perhaps the salamander is symbolic of Guy Montag, who is being described as a salamander because he works with fire, and endures it, but believes that he can escape the fire and survive, much like a salamander does. On the other hand, it is ironic that Guy, and the other firemen believe themselves to be salamanders because both Capt. Beatty's and Montag's destruction comes from the all mighty flame, from which they thought they were invincible. The symbol of a Phoenix is used throughout the novel. This quote accurately describes the Phoenix, "It is known to be a mythical multi-colored bird of Arabia, with a long history of artistic and literary symbolism, the Phoenix is one of a kind. At the end of its five-hundred-year existence, it perches on its nest of spices and sings until sunlight ignites the masses. After the body is consumed in flames, a worm emerges and develops into the next Phoenix.". The Phoenix symbolizes the rebirth after destruction by fire, only to get burnt, and be destroyed again. Firemen wear the Phoenix on their uniforms, and Capt. Beatty symbolically ... ... was the Nazi book burning that took place after Hitler came to power. These burings took place to eliminate Jewish and outside ingluence on the Aryans, which is precisely what Bradbury demonstrates in this extraordinary piece of literature. Now to the probability portion of my statement, with the censorship by various parties, political and otherwise it is not unlikely that such a catasrophy could happen again, although it could come in the form of simply choking off the undesireable ideas. Symbolism added to the power and overall affect behind this book. The symbols were usually descriptive of something or somebody, such as the Phoenix, and the salamander. Whereas destruction and fire came to be a symbol in the eyes of the reader throughout the novel. Perhaps this novel, written in the early 1950's, spoke out against the future, and spoke out against censorship, but one thing is for sure, we must always attempt to better ourselves with knowledge, and always form our own ideas. If we do, then we will have gotten the message of Ray Bradbury. "There is no knowledge that is not power... And all our lives we must search for power, and in that search, we gain knowledge."(Anonymous) Symbolism in Farenheight 451 by Ray Bradbury Essay -- Farenheight 451 Symbolism in Farenheight 451 by Ray Bradbury Fahrenheit 451, by Ray Bradbury is a futuristic novel, taking the reader to a time where books and thinking are outlawed. In a time so dreadful where those who want to better themselves by thinking, and by reading are outlaws as well. Books and ideas are burned, books are burned physically, whereas ideas are burned from the mind. Bradbury uses literary devices, such as symbolism, but it is the idea he wants to convey that makes this novel so devastating. Bradbury warns us of what may happen if we stop expressing our ideas, and we let people take away our books, and thoughts. Bradbury notices what has been going on in the world, with regards to censorship, and McCarthyism in America. That is what he is speaking out against. Bradbury's use of symbolism throughout the novel makes the book moving and powerful by using symbolism to reinforce the ideas of anti-censorship. The Hearth and the Salamander, the title of part one, is the first example of symbolism. The title suggests two things having to do with fire, the hearth is a source of warmth and goodness, showing the positive, non-destructive side of fire. Whereas a salamander is a small lizard-like amphibian, and also in mythology, is known to endure fire without getting burnt by it. Perhaps the salamander is symbolic of Guy Montag, who is being described as a salamander because he works with fire, and endures it, but believes that he can escape the fire and survive, much like a salamander does. On the other hand, it is ironic that Guy, and the other firemen believe themselves to be salamanders because both Capt. Beatty's and Montag's destruction comes from the all mighty flame, from which they thought they were invincible. The symbol of a Phoenix is used throughout the novel. This quote accurately describes the Phoenix, "It is known to be a mythical multi-colored bird of Arabia, with a long history of artistic and literary symbolism, the Phoenix is one of a kind. At the end of its five-hundred-year existence, it perches on its nest of spices and sings until sunlight ignites the masses. After the body is consumed in flames, a worm emerges and develops into the next Phoenix.". The Phoenix symbolizes the rebirth after destruction by fire, only to get burnt, and be destroyed again. Firemen wear the Phoenix on their uniforms, and Capt. Beatty symbolically ... ... was the Nazi book burning that took place after Hitler came to power. These burings took place to eliminate Jewish and outside ingluence on the Aryans, which is precisely what Bradbury demonstrates in this extraordinary piece of literature. Now to the probability portion of my statement, with the censorship by various parties, political and otherwise it is not unlikely that such a catasrophy could happen again, although it could come in the form of simply choking off the undesireable ideas. Symbolism added to the power and overall affect behind this book. The symbols were usually descriptive of something or somebody, such as the Phoenix, and the salamander. Whereas destruction and fire came to be a symbol in the eyes of the reader throughout the novel. Perhaps this novel, written in the early 1950's, spoke out against the future, and spoke out against censorship, but one thing is for sure, we must always attempt to better ourselves with knowledge, and always form our own ideas. If we do, then we will have gotten the message of Ray Bradbury. "There is no knowledge that is not power... And all our lives we must search for power, and in that search, we gain knowledge."(Anonymous)