Blog 9

I think that our presentation should include an introduction, body, and conclusion. In the introduction of the presentation, we should first introduce the group members. Next, I think we should start off with an attention getter to get the audience engaged in the presentation. This may include information about our topic directly or it may include information about a subtopic. After this, I think that we should provide an introduction of our topic. Since my group is doing a public service announcement (PSA) we should give some background information about our topic and include an explanation of why we chose to take the specific route that we took with our PSA. For instance, we need to talk about our intentions for creating the PSA. After that, I think that we should preview our main points to foreshadow what our audience can expect, and then transition into our first main point. Next, I think that we need to explain what we did for the actual project and play the PSA for the audience. After playing the PSA I think that we should explain why we included some of the things in the PSA that we did so that our audience will have a more thorough understanding of our purpose and what we are trying to accomplish through the PSA

I. Introduction
A. Introduce group members
B. Attention grabber
1. Use statistics or anecdote
C. Reveal topic
1. Transition into the Body
2. Preview main points

II. Body
A. Background information of topic
B. Background information of health issue
1. Include rationale for relevance to target population
C. Formal introduction of actual PSA
1. Explanation of PSA
a. Target population?
b. What are our intentions?
c. Benefits to audience?

III. Conclusion
A. Review the main points
B. Include statement that will move the audience to action
C. Incorporate additional resources for audience
1. Contact information for the Payne Center
D. Questions & Comments
E. Thank audience for taking time to listen

Blog 7

Dear Webmaster,


I am writing this blog to talk about the website www.usajobs.gov. USAJOBS is the official job site of the US Federal Government. It's your one-stop source for Federal jobs and employment information. You can search for federal jobs all over the country from administrative to field work.

Their are some strengths to this website such as the ready to use tabs and a place where veterans can go and get education information and to look for jobs. Their is a information center that tell you about the Federal Processes & Terminology and how to fill out a resume. You can click on the job area that fit your needs so that you wouldn't have to search all over the play for a job. The main weakness that I seek about the site is that you can get lost and confuse with all of the information that it has to offer. If you are a first timer at the site you wouldn't know where to start because their is so much information to look at.

I would subjest to the webmaster that they make the site more user friendly. Create a tab or space that a first time person can go to and learn about the site so that it wouldn't be so confusing. Even for a person that have been on the site before it still can get a little bit overwheling. Overall; this is a good site to look at if a person is looking for a ferderal job. If the person had the time to nativgate through all of the information they would find everything that they need to apply and hopfully get a ferderal job.



Patrick Bland

Blog 2

Sunday, September 27, 2009

Rhetorical Analysis of “Marijuana Abuse: Age of Initiation, Pleasure of Response Foreshadow Young Adult Outcome”

“Marijuana Abuse: Age of Initiation, Pleasure of Response Foreshadow Young Adult Outcome” by Robin Eisner is from The National Institute of Drug Abuse (NIDA) issue of vol. 19 no 5 January 2005. In Eisner’s interviewing of several leading experts, boys and girls who are smoking marijuana at 13 is likely to earn less money as a young adult than peers who aren’t abusing the drug. As a result, an adolescent who smokes less marijuana than a friend but enjoys the experience more is likelier to be addicted to the drug at 21. The bad news is that if you start marijuana use by age 13, even if you eventually decrease your usage, you are likely to have a lower income and lower level of schooling by age 29. The good news is that 45 percent of the youths in our sample did not use marijuana between adolescence and emerging adulthood.
Eisner interviewed Dr. Phyllis L. Ellickson and colleagues at the RAND Corporation Santa Monica, California surveyed 5,800 adolescents from 30 school sin California and Oregon about their marijuana use between ages 13 and 23. A statistical analysis of the responses revealed four distinct patterns related to marijuana abuse. Approximately 45 percent did not smoke marijuana. The researchers called these youths Abstainers. Of those who did smoke marijuana: 1) Some 5 percent were considered Early High Users – teens who smoked marijuana from once a week to monthly at age 13, decreased their abuse by age 18, and as young adults smoked 3 to 10 times a year. 2) About 17 percent were Stable Light Users – teens who smoked infrequently at age 13 and never abused the drug more that 10 times a year, on average. 3) Occasional Light Users made up 53 percent of the marijuana-abusing population. They were similar to Stable Light Users but started after age 13 and abused lower amounts than Stable Light Users throughout the study period. 4) Steady Increasers, approximately 25 percent of the abusers, started after age 13 and increased their usage during the study period.
Eisner call to write is base on a growing problem among young teenagers in smoking and abusing marijuana. Eisner’s credentials are base off interviews and researches from various sources, personnel and being an employee of the National Institute of Drug Abuse. Eisner’s purpose for writing is to explain the growing issue of marijuana use among boys and girl from adolescent to young adulthood. The growing body of research indicated that vulnerable individuals seem to experience enhanced sensitivity to a drug’s positive effects, diminished sensitivity to its negative effects, or a combination of the two responses.
Eisner’s intent is to reach young people who surf the internet and read magazines. These are the readers of today’s generation where marijuana use is more abused. Through various resources and given examples Eisner exposed how beginner use of marijuana can turn into an addicted use over time. As early stated, researchers has found that Early High Users lagged behind all other groups in earning an education. Their average yearly earnings were $20, 940, compared with about $32,000 for the Occasional Light Users and Abstainers and $28, 140 for the Steady Increasers. Both groups that initiated marijuana abuse by age 13 reported less schooling than Abstainers and those who first smoked after age 13: Early High Users and Stable Light Users did not usually go to college, while steady Increasers completed on average one year of college, Occasional Light Users almost two years of college, and Abstainers, almost three years of college. For these readers, Eisner were trying to show how marijuana can have an effect well into adulthood.
Eisner language uses seem to be from a more professional stand point. The commentary has a formal conversational tone that’s geared toward adult readers but simple enough that young readers will understand the important of marijuana abuse. Eisner effectively used research and analysis to capture the parents mind process of how marijuana could affect their children. Eisner most powerful figure of speech “A boy or girl who is smoking marijuana at 13 is likely to earn less money as a young adult than peers who aren’t abusing drugs.”
My analysis suggest that Eisner commentary was effective in getting out the word that marijuana use among adolescent to young adults is widely spread and that society should not turn a blind eye to this problem. The commentary makes available to many readers the powerful effect that drugs can have on teens today. In all Eisner does a masterful job in writing this commentary so that the word can get out about the one of many problems that’s facing our teams today.

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Blog 6

The final group project is letting the public know about the Payne Center. My group part of the project was the making a Public Service Announcement. Mississippi has led the nation 3 years in a row(2006-2008) in being the fattest state in the nation. The purpose of the Public Service Announcement is to tell the public about their health, fitness, excising and where they can get help on this matter.

The project is coming along on time so far and looking pretty good. I think one of the problem that we are having is trying to figure out what instruction are for your individual project and what instruction are for the group project. It seen like so much information at one time that a person can get confuse. Another problem was that since me and the people in my group have different schedule, it hard to get together to solve the group problem. To help solve scheduling problems that the group had we have exchange cell phone numbers so that we can text one another about any problems or surprises that might come up. We also have decide to meet at the library after Monday and Wednesday night class to work on the project so that we will not get behind. At that time we discuss the project and any changes that need to be made.

Overall; the project seen to be on track for the most part. Everything that should be done to this point is done and the group is focus on making the project the best that it can be. Everyone in the group have been giving their all to the project and been having good ideas to help move the project along. By working together as a team the project will be a success and the goal of the Public Service Announcement will hopefully be a help to the public.

Blog 5

Investigative Assistant (Office Automation)

QUALIFICATIONS REQUIRED:
KNOWLEDGE, SKILLS, AND ABILITIES:(The KSAs below may not apply at all grades) Knowledge of grammar, spelling, punctuation, syntax, and required formats. Ability to receive and process information. Knowledge of office automation software applications. Knowledge of office management practices and administrative support processes. Knowledge of law enforcement, inspection, or compliance program support practices and procedures. Ability to maintain hard copy or automated records and prepare reports. MINIMUM FEDERAL QUALIFICATION REQUIREMENTS: Grade 05: Qualifying experience for the GS-5 level includes one (1) year of specialized experience equivalent to the GS-4 level or four years of education above the high school level. Specialized experience is experience that equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to perform successfully the duties of the position as described above, and that is typically in or related to the position to be filled. Examples of specialized experience are: performed record checks relating to individuals and/or organizations as requested; used spreadsheet, database, word processing, desktop publishing, and graphics applications to produce documents; and used a variety of computer systems to extract and compile data. SUBSTITUTION OF EDUCATION FOR EXPERIENCE: The experience requirements for the GS-5 level may be met by completion of a bachelor's degree or four years of education above high school. COMBINING EDUCATION AND EXPERIENCE: Equivalent combinations of successfully completed post high school education and specialized experience may be used to meet the total experience requirements. FOREIGN EDUCATION: Education completed in foreign colleges or universities may be used to meet the above requirements if you can show that the foreign education is comparable to that received in an accredited educational institution in the United States. It is your responsibility to provide such evidence when applying. PROFICIENCY REQUIREMENT: Applicant must be able to type 40 words per minute. Grade 06: Qualifying experience for the GS-6 level includes one (1) year of specialized experience equivalent to the GS-5 level. Specialized experience is experience that equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to perform successfully the duties of the position as described above, and that is typically in or related to the position to be filled. Examples of specialized experience are: produced routine reports summarizing program information; searched a variety of sources to obtain materials to support program activities; and used law enforcement computer system to generate and record unique identifiers. SUBSTITUTION OF EDUCATION FOR EXPERIENCE: The experience requirements for the GS-6 level may be met by completion of 6 months of graduate level education (9 semester/13 quarter hours) in a position-related field of law enforcement, inspection or compliance. COMBINATION OF EDUCATION AND EXPERIENCE: Equivalent combinations of successfully completed education and experience may be used to meet the experience requirements. FOREIGN EDUCATION: Education completed in foreign colleges or universities may be used to meet the above requirements if you can show that the foreign education is comparable to that received in an accredited educational institution in the United States. It is your responsibility to provide such evidence when applying. PROFICIENCY REQUIREMENT: Applicant must be able to type 40 words per minute. Grade 07: Qualifying experience for the GS-7 level includes one (1) year of specialized experience equivalent to the GS-6 level. Specialized experience is experience that equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to perform successfully the duties of the position as described above, and that is typically in or related to the position to be filled. Examples of specialized experience are conducted complex law enforcement searches and queries; gathered data, prepared reports, and made recommendations; and identified inaccuracies or anomalies in the information gathered. SUBSTITUTION OF EDUCATION FOR EXPERIENCE: The experience requirements for the GS-7 level may be met by completion of one (1) year of graduate level education (18 semester/27 quarter hours) in a position-related field of law enforcement, inspection or compliance. COMBINATION OF EDUCATION AND EXPERIENCE: Equivalent combinations of successfully completed education and experience may be used to meet the experience requirements. FOREIGN EDUCATION: Education completed in foreign colleges or universities may be used to meet the above requirements if you can show that the foreign education is comparable to that received in an accredited educational institution in the United States. It is your responsibility to provide such evidence when applying. PROFICIENCY REQUIREMENT: Applicant must be able to type 40 words per minute. See Other Information for further requirements.
HOW YOU WILL BE EVALUATED:	Top
You will be rated based on your qualifications for this position as evidenced by the education, experience and training you report relative to this position which shows that you possess the knowledges, skills and abilities required. Paid or unpaid experience will be considered. POLICE OFFICER QUALIFICATIONS REQUIRED: Please read the entire qualifications section very carefully, including the "Additional Requirement" section at the bottom. At the GS-5 level you must have: One full year1 specialized experience* equivalent to at least the GS-4 level. This experience must be close to the work of this job and have given you the particular knowledge, skills, and abilities required to successfully perform the duties of a Police Officer, OR To qualify based on education3, you must have successfully completed a four (4) year course of study leading to a bachelor's degree in Police Science or a comparable degree program related to the work of a Police Officer. You must submit a copy of your transcripts, official or unofficial, with your application, OR Equivalent combinations4,** of successfully completed post-high school education** and experience may be used to meet total experience requirements. You must submit a copy of your transcripts, official or unofficial, with your application *Experience that provided knowledge of a body of basic laws and regulations, law enforcement operations, practices, and techniques and involved responsibility for maintaining order and protection of life and property. Creditable specialized experience may have been gained in work on a police force; through service as a military police officer; in work providing visitor protection and law enforcement in parks, forest, or other natural resources or recreational environments; in performing criminal investigative duties; or in other work that provided the required knowledge and skills. **(GS-5 only) Successful completion of a Federal, State, county or municipal police academy or comparable training course that included at least 40 classroom hours of instruction in police department procedures and methods, and local law and regulations, may be substituted for a maximum of 3 months of specialized experience. Documentation to support this training is required. 1A full year of work is considered to be 35-40 hours of work per week. Part-time experience will be credited on the basis of time actually spent in appropriate activities. Applicants wishing to receive credit for such experience must indicate clearly the nature of their duties and responsibilities in each position and the number of hours a week spent in such employment. 2Specialized experience: You must provide detailed information of your experience performed. Information such as "I was a Patrolman", "I was a Police Officer for a number of years," or "I enforced Federal, State, county, and laws" is insufficient to determine your qualifications. Examples of specialized experience may include responding to calls or alarms involving crimes; questioning individuals at the scene, establishing the identity of injured parties, identifying the nature of incidents, and taking statements; informing individuals about their rights as suspects and/or witnesses; operating radar or other speed detection equipment and pursuing speeding vehicles when enforcing traffic regulations or laws; arresting violators caught in the act or who readily admit to guilt; issuing citations; enforcing speed limits; assisting at accident scenes; preparing reports that describe events that may be used in future legal actions; responding to duress alarms and subduing unruly individuals; patrolling; pursuing and apprehending person; subduing individuals causing disturbances; identifying and arresting violators; taking charge of a crime or accident scene and restricting access to those persons required on the scene; seeking detecting, and protecting evidence and witnesses at the scene of an incident; making arrest and performing booking procedures, conducting investigations; questioning and taking statements from victims, witnesses, and complainants; interrogating suspects; applying all correct rules of search and seizure; and analyzing facts to identify suspects and develop case information. 3If you are basing any part of your qualifications at the GS-5 level on education, you must provide a transcript or appropriate course listing (as described in Step 3 of the application process). No substitution of education or training may be made for the required specialized experience at GS-6 and above. 4To calculate the combination of education and experience, determine the amount of experience you have as a percentage of the experience required for the grade level. Then determine the amount of education you have as a percentage of the education required for the grade level. Only education in excess of the amount required for the next lower grade level is qualifying. Add the two percentages; the total percentage must equal at least 100% to qualify for the grade level. Example: the position to be filled is an Editorial Assistant, GS-5. The applicant has 9 months of specialized experience and 75 semester hours of college (15 semester hours beyond the second year and the equivalent of 3 months of specialized experience. The applicant meets 75 percent of the required experience and 25 percent of the required education. The applicant meets 100% of the requirement for one year of specialized experience and is qualified for the position. ADDITIONAL REQUIREMENTS FOR POLICE OFFICER POSITION: New VA Police Officers are required to attend a five-week course at the VA Law Enforcement Training Center in Little Rock, Arkansas. Satisfactory completion of this course is condition of continued employment. Officers are required to carry agency-approved firearms while on duty on VA property. Officers must achieve and maintain qualification with the agency-approved firearm as condition of gaining and continuing employment as a Police Officer. Officers must also successfully complete physical and psychological examinations prior to entering on duty and annually thereafter as a condition of continued employment. Applicants must possess a valid State license, have a safe driving record, pass a road test, and demonstrate that he or she is medically qualified to operate the appropriate motor vehicle safely. Applicants selected for this position must be proficient in the English language in accordance with Public Law 94-102 dated November 23, 1977. An individual who is convicted of a domestic violence charge cannot be authorized to own, be issued, purchase, or otherwise have possession of a handgun under the Lautenberg Amendment (PL 104-208) to the Gun Control Act of 1968 (18 USC 922). A background security investigation will be required for all new hires. Appointment will be subject to the applicant's successful completion of a background security investigation and favorable adjudication. Failure to successfully meet these requirements will be grounds for termination. This is a testing designated position. All applicants tentatively selected for VA employment in a testing designated position are subject to urinalysis to screen for illegal drug use prior to appointment. Applicants who refuse to be tested will be denied employment with the VA. Additional information on the qualification requirements is outlined in the OPM Qualifications Standards Handbook of General Schedule Positions. It is available for your review on OPM's web site at http://www.opm.gov/qualifications . APPLICANTS PLEASE NOTE: Education must be accredited by an accrediting institution recognized by the U.S. Department of Education in order for it to be credited towards qualifications (particularly positions with a positive education requirement). Therefore, applicants must report attendance and/or degrees from only these schools. Applicants can verify accreditation at the following website: www.ed.gov/admins/finaid/accred/index.html . All education claimed by applicants will be verified by the appointing agency accordingly. Foreign Education: To receive credit for education completed outside the United States, you must show proof that the education has been submitted to a private organization that specializes in the interpretation of foreign educational credentials and such education has been deemed at least equivalent to that gained in conventional U.S. education programs. REQUIREMENTS (Failure to comply may be grounds for withdrawal of an offer of employment, or dismissal after appointment): Applicants must meet any physical, language, license or degree requirements. Applicants must be citizens of the United States. Applicants tentatively selected for certain designated positions may be subject to a random drug screening for illegal drug use. Applicants who refuse to be tested will be denied employment. New Appointees may be subject to a probationary period. New Appointees will be subject to a background investigation to determine suitability. An OF-306, Declaration for Federal Employment (version dated January 2001), must be submitted prior to appointment. This form is available at www.opm.gov/forms/pdf_fill/of0306.pdf. Criminal Justice - Training Available Job Description If you'd like a career path with options then Criminal Justice is the field for you. Criminal Justice encompasses all aspects of the law enforcement and public safety. You could be the one making a difference protecting and serving your community. Public Safety is a top priority so there is a huge demand for trained, competent Criminal Justice personnel. You could be working for the Federal Government, State or Local Government or a private company. Now that's job security! Don't delay, now is the best time to begin Criminal Justice training. Responsibilities Criminal justice professionals work to withhold justice within the community they live. As far as a specific job, there are many within this field. However, criminal justice workers work in the police force, in courts, or in jails and prisons. This field is not to be confused with the field of criminology, which is a more scientific investigation of crime. In criminal justice, professionals approach crime and injustice through a detailed, programmatic approach, to make sure the law is used rightly for criminals. Requirements High School diploma or equivalent. The drive and desire to make a real difference. Part-Time Police Officers The Town of Terry, MS Apply Now >> Save it | Email It | Print it | ShareThis Report It Job Snapshot Location: Terry, MS 39170 (Map it! ) Loading Map... Employee Type: Full-Time Industry: Law Enforcement Securities Manages Others: No Job Type: Legal Other Experience: Not Specified Relocation Covered: No Post Date: 10/21/2009 Contact Information Ref ID: 200262123 Description PART-TIME POLICE OFFICERS TOWN OF TERRY The Town of Terry is seeking two (2) part-time police officers. Position 1: Mon.-Thur. Weekdays (11 p.m. to 7 am) Position 2: Sun.-Wed. Weekdays (3 p.m. to 11 p.m.) 90-day Probation Salary is $8.50/hour to increase to $9.00/hour upon successful completion of probation. Full certification is required for consideration. Please go to www.terryms.org to obtain application. Complete and mail to: Town of Terry (Police Officer Position) P.O. Box 327 Terry, MS 39170-0327 Or, you may scan and e-mail signed and dated copy of application to: [Click Here to Email Your Resumé] Link: www.terryms.org/ Source - Clarion Ledger - Jackson, MS Requirements Please refer to the Job Description to view the requirements for this job I have been train in the military in hand to hand combat and survival training. I have over 10 years of correctional officer experience and currently persuading a degree in Criminal Justice. I think that I would be a good fit for the Police Officer position at the VA Hospital because I'm already a federal employee and I also have experience in the law enforcement field. The years that I have spend in the military has given me a good base to go out and obtain my dream of been a police officer.

Blog 4

To: T. Leoni, Manager, Personnel Department
From: Donald Pryzblo, Manager, Data Processing Department
Subject: Incorrect Payroll Errors

I have been reviewing the errors in the computer files.

Base on my findings, it was hard to find out who is the blame for the payroll errors. I know that both departments are working very hard to make sure that all payroll checks are correctly inputted into the system.

You and I discussed requiring my computer operators to perform the task of comparing their entries against the time sheets from which your clerks are miscopying. I think that is a good idea and I will have my people working on it.

I would like for us to come up with a plan so that there would be a check and balance between both departments.

With both departments working together, the payroll errors shouldn't be a problem in the foreseeable future.

I revise this email by changing several thing. First; I took most of the subject heading out of caps. The reason being because the subject heading tell the reader what the problem is without it being cap. Second; I made sure that no department was blame for the payroll errors. By during that no-one feel like they were at false. Finally; I purpose that both departments work together to solve future problem.

Blog 3

Looking through several different Criminal Justice Programs websites from across the south, I found three universities that was interesting to me and they are: The University Of Southern Mississippi, Delta State University, and Mississippi State University. These three websites are similar to a point were they offer degrees in Law Enforcement and Corrections but the difference is that the University of Southern Mississippi also offers a degree in Forensic Science. All of the other websites from other Universities were offering close to the same curriculum as these three list above. As a student, you should look to see which school offers the best chance for a better career in the Criminal Justice Program. My readers have a small but informative pamphlet to give them a quick insight about the Criminal Justice department.

After analyzing these different web pages and considering what would be the best for me, I begin to consider how a brochure would look like in my major. By using the worksheet from the lesson plan, I came up with a creative idea on how the brochure would be. The front of the brochure would define excitement about the Criminal Justice Department from Policeman, to squad cars and police dogs. My call to write is to attract incoming students to the University Of Southern Mississippi Criminal Justice Degree.

With everything that goes into making a brochure it seems hard trying to get everything into a compact space. But beside the Internet, a brochure is one of the most popular ways of recurring students to your major. It is a important tool to have in expressing not only the University goals but, also the department mission it self.