Free Essays on Workplace Production

No workplace is more productive than a company that is filled with motivated employees. What can an employer do to get and keep workers motivated? Here are a dozen tips: Hire people who have the skills and abilities for the job. Give employees the training they need to do the job right. Treat employees with respect and courtesy. Set and explain goals for each employee or team. The goals need to be meaningful to the employee. They need to be measurable. They need to be achievable. Show an interest in the work the employee is doing in achieving the goals from day to day on the job. Ask what you can do to help, and do it. Reward employees for achieving goals. Make the rewards something the employee values. Get employees involved in decision-making about things that matter. Provide positive feedback and say thank you. Remember that people are motivated by different things. Use what motivates the employee, not what motivates you. Keep the workplace interesting. Know when employees are ove rworked and do something about it. Resolve conflicts as they come up. Give employees authority and let them know you expect responsibility.... Free Essays on Workplace Production Free Essays on Workplace Production No workplace is more productive than a company that is filled with motivated employees. What can an employer do to get and keep workers motivated? Here are a dozen tips: Hire people who have the skills and abilities for the job. Give employees the training they need to do the job right. Treat employees with respect and courtesy. Set and explain goals for each employee or team. The goals need to be meaningful to the employee. They need to be measurable. They need to be achievable. Show an interest in the work the employee is doing in achieving the goals from day to day on the job. Ask what you can do to help, and do it. Reward employees for achieving goals. Make the rewards something the employee values. Get employees involved in decision-making about things that matter. Provide positive feedback and say thank you. Remember that people are motivated by different things. Use what motivates the employee, not what motivates you. Keep the workplace interesting. Know when employees are ove rworked and do something about it. Resolve conflicts as they come up. Give employees authority and let them know you expect responsibility....

Breaking Muphrys Law

Breaking Muphrys Law Breaking Muphry’s Law Breaking Muphry’s Law By Mark Nichol A recent newspaper blog post about a typographical error on Mitt Romney’s iPhone â€Å"With Mitt† app it refers to â€Å"A Better Amercia† inevitably succumbed to Muphry’s law, which states that any criticism of a writing or editing error will itself contain such an error. After commenting on the mistake, the blogger referred to the microblogging site Tumblr, writing, â€Å"And there’s already a Tumblr [page] for this with people goofing on the slip-up†¦.or what that be a Tumbeler?† That final phrase (which also reveals that the blogger obviously didn’t read my post about ellipses), should read, â€Å"or would that be a Tumbeler?† (If you want to ruin a joke that features a deliberate typographical error, there’s nothing better than immediately preceding it with an accidental typo.) The adage the blogger’s boo-boo upholds is also known, with variations, as McKean’s law, after lexicographer Erin McKean; Skitt’s law, named for an alt.usage.english contributor; and Hartman’s Law of Prescriptivist Retaliation, the grandiloquent nomenclature of technical writer and fiction writer and editor Jed Hartman. A blogger with the handle Zeno called it the Iron Law of Nitpicking, a better label, perhaps, as it does not credit a particular person, but Muphry’s law (which only indirectly refers to a specific source) is of course the most appropriate moniker. An Australian editor named John Bangsund explicated the law as follows in 1992: (a) If you write anything criticizing editing or proofreading, there will be a fault of some kind in what you have written; (b) If an author thanks you in a book for your editing or proofreading, there will be mistakes in the book; (c) The stronger the sentiment expressed in (a) and (b), the greater the fault; (d) Any book devoted to editing or style will be internally inconsistent. The oldest known statement along these lines, however, is one from early twentieth-century writer Ambrose Bierce (best known for his caustically misanthropic Devil’s Dictionary), who in 1909 wrote in a writing handbook, â€Å"Writers all, both great and small, are habitual sinners against the light; and their accuser is cheerfully aware that his own work will supply (as in making this book it has supplied) many ‘awful examples.’† The moral of the story one I disregard by writing this post, which according to Muphry’s law should be rewarded by divine retribution in the form of commenters pointing out some error I’ve introduced is, â€Å"Writers in glass houses shouldn’t throw stones.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:50 Redundant Phrases to Avoid11 Writing Exercises to Inspire You and Strengthen Your WritingHow to Style Titles of Print and Online Publications

Art, the visual and culture Essay Example | Topics and Well Written Essays - 500 words

Art, the visual and culture - Essay Example The Mona Lisa is a piece of work of a woman who is sitting and smiling, and it is the complete opposite of David, a man standing and grinning. Experts suggest that the two pieces of artwork are not a coincidence since they were both created at the same time with two men that were both living in Italy. The two artists were great rivals, and there still are endless debates who between the two was the greatest artist. The Mona Lisa is a painting while David is a chiseled work. The tools that were used to make David were hammers and chisels, files and rasps (Jones, 2010). The block of stone was from a quarry, and it had been left â€Å"badly begun† for over forty years. The outline of the artwork David is that of a shape drawing. One would think Michelangelo had drawn the outline of the sculpture before he started working on it. The face is almost turned 90 ° with a perfect triangle nose. The body proportion of the artwork is mathematically perfect. The hair is perfect, flying w ith the wind. The body of David is perfect with toned arms that have muscles (Jones, 2010). The statue of David is twice as tall as the height of an average man. A great piece of art. Mona Lisa is a painting that dwells in a thick picture atmosphere. Looking at the image, one would think has a suspense in a tinted liquid. The art is powerful because of its strange and universally accepted landscape (Jones, 2010). The art feels like a conclusion to the nature of life on earth. The painting has shadows, and the dark that is used to deepen her features are very bold. The effect of the shade is to diminish the distance between the background and the foreground. The shadows draw back Mona Lisa while the colors in the background bring the landscape closer to the viewer. The portrait cannot only have an interpretation as a woman with a landscape background, but the whole artwork is Mona Lisa’s lifestyle. Da Vinci spends a lot of his time on the artwork, and he did it until his final

Affordances of an Educational Technology Tool (Blogs) Essay

Affordances of an Educational Technology Tool (Blogs) - Essay Example As the paper stresses Bogging as an ICT tool in the math classroom and other academic contexts, for that matter, has benefits as â€Å"a method of public discourse of the information society†.The â€Å"blog† as a tool of information and communication technology exhibits strengths in â€Å"the innovative possibilities for interactive relationships between learner and the ICT system†¦the blog is a method of discourse and discussion which opens up new possibilities for illustrating instructional learning tasks and facilitating the understanding and comprehension of mathematical phenomena† . According to the report findings participating in ‘collaborative construction of knowledge’ is an effective strength of blogging. The instructional method of ‘co-operative learning’ is often effectively demonstrated in the ICT learning environment. Blogging offers the opportunities for dialogue and discussion that are both motivational and social in educational context, including the mathematics classroom. Developmental and cognitive elaborations (from teachers and students) provide the opportunities and affordances of learning resources and support, i.e. The ICT collaborative learning camps. 'Collaborative constructions of knowledge’ are the learning outcomes of deductive/inductive logic, blogging of math theories, blogging on cognitive perspectives. ICT, with use of blogging techniques, â€Å"focuses on collaboration through the computer or computer-supported collaborative learning (CSCL), assisted by different network-based collaborative tools, wi thin the math classrooms†.

Reflection Paper on Effective Listening Skills

Reflection Paper on Effective Listening Skills Listening is defined, the act of hearing attentively (Princeton, 2010). Restated, it takes more than simply hearing communication; listening is an active thought process. It is hearing and concentrating on the verbal as well as the non-verbal. I took the listening quiz (Burley-Allen, 1982). My score was 75. What does this mean? According to Burley-Allen (1982), a score of 75 is average. I think effective listening skills are analogous to the Gestalt style of psychoanalysis. According to Corey (2004), Gestalt therapy is based on the assumption that we are best understood in the context of our environment. The basic goal of Gestalt therapy is to provide a context that will enable individuals to increase their awareness of what they are experiencing and doing. Moment-to-moment awareness of ones experiencing, together with the almost immediate awareness of ones blocks to such experiencing, is seen as the goal of this therapy. As a physician, Gestalt therapy does not use the language of p athology, or normal and abnormal. Instead, individuals are viewed as having the capacity to self-regulate and to develop their dealings with the various environments they encounter throughout life (Corey, 2004). Listening is defined, the act of hearing attentively (Princeton, 2010). Restated, it takes more than simply hearing communication; listening is an active thought process. It is hearing and concentrating on the verbal as well as the non-verbal. In addition, most of our communication is non-verbal, which includes listening. What did your score say about your listening skills? Were you surprised by the outcome? I took the listening quiz (Burley-Allen, 1982). My score was 75. What does this mean? According to Burley-Allen (1982), a score of 75 is average. What does this mean? I do not know because, unfortunately, Burley-Allen omitted the explanation of his four score categories. He did not describe the strengths and weaknesses of each score category. Therefore, this paper will answer the remaining questions from my point of view, instead of Burley-Allens. In addition, I will focus the paper as pertaining to my profession of medicine. I believe this will help me become a more effective listener because I will be able to learn from my strengths and weaknesses and apply them accordingly. I think effective listening skills are analogous to the Gestalt style of psychoanalysis. According to Corey (2004), Gestalt therapy is based on the assumption that we are best understood in the context of our environment. The basic goal of Gestalt therapy is to provide a context that will enable individuals to increase their awareness of what they are experiencing and doing. Moment-to-moment awareness of ones experiencing, together with the almost immediate awareness of ones blocks to such experiencing, is seen as the goal of this therapy. As a physician, Gestalt therapy does not use the language of pathology, or normal and abnormal. Instead, individuals are viewed as having the capacity to self-regulate and to  develop their dealings with the various environments they encounter throughout life (Corey, 2004). I believe this is an invaluable tool as a physician. Listening to patients explain their symptoms, being aware of their moment-to-moment experience, will facilitate the therap eutic process and even lead to more accurate diagnosis. What are your strengths and weaknesses when listening to others? How can you improve your listening skills to strengthen your weaknesses? In addition, how can your strengths be utilized and applied to your profession? The listening quiz does not qualify if a listening habit is considered a strength or weakness. Some individuals will define certain listening strengths as weaknesses and vice versa. For example, habit eight states, Form a rebuttal in your head while the speaker is talking? (Burley-Allen, 1982). The score for this habit is one point for most of the time, two points for frequently, three points for occasionally, and four points for almost never. In order to score the maximum four points then the answer would be almost never. However, I disagree with Burley-Allens assumption. I think effective listening is to be engaged in the thought process while the speaker is communicating. This includes forming a rebuttal in your head while the speaker is talking. The listener can then adjust the rebuttal accordingly to the speakers suggestions. Forming a rebuttal includes concentrating on the communication (habit 5), learning from the speaker (habit 6), recognizing semantics (habit 7), accomplishi ng communication (habit 17), think about reactions (habit 19), and etcetera. According to Burley-Allen, some of these habits are considered strengths and some are considered weaknesses. Therefore, the listening quiz shows low internal validity. The primary act that a physician does with a patient is listen. During the first encounter between a physician and patient, the physician will start the communication process by asking, What brings you in today? This question is followed by active listening. During this process, the physician tries to understand the patient and assemble a diagnosis. If pieces of an analysis are missing, then the physician will paraphrase the data and ask additional questions in order to narrow the choices. I believe that active listening is the most important act that a physician can do. In relation to the topics covered thus far, identify at least three techniques that could help you improve your skills. The three techniques that can help improve my skills are: (1) resist distractions, (2) summarize in my own words, and (3) keep an open mind. The first technique is resisting distractions. The Penguin Dictionary of Psychology (2001) defines stereotype as, A set of relatively fixed, simplistic overgeneralizations about a group or class of people. Here, negative, unfavorable characteristics are emphasized, although some authorities regard positive but biased and inaccurate beliefs as components of a stereotype. It is easy for my mind to become distracted while listening to a speaker. I tend to do this frequently. For example, if a patient comes in who looks underprivileged, then I tend to stereotype the patients background and struggles. This causes me to ignore important communication from the patient. (Note: It is difficult to resist distractions when a patient has a foul odor and the physician is trying not to vomit.) The second technique I have identified is summarizing. This is a useful tool when applied correctly. However, I tend to assume to know what the patient means and not summarize  in my own words. If I can learn to summarize a patients story in my own words, then there will be fewer miscommunications. This will lead to a more productive doctor-patient relationship. The third technique is to keep an open mind. The Penguin Dictionary of Psychology (2001) defines ethnocentrism as, The tendency to view ones own ethnic group and its social standards the basis for evaluative judgment concerning the practices of others, with the implication that one views ones own standards as superior. Hence, ethnocentrism connotes a habitual disposition to look with disfavor on the practices of alien groups. I am very judgmental. I consider this habit a strength; Burley-Allen scores it opposite as I do (habit 28). Being judgmental allows the listener to form personal thoughts from the speakers message a gestalt of the communication. Habit 28 did not specify if judging was considered positive or negative, so I give it a positive connotation. Our textbook states, Try to understand the emotions or interests that may lurk hidden beneath a given complaint or statement. Often the person youre talking with wont be fully aware of them themselves (Hattersley McJannet, 2008 ). In the context of ethnocentrism and judging negatively, this can be detrimental to effective listening. For me, this is similar to technique one: resist distractions. I can be a more effective listener if I keep an open mind and not judge negatively about a patient. (Note: It is difficult to keep an open mind if a patient does not have insurance, which is unethical by the physician.) Why is it important to possess strong listening skills in business and management? The Website for the California Society for Oriental Medicine reports, The February 19 issue of the Journal of the American Medical Association published a report by the Agency for  Health Care Policy that studied the communication level between primary providers and patients. They found that physicians who listen to their patients and use a friendlier manner during visits might reduce the risk that they will be sued for malpractice. In the randomized controlled study they found that physicians that told their patients what procedure or technique they were doing, or going to do, who elicited opinions and questions from the patient, and were more likely to use humor and laugh, were more often in the group without any malpractice claims. Physicians who spent more time with their patients were also more likely to be in the no claims group (CSOM, 2003). This is invaluable including non-monetarily as a physician. The patient will feel more comfortable and allow the physician to perform examination procedures if the physician first explains the procedure and actively listens to a patients opinion and questions. In addition, I think it is essential to allow multicultural or multiethnic patients to construct their own understandings of the therapeutic process and to engage in interpretation and other forms of higher-level functioning. This will further facilitate an active process of listening by the patients. I believe sacred and confidential communication between physician and patient contain specific phases that can maximize listening efficacy. First, during the initial interview, the physician can begin to establish a collaborative relationship with the patient. It is essential that the interview focus on the patients own wishes and goals. Second, the physician should honor the patients concerns. It can be easy to respond to the emotional side of patients feelings the pain or need that motivates them to seek help and enter the hospital. The reactive emotions and resistance of patients disclosure may be helped through effective listening. Third, physicians need to respond to patients questions and suggestions that can only be accomplished through the  active listening process. Responding to the patients feelings, in an open-ended way, will usually produce the most information and intensify the doctor-patient communication. Finally, termination is an important and distinct phase of me dicine that needs to be negotiated thoughtfully. Ending the relationship will almost always be of great significance to patients. It is necessary to listen to a patients closing remarks because this usually suggests the overall quality of care. I believe that all of these phases will contribute to a more effective listening and communicating relationship between doctor and patient. The Penguin Dictionary of Psychology (2001) defines countertransference as the analysts displacement of affect onto the client [and] the analysts emotional involvement in the therapeutic interaction. This means that all feelings, thoughts, or actions of the physician that involve or influence the doctor-patient communication process are countertransference. This definition suggests that countertransference is a destructive element in medicine; however, not all countertransference issues are unconstructive. I believe that through maturity and growth, as a professional, combined with a thorough understanding of his/her ethnicity, values, and biases, can enable a physician to effectively identify and manage countertransference to make it productive. Countertransference is a constant element in interpersonal processes, and I believe it is inevitable in the doctor-patient relationship. In conclusion, when a physician engages in effective listening, the physician, without sharing it with the patient, has an opportunity to learn something about him or herself and utilize it for his or her personal maturity and professional growth. The physician needs to be aware of his/her own personal assumptions, values, and biases, and understand the worldview of culturally diverse patients to develop appropriate interventions, strategies, and techniques.

Terminal Data Capability

Terminal Data Capability [What is it? ] – Generally, It is a data element that stores information particularly on terminal that can be individually addressed by tag ID. Data element resident in the terminal shall be under control of one of the following parties:†¢ Terminal manufacturer: For example, IFD Serial Number†¢ Acquirer/Agent: For example, Merchant Category Code†¢ Merchant: For example, Local Date and Local Time (these may be controlled by either merchant or acquirer)Terminal should be constructed in such a way that data which is under control of acquirer is only initialised and updated by the acquirer (or its agent).[Types] 1. Application Independent[1] Data:†¢ Terminal related data†¢ Transaction related data -Unique to terminal. -Shall have parameters initialised so that it can identify what language(s) supported to process the card’s language preference.2. Application Dependent[2] Data: [Characteristic] – A terminal data shall be initialized in the terminal or obtainable at the time of a transaction. A terminal data can be of any format: alphabetic, numeric to binary. – Some terminal data serves as a constant whereas the rest is updatable. – Each terminal data has its own functionality and usage which facilitates an EMV transaction. – The dependency of the terminal data in application indicates how data management is done in terminal. – During the transaction, the terminal shall ignore any data object coming from the ICC which is terminal-sourced or issuer-sourced. [How it involved in EMV] Transaction (Exchange/Supply Data to ICC) Counter Record (updatable) ComparableReference Notes: Terminal data element, ICC data element, Issuer data element, EMV function. [Counter] [Record] Cardholder Verification Method (CVM) Results: – Being set/updated upon Cardholder Verification completion. [P102B3] – Consists of 3 bytes: CVM Performed, CVM Condition, and CVM Result. †“ There are 5 applicable CVMs in Cardholder Verification: Online PIN, Offline PIN, Signature, No CMV Required, and Combo CVM (2 CVM combination). – After a successful CVM, CVM Results reflect the successful CVM; an unsuccessful CVM, CVM Results reflect the unsuccessful CVM. Byte 3 of CVM Results is set to ‘successful’, IFF: i. Applicable CVM is ‘No CVM required’, and terminal supports it. ii. Offline PIN verification by the ICC is successful. – Byte 3 of CVM Results is set to ‘unknown’, IFF: i. Applicable CVM is ‘Signature’, and terminal supports it. ii. Online PIN verification is successful. – Byte 3 of CVM Results is set to ‘failed’, IFF: i. Previous applicable CVM is failed, and succeeding (last) application CVM failed as well. – Byte 1 and byte 2 of CVM Results indicate method and condition of the last performed CVM throughout CMV List.In addition, byte 2 is set to ‘00’ (N o meaning) IFF byte 1 is ‘3F’ (No CVM performed). – Table 2: shows all the possible failed/unknown CVM Results. [P49P121B4] Terminal Verification Result (TVR) Initialized to 0: Initiate Application Processing Function: Offline Data Authentication, Processing Restrictions, Cardholder Verification, Terminal Risk Management, Online Processing, Issuer-to-Card Script Processing. Use in analysis: Terminal Action Analysis. Description: Status of different function as seen from terminal. Diagram: [P165B4], TVR bytes breakdown: TVR byte |EMV Function |Status jotted on bits |When will it be set | | | |RFU |Reserved for future use | | | | | | | | | | | |1 |Offline Data | | | | |Authentication | | | | | |RFU | | | | |CDA failed |If CDA is performed but unsuccessful. [P44B4] | | | |DDA failed |If DDA is performed but unsuccessful. | | | |Card appears on terminal exception (set at Terminal Risk |If a match on presence card (Application PAN and Application PAN | | | |Management ) |Sequence Number) is found in the exception file. | | |ICC data missing (Can be set at any function) |When an optional data object that is required because of the | | | | |existence of other data objects or that is required to support | | | | |functions that must be performed (AIP) is missing. | | | |SDA failed |If SDA is performed but unsuccessful. | | | |Offline Data Authentication was not performed |If neither SDA nor DDA nor CDA is performed. | | |RFU | | | | | |Reserved for future use | |2 | | | | | |Processing Restriction | | | | | |RFU | | | | |RFU | | | | |New Card (set at Terminal Risk Management) |If Last Online ATC Register == 0. [P113B3] | | | Requested service not allowed for card product |If all test against Issuer Country Code and Terminal Country Code | | | | |fail. [T32B4] | | | |Application not yet effective |If Transaction Date > Application Effective Date | | | |Expired application |If Transaction Date > Application Expiration Date | | | |ICC and terminal have different application versions |If AVN in ICC ? AVN in Terminal. | | |RFU |Reserved for future use | | | | | | |3 | | | | | |Cardholder Verification| | | | | |RFU | | | | |Online PIN entered |If online PIN is successfully entered. | | | |PIN entry required, PIN pad present, but PIN was not entered |If CVM is online/offline PIN, but bypassed by terminal in the | | | | |direction of merchant or cardholder. | | |PIN entry required and PIN pad not present or not working |If CVM is online/offline PIN, but neither of them were supported | | | | |by terminal or malfunctioned PIN pad. | | | |PIN Try Limit exceeded |If PIN Try Counter < 1. | | | |Unrecognised CVM |If CVM is not recognized by terminal. | | | |Cardholder Verification was not successful |If CVM List is exhausted without any successful case or applicable| | | | |CVM indicates ‘Fail CVM Processing’. | | |RFU | | | | | |Reserved for future use | |4 | | | | | |Terminal Risk | | | | |Management | | | | | |RFU | | | | |R FU | | | | |Merchant forced transaction online |An attended terminal may allow an attendant to force a transaction| | | | |online, such as in a situation where the attendant is suspicious | | | | |of the cardholder. If this function is performed, it should occur | | | | |at the beginning of the transaction. | | |Transaction selected randomly for Online Processing | | | | |Upper Consecutive Offline Limit exceeded |If ATC ? Last Online ATC Register (Precautious) or | | | | |If (ATC – Last Online ATC Register) > Upper Consecutive Offline | | | | |Limit. [P113B3] | | | |Lower Consecutive Offline Limit exceeded |If ATC ?Last Online ATC Register (Precautious) or | | | | |If (ATC – Last Online ATC Register) > Lower Consecutive Offline | | | | |Limit. [P113B3] | | | |Transaction exceeds floor limit |If (Amount, Authorize + Amount stored in log) > Terminal Floor | | | | |Limit. Or if (Amount, Authorize) > appropriate Terminal Floor | | | | |Limit. P111B3] | | | |RFU | | | | | | Reserved for future use | |5 | | | | | | |RFU | | | | |RFU | | | | |RFU | | | |Script Processing |Script Processing failed after final GENERATE AC |If an error occurred while ICC processing Issuer Script Template | | | | |1. | | | |Script Processing failed before final GENERATE AC |If an error occurred while ICC processing Issuer Script Template | | | | |2. | |Online Processing |Issuer authentication failed |When Issuer Authentication Data (part of authorisation response | | | | |message) from Issuer sent to ICC via EXTERNAL AUTHENTICATE/ second| | | | |GENERATE AC command failed, i. e. (SW1 SW2)! = 9090. [P120B3] | | | |Default TDOL used |If TDOL in ICC not presented and Default TDOL in terminal is used | | | | |to generate TC Hash Value. | Transaction Status Information (TSI) Initialized to 0: Initiate Application Processing Function: Offline Data Authentication, Cardholder Verification, Terminal Risk Management, Card Action Analysis, Online Processing, Issuer-to-Card Script Proce ssing. TSI byte |EMV Function |Status jotted on bits |When will it be set | | | |RFU |Reserved for future use | | | | | | | | | | | |1 | | | | | | |RFU | | | | |Script Processing was performed |If CDA is performed but unsuccessful. P44B4] | | | |Terminal Risk Management was performed |If DDA is performed but unsuccessful. | | | |Issuer Authentication was performed |If | | | |Card Risk Management was performed |When an | | | |Cardholder Verification was performed |If SDA is performed but unsuccessful. | | | |Offline Data Authentication was performed |If neither SDA nor DDA nor CDA is performed. | | |RFU | | | | | |Reserved for future use | |2 | | | | | | |RFU | | | | |RFU | | | | |New Card (set at Terminal Risk Management) |If Last Online ATC Register == 0. [P113B3] | | | |Requested service not allowed for card product |If all test against Issuer Country Code and Terminal Country Code | | | | |fail. T32B4] | | | |Application not yet effective |If Transaction Date > Application Effect ive Date | | | |Expired application |If Transaction Date > Application Expiration Date | | | |ICC and terminal have different application versions |If AVN in ICC ? AVN in Terminal. | [Comparable] [Reference] Array {What is it? } In data storage, an array is a method for storing information on multiple devices. In general, an array is a number of items arranged in some specified way – for example, in a list of in a three-dimensional table.In computer programming languages, an array is a group of objects with the same attributes that can be addressed individually, using such techniques as subscripting. An array is a collection of similar elements, must have the same data type. In random access memory (RAM), an array is the arrangement of memory cells. {Characteristic} You need an index to locate their value. The index starts from 0 and end with the length – 1. Data in array must be in same data type. {What is its implementation? } List, queue, stack, link list. —à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [1] No matter what application is selected, its data will not be affected. [2] If an application changed, its value changed as well. ———————–Data Authentication Terminal Action Analysis Terminal Risk Management Read Application Data Online/ Offline Decision Processing Restriction ‘()34*[pic]hK? hAKyjhK? 0J;*[pic]U[pic]hY}_hY}_;*[pic]h;q;*[pic] h;qh;qh:[5? CJaJhm†¡Initiate Application Completion Script Processing Online processing & Authorization message request Card Action Analysis Cardholder Verification Data Authentication Terminal Action Analysis Terminal Risk Management Read Application Data Online/ Offline Decision Processing Restriction Initiate Application Completion Script Processing Online processing & Authorization message request Card Action Analysis Cardholder Verification

Why I Chose This Job - 1233 Words

With so many viruses lingering around the world, it is the job of Pharmacists to provide patients with their medication. Pharmacists check patients’ medical history and fill their prescriptions given by their doctors, give patients directions as to how and when they take their medication, inform them of the possible side effects and answer their questions. They also make sure pharmacy technicians properly dispense medication so that the patient receives the right amount of the right medication. Attraction Without a doubt, the job that I have chosen is a pharmacist. I have always seen realistic T.V shows involving surgeons and doctors such as NY Med and Dr. Oz and it is so interesting. I enjoy seeing the adrenaline of being able to†¦show more content†¦Advantages The job of a pharmacist has many advantages. This job has great working conditions such as the work environment which is clean and does not involve the outdoors and dirtiness. The pay of this job is very good, the year salary range is around $50 000 - $130 000. This job will cover your health care such as medical and dental. Also once again, the satisfaction is a major aspect to this job. At the end of the day, you realize you have helped many people and have cured them from a sickness. The amount of satisfaction is great within this job. But it isn’t the positives of the job that make me choose this, it is just what I find interesting within this job. Of what I will be dealing with and being able to explore my interests every day and learning more every step of the way is exciting. Skills This job requires many skills to be able to perform this job successfully. You need to have great communication skills so you can talk to your patients about their medication carefully so they understand. You need to have understanding skills so you can connect with the patient and help them with what they are worried about. You must be patient so you can take the time to explain to the patient and there will always be short tempered people, and light minded people. As for me, I cover communication and understanding skills. I need to go out and gain experience to develop