Developing Natural Gas Sweetening Processes

Developing Natural Gas Sweetening Processes Introduction Natural gas contains large amounts of methane (CH4), but also all kinds of impurities such as sour gases (e.g., H2S and CO2). The acid gases in the natural gas should be removed to comply with environmental regulations and to avoid technological problems during gas transportation.1–3 For instance, dry ice or CO2 hydrate products can clog the system during liquefaction of the natural gas.2 Hence it would be beneficial to find an efficient and economical method for CO2 capture from natural gas. Amine-based natural gas â€Å"sweetening† (removal of sour gases) process is a widely used and mature technology. However, this process requires high energy for solvent regeneration and amines are corrosive and volatile which causes environmental pollution.1 In the past decade, ionic liquids (ILs) have emerged as a promising alternative to the amines due to their remarkable properties.4–6 Anderson et al.7 measured the solubility of various gases in the 1-hexyl-3-methylpyrolidium bis(trifluoromethylsulfonyl)amide [hmpy][Tf2N]. The solubility of the gases in [hmpy][Tf2N] at 298 K follows the trend: SO2>CO2>C2H4>C2H6>CH4>O2>N2. Similar gas solubility trends were observed in 1-hexyl-3-methylimidazolium bis(trifluoromethyl-sulfonyl)amide ([hmim][Tf2N]), 1-butyl-3-methylimidazolium hexafluorophosphate ([bmim][PF6]), and 1-butyl-3-methylimidazolium bis(trifluoromethylsulfonyl)amide ([bmim][Tf2N]).8,9 Simple gases often interact weakly with the IL ions, hence the polarizability of the gases is reflected in the solubility behavior. Molecules that possess an electric quadrupole moment (such as CO2 and C2H4) show higher solubilities in ILs.10 From an application point of view, solubility data only is not enough to judge the separation performance of a solvent, instead selectivity data is essential. One of the first mixed gas solubilities was reported by Hert et al.11 The authors surprisingly found that an enhancement of CH4 solubility when both CH4 and CO2 were dissolved in [hmim][Tf2N] liquid. It was speculated that the enhancement in CH4 solubility was due to favorable dispersion interactions between dissolved CO2 and CH4, while the drop in CO2 solubility was due to a reduction in free volume caused by the absorption of CH4. Carvalho and Coutinho12 measured CO2/CH4 and H2S/CH4 solubilities in three ILs and proposed that the ionic liquid polarity is an essential parameter in the design of ILs with high CO2 selectivities. To design and optimize natural gas sweetening processes using ILs, mastering the important factors that dictate CO2/CH4 solubility as well as selectivity is essential. Shi and Maginn13 computed the mixed gas isotherms for the mixtures CO2/O2, SO2/N2, and CO2/SO2 dissolve in [hmim][Tf2N] and interpreted these mixed gas solubilities by energetic analysis. CO2 and SO2 interact more strongly with the anion than the cation due to stronger electrostatic interactions between the solute and the anion. N2 and O2 interact weakly with the ionic liquid and show little difference in interaction energy between the cation and anion. Thus CO2 and SO2 compete with each other in dissolution, while CO2 and O2 dissolve independently.13 However, there has no simulation motivated to address the unusual solubility behavior of CO2/CH4 mixtures in ILs. In this proposed research, molecular dynamics simulations will be utilized to investigate the enhanced solubility of CH4 in [hmim][Tf2N] in the presence of CO2.11 Also, with the aim of improving CO2/CH4 selectivity in ionic liquids, several other ILs described in the work done by Carvalho and Coutinho12 will be examined. These simulations could enable one to probe local structure of gases in ILs and energetics between different solutes and solvents, thereby give physical insight into the observed selectivity trends. The final goal is to find optimum structures of ILs that have satisfying performance in natural gas sweetening process. Research Question In this study, the solubilities of CO2/CH4 mixtures in four ILs will be investigated in order to understand the peculiar phenomenon of enhanced solubility of CH4 in the presence of CO2 in [hmim][Tf2N] and to understand the higher selectivity of CO2/CH4 in [bmim][Tf2N] as compare to that in 1-butyl-3-methylimidazolium methanesulfonate ([bmim][CH3SO3]) at molecular level. This work will be accomplished by classical molecular dynamics of systems consist of mixture gases with different molar ratios dissolve into four ionic liquids, [hmim][Tf2N], [bmim][Tf2N], [bmim][PF6] and [bmim][CH3SO3] respectively. The selectivities for different cases will be calculated and compare with experimental results at room temperature and at a pressure of 10 bar, which is a common operating pressure for natural gas sweetening process. Local electrostatic potential and radial distribution function of ILs will be computed to analyze the interactions between gas molecules and IL constituents and favorable abs orption sites. Test particle insertion method will be utilized to calculate the excess chemical potential of CO2 and CH4 in different ILs. With this systematic information, a solid conclusion about the physical reasons lead to high CO2/CH4 selectivity could be achieved. The cation effect and anion effect to the selectivity could be drawn from the results in cases of these four ILs. In addition, more extensive work could be conducted to predict the relationship between the IL structure and the trend of selectivity of CO2/CH4 mixtures in ILs. Significance of the Proposed Research The global natural gas demand is expected to increase 1.4% per year in the next 20~30 years.2 Of great industrial relevance, carbon dioxide capture is very important in the natural gas sweetening process. Ionic liquids, due to their outstanding properties, such as negligible vapor pressure, high thermal stability, nonflammability and high solvation capacity, are believed to be promising alternatives for conventional CO2 capture solvents. Especially, the large differences in pure gas solubility reported in the literature suggest that selectivity for gas mixtures could be high, making ILs a strong candidate for effective separation processes. It is possible to design many potential ILs by enormous combination of cations and anions and their functionalized ions. Therefore, the systematic study of different cation/anion combinations will provide us key parameters in the structure of ILs with high CO2/CH4 selectivity. However, measuring solubilities of gas mixtures is significantly more difficult than measuring pure gas solubilites.14 Therefore, molecular modeling is an efficient way to help understand solubility trends in ILs. Through this proposed study, we can gain physical understanding in the selectivity of mixture gases in ILs at a molecular level. An additional advantage is that the simulations enable one to probe micro structure and energetics, thereby giving useful insight into the source of selectivity trends observed. The proposed research will inspire experimentalists to design ILs with higher CO2/CH4 selectivity, thus apply it into industrial natural gas sweetening process. Proposed Studies Simulation Details: In this proposed research, I will perform systematic classical molecular dynamics simulations for systems representing CO2 and CH4 dissolve in [hmim][Tf2N], [bmim][Tf2N], [bmim][PF6] and [bmim][CH3SO3] ILs respectively. All simulations will be performed using the GROMACS15 program. Nose-Hoover temperature coupling will be used to set the temperature at 298 K and Parrinello-Rahman pressure coupling will be used to keep the pressure at 10 bar. Periodic boundary conditions will be applied in all directions. The cations and anions involved in this work are listed in scheme 1 with their molecular structures. Scheme 1. Molecular structures of the cations and anions used in this study. Force Field. In all simulations described in this study, ILs and CH4 will use the Canongia Lopes-PaÃÅ' dua16 and OPLS-AA17 force fields. Lennard-Jones parameters and the partial charges for CO2 will take from the TraPPE18 force field. The experimental C-O bond length (1.16 Ã…) and O-C-O bond angle (180ËÅ ¡) are fixed during simulations. The TraPPE model has been effectively used for predicting CO2 absorption in various ILs.13,19–22 Thus, all the force field parameters are available. Pure Gas Absorption. The pure gas absorption for CO2 and CH4 will be computed following the method published by Huang et al.23 The initial configuration of the IL/CO2 or IL/CH4 binary system will be prepared from two independent bulk phase subsystems. The IL phase consists of 256 ionic pairs, and the gas (CO2 or CH4) phase initially has 216 molecules. Both IL phase and gas phase will first be equilibrated by a 1 ns NPT simulation at 298 K and 10 bar. Then the two subsystems will be concatenated along the Z direction to form a sandwich like simulation box with the gas phase in the middle. Some gas molecules are going to be removed in order to fit the cross section between the gas phase and IL phase. An energy minimization process is necessary to prevent steric hindrances in the combined system. The generated system then undergoes a 20 ns NPT equilibration run to allow gas molecules to diffuse into the IL phase. In order to improve sampling, five uncorrelated phase points will be colle cted from a successive 500 ps NPT run. Figure 1 shows a typical configuration of the equilibrium simulation box. These five configurations are used as initial coordinates for five 300 ps production runs in microcanonical (NVE) ensemble. The last 200 ps trajectories of each NVE simulation are used to collect data. Figure 1. A snapshot of the equilibrium state of the simulation box.23 Mixed Gas Absorption and Selectivities. As described above, the only thing different for mixed gas absorption from the pure gas absorption is the gas phase contains two kinds of gas molecules, CO2 and CH4. In order to test the feed ratio effect, the molecular numbers of CO2 and CH4 are set to two distinct ratios, 1:9 and 1:1, which are the gas mixture compositions in ref. 11. As observed by ref. 11, only tiny amount of CO2 could enhance CH4 solubility. The numbers of gas molecules can be easily obtained from the five final trajectories. Thus the mole fractions of CO2 or CH4 to ILs can be computed. Simply, the solubility is computed in terms of molar fraction by or , where x means the molecule number in IL phase. With the mole fractions of CO2 and CH4 in gas mixture/IL system, the selectivity for CO2 over CH4 can be computed as ,13 where x means the molecule number in IL phase and y means the molecule number in the initial gas phase. This is the first goal of this research that aiming to confirm and predict the solubilities and selectivities of CO2 and CH4 gas molecules in different ILs. These data can also be used to validate the simulation method. It should be reasonable to expect that the above mentioned modeling procedure is capable of yielding good estimations of mixed gas absorption. Radial Distribution Functions. The RDFs for pure liquid structures, gas/IL binary structures and mixed-gas/IL ternary structures can be calculated from the production simulations in NVE ensemble. Previous results23 showed that even though considerable amounts of CO2 diffused into the IL phase, the structure changes of the IL were small. However, the cases of CH4 gas diffuses into the IL phase have to be examined as well as the cases for CO2/CH4 gas mixtures dissolve in ILs. Therefore, the RDFs could tell us whether the structure will change significantly or not during the co-solvation process of CO2 and CH4 molecules. Previous studies concluded that CO2 preferentially interacts with anions in ILs.5,8,13,23,24 However, little knowledge is known about the structure correlation for CH4 with cations and anions in ILs. Especially, the locations of CH4 molecules in ILs in the presence of CO2 would be very interesting. From the NVE simulations, the Coulomb and Lennard-Jones potentials between different energy groups could be obtained. The energetic analyses could help explain the spatial distribution of CH4 and CO2 molecules in ILs. In addition, by comparing the relative interaction energies between solutes and the cations, anions and other dissolved solutes, one can understand which interaction makes CH4 more dissolvable in [hmim][Tf2N] when in the presence of CO2. Local Electrostatic Potentials. Although the liquid is neutral in total charge, the local electrostatic environment within the first solvation shell of CO2 or CH4 molecule may have important effect on the solubility and selectivity performance.21 At any given time during the production runs, the position of each absorbed gas molecule can be determined. Also the surrounding atoms within , 1.5 nm, can be identified. Therefore, the local electrostatic potential U for a given absorbed gas molecule (x, y, z) can be calculated by: where na is the number of surrounding atoms, qn,i is the partial charge on each surrounding atom, rn,i is the distance from each atom to the center carbon atom of absorbed gas molecule. Analyzing the distribution of local electrostatic potentials for CO2 and CH4 together with the selectivities, the relation between local electrostatic potentials can selectivities can be built. Based on the fact that CO2 has a large quadrupole moment, CO2 molecule should be affected strongly by the local electrostatic potential. The more negative the local electrostatic potential is the higher preference for CO2 selectivity.21 I expect that the highest selectivity IL [bmim][CH3SO3] will give more negative distribution of local electrostatic potential as compare to other ILs. Solvation Free Energy. In order to have more evidences for energetic analysis of the interactions between CO2/CH4 and ILs, Widom particle insertion method25 is utilized to determine the excess chemical potential of the solutes under study. The key quantity characterizing a solute in the solvation process is its solvation free energy, that is, the free energy necessary to insert the solute from pure ideal gas phase into solution. The solvation free energy per solute is equal to the excess chemical potential of the solute. In the case of an NPT ensemble the excess chemical potential can be written as26 where is the potential energy between the solute and the solvent, V is the volume of the system, =1/, and the angle brackets denote an isobaric-isothermal average over trajectory of the system without solute. For each IL, the equilibration trajectory of pure IL in NPT ensemble is needed. Because test particle insertion method in GROMACS is currently limited to inserting a single charge group, the excess chemical potential of CO2 and CH4 can only calculated one at a time. At least, we can get information about the relative affinity of CO2 to ILs and CH4 to ILs. Thus the CO2/CH4 selectivities in different ILs could be compared using all the aforementioned methods. In summary, the solubilities and selectivities of CO2 and CH4 pure gas and gas mixtures in four ILs will be calculated. The deep reasons that determine the CO2/CH4 selectivity will be investigated. Although only four ILs, [hmim][Tf2N], [bmim][Tf2N], [bmim][PF6] and [bmim][CH3SO3], are under this proposed research, we can expect to find out the anion effect to CO2/CH4 selectivity. By studying the spatial structure, interaction energy, local electrostatic potential and excess chemical potential, this work will contribute to the IL society with the first molecular dynamics simulation of CH4 dissolves in ILs and CO2/CH4 gas mixture dissolves in ILs.

Alina Humanities Essay

PERFORMANCE OBJECTIVES Upon completion of the course, students should be able to accomplish the following. 1. Understand and appreciate outstanding cultural expressions of the humanistic tradition. 2. Interpret and analyze selected artistic and ideological expressions. 3. Compare and contrast selected artistic and ideological expressions. 4. Identify causal influences in the chronological development of arts and ideas. 5. Applywhattheyhavelearnedaboutonecultureorculturalexpressionwhenexamining another. 6. Demonstrate how selected artistic and ideological expressions do or do not illustrate a cultural period or a stylistic concept. 7. Defend personal opinions regarding the interpretations of selected artistic and ideological expressions. 8. Demonstrate rhetorically effective writing appropriate for the study of humanities and meeting all requirements for college level writing. ***Please advise instructor if you will be taking exams at DSS. *** CLASS PROCEDURE & OBLIGATIONS Class sessions will consist primarily of PowerPoint presentations that include representative images, texts, and audio from the humanist tradition. Students will be responsible for viewing/reading the powerpoints and/or other material prescribed for each presentation. When 1  engaging literary texts, the students must read the assigned pages before classes, be ready to pass written quizzes on the readings and be ready to discuss each respective day’s assignment. *** Using laptop computers or other electronic devices is not allowed in class. For each incident, violators will be docked ten points on the following exam. Classroom Etiquette: 1. No talking during class. Private conversation cannot and will not be tolerated. 2. No reading the newspaper, or other outside material, or doing other homework during class. 3. Due to the abuse of using computers in class in the past, I ask that you do not use a laptop for  taking notes. 4. Arriving late and leaving early are disruptive. Please be considerate of your instructor and fellow students by arriving on time. If you should need to arrive late or leave early, please notify the instructor. 5. Turn off cell phones before entering the classroom. Attendance Policy Classroom attendance supplements and enriches text materials through films, slides, lectures, and discussions. In addition, class discussions suffer without each student present, since all viewpoints in discussion are important. Class attendance and punctuality are important. TCC’s  Catalog states, â€Å"All students enrolled in the College are expected to attend all classes, since regular attendance and regular application constitute the two most significant factors that promote success in college work. Until midterm during fall, spring and summer C terms, any student absent from any class for more time than that class meets in any one week (i. e. , two classes) may be withdrawn by administrative action (AW grade). † Tardiness and/or leaving class early both disrupts the continuity of the class and reduces other students’ engagement with the material. Both, therefore, will be counted as absences.  Since late arrivals and early departures constitute class disturbances, each instance of tardiness to and early departure from this class will be counted as an absence from an entire class session. Consequently, STUDENTS WHO ARE TARDY OR WHO LEAVE EARLY — FOR ANY REASON, INCLUSIVE OF BATHROOM USAGE — ON MORE THAN A TOTAL OF FIVE OCCASIONS PRIOR TO THE WITHDRAWAL DEADLINE WILL BE SUBJECT TO ADMINISTRATIVE WITHDRAWAL. STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. Eight absences will lower your final grade in this course one full letter grade. A student with nine absences will automatically fail the  course. There will be no distinction made between excused and unexcused absences, so plan your absences wisely. 2 STUDENTS SHOULD ARRIVE ON TIME AND POWER OFF THEIR CELL PHONES BEFORE CLASS BEGINS. OBLIGATIONS I. Exams Students will be responsible for performing well on three exams. The course will be divided into three units, and a non-cumulative examination will be administered at the conclusion of each unit. All three exams will be comprised of slide identification, multiple choice, matching, short answer, and true/false questions. Students should bring a #2 pencil on the dates of the exams. IF FOR ANY LEGITIMATE REASON A STUDENT IS UNABLE TO TAKE AN EXAM ON THE ASSIGNED DATE, HE/SHE MUST NOTIFY THE INSTRUCTOR BEFOREHAND. Otherwise, no make-up exam will be administered, and failing to take an exam will result in an â€Å"F† for the course. The key to doing well on the exams: attending class, taking notes, and studying diligently. Each exam will include 20% extra credit. II. Writing Assignments Students will be responsible for submitting a total of three essays (600-650 words each). Each one of the three essays corresponds with each one of the 3 exams, and each of the three essays  will be a response to prompts aligned with each unit/exam — that is, each of the three essay assignments must be related to the readings for each exam. Further instructions and the essays’ prompts will be posted on BlackBoard. The due dates are specified on the calendar at the conclusion of this syllabus. Note: Students must complete successfully a short grammar quiz before submitting each of the three essays. Essays may include MLA prescribed in-text citations. That is, if you quote or paraphrase from a source, you must parenthetically cite that source after the quote or paraphrase. Also, you will  need to include a Works Cited page. ***If you plagiarize, your essay will receive a zero, and your overall grade will drop to an F. Grading Each of the student’s three exams and the writing assignments will receive a letter grade: 100-90 = A; 89-80 = B; 79-70 = C; 69-54 = D; 53-0 = F. >The three exam grades will each count 30%, totaling 90 percent of the student’s final course grade; and the three essay grades total 10 percent of the final course grade. *Failure to submit an exam or essay will result in an F for the course. * 3 A student’s excellent attendance, punctuality, Discussion Board participation, and attitude  (citizenship) can count up to 10%++ â€Å"extra credit† toward the final exam grade. Conversely, a student’s poor attendance, poor punctuality, and poor citizenship/attitude (which includes talking, texting, & â€Å"acting out† in class) can affect negatively the final exam grade. Tardiness or leaving early will be counted as an absence and will therefore negate a student’s extra credit for that particular class. Academic Honesty Policy Plagiarism: Webster’s New Universal Unabridged Dictionary states: to plagiarize is â€Å"to steal or pass off ideas or words of another as one’s own†¦to use created productions without crediting  the source†¦to commit literary theft†¦to present as new and original an idea or product derived from an existing source† (p. 1371). Academic dishonesty is not accepted at Tallahassee Community College, and I will pursue and prosecute any instances of such dishonesty. ***Do not plagiarize—that is, do not use the research, ideas, or words of others as your own without giving proper credit to your source. This policy especially includes copying or paraphrasing written materials from gallery brochures, play programs, books, periodicals, encyclopedias, CD-ROMs, the Internet, or someone else’s paper. ***Do not cheat. Students who cheat or plagiarize will receive an automatic zero on the assignment and will be referred to the academic dean for expulsion from TCC. By the act of submitting written work or an exam, the student acknowledges that she/he understands the definition of academic dishonesty and is willing to accept the consequences for any violation. COURSE WEB SITE: This course has been designated â€Å"WA† (â€Å"Web Assisted†) in the schedule of classes, and the â€Å"WA† designation means: â€Å"Some use of computer online technology required. † In this regard a course web site has been established for students in this class. The purpose of the web site is to allow students access to important course materials (syllabus, writing assignment, study guides, presentation assistants, images, et cetera). The materials are intended as supplemental to the classroom experience; they should not, in other words, be viewed as substitutes for in-class presentations. Students may also use the course web site to communicate with one another by means of the â€Å"Discussion Board,† which can be found by clicking on the tab labeled â€Å"Communication. † Via the Discussion Board, students can introduce themselves to one another,  ask questions about the material covered in class, and ask questions about the course writing assignments (be careful, though, not to copy the answers of another student). Activating Your TCC E-mail Account If you have not already done so, you will need to activate your TCC e-mail account. To activate your TCC e-mail account, go to the TCC homepage at http://www. tcc. fl. edu/, click on â€Å"Online Access,† click on Student NetMail Guide†; click on â€Å"Activate your eAccount,† and follow the directions. You will be given â€Å"Student eAccount ID (or Name) and a Password (or PIN) that you need to record and store in a secure location. You will need your eAccount ID and Password to access both the course web site and your TCC e-mail account. If you have any problems, call 850-201-8535. Finding the Course Web Site 4 You may find the course web site by going to the TCC homepage at http://www. tcc. fl. edu/, clicking on â€Å"Online Access,† clicking on â€Å"Blackboard. † After logging in with your username and password, the next screen should display the name of the course in which you are enrolled. LIST OF CLAST SKILLS TAUGHT OR REINFORCED: The State of Florida requires each student to demonstrate proficiency in certain College Level Academic Skills (CLAST). The students of HUM 2210 will have the opportunity to practice and develop their reading and writing skills. As for their reading, students will engage their Literal and Critical Comprehension Skills; and, as for their writing, students will engage their English Language Skills: Content, Organization, and Grammar/Mechanics (i. e. , appropriate word usage, syntax, spelling, punctuation). Advising The Associate of Arts degree offered through TCC requires the completion of six credit hours in humanities with a grade of â€Å"C† or better. There are three different tracks through which those six hours may be obtained. The common track runs through both HUM 2210 and HUM 2230, Humanities of the World I and II. If students pass HUM 2210, then, to fulfill the humanities requirement, they must also pass HUM 2230 (and vice versa). Another track runs through HUM 2740 and 2741, Humanities Abroad I and II. If students pass HUM 2740, then, to fulfill the humanities requirement, they must also pass HUM 2741. The third track offers two humanities courses from four different categories. Those categories include courses relating to (1) Art History, (2) Literature, (3) Music, and (4) Philosophy and Religion. For the third track students  must pass two courses, and the two courses must fall into two different categories. Students cannot fulfill the humanities requirement by completing courses in different tracks. If, for example, students pass HUM 2210 and then pass REL 2300 (World Religions), they have not fulfilled the humanities requirement. ACADEMIC ALERT! Students enrolled in the same college-prep or college-level course for the third time shall pay one-hundred percent of the full cost of instruction (which is the equivalent of fees paid by out-of-state residents) except in approved cases of documented extenuating circumstances. Students may not withdraw on the third attempt and will receive a grade in courses taken the third time. An appeal to take a college-level course for the fourth time may be allowed based on academic goals. The appeal process is executed through the Counseling Department. If a fourth attempt is granted, a student will not be permitted to withdraw and will receive a grade for the course. The counting of attempts began in the fall of 1997 and includes only those attempts at the Florida college where one is currently enrolled. Take your course work seriously. Consult with your academic advisor, make an educational  plan, attend class, and take advantage of the skills’ labs available to you. * * * PRESENTATION TOPICS AND RECOMMENDED READING 5 Unit I: The Earliest Traces of Culture Ancient African Egyptian Culture Ancient Mesopotamian and Hebrew Culture Ancient Hindu and Buddhist Cultures Unit II: Ancient Greek Culture Ancient Roman Culture Early Christian and Byzantine Culture Unit III: Islamic Culture Japanese Culture: chs. 16, 23 (if time permits) Medieval European Culture Renaissance European Culture IMPORTANT DATES Classes Begin Holidays: Labor Day Veterans Day Thanksgiving Break Monday, August 25 Monday, September 01  Tuesday, November 11 Wednesday-Friday, November 26-28 Last day to cancel registration/drop courses and receive a refund; last day to change from credit to audit or audit to credit Last day to withdraw from a course(s); last day instructors may assign AW Friday, August 29 Monday, November 03 1st Exam 1st Essay due Sept. 18 (Slide ID) Sept. 23 (Multiple Choice, etc. ) Sept. 16 2nd Exam 2nd Essay Due Oct. 21 (Slide ID) Oct. 23 (Multiple Choice, etc. ) Oct 28 Last Day of Classes Friday, December 05 Final Exam 3rd Essay Due TBA Day of the Final Exam TBA Final Exam: TBA Twelve Ways to make sure You Pass Your College Classes  6 1. Study the text, lecture material, or additional assigned recommended reading. Superficially scanning the reading the night before the exam â€Å"doesn’t cut it. † 2. Observe due dates. Late work, no matter what the excuse, will be downgraded or not accepted. 3. Do not urge the instructor to â€Å"cut you some slack† or â€Å"give you a break. † If he or she did that for someone else and not you, what would your reaction be? 4. Attend class. While you may think class is boring, the teacher might just provide some insights that will help you better understand the content of the course. 5. Come to class on time. If you really want to get on the wrong side of the instructor, just make tardiness a habit. 6. Do not play with your cell phone, iPod, or other electronic device in class. Unless you have childcare problems or are a first-responder, these actions tell the instructor that something else is more important than what is being taught. 7. Do not copy from Wikipedia, a Google search, or someone else’s work without proper citations. Teachers usually can identify plagiarism and material that is not yours. 8. Do not sleep in class. We know that school interferes with your social life, but do not make it so obvious! 9. Do not try to con the teacher. Telling an instructor that this is the last course you need to graduate or transfer will not earn you any leniency. 10. Do not tell the teacher that this class is the only one with which you are struggling and you have â€Å"A’s and B’s† in all other classes. Don’t give the impression that your other teachers are too easy. 11. Do not tell the teacher that you must have a good grade or you will lose your eligibility for sports, scholarship, or grant; lose your G. I. Bill; or be on academic probation. 12. Take your course work seriously. Try your best to learn.

Anna Todd Jennings Scholarship Essay

Yes, twenty four hour visitation is something all the students wish to have at some colleges but it’s not for all colleges. Some college students always look forward into having fun, playing, and being interactive with the opposite sex. You would never have any privacy time someone would always be in the suite with your roommate or out in the always making loud and disturbing noises. As she said,†Most of college students like to relax in nightgowns, T-shirts, or underwear in their rooms or halls.† Relationships could also become a distraction to the person that is trying to do homework, or trying to study for that big test in the morning. That person who is in that relationship may have that boy or girl in their room to talk or do anything they was planning on doing. So there would be no privacy for yourself not even for work you just might want to take a quick nap, or just relax and watch some television. See more: scholarship essay format Stealing is another big key problem you might have by having twenty four hour visitation. The doors would always be unlocked from people walking in and out not remembering to shut the door. That makes it easier for someone that doesn’t belong in your room to take your stuff. As she also said,† These people might be anything from pranksters to criminals, but anyone leaving a room unlocked would be taking a chance of be robbed or seriously harmed.† I know most parents if they found out their child belongings are missing they would be ready to find out who took their child stuff and that could lead to something even bigger than what it was. In the same way most of racism in any form is evil that should be opposed. Anna Todd scholarship could be another terrible thing because it has a lot of racial comments, or things about. It discriminates on certain religions when scholarships shouldn’t be that way. I feel like not only Anna Todd Jennings scholarship but any other scholarship should be for any student at their leisure. One of the financial aid office representatives says,† He knew about the racial restrictions on the scholarship but thought everyone had the right to apply.† These scholarships are not cheap be apply for and not being able to get it because of your racist. You will have to pay for transcripts, financial statements, pay to get the forms you would have to fill out, etc. Parents would be devastated if they here their child couldn’t get the scholarship because of their race. One student said, â€Å"If we do not take that money and use our education to topple the barriers of prejudice, we are giving the money to those who will use the money in the opposite fashion.† People would take action if they don’t change the scholarship rules. People would try to have riots, protest, or again try to take the founders money. If people don’t believe in racism and don’t want to those types of things to happen to our students and community they would have put and end to that racial act that the school tried to oppose. I hope by refusing to apply for the Anna Todd Jennings Scholarship and not letting twenty for hour visitation into dormitories would better out students and make them have an successful life and school year.

Biography of Josef Albers, Modern Artist and Influential Teacher

Josef Albers (March 19, 1888 - March 25, 1976) was one of the most influential art educators of the 20th century in Europe and the United States. He used his own work as an artist to explore theories of color and design. His Homage to the Square series is one of the most extensive and influential ongoing projects undertaken by a prominent artist. Fast Facts: Josef Albers Occupation: Artist and EducatorBorn: March 19, 1888 in Bottrop, Westphalia, GermanyDied: March 25, 1976 in New Haven, ConnecticutSpouse: Anni (Fleischmann) AlbersSelected Works: Homage to the Square (1949-1976), Two Portals (1961), Wrestling (1977)Notable Quote: Abstraction is real, probably more real than nature. Early Life and Career Born into a German family of craftsmen, Josef Albers studied to become a schoolteacher. He taught in the Westphalian primary schools from 1908 to 1913 and then attended the Konigliche Kuntschule in Berlin from 1913 to 1915 to earn certification to teach art. From 1916 to 1919, Albers worked as a printmaker at the Kunstgewerbeschule, a vocational arts school in Essen, Germany. There, he received his first public commission to design stained-glass windows for a church in Essen. Grassimuseum Windows in Leipzig, Germany. Frank Vincentz / Wikimedia Commons / GNU Free Documentation License Bauhaus In 1920, Albers enrolled as a student at the famed Bauhaus art school, founded by Walter Gropius. He joined the teaching faculty in 1922 as a maker of stained glass. By 1925, Albers was promoted to full professor. In that year, the school moved to its most famous location in Dessau. With the move to a new location, Josef Albers began work on furniture design as well as stained glass. He taught at the school along with other prominent 20th-century artists such as Wassily Kandinsky and Paul Klee. He cooperated with Klee for many years on glass projects. Armchair designed by Josef Albers (1927). Tim Evanson / Wikimedia Commons / Creative Commons 2.0 While teaching at the Bauhaus, Albers met a student named Anni Fleischmann. They married in 1925 and remained together until Josef Albers death in 1976. Anni Albers became a prominent textile artist and printmaker in her own right. Black Mountain College In 1933, the Bauhaus closed due to pressure from the Nazi government in Germany. The artists and teachers who worked at the Bauhaus dispersed, many of them leaving the country. Josef and Anni Albers emigrated to the United States. Architect Philip Johnson, then curator at the Museum of Modern Art in New York City, found a position for Josef Albers as head of the painting program at Black Mountain College, a new experimental art school opening in North Carolina. Josef Albers work at the PaceWildenstein Gallery, New York. Brad Barket / Getty Images Black Mountain College soon took on a very influential role in the development of 20th-century art in the United States. Among the students who studied with Josef Albers were Robert Rauschenberg and Cy Twombly. Albers also invited prominent working artists like Willem de Kooning to teach summer seminars. Josef Albers brought his theories and teaching methods from the Bauhaus to Black Mountain College, but he was also open to influence from the ideas of American progressive education philosopher John Dewey. In 1935 and 1936, Dewey spent extensive amounts of time at Black Mountain College as a resident and frequently appeared in Albers classes as a guest lecturer. While working at Black Mountain College, Albers continued to develop his own theories about art and education. He began what was called the Variant/Adobe series in 1947 that explored the visual effects created by subtle variations in color, shape, and position. Homage to the Square Blue Secret II (1963). Wikimedia Commons / Creative Commons 4.0 In 1949, Josef Albers left Black Mountain College to chair the Design Department at Yale University. There he began his best-known work as a painter. He started the series Homage to the Square in 1949. For more than 20 years, he explored the visual impact of nesting solid-colored squares in hundreds of paintings and prints. Albers based the entire series on a mathematical format that created the effect of overlapping squares nested within each other. It was Albers template for exploring the perception of adjacent colors and how flat shapes might appear to be advancing or receding in space. The project earned significant respect in the art world. In 1965, the Museum of Modern Art in New York City organized a traveling exhibition of Homage to the Square that visited multiple locations in South America, Mexico, and the United States. Josef Albers (American, b. Germany, 1888-1976). Scherbe ins Gitterbild (Glass Fragments in Grid Picture), ca. 1921. Glass, wire, and metal, in metal frame. Photo Tim Nighswander/Art Resource, NY. Â © 2009 The Josef and Anni Albers Foundation / Artists Rights Society (ARS), New York In 1963, Josef Albers published his landmark book Interaction of Color. It was the most complete examination of color perception yet, and it had a massive impact on both art education and the work of practicing artists. It particularly influenced the development of Minimalism and Color Field Painting. Later Career Albers retired from Yale University in 1958 at age 70, but he continued to teach giving guest lectures at colleges and universities around the country. In the last 15 years of his life, Josef Albers designed and executed major architectural installations around the world. He created Two Portals in 1961 for the entry to the Time and Life building lobby in New York. Walter Gropius, Albers former colleague at the Bauhaus, commissioned him to design a mural named Manhattan that decorated the lobby of the Pan Am Building. Wrestling, a design of interlocking boxes, appeared on the facade of the Seidlers Mutual Life Center in Sydney, Australia in 1977. Wrestling (1977). Whitegost.ink / Wikimedia Commons / Creative Commons 4.0 Josef Albers continued working at his home in New Haven, Connecticut, until his death at age 88 in 1976. Legacy and Influence Josef Albers powerfully impacted the development of art in three different ways. First, he was an artist himself, and his explorations of color and shape laid the groundwork for generations of artists to come. He also presented disciplined shapes and designs to viewers with countless variations on a theme that had varying emotional and aesthetic impact. Second, Albers was one of the most gifted art educators of the 20th century. He was a key professor at the Bauhaus in Germany, one of the most influential architecture schools of all time. At Black Mountain College in the U.S., he trained a generation of modern artists and developed new techniques of teaching art putting the theories of John Dewey into practice. Third, his theories about color and the ways that it interacted in the perception of viewers influenced countless artists around the world. The art worlds appreciation for the work and theories of Josef Albers became evident when he was the subject of the first solo retrospective of a living artist at the Metropolitan Museum of Art in New York City in 1971. Sources Darwent, Charles. Josef Albers: Life and Work. Thames and Hudson, 2018.Horowitz, Frederick A. and Brenda Danilowitz. Josef Albers: To Open Eyes: The Bauhaus, Black Mountain College, and Yale. Phaidon Press, 2006.