6 Disappeared LinkedIn® Partner Applications and What to Do About Them †Part II Amazon Reading List

6 Disappeared LinkedIn ® Partner Applications and What to Do About Them – Part II Amazon Reading List Are you an avid reader? It used to be that you could share your passion easily on LinkedIn with the Amazon Reading List application. With the disappearance of LinkedIn partner applications came the elimination of this option. Amazon Reading List was a valuable way to let people know what type of professional development you were engaged in, as well as to round yourself out as a human being (read any good novels lately?) Many people are wondering how to include a reading list on LinkedIn now that the old method has vanished. I was fortunate to have one of my fellow LinkedIn authors, Patrick Gallagher, (LinkedIn Secrets Revealed) do some research on this topic. He wrote to Amazon and received the following email: Thank you for using Reading List by Amazon and for your patience as we’ve worked to make your book information available after LinkedIn deprecated their application program. Your Reading List information has been preserved and is available for import on Shelfari.com. Shelfari is an Amazon-owned site that helps you keep track of the books you’ve read and are reading, discover new books and interact with other readers. Go to https://www.shelfari.com/addbooks. You can sign in to Shelfari using your Amazon account (or your existing Shelfari account). If you’re already a member, click â€Å"Import Books† from the Your Shelf drop-down on the home page. Click the â€Å"Import Books† from the Your Shelf drop down or go directly to: https://www.shelfari.com/addbooks and you will be guided through importing your books and reviews to your Shelfari bookshelf. I followed these instructions and the process was pretty straightforward. I went to the link provided, www.shelfari.com/addbooks, and created an account. I then entered the same link again and was brought to this screen: When I clicked on IMPORT next to Import Your LinkedIn Reading List, all I had to do was provide my LinkedIn password and my reading list showed up in Shelfari! I then clicked on the Account Settings tab and customized my Shelfari link: Now that I have a link, I can add it to my LinkedIn Profile using the new platform. Here’s how to add a link in the new LinkedIn: In the Summary section, click on the blue box with a + sign in the corner. You will be brought to a box where you can paste a link: After you paste the link, you can provide a title and description: Unfortunately, there’s a small glitch. When I clicked on the link, the following screen appeared: I had to click on Read Original to get to the actual Shelfari list, which looks like this: In Shelfari, you can add books you have read or that you are reading, rate them and review them. I won’t give a tutorial on the website since I think you can figure it out by poking around! If this all seems too complicated, you can do as Patrick Gallagher did and add the Projects section to your profile. You can then create a â€Å"project† called â€Å"Amazon Kindle Book Reading List† or something similar, and list your books there. Here’s Patrick’s list: Another option would be to create a document with your list of books and upload it to Box.net. You can then add a link to the Box.net file on your LinkedIn profile. I will cover more about Box.net in my next entry of this series. Stay tuned, and happy reading! Want to read How to Write a KILLER LinkedIn Profile on Kindle? Curious about Patricks book? Check it out here: Category:Archived ArticlesBy Brenda BernsteinJanuary 28, 2013 2 Comments Laveda says: June 24, 2014 at 7:27 am The nerd in me was thoroughly excited to read this article because the Amazon Reading List was one of my favorite LinkedIn apps and I was a little dishearten to see it wasnt there anymore. Thank you for finding other options to provide a reading list. Ill definitely add one later this week. In all honesty, I enjoyed viewing my LinkedIn network readings on my news feed. That I will always miss. Laveda Log in to Reply The Essay Expert says: June 24, 2014 at 8:16 am Thanks for your comment Laveda. With LinkedIns new Publishing platform, you should once again have easy access to educational content from your network! Log in to Reply

Race & ethnicity Term Paper Example | Topics and Well Written Essays - 1500 words

Race & ethnicity - Term Paper Example Take for instance, the African Americans, badge of identity is their black skin color. However, this characteristic does not fully identify members of a particular race because of the notion of inter-marriage. For instance, there is a high rate of inter-marriages amongst members of different races such as blacks, and whites, and this interferes with their genetic characteristics. On this basis therefore, race is a societal issue, and can compose of people who have a share dialect, and experience. In America for instance, race explains why people of African descent were forced to work as slaves, deny them some of their rights and basic freedom (Flax, 51). The federal government for instance, enacted some legislation to deny African American some benefits that citizens of the Union had. Take an example of the naturalization act, which came into existence in 1790. The aim of this law was to deny people of African descent the citizenship status of America. Other racial laws include, the national origins act of 1924, and the Chinese exclusion act of 1882 (Flax, 32). The national origins act was meant to regulate the number of immigrant coming into the United States of America. The target of the law was the Jews, the Eastern and Western Europeans, the Indians and Asians. On this basis therefore, we can argue that other racial groups were also a target of the American government, and people. Despite these aspects, African Americans are the people who suffered most under the policies of the Federal government. This is due to slavery and other discriminative tendencies from the white people and the government. Racism still continues to dominate the American social life and Bell Hook agrees with this notion. Hook (23) observes that racialism is even on the minds of the educated white people. She denotes that in a cultural conference she attended, there were arrangements denoting the supremacy of the white men (Hook, 33). This was depicted on the people who were invited t o talk in the conference; and the different manner in which the organizers of the meeting handled white and black speakers. This was a clear indication of people who came from a white race, looking down upon people of different races, and this attitude instilled fear in her. Therefore, this paper analyzes how African Americans suffered from racialism in United States of America. It starts by analyzing the impact of slavery upon African-Americans, the human rights movement that advocated for an equal opportunity, and the various laws that the Federal government enacted to solve the problem of racialism in United States of America. The conclusion of this paper is a summary of the major points found in it. African American Experiences with Racialism: African Americans began their stay in United States of America as slaves for purposes of supporting an economic system that did not benefit them in whatever circumstances. This is because they did not enjoy the benefits of a naturalized ci tizen. The naturalization act of 1790 prevented anybody who was not a white person from gaining citizenship, by naturalization. Due to their status as slaves, African Americans could not vote, could not hold any political or administrative office, could not serve on a jury, or could not own any property. Slaves were not allowed to speak before their master, or before a congregation of white people. Bell Hooks denotes, in one of her

Costco Essay Example | Topics and Well Written Essays - 500 words

Costco - Essay Example As for pricing, the major strategy of Costco is that their prices should be for sure lower than those of the competitors. The company sells its products at prices 15-20% lower than other retailers or department stores. The philosophy of the organization is that while other companies are trying to sell at higher prices, Costco should be always finding ways to sell even cheaper. The business believes the major advantage of this strategy is that, first of all, in such a way they offer value. Secondly, this allows to make sure there will be no competitors in their niche – the company makes its prices so low that nobody else can enter their market. Thirdly, the goal of low prices is not only to sell today, but to be building a brand and a system that will be in the market for years. So, though shareholders’ income might not be as high as that of the rivals, Costco is aiming at long-term income instead of short-term financial success. The major distribution channels of the company are its warehouses, to which people come and choose products to buy. Another source of sales is their web-site, which allows to buy items that might not be available at the warehouse. Another advantage of the web-site is speeding up the sales process. For example, a customer may upload photos into the online photo center and pick the pictures at the local warehouse in about an hour. Selling at warehouses allows to company to save on fancy retail stores, salespeople, space rent fees and other attributes of traditional distribution. In addition, the warehouses’ working hours are shorter that those of other retailers, thus allowing Costco to save on labor. However, thought the company seems to be pretty successful, it is exposed to certain risks related to both the country’s economy and the company’s operations mode and strategy. According to Costco, among the greatest risks of the company is strong competition – Costco competes with a great number of retailers, department

Al-Qaeda in Southeast Asia Essay Example | Topics and Well Written Essays - 5000 words

Al-Qaeda in Southeast Asia - Essay Example Consistent with this fact, the term ‘Al Qaeda’ was not Christened by Osama bin Laden; rather, it was the United States intelligence agency CIA that referred to the Islamic activists led by bin Laden in this manner in the mid-1990s. Al Qaeda, translated from Arabic, literally means a â€Å"foundation or precept’. The term Jemaah Islamiyah, a terrorist outfit that has its roots in Southeast Asia is translatable into â€Å"Islamic community† (Shuja, 2006, p.447). Hence, the employment of terrorism is not an intrinsic aspect of these organizations. Terrorism is only a tactic that was adopted during the last decade or so, but there is nothing inevitable about it. This fact should be kept in mind by Australian security agencies, while drawing awareness campaigns and security measures, for far too often western intelligence tends to portray these Islamic groups to indulge in terrorist activities for terror’s sake. This is not true. The Jihadists’ ob jective is to defend their faith and their way of life, which they feel is threatened by the western cultural and military interventions in the Islamic world (and there is sufficient proof to support this assertion). To understand how Al Qaeda gained support in Southeast Asia, it is important to gain cognisance of its founding principle, i.e. Al Qaeda was founded on universal Islamic precepts of jihad and brotherhood. And the present wave of Islamic revivalism and the rise of Islamic fundamentalism in Southeast Asia originated during the 1970s.

Physical Education within Early Years and Primary Education

Physical Education within Early Years and Primary Education This essay will provide a rationale; an explanation of the fundamental reasons, for teaching the foundation subjects within Early Years and Primary Education, with specific reference to P.E. The Early Years foundation stage (EYFS) statutory framework ensures that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. (Department for Education, 2012, 2 lines). The National Curriculum (NC), which is currently under a review launched by the Government, is a set of standards that schools use to ensure all children learn the same things and that make sure certain levels of attainment are achieved in each subject (GOV.UK, 2012). The National Curriculum includes core subjects and foundation subjects, and all of these are compulsory. English, Mathematics, Science and ICT are all core subjects, and the foundation subjects include Art, Design and Technology, Music, Geography, History and P.E. Religious Education is taught in addition to these subjects although it does not form part of the National Curriculum. It is, however, included in the basic curriculum and is legally bound to be taught. The National Curriculum gives a well-defined and detailed guide to learning for all children, which shows what should be taught and sets targets for learning and the attainment levels for pupils. It also includes ways in which performance will be assessed and reported (Department for Education and Qualification and Curriculum Authority, 1999). The foundation subjects and R.E. are just as important as the core subjects as they all teach an underlying skill or allow children to develop their own opinions and choices. Every foundation subject has a purpose behind it, some are less focused on than others, but they all have very good reasons for being in the curriculu m. Boys and Spink (2008) believe the foundation subjects and R.E. have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners (p. 12), this is supported by Rose (2008) who comments that the foundation subjects stimulate childrens desire to learn and widen their depth and breadth of thought, knowledge and capability. Within this essay I will debate the rationale for why we teach the foundation subjects, focusing my attention on Physical Education across the 3-11 age groups. I will be looking at P.E. in the EYFS as well as the purpose, nature and importance of P.E. in the Primary Curriculum, throughout Key Stages 1 and 2. Also, justification concerning the inclusion of P.E. in the curriculum will be explored, as well as arguments for and against P.E. being taught in schools. Finally I will compare the similarities and differences between the Early Years and Primary Education, followed by a final analysis and conclusion of the argume nts mentioned. Wickstrom (1970) states that: Where there is life there is movement; where there are children there is almost perpetual movement. Children normally run, jump, throw, catch, kick, strike, and perform a multitude of basic skills. Physical Education involves the physical development of the whole child, right from birth to the Early Years (ages 3-7) then followed through to Primary Education (up to age 11), which then continues throughout the teenage years and into adulthood. Children learn through physical activity, whether its counting, painting, talking, building, or climbing, swinging and jumping. Physical activity is extremely important for childrens development especially in the Early Years. Most children are very agile, strong and inventive, and by the age of 7 should be able do all the basic movements involved with everyday life. They can then go on to develop coordination, control and balance, and learn to apply these skills throughout their lives (Manners and Carroll, 1995). According to the Statutory Framework for the Early Years Foundation Stage (2012), as well as coordination, control and movement, physical development in the EYFS also involves understanding the importance of physical activities and making healthy choices in relation to food. By the end of the Early Years Foundation Stage, children should: Move with confidence, imagination and in safety. Move with control and coordination. Travel around, under, over and through balancing and climbing equipment. Show awareness of space, of themselves and others. Recognise the importance of keeping healthy, and those things which contribute to this. Recognise the changes that happen to their bodies when they are active. Use a range of small and large equipment. Handle tools, objects, construction and malleable materials safely and with increasing control. (Department for Education, 2012a) Physical Education holds a unique position within the Primary school curriculum in that it promotes physical, emotional and social development through a mainly active approach. Some of its key aims are to encourage the development of healthy lifestyles and movement ability through the encouragement of positive attitudes towards activity and physical challenge. The Physical Education curriculum at Key Stages 1 and 2 should therefore involve a wide range of exciting and challenging experiences which enable children to develop and perfect basic movement patterns within the context of an interesting and entertaining learning environment. During Key Stage 1 children focus on building their natural enthusiasm for movement (DfEE and QCA, 1999, p. 130) and use this develop their understanding about the world. By Key Stage 2 children focus more on new skills, combining actions, phrases and sequences of movement and they develop an understanding of how to succeed in different activities and le arn how to evaluate and recognise their own success (DfEE and QCA, 1999, p.132). Physical Education in the National Curriculum is divided into six main areas of activity; dance activities, games activities, gymnastic activities, swimming activities and water safety, athletic activities and outdoor and adventure activities. Children must be taught five of these, with swimming being compulsory (DfEE and QCA, 1999). The main curriculum aims are to create: Successful learners who enjoy learning, make progress and achieve. Confident individuals who are able to live a safe, healthy and fulfilling lifestyle. Responsible citizens who make a positive contribution to society. (Department for Education, 2012b) Primary Physical Education is the best time for pupils to establish fundamental movement skills (FMS); basic motor skills and movements of different body parts. This stage is crucial for children to develop basic movements learned in the Early Years. Children develop fundamental movement skills within locomotor activities such as running and jumping, balance activities, and ball activities e.g. catching and throwing. Fundamental movement skills provide the basis for complex movement with range and flexibility, whilst developing communication, emotional and logical learning opportunities (Griggs, 2012). As well as being taught by things in the National Curriculum, children also learn from a hidden curriculum. The hidden curriculum indirectly teaches skills such as behaviour, respect, punctuality and obeying rules. These things are not stated in the curriculum but are subconsciously developed throughout a childs time at school. In relation to Physical Education, children will learn how to work appropriately as a team and what is acceptable sporting behaviour. However, the hidden curriculum can also reinforce gender stereotyping in Physical Education. For example, girls who are good at or enjoy sport will sometimes be called tomboys. Sport can be seen as masculine and for boys to learn how to be real men (Laker, 2002). Classroom-based subjects such as R.E., Music, Maths and English are very important components of the curriculum and offer great amounts to childrens learning. However Pickup (2012) argues that certain aspects of P.E. are unique and provide significant opportunities to create interactive, dynamic, multi-sensory and enjoyable lessons. Making P.E. enjoyable, exciting and relevant for pupils within the 3-11 age groups is of upmost importance. Interaction is paramount for keeping children engaged in physical activity and by creating competition or setting goals to variety of activities that allow the children to use different equipment will help to keep their learning diverse and fun. Technology is becoming of greater use in todays society and The National Association for Sport and Physical Education (NASPE) (2004) believes that the use of technology can be a productive way to enhance and enrich instruction when used suitably. For example, use of videos can add an extra dimension to demonstrations and using recording equipment can help children to observe and evaluate their own work. The Rose Report (Rose, 2009) and the Cambridge Primary Review (Alexander, 2009) both endorsed that ICT should be embedded in the teaching of all subjects, with the inclusion of Physical Education. The use of technology doesnt just stop at video equipment and ICT, the selection is vast and can include stopwatches, heart monitors and analysis software. If properly planned and used appropriately, opportunities to engage with technology can support and enhance teaching and learning by enthusing children and boosting their motivation. Ofsted (2009) claimed that effective uses of ICT had a positive impact on the wellbeing and personal development of pupils, as well as contributing significantly towards their ability to work both independently and cooperatively. However, we should acknowledge that there is more to the successful implementation of ICT in Physical Education lessons than just being given access to equipment. Learning must be improved by the use of these resources by expanding on existing knowledge in an in-depth, more significant, imaginative and effective way. Whilst ICT has the possibility to provide strength to learning in Physical Education there are also potential weaknesses. There are disadvantages with the use of ICT, for example it can occasionally fail to work and teachers need to be able to adjust to the challenges this brings. (Williams and Cliffe, 2011) According to the Health Survey for England (HSE) (2010), 31% of boys and 29% of girls aged 2 to 15 were classed as either overweight or obese (p. 23) and this has been steadily increasing since 1995. Also, only 32% of boys 24% of girls were classified as meeting the governments recommendations for physical activity in 2008 (p. 38). To enjoy a healthy, active and fulfilling lifestyle children must be taught the importance of care for the human body including diet, exercise and hygiene. It is the role of schools and teachers to make children aware of the effects that exercise has on the body, how to prepare for physical activity e.g. warming up by stretching their muscles and raising their heart rate, and the importance of cooling down after exercise (Robinson, 2000). With the increasing concern about health and inactivity in primary schools, the value of healthy lifestyles and exercise should be conveyed clearly to children throughout their time spent in school. Robinson (2000) notes that Physical Education is an important contributor to health and fitness and should be used in addition to health education to promote an overall positive approach to the knowledge and understanding of health and fitness. Williams (1989) points out that Physical Education faces some problems with its inclusion in Primary Education. In previous decades, the status of P.E. was often considered lower than the other subjects in the curriculum and in the past teachers have been consistently criticised for their failure to teach the subject properly (Physical Education Association, 1987). However, in todays society, the status of physical activity has been suggested to be at an all-time high with politicians becoming interested in recognising the significance of sport and the recent excitement of the 2012 London Olympic and Paralympic Games, which was the biggest sporting event ever to be staged in England, providing role models for the children of today (Pickup, 2008, p. 72). To conclude, the inclusion of Physical Education within Early Years and Primary Education is extremely important. P.E. provides the foundation for the development of fundamental movement skills which builds on skills from the Early Years through to Primary Education. Use of equipment, games, competition and particularly the exploration of technology within lessons and activities has shown how P.E can be made relevant and exciting for pupils within the 3-11 age groups. Also, issues about the previous status of Physical Education have been argued by the increasing benefits that have come with recent events such as the Olympics. Physical Education helps with the concerns about childhood obesity and inactivity by teaching the value of healthy exercise and demonstrating how to live a healthy lifestyle. Overall, the fundamental reasons for teaching Physical Education in the EYFS and NC includes physical, emotional and social development, the growth of self-confidence, the development of ph ysical skills and literacy and personal achievement within the bounds of individual difference and equal opportunity. 2,090 words.

Genetic Engineering Should Not be Banned Essay examples -- Argumentati

Genetic Engineering Should Not be Banned Genetic engineering is a hotly-debated topic. On the one hand, giant corporations, ambitious scientists and powerful politicians are pushing forward with projects they claim will benefit mankind, and on the other, public opinion, environmentalists and consumers' associations are concerned that these projects are insufficiently safeguarded and pose irreversible risks to life on this planet. In this paper I will set out the main issues in the debate on genetic engineering. First I will summarise the history of genetic science, and look at the origins of the debate. Then I will discuss the manipulation of plant, animal and human genes in turn, and consider the possible benefits and dangers of each. Finally, I will suggest that, for all its potential dangers, it is better for research to go ahead openly than for governments to try to ban such research altogether. GE is quite a recent science. DNA, the basic material that determines genes, was discovered in 1953 (the discovery was announced in Nature magazine on April 25th, 1953), and 'It was only in 1956...that cytogeneticists learned that each human cell contains 46 chromosomes' (Lipkin and Rowley, p. 4). 'Recombinant DNA' - which makes it possible to actually change or modify genes - was not discovered until 1973 (Howard and Rifkin, p. 13). However, the debate about GE goes back much further. It was first popularised by Aldous Huxley in his novel Brave New World (1932), in which humans are born in bottles ('test tube babies'), and genetically conditioned to think and behave in certain ways. When GE became a scientific reality in the 1970s, the debate continued to focus largely on the mainulation of human ... ...al groups. Bibliography Published sources: Howard, T., and Rifkin, J., Who should play God? : The artificial creation of life and what it means for the future of the human race ( New York, Delacorte Press, 1977) Karp, L.E., Genetic engineering, threat or promise? (Chicago, Nelson-Hall, 1976). Lipkin, M., and Rowley, P.T., Eds., Genetic responsibility: on choosing our children's genes, (New York, Plenum Press, 1974) Paoletti, R. A., Ed., Selected readings: genetic engineering and bioethics, (New York, MSS Information Corp, 1972) Internet sources: Dr. B. Benoit, 'Human Cloning and Re-engineering': http://cac.psu.edu/~gsg109/qs/emclone.html 'Food for Our Future' (UK Food and Drink Federation website:http://www.foodfuture.org.uk/index2.htm Home Arts web page on Children's Personality: http://homearts.com/rb/mommy/11cperb4.htm

Crash Essay

Description: The film Crash illustrates through various characters many themes that are sociologically relevant and have been intensely covered in course lectures and readings. With the extensive minority groups presented throughout the film; elements of prejudice, discrimination, deviance, patterns of accommodation, as well as strain theory are evident. The film offers an array of conflict in four characters especially that will be discussed here. â€Å"Anthony† and â€Å"Peter Waters† two African-American men, â€Å"Farhad† a Persian shop owner, and â€Å"Officer John Ryan† a white prejudiced policeman all display interesting characteristics of the theories mentioned above. Analysis: Anthony and Peter both commit criminal acts and fit well into the innovation as part of deviance model. They do not believe that they can conform and do not see other opportunities in the largely white areas in which they steal cars, admitting that they want to steal from whites, as they perceive whites to have privilege and hostility toward them. Peter is shot while Anthony attempts to redeem himself by helping another minority group, who he sees to be exploited due to their minority status. Officer Ryan is a prejudiced policeman, who feels the trickle down effect of strain theory. Due to the loss of his father’s job due to affirmative action policies and the subsequent issues with him receiving improper healthcare, this officer turns his frustration to blacks as a whole due to the strain of his father’s condition. Finally, Farhad exhibits the patterns of accommodation, as he attempts to assimilate to the United States, he distrusts others in the different minority groups and feels the shame of being called a terrorist. He retaliates by attempting to kill a Mexican-American, as his level of conflict with other groups is extremely high. Self-reflection: This film is very effective in showing how theories can be applied to actual events that occur in the lives of minorities and those with white privilege. The complex interactions between the different groups highlight much of what conflict theory proposes and elements of structural functionalism, as well. I would highly recommend this movie to any sociology student or others, who have an interest in how groups in society function and deal with one another on a daily basis.