Input: [Course Name] ENTR 500 [Overview] In this course, you will explore "innovation" and "entrepreneurship" from the perspective of creativity. Specifically you will study the determinants of creativity at the individual, group, organizational, and inter-organizational levels of analyses. You will gain both practical and theoretical insights from the course. Topics that will be covered include: deframing, metaphors, dialectical inquiry, path creation and bisociation. As a part of the course requirements, students, in groups, will track the genesis of novelty. From this effort, you will put together a collection of short narratives chronicling successes and failures that entrepreneurs and firms encounter as they attempt to shape creative processes. [Course Title]

Output: Creativity, Innovation, and Entrepreneurship

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 550 [Overview] This course helps students develop skills in financial analysis and working capital management. They will also be able to forecast financial needs in a variety of economic circumstances. Finally they will be able to use their knowledge of financial statements to value securities using a variety of methodologies. [Course Title]

Output: Financial Analysis & Valuation

Second Year Course List — Penn State Smeal College of Business

Overview of courses offered during the second year of the Penn State Smeal MBA Program.


Input: [Course Name] FIN 571 [Overview] Designed to be a practical, comprehensive course in corporate finance and strategy. Draws together the various topics in managerial finance and presents a unified, integrated view of the overall subject areas. Requires student to deal with case applications and to consider recent empirical and theoretical findings in the field. The topics covered include capital expenditure analysis, capital structure and dividend policies, corporate structure and restructuring, mergers and acquisitions, insider trading, and international corporate finance. Integrated throughout the course will be issues of managerial compensation and potential management-shareholder conflicts. [Course Title]

Output: Strategic Financial Management

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 577 [Overview] Provides students with an understanding of how innovative financial strategies can be used to enhance real opportunities of the firm. Students learn how basic derivative instruments can be used to re-engineer exposures to risk so as to create value and promote the firm’s strategic objectives. Practical perspectives in a variety of investment and financing settings are provided. [Course Title]

Output: Financial Engineering & Corporate Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 581 [Overview] This course provides students with an understanding of the operation and structure of money and bond markets, and the concepts and techniques used in evaluating and managing fixed income portfolios. It covers the determinants of asset prices and yields, the term structure of interest rates, and yield curve analysis. It also deals with the concepts and techniques used to evaluate and manage exposures to interest rate, credit, and foreign exchange risk. [Course Title]

Output: Fundamentals of Financial Markets

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 583 [Overview] This course provides the rigorous theoretical foundations and vital tools needed to structure, manage and monitor the performance of an investment portfolio. Topics include portfolio theory, the risk-return relationship, asset allocation and security selection, style analysis and performance evaluation, mutual/hedge funds. [Course Title]

Output: Modern Portfolio Management

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 515 [Overview] Capstone course in IMPA portfolio. Builds on concepts covered in previous IMPA portfolio courses. Focuses on applied issues & topics in the management of investments. Outside lecturers from investment management world will play prominent role in delivery of course. Topics include: wealth management, asset allocation & portfolio management, security selection & trading, retirement planning, mutual & hedge funds, and tax issues in investment banking. Participation in course is contingent upon interview process by Nittany Lion Fund Managers and Director. [Course Title]

Output: Nittany Lion Fund

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 570 [Overview] This course introduces and applies equity, debt, and derivative models and computational techniques using Excel and Visual Basic for Applications (VBA). [Course Title]

Output: Financial Modeling

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN/IB 555 [Overview] The course deals with the analysis of problems in international business finance and the impact of evolving international payment systems on business. The focus will be on how decisions about financial management are and should be made in the modern multinational enterprise. The impact that these decisions have on the worldwide allocation of economic resources and distribution of wealth will be assessed. Other topics of discussion include: what are the financial risks inherent in these decisions? What role can new financial instruments play in the management of these risks? [Course Title]

Output: Global Finance

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] FIN 597I [Overview] The purposes of the course are to provide the student with (1) a fundamental understanding of the finance and economics of the M&A marketplace, and (2) the basic skills needed to succeed in various professional capacities in the M&A marketplace, such as investment banker, management consultant, strategic planner, and lawyer. In this course the students will read significant portions of three books: Takeovers, Restructuring & Corporate Governance; Applied Mergers and Acquisitions; and Big Deal. There also will be periodic supplemental materials. Thus, there will be a significant amount of reading, and students will have to make several presentations on assigned topics. [Course Title]

Output: Merger Finance and Economics

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] INS 575 [Overview] Corporate executives face a growing variety of risks that can interrupt their normal business operations and negatively impact the value of their firms. Such recent events as the threat of corporate class action lawsuits (e.g., the 2007 class action suit filed against Mattel for its sale of toys painted with lead-based paint or Merck’s three-year legal battle with consumers over the health risks of the firm’s Vioxx drug), the increase in the price of commodities (e.g., petroleum or grains), the unraveling of corporate employee benefit programs among U.S. auto makers, and the increased liability exposure placed upon corporate executives by the Sarbanes-Oxley Act reflect the growing spectrum of risks that threatens today’s businesses and organizations. INS 575: Risk Management examines the methods used by firms to protect their interests from these types of corporate risks. [Course Title]

Output: Risk Management

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 520 with MGMT 597B Lab [Overview] Provides students with an in-depth understanding of team dynamics and the opportunity to develop skills for facilitating teams to achieve effective performance through the facilitation of one or more first-year MBA teams. Specific course topics include models of group development, diagnosing team problems, selecting effective intervention strategies, skills in giving and receiving feedback, conflict management, and working constructively with gender, race, and cultural differences within teams. [Course Title]

Output: Team Facilitation

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 521 [Overview] Complex Negotiations is an elective course that is designed to help students develop understanding and competencies necessary for conducting complex multi-party negotiations. Topics include: framing of negotiations, dealing with internal and external negotiations simultaneously, dealing with social dilemmas, mediation, negotiating across power differences, multiparty negotiations, and international business negotiations. [Course Title]

Output: Complex Negotiations

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 531 [Overview] Provides students with key analytic ability to assess the gap between the current status of the organization and the need to implement a new strategy or execute change, and then identify a strategy for closing the gap. Students will develop facility with two essential frameworks: a model of organizational alignment and a model for managing the change process. The topics covered include alignment of organizational structure, information and decision processes, rewards, people, and symbols; persuasion, resource, time and pacing, and leadership by the top team in the change process; implementation of an innovation strategy, a turnaround strategy, a transnational strategy, or an acquisition integration strategy. Prerequisite: None; Elective for SMAC, SCM (When Offered) [Course Title]

Output: Strategy Implementation & Change

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 551 [Overview] Growth and Innovation Strategy (2) Identify opportunities for growth and profitability through technological and organizational innovations and market independently or with strategic partners. [Course Title]

Output: Growth & Innovation Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 561 [Overview] Course focuses on three major aspects of international business: competitive strategy, organization design, and management processes. [Course Title]

Output: Global Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 534 [Overview] This course is concerned with understanding yourself as a leader, particularly as a leader in organizations and especially a leader of organizations undergoing change. The course focuses on: 1) developing conceptual understanding of issues involved in leading people; 2) providing opportunities for direct or vicarious learning of leadership skills; 3) giving insight into your own attitudes beliefs, and leadership philosophy; 4) creating a stimulating forum for discussing leadership issues with colleagues. Recommended for ambitious students who expect to become business and organizational leaders and are looking for the personal knowledge and skills to help become an effective leader of others, organizations and of yourself. (Available when offered) [Course Title]

Output: Leadership & Change in Organizations

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MGMT 565 [Overview] This course provides a pragmatic and ethical framework for analyzing the sources of power in organizations and the circumstances that lead to its attainment and effective use. The goals of this course are to help you learn more about the nature and sources of power in organizations and increase your ability and confidence in diagnosing power situations, managing conflict, and using political strategies in pragmatic ways to get things done in the workplace and other organizations. Topics covered include formal and informal sources of power, social exchange perspectives on power, network structures and their consequences, organizational culture and symbolic actions, the bases of interpersonal influence, and diagnostic tools and techniques to identify the "rules of the game." [Course Title]

Output: Power & Influence

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 521 [Overview] The overall objective of the course is to provide an introduction to and practice in the various marketing research techniques currently used, the tools associated with these techniques, and the reasoning behind the utilization of these practices and their respective methods of implementation. [Course Title]

Output: Scientific Marketing Analysis

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 532 [Overview] This course is designed to 1) examine and understand the processes of building, designing, measuring and maintaining brand equity; 2) discuss actual applications of Brand Management strategies and methodologies presented in class, together with cases and exercises; and 3) provide MBA students with the analytic and strategic skills necessary for internships or early careers in Brand Management. [Course Title]

Output: Brand Management

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 533 [Overview] The creation, measurement and delivery of superior customer value in business markets is the focus of this course. Successful market-focused business-to-business (B2B) organizations know the importance of linking customer needs to the development of high value products throughout the value chain in a global, electronic environment. And those successful organizations require that marketing be viewed as an investment, with measurable results and not as an expense. Prerequisite: MKTG 521 [Course Title]

Output: Business Marketing (B2B)

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 534 [Overview] This course is designed to help students to more effectively: 1) describe, manage and coach the concept and realities of “Brand”, and “Brand Equity” in an operational way with teams, agencies, and other supporting groups and their business; 2) implement and Coach an 8 step process for the development and execution of an Integrated Market Communications program, to build sales, build brand equity, and achieve financial objectives; and 3) get better, more effective, creative results from their advertising and support agencies, whether they are managing, influencing, or consulting to the process. [Course Title]

Output: Integrated Marketing Communications

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 542 [Overview] The course has two objectives. The first objective is to expose the students to the various tools needed in NPD and to familiarize the students with the NPD process (market opportunity identification, customer analysis, concept generation, selection and testing, prototyping, launch and product life cycle management). The capstone of this is a team project that gives the students an opportunity to practice these process/tools discussed in the classroom. The second aim is to help students understand and tackle some key NPD challenges facing senior management and management consultants. [Course Title]

Output: New Product Development

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG/EBIZ 543 [Overview] Offers students the concepts and tools to design and deploy marketing strategies to help their organizations develop enduring relationships with their customers in a global, networked, and digital economy. Covers such topics as emerging market mechanisms. [Course Title]

Output: e-Biz/Marketing Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] MKTG 571 [Overview] This course is intended to help review and integrate concepts presented in other product and market development courses. It examines marketing related issues and solutions to problems arising from market and product development of products or services in competitive business environments. It focuses on business-level marketing strategy, not corporate strategy or business policy. [Course Title]

Output: Marketing Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] REST 560 [Overview] This course provides a modern framework for the valuation and analysis of real property using both theoretical and empirical approaches. Topics include valuation of land and improvements, real estate finance methods, real estate investment strategies, and special topics relating real property to corporate finance. [Course Title]

Output: Real Estate Financial Analysis

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] REST 570 [Overview] This course covers the convergence of real estate and the capital markets. It is designed to expose students to the structure, analysis and valuation of a variety of real estate securities including: residential mortgage backed securities (MBS), collateralized mortgage obligations (CMOs), commercial mortgage backed securities (CMBS), and real estate investment trusts (REITs). The course is divided into two sections. The first section covers the intersection of real estate debt financing and the capital markets (i.e. mortgage securitization). The second section concentrates on vehicles for public real estate investment analysis (REITs) and the place for real estate in modern investment portfolios. [Course Title]

Output: Institutional Real Estate Investment

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 540 [Overview] Transportation in Supply Chains (2) Strategies and processes for design and implementation of transportation service links in supply chain networks. [Course Title]

Output: Transportation in Supply Chains

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 546 [Overview] This course explores leveraging the contributions of a supply strategy, e-procurement, supply segmentation, collaboration & relationship management, and global procurement for developing and executing sourcing strategies, with special emphasis on the strategic planning and use of information technology. This is one of three foundation courses. [Course Title]

Output: Strategic Procurement

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 556 [Overview] Focuses on understanding the connections between manufacturing, inventory, and location decisions on customer-focused, multi-stage supply chains. We will explore how strategic choices (such as information technology, facility location, and mass customization) tie in with planning decisions (such as forecasting and aggregate planning) to support synchronized supply chains. This is one of three foundation courses. Delivery is coordinated with BA 510. Evaluation methods include a combination of class participation, exams, “hands-on” exercises, case studies, and reactions papers. [Course Title]

Output: Manufacturing Strategy

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 566 [Overview] This course develops an understanding of the strategic framework, the managerial issues, and the best practices related to the planning and execution of the demand-fulfillment process. Special attention is given to the e-enabled capabilities, relationships, and levers needed for responsive, flexible, and efficient demand fulfillment. [Course Title]

Output: Supply Chain Processes and Methods Demand Fulfillment

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 570 [Overview] Supply Chain Modeling focuses on mathematical modeling techniques used to design, analyze, execute and integrate supply chains. Three primary methods will be studied: simulation, optimization and enterprise resource planning. Key conceptual and theoretical methods will be reviewed, along with the use of complementary, contemporary software in each of the three major areas. [Course Title]

Output: Supply Chain Modeling

Second Year Course List — Penn State Smeal College of Business


Input: [Course Name] SCM 597B [Overview] This course provides the industry-accepted Lean Six-Sigma Black Belt "Management" Body of Knowledge (BOK) necessary to achieve a Lean Six-Sigma Black Belt certification. SCM 597B along with the BA 597 Lean Six Sigma Black Belt "Statistics" course supports the knowledge required for systematic improvement of products, processes, and/or services within a business or operations environment. The focus of the course includes the tools, techniques, and strategies for improvement resulting in typically increased quality performance, effective cost-reductions, reduced cycle times and operational flexibility within a business. [Course Title]

Output: Lean Six-Sigma Black Belt Body of Knowledge (BOK)

Second Year Course List — Penn State Smeal College of Business


Input: [1] Strengths [3] Likely beneficiaries [4] Content quality/quantity [2]

Output: Weaknesses

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Citysearch [1] Extensive listings; nightlife, arts, and entertainment info [3] Domestic business travelers to major cities [4] Mostly good [2]

Output: Little for suburbanites

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] CuisineNet [1] Good search engine; customer reviews [3] Locals, some travelers, amateur restaurant critics [4] Poor to excellent [2]

Output: Skimpy listings; some outdated information

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Dine.com [1] Extensive listings, including small cities; customer reviews [3] Domestic business travelers [4] Good [2]

Output: Volume can be overwhelming; some listings skimpy on details

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] DineSite.com [1] Small-city listings; additional content on wine selection [3] Domestic business travelers, amateur critics [4] Mostly good [2]

Output: Too little color; content could be livelier and more current

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Fodors.com [1] International listings; links to other travel pages [3] Frequent leisure travelers (domestic and abroad) [4] Good [2]

Output: Limited, somewhat predictable listings

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Food.com [1] Good design; online ordering for takeout and delivery [3] Locals who want to order food online [4] Fair to excellent [2]

Output: Unrefined search capability provides too many results

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Menus.com [1] Online reservations; complete restaurant menus [3] Anyone; intermediate Web users [4] Poor to excellent [2]

Output: Inconsistent amount and quality of information across entries

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] RestaurantRow .com [1] Huge database; good search capability; online reservations [3] Anyone [4] Fair to good [2]

Output: Odd design; tough to navigate at first

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [0] Zagat.com [1] Powerful search capability; customer reviews [3] Fans of Zagat diner-survey format; travelers [4] Mostly good [2]

Output: Refining search can be tricky at first

The On-Line Gourmet, Internet Business Models Article | Inc.com


Input: [Method] Method [Undocumented] Call doRead and doWrite on all readers and writers respectively. [__init__]

Output: iterate

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Add a FileDescriptor for notification of data available to read. [__init__]

Output: addReader

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Add a FileDescriptor for notification of data available to write. [__init__]

Output: addWriter

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Remove a FileDescriptor from notification of data available to read. [__init__]

Output: removeReader

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Remove a FileDescriptor from notification of data available to write. [__init__]

Output: removeWriter

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Remove all readers and writers. [__init__]

Output: removeAll

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Return a list of the readers. [__init__]

Output: getReaders

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Return a list of the writers. [__init__]

Output: getWriters

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Instance Variable [Undocumented] The EPollReactor that is using this instance. [__init__]

Output: _reactor

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Instance Variable [Undocumented] A LoopingCall that drives the polling, or None. [__init__]

Output: _loop

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Instance Variable [Undocumented] A set of FileDescriptor objects that should be read from. [__init__]

Output: _readers

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Instance Variable [Undocumented] A set of FileDescriptor objects that should be written to. [__init__]

Output: _writers

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [Method] Method [Undocumented] Start or stop a LoopingCall based on whether there are readers and writers. [__init__]

Output: _checkLoop

twisted.internet.epollreactor._ContinuousPolling : API documentation


Input: [AID] 2156 [Name] Primary cell-based high-throughput screening assay for identification of compounds that inhibit KCNQ2 potassium channels [Comment] depositor-specified cross reference [Type]

Output: Screening

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 2262 [Name] Summary of probe development for inhibitors of KCNQ2 potassium channel [Comment] depositor-specified cross reference: Summary assay for KCNQ2 inhibitor assays. [Type]

Output: Summary

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 493025 [Name] Confirmatory screen for compounds that inhibit KCNQ2 potassium channels [Comment] same project related to Summary assay [Type]

Output: Screening

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 493029 [Name] Counter screen against parental CHO cells for compounds that inhibit KCNQ2 potassium channels [Comment] same project related to Summary assay [Type]

Output: Screening

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 504837 [Name] SAR analysis for compounds that inhibit KCNQ2 potassium channels on automated electrophysiological assay [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 504839 [Name] Dose response assay for compounds that inhibit KCNQ2 potassium channels on automated electrophysiological assay [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 588425 [Name] Dose response assay of SAR compounds for the identification of selective inhibitors of KCNQ2 potassium channels in the KCNQ1 expressing cells on automated patch clamp [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 588426 [Name] SAR analysis for compounds that inhibit KCNQ2 potassium channels on automated electrophysiological assay, CRC2 [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 588531 [Name] Confirmatory screen for compounds that inhibit KCNQ2 potassium channels using automated patch clamp [Comment] same project related to Summary assay [Type]

Output: Other

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 588635 [Name] SAR-Confirmatory assay to confirm a potent KCNQ2 inhibitor using manual electrophysiology [Comment] same project related to Summary assay [Type]

Output: Other

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 588637 [Name] Dose response assay for compounds that inhibit KCNQ2 potassium channels on automated electrophysiological assay II [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [AID] 602271 [Name] SAR analysis for compounds that inhibit KCNQ2 potassium channels in an automated electrophysiological assay [Comment] same project related to Summary assay [Type]

Output: Confirmatory

AID 493026 - Specificity screen against KCNQ1 for compounds that inhibit KCNQ2 potassium channels - PubChem BioAssay Summary


Input: [Initiative] Operational Support for Chapters [Associated Activities] Chapter creation Reviving inactive chapters Cleaning up defunct chapters [Performance Metrics] Service level promise (2 weeks, proposed) for new chapter requests Bi-annual assessment of chapter activity, revive or mark inactive [Funding Requirements]

Output: Support Staff

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Initiative] Chapter Leader Handbook Update [Associated Activities] Solicitation of comments on 2011 Chapter Leader Handbook (v.3) [Performance Metrics] Minor or major updates to the handbook based on the feedback from chapter leaders [Funding Requirements]

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Initiative] Chapter Nurturing Program [Associated Activities] Shipment of OWASP merchandise to requesting chapters Providing seed funding to new chapters to supporting their first meeting [Performance Metrics] Prudent use of funds [Funding Requirements]

Output: OWASP merchandise cost and shipping fees Seed funding for the first meeting

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Initiative] OWASP on the Move [Associated Activities] Handling of funding requests by chapters Coordinating OWASP speaker tours [Performance Metrics] At least two OWASP speaker tours Prudent use of funds [Funding Requirements]

Output: Speaker travel costs

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Initiative] Chapter Leader Summit [Associated Activities] Chapter leader summits in AppSec conferences (at least Europe and North America) [Performance Metrics] Chapter Leader Handbook updated based on feedback from workshops Face-to-face discussions between chapter leaders and OWASP staff, global committee chairs and members [Funding Requirements]

Output: Workshop costs Travel costs for chapter leaders without enough chapter funds

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Initiative] University Chapter Program (with GMC & GEC) [Associated Activities] Creation of university chapters [Performance Metrics] At least 5 university chapters created [Funding Requirements]

Output: Seed funding for the first meeting

Difference between revisions of "Global Chapter Committee" - OWASP


Input: [Cost] Commerical [URL] http://www.synthis.com/products/adalon [Name]

Output: Adalon

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Open Source [URL] http://easystruts.sourceforge.net/ [Name]

Output: Easy Struts

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Free [URL] http://www.jamesholmes.com/struts/console [Name]

Output: Struts Console

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Commerical [URL] http://www.solanasoft.com/ [Name]

Output: JForms

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Commerical [URL] http://www.scioworks.com/scioworks_camino.html [Name]

Output: Camino

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Open Source [URL] http://sourceforge.net/projects/rivernorth/ [Name]

Output: Struts Builder

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Cost] Free [URL] http://www.alien-factory.co.uk/struts/struts-index.html [Name]

Output: StrutsGUI

ONJava.com: Jakarta Struts: Seven Lessons from the Trenches


Input: [Subject & Grade] Introduction to Welfare Pass [Subject Information] This unit aims to promote an understanding of the theory and practice in the human services. Students will be provided with a critical analysis of the position of disadvantaged groups within their social, political, economic, historical and cultural context. This unit will provide an overview of social work; youth work; community welfare work and international social development. [My Comments]

Output: One of my first subjects, it was also an introduction to university life and a return to study after many years. In this subject, I got to spend 30 hours at the Werrington County Neighbourhood Centre.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Introduction to Sociology Credit Click here to see an assessment [Subject Information] This unit introduces students to the central concepts, theories and methodologies of sociology, and demonstrates the ways in which sociological thought contributes to a systematic and critical understanding of contemporary society. The unit draws upon case studies from Australia and other societies. [My Comments]

Output: This introductory sociology course set me up for the remainder of my studies with regards to sociological concepts. I had a really inspirational lecturer as well for this subject who was very engaging and encouraged us to think outside the square.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Policy Credit Click here to see an assessment [Subject Information] This unit familiarises commencing students with the institutions and ideas underlying and informing social policy in contemporary Australia, with particular emphasis on Australian social, economic and political culture and institutions. There is a particular emphasis on social change and the ways in which change comes about. It prepares students for further study of specific social and economic institutions and policy. [My Comments]

Output: Politics and policy was not an area I have ever had any interest in, so I approached this subject with dread. However, the tutorials encouraged active participation and we were able to engage in many debates. I can also see the value of understanding policy formation and how policies can impact on my clients lives.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Skills Development in the Human Services Satisfactory (This was a satisfactory / unsatisfactory grade only) [Subject Information] This unit aims to prepare students for work in community welfare, social work, international social development and youth work by equipping them with a wide variety of skills necessary for a range of intervention strategies. Given the breadth of this unit, the knowledge and skills will be covered at a baseline or foundation level. Later units will build on the level of skills covered in this unit. There are two components to the unit - interpersonal skills and computing skills. Both must be completed satisfactorily to pass the unit. Students need to demonstrate that they have satisfactory competencies in spoken and written English and basic computing skills in order to pass this unit and progress in their award. [My Comments]

Output: This subject focussed on skills development. Part of the subject involved computer training - which was great for me and something I was able to excel at as I have extensive computer knowledge already. The other half of the subject involved development of communication skills, including report writing and interviewing. Every tutorial involved role plays and while I cringed each week at having to do them, I appreciate them now as I am using these skills in my day to day work.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Introduction to the Psychology of Health Credit Click here to see an assessment [Subject Information] This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices. [My Comments]

Output: This was one of 2 psychology subjects I had to do for the social work degree and I loved both of them. This one challenged my writing ability as 3 of the assessment pieces were essays of very small word count - this subject helped me to become succinct! Tutorials required active participation and we were to use discussion from our tutorials towards our essays.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Community Work and Community Development Credit [Subject Information] This unit introduces theories and skills in community work and community development. Students will develop an understanding of the breadth and scope of community work at a local, state and global level. Students will critically analyse political, economic and cultural issues in community development practice. [My Comments]

Output: My lecturer for this subject challenged us every week and I love that he did. According to everyone in my tutorial group he was a very hard marker and anything over a pass was to be cherished. We got to spend a tutorial on funding applications and this will be a skill no doubt useful in future employment.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Human Services Intervention Strategies Credit [Subject Information] This is an introductory unit that builds upon 400188 Introduction to Welfare and 400504 Skills Development in the Human Services. It examines underlying theories of social welfare work, community work, youth work and international social development. Students will explore the ideological underpinnings of theories and discourses in the human services and social action. The contribution of other disciplines to knowledge and practice in these vocational areas will also be examined. Students will develop more advanced skills in working with individuals (casework) and working with groups. [My Comments]

Output: We started to do a lot of group work in this subject and one assessment required us to observe and then write a report on a group of our choosing. I found it very challenging to observe a group without actually being able to jump in and speak on occassions.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Lifespan Development and the Human Services Credit [Subject Information] Changes in health, social and environmental issues influence the course of personal development throughout the life span. This unit explores the key stages of development from childhood through to old age and the influence of life events and transitions on health and wellbeing throughout the life span. A particular focus of this unit is the social theory and policy underpinning the planning and delivery of community, health and welfare services to people throughout the life span. [My Comments]

Output: The second psychology course of the degree. One of the assessments was a tutorial presentation and the other was an essay. We had to choose different stages of life for each one, so I completed my tutorial presentation on the elderly and my essay was on adulthood. Since I have had the opportunity to work with children at my latest placement, I have been able to draw on the childhood stage of development learning from this subject.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Research and the Human Services Pass [Subject Information] This unit introduces students to the concept of social research (broadly defined) and to the problematic relationship between research and policy and equips them with some basic research skills required to work in a welfare context. [My Comments]

Output: My first research subject and to be honest, not a subject I enjoyed. However, since doing this subject I have done another that was around research and I absolutely loved it. University has definitely taught me how to go about finding information!

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Working with Individuals and Families Credit [Subject Information] This unit introduces students to the theories and practice related to social work with individuals and families in diverse practice contexts. It builds on knowledge gained through the prerequisite units. Students examine systems theory in relation to family work, and the contributions of feminist therapies and psychological themes. Relevant clinical and social issues such as cross-cultural casework, the impact of the stolen generation on indigenous people's access to social services, and working effectively with grief and loss are examined. [My Comments]

Output: Weekly tutorials again involved role plays. This further developed my communication skills but the case studies we were using also developed my understanding of working with families.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Law and Welfare of Society A High Distinction [Subject Information] This course acquaints the student with the legal framework of Australian society, and sets out an analytical framework for the constructive assessment of particular laws. The course also involves a consideration of the manner in which the law may be changed and the way it responds to social, political and economic forces. [My Comments]

Output: There are 2 law subjects in the social work degree and I am glad there is so. Both subjects involved us learning about various Acts and where to find them.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Law and Welfare of Society B Distinction [Subject Information] Students in this course examine issues of law and its consequences for society. The course involves consideration of issues such as the Criminal Justice system from policing to corrections, parliamentary law, rights and obligations of parents and children, landlords and tenants. Other areas where the law affects people, for example law and minorities, are also studied. [My Comments]

Output: As per the previous subject, this law subject saw me delve further into various Acts.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Australian Society Credit [Subject Information] In this course students should be able to learn to use sociological perspectives and techniques to analyse some of the main characteristics of Australian society. Students should be able to analyse what it means to be an Australian in a globalising world; the historical and ethnic underpinnings of this sense of self; and differences between urban and rural contexts. Topics covered include food consumption, tourism, sport and deviance, with a focus on how these things embody and reinforce major social differentiations such as gender and class. [My Comments]

Output: My introduction to sociology subject helped me with this course, that had an Australian focus. This subject was also the first subject that I completed at CQU, and I had to learn real discipline with time management. Prior to CQU, I had been attending UWS as an internal student, which meant lectures and tutorials for each subject each week. At CQU I was an external student and at times this was quite isolating.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Drugs in Society Credit Click here to see an assessment [Subject Information] This course examines contemporary issues related to drug use in society. An international perspective is adopted to review different approaches to controlling drug use with a particular focus on the Australian National Drug Strategy. The student will have the opportunity to increase their knowledge and understanding of drug use in society. Interventions focusing on the individual, the family and the community will be examined. [My Comments]

Output: The lecturer for this subject encouraged a lot of blackboard discussion, which enhanced my learning. The two assessments encouraged me to look at my own history and views around alcohol and other drugs and I enjoye the research and writing of both.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Rural Sociology and Social Services Credit Click here to see an assessment [Subject Information] This course examines social structures and social processes within rural regions and how they impact on the delivery of social services, with particular reference to Australia. The course has two components, the first of which provides the theoretical and conceptual foundations for the second. The first part of the course focuses on the meaning of rurality, rural agricultural restructuring in the context of a global economic system, the sociology of contemporary agriculture, and relationships between ecological, economic and social sustainabiltiy. The second part of the course focuses on the implications of rurality for social service delivery and practice. This section considers the unique features of rural social service delivery in relation to the use of technology for human service delivery, rural practice models (Case Studies), and responses to natural disasters. This course will be of special interest to students planning to live and work in regional Australia, including social work and welfare practitioners, community development officers, nurses and teachers. [My Comments]

Output: Without a doubt this subject was one of my favourites as I was able to relate to a lot of what I was learning. Having spent most of my life living in capital cities, moving to Bundaberg was quite a shock to me. Reading and researching for my assessments, I could relate to some of the issues faced by regional and remote populations.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Work Skills and Methods A & B Credit for A, Pass for B [Subject Information] This course integrates with Social Work Theory & Practice II which sets the paradigms for research and practice. This course places greater focus on inequalities experienced in regional and rural contexts and their implications for service delivery. Interpersonal skills for interviewing and assessing individuals, families and groups as well as community approaches are presented. The course requires the written production of assessment reports, intervention plans and audio-visual presentations demonstrating the knowledge, values and skills of social work utilising various methods. [My Comments]

Output: These subjects enhanced some of the skills I had started to develop during my time at UWS. During residential schools, we participated in a variety of role plays and one of our assessments required us to video tape and critique a particular case study.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Work Theory and Practice IIA & IIB Credit [Subject Information] This course introduces students to social work theories and knowledge on the process of change and its impact for individuals, families, groups, organisations and communities. The course explores the researcher/ practitioner paradigm and an understanding of the assessment process through time in all of the above settings. The course integrates a focus on the impact of rurality, social policy, social research and its application. Learning in this course is linked directly with the Australian Association of Social Worker's Code of Ethics and its translation into action. [My Comments]

Output: This subject introduced me to various theories. Early on, the strengths perspective and systems theory caught my interest and are theories that I have read further on over the past few years. As I spend time in my placements I have been exposed to other theories and they are all becoming part of my personal practice framework.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Community Analysis Distinction Click here to see some assessments related to this subject [Subject Information] The aim of this course is to allow students to develop a comprehensive understanding of the theories and concepts behind different approaches to community. These concepts and ideas will be used to inform a consideration of the role of qualitative methodologies in working with and researching communities, including the place of action research and participatory research. Processes that will be examined include community profiling and needs assessment, and specific methods that will be considered include focus groups and interviews. The course includes a discussion of how identified research outcomes may lead to the development of community interventions, such as project or resource development. The course concludes with a discussion of some of the key trends, issues and concerns in contemporary community discourse. This course will assist those that intend to work in community settings by fostering an understanding of the interplay between theoretical approaches, conceptual perspectives, and the methodological considerations needed to work appropriately and effectively with diverse communities [My Comments]

Output: This was another research subject, which, unlike the first one I undertook, I thoroughly enjoyed. We were able to identify our own research topic and the assessments related to this topic and were a literature review and methodology.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Ethical Social Work Credit Click here to see an assessment [Subject Information] This course presents ethical theories and principles and their relationship to social work practice. The Australian Association of Social Workers' Code of Ethics is examined thoroughly as it is applied to a case study. Ethical decision making for professional practice and its relationship with moral responsibility is explored. The role of personal and professional value systems and their place in various practice settings, and in the legal and organisational context of social work is analysed. An analysis of modernist and post- modernist approaches to ethical dilemmas is also presented prompting reflection on the legislative nature of modernist ethics as opposed to skilful moral questioning in context, which is the preferred position of post-modern ethics. [My Comments]

Output: Whilst I have my own values and morals, this subject introduced me to the AASW Code of Ethics and is a document that I ensure I always have on hand, have used and will continue to use in my social work practice.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Work Theory and Practice IIIA & IIIB Credit for IIIA, Distinction for IIIB Click here to see an assessment [Subject Information] The course places an emphasis upon how theories of change are translated into action. The course focuses upon the design and implementation of change strategies in numerous social contexts where social work is found with a particular emphasis upon the integration of knowledge from the disciplines of management, social policy and health. The course will require students to demonstrate a knowledge and skill base that will enable them to move through the process of assessment, intervention and evaluation, taking responsibility for this process. Participants in this course will learn to apply and justify appropriate theoretical underpinnings, professional decisions for change interventions. [My Comments]

Output: This theory and practice subject revolved around organisations and was appropriate to our fieldwork placements. I was encouraged to think about organisational change and structure.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Field Education and Fieldwork I Pass (This was a pass/fail grade only) Click here to see my evaluation [Subject Information] This is the first of two courses related to the practice of social work in situ. The fieldwork component requires the student to complete seventy days of on-site/agency based interactions and learning tasks supervised by an approved Social Worker. The student, having mastered the interpersonal skills and the further family and group skills, will, in this placement, need to identify learning goals which continue to synthesise management, social policy and health in order to develop, articulate, and engage in complex intervention strategies. Practice based and personal reflection will be emphasised to encourage students to undertake responsibility for their actions and emerging professional identity. The course integrates with Social Work Theory & Practice III. [My Comments]

Output: This was my 3rd year fieldwork subject. I did my placement at CRS Australia in Bundaberg. My learning goals were developed around this placement and I was able to undertake my own case load whilst there.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Human Resources in Organisations Credit [Subject Information] This course introduces students to the study of Human Resources Management and its importance in the management of people within organisations. Throughout the course, the importance of managing human resources effectively in both increasingly competitive environments and in the international context will be stressed. Areas of study to be covered include: the environment for HRM; Equal Employment Opportunity and Affirmative Action; Job Analysis; Human Resources Planning; Recruitment, Selection and Induction; Performance Appraisal; Human Resources Development; Compensation Management; Occupational Health and Safety; Termination of the Employment Relationship; Human Resources Research and International HRM. Contemporary issues in HRM will be briefly discussed during the term, as will other environmental forces likely to impact the field of HRM in the foreseeable future. [My Comments]

Output: Despite this being a compulsory subject, I did at times, feel little relevance to social work in this subject. However, the learnings around recruitment, OH&S and EEO were familiar to me from my previous work history. I can also see relevance if undertaking a position that includes recruitment or supervision of other staff such as team leader roles.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Policy, Power and Politics Credit [Subject Information] This course examines sociological theories that underpin the study of politics and the policy process. In particular, the course explores the nature of political socialisation, theories of power, and the dynamics of policy-making in Australia, as well as some of the analytical frameworks which have been developed in order to explain the political actors involved in the policy process and the ways in which policy decisions are made. The course considers Australia's three- tiered Federal system, the increasing importance of international organisations, and the difficulties of developing public policy within such a complex set of structures. [My Comments]

Output: Another subject around politics, I found this time around I was able to be more enthusiastic in my involvement having received some grounding from my first policy subject.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Work Theory and Practice IVA & IVB Marks not yet released [Subject Information] This final social work core course adds greater depth to all prior learning within the program. In this course students will articulate their own personal framework for social work practice with a particular emphasis upon the ability to value, think and act critically as professionals. This course draws together many of the field placement experiences, providing students with a measure of the competencies and gaps in these learnings. Participants will be encouraged to assess their own learning needs to identify further resources or skills required in preparation for life long learning in the field. Finally, learning in this course will provide graduates with a complex analysis of the purpose and place of social work as a critical profession in the pursuit of social justice in Australian society and internationally. [My Comments]

Output: The final theory and practice subjects were focussed on community work and we were required to submit a group assessment. I have a lot of time working in groups during my university studies, and each group has had its own challenges and rewards. The biggest challenge of group work at CQU is distance as it is common to find yourself in a group with students from all around Australia, making face to face work on the assessment impossible. However, as a member of this final group, I am very proud of our work based on a community project for East Timor, and even prouder of our High Distinction mark. The final assessment for this subject is this portfolio and is, without a doubt, the biggest achievement for me to date. Reflecting on my study from 2005 to today, I am proud as punch to see my development and just as pleased to be able to present this web site as a testament to my learning and development.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Practice Frameworks: Child and Family Distinction Click here to see assessments for this subject [Subject Information] This course exposes course participants to some of the issues professionals face when working with families and children in the welfare system. On completion of the course participants will be able to define the terms "child" and "family" in relation to welfare practice, be familiar with theories and frameworks of practice relevant to working with families and children, and be able to identify, explore and critically assess therapeutic and non-therapeutic interventions with children and families. Course participants will also be expected to become familiar with services available to children and their families in their local community and develop a personal framework of practice that can be applied in the field. [My Comments]

Output: There were two electives offered by CQU, but I wasn't required to do either of them as I had received credit from studies completed at UWS. However, I decided to do both anyway. This was one of them and the assessments were based around a case study and required us to use policy and procedure as though we were employed as Child Safety Officers at the Queensland Department of Child Safety. Originally I took this elective as I did not think it was an area I would ever want to work, but thought knowledge of the area would be beneficial. Having completed the subject, Child Protection is now a possibility for me.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Social Work and Mental Health Distinction Click here to see an assessment [Subject Information] With their commitment to each client's self-determination and individual dignity social workers complement the perspectives of related professionals by promoting the interests of clients and families during interactions with the mental health system. This course provides both a framework for clinical social work practice and a description of diverse intervention for those with major mental health issues. [My Comments]

Output: This is the other elective offered by CQU and again I took it as I thought whilst I did not want to work in Mental Health, an understanding of this area could only benefit my practice. Again, we were presented with a case study and assessments were based on this. Working in this area is now also a possibility for me and is something I may have avoided if I had not completed this subject.

Jennie Whitley - A Social Work Portfolio


Input: [Subject & Grade] Field Education and Fieldwork II Marks not yet released – this is a pass/fail grade only) [Subject Information] Linking as it does with Social Work Theory and Practice IV, this course of practice is the final course in the program. Participants commencing this course of field education will be required to describe and justify their own practice frameworks based on the unification of personal experiences, philosophies of social work, theories, skills and values. This process will involve the identification of both immediate learning goals to meet the placement situation, and create a foundation for the on-going pursuit of learning and knowledge. In this context, critical thinking and research will form key aspects of this placement. The emphasis on working in community is critically examined. Awareness of the profession and the professional in both the present and the future will ensure that at the completion of this course students will meet the AASW requirements for beginning practitioners. [My Comments]

Output: For my final 4th year placement, I was placed at Centacare, Bundaberg and have been exposed to a variety of learning opportunities. Within the counselling section I have been involved in various groups and have shadowed the outreach family support worker who spends time in Childers and Gin Gin. The other area of Centacare Bundaberg is the aged care section and I have been involved in Ongoing Needs Identication assessments, HACC services and various groups and community education sessions. I am really pleased to have experienced such a diverse placement as it has allowed me to develop skills in a variety of areas. It also offered me the opportunity of working with children, which has strongly encouraged me to learn more about play, narrative and creative therapies. It has also identified for me that working with children is an area in which I may look for future work, which, before my placement was not something I had considered.

Jennie Whitley - A Social Work Portfolio


Input: [Parameter] filename [Description]

Output: Filename for the PDF

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] pagesize [Description]

Output: Set page size like A3, A4, Letter etc. Please refer to the list of allowed page sizes

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] orientation [Description]

Output: Specify portrait or landscape orientation

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] width [Description]

Output: Custom width of the PDF

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] height [Description]

Output: Custom height of the PDF, if you specify the width, but not the height, then we fit the whole page into a one page PDF by auto-adjusting the height of the PDF.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] left [Description]

Output: Left margin

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] right [Description]

Output: Right margin

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] top [Description]

Output: Top margin

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] bottom [Description]

Output: Bottom margin

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] unit [Description]

Output: Unit for size & margin settings. Can be ‘mm’ (millimeters), ‘in’ (inches) or ‘pt’ (points). We’ll use mm in case you don’t specify a unit.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] header_html [Description]

Output: Header, declared in HTML, which you want to use for this conversion. Page numbering etc is explained in the members area.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] footer_html [Description]

Output: Footer, declared in HTML, which you want to use for this conversion. Page numbering etc is explained in the members area.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] header_url [Description]

Output: URL of the header HTML, which you want to use for this conversion. This should be a valid URL (starting with http:// or https://) – to a location where you defined your header HTML. Page numbering etc is explained in the members area.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] footer_url [Description]

Output: URL of the footer HTML, which you want to use for this conversion. This should be a valid URL (starting with http:// or https://) to a location where you defined your footer HTML. Page numbering etc is explained in the members area.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] pageoff [Description]

Output: Page offset, which is used to adjust page numbering in your header and footer. Please also have a look at your members area for more details.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] cmt [Description]

Output: Set the CSS media type so you can influence better how your content is converted to PDF. We currently support the values print and screen. If you don’t specify one, we take the one you’ve set in the members area. The default there is screen. See w3schools for more information on CSS media types. Print will normally give you a more print-friendly layout.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] popup [Description]

Output: If you set this to y we will return a URL to the PDF on our server instead of the actual PDF. This allows you to generate the PDF, without having to use bandwith to serve it to your visitors.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] jscript [Description]

Output: Use this parameter to render your PDF with JavaScript on or off.

HTML to PDF API with CSS2 and JavaScript


Input: [Parameter] jscriptms [Description]

Output: Use this parameter to set the time in milliseconds that we take to complete JavaScript processing.

HTML to PDF API with CSS2 and JavaScript


Input: [1] YES [Other Online] Rarely [Local Printers] Not likely [0]

Output: Guaranteed Turnaround

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES [Other Online] Unlikely [Local Printers] If you're lucky [0]

Output: Amazing Service

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES, many options [Other Online] Mostly not [Local Printers] Some [0]

Output: Custom Finishing

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES [Other Online] Nope [Local Printers] Cross your fingers [0]

Output: Premium Packaging

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES, by FedEx [Other Online] Yes [Local Printers] You pick up [0]

Output: Delivered to Your Door

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES, your own dedicated team [Other Online] Jamaica, Philippines, ? [Local Printers] Yes [0]

Output: US Based Support

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES, no weasel words [Other Online] Weasel words [Local Printers] If you've got a lawyer [0]

Output: Satisfaction Guarantee

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [1] YES, FSC® paper, soy ink, etc. [Other Online] Sometimes [Local Printers] Some [0]

Output: Green Printing

Online Printing Services: Postcard Catalog & Brochure Printing Company


Input: [0] checkbox [#] position [cover] cover [title] title The Puppetmaster: The Secret Life of J. Edgar Hoover [author] author Hack, Richard [isbn] isbn 1893224872 [isbn13] isbn13 9781893224872 [asin] asin [num pages] num pages 455 pp [avg rating] avg rating 3.45 [num ratings] num ratings 196 [date pub] date pub Feb 13, 2004 [date pub (ed.)] date pub edition Apr 12, 2004 [rating] Lucas's rating 3 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 1 [read count] # times read 1 [date started] date started not set [date read] date read Mar 20, 2009 [date added] date added Jan 12, 2009 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view [review]

Output: review The creation of the FBI and the development of federal law enforcement is an interesting story. Laws weren't structured well to handle criminals with The creation of the FBI and the development of federal law enforcement is an interesting story. Laws weren't structured well to handle criminals with a new ability to use automobiles to rapidly cross jurisdictional lines, they had to be created from scratch. Some parts of the book deal with gossip and rumor without clearly stating with what the gossip was, assuming the reader is familiar for example with Washington politics in the 1930s. Later in the book the author does a better job of explaining that for instance all 'Hoover was a cross-dresser' rumors can be traced to a single source (and that one in particular has no other evidence, just the one source). But there is plenty of well-documented dirt on Hoover. The author points these out in detail but suspends judgement, maybe suggesting that the corruption Hoover rid from the federal law enforcement establishment earlier in his career was not entirely superseded by his own (which seemed to increase as his time in office accumulated, or just became better documented). If a president had replaced Hoover much earlier on we'd all probably think a lot more of him. One annoyance is that can be attributed to dramatic license is that thoughts and actions are attributed to characters that couldn't possibly have been documented. It's harmless but it undermines the integrity of the book. ...more

Lucas's bookshelf: audio (showing 1-30 of 130) (sorted by: review)


Input: [0] checkbox [#] position [cover] cover [title] title The Making of Modern Economics: The Lives and Ideas of the Great Thinkers [author] author Skousen, Mark * [isbn] isbn 0765622262 [isbn13] isbn13 9780765622266 [asin] asin [num pages] num pages 494 pp [avg rating] avg rating 3.80 [num ratings] num ratings 219 [date pub] date pub Dec 31, 2000 [date pub (ed.)] date pub edition Feb 01, 2009 [rating] Lucas's rating 3 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 1 [read count] # times read 1 [date started] date started Nov 22, 2010 [date read] date read Dec 23, 2010 [date added] date added Nov 21, 2010 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view [review]

Output: review The history of economic thought told via chronological serial biography is a refreshing alternative to other more narrowly scoped economics books. Aft The history of economic thought told via chronological serial biography is a refreshing alternative to other more narrowly scoped economics books. After this book I feel like I have a more all-encompassing understanding of the major personalities and theories of the field, but the weakest aspect is the insistence on including all the tabloid details of the lives of the economists regardless of relevance to their public economic or political positions. The book is slightly more engaging for it but could have been a third shorter. The economic theory of each subject is rated against the author's conception of economic freedom. A numerical rating could have saved a lot of additional text, or little more credit could have been given to the reader who after being presented with one theory is capable of comparing it to another. Part of that rating is the use of the phrases 'universal affluence' and 'natural liberty' in nearly every biography. 'Universal affluence', the author says, will be achieved after society completely accomplishes the economic system of 'natural liberty' imagined by Adam Smith. This utopian outlook undermines the authors goals- I'd prefer more grounded visions of economic growth percentage points better than current if one or another policy change is accomplished. Although some of the policies the author prefers are clearly defined, tax policy is repeatedly mentioned but without any conceptual backing. I see two sometimes contradictory policy goals at work in any discussion of tax policy- the desire to raise directly funds to accomplish some goal, and the the desire to incentivize or penalize behaviour or accomplishments. Any solution that doesn't address both is going to be lacking. Arguments against dis-incentivizing income growth with progressive taxation have to recognize that there's more money to be had for aircraft carriers or your government spending program of choice with progressive taxation than without. Redistribution of wealth can go two ways (simplistically speaking), in a democracy the public is probably going to want to err on the side of redistribution towards themselves, which means progressive taxation. Problematic use of 'limited' or 'small' government. When it's qualified with the metric of comparing public to private spending I have less of a problem, and it's easy to say that a high public/private ratio is bad for multiple reasons. But here and (in many other places in economic theory) it's easy to mistake correlation for causation, or improperly compare a nation and government in a very mature stage of development to a very immature one. The 'small government' phrase at face value marginalizes all advancements in constitutional government, rule of law, and democracy that many countries today are yet to achieve. Quotes attributed to Adam Smith emphasize freedom of the individual as opposed to collectives- and I'd include corporations and other aggregations of people and capital as collectives. Why then is no attention paid to large capital collectives in the form of corporations or trusts but so much to governments? Within a corporation, how is the central planning exercised there preferable to central planning of a government at least accountable to voters? If every company was small would not personal freedom be greater than one where very small numbers of large employers might dominate the profession of your choosing? I'd much prefer instead of the somewhat arbitrary anti-trust laws we have today that only target the very largest of the large, to structure laws to increasingly disincentivize growth of collectivizes beyond certain numbers of people (say 500) or amount of money/property acquired. A collective that's bigger than the ability of any member to recognize every other member is too large, and there are some amusing laws I can imagine to enforce the restriction. Monopolies and problems associated aren't really discussed in this book. Property exists because of laws protecting it, but in the authors view the government has to 'get out of the way' of property and exchanges of property. The physical body of the individual, and the property the individual lives on, and artifacts carried with an individual outside of the property they live on can be viewed as natural, but the naturalness of extensions beyond that get less justifiable. Intellectual property is especially problematic as viewed as an unlimited license from the government to create monopoly rights over abstract property. The physical property the government has to protect in law internally and from external invaders is fixed and obvious to all, but why should the government subsidize abstract property? Why not de-regulate intellectual property, or at least only grant a limited number of licenses to be auctioned off periodically? And certainly no one should be deprived of real physical property because of violations of abstract property rights. Many socialist/communist communes are mentioned, mostly because they tend to fail quickly or after a generation. But where are the Adam Smith communities? Could it be that nation-building requires values and attitudes at odds with economy-building in an already built country? In other words the costs of establishing a country were socialized by the founding citizens, and the profits of living there later on are then privatized. Prison privatization mentioned is mentioned in passing. It seems bad to make a profit oriented business in the name of economic freedom where the point of the business is to deprive individuals of freedom. Private military contracting isn't mentioned. Freedom of immigration is also mentioned in a list of policy goals of one economist, but the author does not discuss it much less openly support it. I suppose this is what passes for political correctness among the likely receptive audience of other policy goals more enthusiastically promoted in the book. Free immigration is an obvious corollary to free trade, but the political party most strongly agitating for less regulation on business and small government wants to vastly increase regulation and the size of government where immigration is concerned. Immigration restrictions are a form of government intervention into labor markets, and are therefore socialist in intent- that's not an argument for or against, just a statement of fact. Inheritance/estate/death taxes are mentioned negatively several times, but I don't really see what they have to do with economic liberty. If I had to make a choice between paying a tax while I was alive or while I was dead, I'd much rather go with the latter. The historical reasons for inheritance are understandable, but in the modern world why should the government discriminate on behalf of biological or adopted off-spring? Why not get rid of inheritance taxes and instead apply gift taxes uniformly regardless of whether the giver is alive or dead, or related to the recipient? Also if we no longer pass on debts to progeny, why make a special case for passing on assets? There's a strange claim that the government should only exist to uphold law (and provide national defense which I suppose is upholding the law through means of last resort) but then simultaneously business should be regulated less. What's difference between a law and a regulation? There's a vagueness when it comes to the author choosing to be on the side of monetarists like Milton Friedman, or on the side of supply-side economists. Supply-side economics is still government intervention but through non-Keynesian means, only Friedman can claim to truly avoid fine-grained intervention (though intervention in the form of changing the money supply is still advocated). As I understand it Friedman has no problem with tax policy to achieve any goal except economic growth, I say solvency should be the main goal of tax policy. ...more

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Input: [0] checkbox [#] position [cover] cover [title] title A Fiery Peace in a Cold War: Bernard Schriever and the Ultimate Weapon [author] author Sheehan, Neil [isbn] isbn 0679422846 [isbn13] isbn13 9780679422846 [asin] asin [num pages] num pages 560 pp [avg rating] avg rating 3.70 [num ratings] num ratings 395 [date pub] date pub Jan 01, 2009 [date pub (ed.)] date pub edition Sep 22, 2009 [rating] Lucas's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 1 [read count] # times read 1 [date started] date started May 2010 [date read] date read May 29, 2010 [date added] date added May 01, 2010 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view [review]

Output: review Curtis LeMay is the villain in this book, but there wasn't a lot of closure to his character. Did he accept the supremacy of the ICBM over the strateg Curtis LeMay is the villain in this book, but there wasn't a lot of closure to his character. Did he accept the supremacy of the ICBM over the strategic bomber eventually? I think his presence in the book is important- there's a common one-dimensional acceptance of whatever technology the most prominent hawk is promoting must be best for national defense, but the the missile gap would have been very real and dangerous for the U.S. if LeMay had been allowed to sideline the ICBM and IRBM projects and wasted the same resources on the impossible nuclear-powered supersonic strategic bomber. I'd have liked to see additional details of Soviet ICBM development, I'm sure there are good books on the subject but they most likely would lack the in-depth characterization Sheehan has. ...more

Lucas's bookshelf: audio (showing 1-30 of 130) (sorted by: review)


Input: [0] checkbox [#] position [cover] cover [title] title The Vertical Farm: Feeding the World in the 21st Century [author] author Despommier, Dickson D. [isbn] isbn 0312611390 [isbn13] isbn13 9780312611392 [asin] asin [num pages] num pages 320 pp [avg rating] avg rating 3.54 [num ratings] num ratings 282 [date pub] date pub Oct 12, 2010 [date pub (ed.)] date pub edition Oct 12, 2010 [rating] Lucas's rating 2 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Mar 10, 2015 [date added] date added Mar 20, 2015 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view [review]

Output: review I would have rated it higher but there is only about 10% of this book that is about vertical farms. The rest of is about the need for them, and worthw I would have rated it higher but there is only about 10% of this book that is about vertical farms. The rest of is about the need for them, and worthwhile but somewhat unrelated stuff that could be done at the same time we're building vertical farms. The only real number is the 90% reduction in required water, which is great given all the droughts. What about land area? How many acres x floors required to feed 1 person, a million people? How far should the farms be located from an urban center to balance transportation costs (including externalities which are not covered by energy pricing now) against land costs- surely someone has done a case study? One interesting passage mentions a strawberry farm that changed from fields to a greenhouse of much smaller land area but equal production rate and reverted the unused land to nature. The one farm becomes more efficient but transportation costs are about the same. It would be more efficient to convert existing farm land nearest cities to single floor greenhouses, increase the density of production and have further flung farms grow trees instead. It seems like a billionaire ought to be building one of these in or near a major city somewhere. How big of a building would be required to host a single restaurant on the ground floor? There would be a huge novelty factor to visiting the first one of those to be developed. 24-hours led lighting vs. redirected natural sunlight isn't discussed. The cleanrooms required for clean lettuce suggest robotic harvesting, though that would fly in the face of the authors desire for urban renewal via a huge need for semi-skilled labor to operate the farms. It would be interesting to contrast vertical farms with even higher density food production possibilities- growing stuff in vats with however much genetic engineering is required. ...more

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Input: [0] checkbox [#] position [cover] cover [title] title Cradle to Cradle: Remaking the Way We Make Things [author] author McDonough, William [isbn] isbn 0865475873 [isbn13] isbn13 9780865475878 [asin] asin [num pages] num pages 193 pp [avg rating] avg rating 4.10 [num ratings] num ratings 6,571 [date pub] date pub 2002 [date pub (ed.)] date pub edition Apr 22, 2002 [rating] Lucas's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Jan 10, 2010 [date added] date added Jan 10, 2010 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Paperback [29] actions view [review]

Output: review There are a lot of intriguing ideas in this book, but it lacks comprehensive recommendation for how to get to the books desired goal of products and b There are a lot of intriguing ideas in this book, but it lacks comprehensive recommendation for how to get to the books desired goal of products and buildings and other made things that that won't poison you or your children. The authors have a large amount of expertise in their area, and an inspirational book with a half-dozen examples might convert other designers to their cause but not give them the ability to implement the ideas. But it is clear that those that do have the knowledge will have a large competitive advantage. Do we need government funded research centers for this work- a DARPA or NASA for manufacturing? Large forward thinking companies with excess cash might be able to do some of the work on their own, but the pace of their progress seems too slow, and any good idea they have that isn't implemented at that company will probably be lost. Or should existing universities take the initiative, and turn out new generations of designers that filter out into every corner of industry? The 'remaking' in the title comes up frequently, and I liked the author's repeated reminder that nothing artificial is wholly designed- every innovation and new process are increments and refinements over what has come before and time has shown to be workable. But that also means people are very rarely successful at exactly the kind of radical change Crade to Cradle calls for. ...more

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Input: [0] checkbox [#] position [cover] cover [title] title Law in America: A Short History [author] author Friedman, Lawrence M. [isbn] isbn 0812972856 [isbn13] isbn13 9780812972856 [asin] asin [num pages] num pages 224 pp [avg rating] avg rating 3.67 [num ratings] num ratings 138 [date pub] date pub 2002 [date pub (ed.)] date pub edition Oct 12, 2004 [rating] Lucas's rating 3 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started Sep 12, 2010 [date read] date read Sep 19, 2010 [date added] date added Sep 19, 2010 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Paperback [29] actions view [review]

Output: review The book is so short it's mostly generic overview with slightly more personality than you would find in a textbook, but what the book that has that is The book is so short it's mostly generic overview with slightly more personality than you would find in a textbook, but what the book that has that is more unique is pretty good. The most important point Friedman makes is the correspondence between the amount of law (where amount corresponds to the numbers of laws on the books, and also the number of lawyers and government agencies or percentage of GDP spent on their services) and increased demand for it. And the increased demand is a result of increase potential for conflict- the number of people an individual interacts with directly or indirectly has gone up greatly with increased wealth and technology and both correspond to increased freedom (Friedman doesn't mention technology or draw the line to freedom so explicitly but it's obviously connected). Some editorial follows on the superficial calls for 'smaller government', and the conclusion I see is that those who genuinely want a smaller government on the right are identical to the desire in some parts on the left for a poorer, more primitive, less populated, and lower quality of living state that has less negative impact on the environment. And we're unlikely to accomplish either if the other half is kept constant- though some massive economic decline caused by war, financial or environmental collapse could get us there inadvertently. ...more

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Input: [0] checkbox [#] position [cover] cover [title] title Storm from the East: The Struggle Between the Arab World & the Christian West [author] author Viorst, Milton [isbn] isbn 0812974190 [isbn13] isbn13 9780812974195 [asin] asin [num pages] num pages 224 pp [avg rating] avg rating 3.73 [num ratings] num ratings 41 [date pub] date pub Apr 18, 2006 [date pub (ed.)] date pub edition Apr 17, 2007 [rating] Lucas's rating 2 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Jan 05, 2009 [date added] date added Jan 01, 2009 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Paperback [29] actions view [review]

Output: review This books wants to be a topical book about the invasion and occupation of Iraq, but instead presents about 100 years of the general history of the Mi This books wants to be a topical book about the invasion and occupation of Iraq, but instead presents about 100 years of the general history of the Middle East while constantly offering up parallels and contrasts to the current day events. The first section is very scattered: the author jumps around in dates and events and it's not clear what point he's trying to make. After that there is not much history given of the Crusades or other significant events, the book starts at about 1915 and then moves forward chronologically while backing up occasionally when the country under discussion changes. The book has some interesting history that I was not aware of, but is shallow. I think the first level of shallowness is for a person to view the motivations of everybody else as being for or against a single particular cause. The next level, where this book mostly resides, is to recognize that different groups of people have different overlapping causes that sometimes come into conflict and sometimes work together, but that those groups are mostly blind to that fact since they reside at the first level. In the book the author describes the actions of U.S. policy as always being in opposition to communism, and religious divisions or nationalism being the motivations for most others. But it's a useful simplification given the short length of the book. ...more

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Input: [0] checkbox [#] position [cover] cover [title] title Seeds of Terror: How Heroin Is Bankrolling the Taliban and al Qaeda [author] author Peters, Gretchen [isbn] isbn 0312379277 [isbn13] isbn13 9780312379278 [asin] asin [num pages] num pages 320 pp [avg rating] avg rating 3.57 [num ratings] num ratings 237 [date pub] date pub 2009 [date pub (ed.)] date pub edition May 12, 2009 [rating] Lucas's rating 3 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Nov 28, 2009 [date added] date added Nov 22, 2009 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view [review]

Output: review The greatest value of this book that it transforms the war on terror into the more conventional war on drugs, and reduces puritanical holy warriors to The greatest value of this book that it transforms the war on terror into the more conventional war on drugs, and reduces puritanical holy warriors to hypocritical drug lords. It's understandable that the Taliban and Al Qaeda would favor the former narrative over this new one, but why our leaders on the opposing side would would prefer it also is more of a mystery that the author doesn't speculate about. The best reason I can think of is that as of 2001 we had already been fighting the 'war on drugs' for three decades, and it is obviously just a police action where success is measured by the degree of containment and there will never be achievement of complete victory. Existing domestic (though minority) opposition to the drug war would also figure in. Playing up the clash of religions also works for both sides, but I think that is less significant. The book would benefit greatly if it had a better model of heroin economics. The author states that reducing opium production will raise the price of heroin, and therefore it is a wash- but she doesn't show this. Does for example halving production double the profits- or triple them, or raise them only by 50%? Even at the end of the book she says the goal must be to shift poppy plantings to other regions where the profits will not go to militant anti-Western parties, so it follows that reducing the production for long enough in Afghanistan will create price pressure that will increase production elsewhere. But even within the book's simplistic model, there are contradictions in her recommendations- fields and farmers should not be targeted since the reduction in production will increase profits, but at the same time we should be going after smuggler convoys, Afghan chemists who can convert the poppy to heroin, and the big-time smugglers in Afghanistan and Pakistan- that may be a good strategy for other reasons but it would also tend to reduce the supply of heroin the same as attacking the fields. The author takes for granted that the drug profits are benefiting forces who are thinking up and capable of executing spectacular attacks against the West. This is more likely to be true in central Asia than anywhere else, but the corrupting effects of the drug trade work both ways- eventually they will only care about perpetuating the business, and recruits will be enticed by a share of the proceeds rather than virgins in the afterlife. The case of Iran is interesting: Iran suffers a huge drug problem both in terms of addiction and the corrupting effects on the government (which gives lie to the claims of the Taliban that is is okay to produce a prohibited drug if only infidels use it), but it appears to be supporting the Taliban in order to undermine NATO. The likely explanation is that like in Pakistan (or in rarer cases the U.S. with the CIA) the autonomy of the intelligence services can frequently act in opposition to the best interests of the civilian government. The strategy of hoarding and dumping of poppy by the Taliban prior to the U.S. invasion is interesting, and there is speculation that the Taliban will reduce production voluntarily or anticipates a field spraying campaign, and it will then cash in on new hoards. ...more

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