A Research on Effects of Alcohol Consumption on Academic Performance

Over the last few years, there has been an increase in the number of high school students who consume alcohol. Based on a study conducted by Harvard School of Public Health (1999), 44% of the students studied consumed alcohol and 23% consumed alcohol frequently.Alcohol consumers are likely to be involved in some alcohol related problems such as violence, car accidents, being injured and likelihood of losing responsibility in school performance. (Pullen, 1994). Alcohol consumption can lead to reduced class attendance, poor performance on tests and projects and inability to concentrate on the class work. The research paper therefore would like to find out whether alcohol consumption among high school students has an effect on academic performance.AbstractThis paper discusses the effects of alcohol consumption on academic performance among high school students. The paper aims at finding whether those students who consume alcohol perform better than the students who do not consume alcoho l and vice versa.Literature reviewAlcohol consumption is among the unhealthy behavior among the high school students that may affect their academic performance. Alcohol consumption is associated with behavioral problems such as poor academic performance.Many researches have been conducted to show the effects of alcohol consumption on academic performance among high school students. (Pullen, 1994).  There are no controlled studies on the effects of alcohol on academic performance. This is because it is illegal to provide alcohol to minors. Research done on adults revealed that alcohol consumption disrupts learning on adults and their ability to remember. However, the effects may be for a short period of time and their severity depends on the frequency of the drinking and the amount of alcohol consumed. (Pullen, 1994).In addition the few correlation studies that have been conducted to find out the relationship between alcohol consumption and academic performance among the high schoo l students has produced results that are inconsistent. (Pullen, 1994).On one side of a   national survey conducted, it revealed that heavy alcohol drinkers had a high likelihood of missing classes, having reduced responsibility on class work and also having poor performance on the tests done and the class projects than non heavy drinkers of alcohol. Other surveys have also revealed that alcohol consumption led to reduced grades in the class work as the students committed few hours on the class. (Pullen, 1994).On the other hand of the survey which was conducted between 3 different learning institutions, they produced varying results. Two of these studies credited that alcohol consumption and academic performance was as a result of differences among the students.There was a strong correlation of 0.32 of students who involved in alcohol consumption and the subsequent academic performance among the 444 in mid western University. However, this correlation was not significant when contr olling for school rank, academic aptitude and other variables. (Pullen, 1994).In the second study, it was revealed that the students involved themselves in heavy drinking but this did not affect the school performance. Centrally, the third study found a negative association between alcohol consumption and poor academic performance among the 754 students in the North Eastern liberal college.TheoryTo show the effects of alcohol consumption on academic performance Grossman model will be employed. This model shows that those individuals who invest less in their early lives’ health will not be productive and will be less successful than those who invest more in their health lives early in their lives. (Pullen, 1994).Basing this prediction to our study, it could therefore be assumed that those people who consume less alcohol in their early lives will be more productive academically than those people who consume a lot of alcohol in their early lives. It would be easy to assume that alcohol consumption reduces the student’s health on a long term basis.A lot of time is lost I alcohol consumption that the students only place less time in their academic work. These short term effects of alcohol could lead to poor academic performance, poor health and disruptive social behavior. (Pullen, 1994).It can therefore be concluded that alcohol has negative effects on academic performance. Students who consume alcohol in the evening have high chances of missing classes, spend little time studying, have poor academic grades and are most likely to experience education related stress. (Pullen, 1994).MethodParticipantsThe study will consist 120 students from the high schools in New Orleans. The rank of the students varied from those in the first years to the senior students in the school. The ages of the students ranged between 14 to 20 years. Both male and female students were included in the study. ProcedureThe study is no experimental in that it uses the correlation d esign to study the academic performance of the students’ inn relation to alcohol consumption.The students will sign up for the study or they will be recruited by the researcher when they attend meetings for the various students groups in the schools with the consent of their teachers. Because of issues of privacy, the students will not be required to sign the consent sheet.The students also will place the filled questionnaires in envelopes that are unmarked and the researcher will debrief them. The questions from the questionnaires will be coded and then analyzed to find out whether there is any relationship between alcohol consumption and academic performance.

Mat 540

TQuantitative Methods – MAT 540 Student Course Guide Prerequisite: MAT 300 Quarter Meeting Days/Time Instructor Instructor Phone Instructor E-mail Instructor Office Hours/Location Academic Office Phone Number Strayer Technical Support INSTRUCTIONAL MATERIAL – Required ( including all mandatory software) 1-877-642-2999 Taylor, B. M. (2010). Introduction to management science (10th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall. QM for Windows and Treeplan add-on for Excel. This software is available in the Open Lab at Strayer campuses, and can also be downloaded from the textbook's companion website. http://wps. prenhall. om/bp_taylor_introms_10/112/28870/7390751. cw/index. html Scientific Calculator INSTRUCTIONAL MATERIAL – Supporting The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course. Buglear, J. (2005) Quantitative methods for business: the A to Z. Oxfor d, U. K. : Elsevier Butterworth-Heinemann. Anderson, D. R. , Sweeney, D. J. , Williams, T. A. , Camm, J. D. , Martin, R. K. (2010) Quantitative methods for business. (11th Ed. ) Mason, OH: South-western (Cengage). http://www. msubillings. edu/BusinessFaculty/Harris/LP_Problem_intro. tm Dilgard, L. A. (2009, Summer) Worst forecasting practices in corporate America and their solutions — case studies. Journal of Business Forecasting, 28 (2), 4 – 13. Retrieved from EBSCO-Host Business Premier database. Begley, S. (2004, April 23). Did You Hear the One About the Salesman Who Traveled Better? The Wall Street Journal (Eastern Edition), p. B. 1. Retrieved from ProQuest National Newspapers Expanded database. COURSE DESCRIPTION Applies quantitative methods to systems management (Decision Theory), and/or methods of decision-making with respect to sampling, organizing, and analyzing empirical data. MAT540 Student Version 1122 (11-29-2011) Final Page 1 of 19 COURSE OUTCOMES Upon the successful completion of this course, the student will be able to: 1. Describe the role of quantitative methods in business decision making. 2. Analyze decision-making problems electronically. 3. Create statistical analysis of simulation results. 4. Apply the most appropriate forecasting method for the properties of the available data. . 5. Solve linear programming problems. 6. Create sensitivity analysis on linear programming model parameters. 7. Apply linear programming models to project management applications. 8. Solve integer-programming problems. 9. Develop solutions for transshipment problems. 10. Use technology and information resources to research issues in Management Science 11. Communicate issues in Management Science. COURSE EXPECTATIONS To obtain the most benefit from this class: ? Follow Strayer University’s policies and procedures as well as those specific to this class. o Class specific information can be found within the â€Å"Class Information† section within the Student Center. WEEKLY COURSE SCHEDULE The weekly schedule below describes the learning activities that will help you achieve the course outcomes listed above and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, activities and assignments. For selected assignments, you will find a rubric that will be used to evaluate your performance. Each week is divided into sections consisting of activities including readings, lectures and discussions, quizzes, and assignments. WEEK 1 Course outcome in focus: ? Describe the role of quantitative methods in business decision making. ? Use technology and information resources to research and communicate issues in Management Science. Supporting topics: ? Management science approach to problem solving MAT540 Student Version 1122 (11-29-2011) Final Page 2 of 19 ? ? ? ? ? ? ? ? ? ? Model building: break-even analysis Computer solution Management science modeling techniques Business usage of management science techniques Management science models in decision support systems Types of probability Fundamentals of probability Statistical independence and dependence Expected value The normal distribution Weekly Activities: Reading: ? Chapter 1, Management Science ? Chapter 11, Probability and Statistics ? Review Syllabus Parts I & II Assignments: ? Complete Week 1 Quiz Course Lectures: ? ? ? ? Lecture/discussion on faculty introduction, course overview ,and expectations Activity – Student introductions Lecture/discussion on: Overview of Management science; statistics and probability e-Activity – Probability in your profession ? Do you use probability in your profession? More than likely you do. For example, in the heath field you could say that 1 in 4 women give birth by c-section (Parenting, May 2005). This means that the probability of giving birth by c-section is 1/4 = 0. 25 = 25%. Similar probabilities could be found in other professions. Using your favorite search engine, find an example of probability being used in your chosen profession. Explain the example and be sure to cite the source of the information clearly. Assignment: Quiz 1 Please take the quiz in the course shell for Week 1 that covers the material in Chapters 1 and 11. This is an open book, timed quiz that can only be taken once with a time limit of MAT540 Student Version 1122 (11-29-2011) Final Page 3 of 19 one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions, ten from each chapter. Each question is worth 2 points. WEEK 2 Course outcome in focus: ? Analyze decision-making problems electronically. Supporting topics: ? Components of decision making ? Decision making without probabilities ? Decision making with probabilities ? Decision analysis with additional information Weekly Activities: Reading: ? Chapter 12, Decision Analysis Assignments: ? Complete Week 2 Quiz Course Lectures: ? ? Lecture/discussion on components of decision making through decision trees. Activity – Decision Tree o Explain the parts of a decision tree. o What are some benefits of using decision trees? o In what ways can decision trees be used for business decisions? Name some real-world examples. Lecture/discussion on decision making without probabilities; decision making with probabilities. Activity – Probability and Decisions o How does the science of probability affect decisions? Why? ? ? Assignment: Quiz 2 Please take the quiz in the course shell for Week 2 that covers the material in Chapters 11 and 12. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. MAT540 Student Version 1122 (11-29-2011) Final Page 4 of 19 WEEK 3 Course outcome in focus: ? Create statistical analysis of simulation results. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The Monte Carlo process ? Computer simulation with excel spreadsheets ? Simulation of a queuing system ? Continuous probability distributions ? Statistical analysis of simulation results ? Verification of the simulation model ? Areas of simulation application Weekly Activities: Reading: ? Chapter 14, Simulation ? Assignments: ? Complete Week 3 Case Assignment Course Lectures: ? ? Lecture/discussion on The Monte Carlo process; computer simulation with excel spreadsheets Activity – Pseudorandom numbers o Why do we use pseudorandom numbers in simulations? o How do pseudorandom numbers affect the accuracy of a simulation? Lecture/discussion on statistical analysis of simulation results; verification of the simulation model Activity – Simulation o Question for discussion: What is the role of statistical analysis in simulation? ? Assignment: Assignment #1: JET Copies Case Problem Read the â€Å"JET Copies† Case Problem on pages 678-679 of the text. Using simulation estimate the loss of revenue due to copier breakdown for one year, as follows: 1. In Excel, use a suitable method for generating the number of days needed to repair the copier, when it is out of service, according to the discrete d istribution shown. 2. In Excel, use a suitable method for simulating the interval between successive MAT540 Student Version 1122 (11-29-2011) Final Page 5 of 19 3. 4. 5. 6. breakdowns, according to the continuous distribution shown. In Excel, use a suitable method for simulating the lost revenue for each day the copier is out of service. Put all of this together to simulate the lost revenue due to copier breakdowns over 1 year to answer the question asked in the case study. In a word processing program, write a brief description/explanation of how you implemented each component of the model. Write 1-2 paragraphs for each component of the model (days-to-repair; interval between breakdowns; lost revenue; putting it together). Answer the question posed in the case study. How confident are you that this answer is a good one? What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheet and the written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: Create statistical analysis of simulation results. Communicate issues in management science Grading Rubric for JET Copies Case Problem There are 12 possible points in each of the five criteria for a total of 60 points possible. Unacceptable (0 points) Did not submit or did not model this component in an appropriate manner 1 Developing (6 points) This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/ or implementation had mistakes that affected the validity of the model Provided partially developed written description that matches the method 70 – 79% accuracy. Competent (9 points) Used a method that is recognizably appropriate, but the implementation had minor mistakes 3 Exemplary (12 points) Used an appropriate method and correctly implemented it ? ? Criteria 1. Model number of days to repair 2. Model number of weeks between breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 3. Model lost revenue due to breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 4. Provide written description and explanation of the simulation Did not submit or described insufficiently. Omitted key points. Provided sufficiently developed written description that matches the method 80 – 89% accuracy. Provided sufficiently correct 5. Combine model components to Did not submit or result not provided, Provided partially correct result. Provided fully developed written description that is correct and matches the method used with 90 – 100% accuracy. Provided fully correct result. MAT540 Student Version 1122 (11-29-2011) Final Page 6 of 19 Criteria produce a coherent answer to the question posed in the case study. (a) Answer the question posed in the case study. (b) How confident are you that this answer is a good one? (c) What are the limits of the study? 0 Unacceptable (0 points) and/or discussed insufficiently. 1 Developing (6 points) Omitted discussion of confidence. Discussed limitations partially with 70 – 79% accuracy, logic, and clarity. 2 Competent (9 points) result. Identified confidence and discussed limitations sufficiently with 80 – 89% accuracy, accuracy, logic, and clarity. Exemplary (12 points) Identified confidence and discussed limitations fully with 90 – 100% accuracy, logic, and clarity. WEEK 4 Course outcome in focus: ? Apply the most appropriate forecasting method for the properties of the available data ? Use technology and information resources to research and communicate issues in Management Science. Supporting top ics: ? Forecasting components ? Time series methods ? Forecast accuracy ? Time series forecasting ? Regression methods Weekly Activities: Reading: Chapter 15, Forecasting Assignments: ? Complete Internet Field Trip Course Lectures: ? Lecture/discussion on Forecasting components; time series methods There are many ways to forecast the future. In numerous firms (especially smaller ones), the entire process is subjective, involving intuition, and years of experience. There are also many quantitative forecasting models, such as moving averages, exponential smoothing, trend projections, and least squares regression analysis. Regardless of the method that is used to make the forecast, the same eight overall procedures that follow are used. Eight Steps to Forecasting MAT540 Student Version 1122 (11-29-2011) Final Page 7 of 19 . Determine the use of the forecast what objective are we trying to obtain? 2. Select the items or quantities that are to be forecasted. 3. Determine the time horizon of the forecast is it 1 to 30 days (short term), 1 month to 1 year (medium term), or more than 1 year (long term)? 4. Select the forecasting model or models. 5. Gather the data needed to make the forecast. 6. Validate the forecasting model. 7. Make the forecast. 8. Implement the results. These steps present a systematic way of initiating, designing, and implementing a fore-casting system. When the forecasting system is to be used to generate forecasts regularly over time, data must be collected routinely, and the actual computations or procedures used to make the forecast can be done automatically. When a computer system is used, computer forecasting files and programs are needed. There is seldom a single superior forecasting method. One organization may find regression effective, another firm may use several approaches, and a third may combine both quantitative and subjective techniques. Whatever tool works best for a firm is the one that should be used. Activity – Rationale of Forecasting o o ? ? Choose one of the forecasting methods and explain the rationale behind using it in real-life. Describe how a domestic fast food chain with plans for expanding into China would be able to use a forecasting model. Lecture/discussion on Forecast accuracy; time series forecasting; regression methods Activity – Forecasting Methods Question for discussion: o What is the difference between a causal model and a time- series model? Give an example of when each would be used. o What are some of the problems and drawbacks of the moving average forecasting model? How do you determine how many observations to average in a moving average model? How do you determine the weightings to use in a weighted moving average model? Assignment: Assignment #2: Internet Field Trip 1. Research: Research at least six (6) information sources on forecasting methods; take MAT540 Student Version 1122 (11-29-2011) Final Page 8 of 19 2. 3. 4. 5. 6. 7. notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. Preparation: Produce as storyboard with thumbnails of at least ten (10) slides. Include the following elements: o Title of slide, text, background color, placement & size of graphic, fonts – color, size, type for text and headings o Hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any) o Number on slides clear o Logical sequence to the presentation Content: Provide written content with the following elements: o introduction that presents the overall topic (clear sense of the project’s main idea) and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. accurate, current o clear, concise, and shows logical progression of ideas and supporting information o motivating questions and advanced organizers o rawn mainly from primary sources Text Elements: Slides should have the following characteristics: o fonts are easy-to-read; point size that varies appropriately for headings and text o italics, bold, and indentations enhance readability o back ground and colors enhance the readability of text o appropriate in length for the target audience; to the point Layout: The layout should have the following characteristics: o visually pleasing o contributes to the overall message o appropriate use of headings, subheadings and white space Media: The graphics, sound, and/or animation should o assist in presenting an overall theme and enhance understanding of concept, ideas and relationships o have original images that are created using proper size and resolution; enhance the content o have a consistent visual theme. Citations: The sources of information should: o properly cited so that the audience can determine the credibility and authority of the information presented o be properly formatted according to APA style The assignment will be graded using the associated rubric. Grading Rubric for Assignment # 2 Internet Field Trip There are 8 possible points for each of the 5 criteria, so that the total number of points is 40 points. Cri teria 1. ) Research: Showed research of at least six (6) information sources; 0 Unacceptable (0 points) Did not submit or note cards showed insufficiently completed research 1 Developing (4 points) Note cards showed partially completed research from at least three (3) information 2 Competent (6 points) Note cards showed sufficiently completed research from at least four (4) or five (5) 3 Exemplary (8 points) Note cards showed fully completed research from at least six (6) information MAT540 Student Version 1122 (11-29-2011) Final Page 9 of 19 Criteria take notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. ) Preparation: Produced storyboard with thumbnails of 10 slides with these elements: (1) Title of slide, text, background color, placement & size of graphic, fonts – color (2) size, type for text and headings (3) Hyperlinks (list URLs of any site linked from the slide), narration text, and audio f iles (if any) (4) Number on slides clear (5) Logical sequence to the presentation 2. Content: Provided content with (1) attention-getting introduction, (2) content that is accurate and current (3) clear, concise, and shows logical progression of ideas, (4) supporting information motivating questions and advanced organizers, (5) taken from primary sources 3. Text Elements: (1) fonts are easy-toread; (2) point size that varies appropriately for headings, and text (3) italics, bold, and indentations enhance readability, (4) background and colors enhance the readability of text, (5) appropriate in length for the target audience; (6) to the point (7) Applied correct spelling, punctuation, grammar, and (8) APA style. 4. Layout: The layout 0 Unacceptable (0 points) from two (2) or fewer information sources. Insufficiently recorded and interpreted facts, graphics, sounds, or did not evaluate alternate points of view. Did not submit or produced insufficiently developed storyboard with thumbnails of one (1) to five (5) slides with one (1) to Two (2) required elements. Fulfilled with less than 70% accuracy, quality, and thoroughness. Developing (4 points) sources; recorded and interpreted some acceptable facts, some appropriate graphics, sounds and sufficiently evaluated alternative points of view. Produced partially developed storyboard with thum bnails of at least six (6) or seven (7) slides with three (3) of the (5) required elements. Fulfilled with 70 – 79% accuracy, quality, and thoroughness. 2 Competent (6 points) information sources; recorded and interpreted acceptable facts, appropriate graphics, accurate sounds, and sufficiently evaluated alternative points of view. Produced sufficiently developed storyboard with thumbnails of at least eight (8) slides with four (4) of the (5) required elements. Fulfilled with 80 – 89% accuracy, quality, and thoroughness. Exemplary (8 points) sources; recorded and interpreted significant facts, meaningful graphics, accurate sounds, and fully evaluated alternative points of view. Prepared fully developed storyboard with thumbnails of at least 10 slides with all five (5) required elements. Fulfilled with 90 – 100% accuracy, quality, and thoroughness. Did not submit or provided insufficiently developed introduction and content with two (2) or fewer of required eleme nts included. Addressed with less than 70% accuracy, motivation, logic, support, and research. Provided partially developed introduction and content with three (5) of five (5) required elements included. Addressed with 7079% accuracy, motivation, logic, support, and research. Provided sufficiently developed introduction and content with four (4) of five (5) required elements included. Addressed with 8089% accuracy, motivation, logic, support, and research. Provided excellent and fully developed introduction and content with all five (5) required elements included. Addressed with 90-100% accuracy, motivation, logic, support, and research. Did not submit or did not demonstrate acceptable use of the text elements. Issues with text elements prevented effective communication of message. Had 8 + errors in spelling, punctuation, grammar, and APA style. Demonstrated acceptable use of 4 – 5 text elements. Text elements provided some helpful support to the communication of the message. Had 6 – 7 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 70 – 79% quality and accuracy. Demonstrated sufficient use of 6 – 7 of the text elements. Text elements provided sufficient support to the communication of the message. Had no 3 – 5 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 80 – 89% quality and accuracy. Demonstrated excellent use of all 8 text elements. Text elements provided outstanding support to the communication of the message. Had 0 2 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 90 – 100% quality and accuracy. Did not submit or the The layout of the The layout of the The layout of the MAT540 Student Version 1122 (11-29-2011) Final Page 10 of 19 Criteria of the message demonstrated these characteristics: (1) visually pleasing;(2) contributed to the overall message; had (3) appropriate headings, (4) subheadings, (5) and white space 0 Unacceptable (0 points) layout of the message was not acceptable and did not support communication of the message sufficiently. Layout did not include enough of the five (5) of the layout characteristics. 1 Developing (4 points) message was acceptable and supported communication of it to some extent. Layout included three (3) of the five (5) of the layout characteristics. Fulfilled with 70 – 79% quality and accuracy. Provided media that were acceptable and met only one (1) of the three (3) characteristics. Fulfilled with 70 – 79% quality and accuracy. 2 Competent (6 points) message was good and supported communication of it sufficiently. Layout included four (4) of the five (5) of the layout characteristics. Fulfilled with 80 – 89% quality and accuracy. 3 Exemplary (8 points) message was excellent and supported communication of it very well. Layout included all five (5) of the layout characteristics. Fulfilled with 90 – 100% quality and accuracy. Provided media that were excellent and met all three (3) of the characteristics. Fulfilled with 90 – 100% quality and accuracy. 5. Media: The media should include these characteristics: (1) graphics, sound, and/or animation that assist in presenting an overall theme and enhance understanding of concept, ideas and relationships; (2) have original images; graphics are created using proper size and resolution; enhance the content; (3) have a consistent visual theme. Did not submit or the media used were unacceptable and did not meet the requirements. Provided media that were sufficient and met two (2) of the three (3) characteristics. Fulfilled with 80 – 89% quality and accuracy. WEEK 5 Weekly Activities: Reading: ? Midterm exam will cover contents from chapters 1, 11, 12, 14 and 15 Assignments: ? Complete Midterm Examination Assignment: Midterm Exam Students are to take the Midterm that covers the material in Chapters 1, 11, 12, 14 and 15. The Midterm is located in the course shell under the Week 5 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. MAT540 Student Version 1122 (11-29-2011) Final Page 11 of 19 WEEK 6 Course outcome in focus: ? Solve linear programming problems. Supporting topics: ? Model formulation ? Maximization model ? Graphical solutions of linear programming models ? A minimization model ? Irregular types of linear programming models ? Characteristics of linear programming problems Weekly Activities: Reading: Chapter 2, Linear Programming: Model Formulation and Graphical Solution Assignments: ? Complete Week 6 Quiz Course Lectures: ? ? Lecture/discussion on Model formulation; maximization model Activity –Linear programming Model o What are some business uses of a linear programming model? Provide an example. Lecture/discussion on irregular types of linear programming models; characteristics of linear programming problems Activity – Characteristics of linear programming o In the graphical method, how do you know when a problem is infeasible, unbounded, or when it has multiple optimal solutions? o What are the essential ingredients of an LP model? Why is it helpful to understand the characteristics of LP models? Lecture/discussion on Minimization model Activity – Minimization model o Distinguish between a minimization and maximization LP model. How do you know which of these to use for any given problem? ? ? ? ? Assignment: Quiz 3 Please take the quiz in the course shell for Week 6 that covers the material in Chapter 2. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem MAT540 Student Version 1122 (11-29-2011) Final Page 12 of 19 questions for a total of twenty questions. Each question is worth 2 points. WEEK 7 Course outcome in focus: ? Create sensitivity analysis on linear programming model parameters. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? Computer solution of linear programming problems ? Sensitivity analysis Weekly Activities: Reading: ? Chapter 3, Linear Programming: Computer Solution and Sensitivity Analysis Assignments: ? Complete Week 7 Case assignment Course Lectures: ? Lecture/discussion on Computer solution of linear programming problems Sensitivity analysis investigates how our decision might change given a change in the problem data. Sensitivity analysis is a vital part of all spreadsheet modeling. In optimization modeling, some of the most valuable insights come not from the optimal solution itself, but from a sensitivity analysis around the optimal solution. As we will see, the special structure of linear programs gives rise to certain characteristic results. Compared to the Solver Sensitivity output, the Sensitivity Report is more precise but less flexible. The Sensitivity Report is more precise than Solver Sensitivity with respect to the question of where the decision variables change or where a shadow price changes. ? Activity – Discussion on shadow price o What does the shadow price reflect in a maximization problem? Please explain o How do the graphical and computer-based methods of solving LP problems differ? In what ways are they the same? Under what circumstances would you prefer to use the graphical approach? Lecture/discussion on Sensitivity analysis Activity – Discussion on sensitivity analysis o How does sensitivity analysis affect the decision making process? How could it be used by managers? ? ? Assignment: MAT540 Student Version 1122 (11-29-2011) Final Page 13 of 19 Assignment #3: Case Problem â€Å"Julia’s Food Booth† Complete the â€Å"Julia’s Food Booth† case problem on page 109 of the text. Address each of the issues A- D according the instructions given. o (A) Formulate and solve an L. P. model for this case. (B) Evaluate the prospect of borrowing money before the first game. o (C) Evaluate the prospect of paying a friend $100/game to assist. o (D) Analyze the impact of uncertainties on the model. The assignment will be graded using the associate d rubric. Outcome Assessed: ? Create sensitivity analysis on linear programming model parameters ? Communicate issues in Management Science Grading Rubric for Assignment – Assignment #4 Case Problem There are 12 points in each of the five criteria for a total of 60 points possible Criteria 0 Unacceptable (0 points) Did not submit or LP model is not sufficiently attempted and does not demonstrate a. recognizable attempt to model this case. Did not submit or did not solve the linear programming model accurately. Did not submit or did not evaluate accurately. 1 Developing (6 points) LP model is partially correct, but has errors in the objective function or constraints. Described with 70 – 79% accuracy, clarity, and completeness. Solved the linear programming model with 70 – 79% accuracy. Evaluated and explained with 70 – 79% accuracy. 2 Competent (9 points) LP model has objective function and most constraints correctly specified. Described with 80 – 89% accuracy, clarity, and completeness. Solved the linear programming model with 80 – 89% accuracy. Evaluated and explained with 80 – 89% accuracy. Exemplary (12 points) LP model has objective function and all constraints fully and correctly specified. Described with 90 – 100% accuracy, clarity, and completeness. Solved the linear programming model with 90 – 100% accuracy. Evaluated and explained with 90 – 100% a ccuracy. 1. Formulate an LP model for this case. (Part A). 2. Solve the linear programming model formulated in Criterion 1 (Part A) 3. Evaluate the prospect of borrowing money before the first game. (Part B). 4. Evaluate the prospect of paying a friend $100/game to assist. (Part C) 5. Analyze the impact of uncertainties in the model. (Part D) Did not submit or did not evaluate accurately. Did not submit or did not analyze accurately. Evaluated and explained with 70 – 79% accuracy. Analyzed the impact with 70 – 79% accuracy, logic, and completeness. Evaluated and explained with 80 – 89% accuracy. Analyzed the impact with 80 – 89% accuracy, logic, and completeness. Evaluated and explained with 90 – 100% accuracy. Analyzed the impact with 90 – 100% accuracy, logic, and completeness. WEEK 8 Course outcome in focus: ? Apply linear programming models to project management applications. Supporting topics: ? Product mix ? Diet ? Investment MAT540 Student Version 1122 (11-29-2011) Final Page 14 of 19 ? Marketing ? Transportation ? Blend ? Multiperiod scheduling ? Data envelopment analysis Weekly Activities: Reading: ? Chapter 4, Linear Programming: Modeling Examples Assignments: ? Complete Week 8 Quiz Course Lectures: ? Lecture/discussion on how linear programming is used to solve various types of models. The types of examples are product mix examples, diet examples, investment examples, marketing examples, transportation examples, blend examples, multiperiod scheduling examples, and data envelopment analysis examples. Activity –Discussion on objective function o What is the relationship between decision variables and the objective function? o What is the difference between an objective function and a constraint? Lecture/discussion on how we follow the same procedure: identify the decision variables, determine the objective function, and develop the model constraints. Activity – Discussion on applications of linear programming o Does the linear programming approach apply the same way in different applications? Explain why or why not using examples. ? ? ? Assignment: Quiz 4 Students are to take the quiz in the course shell for Week 8 that covers the material in Chapter 4. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. WEEK 9 Course outcome in focus: ? Solve integer programming problems. Supporting topics: ? Integer programming (ip) models ? Integer programming graphical solution MAT540 Student Version 1122 (11-29-2011) Final Page 15 of 19 ? Computer solution of integer programming problems Weekly Activities: Reading: ? Chapter 5, Integer Programming. Assignments: ? Complete Week 9 Quiz Course Lectures: ? Lecture/discussion on the three basic types of integer linear programming models. In a total integer model, all of the decision variables are required to have integer solution values. In a zero-one integer model, all the decision variables must have values of zero or one. In a mixed integer model, some, but not all, of the decision variables are required to have integer solutions. Activity – Discussion on the difference between integer and linear programming o Explain how the applications of Integer programming differ from those of linear programming. o Why is â€Å"rounding-down† an LP solution a suboptimal way to solve Integer programming problems? ? Lecture/discussion on how to solve these different models, certain constraints must be specified as part of the model. For a total integer model, all decision variables must be designated as integer. For a zero-one integer model, the decision variables must be designated as integers, with the only possible values being zero and one. Finally, for a mixed integer model, only those decision variables that must be integers are designated as integer values. The other decision variables can be designated as real, or non-integer, values. ? Activity – discussion on characteristics of integer programming problems o Explain the characteristics of integer programming problems. o Give specific instances in which you would use an integer programming model rather than an LP model. Provide real-world examples. Assignment: Quiz 5 Students are to take the quiz in the course shell for Week 9 that covers the material in Chapter 9. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. Online students are to complete the quiz by Sunday Midnight of Week 9. On-campus students are to complete this quiz before the Week 10 class meeting. WEEK 10 MAT540 Student Version 1122 (11-29-2011) Final Page 16 of 19 ? Course outcome in focus: ? Develop solutions for transshipment problems. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The transportation model ? Computer solution of a transportation problem ? The transshipment model ? Computer solution of a transshipment problem ? The assignment model Weekly Activities: Reading: ? Chapter 6, Transportation, Transshipment, and Assignment Problems Assignments: ? Complete Week 10 Case Assignment Course Lectures: ? Lecture/discussion on transshipment models being an extension of the transportation model where intermediate points, known as transshipment points, are added between sources and destinations. Activity – Discussion on transshipment problems o Can we apply transshipment models to inventory applications? Why or why not? o Is the transportation model an example of decision making under certainty or decision making under uncertainty? Why? Lecture/discussion on assignment problem being a special form of a linear programming model in which all supply and demand values equal one. Activity – Discussion on transportation problems o o Assignment: Assignment #4: Case Problem â€Å"Stateline Shipping and Transport Company† Read the â€Å"Stateline Shipping and Transport Company† Case Problem on pages 273-274 of the text. Analyze this case, as follows: 1. In Excel, or other suitable program, develop a model for shipping the waste directly from the 6 plants to the 3 waste disposal sites. MAT540 Student Version 1122 (11-29-2011) Final Page 17 of 19 Explain the assignment model and how it facilitates in solving transportation problems. What benefits would be gained from using this model? ? ? ? 2. Solve the model you developed in #1 (above) and clearly describe the results. 3. In Excel, or other suitable program, Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model you developed in #3 (above) and clearly describe the results. 5. Interpret the results and draw conclusions that address the question posed in the case problem. What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheets and an accompanying written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: ? Develop solutions for transshipment problems. Communicate issues in Management Science Grading Rubric for Stateline Shipping & Transport Case Problem There are 12 points in each of the five criteria for a total of 60 points possible 0 Unacceptable (0 points) Did not submit or the objective function and/or constraints are specified with le ss than 70% accuracy. Criteria 1 Developing (6 points) The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. There are errors in interpreting the results; or inappropriate conclusions are drawn; or this is not clearly communicated. 2 Competent (9 points) The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. Results are interpreted in a mostly correct manner; conclusions drawn are mostly appropriate; and communicated in a mostly clear manner. 3 Exemplary (12 points) The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. Results are correctly interpreted; appropriate conclusions are drawn and communicated clearly. 1. Develop a transportation model for shipping from the 6 plants directly to the 3 disposal sites. Describe and implement the model. 2. Solve the model given in 1 and describe the results. Did not solve the model or adequately describe the results. 3. Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model given in 3 and describe the results. Did not submit or the objective function and/or constraints are specified with less than 70% accuracy. Did not solve the model or adequately describe the results. 5. Interpret the models and draw conclusions Did not complete the assignment or interpretation and/or conclusions drawn are invalid and/or not intelligibly communicated. WEEK 11 Weekly Activities: Reading: ? Final exam will cover contents from chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15 MAT540 Student Version 1122 (11-29-2011) Final Page 18 of 19 Assignments: ? Complete Final Examination Assignment: Final Exam Students are to take the Final Exam that covers the material in Chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15. The Final exam is located in the course shell under the Week 11 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. ASSIGNMENT OUTLINE AND GRADING Assignment Type Discussions = 9 x 20 points = 180 points 18% Case Assignments = 3 x 60 = 180 points 18% Quizzes = 5 x 40 = 200 points 20% Midterm Exam = 1 x 200 = 200 points 20% Internet Field Trip = 1 x 40 = 40 points 4% Final Exam = 1 x 200 = 200 points 20% Value Grading Scale 90-100 80-89 70-79 Below 70 A B C F MAT540 Student Version 1122 (11-29-2011) Final Page 19 of 19

Extras Book Summary

EXTRAS Scott Westerfeld Extras by Scott Westerfeld fits into the Juvenile Science Fiction genre. It is narrated in first person by the protagonist of the story Aya Fuse. It is the fourth volume in the Uglies trilogy, and unlike the first three books we are guided through this adventure by Aya Fuse a fifteen-year-old Japanese girl whose one ambition in life is to be popular by kicking an interesting story about something important. It’s been over three years since the cure for the brain lesions was released and the world is slowly regaining what it has lost. They now live without those strict roles and rules from the past, and the world is in a complete cultural renaissance. The story follows Aya and her friends in a world not far from our own where popularity is literally money and people must discover what matters most to them and what they are willing to do to overcome life as an extra. Popularity is everything and will buy you the most luxurious house, the most lavish clothing, and popular friends. Whoever is getting the most buzz gets the most votes. Popularity rules. Aya Fuse's rank of 451,369 is so low, she's a total nobody. An extra. But Aya doesn't care; she just wants to lie low with her drone, Moggle. And maybe kick a good story for herself. She is the protagonist of the story. Throughout the story she gets help from some other characters such as her friends. She meets the Sly Girls who are seemingly ordinary girls who live on the wild side by riding on top of a super fast mag-lev train while trying to stay away from the kickers. Aya has some help getting it right from her famous brother Hiro, her tech friend Ren, her boyfriend Frizz, the always-helpful David, and the Cutters: Shay, Fausto, and Tally. These eight people discover the truth behind the metal shortage and the inhuman freaks, while once again trying to save themselves and the world from destruction. Aya Fuse, accompanied by her hover cam Moggle, crashes a party hoping to track down a group she saw surfing a  mag-lev  train, a story which she believes will make her famous. She follows one of the group's members, Eden Maru, out of the party, but they nearly get away when she is distracted by Frizz Mizuno. Aya leaves without telling Frizz her full name. She then follows Eden into an underground cave, where she is ambushed by the mag-lev riders, who call themselves the Sly Girls. The group's leader Jai gives Aya a chance to join them, but to do so she is forced to drop Moggle into an underground lake. The next day, she visits her brother Hiro. Hiro and his friend Ren Machino refuse to believe Aya's tale of the Sly Girls because they are an urban legend  in the city. Ren agrees to help Aya retrieve Moggle. Aya also happens upon a story about Frizz, discovering that he started a clique based around  brain surgery which enforces honesty. That evening, Aya goes mag-lev surfing with the Sly Girls. During the journey, the girls are surprised when the train stops, and they see inhuman figures loading the train up with a variety of items hidden within a secret underground room. Aya retrieves Moggle, and uses him to film her next excursion with the Sly Girls. They go on another mag-lev surfing trip which ends in exploration of the underground room they had discovered. Inside are many large cylinders of metal and a large chute leading to the top of the mountain, neither of which are understood by the Sly Girls. They plan to return to explore further, but Aya's credibility is ruined by the kicking of a news story about Frizz Mizuno coming to talk to her by her dorm. Aya is forced to break off contact with Frizz in order to lose fame. The story leaves her disillusioned by the hateful comments of the kickers. However, she does have the chance to tell Hiro and Ren about the Sly Girls story. Ren guesses that the chute inside the mountain is a  mass drive  which, combined with the steel projectiles, could be used to launch an attack on the city. When Aya next meets the Sly Girls they reveal that they knew she was a kicker, and have decided to allow her to kick the story of the mass driver. They launch themselves and Aya out of the mass driver with homemade parachutes. This gives them one last thrill before they part ways, and also giving The Sly Girls time to move on to a different city. Aya kicks her story and becomes instantly famous, but is concerned when she receives a message from Tally Youngblood. The message tells her to â€Å"run and hide†, and Aya is nearly captured by the inhumans while trying to do so. Eventually, Aya uses her fame to take control of a high-security apartment, and waits there until Tally arrives accompanied by Shay and Fausto. After talking, the Cutters go hover boarding with Aya, Hiro, Frizz and Ren. Aya has a signal up for her hover cam, and the Cutters boost it so the inhumans could find them. They are soon captured, and on the inhumans ship Frizz ruins their plan. The Cutters knock out the inhumans and put the hover car on autopilot. The Cutters, Aya, Frizz, Hiro, and Ren jump out of the hover car. They then have to travel through a jungle to meet David. After deciding Aya, Ren, Hiro, and Frizz would get in the way, Tally, Shay, and Fausto plan to leave them where they were. Meanwhile the Cutters, would go to destroy the ships of the inhumans. After they have left, Aya says that she is going as well. Ren, Hiro, and Frizz come with her. Soon, they are caught by the inhumans and meet Andrew Simpson Smith. He mistakes Aya for Tally. The inhumans explain what they were doing with the metal, and then they hear explosions. Aya, her friends, and brother rush over there and tell Tally what the ships are for. Soon, everyone is fighting against the fire that the Cutters had started. Aya, Frizz, Hiro, and Ren all become famous in their city. Aya then becomes the 3rd most famous person. Aya, her friends, and the Cutters then go to the Thousand Faces Party. There, Aya meets up with Lai and tells Aya a secret about the cake. After, Frizz tells Aya that he might leave Radical Honesty because he didn't need the group to tell the truth. In the end Aya sees Tally and David together in the dark.

Advertising Statement Essay Example for Free

Advertising Statement Essay ? Rosser Reeves was the one who invented the term â€Å"USP†. The Unique selling proposition is sometimes referred to as â€Å"product difference.† In rare cases, some products or services have a unique and impressive proposition/benefit. A unique selling proposition is the ultimate proposition because its one that no other competitor can claim. It has to be something that you could also sell from. The concept of a unique selling proposition, or USP, is based on a benefit statement that is both unique to the product and important to the user. The heart of a USP is a proposition, which is a promise that states a specific and unique benefit you will get from using the product. If the product has a special formula, design, or feature, particularly if protected by a patent or copyright, then you are assured that it is truly unique. This is why a USP is frequently marked by the use of an â€Å"only† statement, either outright or implied. There are various methods that can be used to find a USP as it is demonstrated in advertising strategies and ideas. In advertising, â€Å"strategy† refers to the overall marketing or selling approach. It is the thinking behind the concept/idea. (The thinking behind the thinking, if you like.) Decisions about selling premises are central to the overall advertising strategy. The strategy (or strategic thought) can come from a proposition/benefit of the product, how it used, the market background, the choice of target audience, or any combination thereof. Every strategy should have an element of distinction ( small or large ) from the competition’s strategies, as should the proceeding concept and campaign. All strategies should be written in the form of a strategy statement, also known as â€Å"creative brief†. However, there are several questions we should seek to answer to cover the area of strategic analysis. Competitor, best prospects, and what buying appeals have the greatest leverage. At the corporate level what takes place in the advertising department would be seen as tac tical whilst in the advertising department this would be seen as strategic. * Corporate strategies are concerned with the major functions of the company, and cover finance, human resource management, production, administration, and marketing. * Marketing strategies are concerned with ANSOFF’s matrix and the marketing mix. * Promotional strategies are concerned with the promotional mix options (advertising, sales promotions, PR, publicity, selling, sponsorship, exhibitions). Advertising that is effective creates the message that best expresses the product-prospect relationship. In addition, the message has to be intrusive enough to battle through the clutter in the contemporary media marketplace. To reach the effectiveness in advertising, a creative strategy should be involved in the process. It has to sell the product effectively by promoting them through smart and well designed advertisement. When forming a strategy from which to create ideas, it needs to be written down in a black and white. This helps to focus and steer the formation of ideas from the onset. When people suggest that an idea is â€Å"off strategy,† they mean that it doesn’t relate back to the defined strategy, and will therefore be much harder to sell the idea to the client. By having a strategy statement at hand, you can keep referring back to it whilst generating ideas from that strategy. It is very hard, even if you are an experienced creative, to produce a great campaign idea (or even a single one shot) without a solid, tight strategy. In short, the better you are briefed, the easier your job will be. A poorly defined, vogue, â€Å"wooly† brief is no use to a creative person, nor is highly specific one that restricts the number of ideas. Below are the basic examples of the headings in a creative brief, * Client * Product/service * Product and market background (supposition) * Competition * Business/Advertising Objective (problem to solve) * Media * Target market/Group/Audience * Proposition/Promise/Benefit * Proposition Support Points * Tone of Voice * â€Å"Mandatories† (Inclusions/Exclusions) Media in Advertising The choice of media depends upon the type of product or service being advertised, the target market, and the client’s budget. Each campaign can be in one form of media, or multiple forms. Traditional advertising media includes print, TV, and radio. Non-traditional includes ambient and guerrilla concepts. In addition, there is direct media, and interactive media. In the UK, each type of media is defined by its relation to a hypothetical â€Å"line† that divides the two. Traditional media is â€Å"above the line,† whereas direct marketing and interactive advertising is â€Å"below the line.† Companies that produce work in all the forms are referred to as â€Å"through the line† agencies, or â€Å"full service.† Other divisions within advertising include sales promotion, and business-to-business. Whereas business-to-consumer advertising, once the skill is developed, the same creative process can easily be applied to these other forms of media an d advertising. All products and companies, as seen by the customer, occupy some kind of ‘position’ in the market whether they intend it or not. This might be, for example, high price-high value, low price-low value, high price-low value, good company-not-so-good company and so on, when compared with comparable competing products and competing organizations. Most modern organizations now attempt to actively influence this position in the market by matching product and corporate benefits with the needs of clearly identified segments. The managers have performed professionally, be integrated to match the identified needs of the target market. Positioning is how the marketer wants the consumer to view its product relative to the competition. Although product differentiation plays a role in creating a product position, product differences account for only part of a product’s position. A positioning strategy also includes the manner in which a product’s factors are combined, ho w they communicated, and who communicates them. The size (and value) of the advertising corporate and brand positioning is crucial to the well-being of any company and so should be left to the agency professional. Copywriting is an essential part of the design communication mix, and those of us who do it for a living will tell you that crafting massages and telling stories is a rewarding mental process, even in the business context. You’ll find that being able to generate a response from your audience is a valuable and highly sought-after skill. Copy (or text, or words) used in design is a very particular type of creative writing that requires the inspiration of an artist and the control of a craftsman or craftswoman. In comparison to the rails on which the copywriter runs, the novelist or poet has no limitations. Poetry and storytelling are flights of the imagination, with no client or news editor to bear in mind. Whether the personality of the writer shines through directly or indirectly, this is the purest creative writing – it can take off in any direction, be as fictional as it wants to be, and go wherever it pleases. Writing copy, however, is all about sticking to brief, while paying homage to the creativity and style of the poet and storyteller. Journalists and copywriters are commercial writers, but the essence of the role is completely different. In most cases journalist have to create the story from the scratch, usually by following leads. They will have to research the facts to get to the heart of the matter, discover the different viewpoints and opinions, and bring this material together accurately and coherently. Articles are often written to a tightly defined structure, while features can allow more room for individual expression and the interweaving of the writer’s viewpoint. The message has to be factually correct, balanced, and fair, but the writer is allowed to take a stance, which could reflect that of the newspaper or, in the case of regular column, the writer’s opinion. Copywriting borrows from all other fields of writing in its quest for creative expression, but ther e is no room for your personality in the copy that you write; you are simply a scribe, a hired mouthpiece for your client, and it is the brand’s voice that must come through, loudly and clearly. Advertising Statement. (2016, Oct 12).

Data Encryption Essay Example | Topics and Well Written Essays - 500 words

Data Encryption - Essay Example , storing as well as managing our passwords allowing us to click just the once and obtain the entire the password regarding information we require without encompassing to be afraid of data susceptibility. Simple multi-user arrangement permits by PassMonster enterprise-wide. PassMonster offers business to put together faultlessly into our present computing situation thus making it simple to install as well as utilize this application by a lot of users as we require. This system offers the facility to the users to place perceptive files in the folder organized through the IT Supervisor, DEOS take control to consistently encrypt files in batch format when Users shut down their systems. By means of the Timed-Interval Encryption utility, a User places secret files in the directory created through our IT manager, DeltaCrypt will encode/encrypt them consecutively at the timed-period set. If DeltaCrypt determines a vulnerable file, it will automatically encrypt that particular file. In DeltaCrypt by means of the .ADM file placed in the Active Directory Group Policy administration, this system offers alternatives those are simply organized through the IT manager. As of the encryption algorithm to the client password arrangement, DeltaCrypt configuration is formed according to our safety requirements. In the present age of information technology we are facing a lot of challenges such as data hacking and theft. In this scenario the Encryption is the only way that offers enhanced support for handling and managing the security and privacy of the data. In this scenario I have analyzed three top encryption software applications. I have assessed some of the main advantages and potential benefits attained through these systems. However I have found DeltaCrypt DEOS more excellent in case of offering better and enhanced solution for the business and personal data security. Encryption is one of the main tools for ensuring information security. We cannot imagine a security

University of Pennsylvania and its renowned undergraduate programs Personal Statement

University of Pennsylvania and its renowned undergraduate programs - Personal Statement Example They say that the only thing constant is change. It may come to our lives that something or some circumstances changes the way we view ourselves and our surroundings. Being an active participant of the S.A. Model of the United Nations for two consecutive years and my numerous Humanitarian Works both here and abroad like in Mali and Caracas, helped me to realize how fortunate I was from somebody out there. Having a good quality education in preparation for my future career as a professional is one of the highlight of my life so that I could do my very best to become a valuable member of society. The University of Southern California being a world class university will be able to help me realize my full potentials as an individual hoping to make a world a better place to live in for me, my family and for every body. The University of Southern California, being world-renowned in the fields of communication and multimedia technologies, in the same way it has received national acclaim in the US for its ground-breaking community outreach programs, these consequently leads it to one of the US leading research university. And as such, USC will be able to help me fulfill my goals and aspirations. Poverty is one significant concern to me. This is because poverty, lessen numerous opportunities to other people in terms of health, education, employment and housing among others. No matter how industrialized the society you live in, you cannot disregard the fact of poverty in other parts of the globe. And I humbly believe that through education, poverty can be alleviated, if not eradicated. It made me realize how fortunate I am from my contemporaries in other parts of the globe, for I have better opportunities. And since I have these wide array of opportunities, I feel that to be able to become a valuable member of society, it is but necessary to extend a helping out and touch their lives and eventually make a difference. Letter to your first-year roommate at Babson Dear Room mate, Hi there! How are you I do hope your doing perfectly well. I am (state your name), from (state the city where you are currently living). I am a sports minded person and enjoys being with my friends over a hearty meal and lovely conversation. I am into humanitarian work with children among others. I have heard that Babson's pioneering undergraduate curriculum has acquired a leadership award from The Pew Charitable Trusts for taking "bold steps to reshape undergraduate programs. These together with its innovative curriculum and competent academic staff made me choose to enroll as an Economic major in the College. I am so much excited of being a part of this dynamic college. I am looking forward to the wonderful scenery of Wellesley, Massachusetts and I do hope you could help me to interesting places on my first week. Do take care and I will see you soon. Regards, Person number 1. On Boston University Boston University is a private urban research university

Ethnic Diversity of Counseling Clients Essay Example | Topics and Well Written Essays - 500 words

Ethnic Diversity of Counseling Clients - Essay Example California has been one of the leading states of the United States of America in terms of diversified ethnicity. The state has wide range of population which includes major proportion of African – Americans, Hispanics and Asians along with the white populace. The need of counseling is observed more in to the lower strata of the society especially among those who have immigrated from the lesser developed nations. The fight for the survival often takes toll of those struggling minds. It is observed that they often need counseling because of drug over dose, alcoholism and other social curses that they become part of. In the broader perspective, the need of the counseling is felt in two ways namely voluntary counseling and that mandated by the judicial system. The voluntary counseling is such counseling, the need of which, the recipient himself can understand. On the other hand, the judicially mandated counseling is that which the court of law orders the recipient to receive (the treatment of counseling) as it deems fit. The diversifying need of the mental health treatment in the state of California is high among the Africans – Americans, Hispanics and Asians. A report of the year 2001 suggested that 16.3% of the entire population of the state needed mental health treatment which was a hopping figure of 4 million adults (Lund, 2005). Another important report in the mental health care segment, which is also directly related with counseling, depicts those more than 600,000 persons to receive health care treatments in the state of California itself in between 2004 to 2005 (Jew-Lochman, 2008). Mental counseling has been one of the fastest upcoming sectors in the health industry. It has been observed that almost every day the number of affected person increases. The requirement of well trained professionals is on the rise. The other important aspect of the counseling is that sometimes the client himself can feel the need of counseling while many