A one-page essay describing how you satisfy the specific scholarship eligibility criteria and what this scholarship means for you. Please note that a separate essay is required for each PEACE scholarship. The essay must be single-spaced, Times New Roman font size 12, 1″ margin.

• First Generation Scholarship

The First Generation Scholarship recognizes first generation college students with notable academic achievements and commitment to service. Eligibility and review criteria for this award include first generation college student, scholastic achievements, commitment to service, and career goals.

• Research Scholarship

The Research Scholarship recognizes students with research experience who are committed to applying these skills to advancing pharmacy education and/or practice. Eligibility and review criteria for this award include research experience, commitment to using research to advance the profession of pharmacy, and career goals.

• Empowering Communities Scholarship

The Empowering Communities Scholarship recognizes a student with a demonstrated commitment to the Judaic values of social justice and service to humanity. Eligibility and review criteria for this award include a demonstrated commitment to social justice and service to humanity, and career goals.

• Walgreens Diversity Pipeline Scholarship

The Walgreens Diversity Pipeline Scholarship recognizes bilingual students who are committed to serving diverse or underserved populations or demonstrate significant efforts to promote diversity and inclusion. Eligibility and review criteria for this award include fluency in at least one language other than English, good academic standing (minimum GPA of 2.75 on a 4.0 scale), commitment to serving diverse or underserved populations OR significant efforts to promote diversity and inclusion, leadership ability or potential, and consent to release name and photo for use by Walgreens (completion of a Media Talent Release form). Preference is given to those with an interest in community pharmacy practice.

• When I came to united state i used to speak two language which are Arabic and kurdish.
• I learned kurdish in only 3 month which made my teachers in medal school get shuck.
• This because I moved to different cities in iraq while war.
• After I came to united stated i start to learn english from scratch and that took me 3 month to become very fluent in high school. I start working in my high school as a translator to kurdish students that come from iraq and can not speak english. Which made them learn english in 2 month and pass their classes and continue their life.

Tasks for Section I:

The tasks within Section I of Part C of the Integrated Topics focus on questions that require explanation of the combination of controls on the ocean environment governing the characteristics of marine habitats and thereby exert an influence on the populations and distributions of biota.

Section I: Answer either Question I.1 or I.2 and either Question I.3 or I.4

Questions I.1 and I.2 focus on the influence of on marine biota of the physical properties and chemical characteristics of the ocean environment, respectively

Questions I.3 and I.4 focus on the influence of on marine biota of ocean dynamics and geological materials/processes, respectively

Guidelines for Section I

These tasks require explanations, with examples, of how specific controls on the marine environment related to (a) physical properties or chemical characteristics and (b) ocean dynamics or geological materials/processes affect the populations and distributions of marine biota. Answers (~80-150 words) should identify key controls within the theme and cite specific instances of how adaptations of organisms are reflected by their populations and distributions in response to these controls on ocean environments.

Strong answers will identify specific characteristics within the theme, describe their influence on ocean environments, and explain how specific organisms reflect or have responded to such effects, especially in terms of adaptations to particular habitats and lifestyles. For example, for Question I.1 the adaptations of deep-sea fish provide evidence of their response to living in the aphotic zone, whereas for Question II.3 the Coriolis force exerts an influence on ocean circulation, generating regions of upwelling which favor phytoplankton, such as diatoms, that require abundant nutrients and sustain organisms within higher trophic levels sustained by this productivity.

Tasks for Section II: Modification in Controls on Marine Biota linked to Climate Change

Section II focuses on the task of answering one question from four options – II.5-8 – that explore how climate change may affect physical parameters, chemical characteristics, ocean dynamics or geological materials/processes (as examined in I.1, I.2, I.3 and I.4, respectively) leading to modifications in oceanic environments that may affect the populations and distributions of marine biota.

Section II: Answer either Question II.5, II.6, II.7, or II.8

II.5-8 all focus on how climate change may modify controls on marine biota – specifically in terms of one of the themes considered in Section I

There is also a bonus Task (3 points), which is to complete another of the four options (II.5–8).

Guidelines for Section II

Explain how the specific characteristics of the one of four themes from Section I (physical parameters – I.1, chemical characteristics – I.2, ocean dynamics – I.3, and geological materials or processes – I.4) may be modified by climate change, discussing the consequence for marine organisms and/or their habitats. Answers (~80-150 words) should consider an aspect of climate change (e.g., increased temperatures, increased CO2, higher sea level, increased sediment discharge resulting from accelerated water cycle) and explain how the resultant environmental changes will likely impact the populations and/or distributions of marine organisms. (5 points)

Strong answers will discuss how an individual theme can be modified by a change in climate, describing the subsequent effect on ocean environments, and explaining how the populations and/or distributions of particular organisms would likely be affected by that change, especially in terms of impacts on individual habitats and lifestyles, citing specific examples.

Section I:

(a) This task focuses on explanation of the combination of controls on the ocean environment that govern the characteristics of marine habitats and thereby exert an influence on the populations and distributions of biota. Answer ONE of the two questions I.1 or I.2. (10 points)

I.1. Describe examples of physical parameters (e.g., temperature, light availability) that exert controls on the ocean environment explaining how these factors influence the distributions of marine biota, citing examples of the organisms, or their adaptations.

The most obvious connection between light availability and ocean environment is the amount of plant growth that is possible. Since plants use light to complete photosynthesis, the more light plants can absorb, the more energy they will be able to produce. Therefore, there are a higher number of plants in depths of water that allow light to penetrate. The plants also act as food for other marine life like fish and other creatures, so where there are more plants, there will be more fish. Where there are more fish, there will be more predators, and so on. Where the water is deeper and there is less or no sunlight, there will be fewer or no plants, and fewer fish. The amount of sunlight has a huge effect on the amount of fish at a given depth of the ocean.

I.2. Describe examples of chemical characteristics (e.g., nutrients, salinity, CO2, O2) that exert controls on the ocean environment explaining how these factors influence the distributions of marine biota, citing examples of the organisms, or their adaptations.

(Write your answer here)

(b) This task focuses on explanation of the combination of controls on the ocean environment that govern the characteristics of marine habitats and thereby exert an influence on the populations and distributions of biota. Answer ONE of the two questions I.3 or I.4. (10 points)

I.3. Describe examples of ocean dynamics (e.g., currents, waves, tides) that exert controls on the ocean environment explaining how these factors influence the distributions of marine biota, citing examples of the organisms, or their adaptations.

Currents, such as upwelling, have a huge effect on marine life. We established that most plants and fish live near the surface of the water where there is more light, but the nutrients and organic materials that they also need sink to the bottom of the ocean. Upwelling currents bring those nutrients up near the surface so that they can be consumed. Likewise, there are things missing from the bottom of the ocean that those biota need as well, such as oxygen. Downwelling currents take the oxygen from the surface and bring it down to the bottom of the ocean to be consumed by those organisms.

I.4. Describe examples of geological materials or processes (e.g., sediment substrate, hydrothermal fluids, plate tectonics) that exert controls on the ocean environment explaining how these factors influence the distributions of marine biota, citing examples of the organisms, or their adaptations.

(Write your answer here)

Section II:

This task (Questions II.5-8) again considers how a combination of controls on the ocean environment governs the characteristics of marine habitats and thereby exerts an influence on the populations and distributions of biota. If differs from the subgroup tasks by focusing on the impact of climate change on these themes. Answer ONE question, either II.5 or II.6 or II.7 or II.8. (5 points)

Context:

The subgroup tasks focused on how specific controls on the marine environment related to the four different themes (physical parameters, chemical characteristics, ocean dynamics & geological materials or processes) affect the populations and distributions of marine biota, namely:

II.5. Physical parameters (e.g., temperature, light availability) exerting controls on the ocean environment influencing the distributions or adaptations of marine biota.

II.6. Chemical characteristics (e.g., nutrients, salinity, CO2, O2) exerting controls on the ocean environment influencing the distributions or adaptations of marine biota.

II.7. Ocean dynamics (e.g., currents, waves, tides) exerting controls on the ocean environment influencing the distributions or adaptations of marine biota.

II.8. Geological materials or processes (e.g., sediment substrate, hydrothermal fluids, plate tectonics) exerting controls on the ocean environment influencing the distributions or adaptations of marine biota.

Ocean dynamics, such as currents, control the population and distribution of oxygen and nutrients to organisms in the ocean. Upwelling currents bring nutrients like nitrogen and phosphate to the surface which allow krill in the Antarctic region to flourish. Likewise, downwelling currents bring oxygen down to the ocean floor which allows for the basic survival of organisms in deep waters.

Bonus Task:

Provide an answer for a second question from the four options (II.5, II.6, II.7, or II.8), discussing and explaining how its specific characteristics may be modified by climate change and discussing the consequence for marine organisms and/or their habitats. (3 bonus points)

Physical parameters, like temperature and light availability, control the availability of nutrients for primary producers that use photosynthesis and fuel the food web. Temperature dictates the level at which organisms can live. Light availability influences the adaptations necessary for creatures, like anglerfish, to live with limited light levels. Climate change alters the temperature of ocean waters and thus the environment organisms must live in. Temperature change vastly changes habitats of the creatures living within them.

Resources

Atmospheric CO2

The approach examination of time series data for atmospheric CO2 concentrations at Mauna Loa, Hawai’i. The website for these data is (Mauna Loa CO2 (Links to an external site.)Links to an external site.) presents a graph of changes in CO2 over the past five years together with values from one year ago. There are a series of tabs above these data that display temporal changes in atmospheric CO2 concentrations over different time periods and show the growth rate of CO2. Several of the plots accessed using these tabs are useful in the context of this question, namely:

• Full Record: (Links to an external site.)Links to an external site. Full Mauna Loa CO2 record: long-term trend in monthly values for atmospheric CO2 concentrations at Mauna Loa since measurements began in 1958 (red line) and seasonally corrected data (black line). A similar record for Global CO2 can be viewed by selection of the global tab, although it begins in 1980.
• Growth Rate (Links to an external site.)Links to an external site.: Annual mean growth rate for Mauna Loa, Hawaii: a histogram of the annual increase in atmospheric CO2concentrations at Mauna Loa since measurements began in 1958 (turquoise bars) and decadal averages (black lines). The global data is presented as a table of values, with 3.00 ppmv measured for 2016, 1.89 ppmv measured for 2017, and 2.86 measured for 2018.
• Last 1 Year (Links to an external site.)Links to an external site.: This webpage is titled Up-to-date weekly average CO2 at Mauna Loa presents a plot of measures of CO2 over the past year plus two other useful sets of data for this assignment, namely (i) The CO2 concentration for April 7 2019 the value is 413.13 ppm), values for April 7 2018 (409.46 ppm), and 10 years ago (389.50 ppm). .

The exercise requires choice of specific scenarios for prediction of future atmospheric CO2 concentrations, arising from, for example, (i) continuation of current annual increases, or (ii) continued growth in the annual rate of CO2 increases, or (iii) a reversal of the trend for increases in the annual rate of growth of CO2 increases to a decline at some time in the future.

These and other scenarios can be computed using the optional spreadsheet, namely:

The spreadsheet also provides two other multi-decadal scenarios:

• Rows 12 – 17 reproduces the observed record for Mauna Loa by using the decadal averages for annual increases in atmospheric CO2 concentrations.
• Rows 22 – 26 project future increases in atmospheric CO2 concentrations based on a 5% decadal reduction in CO2 emissions beginning in 2029.

Tasks for Sections I and II:

All Sections require description and explanation of sequential connections between specific ocean processes or characteristics (Sections I & II: 8 points each; Section III: 4 points). Each requires answers to one of two options, elucidating the connections between the four terms noted in bold italics.

Section I: Answer either Question I.1 or I.2

I.1. Coriolis force and Atmospheric circulation and Ocean currents and Tides

i.2. Prevailing winds and Wave directions and Longshore drift and Coastal evolution.

Section II: Answer either Question II.3 or II.4

II.3. Climate & precipitation and Land run-off and Nutrients and Coastal productivity

II.4. Plate tectonics and Ocean basins and Currents and Tides & waves.

Section III: Answer either Question III.5 or III.6

III.5. Climate change and Sea ice & glaciers and Sea level and Coastal erosion

III.6. Climate change and Ocean temperatures and Hurricanes and Coastal erosion

There is also an optional bonus Task (3 points), which is to complete the second question (III.5 or III.6).

Guidelines

For parts (a) to (c) of each question explain in ~30-50 words the relationship between the two terms noting how the former controls, governs, or drives the latter, suggesting illustrative examples of these linkages. For part (d) the significance of the overall series of connected processes should be evaluated, with an emphasis on using examples to explain and illustrate the overall series of relationships.

Strong answers will elucidate the explicit connection between the individual terms in paired sequences, explaining the succession of relationships between them by describing how the former term controls or governs the latter, as required by the specific format of the questions, and concluding with an evaluation and discussion of the significance of overall connection pathways.

Example:

An analogous example would be the connections between ocean temperatures and ocean/atmosphere circulation and El Niño events and ocean productivity could comprise an expanded discussion of the following sequence of illustrative points: (a) how ocean temperatures control precipitation patterns and both ocean and atmospheric circulation in the Pacific and, (b) how a build-up of warm water in the western tropical Pacific can trigger a changes in these circulation patterns described as El Niño events, and (c) how during an El Niño event warm water tracks eastward across the equatorial Pacific increasing ocean temperatures offshore Peru, which deepens the thermocline and restricts the upwelling of nutrient-rich cold water thereby limiting ocean productivity. The summary evaluation (d) would refer to the initiation of El Niño events, connecting individual processes via a series of connections to their subsequent outcomes, citing illustrative examples, and noting why such phenomena ultimately end, and can lead to the reverse effect known as La Niña.

ASSIGNMENT

Section I:

Answer all parts (a-d) of either Question I.1 or I.2.

I.1. Coriolis force and Atmospheric circulation and Ocean currents and Tides

a. Coriolis force and Atmospheric circulation (2 points)

(Write your answer here)

b. Coriolis force and Ocean currents (2 points)

(Write your answer here)

c. Coriolis force and Tides (2 points)

(Write your answer here)

d. Evaluation & Discussion of the significance of the connection among these four terms, including illustrative examples. (2 points)

(Write your answer here)

I.2. Prevailing winds and Wave directions and Longshore drift and Coastal evolution.

a. Prevailing winds and Wave directions (2 points)

Prevailing winds are strong winds that blow over a particular area of the earth’s surface at a high speed. Wave direction is decided by the wind that is making contact with the surface of the water. Therefore, the speed of the wind, which can be driven by prevailing winds, will have an effect on the direction of waves.

b. Wave directions and Longshore drift (2 points)

Longshore drift is the process of transportation of sediments from and along the coastline. The wind will cause the direction of the waves to move parallel to the shore, which contributes to the process of longshore drift. Waves come in from the sea at a perpendicular or slightly diagonal angle, but oblique winds at the shore will cause the parallel wave motion.

c. Longshore drift and Coastal evolution (2 points)

Longshore drift is literally the transportation of coastal sediment, this naturally contributes to the evolution of coastlines. As sediment is removed from one area and deposited to another, the shape of the coastline will change and adjust as well.

d. Evaluation & Discussion of the significance of the connection among these four terms, including illustrative examples. (2 points)

We can make a connection between longshore drift and prevailing winds in that the basis for longshore drift is the oblique wind motion at the shore. While this is not necessarily a “prevailing” wind, like the westerlies or easterlies, we can still see the significance of wind direction and how it affects the direction of water. Additionally, the direction of water has great effect on the movement and relocation of sediments from a shoreline, which causes entire coasts to change and evolve over time.

Section II:

Answer all parts (a-d) of either Question II.3 or II.4.

II.3. Climate & precipitation and Land run-off and Nutrients and Coastal productivity

a. Climate & Precipitation and Land run-off (2 points)

The Type of climate and amount of precipitation can influence the amount of land runoff. Increased precipitation and a very precipitous climate will increase the amount of Land run-off a coastal area will experience by rivers and groundwater.

b. Land run-off and Nutrient supply to the ocean (2 points)

Increased land runoff directly relates to an increase in the ocean nutrient supply. Land runoff through river and groundwater output brings nutrient rich water to the sea from the land allowing plants and creatures to use these nutrients allowing for prouctivity.

c. Nutrient supply to the ocean and Coastal productivity (2 points)

Nutrient rich water allows plants and creatures to feed and thrive. Primary producers use nutrients from land runoff to convert to energy and thus continue the food web. Coastal productivity is directly influenced by how nutrient rich the water is off the coast.

d. Evaluation & Discussion of the significance of the connection among these four terms, including illustrative examples. (2 points)

These terms all relate to each other in terms of influencing the coastal productivity of a region. Increased precipitation increases runoff, runoff increases the nutrient supply, and the nutrient supply influences coastal productivity. Primary producers use the nutrients from the increased land runoff to supply the food chain of the coastal region and thus increase coastal productivity. We can see the relation to make the bigger picture more obvious as to how these things influence one another.

II.4. Plate tectonics and Ocean basins and Currents and Tides & waves.

a. Plate tectonics and Ocean basins (2 points)

(Write your answer here)

b. Ocean basins and Currents (2 points)

(Write your answer here)

c. Ocean basins and Tides & waves (2 points)

(Write your answer here)

d. Evaluation & Discussion of the significance of the connection among these four terms, including illustrative examples. (2 points)

(Write your answer here)

Section III:

Answer both parts (a-d) of either Question III.5 or III.6.

III.5. Climate change and Sea ice & glaciers and Sea level and Coastal erosion

a. Climate change and Sea ice & glaciers and Sea level and Coastal erosion (2 points)

(Write your answer here)

b. Evaluation & discussion of the significance of the connection among these four terms, including illustrative examples. (2 points).

(Write your answer here)

III.6. Climate change and Ocean temperatures and Hurricanes and Coastal erosion

a. Climate change and Ocean temperatures and Hurricanes and Coastal erosion (2 points)

(Write your answer here)

b. Evaluation & discussion of the significance of the connection among these four terms, including illustrative examples. (2 points)

(Write your answer here)

Bonus Task:

Answer the question (either III.5 or III.6) that was not answered above, discussing and explaining the connections between the terms noted in bold italics. (3 bonus points)

(Cut and paste the appropriate template for III.5 or III.6 here and complete both of its parts)

Resources

NOAA Water Levels

The interactive water level for specific tidal stations can be generated at the NOAA Tides website (Water Levels (Links to an external site.)Links to an external site.) using an approach similar to that followed in the Tides assignment exercise, except that the focus is on observed water levels rather than tide predictions. The specific procedure for this question seeks to examine data acquired by following this sequence of steps:

• At the Water Levels website scroll down to select a tidal station listing under the heading Pacific Islands.
• For example, select Apra Harbor, Guam (1630000)
• Under Options use the defaults dates but change the year in both From: and To: windows to the target year and select the Plot button to the right to redraw the desired graph.
• In the graph the predicted water level is shown in blue and the verified level in green (see Figure 1).
• Moving your mouse over the line provides a data readout for specific times and the values for the predicted and verified water levels.
• This process can be repeated for other years and for different tidal stations by changing the station ID in the URL (e.g. changing 1630000 to 1820000 will switch the display from Apra Harbor, Guam, to Kwajalein).

The listings below provide recommendations for three Pacific Island tidal stations to evaluate (Section I), and this information also provides direct links to display data for each station for June in 2000, 2007, and 2013, plus recommendations for three Alaskan tidal stations to evaluate (Section II), with direct links to display data for each station for June in 2000, 2007, and 2013.

Section I: Pacific Islands Tidal Stations

• Kwajalein, Marshall Islands (Station 1820000) – MLLW set in 1982. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..
• Apra Harbor, Guam, Marianas Islands (Station 1630000) – MLLW set in 1972. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..
• Pago Pago, American Samoa (Station 1770000) – MLLW set in 1966. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..

Section II: Alaskan Tidal Stations

• Kodiak Island, Alaska (Station 9457292) – MLLW set in 2008. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..
• Sand Point, Alaska (Station 9459450) – MLLW set in 2008. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..
• Yakutat, Yakutat Bay, Alaska (Station 9453220) – MLLW set in 2008. Data for 2000 (Links to an external site.)Links to an external site., 2007 (Links to an external site.)Links to an external site., and 2013 (Links to an external site.)Links to an external site..

NOAA Sea Level Trends

The NOAA Tides website now provides an interactive map of global sea level trends (Sea Level Trends (Links to an external site.)Links to an external site.) that depicts the measured changes in sea level at hundreds of locations worldwide as arrows that indicate whether sea level is rising or falling at the designated stations> The arrows are colored according to the magnitude of change. Each arrow can be individually selected to provide the specific change (in mm/yr for the time period of measurement). For example, Hilo Hawai’i (Station 1617760) provides a value of 2.95 mm/yr from 1927 to 2014. The oldest continuous record is that for Sheerness, UK, which began in 1832. Completion of the spreadsheet requires that you select a variety of locations and present the value for their sea level change, followed by a comparison of the range of data.

Figure 1: Example of tidal records for 2001, 2005, 2009, and 2013 for Kwajalein.

For the final project, you will be analyzing the Codes of Conduct (sometimes referred to as Codes of Ethics) for 2 companies, which you have chosen in class. Make sure your analyses include the following components….

THE 2 COMPANIES YOU ARE COMPARING ARE SAMSUNG AND GM

(1) Compare and contrast the content and language of the two codes.

a. Are the codes similar or different?

b. Which sections seem too demanding?

c. Which sections are missing?

d. What does the code say that an employee should do if they identify an ethical problem? Is this section clear?

d. Which is the better code? Be specific about how you determine which is better (i.e., clearly describe the system you use to evaluate the codes).

(2) How would you encourage employees to follow the code?

(3) Briefly describe any ethical or legal issues that show up in a search of the Internet since 2017. I am only looking for a list not an analysis of what happened.

At the beginning of the paper list certain information about the two companies; full name, stock symbol, stock exchange on which the stock is listed, main industry in which the company is engaged (if more than one list the other main industries), the country in which its headquarters are located and the annual revenue or turn-over of the company. This should be done in a chart format.

Whenever possible, use course concepts to support your arguments. For instance, it is more persuasive to say “The section on XYZ leaves many questions regarding xxxx and seems to violate xxxxx.” than to say “I do not like section on XYZ.” The paper should not read like a summary of the code sections. Rather, you want to write an analysis of the information in the comapany’s codes using the concepts that you learned in this class.

Grading. Your paper will be graded based upon the quality of your writing, the creativity of your system for comparing the codes, the logic supporting your arguments, and the persuasiveness of your analyses. Your analyses will be communicated in a paper and a short presentation. The paper should be no more than 4-6 pages of text, double-spaced, in 10 or 11 point font and the presentation should be no more than 2 minutes and informal (no slides). Both are due on May 2nd though some of you may not present until May 6th. Submit a PRINTED COPY of the paper in class and an ONLINE COPY (I will discuss how to do this in class). One of the two copies must be received within the first 5 minutes of class or else I will deduct 10 pts (an additional 10 pts for each 24 hr period after the start the start of class).

You must also include citations for course materials, direct quotes, paraphrased information, and facts. I don’t care what method citations you use so long as I can find the exact page or website where you found the information. I want the full website address. For example, you should include (http://www.wholefoodsmarket.com/sites/default/file… Info/PDFs/ar11_letter.pdf ) rather than the general website (http://www.wholefoodscom/). Review the Citations presentation I will post and/or visit the RU library website for more information.

If ANY sentence in your paper includes ANY facts about the company (i.e., something that your grandmother doesn’t know), you MUST have a citation at the end of that sentence. I don’t mind if every sentence has a citation.

If you take more than 3 words in a row from a source, you must include quotation marks and a citation. You may check your papers for plagiarism using our submission link (Turnitin). If you have a violation, you can fix it and upload a new version of your paper. Please note, Turnitin doesn’t catch everything so I use it alongside other searches.