Mulatto Essay Example | Topics and Well Written Essays - 1000 words

Mulatto - Essay Example Robert, however, insists on being a white man, especially after school has taught him that he is equal to any other white human being. As a mulatto, Robert experiences the strangeness of nothingness, which leads to his anxiety and harbored hate towards whites and blacks alike, and ultimately, to his tragedy, he eventually stops thinking and acting like a rational human being. A person normally has knowledge of his/her own family, but Robert does not get any acknowledgment from his own father that the former is his own son, and so Robert feels like a worthless illegitimate son. At the age of 7 years old, he calls the Colonel papa in front of his fathers white friends. As a result, Colonel thrashed and hurt him badly. Bert was the "favorite" (Hughes, par. 91) before this incident, but he was not the one anymore. It is possible that notwithstanding the darkness of Colonels heart, he loved Bert because he looked more like him and was very smart too. Colonel Norwood has not actively "blacken" his son by removing any idea of whiteness out of the child just as he does not fully break any residual filial bonds by sending his son to school. Despite these childhood memories, Bert thinks that he is a "real white man" because of his birth right (Hughes, par. 94). Lamb talks about paternal rejection and how mulattoes seek to shun the silence on their paternity by dec laring that they are the sons of white men. This assertion emasculates the white fathers, which Bert also does in the play. Later on, after coming back from school, Bert asserts that he is Norwood and half-white by trying to shake hands with his father, a greeting between equal free men. Unfortunately, his father rejects him, but he still does not hurt him enough to break his son and teach him his right place in society. This play shows that even if a mulatto has a white father, the latter can easily not acknowledge him

Effects of Maritime Homeland Defense Capability Gaps and Essay

Effects of Maritime Homeland Defense Capability Gaps and Recommendations for Improvement - Essay Example The most smuggled things are drugs, weapons and people (Simons, 121). These threats are defined as the capability gaps that exist in the homeland defense. This necessitates the application of security capabilities in curbing the threats posed. The department of defense has critically used the gap analysis model to identify these existing deficiencies (Simons, 121). The capability gaps identified have been divided into three regions or zones. These territories are within the borderlines of homeland security. The capabilities gaps necessitate planning the implementation procedures for the capabilities (Holder, 15). The challenges faced in the implementation are unique and include the international cooperation to ensure transparency. The effect brought out by these capability gaps is enormous. They have necessitated different security agencies to try to work together. This can create a lot of negative effects on the running of the agencies. From a managerial perspective, each group need s to be given its own authority and mandate. Failure to use this approach will create a conflict of interests between the heads of different groups. The execution of these capabilities under such conditions shall be restrained. This has an enormous negative effect as the capability gaps identified can not be rectified with infighting within the system supposed to correct them. The gap of unforeseen events, like pirates, requires a different capability. The DOD recommends the use of military force as a way of handling this gap. This kind of approach is considered efficient as opposed to a detailed operation plan. A detailed operation plan would be best fitted for a specific threat. In this approach the homeland defense will be providing guidance to the other subordinate departments that shall be helping in the execution of the capability. A detailed operation plan would, however, be used when dealing with threat of adversary nations’ naval forces. This is going to entail a pla nned course of action. With the threat being known homeland security can prepare effectively. The previous threat of unforeseen events however, needs preparedness. It means that there has to be a group kept ready waiting for such an occurrence (Antommarch, 32). These deficiencies have had several effects on the homeland security system. With the identification of the gaps, the operations of homeland security need a total overhaul. There appears the need to alter the budgetary allocation so as to cater for the execution of these capabilities. The effect of doing this shall be creation of extra gaps as opposed to correcting the existing one. Since the government has already made its financial allocation to the homeland security, an internal alteration shall have to be done. Cutting down of spending shall entail identifying the allocation from which some money can be recovered. This shall in turn stretch the capability of homeland security to undertake the correction. Another effect th at can come out of these capability gaps is the ability of a single security agency to handle these capabilities. There brings the need to acquire new equipment which may not be available at the moment. The Federal Acquisition Regulations requires the use of appropriate fund in any such process. With the pressure exerted on homeland security, some of those regulations may be hard to follow. This would mean that the capabilities

HCR210 record formats Essay Example for Free

HCR210 record formats Essay Source oriented medical record (SOR), is a traditional patient record format that organizes information about a patients care according to the source of documentation within the record. Patient records are filed under their specific sectionalized areas in chronological order. Many medical facilities use this format. One of the advantages is that it is easy to locate documents. For example, if a physician needs to reference a recent lab report, it can easily be found in the laboratory section of the record. Another advantage is that same source documents can be filed together. Some of the disadvantages of the SOR format is that filing reports can be time consuming, several sections within a record need to be created and it can be difficult to follow one diagnosis. The Problem oriented medical record (POR), was developed by Lawrence Weed in an effort to improve the organization of patient records. This format is a more systematic method of documentation, which consists of four components, database; problem list; initial plan and progress notes. The POR record also utilizes the SOAP structure (subjective, objective, assessment, plan). The database serves as an overview of patient information such as chief complaint, present conditions and diagnoses, social data; past, personal, medical, and social history, review of systems, physical examination and baseline laboratory data. The problem list is filed at the beginning of the patient record and serves as a table of contents, containing a list of all the patient’s problems. Each problem is numbered, which aids in indexing documentation throughout the record. The initial plan, describes what actions will be taken to learn more about the patient’s condition according to three categories, diagnostic/management and therapeutic plans as well as patient education. The discharge summary is documented in the progress note section of the POR, and summarizes patient care, treatment, response and condition. If a patient is transferred, a transfer note is also documented. Some advantages of using the POR are that it is very organized, it facilitates patient treatment and education and that all documentation is linked to specific problem. Some disadvantages are that filing this format is time consuming, it requires specific training and that all data associated with more than one problem must be documented several times. The Integrated record format arranges reports in strict chronological date order or in reverse date order. This format allows for observation of how the patient is progressing and responds to treatment based on and according to test results. Most hospitals integrate physician and ancillary progress notes only, requiring progress note entries to be clearly identified by discipline, which needs to be identified at the beginning of each progress note, (i.e. dietary). The advantages of using this format is that it is easy to use, it is less time consuming to file reports and all information on care is filed together. Some disadvantages of this format are that it is difficult to compare as well as retrieve information from the same discipline.

Importance of Language on Literacy Development of Deaf Child

Importance of Language on Literacy Development of Deaf Child A relationship between language and text needs to be established to become literate. What specific challenges may deaf children face in forming this relationship? How may such skills be developed in deaf children? As there is an increasing number of deaf children being identified and amplified at an earlier age and with the quality of this amplification improving, the expectation that these children develop at a similar rate academically to their hearing peers has become more explicit. Sadly, this is not always the case. In this essay, I will be focusing on the challenges deaf children face when obtaining literacy skills and how the relationship between language and text can be developed. Being literate is much more than the ability to decode print into words. Connie Mayer (2007) stated that Writing systems have evolved to encode spoken language, and even the one major system that has appeared to be an exception, Chinese, turns out to be a more complex case, based generally on spoken language morphology and phonology. This means that to become literate, an individual most first have access to the language that is being decoded, which for some deaf children is one of the first obstacles they will face in the development of their literacy skills. There is a vast amount of research available that discusses how childrens abilities to learn reading and writing is influenced by their early experiences in life. Goberis et al. (2012) investigated the complex language of hearing, hard of hearing and deaf children using a pragmatics check list. They discovered that a hearing child acquires the ability to use complex language, including basic syntax and age appropriate vocabulary in socially appropriate situations between the age of 3 and 4 years old. Sadly deaf and hard of hearing children acquired these skills much later in life, even when strategies had been put in place and these then cause challenges in writing and abstract conversational dialogue. Swanwick and Watson (2007) looked at how book sharing can positively impact a deaf childs literacy and language development and noted that both oral and signed parents created a shared interaction that allowed for sharing meaning and attention between parent and child in a physical setting that allowed for closeness. When parents are using BSL to share stories, the child is often placed opposite the adult to ensure they can see the signs, where hearing and oral story tellers usually sit adjacent to one another, which allows for a better listening position. Swanwick and Watson observed that parents using oral English tended to stick to the written story and explored the vocabulary and sounds through turn taking and interacting, where the parents using BSL did not always follow the text and retold the story using their own signs without using voice or lip patterns. Their focus was to share the actual story rather than sharing the written text and the parents were ensuring children unde rstood the story cognitively by asking the children to repeat the signs used. Parents who used oral English emphasised the actual written text and thus focussed on the active listening skills of the child, which means the focus was on the literacy and language skills, instead of the story. This study shows that the parents of these children had a view and approach towards their childs literacy development but were not always focussing on all aspects when sharing a text. However, it is important to note that the parents involved in this study were all very involved in their childs early literacy development and results might have been different if the participants came from a background where oral retelling took priority over sharing written text or households where parents do not recognise the potential value of childrens picture books. As a teacher of the deaf, it is crucial to support and encourage parents to discuss a range of linguistic skills including pragmatics, syntax, graph ophonical knowledge and semantics but most importantly to encourage a love of reading by repeating favourite books, which Sulzby (1993) stated builds a rich vocabulary and by singing nursery rhymes and clapping games with repeated patterns to further develop early language skills or to attend reading and story activity groups at a local library or play group. There is plenty of research that shows that shared reading or interactive story book reading has a huge impact on childrens early literacy development and show the benefits of these social interactions around stories and text, allowing the child to understand that text and language are connected. (Yaden, Smolkin, Conlon, 1989) Frequent and effective shared reading during the first 6 years of a childs life aids the development of vocabulary, labelling, and oral and written abilties. Crain-Thorensen, Dahlin and Powell (2001) also proved that parents and caregivers use more complex language when book sharing and thus children get the opportunity to be exposed to new vocabulary which they might not encounter in their day to day life. Justice et al. (2005) conducted a study regarding parents sharing books with hearing and deaf children and concluded that storybooks can provide a wealth of new vocabulary for children. She noted that deaf children responded less to implicit questions than hearing children and showed that parental scaffolding was a key element in word recall for deaf children, where joint attention was more important for hearing children. This shows that the parents of deaf children had to ensure they were building on their childrens prior knowledge to ensure they understood the language and vocabulary in the story told. She concluded that shared reading, retelling and discussing stories are paramount for early reading development. When sharing a book, the opportunity should be used to take turns discussing vocabulary, events and characters in the book and ensuring that both explicit and implicit questions are asked, suitable to the childs current abilities. The First Steps Viewing Map of Development shows that literacy acquisition is a linear process that develops a childs use of texts, understanding of the context, understanding of conventions and development of the use of a range of strategies to extract meaning from print. Williams (2004) mentions that deaf children progress at a similar level as hearing children in their development of early reading and writing, however several cases studies, such as Traxler (2000) and Marschark, Lang Alertini (2002) showed that a high percentage of deaf children graduated with a considerably lower literacy ability than their hearing peer, suggesting that their learning trajectories later changed drastically. One must consider, though, that recent advances in audiological equipment and management might show different results in more recent longitudal studies. Reading requires a combination of several complex skills. Adams (2001) stated that to learn to read one must be have a context processor to be able to interpret the text, a semantic processor to understand the meaning of words, an orthographic processor to be able to recognise and identify the letters and spellings and a phonological processor to identify the speech sounds, which requires adequate audiological amplification or access to other abilities such as cued speech. When it comes to emergent reading, one of the first skills a child must master is recognizing the letters of the alphabets and knowing that these letters are linked to 44 sounds in the English language, which then in turn can be put together to form words. Hearing children and those with early adequate amplification will begin to recognize certain letters and sounds in their own names and some keywords they might have been taught through rhymes or songs. To aid this early process, the child should be encouraged to say the phonemes in the word and then repeat them to see if they can hear which word it makes. It sometimes helps if the adult repeats the sounds so the child can focus on hearing the word. Another strategy is finding familiar letter patterns in words to aid with blending, such as cat, pat, mat, sat. This could also be turned into a little game where the initial sound is changed to see how many real and nonsense words can be made. Kyle and Harris (2011) noted that hard of hearing and deaf children cannot hear all these sounds, despite using audiological equipment and thus other strategies are needed to support them. Visual phonics is one of the strategies that can be used to help deaf and hard of hearing children to learn phonics by combining handcues and written symbols to aid phonetic awareness and decoding skills. Shared reading has also been shown to aid the development of phonological awareness in both hearing and deaf children, especially where parents take the time to point out sounds children are familiar with and getting them to recall and blend familiar sound patterns. Once the initial recognition of print and understanding of the alphabet and their related sounds has been formed, the child should, through frequent exposure to written words in signs, shared books, labels, etc,. be able to recall an increasing number of high frequency words and words that can be blended phonologically. The focus of reading activities then shift towards understanding that text carries meaning, rather than simply reading word for word. Reading books for the children at this skill level generally have smaller print and more complex sentence structures and fewer illustrations. Kyle and Harris (2010) conducted a longitudal study to investigate reading and spelling abilities of emergent deaf children. They found out that at first, deaf children applied a whole word strategy to reading, however after 2 years of learning they were using a more alphabetic reading strategy based on phonological representations derived from speech reading skills. However, hearing children applied this alphabetic ability based on speechreading from the first year of reading, hence different reading strategies were applied by hearing and deaf children. This made them conclude that If the information derived through speechreading is incorporated into underlying phonological representations, which in turn are used to support the phonological judgments required to complete phonological awareness tasks, then it is plausible that speechreading could be a strong initial predictor of reading in both deaf and hearing. In addition, for the deaf children, speechreading could essentially act as a marker or proxy for the quality of the underlying phonological representations (Kyle and Harris, 2010, p.14) Unfortunately, the deaf and hearing children in this study were picked by their class teachers and thus their reading abilities were not always as closely matched as initially intended. In a study by Bouton et al. (2011) it was discovered that children with cochlear implants greatly benefited from learning cued speech. Cued speech shows a hearing child hand movements near the mouth to clarify lip and mouth movements so they can have a visual aid to better grasp lip reading. Bourton et al. found that cued speech improved the CI childrens performance in reading tasks and phonetical awareness, compared to CI children who had not been exposed to cued speech. Additional research into the link between cued speech and phonetical awareness, spelling and reading abilities is required, however it does show that offering a CI child additional support through cued speech can have a positive impact on their language and literacy development. Once children have mastered the word attack skills they are then faced by longer and more complex texts which require a greater understanding of the world and fewer illustrations as prompts. At this stage, young readers will need to comprehend a huge variety of phrases and clauses to understand the meaning of the text and recognising that text can come in a variety of different genres and serve different purposes. To support deaf childrens understanding, it is important that as a teacher of the deaf, a variety of strategies are offered to ensure the child fully understand the texts they are working with. These strategies include giving the child the opportunity to retell the story in his/her own words, sequencing key elements of the text, discussing characters and settings and ensuring the child understand the vocabulary by clarifying and offering synonyms or visual representations. The child should be given the opportunity to ask and answer questions and to predict what might happen next. Another strategy is linking the key elements of the story with their own personal experiences or other stories familiar to the child, to allow the child to expand and comment on what has been read. Once the child becomes a fluent reader, the focus shifts from being able to read to understanding the text and utilising it for further personal development. With this also comes the realisation that reading have a multitude of functions, such as reading for pleasure, deriving information, receiving instructions and interacting with a multitude of devices and multimedia platforms. Sadly, the transition from emergent to fluent reader does not always happen as smoothly as desired for deaf children. Geers and Hayes (2011) conducted a study with early implanted deaf adolescents to see if they managed to keep their academic trajectory in literacy skills at a consistent level with their hearing peers and to investigate to what degree the childs phonological skills and family characteristics influenced their literacy development. Geers and Hayes discovered that early implanted children who were classed as age related in their phonological awareness in preschool, managed to make age appropri ate progress compared to their hearing peers as adolescents with good audiological management and family support, however they did not perform as well on spelling and expository writing and they discovered that the development of phonological awareness is crucial to literacy success. Due to an increasing number of children being implanted prior to 12 months of age thanks to the Infant Screening Programme, it would be interesting to repeat this study with a cohort that was implanted sooner in life. Being literate does not simply comprise of being able to read print. Reading and writing have often been said to go hand in hand and develop linearly. Mayer (2010) noted that there has been considerably little research in the implications of deafness on writing development and most of the research that has been published focusses primarily on spelling rather than writing composition. It is clear that children learn that writing carries meaning and that it is a useful tool for communication. There is debate about the multitude of strategies available for teaching reading and writing, for example phonological approaches or visual orthographic strategies. Simply learning how to spell words is not sufficient to become literate. The English language has a complex system of syntax and grammar. Cormier et al (2012) investigated the impact of age of acquisition of a signed language on grammatical abilities in deaf children. He noted that successfully acquiring a language, signed or oral, is crucial to developing grammatical awareness of that language and successfully acquiring a second language, i.e. BSL or English depending on L1. Grosjean (2001) also commented that bilingual education is a deaf childs best chance of acquiring good literacy skills in both signed and written/spoken languages, however it is important to note that it is the parents right to choose the preferred communication method for their child. Miller (2005) also found that elementary children were able to find meaning in sentences by using the meaning of the actual words in these sentences but lacked the ability to process syntactic information. These studies show that a greater focus needs to be on the acquisition of grammatical awareness and syntax to ensure that deaf children get a greater understanding of the complex language structures in written texts. Further developing a childs spoken language will aid their abilities to produce more complex written sentences and therefor reduce the amount o f baked sentences, e.g. using the same sentence starters over and over again such as I like or I can. To ensure an adequate support programme is put in place for the deaf child, it is paramount that the teacher of the deaf thoroughly assesses the current reading and writing skills and language abilities, both receptive and expressive, of the child and has a good understanding of the support the child receives at home and in the class room. The childs specific characteristics, attitudes to learning, preferred learning styles and personal, social and emotional development and their strengths and weaknesses are all crucial in a whole child approach towards progress. The teacher of the deaf should work together with parents, schools and other agencies to ensure the best strategies are put in place for the child. Goberis et al. (2012) suggested that parents should target specific language skills at home using natural, day to day opportunities and the teachers should be given strategies to practise in the class room environment. It must be stressed that speech intelligibility does not give a clear picture of the childs actual language abilities and time should be spend finding out where the strengths and weaknesses lay, especially when it comes to pragmatic language skills, grammar and vocabulary. Some of the strategies to put in place to further develop language could be following instructions and then allowing the child the opportunity to give instructions too to further develop the childs theory of mind. The child should be encouraged to provide instructions that are clear and have sufficient information for the other person to follow. This coul d be scaffolded by adding picutres at first so the child can have a visual representation prior to building the sentences. Playing playground games or very easy board games are a great way to develop instructional language as a set of rules must be followed to be successful. The child could also be encouraged to explain the game to a peer with the help of an adult. Goberis et al. (2012) also states that it is important to encourage deaf children to answer why questions and ask them to consider options or discussing cause and effect of certain behaviours. They must also develop the recognition that other children might have a different point of view and talkinga bout other childrens likes and dislikes will allow them to further develop their pragmatic skills and allows them to develop their theory of mind. Categorization is also an important step in language development. Playing sorting games or guessing games can help the child build these categories in their minds. It is also impor tant for them to learn that not all statements are true and they must consider whether the information given to them is factual or not. References: Alvord, S ; Adams, W ; Barker, R ; Garner, B ; Rosengren, K ; Shaver, G, (2001), Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children , Archives of Clinical Neuropsychology, Vol. 16(8), pp.773-787 [Peer Reviewed Journal] Bouton, S., Bertoncini, J., Serniclaes, W. and Cole, P. (2011) Reading and reading-related skills in children using Cochlear Implants: Prospects for the influence of cued speech, Journal of Deaf Studies and Deaf Education, Vol. 16(4), pp.458-473 [Peer Reviewed Journal] Cormier, K., Schembri, A., Vinson, D. and Orfanidou, E. (2012) First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British sign language, Cognition, Vol.124(1), p.50-65 [Peer Reviewed Journal] Crain-Thoreson, C., Dahlin, M.P. and Powell, T.A. (2001) Parent-child interaction in Three conversational contexts: Variations in style and strategy, New Directions for Child and Adolescent Development, 2001(92), p. 23. discussion 91-8 [Peer Reviewed Journal] Geers, A.E. and Hayes, H. (2011) Reading, writing, and Phonological processing skills of adolescents with 10 or more years of Cochlear implant experience, Ear and Hearing, Vol.32(1 Suppl), pp.49S-59S [Peer Reviewed Journal] Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R. and Yoshinaga-Itano, C. (2012) The missing link in language development of deaf and hard of hearing children: Pragmatic language development, Seminars in Speech and Language, Vol.33(4), pp.297-309 [Peer Reviewed Journal] Grosjean, F. (2001) The right of the deaf child to grow up bilingual, Sign Language Studies, 1(2), pp.110-114. Justice, L.M., Meier, J. and Walpole, S. (2005) Learning new words from Storybooks, Language Speech and Hearing Services in Schools, Vol. 36, pp.17-32 Kyle, F.E. and Harris, M. (2011) Longitudinal patterns of emerging literacy in beginning deaf and hearing readers, Journal of Deaf Studies and Deaf Education, Vol. 16(3), pp. 289-304. Marschark, M., Lang, H., Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press Mayer, C. (2007) What really matters in the early literacy development of deaf children, Journal of Deaf Studies and Deaf Education, , Vol. 12, No. 4 (FALL 2007), pp. 411-431 Miller, P. (2005) Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities, American Annals of the Deaf, Vol. 150(3), pp. 305-323 Perfetti, C.A. (2000) Reading Optimally builds on spoken language: Implications for deaf readers, Journal of Deaf Studies and Deaf Education, Vol. 5(1), pp. 32-50 [Peer Reviewed Journal] Sulzby, E., Edwards, P. A. (1993). The role of parents in supporting literacy development. In B. Spodek O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 156-177). New York: Teachers College Press. Swanwick, R. and Watson, L. (2007) Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings, Journal of Deaf Studies and Deaf Education, Vol. 12(3), pp. 385-405 [Peer Reviewed Journal] Traxler, C.B. (2000) The Stanford Achievement test, 9th edition: National Norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Studies and Deaf Education, 5(4), pp. 337-348 Williams, C. and Mayer, C. (2015) Writing in young deaf children, Review of Educational Research, Vol. 85(4), pp. 630-666 [Peer Reviewed Journal] Yaden, D.B., Smolkin, L.B. and Conlon, A. (1989) Preschoolers questions about pictures, print conventions, and story text during reading aloud at home, Reading Research Quarterly, 24(2), p. 188.

Comparison of Babylonian Art vs. Egyptian Art Essay -- essays papers

Comparison of Babylonian Art vs. Egyptian Art Over the history of man, there have been many prosperous empires that ruled in different parts of the world. Babylon and Egypt are two of these empires that ruled almost 500 years apart, but had one thing in common, great artistic works. Wall paintings such as the Babylonian work Investiture of Zimrilim, and the Egyptian Queen Neferati Making an Offering to Isis are examples of the great works of their times. Both pieces are rich in meaning and background, share many similarities, but differences can be seen in their style due to the time periods. The wall paintings Investiture of Zimrilim and Queen Neferati Making an Offering to Isis have backgrounds that let viewers into a small view of their ancient times. The first, Investiture of Zimrilim comes from circa 1750 B.C.E. in the great Babylonian Empire of Mesopotamia. It was constructed on a mud plaster wall of the Palace of Zimrilim, who was a contemporary of the Babylonian Ruler, Hammurabi. The palace was located in the capital city of Mari, about 250 miles north of Babylon. This painting was one of the many extravagant wall paintings Zimrilim had to depict his dominance. It was made to show the empowerment of Zimrilim from the Ishtar, the Babylonian goddess of war, fertility, and love. The piece was eventually destroyed by the Babylonians who turned on Zimrilim and ransacked his palace; however parts of the painting survived. The second piece, Queen Neferati Ma...

Solutions to Computer Viruses :: Computer Viruses Software Technology Essays

Solutions to Computer Viruses Table Of Contents I Intro II Computer Virus Components a.Worms b.Trojan horses c.Logic bombs III   Ã‚  Ã‚  Ã‚  Ã‚  Types of Viruses a.Boot sector virus b.File virus c.Macro virus d.Multipartite virus e.Polymorphic virus f.Stealth virus IV How Viruses Work a.Virus introduced to system b.Trojan activated c.Logic bomb activated d.Destructive part of virus activated V Most Common Viruses a.Jerusalem virus b.Cascade virus c.Brain virus d.Italian virus e.New Zealand virus VI Macro Virus a.What are they? b.How do they work VII How to Avoid Viruses a.Removing floppies from drive b.Don’t use pirated software c.Backup data d.Run virus check program periodically VIII Anti-virus Software a.Why would you use? b.Virus Scanner c.Types of Anti-virus software In this growing technological world, there is a dependency on computer systems. With the wide spread use of computer systems comes the threat of short programs that damage the system and other programs on that system. These short programs are called computer viruses. There are many computer viruses out there to infect unsuspecting system and programs. Along with these threats of infection comes the opportunity to eradicate these viruses before they infect systems. There are programs called anti-virus protection to help find and fix problems before they damage computer systems (Encyclopedia.com). Computer Virus and Components A computer virus can be defined as a rogue computer program, usually short in nature, designed to spread copies of itself to other computers and disrupt the computers’ normal operation. These viruses usually attach or insert themselves in or to a program or boot sector of a disk. It is spread through floppy disk, network, or routine on-line services. There are some viruses that are harmless, but others can destroy or corrupt data and cause an operating system or application program to malfunction. The three most common types of destructive computer programs are the Trojan horse, logic bombs, and the worm. â€Å"A virus is considered to be a worm with a logic bomb or Trojan horse component† (PC Upgrade). Worms are programs that copy themselves. They create images of themselves in a file or a certain part of a disk. The main reason for including a worm component in a virus is to spread the virus via floppy dick. Now everytime you format a disk or copy a disc, the worm now infects you floppy disk. The Trojan horse is a program hidden inside another useful looking program. When the useful program is running the Trojan horse is doing something like erasing your Fat and directory. The last of this triangle is the bomb. The bomb is a piece of code embedded in a program or the operating system that waits for a particular event to occur.

Racism in Morocco Essay

AP History Take home test Yasser Benamirouche1-compare and contrast president Polk’s willingness to go to war against Mexico over Texas but not against Britain over Oregon. I believe that there is political and economical reasons behind that.. Britain is a much stronger enemy and I do not think it was a good idea to go to war with them because it might end badly for the U.S while Mexico that just got its freedom it was an â€Å"easy target† I believe and it kinda was the case because the United States one the war and got Texas and more. A second reason will be that Polk; being from the Jacksonian party which stood for slavery; wanted to get Texas and make it a slave state which will give more power to the slave states while if they got Oregon it would have been a free state which is not what Jacksonian democrat would want. Those were the political reasons now with the economical reasons, getting Texas would open a gateway to California and therefor the trade with Southern America which will be very profitable for the United States of America. 2-what are the reason that American settlers were so eager to go west in this time period? Discuss the hardships they would have faced on their journey West. American settlers moving West was motivated by different ideas like that the settlers were responsible of spreading Christianity and that the United States was meant to spread in the continent making a â€Å"making a new heaven on earth† and it was documented and it became the practical document â€Å" Manifest Destiny which was used by democrats to explain their expansions â€Å" the War with Mexico etc.. 3-Asses the validity of the following statement†although Americans percieved manifest destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others† I believe what was said is very true, the Manifest Disteny was a way to explain the unexplainable which is going to war and taking over lands by killing its native habitants like in the War of Mexico and the Trails of tears, while at the same time discourage any attempt by the eastern world to take any similar actions 4-asses the validity of the following statement â€Å" the Mexican war was a major reason of the American civil war†. Caused by the addition of vast new territories and the fight between the southerners and northerners to see which states will be slave states and which states will not, the northerners wanted California so badly so they had to give something in exchange and the thing they gave was the right for southerners to hunt down any running slaves and bring back which irritated the northerners and overheated the whole debate by the end of 1850’s+.