Hemp for Victory essays

Hemp for Victory essays The U.S. Department of Agriculture persuading farmers to grow hemp for the war effort in the 1940s coined the slogan Hemp for Victory. Websters Dictionary defines hemp as a genus of widely cultivated annuals, this plants fiber used for ropes and coarse fabrics. Hemp is a variety of cannabis sativa which is similar in structure to the street drug called marijuana. Yet Kulpa ( 1999, p.61) indicates, hemp is marijuanas straight cousin-classified as cannabis but containing microscopic levels of THC, the psychoactive ingredient in pot, according to the North American Industrial Hemp Council. Marijuana is much higher as stated by Sternburg (1999, p.1A), contains THC levels as high as 20%. The uses of the hemp fiber are numerous and have been woven into our nations heritage. The first immigrants reaching America used sails, rigging and nets made of hemp ( White 1999 p. 4). In the early colonies must grow hemp laws were enforced to provide sufficient clothing and materials( White 199 9 p.4). The Declaration of Independence, an unofficial transcript of the Constitution and the first flag of the United States were all written on hemp. Today anything made from petroleum or synthetic products can be manufactured from hemp (Smith). Industrial hemp is an environment-friendly crop that might contain a wealth of possibilities. Currently U.S. farmers are looking towards hemp as a new crop to provide diversity and better prices then the present corn, wheat, barley, etc. In 1998 Canada lifted the ban on hemp, allowing farmers with government permits to provide a new rotation crop. Sternberg states (1999 p.1A) The farmers must pass criminal records checks and prevent the THC level in the plants from exceeding .03 percent, which is monitored by law enforcement. The price difference between hemp and tr ...

Differences Between Baleen and Toothed Whales

Differences Between Baleen and Toothed Whales Cetaceans are a group of aquatic mammals which include all the varieties of whales and dolphins. There are over 80 recognized species of cetaceans, including both freshwater and saltwater natives. These species are divided into two main groups: the baleen whales  and the toothed whales. While they are all considered whales, there are some important differences between the two types.   Baleen Whales Baleen is a substance made of keratin (the protein that makes up human fingernails). Baleen  whales have as many as 600 plates of baleen in their upper jaws.   Whales strain seawater through the baleen, and hairs on the baleen capture fish, shrimp, and plankton. The salt water then flows back out of the whales mouth. The largest baleen whales strain and eat as much as a ton of fish and plankton each day. There are 12 species of baleen whales which live all over the world. Baleen whales were (and still sometimes are) hunted for their oil and ambergris; in addition, many are injured by boats, nets, pollution, and climate change. As a result, some species of baleen whales are endangered or near extinction. Baleen whales: Are generally larger than toothed whales. The largest animal in the world, the blue whale, is a baleen whale.Feed on smaller fish and plankton with a filtering system made up of hundreds of baleen plates.Tend to be solitary, although they occasionally gather in groups to feed or to travel.Have two blowholes on top of their head, one right next to the other (toothed whales have only one).Female baleen whales are larger than males of the same species. Examples of baleen whales include the blue whale, right whale, fin whale, and humpback whale. Toothed Whales It may come as a surprise to learn that the toothed whales include all species of  dolphins  and porpoises. In fact, 32 species of dolphins and 6 species of porpoises are toothed whales. Orcas, sometimes called killer  whales, are actually the worlds largest dolphins. While whales are larger than dolphins, dolphins are large (and more talkative) than porpoises.   Some toothed whales are freshwater animals; these include six species of river dolphins. River dolphins are freshwater mammals with long snouts and small eyes, which live in rivers in Asia and South America. Like baleen whales, many species of toothed whales are endangered. Toothed whales: Are generally smaller than baleen whales, although there are some exceptions (e.g., the sperm whale and Bairds beaked whale).  Are active predators and have teeth that they use to catch their prey and swallow it whole. The prey varies depending on species but can include fish, seals, sea lions or even other whales.Have a much stronger social structure than baleen whales, often gathering in pods with a stable social structure.Have one blowhole on top of their head.Unlike baleen whales, males of toothed whales species are usually larger than females. Examples of toothed whales include the beluga whale, bottlenose dolphin, and common dolphin.

Firewall Technology (Network Security) Research Paper

Firewall Technology (Network Security) - Research Paper Example Security requirements have substantially changed recently. Traditionally, securing a system was provided by preventing access (physical and ethically) to the secure system. However, with the introduction of computer technology, there was a need to develop automated security appliances for protecting the network and data of an organization. Due to vast rise in threats, vulnerabilities, hacking and cyber crimes, firewalls become mandatory as the first choice to implement for securing the network and data for every computer network. Firewalls Computer Security is the general term for a set of resources designed to help protect data and ruin the efforts of hackers. Moreover, it is a set of measures to protect data during transmission over a set of interconnected computer systems. Hence, security is a set measures for deterrence, prevention, detection and correction of security threats that can damage or divulge information either locally or when transmitted. Hence, certain security mecha nisms that are designed to detect, prevent and restore security after an attack. Consequently, many network appliances are invented to secure a network. The most popular network security appliance that is used in almost every small or corporate network to provide security is a firewall. Firewall is defined as â€Å"a combination of hardware, software, and procedures that controls access to an intranet. Firewalls help to control the information that passes between an intranet and the Internet. A firewall can be simple or complex, depending on how an organization decides to control its Internet traffic. It may, for example, be established to limit Internet access to e-mail only, so that no other types of information can pass between the intranet and the Internet† (Firewall.2007). Firewalls are network security devices that are categorized in hardware-based firewalls and software-based firewalls. The hardware-based firewalls are more secure, as they are not dependent on the oper ating system. On the other hand, software-based firewalls are dependent on the operating system that may demonstrate risks. The choice from these options depends on the cost as well. However, a full features firewall may protect the computer network from hackers or cyber criminals. It will detect, block and quarantine viruses and malicious codes that tries to enter in the network. Moreover, configuration on the local area network demonstrates a graphical user interface to ensure that each preventive measure is active and running (Agnitum outpost persona firewall pro 2.0.2004). Benefits Constant monitoring of security is achievable via a firewall implementation. As all modifications and logs are stored in a firewall, that are divergent of distribution on hosts on the network. Firewall also provides the protocol-filtering capability as it filters protocols and services associated with them in order to secure them from exploitation. Moreover, firewall hides inbound communication of the network from the outbound network that is also called a wide area network (ADVANTAGES OF FIREWALL). Furthermore, the use of computer networks and communication lines require protecting data during transmission. In addition, firewalls also provide centralized management for the network. This is an ultimate advantage for the network security staff within an organization as the management and

Recruitment Plan Assignment Example | Topics and Well Written Essays - 1000 words

Recruitment Plan - Assignment Example Date opened: Division: Department: Job Group: Contact Information: Hiring Manager: Others involved: (i) In reviewing resumes (ii) In the interview and selection Salary Gauge: Reason for Job Opening: Expansion of the company leading to opening of a production in the UK. Anticipated start date for this position: 2.2 Performance Profile Describing criteria with which to advertise, source, assess and interview. What will each candidate need to become successful These "must haves" are then converted into actions; measurable objectives. Look at the available resources, facilities and the group dynamics. Determine traits and abilities of the best people new on the job. Compare the best people already in the job and select traits that predict success. Outline additional "must haves". Includes related work experience. Industry/work setting: Educational post-graduate or certifications required. 2.3 Strategy for Diverse Recruitment Using the underutilization data focusing on the underutilized groups like Hispanics, Asian, American Indians, females or African Americans. Recruitment sources 2.3.1 In-house systems This has its own advantages and disadvantages (Buhler & D.B.A. 2002). Advantages include the fact that it costs less, it involves employees who are already familiar with the organization and its culture, it helps retain company secrets, improves employee morale and also it has a better success rate because employee track record is known. Its disadvantages include the fact that it creates a ripple effect as more job openings develop, it may lead to stagnation as no new thinking is injected into the organization and also creates negative internal competition. 2.3.2 Professional organizations and Associations 2.3.3 Target companies or...In the long run, this leads to serious frustrations. Use of a thorough recruitment process with the sophistication of the recruitment process being commensurate to the complexity of the job. As a minimum, the interview process should comprise atleast two interviews, an appropriate psychometric assessment and a thorough reference check. Use of a thorough interview, which should be highly structured and based on, proved methodologies. It's aimed at revealing levels of competency on the key areas, appropriate experience, the personality strengths, weaknesses and integrity. This has its own advantages and disadvantages (Buhler & D.B.A. 2002). Advantages include the fact that it costs less, it involves employees who are already familiar with the organization and its culture, it helps retain company secrets, improves employee morale and also it has a better success rate because employee track record is known. Its disadvantages include the fact that it creates a ripple effect as more job openings develop, it may lead to stagnation as no new thinking is injected into the organization and also creates negative internal competition. While advertising we will aim at creating interest in the post. As noted by Arue, Neil and Olga (2005), the more details given a job advert the more the more highly an organization is likely to be regarded and the more interest it will create.

Tv Food Essay Example for Free

Tv Food Essay Have you ever sat in front of the TV devouring tons of snacks and not even paid attention to how much you had already eaten? That is why this essay sparked my attention! I constantly find myself in front of the TV craving snacks and chomping away, not even thinking about how much I am eating. Dolly Mittal, Richard J. Stevenson, Megan J. Oaten, and Laurie A. Miller conducted an experiment to find out if our memory is a factor for what we’ve already eaten. One amnesiac patient HM started this idea when he sat down to eat a second meal immediately after consuming the first because he had forgotten he already had eaten. This experiment is trying to show that snacking while watching TV, in opposition to snacking while not watching TV, can lead us to eat more later on. They want to prove it is because the TV affects our memory of how much we snacked earlier. In experiment one they take thirty-two female women that are not dieting and not diabetic with a BMI between 18 and 25 and let them spend 20 minutes eating as much snack food as they want. They are given chocolate balls, pringles, coca cola, and orange juice. Half of these ladies did it watching a 20 minute TV episode and the other half did it sitting quietly. Afterwards the remains were taken and measured; both groups consumed around the same amount of snacks. Around one hour later they sat the ladies down to eat lunch which would include: sandwiches, biscuits, crackers and dip. They found the result they were looking for when the women who had watched TV earlier while snacking ate more of this meal than the ladies who had earlier snacked without the TV. The result was finale when the TV group also couldn’t remember how much they had snacked on during the time they watched the TV. In experiment two the experiment was very similar to experiment one except that they wanted to see if the type of TV show would affect anything. This time they had the ladies watch different types of shows- funny, sad, and boring. The results were very similar to the first experiment and they learned that the type of TV show made no difference to the food they consumed. It was confirmed that when normal weight non-dieting females snack while watching TV, they later consume more food on a TV free meal than participants who snacked without TV. Also, participants who watched TV while snacking were less accurate in remembering the amount of snack food they had consumed. Something that I thought was interesting about this experiment is that it doesn’t work on men. In the journal it is mentioned that men take a different approach to this and try to eat as much food as possible, yet in the beginning the amnesiac patient HM that Hebben reported was a male. I didn’t like that the women fasted before they came to do the experiment. It is not a real life situation. Most of the time when I’m snacking in front of the TV I might have already eaten before that or I am just about to eat. Also If I knew that this experiment was all about food – I do not know if I would have eaten what I normally do. I might have been embarrassed and not given correct information. There is no way to make this experiment work 100% but that is how it is with most experiments. They conclude †Our data suggest that TV probably exerts some as yet unspecified effect on participants’ ability to recall earlier bouts of food consumption, leading to over consumption on a later TV free test meal. As TV viewing is associated with eating in so many different ways and as over consumption of food is a major problem in most industrialized nations, it would seem important to study exactly how this occurs. â€Å" Obesity is a HUGE problem in our country and I think that this could possibly have something to do with it. Even small children are watching TV now with a bag of chips in one hand and a soda in the other. Our nation is constantly getting fatter. Now when I sit in front of the TV I will think about what I’m eating and apply what I know to help me consume the right amount of food.

economic Essay -- essays research papers

Globalisation - Economic Growth and Development and development indicators. â€Å"Outline the differences between economic growth and economic development. Discuss how economic development may be measured. Outline how globalisation may impact upon a nation’s development. Where appropriate make reference to a relevant case study.† Although economic growth and development are similar in meaning, they have some essential differences. Economic growth refers to the increasing ability of a nation to produce more goods and services. Economic development basically implies that individuals of that nation will be better off and takes into account changes in economic and social structures that will reduce or eliminate poverty. Economic development can be measured in a number of different ways including the Human Development Index, a Gender Empowerment Measure, a Human Poverty Index and a Human Freedom Index. All of these measures were developed by the United Nations Development Program. The World Bank also has its own indicator called the World Bank Development Indicator. Globalisation can have both negative affects on a nation. It can impact on the levels of economic growth a country may experience, impact on levels of unemployment or it may impact on a country’s quality of life. Economic growth is the expansion of a country’s productive capacity. This leads to a rise in total national output. Growth can occur in two different ways; the increased use of land, labour, capital and entrepreneurial resources by using better technology or management techniques and increased productivity of existing resource use through rising labour and capital productivity. While theoretically having an increasing national output means greater material welfare and a rise in living standards, it does not equate to having higher levels of well being for individuals in that nation. Economic growth can, in fact, have negative impacts on a nation including environmental degradation and the loss of traditional cultural values. It also may mean there is greater inequality between different classes in society, that is, the gap between the rich and the poor may grow. It is for these reasons that economic development measurements are also used. Economic growth as a measure fails to account for other important social and economic factors such as the size of the black market, domestic work ... ...e strong progress. Although in the very early nineties Poland experienced a sharp decline in GDP, it has since resumed steady growth. In 1999 its GDP growth was 4.1%. The private sector now accounts for over 55% of the total GDP. In early 1990, Poland was experiencing hyper-inflation with levels of up to 1200%. In 1999 the inflation rate was lowered to 7.3%, which although is still high by developed world standards, is slowly dropping. Also in the early nineties, Poland had huge unemployment rates with most sectors at around 30%. This has now been lowered to 13%, which again is high by developed nations’ standards but is a lot less than the rates experienced early in the decade. Essentially, the difference between economic growth and economic development is that one is a quantitative measure (growth) and the other is a qualitative measure (development). Economic development can be measured using a variety of indicators, mostly developed by the United Nations Development Program (UNDP), though another widely used indicator was developed by the World Bank. Globalisation can have many affects on nations, depending on their government policies and also on their economic status.

Reducing and Analyzing Crime Through the Compstat Process

Reducing and Analyzing Crime Through the Compstat Process Prepared for Professor Suresh Radhakrishnan SPHR, MBA BUS 346 Business Communication San Fernando Valley Campus, Burbank, CA Prepared by Isaac Lowe 03-13-13 Table of Contents 1. Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii 2. Overview of Compstat †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 3. Four Compstat Principles †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 4. Federal Bureau of Investigation (FBI) has established a uniform Crime Reporting †¦Ã¢â‚¬ ¦.. 2 5. Computing Year to Date (YTD) Weekl y Averages †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 6.Creating the Crime Summary Report †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 7. Analysis of Crime Data and Strategies †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 8. Crime Summary Report †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 9. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 10. References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 List of Illustrations Figure 1 Crime Data Chart †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Figure 2 Year to Date Crime Data Chart †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 i Reducing and Analyzing Crime Through the Compstat Process Executive Summary Law enforcement has developed strategies to reduce crime by analyzing crime data.Law enforcement has named this crime reduction strategy as the Compstat process. The Compstat concept analyzes the number and location of crimes and arrests as well as an analysis of suspects, victims, days and times to identify crime patterns, clusters, suspects and hot spots. There are four Compstat principles that are in place to ef fectively reduce crime. To reduce crime by analyzing the crime data, a Crime Summary Report and Crime Maps need to be produced so law enforcement can analyze the crime data. When creating the Crime Summary Report, you will need to compute Year to Date (YTD) Weekly Averages.Once you have the YTD weekly average, you can examine your current crime data to see if crime is increasing or decreasing. By comparing the current crime to the previous amount of crime you can see if crime is up or down and determine if the crime reduction strategies in place are working or if adjustments need to be made. The Compstat process and the Crime Summary Report are tools used for crime reduction. ii Reducing and Analyzing Crime Through the Compstat Process1 Overview of Compstat Law enforcement has developed strategies to reduce crime by analyzing crime data.Law enforcement has named this crime reduction strategy as the Compstat process. The Compstat process was developed by former New York Police Depart ment (NYPD) Commissioner William J. Bratton in the 1990’s. Compstat, stands for â€Å"Computer comparison statistics,† and is a system for managing police operations. The Compstat concept has been used widely in the law enforcement community in many different forms. The Compstat concept analyzes the number and location of crimes and arrests as well as an analysis of suspects, victims, days and times to identify crime patterns, lusters, suspects and hot spots. Law enforcement will create strategies to address the crime and implement it as quickly as possible. Law enforcement will consistently review, analyze the results and then repeat the process. This Compstat process can lead to the reduction of crime. Four Compstat Principles There are four Compstat principles that are in place to effectively reduce crime. The first principle is â€Å"Timely and Accurate Intelligence† which is knowing what crime is happening in your area. The Second principle is â€Å"Effect ive Tactics† which is having a game plan.The third principle is â€Å"Rapid Deployment† which is reacting quickly to where the crime is happening. The final principle is â€Å"Relentless Follow-up and Assessment† which is analyzing the results and making changes if needed. The first Compstat principle of â€Å"Accurate and Timely Intelligence† is to collect crime data in real time. Analysis the crime data and take action on identified crime trends. The crime data needs to be as accurate as possible. Without accurate and real time crime data, law enforcement will not be as effective in combating crime and implementing crime reduction strategies.Reducing and Analyzing Crime Through the Compstat Process2 The second Compstat principle of â€Å"Effective Tactics† is the development and implementation of crime reduction strategies based on the real time accurate intelligence that was gathered. Law enforcement needs to deploy specific resources and proacti ve strategies to target the crime problem. The third Compstat principle of â€Å"Rapid Deployment† is to quickly deploy crime fighting resources and implement strategies to the target area. Law enforcement needs to deploy its resources to where the crime is occurring now.The fourth Compstat principle of â€Å"Relentless Follow-up and Assessment† is to assess the implementation of the strategies had on target area and analyze the results. By analyzing the strategies and reviewing the results, law enforcement can see if the strategies are working. This review process will help law enforcement improve and make real time adjustments to the strategies in place. FBI Established Uniform Crime Reporting To reduce crime by analyzing the crime data, a Crime Summary Report and Crime Maps need to be produced so law enforcement can analyze the crime data.The Crime Summary Report is divided into a summary for each individual crime. The Federal Bureau of Investigation (FBI) has estab lished a uniform Crime Reporting Program which are Criminal Homicide, Forcible Rape, Robbery, Assault, Burglary, Larceny-Theft, Motor Vehicle Theft and Arson. These crimes are also known as â€Å"Part One† crimes. Computing Year to Date Weekly Averages When creating the Crime Summary Report, you will need to compute Year to Date (YTD) Weekly Averages. To do this, you will examine the collected crime data and see what the total number was for the specific crime that you are going to examine.Take that YTD total number for that specific crime and divide it by the total week’s crime data of that specific crime. The outcome will be the YTD weekly average. Once you have the YTD weekly average, you can examine your current crime data to Reducing and Analyzing Crime Through the Compstat Process3 see if crime is increasing or decreasing. Here is an example of the weekly average formula that you will use when computing the crime data for each specific crime: YTD Crime Total (137 ) / Crime Total for the week (7) = YTD Weekly Average (19. ). This formula will be used throughout the Crime Summary Report to obtain the YTD Weekly Averages for each crime summary. Creating the Crime Summary Report To start creating the Crime Summary Report, first, impute the 2012 and 2013 YTD Part One Averages on the top of the report so you can see the overall crime trend. Second, create a Crime Data Charts from the collected Crime Data. Next, provide an overall summary of all Part One Crime Data. Then give a summary of the Part One Violent Crime summary and Part One Property Crime Summary.Next, provide a brief summary of the each individual crime within Part One Violent and Part One Property Crimes. This brief summary will include an Analysis of the crime data and a Strategy of how to target the current crime problem. Analysis of Crime Data and Strategies The Analysis section of the Crime Summary Report is where you will be analyzing the crime data. By examining the Crime Maps o f where the crime occurred and the Crime Data you will be able to provide a written summary of the crime trend. In Analysis section you will also be using the weekly average formula to help you examine the Crime Data.The Strategies section of the Crime Summary Report is where you will be explaining your strategies to combat the current crime trends. The following is a Crime Summary Report that I have completed for the 9th week of 2013, ending 03/02/13,that can be referred to for an example. Reducing and Analyzing Crime Through the Compstat Process4 Crime Summary Report 9th week of 2013 ending: 03/02/2013 20132012 Average Year to Date (YTD) Weekly Part 1 Crime Totals:65. 576. 0 [pic] Figure 1: Crime Data Chart [pic] Figure 2: Year to Date Crime Chart Part One Crime SummaryPart-One Crimes (61) were above the week prior and are below the 2013 Year To Date (YTD) Weekly Average and below the 2012 YTD Weekly Average. There were (3) gang related Robberies and there Reducing and Analyzing C rime Through the Compstat Process5 was (2) gang related Aggravated Assaults this week. The central portions of the Division continues to account for the majority of the part one crime. Part One Violent Crimes (27) were above the week prior and are above the 2013 YTD Weekly Average of (21. 1) and above the 2012 YTD Weekly Average of (22. 2). Robberies increased this week and were mainly in central portion of the Division.Aggravated Assaults increased this week and were mostly spread out through the central portion of the Division. There were no Rapes and Homicides this week. Part One Property Crimes (34) were below the week prior and are below the 2013 YTD weekly average of (44. 6) and below the 2012 YTD Weekly Average of (53. 7). This week BTFV’s decreased with no major clusters. GTA increased slightly this week and were mainly spread out through the western portion of the Division. Burglaries decreased this week with no major clusters. Thefts increased this week and there wa s a small cluster in the central portion of the Division.Part One Violent Crime Summary HOMICIDE: 0 Analysis:None. Strategies:None. RAPE: 0 Analysis:None. Strategies:None. ASSAULTS: 11 Analysis: Aggravated Assaults are above the 2013 weekly average of (7. 1). Aggravated Assaults increased this week and were mainly in the central portion of the Division. Reducing and Analyzing Crime Through the Compstat Process6 Strategies: Request patrol & specialized units to continue drinking in public enforcement in directed areas. Officers will be directed to specific areas as needed to suppress the Aggravated Assault problem. ROBBERY: 16 Analysis:Robberies are above the 2013 Weekly Average of (13). Robberies increased this week and were mainly in the central portion of the Division. Strategies: Officer will be directed to specific areas as needed to suppress the Robbery problem. Request Gang Unit to enforce on all gang related crime. Narcotic Unit will conduct undercover operations to specific areas where the Robberies are occurring. Part One Property Crime Summary GRAND THEFT AUTO: 8 Analysis: Grand Theft Auto (GTA) are above the 2013 Weekly Average of (7. 6) and were mainly spread out through the western portion of the Division. Strategies:Officers will be directed to specific areas as needed to suppress the GTA problem. Officers will continue to receive updated GTA stolen vehicle list. The License Plate Recognition Vehicles will continue to be deployed in designated areas. Rampart Special Problems Unit (SPU) and Auto Detectives will also arrange a Bait Car Operation when the bait car is available. BURGLARY THEFT FROM VEHICLE: 4 Analysis: Burglary Theft From Vehicle (BTFV) are below the 2013 Weekly Average of (15. 0). This week BTFV’s decreased with no major clusters. Reducing and Analyzing Crime Through the Compstat Process7 Strategies:Officers will be directed through the daily mission to suppress the BTFV problem. Senior Lead Officers will continue the â€Å" Lock it, Hide it, Keep it† flyer campaign. Detectives will utilize Social Media to reach and educate as many community members as possible. Auto Detectives will arrange a Bait Car Operation when the bait car is available. BURGLARY: 2 Analysis: Burglaries are below the 2013 Weekly Average of (4. 6) with no major clusters. Strategies: Officers will be directed through the daily mission as needed to suppress the Burglary problem.Senior Lead Officers (SLO) will continue the â€Å"Lock it, Hide it, Keep it† flyer campaign. Detectives will utilize Social Media to reach and educate as many community members as possible. THEFTS: 20 Analysis: Thefts are above the 2013 Weekly Average of (17. 3) and were mainly spread out through the Division with a small cluster in the central portion of the Division. Strategies: Officers will be directed through the Daily Mission as needed. The decoy car will continue to be deployed in the major shopping centers. Officers will continue to drive through major parking lots of the shopping centers.SLO will continue to walk through businesses on a daily bases and continue to meet with the personnel. The Bike Unit will provide high visibility patrol in the parking lots of the shopping centers. -End of Crime Summary Report- Reducing and Analyzing Crime Through the Compstat Process8 After reading the Crime Summary Report we can see how through analyzing the Crime Data and Crime Maps we are able to effectively write a written summary of the crime trends. Furthermore, we are able to analyze our strategies to see if they are effective. The Crime Summary Report gives us a comprehensive account of the current crime trends.Conclusion In conclusion, to successfully reduce the incidence of crime, it is done through comparing the numbers of the current crime to the previous amount of crime. Whether crime is up or down, will help determine if the crime reduction strategies are working or if adjustments need to be made so a different approa ch can be implemented. The Compstat process and the Crime Summary Report are tools used for crime reduction by counting, comparing and mapping crime data for law enforcement to analyze. Reducing and Analyzing Crime Through the Compstat Process9 References Los Angeles Police Department’s Compstat Unit. 2010, March 09). The Compstat Process – Managing Crime Reduction on the LAPD. George Gascon. (2006, January 25). Compstat Plus. David Weisburd, Stephen D. Mastrofski, Rosann Greenspan, and James J. Willis. (2004, April). The Growth of Compstat in American Policing. LAPD Website. Compstat process information Retrieved March, 08, 2013, from http://www. lapdonline. org William J. Bratton and Sean W. Malinowski. Police Performance Management in Practice: Taking COMPSTAT to the Next Level Vincent E. Henry. (2002) A comprehensive study of Compstat in police history and reform

Critical Review for a Research Article Based on Grammar Translation

INTRODUCTION For centuries, Strategies on teaching and learning second language has been formed and apply in the classroom. Based on that, many researches has been conducted to test these methods in teaching and learning process to examine whether it is efficient or just a waste of time. By reading through these researches, teacher has been given responsibility to choose which methods that can be adaptable to their own respective classroom and how it would help them with the lessons.Through this project, we have chosen a research articles that was conducted in China to find out how a specific teaching method will help in the teaching and learning process by examining the research articles written by Lingjie Jin, Michael Singh, and Liqun Li. Furthermore, we will identify the teaching methods that were used by them and it relevance to the teaching and learning process in China.The study sought to investigate whether the communicative approach could help students acquire their vocabular y while reading through communicative activities, and develop their ability of using language and arouse their interest in learning English. 1. 0 METHODS USED IN THE STUDY. 2. 1 The Grammar Translation Method This method is more focusing on memorization of verb paradigms, grammar rules and vocabulary. Application of this knowledge was directed on translation of literary texts which is focusing on developing students’ appreciation of the target language’s literature as well as teaching the language.Written and oral translation plays a prominent part in classroom work. This encourages the learners to think and translate into their first language. Classes were conducted in the  native language which is the first language. A chapter in a distinctive textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the teacher. In thi s method, while teaching the textbook the teacher translates every word and phrase from English into the learners' first language.A number of methods and techniques have evolved for the teaching of English and also other foreign languages in the recent past, yet this method is still in use especially in Asian country such as China. It maintains the first language of the learner as the reference particularly in the process of learning the second/foreign languages. The main principles on which the grammar translation method is based are the following: 1. Translation interprets the words and phrases of the foreign languages in the best possible manner. 2.The  phraseology  and the  idioms  of the target language can best be assimilated in the process of interpretation. 3. The  structures  of the foreign languages are best learned when compared and contrast with those of first language. 2. 2 The Communicative Language Teaching Method Communicative has been developed by Britis h Applied linguists as a reaction away from grammar-based approaches. CLT also places great emphasis on helping students use the target language in a variety of contexts and places. It is a great emphasis on learning four language skills – listening, speaking, reading, writing.Its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning the English language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices.As such, it is most often defined as a list of general principles or features; 1) An emphasis o n learning to communicate through interaction in the target language. 2) The introduction of authentic texts into the learning situation. 3) The provision of opportunities for learners to focus, not only on language but also on the learning management process. 4) An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 5) An attempt to link classroom language learning with language activities outside the classroom. 2. BACKGROUND OF CLT AND GRAMMAR-TRANSLATION METHODS IN CHINA The main purpose of CLT is to develop learners’ communicative competence. Communication is important in order to follow with the development of economy. When communicative language teaching (CLT) was introduced in China at first, it met with considerable resistance (Li, 2003; Zhu, 2003; Hu, 2002). Its pioneers changed the traditional grammar-translation method into a student-centred communicative approach. It is become unusual in learning f or the students because they need to communicate in class rather than hearing the teacher explanation.English language teaching in China was established by divergent stories and not a single narrative. According to Rao (2002), in learning the English language, the Chinese learners are more focusing on reading and writing; grammar and translation; memorization of vocabulary. However, the traditional grammar-translation method failed to make them improve in their communicative skill. In order to catch up with the development of economy and promote exchange, students’ communicative competence even their overall ability in language need to be improvedMost of the ELT teachers who had adopted CLT method grew less confident of it. This is because of their qualification and the National Testing System. At the end of 1990s’, a person named Zhu has summarized with an increasing series of CLT text books that were published. CLT started to be accepted and teachers were encouraged to teach communicatively and interactively in classes. Students were unable to communicate effectively in foreign language and they were dissatisfied with their communicative competence skills.Although CLT was introduced into the Chinese EFL classes in the early 1980s, the traditional grammar method is still employed in most classes. Before 2000, college English text books were used in most universities for more than 10 years designed for traditional methods such as grammar translation method. The students were being used to passive and obedient to teachers, waiting patiently and quietly what teachers give them. An experiment project was conducted about college English teaching with communicative approach and a new series of textbooks.The purpose was to find out the results of applying and assess of effectiveness of the communicative approach in English reading classes. 3. 0 PROCEDURES OF THE STUDY An experiment project was conducted about college English teaching in Automobile Coll ege of Jilin University. The study began on September 2002. 8 non-English major classes were chosen at random. 4 classes will use CLT method in the teaching and learning process (Group C) and another 4 classes will used grammar-translation method (Group T). It lasted for 2 semesters with 116 participants on Group C and 118 on Group T.Jin, Singh, and Li prepared a Pre-treatment questionnaire asked about the students’ perception of the discourse structures and reading strategies at the beginning of the semester. 116 students received the questionnaire and returned them. Then, they were told about learner-centred approach, learner autonomy, the roles of themselves and teachers in class. To conduct the study on communicative approach, three steps were taken, which is a warm-up activities, reading activities, and follow up activities. 3. 1 Warm up activitiesStudents were required to do a group discussion, pair work and individual presentation to familiarise the topic that they wer e going to read. The need of such thing is to make sure that everyone will take part in the activities. Teachers will sometimes have to join in as a partner. The students’ interest in English learning was encouraged in such a dynamic and active atmosphere. 3. 2 Reading activities In order to make sure that students understood the global structure and was aware of the main idea in the material they were reading, teacher and students analysed the characteristics of different discourse structures together in class.Predictive and jigsaw reading activity were organised to improve students’ clarity of the discussion. 3. 2. 1 Predictive Reading Activity The activities was suitable for narrative passages which were divided into parts for one group, then another to read one in limited time, then they also were asked to work in small group and had to offer their own prediction and share with the whole of the class. After that they went on to read and test their different expecta tions. Whoever share the same ideas with the author would be very excited, others with different prediction were amused, too. . 2. 2 Jigsaw Reading Activity Teacher divided the selected material into sections and divided students into group; with limited time given, they were asked to read only one paragraph for each group to find a main idea and prediction for the next and before the paragraph. When they come into problems, they will try to solve it discussing issues with their peers. There are two procedures for this activity: A- First, one student from each group made a report on their findings and other students will have to listen attentively to take note.After all the reports, students have collected all the main content from all groups then in their group, decide the order of the paragraph. At the end of the activities, the whole class will agreed on the logical sequences. B- Secondly, students were divided into different groups, with each member coming from a different group . Each student in the new group brought their materials and all of them organised the passage according to the most logical order. 3. 3 Follow up Activities By the end of the activity, teacher asked questions about the passage to acquire the feedback from the students.All the activities were arranged for all students in the class to participate actively in the interactions and eventually improved their overall English language ability. 4. 0 OUTCOMES The study done by Lingjie Jin, Michael Singh, and Liquin Li has achieved the following result which is the comparison on test result, time taken by the teacher in class, and feedback between Group C and Group T which practiced the Communicative Language Teaching and Grammar-Translation methods in class for two semesters respectively. 4. 1 Test ResultStudents were required to take a test paper to check their skills on reading (R40), listening (L15) and vocabulary and structures (L15). The numbers being allocated to it are the fullest mark s. Test papers were exactly the same in listening and reading. The part of vocabulary and structures were all from their respective textbooks. TEST/GROUP| GROUP C| GROUP T| R40| 30. 18| 29. 56| L15| 10. 58| 8. 54| V15| 9. 09| 8. 22| Table 1 : Test result for Group C and Group T Judging from the result of the test, students in Group C did better than those in T-group in all aspects.They were especially superior in listening, and slightly better in vocabulary. This does seems that a communicative approach can improve students’ performance in examination and does not undermine their capacity to succeed in tests. 4. 2 Tape Result The process of teaching and learning of the groups were recorded in audio and checked to see the differences between the two classroom management with grammar-translation and communicative approaches. In the GT classes, the teachers’ lectures took about 91% of the time in class.On the other hand, 64% of the time was spent in student-centred activi ties which ultimately give chances for all students in the classroom to speak English. 4. 3 Feedback Comments on the training program were obtained for a group of college students just graduated from high-school. 29 people out of 30 showed a favourable attitude and acknowledged their progress in all of listening, speaking, reading and writing skills during the three-month training. From the 116 students, 85% of them said they liked the CLT methods better.Students in Grammar-Translation group just sat there nodding mechanically with no chance to speak language. They commented that the teachers were training them to be like robot because they just accepted what the teachers gave them. At the end of the first semester, three university supervisors observed the class with CLT methods and confirmed the active, motivating atmosphere and the positive, effective functions of it. 5. 0 CHINESE STUDENTS’ PERCEPTIONS ON THE TEACHING METHODS. Another research study has been conducted by Z .Rao (2002) to investigate Chinese students’ perceptions of communicative and non-communicative activities and their difficulties in EFL classes that used CLT method. The instruments include a questionnaire and semi-structured interviews. 30 Chinese English-major college students were chosen at random from those who exposed to CLT for completing a survey. 15 of them were sophomores, 15 were juniors, with 21 females and 9 males, ranging in age from 18 to 23. The questionnaire consisted of three parts. Part A was about the students’ background, English proficiency and their opinions of communicative and non-communicative activities.Part B composed of 19 items asking about communicative and non-communicative activities. Part C invited students to explain their difficulties in communicative activities in class. 5. 1 Research results. The data was examined after it was collected and analysed inductively. The survey results showed that the students preferred non-communicativ e activities, compared with communicative ones although they liked a variety of class activities. Almost all students preferred teachers’ grammatical explanations in English mother-tongue-avoidance strategy in class.Sometimes the lack of authentic English context and confidence in themselves prevent them from participating in communicative activities. Some dynamic, creative activities were welcomed by good English learners. All students thought it helpful for teachers to direct class discussions, and they were they were interested in authentic English materials, e. g. newspaper or magazine articles. All students were interested in CLT methods in class, twenty-two of whom liked non-communicative activities better, and eight preferred communicative activities.All of them thought the combination of communicative and non-communicative activities was better. Because of most examinations were grammar-based, and many students’ motivations for learning of English was career-or ientated. They didn’t attach importance to communicative activities although they were interested in them. And 25 of 30 students thought they were used to the traditional grammar-translation method which was teacher-centred, textbook-driven and emphasized rote memory. They consider their teachers were authority and reluctant to challenge them. CONCLUSIONAfter a deep look into the research articles conducted by three capable and professional professor of English Education, we realise that most classes in China uses Grammar-translation method on their teaching and learning process instead of the more modern approach on language teaching such as CLT. It is by no means an expired approach because students in China still preferred to use the method and claim it sufficient in learning English language. The paper done by Li, Jin, and Singh has explored the CLT method to college English and compared them with traditional method of grammar-translation.Li (2003) summarises that judging from the feedback from the students and the results of examinations, communicative approach was advantageous and favourable, it aroused their interest in English language and developing their learner autonomy. Although the study shown that CLT method is much more efficient with a higher result on English language skills (listening, speaking, writing, and reading), Rao (2002) has conducted one research on students’ own perceptions instead of looking at the end result of students’ proficiency in English language which resulted in favour of the more traditional method of grammar-translation.According to Rao (2002), teacher may help their students understand the nature of the language, the features of CLT, the function of the class, the role of student and the teacher. They could create environment for students to practise the language which give them some insights into real-life situation. Adding to that, teachers could be facilitators that help students to access authen tic English language materials. It will offer students knowledge into other nations, peoples, ultures, and everything significant. Thus it has come to our understanding that even though both methods might be applicable to English language classes depending on the variable of the students’ conception and environment, teachers could be the initiators that encourage students to accept the other modern methods and be the one who clear away misconceptions that might be used to hinder the teaching and learning process in classroom.REFERENCES 1- Lingjie Jin, Michael Singh, Liqun Li; Communicative Language Teaching in China: Misconceptions, Applications and Perceptions. (2005) Australian Association for Research in Education. 2- Rao, Z. (2002), Chinese Students’ Perceptions of Communicative and Non-Communicative Activities in EFL Classroom. System 30, pp. 85-105. 3- Xiao Qing Liao; How Communicative Language Teaching Became Acceptable in Secondary Schools in China.The Internet TESL Journal, Vol. VI, No. 10, October 2000; http://iteslj. org/. 4- Rao Zhenhui; Foreign Languages College, Jiangxi Normal College, China. Modern vs. Traditional. Taken 10 October 2012 from http://eca. state. gov/forum/vols/vol37/no3/p27. htm. 5- Rhalmi Mohammed I’m Rhalmi Mohammed; articles on Grammar Translation Method (April 2009) and Communicative Language Teaching (Sep 2009) taken on October 2012 from http://myenglishpages. com.

Whats New on LinkedIn - October 2016

Whats New on LinkedIn - October 2016 Over the past six months, and since my March 2016 report on the 8 Most Important Updates for You to Know on LinkedIn, LinkedIn has introduced a panoply of new features to make life easier for job seekers, enhance the mobile experience, and support both students and members of the LinkedIn community who might not have a college degree. If you know where to look, you can find a wealth of information and tools tailored just for you! Heres a list of what I think are the 6 most important updates on LinkedIn since March 2016. 1. LinkedIn’s Job Search App Whether you are a job seeker or an employer, you need to know about LinkedIn ® Jobs. Jobs are so important on LinkedIn, in fact, that they have their own tab right in the top menu. Now with robustly featured mobile apps for iOS and Android, job seekers can apply to jobs using LinkedIn right from their phones. Don’t let that job offer sit in your inbox for hours while you’re out networking! For Android users: Click here to get LinkedIn ® Job Search App for Android (Google Play) and log in to your account. Tap the grid icon in the upper right corner. From the dropdown menu, select Job Search. You can then search for new job opportunities, save your searches, create job alerts and apply. From the dropdown menu in the upper left, select â€Å"Activity† to see your recently viewed jobs, save searches, and keep track of where you’ve applied. Or click â€Å"Discover† to view the jobs that LinkedIn has recommended for you. You can also sync your phone with your LinkedIn account. For iOS (iPhone) users: Click here to get the LinkedIn ® Job Search App for iPhone (iTunes). iPhone users enjoy additional amenities with the Job Search App for iPhone. Search jobs, save searches, set up notifications, apply online and track jobs you’ve applied to. Click her for more about LinkedIn for mobile. 2. Open Candidates In October 2016, LinkedIn introduced the â€Å"Open Candidates† tool, which allows job seekers to privately signal to recruiters that they are open to new job opportunities. Now you don’t have to worry that you will be telling the world (or your current employer) that you are on the hunt. Here’s how to use Open Candidates: From the Jobs menu, select the Preferences tab and flip the switch to â€Å"On.† You will then be asked to provide preferences for jobs you are interested in. Open Candidates makes it easy to access hundreds of thousands of recruiters who are looking for talent on LinkedIn. It’s available in the U.S., U.K. Canada and Australia on both the desktop and mobile versions of LinkedIn, and there are plans to rolled out the program globally. Ready to get started? Log in here to change your preferences. Click here for more info on Open Candidates. 3. New Mobile App Features On October 12, 2016, LinkedIn kindly outlined the three newest features available to you via your mobile phone. These features are designed to help you find what you need more easily and to control the type of information that comes through your LinkedIn feed. Customizable Feed Click the three dots in the upper right corner of your mobile app to reveal the â€Å"Improve my feed† option. Pick topics that interest you, follow leaders you want to hear from, and tap on publications you like to read. Also, you can unfollow or hide updates from connections that you find less interesting, and the app will deliver more of what you like to read. Save Content for Later At the bottom right of each article, there is now an option to bookmark it so you can come back to it later. To access your saved content, click on your â€Å"Me† tab. Search for Content The mobile app’s search box allows you to find the content that interests you most. Who doesn’t love a search function? 4. LinkedIn Students App According to LinkedIn’s official article announcing this mobile app, â€Å"86% of students choose to go to college to get better jobs, but 44% of graduates are underemployed.† Ada Yu, LinkedIn’s product manager, stated that often students â€Å"don’t know what to search for †¦ what they’re qualified to do, or even what’s out there.† This skill gap, coupled with mounting student debt, makes support to get a job right out of college- or even during college- a huge advantage. LinkedIn’s Students App was created to help college students land their first job sooner. Available for iOS and Android (in the US only), this app helps you as a student work on a host of job search activities between classes or whenever you have a few precious moments. Explore suggested roles based on your education. Read helpful articles curated by LinkedIn and JPMorgan Chase Company. See the companies that hire from your school. View the profiles of recent alumni with your major. Get job listings appropriate for your major and year. Get new recommendations delivered every day. The information recommended by the app is generated just as it is with LinkedIn Jobs, except tailored specifically for students. In fact, the app has been touted as resembling the infamous Tinder app, making it familiar and easy for students to learn and navigate. 5. Training Finder Are you just a training or two short of being qualified for the positions you want? In March 2016, LinkedIn began rolling out â€Å"Training Finder,† a service designed for people with a high school diploma and some or no college who need to learn a skill. Currently limited to only a handful of cities in Arizona and Colorado, this tool, powered by LinkedIn’s Economic Graph, provides local candidates a way to secure better jobs by connecting them with live training programs. Allen Blue, LinkedIn’s VP of Product Management and Co-Founder, describes Training Finder as providing â€Å"relevant training programs in their area; which programs are affiliated with employers; whether or not they’re accredited; the program’s employment rate, cost, and duration; the skills the program will teach them; the jobs they’ll be qualified for when they complete the program; and the estimated salary. These insights will help them choose the training program that will teach them the skills they need to get the job they want.† According to LinkedIn Help, the â€Å"majority of information about programs †¦ is uploaded by the schools directly (training descriptions, potential job positions, affiliated employers, skills you will learn, etc.). The other information, such as alumni of the program, number of job openings related to the program, and expected salary for those jobs is based on LinkedIn’s own data.† 6. Career Pages On the Company side, LinkedIn has created the â€Å"Next Generation of Career Pages.† If you are a job seeker, the new career pages could mean that you are getting a much better customer experience when a company is interested in your candidacy! You will be able to learn more about a company’s culture, and have better access to people in similar roles to the ones that interest you. I’d love to hear your stories of how this feature works for you. Have you noticed any other new features on LinkedIn that you want to report or have questions about? Let me know and I will cover them in my next update!

Civil Wars Wet Plate Collodion Photography

Civil War's Wet Plate Collodion Photography The wet plate collodion process was a manner of taking photographs which used panes of glass, coated with a chemical solution, as the negative. It was the method of photography in use at the time of the Civil War, and it was a fairly complicated procedure. The wet plate method was invented by Frederick Scott Archer, an amateur photographer in Britain, in 1851. Frustrated by the difficult photography technology of the time, a method known as calotype, Scott Archer sought to develop a simplified process for preparing a photographic negative. His discovery was the wet plate method, which was generally known as the â€Å"collodion process.† The word collodion refers to the syrupy chemical mixture which was used to coat the glass plate. Numerous Steps Were Required The wet plate process required considerable skill. The required steps: A glass sheet was coated with chemicals, known as collodion.The coated plate was immersed in a bath of silver nitrate, which made it sensitive to light.The wet glass, which would be the negative used in the camera, was then placed in a light-proof box.The negative, in its special light-proof holder, would be placed inside the camera.A panel in the light-proof holder, known as the dark slide, along with the lens cap of the camera, would be removed for several seconds, thereby taking the photograph.The â€Å"dark slide† of the light-proof box was replaced, sealing the negative up in darkness again.The glass negative was then taken to the darkroom and developed in chemicals and â€Å"fixed,† making the negative image on it permanent. (For a photographer working in the field during the Civil War, the darkroom would be an improvised space in a horse-drawn wagon.)The negative could be coated with a varnish to ensure the permanence of the image.Prints would later be generated from the glass negative. The Wet Plate Collodion Process Had Serious Drawbacks The steps involved in the wet plate process, and the considerable skill required, imposed obvious limitations. Photographs taken with the wet plate process, from the 1850s through the late 1800s, were almost always taken by professional photographers in a studio setting. Even photographs taken in the field during the Civil War, or later during expeditions to the West, required the photographer to travel with a wagon full of equipment. Perhaps the first war photographer was a British artist, Roger Fenton, who managed to transport cumbersome photographic equipment to the battlefront of the Crimean War. Fenton had mastered the wet plate method of photography soon after it became available and put it into practice shooting landscapes of the British midlands. Fenton took a trip to Russia in 1852 and took photographs. His travels proved that the latest photographic method could be utilized outside of a studio. However, traveling with the equipment and the necessary chemicals to develop the images would present a formidable challenge. Traveling to the Crimean War with his photographic wagon was difficult, yet Fenton managed to shoot impressive photographs. His images, while praised by art critics upon his return to England, were a commercial failure. Roger Fentons photographic van used in the Crimean War, with his assistant posing on its bench. Library of Congress While Fenton had transported his ungainly equipment to the front, he purposely avoided photographing the ravages of war. He would have had many opportunities  to depict wounded or dead soldiers. But he probably assumed his intended  audience in Britain did not want to see such things. He sought to portray a more glorious side of the conflict, and tended to photograph officers in their dress uniforms. In fairness to Fenton, the wet plate process made it impossible to photograph action on the battlefield. The process allowed for a shorter exposure time than previous photographic methods, yet it still required the shutter to be open for several seconds. For that reason there could not be any action photography with wet plate photography, as any action would blur. There are no combat photographs from the Civil War, as people in the photographs had to hold a pose for the length of the exposure. And for photographers working in battlefield or camp conditions, there were great obstacles. It was difficult to travel with the chemicals required for preparing and developing the negatives. And the glass panes used as negatives were fragile and carrying them in horse-drawn wagons presented a whole set of difficulties. Generally speaking, a photographer working in the field, such as Alexander Gardner when he shot the carnage at Antietam, would have an assistant along who mixed the chemicals. While the assistant was in the wagon preparing the glass plate, the photographer could set up the camera on its heavy tripod and compose the shot. Even with an assistant helping, each photograph taken during the Civil War would have required about ten minutes of preparation and developing. And once a photograph was taken and the negative was fixed, there was always a problem of a negative cracking. A famous photograph of Abraham Lincoln by Alexander Gardner shows damage from a crack in the glass negative, and other photographs of the same period show similar flaws. By the 1880s a dry negative method began to be available to photographers. Those negatives could be purchased ready to be used, and did not require the complicated process of preparing the collodion as required in the wet plate process.

How the epic poem Iliad influenced Alexander the Great Research Paper - 1

How the epic poem Iliad influenced Alexander the Great - Research Paper Example Alexander’s dream to conquer the world has its root in the very imaginary of world of the Iliad. To a great extent, Iliad’s world was a world of heroism for Alexander. Homer’s heroes -especially, Achilles- had influenced the young mind of Alexander in his youth. But this world also taught him morality and courage to a considerable extent. It was the courage of Achilles’ courage -to go against Agamemnon’s tyrannous, unreasonable and despotic behavior- that inspired Alexander to raise his voice often against his father’s royal policies. Though he inherited much of the war-tactics and the wisdom of fighting and winning a war from his father Philip of Macedon, textual evidences from the â€Å"Iliad† show that a significant part of Alexander’s war-tactics had been induced and modulated by the war-tactics of Homeric heroes. This paper will explore into how Alexander had been influenced by Homer’s epic poem ‘Iliad’. In this regard, Alexander’s real-life activities will be compared with the textual evidences in the poem. During the formative years of his early life Alexander had been greatly influenced by the â€Å"Iliad†. Since his time, he has turned into a legendary personality. He appears to one of the most influential historical personalities who tamed the world by their courage. But this legendary personality himself has been inspired tremendously by the Greek mythologies and legends. During the early years of his life, Alexander studied the ‘Iliad’. The courage and heroism of the Greek heroes in the story were greatly shaping the young mind of Alexander. Especially the Homeric hero Achilles attracted him so much that he decided to imitate him in his real life. Till his death, the Achillean motivation to fight in a war has haunted Alexander’s mind. This Achillean motivation is best described in the following speech of Achilles: â€Å"If I hold out here and I lay siege to Troy, / my journey