Spider-Man Essay Example

Spider-Man Essay The opening credits which can also be considered as the establishing shot start with Columbia Pictures. Columbia Pictures is owned by Sony Pictures Entertainment. Columbia Pictures caption starts with the camera going down Columbia Lady. Columbia Lady is represented goddess like; she also looks like the statue of liberty. The background colours are all golden colours which gives a sense of comfort. It fades into black and Marvel caption starts with a huge sound of drums. Marvel Comics is a huge company in America. Marvel caption starts with a lot of cartoons clips speeded up. Some of these cartons are well-known sci-fi characters therefore the audience can start to form an opinion about what is this film going to be about. The sequence moves on and once again a new caption starts. This captions starts with a non-diegetic drum beat which becomes more intense as the caption goes along. This sound could also be the beats of the hero. A silver string is used to make up a spider web. This confirms the suggested genre (sci-fi). The caption moves on and the audience is introduced to the name Spider-Man. My prior knowledge tells me that Spider-Man is a well known fictional character that was created by Stan Lee. As the caption moves on the audience is introduced to more spider webs, which my prior knowledge tells me that they are a signifier of spider man. A few shots after, spider mans hand appears, his hand has two colours red and blue. Red is a signifier of blood and danger therefore spider-man is not known yet as the hero. We will write a custom essay sample on Spider-Man specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spider-Man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spider-Man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The text moves on and more parts of his body start to appear. All of these parts have the same two colours blue and red. Two green eyes are formed; my prior knowledge tells me that they belong to the villain (Vladimir Propp, 1928) the green goblin. During this caption some famous names appear. The most famous one is possibly Kirsten Dunst. She was probably chosen for her role because she drags a particular audience. The targeted audience for this text would be young people, especially males. At the end of the caption a computer generated image of a web is used to fade into a real spider web. The establishing shot of Spider-man is of a spider web on a wall. This establishing shot also starts with an enigmatic voice over, this voice over hooks the audience. Looking at the mise en scene of the shot after the establishing shot the audience can start to form an opinion of where is this film going to be set. In this shot an American flag can be seen. Other objects that also signify America are the trains, buses and the cars.

The Essentials For Research Essay Topics

The Essentials For Research Essay TopicsResearch essays have been around for a long time and there are many different types of topics to choose from. Essay topics for some colleges can be quite difficult to come up with. There are some people who claim they have an answer for almost any essay. However, those who write essays need to understand the difference between how they like to do research and how it is done in real life.You cannot use essay topics or research papers to help you get into the college of your choice. It is important that you do what you can do to research those colleges. The majority of the top students get into the college of their choice without a problem. If you want to make sure that you are getting into the college of your choice, you will need to focus on your research as much as possible. If you give it your best effort, you will have a better chance of getting into the college of your choice.Some colleges do not allow essays to go into a lot of detail abou t a subject matter. Some colleges allow one essay per semester, while others allow two essays. Even though you may think that your subject matter is important, the chances are good that the colleges have specific criteria for a good essay. So, it is up to you to determine if you should use a subject matter that is allowed by the college or go against the rules.There are many different topic ideas to choose from. When writing your topic, you need to come up with several different topics that you can write about. You need to write about a variety of subjects that can get across your point. There are many different people who want to use topics to do research essays for their school. Some topics are easy to come up with such as the weather in the area.One person needs to research each topic and come up with four reasons why the topic is true. You need to present four different facts about the topic. Then, you need to provide reasons why each fact is true.The last part of an informative research essay is to come up with four supporting facts for each of the four facts you presented. By doing this, you can make a solid argument that will convince the reader that the topic is true. You need to provide enough information to prove that the topic is true. If you do not provide enough information, you may not get a very good grade.Keep in mind that there are many different topics to research for your school. Some of the easier topics to research are the history, politics, current events, and some others. Those are some of the easier topics to research. However, some of the more complicated topics such as philosophy, economics, and some others are harder to research.You can choose a research topic that is easy to research. However, you still need to do your best to research them. If you can come up with a topic that is easy to research, then it would be best.

Battle of Pea Ridge in the Civil War

Battle of Pea Ridge in the Civil War Battle of Pea Ridge - Conflict and Dates: The Battle of Pea Ridge was fought March 7-8, 1862, and was an early engagement of the American Civil War (1861-1865). Armies Commanders: Union Brigadier General Samuel R. Curtis10,500 men Confederate Major General Earl Van Dorn16,000 men Battle of Pea Ridge - Background: In the wake of the disaster at Wilsons Creek in August 1861, Union forces in Missouri were reorganized into the Army of the Southwest. Numbering around 10,500, this command was given to Brigadier General Samuel R. Curtis with orders to push the Confederates out of the state. Despite their victory, the Confederates also altered their command structure as Major General Sterling Price and Brigadier General Benjamin McCulloch had shown an unwillingness to cooperate. To keep the peace, Major General Earl Van Dorn was given command of the Military District of the Trans-Mississippi and oversight of the Army of the West. Pressing south into northwest Arkansas in early 1862, Curtis established his army in a strong position facing south along Little Sugar Creek. Expecting a Confederate attack from that direction, his men began emplacing artillery and fortifying their position. Moving north with 16,000 men, Van Dorn hoped to destroy Curtis force and open the way to capture St. Louis. Eager to destroy outlying Union garrisons near Curtis base at Little Sugar Creek, Van Dorn led his men on a three-day forced march through severe winter weather. Battle of Pea Ridge - Moving to Attack: Reaching Bentonville, they failed to capture a Union force under Brigadier General Franz Sigel on March 6. Though his men were exhausted and he had outrun his supply train, Van Dorn began formulating an ambitious plan to assault Curtis army. Dividing his army in two, Van Dorn intended to march north of the Union position and strike Curtis from the rear on March 7. Van Dorn planned to lead one column east along a road known as the Bentonville Detour which ran along the north edge of Pea Ridge. After clearing the ridge they would turn south along the Telegraph Road and occupy the area around Elkhorn Tavern. Battle of Pea Ridge - McCullochs Defeat: The other column, led by McCulloch, was to skirt the western edge of Pea Ridge then turn east to join with Van Dorn and Price at the tavern. Reunited, the combined Confederate force would attack south to strike at the rear of the Union lines along Little Sugar Creek. While Curtis did not anticipate this type of envelopment, he did take the precaution of having trees felled across the Bentonville Detour. Delays slowed both Confederate columns and by dawn, Union scouts had detected both threats. Though still believing that Van Dorns main body was to the south, Curtis began shifting troops to block the threats. Due to the delays, Van Dorn issued instructions for McCulloch to reach Elkhorn by taking the Ford Road from Twelve Corner Church. As McCullochs men marched along the road, they encountered Union troops near the village of Leetown. Dispatched by Curtis, this was a mixed infantry-cavalry force led by Colonel Peter J. Osterhaus. Though badly outnumbered, the Union troops immediately attacked around 11:30 AM. Wheeling his men south, McCulloch counterattacked and pushed Osterhaus men back through a belt of timber. Reconnoitering the enemy lines, McCulloch encountered a group of Union skirmishers and was killed. As confusion began to reign in the Confederate lines, McCullochs second-in-command, Brigadier General James McIntosh, led a charge forward and was also killed. Unaware that he was now the senior officer on the field, Colonel Louis HÃ ©bert attacked on the Confederate left, while the regiments on the right remained in place awaiting orders. This assault was halted by the timely arrival of a Union division under Colonel Jefferson C. Davis. Though outnumbered, they turned the tables on the Southerners and captured HÃ ©bert later in the afternoon. With confusion in the ranks, Brigadier General Albert Pike assumed command around 3:00 (shortly before HÃ ©berts capture) and led those troops near him in a retreat north. Several hours later, with Colonel Elkanah Greer in command, many of these troops joined rest of the army at Cross Timber Hollow near Elkhorn Tavern. On the other side of the battlefield, fighting began around 9:30 when the lead elements of Van Dorns column encountered Union infantry in Cross Timber Hollow. Sent north by Curtis, Colonel Grenville Dodges brigade of Colonel Eugene Carrs 4th Division soon moved into a blocking position. Battle of Pea Ridge - Van Dorn Held: Rather than pressing forward and overwhelming Dodges small command, Van Dorn and Price paused to fully deploy their troops. Over the next several hours, Dodge was able to hold his position and was reinforced at 12:30 by a Colonel William Vandevers brigade. Ordered forward by Carr, Vandevers men attacked the Confederate lines but were forced back. As the afternoon wore on, Curtis continued to funnel units into the battle near Elkhorn, but Union troops were slowly pushed back. At 4:30, the Union position began to collapse and Carrs men retreated back past the tavern to Ruddicks Field about a quarter mile to the south. Reinforcing this line, Curtis ordered a counterattack but it was halted due to darkness. As both sides endured a cold night, Curtis busily shifted the bulk of his army to the Elkhorn line and had his men resupplied. Reinforced by the remnants of McCullochs division, Van Dorn prepared to renew the assault in the morning. Early in the morning, Brigadier Franz Sigel, Curtis second-in-command, instructed Osterhaus to survey the farmland to the west of Elkhorn. In doing do, the colonel located a knoll from which Union artillery could strike the Confederate lines. Quickly moving 21 guns to the hill, Union gunners opened fire after 8:00 AM and drove back their Confederate counterparts before shifting their fire to the Southern infantry. As Union troops moved into attack positions around 9:30, Van Dorn was horrified to learn that his supply train and reserve artillery was six hours away due to a mistaken order. Realizing he could not win, Van Dorn began retreating east along the Huntsville Road. At 10:30, with the Confederates beginning to leave the field, Sigel led the Union left forward. Driving the Confederates back, they retook the area near the tavern around noon. With the last of the enemy retreating, the battle came to an end. Battle of Pea Ridge - Aftermath: The Battle of Pea Ridge cost the Confederates approximately 2,000 casualties, while the Union suffered 203 killed, 980 wounded, and 201 missing. The victory effectively secured Missouri for the Union cause and ended the Confederate threat to the state. Pressing on, Curtis succeeded in taking Helena, AR in July. The Battle of Pea Ridge was one of the few battles where Confederate troops possessed a significant numerical advantage over the Union. Selected Sources CWSAC Battle Summaries: Battle of Pea RidgePea Ridge National Military ParkBattle of Pea Ridge Maps

Economic indicator in the Airline Indistry Essay

Economic indicator in the Airline Indistry - Essay Example Before moving on discussing the effect of these two variables on the performance of the selected airline company, it is necessary to describe briefly all these three indicators that are taken into account for the present analysis- producer price index (PPI), foreign exchange rate, and net income of the company. (Froyen, 2001; Sodersten and Reed, 1994) Producer price index is a measure of average change in the level of prices that producers of a nation receive for the outputs they produce. Foreign exchange rate between two currencies of two different nations can be defined as the rate at which a particular currency is exchanged for one unit of another currency. For analytical purposes the yearly average exchange rate is generally taken into account. (Froyen, 2001; Sodersten and Reed, 1994) Net income of any company, can be defined as the level of earnings that remains after deducting the costs and expenses of the firm from its total value of revenue. For the present study, a period of 2000-2007 has been considered for examining the impact of producer price index and foreign exchange rate on net income of Southwest Airline. Only the unadjusted level of price index for finished products has been considered here. It has been found that during December, 2000, PPI was 139.7. In the next year it dropped to the level of 137.2. However, since 2002, it has started to rise continuously (2002- 139.1, 2003- 144.5, 2004- 150.4, 2005-158.8, 2006-160.5, 2007- 170). PPI can be taken as a proxy of cost of living, although not very accurate as consumer price index. From the value of PPI over the year, it is clear that cost of living has increases which in turn will force consumers to economise on their spending. Therefore, a fall in the demand for air traveling can be expected. Looking at the annual report of Southwest airlines it has been found that during 2000, net income was 603,093 thousand dollar. But it then fell to the

Summarise in your own word your understanding of resources and the Essay

Summarise in your own word your understanding of resources and the need to manage these appropriately - Essay Example On the other hand, from a wider ecological or biological perception, a resource gratifies the requirements of a given living organism (Bennet, 2014). The idea of resources can be applied in various realms comprising biology, economics, computer science, ecology, human resources and management. In addition, the concept can further be linked to such notions as sustainability, competition, stewardship and conservation. Within the broader human society, on-commercial or commercial factors need resource allocation via resource management (Moser, 2007). Consequently resources have 3 core features; limited availability, utility as well as potential for consumption or depletion. There have been various categorizations of resources such as abiotic versus biotic, on-renewable versus renewable as well as actual versus potential, alongside more sophisticated classification. In economics resources are described as assets or services that are utilized in the production of services and goods that satisfy human wants and needs. Economic can also be broadly described as the discipline that studies how a society is able to manage its scarce resources. Thus 3 classes of resources are identified in classical economics that comprise capital, labor and land, best known as factors of production. Resources must be managed effectively so as to enhance productivity, improve efficiency, as well as eliminate waste. Businesses and governments world over implement resource management solutions. With the right management solution; governments together with business will assist eradicate common problems related to poor planning of resources. Through effective standardization of the resource management procedures, governments and businesses can enhance visibility together with control leading to considerable advantages to any undertaking. Some of the core benefits that may result from effective

Pre-Ib Geography Exam Review Essay Example for Free

Pre-Ib Geography Exam Review Essay Angular Bearing: measured in degrees in a clockwise direction from the north; written as 3 figures (i. e. 90) * Military Grid (4 amp; 6 digit) * System of numbered lines; position stated by quoting numbers of the lines that intersect at the point in question * Easting Northing ; EAST TENTH NORTH TENTH * Contour line: a way of showing elevation; usually brown lines * Steep areas – very close contour lines, gentle areas – very wide contour lines * Latitude/Longitude * Latitude 0 °: Equator|23. 5 °N: Tropic of Cancer | 23.  ° S: Tropic of Capricorn * Longitude 0 °: Prime Meridian | 180 °: International Date Line * Scale different types; conversions Linear Scale| Representative Fraction Scale| Direct Statement Scale| * | * 1:50 000| * 1 cm to 10 km| * 1 km = 100 000 cm * Time Zones – know them amp; how to calculate time zone from one zone to another * From west – east: Pacific, Mountain, Central, Eastern, Atlantic, Newfoundland * Plus 1 hour, as y ou travel from west to east Global Positioning System (GPS) – what is it? How do you use it? * Revolutionary navigation system; provide location with metres or less anywhere on the globe * Canada Map: Unit 3 * Geologic time-line (eras amp; major developments in each) * Precambrian Era: the earth is formed; Canadian shield is formed; bacteria amp; algae – only life forms * Paleozoic Era: the continents straddle the equator; first insects appear; Pangaea is formed * Mesozoic Era: Dinosaurs rule the earth; first bird amp; mammals appear * Cenozoic Era: Dinosaurs go extinct; first Hominids appear; first humans reach North America * Continental Drift amp; Plate Tectonics * Continental drift (Alfred Wegener): 300 million years ago, all of the earth’s land masses, which were in constant motion, collided to form one supercontinent: Pangaea; could not explain how continents moved * Evidence: shape of the continents; Fossil Evidence; Rock Evidence; Glacial Deposits; Location of Coal Deposits * Plate tectonics (Canadian J. Tuzo. Wilson): the earth’s crust is divided into 12 major plates which moved in various directions by the underlaying hot mantle convection cells (mid-atlantic ridge) * Types of precipitations – Relief/Orographic precipitation; Cyclonic/Frontal precipitation; Convectional precipitation * Relief/Orographic precipitation: only in mountainous regions * Moist air rise up the windward slope amp; condenses as it rises amp; cools * Cool air descends on the leeward slope, warms up, drier climate because the clouds evaporate * Cyclonic/Frontal precipitation: only in places with hot summers +20 °C (continental areas) * The sun heats up the ground, warm air rises; condensing amp; forming clouds amp; precipitation. * As the storm persists, the air cools amp; drags down, bringing the storm to an end. * Convectional precipitation: happens in most places * Air masses of different pressure amp; temperatures don’t mix. * The warmer air will rise above the colder, dense one, creating precipitation. Gradual upward movement=mild precipitation; Sharp upward movement=thunderstorm, hail * Landforms: the natural features on the surface of the Earth (Canadian Shield, lowlands, highlands) What are they? | Development of landforms| How do they or will they contribute to Canada| Canadian Shield (largest amp; oldest landform region)PRECAMBRIAN| * Pressure inside Earth folded amp; crumpled the Metamorphic rock * Minerals in shield rock cooled amp; separated into layers according to their density * Intense heat amp; pressure changed the rocks * Erosion worn down mountains = flat * Ice age eroded amp; created lakes, depressions amp; valleys| * Not much farming thin layer of soil; little fertile land * Vast deposits of lead, gold, nickel, copper, zinc, etc. Mining communities drawn here; communities rely on the mining industry for jobs * Rich diamond deposits; Water for hydroelectric energy * Recreation, tourism, â€Å"get back to nature†, canoe| Appalachian Mountains (oldest highland region)PALEOZOIC| * End Paleozoic Era, North America collided with europe amp; northern Africa during the formation of Pangaea * Raised amp; folded layers of sedimentary, Igneous/metamorphic created from volcanoes amp; earthquake s * Erosion reduced jagged peaks to rounded hills amp; mountains * Glaciers smoothed peaks amp; separated hills with wide glacial valleys | * Sedimentary rich in non-metallic materials, i. e. coal * Igneous/Metamorphic rich in metallic minerals, i. e. iron amp; zinc created by volcanic activity amp; faulting * Long bays created from ice age, for deep harbours for ocean freighters amp; became site of major cities * Settlement along fertile river valleys amp; along seacoast| Innuitian Mountains (most northern region)MESOZOIC| * Formed in Mesozoic era; North American plate moved northward. Continental-continental convergence * Contain some igneous amp; metamorphic, but mainly sedimentary * Younger than Appalachians, not worn down as much| * Barren; trees can’t survive extremely cold winter temperatures; can’t grow during short summer * Covered by ice amp; permanent snow * Minerals not exploited because if remote location| Western CordilleraLATE MESOZOICEARLYCENOZOICCoast mountainsInterior plateausEastern Mountains| * Range after range of mountains separated by plateaus amp; valleys * Pacific plate amp; North American plate collided * Uplifting region into several mountain regions * Convergent; pacific plate subducted under North American causing folding, faulting, amp; volcanic activity * Great height + rugged appearance = geologically young| * North-south mountains amp; valleys = obstacle for transportation since main routes are west=south * Farming amp; mining towns in river valleys * Tourism(beautiful scenery); winter sports * Fishing(salmon); gold rush; energy resources * Copper, forestry, rocks, coal, fossil fuels| Interior PlainsPALEOZOIC + MESOZOICAlberta PlainsSaskatchewan PlainsManitoba Plains| * 545 million years ago; during formation, covered by inland seas, sediments deposited amp; compressed into sedimentary * Thick layers of mineral deposits left in dried-out sea beds * Composed of rolling hills amp; deep, wide river valleys * Differential erosion separated by escarpment * Glaciations created large lakes covered by sediments = flat| * Reafs from inland seas form oil amp; gas found today * Potash mined amp; used as fertilizer * Swamps at edge of ancient seas changed into coal * Soil developed on sediments of lake bottom deep fertile, good for growing grai ns amp; oil seeds * Agricultural amp; beef products | Great Lakes / St. Lawrence Lowlands(most southerly region)PALEOZOIC| * During Paleozoic era, glacier retreated which left 5 great lakes * Bedrock formed from sedimentary rock; several escarpments * Glaciations created rolling landscape, carried huge amounts of soil, sand amp; gravel from Canadian shield, dumped throughout region * Flat plains, glacial hills, amp; deep river valleys * Rift valley formed by faulting; flooded during end of ice age| * Good for agriculture; excellent soils amp; warm climate * Flat lands; ideal for transportation routes amp; development of cities (50% of canadians live in small) * 70% of country’s manufacturing industries * Maple syrup, forestry, mining, fishery, water supply, * Sheep, poultry, dairy, logging – lumber, paper| Hudson Bay Arctic LowlandsPALEOZOIC + PRECAMBRIAN + MESOZOIC PALEOZOIC + CENOZOIC| * Layers of sedimentary rock rest on top of ancient rock of Shield * Waters of Hudson Bay covered lowland amp; deposited sand, silt, amp; clay that became layer of sedimentary rock * A series of islands located in far north, gently rolling landscape * Bodies of water continues to deposit deep basins of sedimentary along east amp; west coasts (Paleozoic era) * Receding glaciers left sedimentary rock (Cenozoic)| * HB- mining, march, wetlands, plains * AL-Not good for farming, harsh climate * Rich in furs due to abundance of wildlife * Water resources provide hydro power for Ontario * Contain lignite, coal, oil, amp; natural deposits * Game, fishing| * Climate: weather conditions of a place averaged over a long period of time * Factors affecting Climate (LOWERN) * Latitude: Significant differences in average annual temperatures; distance from the equator a key factor. * The same amount of energy from the sun that hits Earth is spread over a large areas at northerly ocation because of th earth’s curve; the same amount of energy is more concentrated at the equator * Most southerly pointPelee Island; Most northerly pointAlert * Ocean Currents: The temperature of an ocean current affects the temperature of the air passing over it. * Warm– warm air – the mild climate of B. C. ; Cold– cold air – Labrador amp; nor thern Newfoundland * Where air above two currents meet, conditions are often damp amp; foggy. * Winds amp; Air Masses * Air Masses: large volume of air with the climate conditions of the area where it is formed. * Over ocean moist; as air masses pass over land=in precipitation; over continental area will generally be dry. * Winds amp; Pressure Systems * Air moves from areas of high pressure to areas of low pressure, this causes wind. Prevailing Winds: around the earth, there are pressure belts which cause wind patterns. * Westerlies: over Canada, the winds tends to move from the west to east . * Polar Front: the boundary between the cold, dry, polar air amp; warm, wet, tropical air. * Jet Stream: high in the atmosphere above the polar front is a current of fast-moving air. * In winter=moves southward, cold arctic air into the U. S. * In summer=moves northward, warm air from the Gulf of Mexico to flow farther northward into Canada’s interior. * Cold air masses amp; warm air masses that meet at the polar front often create storms. * Elevation: height of land above sea level Air mass moves up a mountain= expands since there is less pressure; as it expands=loses heat amp; becomes cooler. * Relief: the affect that mountain ranges act as barriers to climate systems * Result in greatly differing temperatures in different cities that are close to each other but separated by mountains. * Windward side of rocky mountains=more precipitation; leeward side of rocky mountains= precipitation. * Nearness to body of water: Bodies of water have a moderating effect on land temperatures. * Oceans amp; large lakes heat up amp; cool down more slowly than land masses. * Results in cooler summers amp; warmer winters. * Maritime vs. Continental climate * Maritime| * Continental| Total annual precipitation of over 1000 mm| * Total annual precipitation of less than 1000 mm| * A temperature range of less than 25C °| * A temperature range of more than 25C °| * Winter: Season of Maximum Precipitation| * Summer: Season of Maximum Precipitation| * Soil make-up (MOMA) * Minerals; Organic material amp; bacteria; Moisture; Air * Vegetation * Tree line: boundary between the Tundra amp; the Boreal Forest zone; North of this line, it is too cold for trees to grow. * Permafrost: permanently frozen ground that does not completely thaw in the summer. * Active layer: upper layer of permafrost that thaws only briefly in summertime Unit 4 Demography: study of human population dynamics, population numbers, distribution, trends, amp; issues that looks at how populations change over time due to births, deaths, migration amp; ageing. * Push/pull factors – what are they? Be able to identify them * Push factors: factors that causes people to emigrate from their country (i. e. war, absence of human rights, poor economic/educational opportunities, religious persecution, terrorism, amp; natural disasters) * Pull factors: factors that draws immigrants to a country (i. e. job opportunities, freedom of speech amp; religion, lower taxes, better education amp; health care, better climate, join friends/relatives living in another country ) * Immigration – benefits amp; drawbacks Benefits| Drawbacks| Declining fertility amp; population=severe labour shortages; * Fiscal burden of aging population; scarce staff-nursing homes amp; retirement facilities * Replace baby boomers jobs; fill jobs Canadians don’t want; temporary jobs during harvest time * High-skilled-innovate higher rate than canadians; low-skilled- meet crucial service sector gaps * More global prosperity than foreign aid/international trade; revolutionize Canada’s foreign aid policy| * Short term expediency; political gain * Stress on schools to take in new students * Little cultural communities formed * Lack of culture belonging * Competition for jobs of Canadians| * Types of immigrants (3 types) * Economic Immigrants Skilled Worker/ Professional: 67 points (government adjust; make sure immigrants meet Canada’s economic needs) * Business Immigrant: 37 points (show willingness/ability-make significant financial contributions to economy) * Family Immigrants (Allows Canadian residents to reunite with family members) * Every family immigrant must be sponsored by relative in Canada (provide housing amp; other needs for 3-10 years, if immigrant runs into financial difficulty, they need to help them) * Refugee (Apply for refugee status while in Canada as visitors/living in home country) * Fears cruel or inhumane treatment in their home country ( persecution-race, religion, nationality, political opinion) * Special category includes victims of natural disasters (storms, earthquakes), amp; human disasters (war, famine) * Points system – what are points given for? Who does it apply to? Education: High School, University/college (diploma, bachelor, doctorate, master’s degree)_______________Economic * Language ability: English/French (high/moderate/basic/no

Cutting the OSINT (Open-Source Intelligence) :: essays research papers

CUTTING THE OSINT The main problem with cutting back or eliminating any intelligence gathering discipline is the possible problem of the loss of information that can be utilized to derive intelligence. All information that can be collected should be gathered, processed, and disseminated to the all-source fusion agency in order to completely draw the best picture of an investigated situation.   Ã‚  Ã‚  Ã‚  Ã‚  In the latter half of the twentieth century a burst of electronic technology occurred and developed an astounding amount of information via the Internet that is growing with more information by the minute. Most of the information that is publicly available is gathered by a resource known as open-source intelligence (OSINT). Due to budget cutting and having to eliminate one â€Å"INT†, the OSINT must be considered for the following reasons. One of the main problems with OSINT is that there is so much information; it is sometimes difficult to figure out what to collect and what not to collect. An analyst trying to scan through the tons of data in order to find quality information for a request can spend hours trapped in research. Albeit, the Internet is not the only tool available to an OSINT analyst, the majority of other information can be found somewhere on the world-wide-web via electronic city maps, business web sites, etc. This leads to the next point of availability to everyone. The analysts from the other disciplines; HUMINT, SIGINT, IMINT, and MASINT, most certainly have the Internet available. Many times there is not a need to put in a request for an OSINT analyst to research out information that is readily available to an analyst. The time that it takes an analyst from the HUMINT, SIGINT, IMINT, MASINT, or an all-source fusion agency to put in a request to an OSINT analyst and place a product on pause is not practical. Time could be better spent conducting the research within the INT or all-source fusion entity and thus bringing a more favorable result in the information found. Many times information disseminated from other INTs to an all-source fusion agency can be the wrong information, or the consumer could also be asking the wrong request for information from the OSINT analyst. If each analyst conducts the research, there is no doubt as to whether the question is answered correctly or not. This can eliminate the process of having to conduct double work on the same request and save more time and money overall.