Case study Memo Example | Topics and Well Written Essays - 250 words

Memo - Case Study Example The analysis used the average return (AR) as the dependent variable and four other independent variables two of which were converted to dummy variables in order to capture their effect on mutual funds returns. There were forty-five funds analyzed with an average Net Asset Value of 28%, an average ER of 0.9%, and an average AR of 2.4%. The value of NAV after the first regression disqualified it as being statistically significant in influencing the variability of AR. After the second regression, which excluded NAV, the six variables had a 95% confidence interval and thus were statistically significant in explaining the variability of Average Returns of a mutual fund. Using the six independent variables, an equation that explains the following was obtained, and it helped to explain the following: The above results point out that the company should emphasize on the six funds that have a significant effect on mutual funds and that the most suitable found to invest in is the four star fund which has the highest amount of

National Centre for Missing and Exploited Essay Example for Free

National Centre for Missing and Exploited Essay With the advancement of technology; Desk top computers, lap tops or note book computers, PDAs, Mobile hand sets etc. and with the aid of wired and wireless networks, access to Internet world or Instant Messaging (IM) opened up a whole new dimension of human experience. Cyberspace has been mentioned so often that it may at this point seem trite and overly commercialised. Cyberspace is currently used in a primarily symbolic sense and is mostly associated with the Internet. When a user sits in front of a computer and switches it on, they can bring up an environment of hypertext. It can seem like there is, behind the screen, an immense reservoir of information, which is also constantly being added to. A user is certainly aware that the people and processes that generate this information, and places where the information is stored, are not behind the screen or in the hard drive, but we nevertheless take the computer as a gateway to another place where other people have done similar things. Conceptually, we tend to envision a non-physical space existing between here and there, and believe that we can access that space by utilizing computer-based technologies. We send messages to others by e-mail, or talk to others in a chat room. Cyber-culture is significant, but it is still non-consequential at the ontological level. The more exciting thing is that cyberspace and virtual reality can go even further. Combining it with the technology of teleoperation, we can enter into cyberspace and interact with artificial objects to manipulate the actual physical process. Cyberspace hasnt yet replaced the telephone, but instant messaging is becoming an indispensable means of teen socialization, according to a study out. Nearly three out of four online teens 13 million use instant messages (IMs), according to the study of kids ages 12 to 17 from the Pew Internet American Life Project. It clearly states that teens are fond of using instant messaging to pass information for various purposes. Cyberspace attracts teens who are between 14 and 16 year old, said Lisa Carlton. Instant messaging, which requires downloadable software (or comes built in with America Online and some other Net providers), allows users to carry on one or more real-time conversations simultaneously in text windows that pop up on a users computer screen. The above report says teens use IMs to communicate with teachers about schoolwork, flirt, ask someone out and even break up. Most of the teens realize that messaging system has become part of their life up to some extent. Some newer concepts of instant messaging try to make a decentralized instant messaging system via peer-to-peer technology. In such a system, a distributed hash table lookup is used to determine if buddies are online or not. This approach tries to make instant messaging independent of a central authority. Everything they talk about in the offline world has migrated online, says Pews Amanda Lenhart, principal author of the study. Some of the most difficult conversations these kids have happen over instant messaging. On average, a teen IM session includes online chat with more than three friends simultaneously, Pew says. This survey provides basis for teens trends of modern living. Instant messaging, a skill, maybe an ability, but its something our young people can do, says Joseph Walther, a communications professor at Rensselaer Polytechnic Institute in Troy, N. Y. , and editor of the Journal of Online Behavior. He says researchers at Cornell University define split or simultaneous attention as the capacity to do two different communication skills at the same time. Among other findings, Most online teens (69%) engage in IM conversations several times weekly; 35% IM every day; 45% IM every time they go online. Close to half of teens (46%) say they spend between a half-hour and an hour on instant messaging each session; and an additional 21% say they spend more than an hour on a typical session. Time span of using instant messaging system by teens reflects their requirement for availing these services to utilise every moment of life purposeful. But theres a flip side to continuous conversation. Cornell found that some students were using wireless devices to IM friends during class while pretending to take notes and had lower grades. Another study released last month found that college students -especially lonely freshmen -who stayed up late to IM friends tended to miss more classes and be unprepared for coursework. This is a drawback of such an advanced technology and students must be trained for proper utilisation of services. (USATODAY. com) Another report published in USA TODAY indicates- Thirteen-year-old singer Brittney Cleary wanted to debut with a song most kids her age could relate to. So she picked a tune about love. Her song is called IM ME, a reference to instant messaging, the online technology that allows computer users to carry on typewritten, private conversations in real time. Cleary, who lives in Nashville, Tenn. , says she and her buddies talk online about everything. David Silver, director of the Resource Centre for Cyber culture Studies at the University of Washington, likens abbreviated instant messaging talk to slang derived from hip-hop music. In some ways, its very clever, Silver says. Like other forms of slang, it allows youth to talk amongst themselves without adults really understanding what theyre saying. Consider, for example, the online term POS: parent over shoulder. Silver jokingly calls Clearys song the fall of Western civilization. But he adds, Actually, Im kind of wondering why it took so long. It really does reflect the rapid mainstreaming of cyber culture into American culture and especially youth culture. From the mundane to the emotionally charged, there are no limits to the ways todays kids connect and bond over instant messages (IMs) those pop-up text windows used for carrying on real-time conversations online. Its not just empty rattle on. Theyre using (IMs) to have difficult conversations- someones talking behind your back and you want to confront them, says Amanda Lenhart of the Pew Internet American Life project. Its survey, finds that nearly three-fourths of online kids ages 12 to 17 rely on IMs to keep in touch with friends. For example-Caroline Barker, 16, is among 35% of teens that use IMs daily; she chats with about 10 close friends and 50 acquaintances in the Bethesda, Md. , area. Its especially good for making plans, or if youre just bored, she says. Teens offer insight to the complex social rules that come with a form of communication that still has many adults bewildered. We see teens up at all hours of the night IM-ing. Thirty years ago, teens were on the phone all night, says Joseph Walther, editor of the Journal of Online Behavior. This could be another step in our own communication evolution. Pews survey of 754 teens finds that face-to-face interaction and phone contact have been partially replaced by IMs. Teens use them to nurture friendships, begin and end romantic relationships and mediate difficult conversations with the emotional distance the Net provides. Pew says 17% of the teens have used IMs to ask someone out, 13% to break up. Sometimes IM misunderstandings (text messages lack body language and voice tone) can spark hurt feelings and feuds, but different fonts and keyboard symbols can make smiley or sad faces, known as emotions. For Barker and her friends, even the subtle difference between Hi and Hey that most adults dismiss sets the whole mood for a conversation. â€Å"Hi is formal, and it means you’re busy and you don’t really want to talk. Or maybe you’re mad about something,† explains Hillary Lowenberg, Hey is more open and informal and friendly, and you’re in the mood to IM. † Many people find instant messages intrusive, and 57% of teens surveyed said they have blocked IMs, and 64% have refused to respond to IMs from someone they were mad at. Still, 48% of online teens believe IMs, warts and all, improve friendships. Among frequent users, 60% say it helps friendships. While 61% of teens agree that the Internet is not ideal for making new friends, they use Net tools to broaden their networks of friends. Pew used several teen focus groups and online discussions to delve more deeply into teen Net use. Some teens say they give out their IM user name instead of phone number to new friends or potential dates. Many believe that instant messaging allows them to stay in touch with people they would not otherwise contact for instance, those who are only casual acquaintances, or who live outside their communities, the report says. More than 90% of teens surveyed said they IM with friends who live far away, such as those they met at camp. The study found a growing number of teens sharing passwords a practice Internet service providers warn against. But more than a fifth of Pew respondents (22%) say theyve done it. Its a new symbol of trust and friendship, says Pew project director Lee Rainie. In the pre-Internet days, one way to show how fond you were of someone was to give out a locker combination. Lenhart notes that parents are a little mystified about why kids find this a satisfying conversation. If you didnt grow up with it, youd think in some way it was less than a face-to-face. But 64% of teens say they know more than their parents about using the Net — and 66% of parents agree. According to BBC NewsUS teenagers prefer instant messaging rather than e-mail to stay in touch with each other, research shows. A Pew Internet and American Life Project study found online teens are increasingly tech-savvy. Nearly nine out of 10 teenagers say they use the net, up from 74 percent in 2000, according to the Pew study. While e-mail is seen as a tool for communicating with adults, instant messaging was proving the most popular way to chat with friends. Three-quarters 75% of online teenagers in the US have used IM, the survey found, with personalised features proving popular. Features such as buddy icons are a popular way for teenagers to express and differentiate themselves. Major activity teens do online are-Send or read e-mail: 89%Visit websites about TV, music or sport stars: 84%Play online games: 81%Online news: 76%Send or receive instant messages: 75% half of these say they go online every day, according to the Pew study. The amount of time American teenagers are spending online and the range of things they are doing have both increased. Just over 50% of those online use a broadband connection, 81% play games online, 76% get news online and 43% make purchases. Increasing numbers of teenagers live in a world of nearly ubiquitous computing and communication technologies that they can access at will, said report co-author Amanda Lenhart. Their fondness with being online even extends to when they are physically away from the computer. Instant Messaging away messages, in effect, maintain a presence in this virtual IM space, said co-author Mary Madden. The power users of the online teen world are girls aged 15-17, the survey found. Some 97% of this age range has used instant messaging, and 57% have sent a text message. They are also more likely to have bought something online and used the web to search for information on health, religion and entertainment topics. A representative sample of 1,100 teens between 12 and 17 and their parents in the US were interviewed by phone. Teens and youth are excessively using IMs, It is imperative to develop certain rules and preventive measures to protect them from technology hazards. A Resource Guide for Parents covers a broad range of Internet privacy and safety topics. There are no easy answers to ensure your child has harm-free experiences on the Internet. Likewise, there are no truly effective technology-based solutions. In the final analysis, there is no substitute for parental involvement in childrens exploration of cyberspace. Following are certain measures to be taken care of- -Privacy policy. Read the privacy policy statements on the web sites visited by your children. Teach older children to do the same. -Encourage your children, especially teens, to take responsibility for their online behavior by establishing a contract with them. The Federal Trade Commissions Site seeing on the Internet provides sample language, -Family rules. You can establish family rules for online computer use. Among those suggested by the National Centre for Missing and Exploited- -Tell your children never to give out identifying information such as family information, home address, school name, or phone number in chat room discussions and when visiting web sites, Explain to children that passwords must never be given to anyone else, even someone claiming to be from the online service, Warn your children not to respond to messages that are threatening, suggestive, demeaning, or otherwise make you or the child uncomfortable. Tell them to report such messages to you. The psychological qualities of cyberspace are determined by the hardware and software that constitute computers and the online world. An Op has the power to throw you off an IRC channel; lag can destroy conversation in a chat group; the reply-to in listserv group might send your e-mail to the whole list or just to the sender of the message. All of these factors affect the psychological feel of the environment. With the rapid advancement of wireless network technologies, wireless communications and mobile-based information services are changing people’s life style. How to provide mobile users with cost-effective wireless information services is becoming a hot topic for wireless vendors References: 1) Jon Ippolito (December 1998–January 1999). Cross Talk: Is Cyberspace Really a Space? . Artbyte: 12–24. 2) USA today, 06/12/2001, 2001 The Associated Press 3) Karen Thomas, USA TODAY, 2006 4) Christine Morente, Teen find support in cyberspace, San Malco County Times, January 4, 2005. 5) Malcolm R Parks; making friends incyberspace, Vol-46; 1996 6) BBC News, 28th July;2005 7) Gao, J. ; Modak, M. ; Dornadula, S. ; Shim, S. ; e-Commerce Technology, 2004. CEC 2004. Proceedings. IEEE International Conference on 6-9 July 2004 Page(s):337 341

Defences Against Pathogenic Organisms

Defences Against Pathogenic Organisms Bacteria Defined in the dictionary as ‘a bacterium, virus, or other microorganism that can cause disease. Which can then be divided into different categories, bacterium, virus, fungus and finally protozoa. Bacteria can be in the form of many sizes and can cause such things as cholera and typhoid fever. The virus type of pathogens are much smaller than bacteria and have a ‘fragment of genetic material inside a protective protein coat’. They are also especially common of causing influenza. Fungi can look like mould and can cause such things like athlete’s foot. Protozoa can come in the form of contaminated food and some are parasites. They are organisms that live in or on, certain things. A very serious example of this type, is malaria. Features Virus Bacteria Fungus Protozoa Nutrition Do not have or need nutrition and do not eat anything Mostly are heterotrophic, which means they live from and off other organisms. Also ‘At an elementary level, the nutritional requirements of a bacterium such as E. coli are revealed by the cells elemental composition’. Absorbs nutrients like carbohydrates (glucose, fructose, xylose, sucrose) and also starches, cellulose, hemicelluloses and proteins. Require organic materials ‘which may be particulate or in solution’. They are holozoic. Reproduction Rely on host cells for the ‘machinery needed to survive and reproduce.’ Once finding a host, it then looks for host cells to take over and ‘slowly implants its genetic makeup into the cell.’ Reproduce by the process binary fission. Where the cells split into and divides into 2 identical daughter cells and ‘When conditions are favourable such as the right temperature and nutrients are available, some bacteria like Escherichia coli can divide every 20 minutes’. Environmental conditions can influence how this happens and usually sexual or asexual reproduction are the main methods. Some yeasts and funguses thrive in warm environments, and can multiply at an extremely fast pace. Also may be a sexual, and also reproduction by binary fission is very common here. Structure Their structure consists of a strand of nucleic acid, which is either DNA or RNA. Then it has something called a ‘capsid’ which is a protective protein coat. Bacteria have a cell wall with no nucleus and have two types of DNA- plasmid and chromosomal. Some are unicellular but most are multicellular which have cell walls and they are made of chitin. Single celled organisms that have a cell membrane, nucleus, cytoplasm and vacuole. Sources used Bbc bitesize . (2015). Whats in a cell?. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/cells/cells1.shtml. Last accessed 17th march 2015. Chris Sherwood . (2015). How Do Viruses Reproduce?. Available: http://www.ehow.com/how-does_4567511_viruses-reproduce.html. Last accessed 17th march 2015. Constantine John Alexopoulos . (2015). Fungus . Available: http://www.britannica.com/EBchecked/topic/222357/fungus/57967/Nutrition. Last accessed 17th march 2015. G gingham. (2014). Bacteria. Available: http://www.microbiologyonline.org.uk/about-microbiology/introducing-microbes/bacteria. Last accessed 17th march 2015 Kenneth Todar. (2014). Nutrition and Growth of Bacteria. Available: http://textbookofbacteriology.net/nutgro.html. Last accessed 17th march 2015. Robert G Yaeger . (2015). Protozoa . Available: http://www.ncbi.nlm.nih.gov/books/NBK8325/. Last accessed 17th march 2015. How does the body defend itself against pathogens which cause infectious disease? Pathogens can enter the body by ‘route of transmission’. People can pick up a pathogen by person to person contact with touch, saliva and contaminated blood or bodily fluids. Pathogens can also be transmitted through foods, water, insects and fomites. Food can be contaminated by unclean hands, unclean utensils, and is cross contaminated. Water can be contaminated by human or animal faeces which spreads the infection when drank, and insects can also carry a pathogen for example malaria. Lastly fomites are actually non-living but can spread pathogens by way of bedding, toys and wire for example. A common one is also athlete’s foot. Airborne pathogens enter through the nose and mouth of the body as you breathe, and food pathogens enter through your mouth and then into the digestive system. Also they can also enter into the blood stream through ‘vectors’ which is transmitted by mosquitos, fleas, ticks and contaminated needles. Breaks in the skin are also ways of entering. From the outside of the body the physical defences and barriers we have to help us are the skin which is a physical barrier, clotting which if skin is broken the blood clots to stop any entering, sebaceous and sweet glands that produce chemicals that kill bacteria, lysozyme which is in saliva and tears that kills bacteria, mucous membranes which secretes mucous and traps pathogens, nasal hairs that remove the organisms from the air, cilia force mucus to the pharynx for swallowing, hydrochloric acid kills microorganisms, and the vagina produces lactic acid which stops growth of pathogens and has a low ph and mucous membranes that kill bacteria. If the physical barriers cannot defend against pathogens, then a ‘second defence line’ takes over which is a general defence system. Phagocytes that are white blood cells engulf pathogens and macrophages which are a longer living phagocytes help digest the bacteria and protect the body. Substances that are produced by other proteins called complement defence proteins can help fight pathogens, and are produced in response to knowing the presence of foreign materials in the body and ‘burst or engulf the pathogen.’ Also interferons are proteins that help prevent spread of the virus, and inflammation are infected cells that produce a chemical histamine, and help more white blood cells get to the area to help fight infection. Antibodies play a special part to fight pathogens as they are ‘lymphocytes that produce antibodies as a result of antigens.’ These are proteins in the group called immunoglobulins. Each antigen will only stimulate the production of one specific antibody that will fit into its receptor area. This is called natural active induced immunity. It is protection gained against a particular pathogen by the production of specific antibodies after the antigen on the pathogen has been detected.’ Pathogens are prevented from entering a host cell by antibodies binding to the antigens which are on the surface of the pathogen, and pathogens can be burst by antibodies activating the complement system. -see diagram here T and B cells are lymphocytes, while t cells mature in the thymus gland and b cells mature in the bone marrow. The point of t cells, is that they are defenders that are activated in the thymus gland and do not actually produce antibodies but do help to protect in other ways. They have helper t cells which recognise antigens especially macrophages that multiply and enlarge and form helper t cells that produce chemicals (interferon) that then stimulate the forming of b cells. Then they stimulate the reproduction of killer t cells. Killer t cells produce and destroy abnormal body cells and release a protein named perforin which form pores in the membranes of the cells they attack and ‘Water and ions from the surroundings flow into the cells and burst them. This is called lysis.’ Suppressor t cells inhibit working after the pathogen is destroyed, and memory t cells survive for a long time and stimulate memory b cells to produce antibodies. B cells work in the lymphatic syste m ‘especially the spleen and lymph nodes’ and work on just one specific antigen and comes into contact with an antigen to then reproduce at a rapid pace which are plasma cells. They are very efficient and effective, but do only last a few days. Most b cells die within a few days like said before, but some do stay alive which are referred to as memory b cells and ‘When the same antigen becomes present in the organism these memory B-cells are already there to begin the production of plasma cells and antibodies.’ Which is secondary B cell response. These are more powerful because they are produced faster, more are produced, and they are produced to a smaller amount of antigen. The primary response of the immune system to infection is on the first time it is encountered and ‘Depending on the nature of the antigen and the site of entry this response can take up to 14 days to resolve and leads to the generation of memory cells with a high specificity for the inducing antigen.’ As soon as a foreign antigen is exposed, an even though no antibodies are produced activated b cells differentiate to plasma cells. Secondary response is the response to the antigen where there is a large production of amounts of antibodies. Memory cells help generate what type of antibodies to produce during an immune response. It is like a B cell that keeps a memory of the older lymphocyte that was generated when there was an immune response for a specific antigen. They act as guardians waiting for the return of the same antigen so they can recruit the immune system and mount an attack sooner and more aggressively. Sources used for this TAQ *Alexander A Ademokun. (2015). Immune Responses: Primary and Secondary. Available: http://www.els.net/WileyCDA/ElsArticle/refId-a0000947.html. Last accessed 17th march 2015. *bbc bitesize . (2015). Defending against infection. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfectionrev1.shtml. Last accessed 17th march 2015. *ico praver . (2015). Routes of Transmission. Available: http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body/routes-of-transmission . Last accessed 17th march 2015. * S Detea . (2015). secondary response . Available: http://thesciencedictionary.org/secondary-immune-response/. Last accessed 17th march 2015. Immunity Natural Acquired Similarities Resist a specific disease. ‘Inflammation.’ Resist a specific disease. Inflammation.’ Involve the action of antibodies in the body somehow Involve the action of antibodies in the body somehow Technically use white blood cells to try and fight pathogen/ infection Technically use white blood cells to try and fight pathogen/ infection Differences Natural is from birth, and get it from being born and is ‘genetic’. You acquire this immunity after exposure to a pathogen. Remains throughout your life Can be short lived or life long This immunity has barriers that prevent entry of foreign agents Consists of special t and b cells and also antibodies that are in body fluid Response is immediate Response can take a few days, and is not immediate Sources used *Christopher Hassell. (2014). Acquired Immunity. Available: http://greaterimmunity.com/Files/acquired_immunity.html. Last accessed 18th march 2015 *Garland science . (2015). The immune system in health and disease. Available: http://www.ncbi.nlm.nih.gov/books/NBK27090/. Last accessed 18th march 2015 References and bibliography Alexander A Ademokun. (2015). Immune Responses: Primary and Secondary. Available: http://www.els.net/WileyCDA/ElsArticle/refId-a0000947.html. Last accessed 17th march 2015. Ananya Mandal. (2014). Cholera Transmission. Available: http://www.news-medical.net/health/Cholera-Transmission.aspx. Last accessed 16th march 2015. Arthur Schoenstadt. (2012). Malaria Transmission. Available: http://malaria.emedtv.com/malaria/malaria-transmission.html. Last accessed 16th march 2015. Bbc bitesize. (2015). Defending against infection. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfectionrev1.shtml. Last accessed 17th march 2015. Bbc bitesize. (2015). Whats in a cell?. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/cells/cells1.shtml. Last accessed 17th march 2015. Centers for Disease Control and Prevention. (2014). Influenza. Available: http://www.cdc.gov/flu/keyfacts.htm. Last accessed 16th march 2015. Eric J. Nelson, Jason B. Harris, J. Glenn Morris, Jr, Stephen B. Calderwood Andrew Camilli. (2014). Life cycle of pathogenic Vibrio cholerae.. Available: http://www.nature.com/nrmicro/journal/v7/n10/fig_tab/nrmicro2204_F2.html. Last accessed 16th march 2015. Christopher Hassell. (2014). Acquired Immunity. Available: http://greaterimmunity.com/Files/acquired_immunity.html. Last accessed 18th march 2015 Chris Sherwood. (2015). How Do Viruses Reproduce?. Available: http://www.ehow.com/how-does_4567511_viruses-reproduce.html. Last accessed 17th march 2015. Constantine John Alexopoulos. (2015). Fungus . Available: http://www.britannica.com/EBchecked/topic/222357/fungus/57967/Nutrition. Last accessed 17th march 2015. Garland science. (2015). The immune system in health and disease. Available: http://www.ncbi.nlm.nih.gov/books/NBK27090/. Last accessed 18th march 2015 G gingham. (2014). Bacteria. Available: http://www.microbiologyonline.org.uk/about-microbiology/introducing-microbes/bacteria. Last accessed 17th march 2015 Great Ormond. (2015). Infection prevention and control. Available: http://www.gosh.nhs.uk/parents-and-visitors/coming-to-hospital/infection-control-and-prevention/. Last accessed 18th march 2015. Ico praver. (2015). Routes of Transmission. Available: http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body/routes-of-transmission . Last accessed 17th march 2015. Kalyan Das. (2015). Influenza A life cycle.. Available: http://www.nature.com/nsmb/journal/v17/n5/fig_tab/nsmb.1779_F1.html. Last accessed 16th march 2015. Kenneth Todar. (2014). Nutrition and Growth of Bacteria. Available: http://textbookofbacteriology.net/nutgro.html. Last accessed 17th march 2015. Kristeen Cherney. (2014). What is Cross Infection?. Available: http://www.healthline.com/health/cross-infection#Overview1. Last accessed 18th march 2015. Lisa minu. (2014). Understanding Athletes Foot . Available: http://www.webmd.com/skin-problems-and-treatments/guide/understanding-athletes-foot-basics. Last accessed 16th march 2015. Public Health England. (2015). Infection control: New best practice guide will bolster fight against healthcare associated infections See more at: http://www.buildingbetterhealthcare.co.uk/news/article_page/Infection_control_New_. Available: http://www.buildingbetterhealthcare.co.uk/news/article_page/Infection_control_New_best_practice_guide_will_bolster_fight_against_healthcare_associated_infections/71006. Last accessed 18th march 2015 Robert G Yaeger. (2015). Protozoa . Available: http://www.ncbi.nlm.nih.gov/books/NBK8325/. Last accessed 17th march 2015. S Detea . (2015). Secondary response . Available: http://thesciencedictionary.org/secondary-immune-response/. Last accessed 17th march 2015. Thomas Urbauer. (2014). What Is the Life Cycle of Tinea Pedis? . Available: http://www.ehow.com/about_6513541_life-cycle-tinea-pedis_.html. Last accessed 16th march 2015. Toni Rizzo. (2015). Hospital-Acquired Infections . Available: http://www.encyclopedia.com/topic/Cross_infection.aspx. Last accessed 18th march 2015 WHO. (2015). 10 facts on cholera. Available: http://www.who.int/features/factfiles/cholera/en/. Last accessed 16th march 2015.

The Illiad In Dantes Inferno :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Iliad in Dante’s Inferno   Ã‚  Ã‚  Ã‚  Ã‚  Dante makes many references to Homer and the Iliad throughout the Inferno. The fates of favorite characters are described during the course of Dante’s travels. Beginning with his vision of Homer in Limbo, continuing through increasingly gory levels of Hell until Dante reaches the eighth bolgia where he meets Ulysses who is engulfed in fire. Dante’s infatuation with the Iliad is clearly illustrated in his Divine Comedy.   Ã‚  Ã‚  Ã‚  Ã‚  Dante introduces Homer early in the Inferno. After the writer passes the gates of Hell and safely crosses the Acheron he is in the most comfortable section of Hell. Homer, along with other virtuous pagans(those who were not enlightened by Christ’s appearance on earth) and unbaptised children are there. Homer is spending eternity with philosophers, poets, and writers. The first circle has light and a sense of comfort, two things it doesn’t share with any other level of Hell. The only torture Homer has to endure is the lack of hope for salvation.   Ã‚  Ã‚  Ã‚  Ã‚  Dante’s next stop (after his confrontation with Minos) is the second circle where the carnal are relegated. In this circle he meets three main players in Homer’s Iliad, Paris, Achilles, and Helen. All of the inhabitants of this circle are swept up like leaves in a storm, denied the light and reason of God they are eternally dammed to ride the hurricane like winds around the second circle.   Ã‚  Ã‚  Ã‚  Ã‚  Much later in his journey Dante meets the man who conceived the Trojan Horse. Ulysses is in the eighth bolgia among his fellow evil counselors. He is is entrapped in a tongue of flame with his partner in crime, Diomede. The flame comes from one source but is spilt in two, the split symbolizes the falling-out that must come in a partnership based in evil. Ulysses is placed in this circle for many reasons. During the Trojan war he gave birth to the deadly idea that the Achains build infamous Trojan Horse. He also caused the death of Deidamia, Achilles lover when he talked Achilles into leaving her to go to Troy.

Fundamentals of Effective Communication in the Workplace

Fundamentals of Effective Communication in the Workplace Natalie Manuel Professor Thomas Whenever Intro to Business August 3, 2014 There are a few times where I experienced effective communication in a business environment. One time in particular, I believe everyone demonstrated communicating effectively. At work there is a lot of chaos at times because there aren't many plans or guidelines put in place for customers regarding certain aspects of the business. My co-worker and I decided to create a few documents that can be .NET to the customer in certain situations.I work for GE oil & gas and we deal with customers who may need/want to return their blower for many reasons. We created a ARM authorization return form to keep everything organized. The form was very detailed and provided all the information the customer needs as well as the important information we would need to process the return. Along with this form, we created a standard order checklist. A lot of times we receive cus tomer Pop's that has missing information, incorrect pricing, wrong export information or incorrect vendor information, among other things.We created a document that was meant to be distributed to all the distributors and Memo's. The documents were sent to all the sales reps for review. Immediately we were met with issues from them. This is where the communication came in. We set-up for there to be a conference call with us and the sales rep. Once we were able to have the meeting, all questions and concerns were put on the table. Having an open dialogue is important in business and in life. With this conference call, we were able to edit some of the statements on the comments.As well as take some things off. Once that was complete, we were able to send these forms out to the customers. From that point on the effect it had on the business was an increase productivity. There were less Pop send backs to customers for corrections. That pleased the customers so much! Pleasing the customer s is always the goal, they help the business grow. Most of the customers really appreciated the help that the forms provided them. Without the conference call, none of this would have been possible.It could have been easy to take the sales rep issues and ignore them. I see in business a lot that people and their ideas are ignored. It only causes tension and mistrust. We understood that none of this was personal. Everyone had a great interest in seeing the business grow. Talking things out, keeps misunderstandings to a minimum. If I had to do it all over again, I wouldn't change a thing. Effective communication should be the goal for all businesses. â€Å"Effective communication in the workplace helps employees and managers form highly efficient teams. Fundamentals of Effective Communication in the Workplace Fundamentals of Effective Communication in the Workplace Natalie Manuel Professor Thomas Whenever Intro to Business August 3, 2014 There are a few times where I experienced effective communication in a business environment. One time in particular, I believe everyone demonstrated communicating effectively. At work there is a lot of chaos at times because there aren't many plans or guidelines put in place for customers regarding certain aspects of the business. My co-worker and I decided to create a few documents that can be .NET to the customer in certain situations.I work for GE oil & gas and we deal with customers who may need/want to return their blower for many reasons. We created a ARM authorization return form to keep everything organized. The form was very detailed and provided all the information the customer needs as well as the important information we would need to process the return. Along with this form, we created a standard order checklist. A lot of times we receive cus tomer Pop's that has missing information, incorrect pricing, wrong export information or incorrect vendor information, among other things.We created a document that was meant to be distributed to all the distributors and Memo's. The documents were sent to all the sales reps for review. Immediately we were met with issues from them. This is where the communication came in. We set-up for there to be a conference call with us and the sales rep. Once we were able to have the meeting, all questions and concerns were put on the table. Having an open dialogue is important in business and in life. With this conference call, we were able to edit some of the statements on the comments.As well as take some things off. Once that was complete, we were able to send these forms out to the customers. From that point on the effect it had on the business was an increase productivity. There were less Pop send backs to customers for corrections. That pleased the customers so much! Pleasing the customer s is always the goal, they help the business grow. Most of the customers really appreciated the help that the forms provided them. Without the conference call, none of this would have been possible.It could have been easy to take the sales rep issues and ignore them. I see in business a lot that people and their ideas are ignored. It only causes tension and mistrust. We understood that none of this was personal. Everyone had a great interest in seeing the business grow. Talking things out, keeps misunderstandings to a minimum. If I had to do it all over again, I wouldn't change a thing. Effective communication should be the goal for all businesses. â€Å"Effective communication in the workplace helps employees and managers form highly efficient teams.

same sex marriage

same sex marriage

Definition and Examples of Epimone in Rhetoric

Definition and Examples of Epimone in Rhetoric Epimone (pronounced eh-PIM-o-nee) is a  rhetorical term for the frequent repetition of a phrase or question; dwelling on a point. Also known as  perseverantia, leitmotif, and refrain.In Shakespeares Use of the Arts of Language (1947), Sister Miriam Joseph observes that  epimone is an effective figure in swaying the opinions of a crowd because of its insistent repetition of an idea in the same words. In his Arte of English Poesie (1589), George Puttenham called epimone the long repeat and the love burden. See Examples and Observations below. Also see: CommoratioEpizeuxisSemantic SatiationSymploce EtymologyFrom the Greek, tarrying, delay Examples All his brains are in the nape of his neck, Simon Dedalus says. Welts of flesh behind on him. Fat folds of neck, fat, neck, fat, neck.(James Joyce, Ulysses, 1922)Mr. Dick shook his head, as utterly renouncing the suggestion; and having replied a great many times, and with great confidence, No beggar, no beggar, no beggar, sir!(Charles Dickens, David Copperfield, 1850)We forget all too soon  the  things we thought we could never forget.  We forget  the  loves  and the  betrayals alike,  forget  what  we whispered  and what  we screamed,  forget  who  we were.(Joan Didion, Keeping a Notebook, 1968)Epimone in Shakespeares OthelloPut money in thy purse; follow thou the wars; defeat thy favor withan usurped beard; I say, put money in thy purse. Itcannot be that Desdemona should long continue herlove to the Moorput money in thy pursenor hehis to her: it was a violent commencement, and thoushalt see an answerable sequestration: put butmoney in thy purse.(Iago i n William Shakespeares Othello, Act 1, scene 3) Epimone in Shakespeares Julius CaesarWho is here so base that would be a bondman? If any, speak; for him I have offended. Who is here so rude that would not be a Roman? If any speak; for him have I offended.(Brutus in William Shakespeares Julius Caesar, Act 3, scene 2)Here, under leave of Brutus and the restFor Brutus is an honourable man;So are they all, all honourable menCome I to speak in Caesars funeral.He was my friend, faithful and just to me;But Brutus says he was ambitious;And Brutus is an honourable man.He hath brought many captives home to RomeWhose ransoms did the general coffers fill;Did this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept:Ambition should be made of sterner stuff:Yet Brutus says he was ambitious;And Brutus is an honourable man.You all did see that on the LupercalI thrice presented him a kingly crown,Which he did thrice refuse. Was this ambition?Yet Brutus says he was ambitious;And, sure, he is an honourable man. . . .(Mark Antony in William Shakespeares Julius Caesar, Act 3, scene 2) Epimone as a FallacyThere is a figure of speech termed epimone . . . , the purpose of which is to render some word or thought ridiculous by its frequent repetition, and showing its grotesque character as an element of argument. But sometimes from the frequent repetition of a thought, is deduced one of the most subtle fallacies known to language. This fallacy is often resorted to by unscrupulous men during the excitement of political contests, when some idea or point is assumed without proof to the detriment and prejudice of a man or party; and though it may have no just foundation for support, yet is dwelt upon and commented on so frequently, that the ignorant assume that the charge must be true, else it would not receive so much consideration; they apply to the matter under consideration the old adage: That where there is so much smoke there must be some fire.(Daniel F. Miller, Rhetoric as an Art of Persuasion: From the Standpoint of a Lawyer. Mills, 1880)Calvinos EpimoneYou are abo ut to begin reading Italo Calvinos new novel, If on a winters night a traveler. Relax. Concentrate. Dispel every other thought. Let the world around you fade. Best to close the door; the TV is always on in the next room. Tell the others right away, No, I dont want to watch TV! Raise your voicethey wont hear you otherwiseIm reading! I dont want to be disturbed! Maybe they havent heard you, with all that racket; speak louder, yell; Im beginning to read Italo Calvinos new novel! . . .Find the most comfortable position: seated, stretched out, curled up, or lying flat. Flat on your back, on your side, on your stomach. In an easy chair, on the sofa, in the rocker, the deck chair, on the hassock. In the hammock, if you have a hammock. On top of your bed, of course, or in the bed. You can even stand on your hands, head down, in the yoga position. With the book upside down, naturally.Of course, the ideal position for reading is something you can never find. In the old days they used to read standing up, at a lectern. People were accustomed to standing on their feet, without moving. They rested like that when they were tired of horseback riding. Nobody ever thought of reading on horseback; and yet now, the idea of sitting in the saddle, the book propped against the horses mane, or maybe tied to the horses ear with a special harness, seems attractive to you.(Italo Calvino, If on a winters night a traveler, 1979/1981)