Self Ananlysis Test - 1230 Words

Self Analysis Report Behaviour in Organizations Submitted by: Ajitha Katakam (PGP25249) I. WHAT ABOUT ME? A. Personality Insights 1. What’s My Basic Personality? Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience 2. What my Jungian 16-type personality? (ISTJ etc.) 3. Am I type — A? 4. How well do I handle Ambiguity? 5. How creative am I ? 7 11 8 10 10 INTP 105 (A-) 28 -5 Attach Value Filled Questionnaire 34 55 -3 B. Values and Attitude Insights 1. What do I value? 2. How involved am I in my job? 3. How satisfied am I with my job? 4. What are my attitudes towards workplace diversity? C. Motivation Insights 1. What motivates me? Growth needs Relatedness needs Existence needs 2. What are my†¦show more content†¦: PGP25249 What do I Value? What Rewards I value most? How do my ethics rate? How good am I at personal Planning? Personality: My Big Five scores indicate moderate scores on all the five factors. The Jungian type is INTP which suggests that I am socially cautious, enjoy problem solving and highly conceptual. My score of 105 on the type- A test shows that I am A- suggesting I have a few traits of type- A personality. I can tolerate ambiguity but I am not creative. My most important terminal values are Pride in accomplishment, lasting friendships and Happiness where as my most important Instrumental values are Truthfulness (honesty), Assertiveness and Education intellectual pursuits. I have moderate job involvement, low job satisfaction and am pessimistic to work place diversity. My motivation for growth, relatedness and existence are high and on the same level. My dominant need is for achievement and the least is for affiliation. I am flexible in my perception of others, have strong course performance goals and strong self-efficacy. I have a very low job motivating potential and moderate response to job enri chment. My score on procrastination is towards the lower side suggesting I do not postpone or delay often. Though my ethics in some areas are concurrent with the majority they differ in most areas. I have EQ close to strongShow MoreRelatedQualitative Research Essay1628 Words   |  7 Pagesquantitative approach is one in which the investigator primarily uses post-positivist claims for developing knowledge (i.e. cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation, and the test of theories). (Creswell, 2003) †¢ Qualitative research is used to gain insight into peoples attitudes, behaviours, value systems, concerns, motivations, aspirations, culture or lifestyles. †¢ Qualitative researchers aim to gather an in-depth understandingRead MoreTechnical Analysis17695 Words   |  71 PagesHindalco 68 2. Bharat Heavy Electricals 70 3. LIC Housing Finance 72 CONCLUSION amp; RECOMMENDATION 74 Conclusion 74 Recommendations 74 BIBLIOGRAPHY 75 A. LIST OF CHARTS amp; TABLES Figure 1: Different Phases of Market 14 Figure 2: Market Ananlysis - Types 16 Figure 3: Types of Trends 23 Figure 4: Trend Lengths 24 Figure 5: Trend Lines 24 Figure 6: Channels 25 Figure 7: Support amp; Resistance 26 Figure 8: Support amp; Resistance - Role reversal 27 Figure 9: Volume 28 Figure 10: PriceRead MoreFundamental Analysis of Pharmaceutical Stocks12364 Words   |  50 Pagesthe pharmaceutical industry, industrial licensing for most of the drugs and pharmaceutical products has been done away with. Manufacturers are free to produce any drug duly approved by the Drug Control Authority. Technologically strong and totally self-reliant, the pharmaceutical industry in India has low costs of production, low RD costs, innovative scientific manpower, strength of national laboratories and an increasing balance of trade. The Pharmaceutical Industry, with its rich scientific talentsRead MoreFinal Account and Analysis48288 Words   |  194 Pagesstatements, major tools and techniques as explained, including                         Horizontal and vertical analysis Common-size statements Ratio analysis Liquidity and activity ratios Profitability ratios Capital structure and solvency ratios Market test ratios Cash flow ratios The significance of interim financial statements and segment reporting is explored, as are analysis of annual reports and management discussion and analysis (MDA). The analytical techniques discussed in this course are well

Short Story - 772 Words

what are you doing dex? runner bear hugged me from behind. thinking about kicking you in the nuts why? he screamed and ran behind blade Dont let her do this to me blade!!! runner clutched onto blades shirt. We need to start training the pack. Were about to attack on the biggest murdering pack in the world. I circle the castle like pack house on the map. Who is the alpha dex? The king.. my voice goes dry. WHAT ARE YOU FUCKING INSANE!? runner screams at me. Blade nodding in agreement. The king is the only alpha that I fear. The stories of all that he did.. killing children, families for power. Mason fane. hello earth to Dex? blade snapped at me. we will go tonight, scout around. Rosie will stay here. I didnt†¦show more content†¦Dex damnnnnn runner whistled. will you shut up? blade punched him in the arm. we ready to ride? I walk to the garage which is giant , filled with nice cars with pretty colors. Not me though i hop on my baby a black Ducati since I was the leader I got choice of what car I wanted or whatever so I got a sexy beast. We drove for 3 hours till we got to a small diner on the outside of georgia. Im starving.. I moan. Youre always hungry honeybuns blade patted my back. Then feed me!!!!! I yelled. As blade threw me over his shoulder and walked In the diner. He threw me in the booth. He sat beside me and runner sat across from us. I want waffles,eggs,hash browns,and bacon lots and lots of bacon. I lick lips. Runner laughs and blade just shakes his head. Dex something is wrong very wrong. I smell a Rouge. Jinx panicked. Where? I looked around and of course there were 5 rogues outside sniffing our cars. I mind linked blade he was one of the few who were Werewolfs like me. *rouges outside* *fucking great lets go get em dex* He stood up and I followed behind him runner was in the restroom so he didnt have to fight. He was the baby of us three it was blade because he was the oldest even tho Im the leader Im the middle kid and runner is the youngest of us. Were a fucked family as blade and Rosie say. We walked out side and THEY SCRATCHED MY BIKE! I ran and grabbed the first Rouge and snappedShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

A Computer Virus Is a Computer Program That Can Copy Itself free essay sample

Big city is where you can see many vehicles,many skyscrapers, many peple with a hurry pace of life. That place can fascinate us very much due to its light and luxury. Nowadays, more and more pople want to live there because they see many advantages. Indeed, in a big city, people can have the best chances to work as well as can enjoy the best service and entertaiment. In a big city, people can take the chaces to study and work best. There are many good University for u to choose in a big city. There you can express your ability to study what you like. Moreover, when you graduate, you also find it easier to find chances to et a good Job with good salary, that is quite difficult in small cities or countrysides; because there concentrates many big companies and groups. Hence, many graduate students choose big cities to live and work. In short, it is where you can take advantages f yourself. In addition, in a big city you can enjoy the best service and entertainment. Because there are many rich people here, they can invest much money to get the best for them. Lives in a big city are quite luxurius but you dont have to be worried when you are sick or suffer a disease because there you can find good doctors for you, as long s you have mulch money. Whats more, in a big city you can enjoy new entertainment such as new games or luxury games. Many people can argue that living in a big city makes them tired with noise and dash. They like the slow pace of life in a countryside. But I think that you can live there for a long Ime because the young always like to enjoy new things and want to have much money, which is very difficult to do in a countryside. However, when you get older, especially when you retire, a countryside WII the best choice to live. In summary, living in a big city has many advantages. However, you have to try your best to overcome all difficulties such as hard competition in workplace or polluted environment. A Computer Virus Is a Computer Program That Can Copy Itself By bhasky A computer virus is a computer program that can copy itself[l] and infect a computer. The term virus is also commonly but erroneously used to refer to other types of malware, adware, and spyware programs that do not have the reproductive ability. A true virus can only spread from one computer to another (in some form of executable code) when its host is taken to the target computer; for instance because user sent it over a network or the Internet, or carried it on a removable medium such as a floppy disk, CD, DVD, or USB drive. Viruses can increase their chances of spreading to other computers by infecting files on a network file system or a file system that is accessed by another computer. [2][3] The term computer virus is sometimes used as a catch-all phrase to include all types of malware, adware, and spyware programs that do not have the reproductive ability. Malware includes computer viruses, worms, troJans, most rootkits, spyware, dishonest adware, crimeware, and other malicious and unwanted software, including true viruses. Viruses are sometimes confused with computer worms and Trojan horses, which are technically different. A worm can exploit security vulnerabilities to spread itself to other computers without needing to be transferred as part of a host, and a Trojan horse is a program that appears harmless but has a hidden agenda. Worms and Trojans, like viruses, may cause harm to either a computer systems hosted data, functional performance, or networking throughput, when they are executed. Some viruses and other malware have symptoms noticeable to the computer user, but many are surreptitious or go unnoticed. Infection strategies In order to replicate itself, a virus must be permitted to execute code and write to memory. For this reason, many viruses attach themselves to executable files that may be part of legitimate programs. If a user attempts to launch an infected program, the virus code may be executed simultaneously. Viruses can be divided into two types based on their behavior when they are executed. Nonresident viruses immediately search for other hosts that can be infected, infect those targets, and finally transfer control to the application program they infected. Resident viruses do not search for hosts when they are started. Instead, a resident virus loads itself into memory on execution and transfers control to the host program. The virus stays active in the background and infects new hosts when those files are accessed by other programs or the operating system itself. [edit] Nonresident viruses Nonresident viruses can be thought of as consisting of a finder module and a replication module. The finder module is responsible for finding new files to infect. module to infect that file. [edit] Resident viruses Resident viruses contain a replication module that is similar to the one that is employed by nonresident viruses. This module, however, is not called by a finder module. The virus loads the replication module into memory when it is executed instead and ensures that this module is executed each time the operating system is called to perform a certain operation. The replication module can be called, for example, each time the operating system executes a file. In this case the virus infects every suitable program that is executed on the computer. Resident viruses are sometimes subdivided into a category of fast infectors and a category of slow infectors. Fast infectors are designed to infect as many files as possible. A fast infector, for instance, can infect every potential host file that is accessed. This poses a special problem when using anti-virus software, since a virus scanner will access every potential host file on a computer when it performs a system-wide scan. If the virus scanner fails to notice that such a virus is present in memory the virus can piggy-back on the virus scanner and in this way infect all files that are scanned. Fast infectors rely on their fast infection rate to spread. The disadvantage of this method is that infecting many files may make detection more likely, because the virus ay slow down a computer or perform many suspicious actions that can be noticed by anti-virus software. Slow infectors, on the other hand, are designed to infect hosts infrequently. Some slow infectors, for instance, only infect files when they are copied. Slow infectors are designed to avoid detection by limiting their actions: they are less likely to slow down a computer noticeably and will, at most, infrequently trigger anti- virus software that detects suspicious behavior by programs. The slow infector approach, however, does not seem very successful. Stealth Some viruses try to trick antivirus software by intercepting its requests to the perating system. A virus can hide itself by intercepting the antivirus softwares request to read the file and passing the request to the virus, instead of the OS. The virus can then return an uninfected version of the file to the antivirus software, so that it seems that the file is clean. Modern antivirus software employs various techniques to counter stealth mechanisms of viruses. The only completely reliable method to avoid stealth is to boot from a medium that is known to be clean Spyware is a type of malware that is installed on computers and collects little bits nformation at a time about users without their knowledge. The presence of spyware is typically hidden from the user, and can be difficult to detect. Typically, spyware is secretly installed on the users personal computer. Sometimes, however, spywares such as keyloggers are installed by the owner of a shared, corporate, or public computer on purpose in order to secretly monitor other users. While the term functions of spyware extend well beyond simple monitoring. Spyware programs can collect various types of personal information, such as Internet surfing habits and ites that have been visited, but can also interfere with user control of the computer in other ways, such as installing additional software and redirecting Web browser activity. Spyware is known to change computer settings, resulting in slow connection speeds, different home pages, and/or loss of Internet or functionality of other programs. In an attempt to increase the understanding of spyware, a more formal classification of its included software types is captured under the term privacy- invasive software. In response to the emergence of spyware, a small industry has sprung up dealing in anti-spyware software. Running anti-spyware software has become a widely recognized element of computer security practices for computers, especially those running Microsoft Windows. A number of Jurisdictions have passed anti-spyware laws, which usually target any software that is surreptitiously installed to control a users computer. The US Federal Trade Commission has placed on the Internet a page of advice to consumers about how to lower the risk of spyware infection, including a list of dos and donts. Routes of infection [pic] Malicious websites attempt to install spyware on readers computers. Spyware does not directly spread in the manner of a computer virus or worm: generally, an infected system does not attempt to transmit the infection to other computers. Instead, spyware gets on a system through deception of the user or through exploitation of software vulnerabilities. Most spyware is installed without users knowledge. Since they tend not to install software if they know that it will disrupt their working environment and compromise their privacy, spyware deceives users, either by piggybacking on a piece of desirable software such as Kazaa, or by tricking them into nstalling it (the Trojan horse method). Some rogue spyware programs masquerade as security software. The distributor of spyware usually presents the program as a useful utility†for instance as a Web accelerator or as a helpful software agent. Users download and install the software without immediately suspecting that it could cause harm. For example, Bonzi Buddy, a program bundled with and targeted at children, claims that: He will explore the Internet with you as your very own friend and sidekick! He can talk, walk, Joke, browse, search, e-mail, and download like no other friend youve ever had! He even has the ability to compare prices on the products you love and help you save money! Best of all, hes Spyware can also come bundled with other software. The user downloads a program and installs it, and the installer additionally installs the spyware. Although the desirable software itself may do no harm, the bundled spyware does. In some cases, spyware authors have paid shareware authors to bundle spyware with their software. In other cases, spyware authors have repackaged desirable freeware with installers that slipstream spyware. Some spyware authors infect a system through security holes in the Web he spyware author, the page contains code which attacks the browser and forces the download and installation of spyware. The spyware author would also have some extensive knowledge of commercially-available anti-virus and firewall software. This has become known as a drive-by download, which leaves the user a hapless bystander to the attack. Common browser exploits target security vulnerabilities in Internet Explorer and in the Sun Microsystems Java runtime. The installation of spyware frequently involves Internet Explorer. Its popularity and history of security issues have made it the most frequent target. Its deep integration with the Windows environment and scriptability make it an obvious point of attack into Windows. Internet Explorer also serves as a point of attachment for spyware in the form of Browser Helper Objects, which modify the browsers behavior to add toolbars or to redirect traffic. In a few cases, a worm or virus has delivered a spyware payload. Some attackers used the Spybot worm to install spyware that put pornographic pop- ups on the infected systems screen. 11] By directing traffic to ads set up to channel funds to the spyware authors, they profit personally. Examples of spyware CoolWebSearch, a group of programs, takes advantage of Internet Explorer vulnerabilities. The package directs traffic to advertisements on Web sites including coolwebsearch. com. It displays pop-up ads, rewrites search engine results, and alters the infected computers hosts file to direct DNS lookups to the se sites. [30] Internet Optimizer, also known as DyFuCa, redirects Internet Explorer error pages to advertising. When users follow a broken link or enter an erroneous URL, they see a page of advertisements. However, because password-protected Web sites (HTTP Basic uthentication) use the same mechanism as HTTP errors, Internet Optimizer makes it impossible for the user to access password-protected sites. [31] HuntBar, aka WinTools or Adware. Websearch, was installed by an ActiveX drive-by download at affiliate Web sites, or by advertisements displayed by other spyware programs†an example of how spyware can install more spyware. These programs add toolbars to E, track aggregate browsing behavior, redirect affiliate references, and display advertisements Computer worm A computer worm is a self-replicating computer program. It uses a network to send opies of itself to other nodes (computers on the network) and it may do so without any user intervention. This is due to the poor security the computers infected have. Unlike a virus, it does not need to attach itself to an existing program. Worms almost always cause at least some harm to the network, if only by consuming bandwidth, whereas viruses almost always corrupt or modify files on a targeted compute Worms with good intent attempts to create useful worms. The Nachi family of worms, for example, tried to download and install patches from Microsofts website to fix vulnerabilities in the ost system by exploiting those same vulnerabilities. In practice, although this may have made these systems more secure, it generated considerable network traffic, rebooted the machine in the course of patching it, and did its work without the consent of the computers owner or user. Some worms, such as XSS worms, have been written for research to determine the factors of how worms spread, such as social activity and change in user behavior, while other worms are little more than a prank, such as one that sends the popular image macro of an owl with the phrase O RLY? to a print queue in the infected computer. Most security experts regard all worms as malware, whatever their payload or their writers intentions. [edit] Protecting against dangerous computer worms Worms spread by exploiting vulnerabilities in operating systems. All vendors supply regular security updates[6] (see Patch Tuesday), and if these are installed to a machine then the majority of worms are unable to spread to it. If a vendor acknowledges a vulnerability, but has yet to release a security update to patch it, a zero day exploit is possible. However, these are relatively rare. Users need to be wary f opening unexpected and should not run attached files or programs, or visit web sites that are linked to such emails. However, as with the ILOVEYOIJ worm, and with the increased growth and efficiency of phishing attacks, it remains possible to trick the end-user into running a malicious code. Anti-virus and anti-spyware software are helpful, but must be kept up-to-date with new pattern files at least every few days. The use of a firewall is also recommended. In the April-June, 2008, issue of IEEE Transactions on Dependable and Secure Computing, computer scientists describe a potential new way to combat internet worms. The researchers discovered how to contain the kind of worm that scans the Internet randomly, looking for vulnerable hosts to infect. They found that the key is for software to monitor the number of scans that machines on a network sends out. When a machine starts sending out too many scans, it is a sign that it has been infected, allowing administrators to take it off line and check it for viruses A Trojan horse (sometimes shortened to troJan[n 1]), is non-self-replicating malware that appears to perform a desirable function for the user but instead facilitates unauthorized access to the users computer system. The term is derived from the Trojan Horse story in Greek mythology. Purpose and operation Trojan horses are designed to allow a hacker remote access to a target computer system. Once a Trojan horse has been installed on a target computer system, it is possible for a hacker to access it remotely and perform various operations. The operations that a hacker can perform are limited by user privileges on the target computer system and the design of the Trojan horse. Operations that could be as part of a botnet (i. e. o perform spamming or to perform Distributed Denial-of- service (DDoS) attacks) Data theft (e. . passwords, credit card information, etc. ) Installation of software (including other malware) Downloading or uploading of files Modification or deletion of files Keystroke logging Viewing the users screen Wasting computer storage space Trojan horses require interaction with a hacker to fulfill their purpose, though the hacker need not be the individual responsible for distributing the Trojan horse. In fact, it is possible for hackers to scan computers on a network using a port scanner in the hope of finding one with a Trojan horse installed, that the hacker can then use to ontrol the target computer. [l] A troJan differs from a virus in that only a file specifically designed to carry it can do so. [edit] Installation and distribution Trojan horses can be installed through the following methods: Software downloads (i. e. a Trojan horse included as part of a software application downloaded from a file sharing network) Websites containing executable content (i. . a Trojan horse in the form of an ActiveX control) Email attachments Application exploits (i. e. flaws in a web browser, media player, messaging client, r other software that can be exploited to allow installation of a Trojan horse) Also, there have been reports of compilers that are themselves Trojan horses. [citation needed] While compiling code to executable form, they include code that causes the output executable to b ecome a Trojan horse. edit] Removal Antivirus software is designed to detect and delete Trojan horses, as well as preventing them from ever being installed. Although it is possible to remove a Trojan horse manually, it requires a full understanding of how that particular Trojan horse operates. In addition, if a Trojan horse has possibly been used by a hacker to access computer system, it will be difficult to know what damage has been done and what other problems have been introduced. In situations where the security of the computer system is critical, it is advisable to simply erase all data from the hard disk and reinstall the operating system and required software. [edit] Current use Due to the growing popularity of botnets among hackers, Trojan horses are becoming more common. According to a survey conducted by BitDefender from January to June 2009, Trojan-type malware is on the rise, accounting for 83-percent of the global malware detected in the wild

Islam and Christianity Essay Example

Islam and Christianity Essay Islam, which literally means peace, is one of the most largest and influential religion today with about 1.5 billion followers worldwide. Being a monotheistic religion, Islam’s major teaching is the existence of only one God, Allah and that Muhammad, who revealed the completeness of the teachings of Islam, is His last prophet. Other Islamic beliefs include the belief in angels, the Books of God that contains the teaching and Decree of God, messengers of God or the prophets and the Day of Judgment. The followers of Islam, Muslims, have five main duties known as the Five Pillars of Islam: to bear witness that there is no other God but and Allah and Muhammad is His prophet, to pray five times in a day known as the Salat, alms giving or the Zakat, Pilgrimage to Mecca or hajj and fasting during the month of Ramadan or Bukhari. Although a lot of books and many other reading materials had been published regarding the religion of Islam, I strongly believe that there are many things about their faith that cannot be grasp through reading alone.   Also, Islam and Christianity have many similarities as well as differences, thus it is important to compare them so as to evaluate which factor is greater, their similarities or their differences. 2.0 Personal Interview Details In order to better understand the Islamic faith, I interviewed Sh. Jamal H. Said, Imam and Director of the Mosque Foundation, 7360 W. St., Bridgeview, IL. 60455. The Mosque foundation aims to serve the needs of Muslims in different areas such as spiritual, religious and communal needs by nurturing their faith, fostering the wellbeing of their community and upholding their values through worship, education, outreach, charity and civic engagement (The Mosque foundation, 2009). You can also visit their website at http://www.mosquefoundation.org/. Preparations had been taken prior to the interview including authorizations, arrangements and materials needed. We will write a custom essay sample on Islam and Christianity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Islam and Christianity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Islam and Christianity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 3.0 Interview Summary In my interview with Imam Jamal Said, I have gained better understanding of the Islamic faith. I was also able to clarify things that I see troubling regarding the Muslim’s ways, beliefs and practices especially regarding the role of woman in their society and culture. These are the accounts of the information I attain from the interview with Imam Jamal Said. The Islamic faith originated in the time of Adam but its guidelines were prescribed and completed during the prophet hood of Muhammad. Many considers Muhammad to be the founder of Islam but there is no founder per say to the Islamic religion for it has been prescribed by Allah as the religion for all humankind. But it is the Prophet Muhammad that carried the message of the Islamic faith in its complete form and although illiterate, he was a role model in all of his affairs; as a leader, a father, a husband, nephew and friend. It is the teachings of Islam that gave women several rights including the right to inherit, own property and divorce which are not common that time. As Imam Jamal said emphasized, Islam is a complete way of life. The Islamic faith has prescribed two holidays which mark the end of the seasons during which two of the five pillars of Islam are consummated. Eid al-Fitr, marks the end of the fasting the ninth Islamic lunar month of Ramadan. Eid al-Adha, marks the end of the pilgrimage, or Hajj during the 12th Islamic lunar month of Dhul Hijjah. Also, Friday is a blessed day for Muslims because Allah has prescribed it to be the day Muslim’s congregate. Islam and Christianity believe in similar code of beliefs since they worship the same Abrahamic God but differ in their beliefs regarding the divinity of Christ as well as the prophet hood of Muhammad. They also differ in their belief regarding the way of salvation. Imam Jamal Said also stated the key difference between the Sunni and Shiite Muslims is not their creed, but rather their political differences. Shiite Muslims believe in the Imam, which is that some religious figures receive inspiration from Allah according to their lineage to the prophet Muhammad. According to the Islamic faith, men and women have equal footing but are governed by different rules due their natural differences. For example, a woman who is menstruating is excused from performing the five daily prayers and also from fasting during the month of Ramadan. A Muslim woman can divorce her husband if she simply does not like him, while a Muslim man is not given that right. However, sometimes Muslims adopt traditions oppressive to women which are against the commands of Islam but are purely cultural. Islam has forbidden such practices. The Bible is also one of the texts used by Muslims and thus, it is intriguing that they are allowed to practice polygamy although adultery is forbidden by the Bible. Regarding this matter, Imam Jamal said gave emphasis on the difference between polygamy and adultery which the Bible forbids. Polygamy had been a common practice in the time of the Prophet Muhammad and is still acceptable in some cultures today. Islam on the other hand rectified this practice by limiting the number to four and ensuring that women are given their rights and is done in a just manner. Polygamy is different from adultery and Islam also considers adultery as well as incest as a grave sin. Another notable practice of Muslims is that they remove their shoes at home and at the Masjhid. This practice has no religious implications but is only practiced due to their preference since Muslims place their foreheads on the floor during prayer. Indeed, there are things that are better understood not through books or any reading material. My interview with Imam Jamal Said truly deepened my understanding about Islam and Muslims in general. 4.0 Islam and Christianity Islam and Christianity are the two dominating religions in the world today. Although they have differences in their beliefs and practices, they also have many similarities with one another. Let us look at the similarities and differences between the two and weigh whether their differences or similarities are greater than the other. 4.1 Similarities between Islam and Christianity One of the most notable similarities between Islam and Christianity is that they are both monotheistic in nature, they both believe in one God, the creator of heaven and earth. Only God is worthy of worship and idolatry is considered as a very serious sin against God. In the same way, they (Islam and Christianity) also believe that a time will come when God will judge all the people according to their way of life and or beliefs, Judgment Day, where either heaven or hell awaits them. Consequently, they believe that humans have soul or spirit that leaves the body in time of death. Both religions also believe in angels and human messengers of God. Thus, the writing on the holy text of Islam and Christianity, the Quran and the Bible, are revelations from God through His messengers or prophets. Islam and Christianity also have similar practices including prayer, congregational service of worship, charity and fasting. Both believe that prayer as a means of communicating with God, that God had appointed a special day for worship (Friday for Muslims and Sunday for Christians) and that charity as well as fasting carries spiritual reward (Gaudet et al., n.d.). Islam and Christianity’s teaching about prayer, although different in wordings, have the same meaning (Gaudet et al., n.d.).   Both prayers constitute three major parts which are adoration, submission and supplication: adoration on the goodness and divinity of God, submission to His will and supplication for man’s wants and needs (Gaudet et al., n.d.).   In the same way there are a lot of teachings or rather writings in the Quran that are similar to the writings in the Bible like teachings about creation (Quran 35:13 and Genesis 1:14 etc.), the Ten Commandments (Quran 2:53 and Exodus 24:12 etc.) and prohibiting marriage to some degree specifically due to bloodline (Quran 4:22-24 and Leviticus 18:6-18). 4.2 Differences between Islam and Christianity Although both Islam and Christianity are monotheistic in nature and believe in only one God, Christians believe in the trinity of God, God the Father, the Son and the Holy Spirit, a belief that Muslims strongly reject. The two religions also believe in Jesus but they differ in what they believe. Christians believe that Jesus is human and god at the same time, the son of God and the Virgin Mary, that He was crucified and rose from the dead at the third day, ascended to heaven and seated at the throne of God. This belief is the foundation of the Christian faith. On the other hand, Muslims believe that Jesus is, just like Muhammad, a prophet of God and not the Son of God. They deny His crucifixion as well as the miracles that Christians claim He had performed. Still, Muslims affirm Jesus’ ascension to heaven (Religious Facts, 2009). Their differences in their beliefs about Jesus can be considered as the primary difference that separates Islam and Christianity. Muslims and Christians also differ regarding their belief in the nature of man. According to Christians, man inherits the sin of their forefathers, Adam and Eve, and are thus by nature a sinner. Consequently, a person has to be baptized in order to be cleansed from their inherited sin. On the other hand, Muslims believe that every man has equal ability to do good and evil with their free will and that sin is ones own and cannot be inherited by their descendants. Thus, every man is born pure and sinless. Muslims also believe that no one can atone for the actions of another person. However, a person may ask God for mercy and forgiveness on behalf on another person (Gaudet et al., n.d.). On the other hand, Christians believe that Jesus is the perfect sacrifice and died for the atonement of man’s sin. Although Islam and Christianity are similar regarding the limitations of marriage due to bloodline as mentioned earlier, they still have contradicting views. Muslim men are allowed to marry up to four times as long as they can support their wives and treat them equally (Said, 2010). However, Christians believe that it is a man’s duty to be faithful to his wife and thus should have no other. Another major difference between Islam and Christianity is their belief regarding salvation. Islam teaches that at the Day of Judgment all will be resurrected and taken for a final accounting of their deeds and the same time, the world will meet its end cataclysmically (Fisher, 2005). â€Å"Hell is the grievous destiny of †¦ those who have rejected faith in and obedience to Allah and His Messenger, who are unjust and who do not forbid evil. Hell also awaits the hypocrites who even after making a covenant with Allah have turned away from their promise to give in charity and to pray regularly† (Fisher, 2005). Islam describes hell as â€Å"fire fueled by humans, boiling water, pus, chains, searing winds, food that chokes, and so forth† (Fisher, 2005). Christianity on the other hand emphasizes on the grace and love of God for humanity regarding salvation. John 3:16 says, â€Å"For God so loved the world that He gave His only begotten Son that whoever believes in Him w ill not perished but have eternal life†. The Bible described hell as a burning lake of fiery sulfur. Thus, Muslim salvation lies on their deeds while Christian salvation lies on faith on Jesus. Additionally, Muslims believes that although a believer is sent to hell, he/she will eventually be lifted to paradise and only unbelievers will be left there (Fisher, 2005). In contrast, Christians believe that punishment in hell is eternal. 5.0 Conclusion Indeed there are a lot of texts pertaining to Islam but knowing things personally from a man of the faith is something more. There are things that cannot be learned through reading alone and I have proven this matter through my interview with Imam Jamal Said of the Mosque foundation. Islam and Christianity may have a lot in common regarding their beliefs and practices but the facts show that their differences far outweigh their similarities. The mere fact that they have different view regarding the salvation itself is strong enough to separate the two religions since it is the main purpose of every religion to give salvation to the soul/spirit. Their beliefs regarding the oneness or trinity of God, salvation and matters pertaining to Jesus are the foundation of their faith, something that separates one from the other. References Fisher, M. P. (2005). Living Religions. Upper Saddle River,: Prentice Hall. Gaudet et al. (n.d.). Islam and Christianity: Similarities and Differences. Retrieved July 16, 2010 http://muslim-canada.org/islam_christianity.html Mosque Foundation (2009). About the Mosque Foundation. Retrieved July 16, 2010 from http://www.mosquefoundation.org/About-Us/Overview.aspx Religion Facts (2009). Comparison Chart: Christianity and Islam. Retrieved July 16, 2010 from   http://www.religionfacts.com/christianity/charts/christianity_islam.htm Islam and Christianity Essay Example Islam and Christianity Essay Islam, which literally means peace, is one of the most largest and influential religion today with about 1.5 billion followers worldwide. Being a monotheistic religion, Islam’s major teaching is the existence of only one God, Allah and that Muhammad, who revealed the completeness of the teachings of Islam, is His last prophet. Other Islamic beliefs include the belief in angels, the Books of God that contains the teaching and Decree of God, messengers of God or the prophets and the Day of Judgment. The followers of Islam, Muslims, have five main duties known as the Five Pillars of Islam: to bear witness that there is no other God but and Allah and Muhammad is His prophet, to pray five times in a day known as the Salat, alms giving or the Zakat, Pilgrimage to Mecca or hajj and fasting during the month of Ramadan or Bukhari. Although a lot of books and many other reading materials had been published regarding the religion of Islam, I strongly believe that there are many things about their faith that cannot be grasp through reading alone.   Also, Islam and Christianity have many similarities as well as differences, thus it is important to compare them so as to evaluate which factor is greater, their similarities or their differences. 2.0 Personal Interview Details In order to better understand the Islamic faith, I interviewed Sh. Jamal H. Said, Imam and Director of the Mosque Foundation, 7360 W. St., Bridgeview, IL. 60455. The Mosque foundation aims to serve the needs of Muslims in different areas such as spiritual, religious and communal needs by nurturing their faith, fostering the wellbeing of their community and upholding their values through worship, education, outreach, charity and civic engagement (The Mosque foundation, 2009). You can also visit their website at http://www.mosquefoundation.org/. Preparations had been taken prior to the interview including authorizations, arrangements and materials needed. We will write a custom essay sample on Islam and Christianity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Islam and Christianity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Islam and Christianity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 3.0 Interview Summary In my interview with Imam Jamal Said, I have gained better understanding of the Islamic faith. I was also able to clarify things that I see troubling regarding the Muslim’s ways, beliefs and practices especially regarding the role of woman in their society and culture. These are the accounts of the information I attain from the interview with Imam Jamal Said. The Islamic faith originated in the time of Adam but its guidelines were prescribed and completed during the prophet hood of Muhammad. Many considers Muhammad to be the founder of Islam but there is no founder per say to the Islamic religion for it has been prescribed by Allah as the religion for all humankind. But it is the Prophet Muhammad that carried the message of the Islamic faith in its complete form and although illiterate, he was a role model in all of his affairs; as a leader, a father, a husband, nephew and friend. It is the teachings of Islam that gave women several rights including the right to inherit, own property and divorce which are not common that time. As Imam Jamal said emphasized, Islam is a complete way of life. The Islamic faith has prescribed two holidays which mark the end of the seasons during which two of the five pillars of Islam are consummated. Eid al-Fitr, marks the end of the fasting the ninth Islamic lunar month of Ramadan. Eid al-Adha, marks the end of the pilgrimage, or Hajj during the 12th Islamic lunar month of Dhul Hijjah. Also, Friday is a blessed day for Muslims because Allah has prescribed it to be the day Muslim’s congregate. Islam and Christianity believe in similar code of beliefs since they worship the same Abrahamic God but differ in their beliefs regarding the divinity of Christ as well as the prophet hood of Muhammad. They also differ in their belief regarding the way of salvation. Imam Jamal Said also stated the key difference between the Sunni and Shiite Muslims is not their creed, but rather their political differences. Shiite Muslims believe in the Imam, which is that some religious figures receive inspiration from Allah according to their lineage to the prophet Muhammad. According to the Islamic faith, men and women have equal footing but are governed by different rules due their natural differences. For example, a woman who is menstruating is excused from performing the five daily prayers and also from fasting during the month of Ramadan. A Muslim woman can divorce her husband if she simply does not like him, while a Muslim man is not given that right. However, sometimes Muslims adopt traditions oppressive to women which are against the commands of Islam but are purely cultural. Islam has forbidden such practices. The Bible is also one of the texts used by Muslims and thus, it is intriguing that they are allowed to practice polygamy although adultery is forbidden by the Bible. Regarding this matter, Imam Jamal said gave emphasis on the difference between polygamy and adultery which the Bible forbids. Polygamy had been a common practice in the time of the Prophet Muhammad and is still acceptable in some cultures today. Islam on the other hand rectified this practice by limiting the number to four and ensuring that women are given their rights and is done in a just manner. Polygamy is different from adultery and Islam also considers adultery as well as incest as a grave sin. Another notable practice of Muslims is that they remove their shoes at home and at the Masjhid. This practice has no religious implications but is only practiced due to their preference since Muslims place their foreheads on the floor during prayer. Indeed, there are things that are better understood not through books or any reading material. My interview with Imam Jamal Said truly deepened my understanding about Islam and Muslims in general. 4.0 Islam and Christianity Islam and Christianity are the two dominating religions in the world today. Although they have differences in their beliefs and practices, they also have many similarities with one another. Let us look at the similarities and differences between the two and weigh whether their differences or similarities are greater than the other. 4.1 Similarities between Islam and Christianity One of the most notable similarities between Islam and Christianity is that they are both monotheistic in nature, they both believe in one God, the creator of heaven and earth. Only God is worthy of worship and idolatry is considered as a very serious sin against God. In the same way, they (Islam and Christianity) also believe that a time will come when God will judge all the people according to their way of life and or beliefs, Judgment Day, where either heaven or hell awaits them. Consequently, they believe that humans have soul or spirit that leaves the body in time of death. Both religions also believe in angels and human messengers of God. Thus, the writing on the holy text of Islam and Christianity, the Quran and the Bible, are revelations from God through His messengers or prophets. Islam and Christianity also have similar practices including prayer, congregational service of worship, charity and fasting. Both believe that prayer as a means of communicating with God, that God had appointed a special day for worship (Friday for Muslims and Sunday for Christians) and that charity as well as fasting carries spiritual reward (Gaudet et al., n.d.). Islam and Christianity’s teaching about prayer, although different in wordings, have the same meaning (Gaudet et al., n.d.).   Both prayers constitute three major parts which are adoration, submission and supplication: adoration on the goodness and divinity of God, submission to His will and supplication for man’s wants and needs (Gaudet et al., n.d.).   In the same way there are a lot of teachings or rather writings in the Quran that are similar to the writings in the Bible like teachings about creation (Quran 35:13 and Genesis 1:14 etc.), the Ten Commandments (Quran 2:53 and Exodus 24:12 etc.) and prohibiting marriage to some degree specifically due to bloodline (Quran 4:22-24 and Leviticus 18:6-18). 4.2 Differences between Islam and Christianity Although both Islam and Christianity are monotheistic in nature and believe in only one God, Christians believe in the trinity of God, God the Father, the Son and the Holy Spirit, a belief that Muslims strongly reject. The two religions also believe in Jesus but they differ in what they believe. Christians believe that Jesus is human and god at the same time, the son of God and the Virgin Mary, that He was crucified and rose from the dead at the third day, ascended to heaven and seated at the throne of God. This belief is the foundation of the Christian faith. On the other hand, Muslims believe that Jesus is, just like Muhammad, a prophet of God and not the Son of God. They deny His crucifixion as well as the miracles that Christians claim He had performed. Still, Muslims affirm Jesus’ ascension to heaven (Religious Facts, 2009). Their differences in their beliefs about Jesus can be considered as the primary difference that separates Islam and Christianity. Muslims and Christians also differ regarding their belief in the nature of man. According to Christians, man inherits the sin of their forefathers, Adam and Eve, and are thus by nature a sinner. Consequently, a person has to be baptized in order to be cleansed from their inherited sin. On the other hand, Muslims believe that every man has equal ability to do good and evil with their free will and that sin is ones own and cannot be inherited by their descendants. Thus, every man is born pure and sinless. Muslims also believe that no one can atone for the actions of another person. However, a person may ask God for mercy and forgiveness on behalf on another person (Gaudet et al., n.d.). On the other hand, Christians believe that Jesus is the perfect sacrifice and died for the atonement of man’s sin. Although Islam and Christianity are similar regarding the limitations of marriage due to bloodline as mentioned earlier, they still have contradicting views. Muslim men are allowed to marry up to four times as long as they can support their wives and treat them equally (Said, 2010). However, Christians believe that it is a man’s duty to be faithful to his wife and thus should have no other. Another major difference between Islam and Christianity is their belief regarding salvation. Islam teaches that at the Day of Judgment all will be resurrected and taken for a final accounting of their deeds and the same time, the world will meet its end cataclysmically (Fisher, 2005). â€Å"Hell is the grievous destiny of †¦ those who have rejected faith in and obedience to Allah and His Messenger, who are unjust and who do not forbid evil. Hell also awaits the hypocrites who even after making a covenant with Allah have turned away from their promise to give in charity and to pray regularly† (Fisher, 2005). Islam describes hell as â€Å"fire fueled by humans, boiling water, pus, chains, searing winds, food that chokes, and so forth† (Fisher, 2005). Christianity on the other hand emphasizes on the grace and love of God for humanity regarding salvation. John 3:16 says, â€Å"For God so loved the world that He gave His only begotten Son that whoever believes in Him w ill not perished but have eternal life†. The Bible described hell as a burning lake of fiery sulfur. Thus, Muslim salvation lies on their deeds while Christian salvation lies on faith on Jesus. Additionally, Muslims believes that although a believer is sent to hell, he/she will eventually be lifted to paradise and only unbelievers will be left there (Fisher, 2005). In contrast, Christians believe that punishment in hell is eternal. 5.0 Conclusion Indeed there are a lot of texts pertaining to Islam but knowing things personally from a man of the faith is something more. There are things that cannot be learned through reading alone and I have proven this matter through my interview with Imam Jamal Said of the Mosque foundation. Islam and Christianity may have a lot in common regarding their beliefs and practices but the facts show that their differences far outweigh their similarities. The mere fact that they have different view regarding the salvation itself is strong enough to separate the two religions since it is the main purpose of every religion to give salvation to the soul/spirit. Their beliefs regarding the oneness or trinity of God, salvation and matters pertaining to Jesus are the foundation of their faith, something that separates one from the other. References Fisher, M. P. (2005). Living Religions. Upper Saddle River,: Prentice Hall. Gaudet et al. (n.d.). Islam and Christianity: Similarities and Differences. Retrieved July 16, 2010 http://muslim-canada.org/islam_christianity.html Mosque Foundation (2009). About the Mosque Foundation. Retrieved July 16, 2010 from http://www.mosquefoundation.org/About-Us/Overview.aspx Religion Facts (2009). Comparison Chart: Christianity and Islam. Retrieved July 16, 2010 from   http://www.religionfacts.com/christianity/charts/christianity_islam.htm

GUERRERO Surname Meaning and Origin

GUERRERO Surname Meaning and Origin The  Guerrero surname is thought to have originated as a nickname which described either a soldier who had returned home from the war or an aggressive individual. Derived from the word guerre, meaning war. Guerrero is the 54th most common Hispanic surname. Surname Origin:  Spanish, Portuguese, Italian Alternate Surname Spellings:  GUERERRO, GUERRE, GUIERRE, LAGUERRE, GUERRA, GUERRERO, GUERREIRO, GUERRI and GUERRIERO. See also, the English WARR or WARRE. Famous People with the Surname GUERRERO Eddie Guerrero - famous American wrestler, part of the famed Guerrero wrestling family.Vladimir Guerrero - Major League Baseball player from the Dominican Republic.Vicente Guerrero – Second president of Mexico Where do People with the GUERRERO Surname Live? According to World Names PublicProfiler,  the majority of individuals with the Guerrero surname live in Spain, followed by concentrations in Argentina, the United States, France, and Switzerland. Public Profiler doesnt include information from all countries, however, including Mexico and Venezuela. Forebears marks Guerrero as the 456th most common surname in the world found most prevalently in Mexico. Based on the percentage of the population with the surname, Guerrero is most common in Guam (ranked 16th), followed by Ecuador (23rd), Mexico (43rd), Spain (47th), the Dominican Republic (49th) and Colombia (52nd). Genealogy Resources for the Surname GUERRERO 100 Common Hispanic Surnames Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 100 common Hispanic last names? The Guererro DNA ProjectThis ancestral y-DNA testing project is open to any male with any spelling of the Guerrero surname interested in combining DNA testing with traditional family history research to sort out Guerrero ancestral lines. GeneaNet - Guerrero RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Guerrero surname, with a concentration on records and families from France, Spain, and other European countries. GUERRERO Family Genealogy ForumSearch this popular genealogy forum for the Guerrero surname to find others who might be researching your ancestors, or post your own Guerrero query. FamilySearch - GUERRERO GenealogyAccess over 2 million free historical records and lineage-linked family trees posted for the Guerrero surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. GUERRERO Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Guerrero surname. DistantCousin.com - GUERRERO Genealogy Family HistoryExplore free databases and genealogy links for the last name Guerrero. The Guerrero Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Guerrero from the website of Genealogy Today.- References: ï » ¿Surname Meanings OriginsCottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Whats a Good SAT Score for Your College

What's a Good SAT Score for Your College SAT / ACT Prep Online Guides and Tips You’ve thought about your dream colleges and are wondering what SAT score will get you accepted. While there is not one number that will guarantee you a spot in the freshmen class, there is a range that will give you the best chance of admission. What is it? I'll answer that and more in this article. Colleges’ SAT Score Range and What They Mean for You To figure out what score you should aim for, you should look at colleges’ SAT score range.The score range represents the scores that admitted students received.Typically, colleges provide you with scores from the most recent applicant pool. The Score Range will be given to you in one of two ways: 25th/75th percentile or average SAT.The 25th percentile SAT score means 25% of admitted freshmen scored at or below that number (or 75% of admits scored higher).The 75th percentile SAT score means 75% of admitted students scored at or below that number (or 25% of admits scored higher).The average SAT is simply the average of all admitted students’ SAT scores. The score ranges will help you understand what kind of score you need to be a competitive applicant to that university, since after looking at it, you'll know what SAT scores admitted students received.Before figuring out exactly what score you should aim for, you need to figure out what schools you hope to attend. Make a List of Target Schools If you haven't done so already, create a list of your dream colleges. This list should not include your safety schools.A safety school is a college that you're almost certain you can get into with the SAT score and GPA you have now. This list should include the more selective colleges that you hope to attend. You should exclude the safety schools because you want to plan your target SAT score for the schools with the highest admissions standards. If you meet or exceed the admissions standards for the more selective schools, you will almost certainly be admitted to your safety schools.Once you think you've identified those more selective colleges, draw a table with 3 columns with the following titles: School Name 25th Percentile or Average SAT 75th Percentile / Target Score Fill in your target schools under school name as I did below: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University Under the 25th percentile or average SAT, you'll put either the 25th percentile or average SAT score for that school. As I said before, schools will only provide you with one or the other; whichever they give you, writethat number in the middle column. Under 75th percentile / target score, you put the school’s 75th percentile score (if they provide it). For schools that only give average SAT, you'll be calculating a unique target score. I'll explain how to calculate it later on in the article. How to Find the SAT Score Ranges Now that you have your list finding those schools’ SAT score ranges is very easy. Simply search â€Å"[College Name] average SAT† or â€Å"[College Name] SAT 25th/75th percentile† in Google.That will most likely lead you to what is known as the Freshman Admit Profile for your target school. If you are unable to find a Freshman Admit Profile for your school of choice, check out our database of college admission requirements. There you'll find the admissions criteria for almost every college in the country. Use the Command + F function on your keyboard to search for your target school. Here is a screenshot from Yale’s admission site: Yale provided the 25th/75th percentile SAT score for their admits on their admissions website.To figure out the 25th percentile composite SAT score if you took the SAT or are taking it this fall, simply add the 3 lower numbers together (which each separately represent the 25th percentile SAT score for the section): 710 + 710 + 720 = 2140 To approximate the 25th percentile composite SAT score if you are taking the new SAT in spring 2016 (which is out of 1600), you need to first average the Verbal and Writing sections (since on the new SAT they are combined into one section out of 800): (710 + 720) / 2 = 715 And then add that number to the 25th percentile SAT score for Math: 715 + 710 = 1425, rounds to 1430 (the SAT is scored in units of 10) Do the same math with the higher numbers (75th percentile score) to figure out the composite 75th percentile SAT score. NOTE: some schools may call it the middle 50% scores, but the 2 numbers they provide are the 25th and 75th percentile scores. Some schools call it the middle 50% since the scores between the 25th and 75th percentile represent the middle 50% of SAT scores of admitted freshmen. Add this new information that you found (the 25th percentile composite SAT score) to your chart. (NOTE: I have completed this for a student taking the new SAT in Spring 2016 forward): School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University 1430 1590 While some schools provide you with the 25th/75th percentile, other schools will provide you with only one number, the average SAT score for admitted freshmen (which UC Berkeley’s does in their Freshman Admit Profile below): As I said before, this is simply the average of all of the SAT scores for admitted freshmen. Since it is an average, you can't know exactly how many students scored above and below it, but presumably about 50% scored above and 50% scored below. If you took or are taking the SAT this fall, use the Math, Critical Reading, and Writing scores. Simply add them together to figure out the average composite SAT score. 686 + 710 + 698 = 2094, rounds to 2090 (as I noted before, the SAT is scored in units of 10) If you are taking the SAT in spring 2016 or later, use the Math score as is and then average the Critical Reading and Writing scores together (since on the new SAT they are combined into one section out of 800): (686 + 698) / 2 = 692 710 + 692 = 1402, rounds to 1400 Knowing this information, we'll writeit in the column for 25th Percentile or Average SAT, leave the 75th Percentile / Target Score blank for now for colleges that only provide Average SAT. I will explain what to fill in later on: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 Yale University 1430 1590 How to Calculate Target Score For schools that provide the 75th percentile, you should aim for a score at or above the 75th percentile. (That is why I had you list the 75th percentile in the same column as target score. The 75th percentile is your target score!) For those schools that just give you an average composite SAT (such as UC Berkeley), I would aim for a score 100 points above that score for the new SAT. For the old SAT, you will need to aim even higher (about 150 points above the average) since there are 3 sections instead of 2. For the best shot of admission to UC Berkeley if you are taking the new SAT in 2016, I would aim for 1500 out of 1600. If you took or are taking the current SAT, I would aim for 2240. You should fill in that number (the average SAT plus 100 points for the new SAT or the average SAT plus 150 points for the old SAT) to your chart under 75th percentile / Target score: School Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 1500 Yale University 1430 1590 You may ask why you can’t aim for a lower score, closer to the 25th percentile or the average score. After all, a lot ofstudents are accepted with those scores. In writing this article, I'm assuming that you are a typical applicant and not a special applicant.Special applicants such as athletes, legacies, child of significant donors, or a unique talent (such as world-class opera singers or famous actors) are typically admitted with lower scores (25th percentile score). If you are not in that category, you'll want a higher SAT score to havethe best chance of being accepted.The higher your score, the better your chance of admission.Check out Brown University’s breakdown of admission below: If you look at the highest score (800), 22.8% of applicants who scored an 800 in Critical Reading were accepted to Brown, which is significantly higher than the overall Brown admissions rate 8.7%. You can see that as your score begins to decline (you get between 750 and 790 in Critical Reading) your chances of being accepted drop by 5.7% from 22.8% to 15.1%.The same principle holds true across all sections and the composite (which they did not provide data on). The lesson to take away from this data is the higher your score, the better your chance of being accepted.As you see from my chart above, the two â€Å"Target Scores† vary by 90points, so which should you aim for?Aim for the highest target score on your list. If you reach the highest target score, you'll have the best chance of admission at all of the universities on your list. If you got a 1590 and applied to Yale and UC Berkeley, you would have a great chance of being accepted to both.However, if you got a 1500 and applied to Yale, you would now fall short of the 75th percentile score and be in the middle 50% of admits scores. You still could be admitted, but your chances are not quite as good. How to Plan Your Prep Plan your SAT prep to meet that goal.If you already took the SAT once, or you took a practice SAT and your initial score is far from your score goal, consider taking an SAT class, hiring an SAT tutor, or using an online SAT program such as PrepScholar. Here at PrepScholar, we do the heavy-lifting for you by figuring out your strengths and weaknesses. We personalize your SAT practice to your needs. For more information about our program, read How to Ensure Online Tutoring from PrepScholarTutors is Right for You? If you cannot afford one of these options and/or want to try studying on your own, use one of our study plan guides to help you plan your SAT preparation schedule: 5 Step SAT/ACT Test Dates Study Plan for Summer before Senior Year SAT/ACT Test Dates Study Plan for Sophomores and Juniors SAT / ACT Study Guide: Schedule and Plan for One Year or More Remember, your goal is achievable if you dedicate the appropriate amount of time and effort. What’s next? Learn more about applying to college and preparing for the SAT: High GPA but Low SAT Score: What Do You Do? How to Beat Procrastination In Your ACT/SAT Prep How to Write About Extracurriculars On College Applications SAT Rules and Regulations: Don't Make a Mistake Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Active Listening Research Assignment Example | Topics and Well Written Essays - 500 words

Active Listening Research - Assignment Example Establishing trust was considered one of the most difficult aspects of being a mentor because such relationships take time and trust evolves as the relationship develops. Trust, agreed upon by both participants, is best built by role modeling with a strong vision of ethics and integrity. Through role modeling, mentees are more likely to have faith in the mentor’s abilities and adopt the same behaviors. This seemed to be aligned with behavior modeling which was deemed as being effective because it allows for routine questions to be asked, which removes uncertainty as to whether the mentor is actually grasping what is being discussed or illustrated. Both participants utilize active listening in their coach/mentor roles, something deemed quite important also for building trust. Paraphrasing the mentee’s own words were cited as part of active listening in their coaching/mentoring roles, which confirms that the mentor is hearing and comprehending what the mentee has proposed or discussed. Goals are established in this fashion, using active listening, as it provides opportunities the mentor and the mentee to fully understand what direction the relationship intends to progress. Overall, the basic participants’ expectations for what constitutes a quality mentor are staying motivated and committed to providing excellence for the mentee. In the mentee/mentor relationship, there are many frustrations and complications that can arise, which can be a de-motivator for the mentor. Therefore, one participant indicated that inspiring motivation means having regular self-talks where the mentor reminds herself that they can make a significant difference for the mentee in terms of building self-esteem and  and instilling a sense of pride in the mentee that has long-term implications for their quality of lifestyle.

The Thorns of Becketts Endgame in modern or post-modern period Essay

The Thorns of Becketts Endgame in modern or post-modern period - Essay Example   This essay discusses that a play is a world where a playwright relies on the reenactment of the interconnections between and among the thematic content, form, and function. One type of form and function is deliberately chosen to strengthen and explain one specific theme chosen by the dramatist. Beckett’s application of symbolic characters and tedious sequential development triumphs in reinforcing the senselessness of life, death, loss of faith, helplessness, and horror which come together to depict the status of contemporary humankind in a world imperiled by nuclear warfare.    To discuss the language usage first, Beckett makes use of repetitive conversations and hollow clichà ©s to demonstrate the breakdown of communication. The miseries of every person are contained within himself and his effort to express them fails severely. Individuals cannot understand each other accurately and the effect of terror and the vicious activities of humankind are revolting. Beckett, th rough the exploitation of minimal language, expresses the incapability to communicate expressively. Numerous of the expressions made use of the characters denote extinction, death, lack of mobility and humorous events in the contemporary world.    The play’s setting is a sealed room representing the incapability of the contemporary individual to move without restraint. The characters are bonded to particular things. They are handicapped and reliant upon other people for their actions or movement. It is a representation of the captivity of modern humanity.  

Info Systems Syllabus Essay Example for Free

Info Systems Syllabus Essay School of Business Mission Statement The mission of the UTB/TSC School of is to prepare students in the bicultural Lower Valley of Texas for their careers by offering associate, bachelor, and master degree business programs. As part of a community university focused on student learning, the School of Business emphasizes teaching, enriched by scholarship and service, to help students develop analytical, problem solving, and information technology skills; supports the development of the communication skills of our predominantly bilingual students; provides a supportive learning environment; and encourages ethical behavior and involvement with the business community. Theme: Student Success through Assurance of Learning BMIS 3351. 80 INFORMATION SYSTEMS IN ORGANIZATIONS Fall 2013 Semester. INSTRUCTOR INFORMATION Instructor: Edith Galy Office: Education and Business Complex 2. 504G Phone: 956. 882. 7301 Fax: 956. 882. 5801 Email: edith. [emailprotected] edu OfficeHours: T TH 1:00pm -3:30pm; plus appointments COURSE DESCRIPTION The information era of today requires students be equipped with an understanding of how to effectively utilize information technologies. This course provides an overview and hands-on practice of information technology at all levels of an organization including transactional processing systems, database management, decision support systems, enterprise information systems, and e-commerce applications. Lec 3, Cr 3 COURSE INFORMATION Course: BMIS 3351. 80 Information Systems in Organizations Location: WWW Credit Hours: 3 Prerequisites: admission to upper division GENERAL COURSE COMPETENCIES Upon completion of this course the student will be able to: discuss the role of information systems in business organizations and how information technology has fostered a growing global economy. become acquainted with the role of IT as a means of achieving competitive advantage. list and define the various components of an Information System. define the purpose and structure of databases and data warehouses, and how to apply various data modeling concepts and querying techniques. work with transaction processing systems and decision support systems, and describe their different roles in an organization. describe networking, e-commerce, the Internet, and the telecommunications process. define artificial intelligence and describe several different types of artificial intelligence systems in specialized business information systems. understand the systems development life cycle. discern insights of ethical concerns with regard to IT LEARNING OUTCOME Upon graduation, our students will use information technology appropriately. Definition: A technology literate individual knows how to apply computer based tools to support the information-processing needs of an organization. This includes being up-to-date with Information Technology combined with the capacity to determine when these technologies will increase the effectiveness of an organization. The project entails the use of Online Analytical Processing (OLAP) as a reporting technology. The student will use Excel to display a pivot table in the form of an OLAP cube, a display that uses three axes like a cube in geometry. With the use of the pivot tables, students can sum, count, average or perform other simple arithmetic operation on a list of data. Students are required to crunch the data and prepare a report that describes their data analysis. The report must be submitted in a narrative that includes imported tables and graphs done in Excel. The scenario and data will vary depending on the semester. RESOURCES Textbook: Experiencing MIS, 3/E David M. Kroenke Publisher: Prentice Hall Copyright: 2012 ISBN10: 0132157942 ISBN-13: 9780132157940 For text book pricing information use your course and section number or text ISBN in the UTB/TSC bookstore at http://utb. bncollege. com/ E-Mail Account registered in Scorpion Online for communication with instructor High Speed Internet access USB Flash Drive Microsoft Office Optional: MyMISLab with Pearson eText Student Access Code Card for Experiencing MIS, 3/E ASSIGNMENTS Refer to the Learning Modules in Blackboard. Students are responsible for taking all Quizzes and Exams. Individual links for quizzes and/or exams are located in the ASSESSMENTS menu option. These links appear and disappear during the corresponding times indicated in the schedule. Please let me know if you encounter technical difficulties during the quiz. Do not wait until the last second to take the quiz as there is no acceptable excuse for not taking the quiz on time. Make-up exams can be arranged but these will have to be taken in person in my office. Academic Integrity: Students are expected to be above reproach in all scholastic activities. SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. GRADE COMPOSITION Assignments Journals 30% 30% Projects Tests Final Grade Scale 10% 20% 10% Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade. Final grades are available to students within 24 hours after all final examination grades have been submitted online after the end of each semester or term. Grade reports are not mailed to students. Students interested in obtaining their grades may log on to UTB Online. Grade A+ A AB+ B BC+ C D F Range 98-100 93-97-9 90-92. 9 87-89. 9 83-86. 9 80-82. 9 77-79. 9 70-76. 9 60-69. 9 59 and Under Grade Points 4. 00 4. 00 3. 67 3. 33 3. 00 2. 67 2. 33 2. 00 1. 00 0. 00 AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in a course should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in Cortez or call 956-882-7374. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely, will be made available on the Blackboard course management system. This allows faculty members and students to continue their teaching and learning via Blackboard, in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your Blackboard and UTB email system. Therefore, all students must use UTB Online to provide a current email address. In the event of a disaster  that disrupts normal operations, all students and faculty must make every effort to access an internet enabled computer as often as possible to continue the learning process. EMERGENCY NOTIFICATION SYSTEM UTB has implemented an emergency communication system to provide students, faculty, staff and visitors with important information in the event of an impending threat. This system allows UTB to send time sensitive notifications via telephones, computers, indoor speakers in classrooms and laboratories, outside speakers, e-mail messages, and announcements on http://www. utb. edu/Pages/default.aspx. The notification methods used will vary depending on the level of the emergency. Messages will communicate the current situation and provide guidance for what action needs to be taken immediately STUDENTS ACADEMIC RESPONSIBILITIES Students are required to be diligent in their studies, regular in class attendance and on time. The number of absences permitted in any one course varies with instructor and course. Some programs hve very strict attendance policies. Attendance requirements are printed in the course syllabus and announced by the instructor at the initial class meeting. On recommendation of the instructor concernec, students will be dropped from courses for failure to meet the attendance requirements or other good cause. This will result in a W or an F on students academic records with negative consequences for financial aid eligibility, and international student visas. Students are responsible for all class work and assignments. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. INCOMPLETE GRADES A grade of I may be given when students have not completed the required course work within the allotted time of a regular semester or summer session if the instructor determines that the reasons for  the work being incomplete are valid and that the grade of I is justified. A written agreement between the student and the instructor specifying the work to be made up and the deadline for its accomplishment must be filed in the office of the Department Chair at the time that the I is submitted. The work agreed upon must be satisfactorily completed and the I changed no later than the end of the next regular (Fall or Spring) semester from the date the I was received unless an extension is requested by the instructor, or the grade will automatically be recorded as F on the official transcript. A student will not receive a grade of I to allow more time to prepare course work in addition to that assigned to the entire class, time to repeat the entire course, or opportunity to raise a grade. Incomplete grades are not issued for student or faculty convenience; they may be issued only in the case of compelling, nonacademic circumstances beyond the students control. ADMINISTRATIVE WITHDRAWAL Students who miss more than half of the required activities within the first 25% of the course without contacting the course professor may be administratively withdrawn from the course. Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the number of courses students are allowed to drop to no more than six courses over the entire undergraduate career. International students will not be eligible to continue enrollment if an administrative withdrawal results in a course load less than full-time. After the official record date, students may withdraw from classes and receive a â€Å"W† on their permanent records. This deadline to withdraw is specified in the Academic Calendar for each enrollment period. Students who do not withdraw before the deadline may not be given a â€Å"W† on the final grade sheet. Students may withdraw from all of their classes through Scorpion Online. The student is responsible for ensuring that their request is processed by the withdrawal deadline specified. At the instructor’s discretion, and consistent with the policy stated on the course syllabus, an instructor may withdraw a student from class for non-attendance. An instructor-initiated withdrawal may result in a â€Å" W† or an â€Å"F† on the student’s permanent record. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. ACADEMIC STANDING To remain in good academic standing undergraduate students are expected to maintain a cumulative grade point average (GPA) of at least 2. 00 (â€Å"C† average) for all work attempted at UTB. Academic standing is computed each regular semester (i. e. , Fall or Spring) for every UTB student, including transfer and dual coursework and BECHS and MSA students; transient students are held to the standards of their home institution, not to those of UTB. Students who fail to maintain the minimum required grade point average of 2. 00 in all work attempted at UTB will be placed on academic probation. At the end of the probationary semester, students who have earned a cumulative GPA of 2. 00 or higher will be changed to GOOD STANDING status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00 and who have NOT earned a semester GPA of 2. 00 or higher will be changed to SUSPENSION status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00, but who have earned a semester GPA of 2. 00 or higher will continue on PROBATION until their cumulative GPA is 2. 00, as long as each semester GPA is 2. 00 or higher. The purpose of measuring academic standing is to keep students on track for successful completion of a degree and to prevent unnecessary financial burden on those students who do not finish a program. Academic Standing is calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial assistance, please visit http://www. utb. edu/em/fa/Pages/SatisfactoryAcademicProgress. aspx for specific academic progress requirements. Campus Resources  © 1997-2013 Blackboard Inc. All Rights Reserved. U. S. Patent No. 7,493,396 and 7,558,853. Additional Patents Pending. Accessibility information †¢ Installation details.

Sung Ohm, Instructor :: Essays Papers

Sung Ohm, Instructor Purpose The documented researched essay allows you to understand the fundamentals of an academic conversation. In many respects, this essay is your entry into the conventions, methods, and rhetoric of an academic dialog. Participating in this conversation means that you will have to look carefully at the various positions academics and other experts take on a particular subject matter—especially when they differ from your own. You will need to negotiate and analyze the various arguments and eventually formulate your own stance. However, this must be a critically and ethically informed position—one that is substantiated by credible evidence. In order to successfully determine what a credible position is, you will need to rely on your rhetorical analysis skills. Not only will you analyze your sources ethos, pathos, and logos, but you will also analyze the persuasive nature of your own paper. You will need to make logically sound arguments—one that speaks to others who ar e in the same academic conversation and that seeks to persuade them responsibly. Research is essential in academics. A well-researched paper creates new knowledge—one of the basic premises of a university such as ours. A well-constructed and well-researched essay reveals that the writer has become an authority on a particular topic. To become an authority, you will determine and rely on the experts in the field so your readers can see that you have a well-informed and critical perspective. The Assignment For this assignment, you will research an issue that we have discussed in class. You will write and rewrite an out-of-class essay that uses your research to develop an argument on your topic. To help you research this essay, you will be required to write a short research proposal that draws upon your readings in this and other courses and an annotated bibliography. Proposal: The proposal is a way for you to begin the research process as well as a way for you to articulate your own interests in this project. In other words, the proposal allows you to create or negotiate the assignment according to your own interests. You may want to begin by asking critical questions that may lead you to refine your topic even more. Remember this essay is relatively short for a research paper so a more focused topic will serve you better. I strongly encourage you to ask questions rather than state a position at this point.

Streptpcoccus Faecalis

Gram Positive Enterics: Streptococcus faecalis Streptococcus faecalis also known as strep D, is now known as Enterococcus faecalis. Enterococcus faecalis is part of the Enterococcaceae family. This organism is a gram positive and usually occurs in pairs called diplococci. It is facultative anaerobic, and is nonmotile. This organism is a lactose fermenter and can be grown in 6. 5% NaCL. Enterococcus faecalis is considered non-hemolytic, meaning it does not break down blood cells. Enterococcus faecalis is part of normal flora in the intestines of humans, but can be found in water, soil and plants.If Enterococcus faecalis is found in others places of the body, other than the intestines, it becomes opportunistic and can cause major problems for an individual. This is commonly known as a nosocomial infection, because it becomes a concern for immunosuppressed individuals. Also Enterococcus faecalis infections can develop when a nurse neglects to clean an intravenous catheter or rectal ther mometer, and if the nurse neglected to clean those most likely its being spread to other patients.Enterococcus faecalis can cause endocarditis, bacteremia, urinary tract infections, meningitis and other hospital related infections. Unfortunately, Enterococcus faecalis is resistant to most commonly used antibiotics like cephalosporins and aminoglycosides, and a new study suggests that its becoming more resistant to vancomysin. Treatment for an infection by Enterococcus faecalis would be amoxicillin if the organism is susteptible. Treatment for Enterococcus faecalis that is resistant would consist of taking linezolid and daptomycin.The results from the gram positive enterics included: Taxo P (optichin) Resistant to Optichin Bile Esculin Positive for Group D Strep 6. 5% NaCL Positive for Growth Works Cited Bergey, D. H. , J. G. Holt, et al, et al. Berge'ys Manual of Determinative Bacteriology. 9. Philadelphia, PA: Lippincott Williams ; Wilkins, 1994. 528-549. Print. Bergey, D. H. , and D. R. Boone. Berge'ys Manual of Systematic Bacteriology. 2nd ed. 3. New York: Springer Verlag, 2010. 594-601, 608. Print.

The Silence Game

3a) What is the benefit to the child of the ‘Silence game’? (500 words) Constant noise can create irritability, frustration, confusion, and even sleepiness. Everyone needs moments of peace to rest our bodies and to listen to our thoughts. Dr. Montessori says that a deeper level of awareness and sensitivity to noise can help is to enter into a â€Å"more refined and subtle world†. Montessori therefore came up with the â€Å"Silence Game† or â€Å"The Exercise of Silence†. Dr. Montessori created the Silence Game while working with children who were partially deaf. She observed that their hearing improved when they were able to listen carefully for sounds. Standing at the back of the room with the children facing away from her, Dr. Montessori quietly called out the name of each child. When the children heard her call their name, they would quietly walk to where she stood. Silence has become one of the best known characteristics of the Montessori Method. It has been adopted in many schools and has succeeded in bringing to them something of the Montessori spirit. (Montessori, 1988). After the Silence Game children become more obedient, sweet, and gentle. Dr Montessori also realized that after such an exercise the soul of the child has its spiritual rewards. In the Montessori Classroom, the Silence Game is played to help children develop not only a higher level of self-discipline, but to acclimatize children to the world around them. Many adults and children take for granted the sounds around them. And in our fast paced world, few of us stop to â€Å"smell the roses† let alone take the time to quietly listen and reflect. The Silence Game takes practice. Young children and those who are not yet normalized have relatively short attention spans and find it ever so difficult to remain still and quiet for more than 20-30 seconds. With practice, attention spans lengthen and children learn to relax, absorb, and appreciate the world around them. During the Silence lesson, the children in the class can choose to participate in the making of the silence. In order to â€Å"make silence†, the child must have self control, they must become aware of everything in their bodies that can move, and they must want to cooperate with those who are silent around them. But before the children can even play the game, the child must have developed good coordination of movement, they must have a strong will, they must have a great awareness of themselves and of others, and they must have experienced some silence before. When the children do create silence, they will not only have experienced a moment of peace and tranquility, but they will want to play it over and over again. The Direct purpose of the Silence game is to build the child’s awareness and sensitivities to the noise around him and the noise he creates. The indirect aim is to create a sense of awareness of their bodies and building up balance. Dr. Montessori believed that the silence game was like a religious experience for children. It is important not to break off the game abruptly. The end result is a calm and peaceful atmosphere. Everyone feels rested after the experience.