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
Sunday, November 29, 2009
Wednesday, November 18, 2009
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.
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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Sunday, November 8, 2009
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.
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. 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. 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. 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
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