From I-STAR to Illinois Graduate...hear some of their stories!

From I-STAR to Illinois Graduate...hear some of their stories! Have you been on a campus visit? Did you take a campus tour? If so, you met one of our 80+ Illinois Student Admissions Representatives (I-STARs). The I-STAR position is one of the most sought after positions on campus. Im lucky enough to work with all of them, and Im inspired by their journeys at Illinois. Its a bittersweet time of year when a handful of I-STARs walk across the graduation stage. As an ode to their time at Illinois and to speak to you (yes, YOU!) one more time, a few I-STARs wanted to share some of their greatest moments and challenges at Illinois. I interviewed Anh, Lauren, LJ, and Micah and I found their responses to be insightful, inspiring, and so genuine. Read more about them at the end of this post. LJ and Anh were awarded the Senior 100 Honorary for the Class of 2018 Micah, Tucker, and his brother, Sam (also an I-STAR!) Lauren and Alma twinning! What is something that surprised you about Illinois? Lauren:  The diverse and expansive opportunities. Freshman year I studied abroad in Tanzania, got involved in undergraduate research, and was on the womens rowing team all of which were super diverse opportunities, none of which were available to me in high school, and each of them was essentially handed to me when I walked onto campus. Since then, Ive joined a handful of new RSOs and the opportunities have just kept coming. LJ:  One thing that surprised me about Illinois was how community-centric it was. Even though it is such a large school, there is a huge focus on community whether that be through your major, college, RSOs, or your residence hall. From my first day on campus, I felt that I was a part of several small families rather than being alone at this large research university. I did not expect this coming, especially being from a different state than most of my peers, and I still feel this close sense of community to this day.* Micah:  One thing that surprised me about Illinois was the sense of community. Walking around as a prospective student, I was constantly greeted with friendly faces. From advisors, to tour guides and admissions staff, to people on the street, I felt at home walking around Champaign-Urbana. I knew that wherever I went, I would be able to strike up a conversation with someone and connect with them.* *Editors note (by Kaci):  I promise, I didnt prompt them to answer in such similar ways. They responded separately, but I think its pretty beautiful. We know college can be hard, whats been your greatest challenge at Illinois? The Fishmans (minus Tucker and Sam) Micah:  My greatest challenge at Illinois was finding a solid transition from high school to college. I didn’t make a good faith effort to study, or set a good priority list. As a result, my academics struggled and it set me off on a poor start to my college career. It allowed me to start digging myself up, slowly but surely, and I found out what it meant to be a good student. This meant using campus resources to my advantage, meeting with professors or TA’s and networking with students in my major. LJ:  My greatest challenge I faced at Illinois was being more confident in myself and my opinions. Coming to such a large campus from a high school with a total enrollment of 100 students, I found it difficult to share my personality and opinions the first couple of weeks just because I was scared that I was going to say the wrong thing or sound dumb. I learned quickly that there are no such things as stupid questions or stupid thoughts. I am much more confident in myself than I was as an incoming freshman and I have to thank my professors and peers for creating a welcoming environment in classes that allowed me to grow as a student. Lauren:  Time management and self-growth. The diversity on campus provides so many opportunities, but you have to actively choose to get involved in activities that push you out of your comfort zone. On the flip side, you also have to find a healthy balance between coursework and fun, which can be a surprisingly hard challenge when transitioning from 35 hours of class each week to only 10-20 in college. What experience in the classroom had the most impact? Micah:  The most impactful learning experience inside the classroom was a course I took first semester senior year called HDFS 261. It was anything but traditional, and with a small group of 15 students, one professor and two undergraduate TA’s, the course turned into a sort of self-help group. There was so much full disclosure, and everyone felt comfortable sharing their most intimate moments. One day, we did a privilege walk. It was among the most uncomfortable experiences I’ve ever had. Regardless of where I ended up in the line, it truly made me realize how lucky I’ve been growing up and put my life struggles into perspective. Anh:  Definitely ENGL 301 “Critical Approaches to Lit and Text.” I was required to take this class to complete my English minor, and didn’t expect to enjoy it very much (or at all, honestly) because it focused on ideas applying ideas from thinkers and philosophers who are long dead (Marx, Descartes, etc.) to analyzing text. Nevertheless, this class has been my favorite throughout my four years here. Not only has it taught me to analyze literature, but it taught me to approach any work (book, film, speech, etc.) from a critical perspective. This has enabled me to engage more with social and political ideas that I might not have understood before, or was too afraid to approach. **Bonus: ENGL 119 (Literature of Fantasy) was a class I took on Harry Potter (and it counted as a requirement for my minor and as a Gen Ed!). Enough said. What about outside of the classroom? ILL @ the Lincoln Memorial Lauren got involved in Illini 4000 this year LJ:  In addition to the great learning I experienced inside of the classroom at Illinois, I had the opportunity to intern not just once, but twice in Washington, DC. My first experience was a trip with Illinois in Washington which is our program that grants course credit to students wanting to intern in DC. I made great friends over the summer I interned in Sen. Mark Kirks office and was able to explore DC and live like a local. My second summer was in the White House Internship Program which was amazing in and of itself. After already being there for one summer, I had made friends who returned to the city as well. Even though I wasnt there specifically with Illinois students, I was able to be around fellow Illini for the summer as well as network with other students from across the country. Lauren:  Study abroad forever and always!! When I went to Tanzania my freshman year, I fell in love with the culture and the people and became aware of so many stereotypes portrayed in the media about Africa as a negative place, so when I returned home I made a more conscious effort to break out of my comfort zone and open up my world. Tell me about a lifelong friend or mentor you met at Illinois Micah:  A lifelong mentor I met at Illinois was the Chabad Rabbi, Rabbi Dovid. Dovid gave me a reason to reconnect with my religion but also showed me the true definition of integrity, character and hard work. After my bar mitzvah, I really had no reason to stay in touch with my Judaism. I went from a predominately Jewish town and surrounding, to a large campus where Jewish people are among the minority. Chabad gave me a home away from home; it became more than a physical place and turned into a community of friends. Rabbi was always there for me 24/7, and constantly showed that he is available to everyone. He is selfless and hard working and someone we should all try to embody more. LJ:  I have met many of my closest friends at Illinois. One is my friend Mary whom I met in my Philosophy 101 class during my first semester freshman year. I never thought Id see her again after the class, but the next semester we were in the same History 200 section which is the entry research class for History majors! At the midpoint of this course, we decided we should continue this tradition and take a class every semester together leading up to graduation (which we successfully completed)! This led into a close friendship where we now do pretty much everything together from getting coffee to getting pedicures this week before our graduation. Anh:  A mentor that I’ve met at Illinois is Molly McLay, the assistant director of the Women’s Resources Center (WRC), coordinator of the First Year Campus Acquaintance Rape Education (FYCARE) Program, and one of my supervisors for the past four years. As a social worker, instructor, and assistant director of the WRC, Molly has a plethora of daily responsibilities. Still, she finds time to relax and sit down with others at the end of the day to discuss recent movies or sing in her feminist rock band, Love Handles. Molly’s drive for her work inspires me to engage in as many activities as I can, and shows me complete commitment to, and love for, one’s work is achievable. I can only hope to have the same love and dedication for my work as Molly has for hers. Illinois has proven to me that talent and greatness are in abundance around me. For example, I met my friend, Terry, by chance when I happened to sit near him in MCB 250 (Molecular Genetics) in my sophomore year and talked about a band we both liked. Since then, Terry has become a good friend and study partner of mine. Terry amazes me. For someone who told me he didn’t care too much about academics before college, his academics are stellar, and his genuine interest in biology and chemistry are admirable. This coming Fall, he will be continuing his education as a graduate student in chemical biology at the California Institute of Technology. Congratulations, Terry! I know he’ll go on to do great things, and I’m looking forward to being able to call him a doctor of biology further along the future. Lauren:  Friends the group that I studied abroad with in Spain; we traveled to a new country every weekend and had each other for support when the rest of our friends and family were thousands of miles away, we shared so many experiences that our friends and family couldnt begin to comprehend and thats something we will always have with each other Mentor Angie Wolters is the director of the Women in Engineering program and she is a rockstar; she always knew what was going on in my life, and that made me want to get involved more with Women in Engineering to give back to her and to continue to reach out and support other current and prospective women in engineering What you will miss most about Illinois? LJ representing Block I in Section 116 Micah:  I’m going to miss relaxing on the main quad, or meeting my friends for Espresso Royale coffee. But I will especially miss some of my favorite food spots! Maize, Cracked, Big Grove Tavern, Destihl, and more! Anh: The Main Quad! And downtown Champaign and Urbana ?? LJ:  I think the one thing I am going to miss most about Illinois are my wonderful roommates that Ive lived with the past two years. Lauren and I met through being on Illini Pride Executive Board, the overarching student fan organization for Illini Athletics, and have shared many memories together in Memorial Stadium and more specifically in Row 1 of Section 116 of State Farm Center cheering on the Illini to victories. Dana and I met sophomore year before moving in to our apartment junior year. One of our biggest accomplishments was finishing our binge-watch of Gossip Girl before graduation. Our third roommate Colleen I just met this year, but she has been an absolute blast to have as a part of our apartment and she always brings such positive energy. Ill never forget the fun times in Apartment 210 and Im so sad that theyre coming to an end. But, I cant wait to see where life takes us all over the next few years! Lauren:  Having all my friends live within a few blocks from me, and walking around campus and seeing friendly faces on a daily basisand hammocking on the quad on sunny days. Want to read more? Illini Success is a project that gathers data from our graduates after graduation to share their first destinations after Illinois. Launched in 2014, Illini Success shares data, stories, and facts about our graduates. What can you do with a degree in English? Community Health? Social Work? The annual reports can answer all of those questions!  If you’re like me, you can spend a lot of time on this site  looking at numbers and graphs. However, also take some time to read through some of the success stories to learn more about an individual’s Illinois journey and their advice for you! Thank you to all of our graduating I-STARs! Anh is from Bolingbrook, Illinois and majored in Molecular and Cellular Biology, with minors in English, Chemistry, and Pyschology. She is currently appling to medical school. Lauren is from Park Ridge, Illinois and graduated with a degree in Bioengineering. She will start her bike ride across the country in New York City on May 18 with Illini 4000 Ljubica (LJ) is interning at the Commonwealths Attorneys Office in Virginia over the summer and will start her Masters Degree in Public Policy at Gerogetown Universitys McCourt school of Public Policy in the fall. She majored in Political Science and History and is from Bassett, Virgina. Micah starts his law degree at Chicago-Kent College of Law this fall upon earning his degree in Human Development and Family Studies. Him and Sam grew up in Buffalo Grove, Illinois. Since Micahs graduation, Sam is enjoying being the best Fishman I-STAR. Kaci Admissions Counselor I work extensively with our large campus visit programs to give our prospective students first-hand experience of life at Illinois. I grew up in and around Champaign-Urbana, but most recently I moved from northwest Ohio, where I finished my master’s degree in College Student Personnel.

World War II Battle of Kasserine Pass, North Africa

The Battle of Kasserine Pass was fought February 19-25, 1943, during World War II (1939-1945). Armies Commanders: Allies Major General Lloyd Fredendallapprox. 30,000 men Axis Field Marshal Erwin Rommel22,000 men Background In November 1943, Allied troops landed in Algeria and Morocco as part of Operation Torch. These landings, coupled with Lieutenant General Bernard Montgomerys victory at the Second Battle of El Alamein, placed German and Italian troops in Tunisia and Libya in a precarious position. In an effort to prevent forces under Field Marshal Erwin Rommel from being cut off, German and Italian reinforcements were quickly shifted from Sicily to Tunisia. One of the few easily defended areas of the North African coast, Tunisia had the added benefit of being close to Axis bases in the north which made it difficult to for the Allies to intercept shipping. Continuing his drive west, Montgomery captured Tripoli on January 23, 1943, while Rommel retired behind the defenses of the Mareth Line (Map). Pushing East To the east, American and British troops advanced through the Atlas Mountains after dealing with the Vichy French authorities. It was the hope of the German commanders that the Allies could be held in the mountains and prevented from reaching the coast and severing Rommels supply lines. While Axis forces were successful in halting the enemy advance in northern Tunisia, this plan was disrupted to the south by the Allied capture of Faà ¯d east of the mountains. Situated in the foothills,  Faà ¯d provided the Allies with an excellent platform for attacking towards the coast and cutting Rommels supply lines. In an effort to push the Allies back into the mountains, the 21st Panzer Division of General Hans-Jà ¼rgen von Arnims Fifth Panzer Army struck the towns French defenders on January 30. Though French artillery proved effective against the German infantry, the French position quickly became untenable (Map). German Attacks With the French falling back, elements of the US 1st Armored Division were committed to the fight. Initially halting the Germans and driving them back, the Americans took heavy losses when their tanks were lured into an ambush by enemy anti-tank guns. Retaking the initiative, von Arnims panzers conducted a classic blitzkrieg campaign against the 1st Armored. Forced to retreat, Major General Lloyd Fredendalls US II Corps was beaten back for three days until it was able to make a stand in the foothills. Badly beaten, 1st Armored was moved into reserve as the Allies found themselves trapped in the mountains with no access to the coastal lowlands. Having driven the Allies back, von Arnim backed off and he and Rommel decided their next move. Two weeks later, Rommel elected to make a thrust through the mountains with the goal of decreasing pressure on his flanks and also capturing the Allied supply depots in the western arm of the mountains. On February 14, Rommel attacked Sidi Bou Zid and took the town after a day-long fight. During the action, American operations were hampered by weak command decisions and poor use of armor. After defeating an Allied counterattack on the 15th, Rommel pushed on to Sbeitla. With no strong defensive positions in his immediate rear, Fredendall fell back to the more easily defended Kasserine Pass. Borrowing the 10th Panzer Division from von Arnims command, Rommel assaulted the new position on February 19. Crashing into the Allied lines, Rommel was able to easily penetrate them and compelled US troops to retreat. As Rommel personally led the 10th Panzer Division into the Kasserine Pass, he ordered the 21st Panzer Division to press through the Sbiba gap to the east. This attack was effectively blocked by an Allied force centered on  elements of the British 6th Armored Division and the US 1st and 34th Infantry Divisions.   In the fighting around Kasserine, the superiority of German armor was easily seen as it  quickly bested US M3 Lee and M3 Stuart tanks. Breaking into two groups, Rommel led 10th Panzer north through the pass towards Thala, while a composite Italo-German command moved through the south side of the pass towards Haidra. Allies Hold Unable to make a stand, US commanders were frequently frustrated by a clumsy command system that made it difficult to obtain permission for barrages or counterattacks. The Axis advance continued through February 20 and 21, though isolated groups of Allied troops hampered their progress. By the night of February 21, Rommel was outside Thala and believed that the Allied supply base at Tà ©bessa was within reach. With the situation deteriorating, the commander of the British First Army, Lieutenant General Kenneth Anderson, shifted troops to Thala to meet the threat. By the morning of February 21, the Allied lines at Thala were reinforced by experienced British infantry back by massed US artillery, largely from the US 9th Infantry Division. Attacking, Rommel was unable to breakthrough. Having achieved his goal of relieving pressure on his flank and concerned that he was over-extended, Rommel elected to end the battle. Wishing to reinforce the Mareth Line to prevent Montgomery from breaking through, he began withdrawing out of the mountains. This retreat was sped along by massive Allied air attacks on February 23. Tentatively moving forward, Allied forces reoccupied Kasserine Pass on February 25. A short time later, Feriana, Sidi Bou Zid, and Sbeitla were all retaken. Aftermath While complete disaster had been averted, the Battle of Kasserine Pass was a humiliating defeat for US forces. Their first major clash with the Germans, the battle showed an enemy superiority in experience and equipment as well as exposed several flaws in the American command structure and doctrine. After the fight, Rommel dismissed American troops as ineffective and felt they did offer a threat to his command. While scornful of American soldiers, the German commander was impressed with much of their equipment which he felt well-reflected the experience gained by the British earlier in the war. Responding to the defeat, the US Army initiated several changes including the immediate removal of the incompetent Fredendall. Sending Major General Omar Bradley to assess the situation, General Dwight D. Eisenhower enacted several of his subordinates recommendations, including giving command of II Corps to Lieutenant General George S. Patton. Also, local commanders were instructed to keep their headquarters near the front and were given greater discretion to react to situations without permission from a higher headquarters. Efforts were also made to improve on-call artillery and air support as well as to keep units massed and in position to support each other. As a result of these changes, when US troops returned to action in North Africa, they were significantly better prepared to face the enemy. Selected Sources History Net: Battle of Kasserine PassWorld War II Database: Battle of Kasserine PassOlive Drab: Tunisia Campaign

The Yellow Wallpaper by Charlotte Perkins Gilman - Free Essay Example

Sample details Pages: 4 Words: 1275 Downloads: 5 Date added: 2018/12/28 Category Literature Essay Type Book review Level High school Tags: Feminism Essay The Yellow Wallpaper Essay Did you like this example? The yellow wallpaper is a feminist story whose author is Charcollete Perkins Gilman. The story explores the basic issues that were faced by women in the society, their public perception of the mental illness which was connected to hysteria and feminism in the early 19th century in the United States. The theme of the story was a feminist which was due to protagonist struggle contrary to the male-centric thinking and society norms. Don’t waste time! Our writers will create an original "The Yellow Wallpaper by Charlotte Perkins Gilman" essay for you Create order Concerning the feminist story is how depression which was suffered by women was being treated and dealt with by the society and the physicians. John who is the husband of the narrator is a physician and he tries to treat her wife from an anxious condition where the process of the healing leads to complete breakdown. In his treatment activities, john prescribed it as arest cure treatment which is given to protagonist. John tries to advise her wife to abstain from the physical activities and creative stimulation. In this concern women like the narrator are treated as a subordinate role where they are not allowed to be involved in reading, writing and seeing their young ones. The only thing they are allowed to do is to sleep and breathe good air in the United States. The women were not in a position or had no ability to make their own decisions in the society. Charcollate Perkins Gilman has been involved in the story where he has been struggling against the women depression and the men dominance in the society which was experienced by the womens in an early 19th century. The setting of the story shows the inferiority of the women in the society (Gilman P.688). This paper will show how women suffered inferiority in the early 19th century in the United States. At the beginning of the story, women are considered as inferior to men. Johns wife who is referred to as protagonist is inferior to her husband john the physician. John as a physician dictates orders to his wife where he orders her not to be involved in any activity that involves decision making and the stimulation of mind with the argument that it will lead to mental problems.Women cannot read or write, they cannot work and the only thing they can do is to sleep and breathe the air in the state. The narrator is inferior to john where she has low self-esteem and has no confidence in herself. The relationship between women and their husband is not equal as it should be in the marriage sense. As per the 19th-century women were supposed to perform their responsibilities as the wives. Moreover, women were unable to adhere to that where it made society through John to take a move that will enhance women to behave like the wives by advocating for the cure of their depression or hysteria disease (Vidhya 260). Where women were said not to do anything involving physical activity and mental stimulation. The society treated women as inferior where they were treated as children relying on the guide of their husbands. They relied on their husbands the way children would rely on their parents depending on their thoughts and moves. Through such actions, the personality of the women was eroded making women inferior in the society. In the story setting, John represents society and narrator or protagonist represents women in the society. Women in the 19th century were supposed to be submissive to their husbands (Stiles 280).They suffered from depression and anxiety which is characterized by hysteria. The narrator was supposed to be submissive to the john. She was, by all means, trying to satisfy her spouse and assuming her protagonist as a mother and wife. Women struggled to meet their husband inmost needs of the inventiveness. You see, he does not believe I am sick! And what can one do? If a physician of high standing, and ones own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression-a slight hysterical tendency-what is one to do?(Gilman P.687). The women are treated as inferior as narrator argues thatJohn sees himself as wise than her wife. She argues that she was not noticed when she said she was sick. John claimed she was suffering from the hysteria and she had to avoid activities that would involve more creativity and decision making among th e women. When women started rebelling against their husbands like in case of the john and narrator in the yellow paper story, the physicians like John were assuming that women were sick. Where were said to be suffering from the mental illness and anxiety a disease referred to as hysteria. Hysteria was characterized by the anxiety and depression and was associated with females in the society. Women infected by the madness were associated with the emotional symptoms including; emotional dependency, seductive behaviors, intolerance depressions, and irritability. The physicians like John had a belief that women were weak than men and would not handle high amounts of the mental and physical activity. Physicians who were the men and had dominance were opposed to women receiving an education where they believed that education will adversely and permanently affect the health of the women. The hysteria diseases was a kind of making women inferior so that they may continue being submissive to men in the society (Matthews 73). The setting of the society in the United States in the early 19th century portrayed men as superior as compared to the women. Men dominated everything in the society. Lastly, according to the author, women in the America in the early 19th century were being forced to completely depend on the men. In that sense, everything they owned belonged to men which included; their children, possessions, and earnings. This led to lowering of the women status in the society. The women were considered different from the men considering their different purposes they had in the society. Women were treated as mothers and homemakers whereas men were treated as intellectuals who were involved in working and they depended on the women to maintain their comfort and changing aspects of the family and homes. Women in the United States were held by religious values which portrayed them as inferior. They were said to have religious virtues of being submissive, piety and domesticity in nature (Breuer 255) .These virtues made men in the society to be dominant where women were inferior in the society. To conclude, the setting of the storythe yellow paper and the society in the America in early 19th century, portrayed woman as inferior. Women were said to be suffering from the mental illness which was associated only with the women. After the physician diagnosis, they were said to be suffering from the hysteria. In order for women to avoid that mental illness, they were said not to be involved in the activities involving decision making and creativity in the society. They were not allowed to learn and make their own decision as they depended totally on men. Religious values of being submissive and domesticity which made women remain inferior in the society. References Breur, Josef. Freud, Sigmund.The Standard Edition of the Complete Psychological Works of Sigmund Freud. Macmillan, 1955. Print. Ed. Dino Franco Felluga. Extension of Romanticism and Victorianism on the Net. Web. Gilman, Charlotte P.? The Yellow Wallpaper. London: Virago, 1973. Print. Matthews, Jean.The Rise of the New Woman. The Rise of the New Woman: The Womens Movement in America, 1875â€Å"1930. Ed. Ivan R. Dee. pp. 72-74. Print. Stiles, Anne.The Rest Cure, 1873-1925. Branch: Britain, Representation and Nineteenth- Century History. Vidhya, S.Hysteria: Meaning, Causes and Symptoms. Home-cure.net, 6. Sept. 2011. Web. 28. Oct. 2017.

Policing Levels, Roles, and Functions Free Essays

As a Police Chief and seeing and experiencing a high degree of turnover in the department heads, and having to do a budget for the new fiscal year. This could be a trying time. Now the Mayor wants to hold a workshop with all the department heads and this is going to be tricky in getting everything done. We will write a custom essay sample on Policing Levels, Roles, and Functions or any similar topic only for you Order Now The information that I will need to put together are: †¢Budget †¢Training †¢Manpower In addition, reports on crime and critical issues facing the city. Let us talk about the budget first! Here are the steps that I need to take: †¢I need to come up with a reasonable objective to the new fiscal year. As the Chief, I should have a preliminary figure and it should be realistic. I know that I can tweak it throughout the year. †¢I also know to consult other members of the department. For the reason that they know more about the day – to – day operation. †¢Ã¢â‚¬ Analyze inflow. Realistic expectations of income require analysis of the preceding budgets. Before inputting preliminary numbers, compare month – to – month, quarter – to – quarter, and year – to – year figures from the previous year.†(n.d., Withrow) †¢Analyze outflow. Determine the unexpected expenses that might have an important factor on the budget. For instance, anyone retiring, any layoffs, possible hiring, training and any cost training and equipment for new employees. In addition, is any office equipment in need of updating? †¢Now to prepare the budget. Before I do the final draft, I should consult with other department managers. For the reason it could have an impact on the budget. Budgets need to be adjusting in order to have everything you need to run an operation. Now let us talk about training. As more and more higher-level officers are approaching retirement age and are retiring early, this is a problem for many police departments. Some will ignore the problem or would not think there is a crisis. Now I need to implement a Succession Planning Program to replace those that are leaving. For the most part, I do  have a plan to replace people leaving the department, but I do not have one for supervisors and managers. â€Å"The successor program I need to develop are more critical path in replacing investigators, specialists, supervisors, and managers,†(June 2006, Michaelson). Usually the human resource is responsible for developing future supervisors and managers programs. It is to my benefit to help the human resource office in developing a new program for future leaders. We could â€Å"develop the necessary skills or competencies based experiential set of scenarios, assignments, rotations, mentoring and coaching opportunities, and evaluations not only to provide the candidates with this experience but also to enable the agency to gain the benefit from this experience and information.†(June 2006, Michealson). I can assign young officers with veteran officers and give them opportunity to carry out a few tasks: †¢Ã¢â‚¬ Plan an event †¢Write a training bulletin †¢Review and make recommendations to improve or update department policies or procedures †¢Conduct training †¢Conduct research †¢Write a proposal †¢Write a grant †¢Write a newsletter article †¢Manage a committee write a report on the committee’s actions and recommendations, evaluate the committee’s success, and make a presentation on the committee’s findings. †¢Assess equipment and supplies, research replacement costs and options, and recommend replacing or updating them †¢Counsel peers †¢Become mentor to young officers and college students †¢Make a presentation to a local community group †¢Conduct a program evaluation with recommendations †¢Write contingency plans †¢Write after – action plans †¢Work on unit effectiveness report, to include use of statistical analysis †¢Review the department’s and the jurisdiction’s master plan †¢Review staffing and budget requirements for the current and upcoming fiscal year †¢Determine how staffing and budget will affect the role of Sergeants and Lieutenants.† (June 2006,Michaelson). Even doing this I cannot forget the responsibilities of the â€Å"individual preparation for leadership, which requires: †¢Undertaking a formal academic course of study †¢Taking a team leadership role in department activities †¢Participating and leading in civil opportunities, such as parent – teacher associations and civic clubs †¢Networking with peers †¢Engaging in intellectual discussion groups †¢Attending voluntary conferences and training sessions †¢Reading the professional literature †¢Studying national and local reports and analyzing the reports results †¢Using the Web as a resource †¢Serving as a guest lecturer in college class or accepting other speaking engagement †¢Engaging in research and reporting the findings.† (June 2006, Michaelson). In developing all of this, I still need to have all of it documented. This way I have the accomplishments and failures of them. Then I can advance them as needed. If my police department ends up becoming short of officers due to them leaving, retiring, etc. I could implement a program called Part-Time Reserve Police Officers. â€Å"Their responsibilities would consist of: †¢City hall security detail †¢Police department lobby entrance staffing to assist visitors †¢Increased law enforcement presence during special events †¢Prisoners transport and guarding for court appearances, medical care, and interjurisdictional transports †¢Uniform patrol augmental when staffing shortages occur as a result of long – term illnesses, injuries, workers’ compensation leave, vacations, training, and so on †¢Supplemental resource for section commanders when incidents or details develop †¢Resource for disaster  incidents such as floods.† (January 2012, Williams, Crowe, and Lowe) â€Å"PTR police officers have reduced employment costs because part-time employees do ot earn vacation or sick time, holiday pay does not apply, and health care and retirement benefits are not available. These officers are issued department equipment and are covered by workers’ compensation insurance for work-related medical incidents.† (January 2012, Williams, Crowe, Lowe) Now for crime report and critical issues, my sergeants and lieutenants could give me this information. Therefore, I would do these things as Chief of police. In which the budget, work force, training, crime report and the critical issue report, would be met for the fiscal year and for the workshop. How to cite Policing Levels, Roles, and Functions, Papers

The Farcical Elements in Taming of the Shrew Essay Example For Students

The Farcical Elements in Taming of the Shrew Essay THE FARCICAL ELEMENTS IN SHAKESPEARES THE TAMING OF THE SHREWA long time ago, a drunken man fell asleep outside an alehouse. This man, Christopher Sly, was discovered by a mischievous lord who took him into his home. The witty lord then convinced Sly that he was a lord, as well. The lord then put on a play for him. The play, The Taming of the Shrew, was about the two young daughters of Baptista. The youngest daughter, Bianca, wished to wed but her father, Baptista, would not allow this until his eldest daughter, Katherina, was married. Under normal circumstances, it would be easy to find a husband for Katherina with all her beauty, but all her beauty was covered by her shrewd personality. By this time Biancas suitors were growing very impatient, so they decide to team up and find a husband for Katherina. In jest they mentioned their plan to a friend, Petruchio, who surprisingly agreed to marry Katherina. All her beauty and wealth were enough for him. Katherina reluctantly was wed to Petruchio and she was taken to his home to be tamed. With Katherina out of the way, Bianca was now allowed to marry Lucentio, who offered her father the highest dowry for her. In the final scenes of the play, Katherina proves that she is tamed by winning an obedience contest at a dinner party. Katherina is now even more in accordance with her wifely duties than Bianca. A fare is a type of comedy based on a ridiculous situation. The Taming of the Shrew, an eminent example of a farce, is the first of three farces written by Shakespeare. In Shakespeares The Taming of the Shrew the elements of farce are exemplified in terms of character, plot, and writing style. The stereotyped characters in The Taming of the Shrew are typical of a farce. Katherina is an outstanding example of a farcical character. Katherina, although stereotyped as a boisterous shrew, can be portrayed as a person needing sympathy due to Baptistas favoritism. The quote, She is your treasure, she must have a husband: I must dance barefoot on her wedding day (A. II S. 1 L. 36-37), makes it obvious that Baptista favors Bianca. In terms of plot, Shakespeare devises the plot to resemble a situation comedy. Although the subplot is more romantic, both the subplot and the main plot revolve around the principle of a favoristic father who is outwitted by his child and her lover. The representative characters, the gullible suitor accompanied by the cunning servant, add comic relief to the not so humorous subplot. In terms of writing style, Shakespeare uses three main comical means to produce his humorous effects. Katherinas statements and Petruchios replies show verbal humor. I knew you at the first you were a moveable Why, whats a moveable? A joint stool. Thou hast hit it; come sit on me. (A. II S. 1 L. 218 221) Petruchios odd behaviors when disgusted by his meal shows the use of action comedy. The comedy of physical appearance is exemplified when Petruchio arrives at his wedding hours late and foolishly dressed. These three literary elements prove that Shakespeares The Taming of the Shrew is a farce. In conclusion, farcical elements in The Taming of the Shrew are exemplified through Shakespeares characters, plot, and writing style. Through the literary elements, the crude physical actions by the characters, and the slapstick humor the classification of the play as a farce would be correct. Bibliography:

Star Spangled Banner free essay sample

The Star Spangled Banner Patriotism reflects the affection and reverence one has for the nation they were born in and lived their whole life. Devotion to country can be shown through many different ways of which one is the recitation of the nations national anthem. The people of the United States of America display their loyalty to their nation by reciting The Star Spangled Banner. Over the last seventy-nine years many singers have sung the U. S national anthem, but there are four renditions that are widely recognized. Each version of the anthem sung by different artists over time mirrors different passions, but always ends up showing the pride and loyalty the artists feel for their nation, The United States of America. The version of the anthem The Star Spangled Banner sung by the U. S Air force Band is undeniably a very customary and nationalistic version. The band is able to perform it zealously at various 4th of July celebrations and many other occasions. We will write a custom essay sample on Star Spangled Banner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The music is composed by using trumpets, drums and flutes which display a gallant feeling, and of course provoke a ense of nationalism to the country, fulfilling the artists purpose of the song, which is to make the audience feel the sense of love for their nation. The extreme electric- guitar abilities of Jimi Hendrix are shown through his version of The Star Spangled Banner. His rendition of the anthem is a proclamation of the freedom he has got in his country proudly shown through his performance of the national anthem. The tune of the electrical guitar that Hendrix plays on, adds an exuberant and wild sound to the anthem, which actually imitates the wildness of the War of 1812 at Fort McHenry. The anthem ends with a peaceful tone, not like it begins, symbolizing the victorious moment, and Joyfulness of the war. The main purpose achieved by Jimi Hendrix is apparent, which was to make the audience actually live through the highs and lows of the War of 1812, Just like Francis Scott went through when he composed the anthem. Another vocal band, The Gaither gives an extremely influential performance of The Star Spangled Banner. Their performance leaves a strong impression of loyalty on the audience. Unlike, the U. S. Air force Band and Jimi Hendrix, The Gaither tends to stretch out certain lyrics of the song in order to highlight the importance of the fact that our flag symbolizes the utter patriotism of the Americans, still lives on. The artists goal through their performance is to show the audience the eternal and everlasting affection they have for The United States of America. Whitney Houston, a member of the Florida Orchestra performs the national anthem in a really impressive condition. Her patriotism and loyalty she has for her country shines through her voice and the high notes and stretches she hits uring the song. These things are an apparent example of the endless amount of admiration and loyalty she feels for her country. The drums and other various instruments in the background help embellish her of The Star Spangled Banner. She achieves her purpose of making her way into the hearts of the listeners during her performance with her high notes of the song. Each of the four renditions of The Star Spangled Banner has one thing in common; they all elicit a strong sense of nationalism, patriotism and eternal love for the country, but each version also gives

5 Uncommon Grammar Mistakes You Might Not Know Youre Making

5 Uncommon Grammar Mistakes You Might Not Know Youre Making Most writers know how to avoid the most common grammar mistakes- use your word processors spelling and grammar checker and review your text carefully, but how can you avoid less common grammar mistakes you might not even know youre making?Many an editing project comes across my desk that includes a number of grammar mistakes. While Microsoft Word and other word processing programs often catch the most common mistakes- a misused comma or a split infinitive - the system simply can not do what a trained eye can; understand the authors intention and then appropriately convey this message in his/her text.A well-trained writer or editor can often catch these mistakes quickly and easily, but, as the author, you are the only one who truly knows what you are trying to say.Speaking of this- as the author of your written materials, its important that you clearly define your message, but then check your work to ensure each sentence conveys this message appropriately. You are really your best fir st defense against the common and even not-so-common grammar mistakes that plague your text.First, if you havent already done so, re-read your text. Read it aloud if you must. Does it make sense? Find areas where your grammar doesnt sound right and attack these areas first. Dont accept all grammar revisions from your word processor; the best writers know that these programs are extremely limited and often confuse your meaning when used indiscriminately.When you find text that isnt clear, or at least, doesnt sound right, start evaluating it with a critical eye. Are you making any common grammar blunders? Often a simple rewording will correct these mistakes.Beyond that, knowledge is power. Here are a few of my personal favorite uncommon grammar mistakes that you may already be making (and how to avoid them!):Alright is not all rightThis is the number one uncommon grammar mistake to avoid because it came as a total shock to me.Its never all right to use the word alright! It turns out t hat the word alright is a misspelling. Though its usage is becoming more popular in both British and American grammar, for now, using the word alright wont make your work all right.Run-on sentencesRun-on sentences are easy to spot when re-reading your text, especially if you are reading it aloud. If you must take a breath while reading the sentence aloud, stop a minute and check to ensure that you havent written a run-on.When you spot one, try cutting the sentence into two separate sentences and see if the intended meaning is still conveyed. One easy way to spot a run-on is use of the word however in the middle of a sentence. Chances are, that sentence can easily be divided into two, more clear sentences.Misuse of apostrophesBy far, this is the most common uncommon grammar mistake I see in my editing works and it is so easily avoided. Remember, you only use an apostrophe for contractions (isnt for is not) or to show possession (FinMarketings post).Here are some examples I almost alw ays see:Wrong: He was president during the 1960s.Right: He was president during the 1960s.Wrong: I recently read a great post of FinMarketings.Right 1: I recently read a great post by FinMarketing.Right 2: I recently read FinMarketings great post.Not sure whether the word requires an apostrophe? Leave it out. Chances are, an apostrophe doesnt belong in your sentence.Misuse of i.e. and e.g.With antiquated Latin origin, its easy to see why there is so much confusion surrounding these simple little abbreviations.i.e. comes from the Latin phrase id est, which means that is. Therefore, its abbreviation, i.e., literally means in other words. By contrast, e.g. comes from the Latin phrase, exempli gratia, which means for example. Therefore, e.g. is used before providing specific examples that support your assertion.If your sentence requires one of these abbreviations- but youre not sure which one- substitute the following for i.e. or e.g. in your text:in other wordsDo the words that follow provide a definition or synonym for the prior text? If so, use i.e.for exampleDo the words that follow clarify your previous text by way of example? If so, use e.g.Passive VoiceUsing passive voice will not kill your work and it isnt always inappropriate, but using active voice just helps to clarify your intended meaning. This is especially important for marketing materials, press releases and other text that requires concise communication and action.What is passive voice? Passive voice is best explained by example:Passive: The shoes were purchased by the lady in red.Active: The lady in red purchased the shoes.Choosing active voice makes your text more reader-friendly and more often than not, clarifies your intended meaning because it requires a direct statement and is less difficult to follow than passive voice.