Responses to two memo discussion Module 3 Article

Responses to two memo discussion Module 3 - Article Example Because of this, organizations will be able to respond to various needs of the stakeholders without taking much time. Additionally, networking will save the company from frequent travelling since it will be able to share information as well as files with minimal time wastage. Therefore, the memo is on point on the benefits of networking an organization. This is in response to memo 2 titled, â€Å"Computer Networking Standards Recommendation† dated on June 26th, 2014. I agree with the memo that the increasing and the advancement of technologies are making it difficult for companies’ technicians to cope with emerging softwares. Therefore, the developments of companies that help organizations to integrate the softwares in managements is brilliant. Organizations don’t have to hire computer networking staffs every time they acquire a new system, but can use the automated systems from companies such as Cobit, Sam IT among others in understanding an organization and driving the values of the shareholders. They will offer support and on site and remote diagnostics which is essential for organizational

Ebola virus Essay Example | Topics and Well Written Essays - 1000 words

Ebola virus - Essay Example Additionally, possible treatment methods and the structure of the virus will be discussed. The official name for Ebola is simply the Ebola virus. It is a viral type of infection and causes a disease called Ebola hemorrhagic fever (EHF). There are four, possibly five, identified strains of the virus and each one affects a sufferer differently (Williams, 1999). The virus originated in the Democratic Republic of Congo and Sudan, and is named after the Ebola River Valley in the Congo (Williams, 1999). In 1976, the first recognized outbreak occured at a missionary hospital run by Flemish nuns. There were two strains of the virus that were documented at that time: Ebola-Sudan and Ebola-Zaire (EBOZ). These two strains had extremely high infection rates along with high mortality rates (53 percent and 88 percent respectively). At that time, the numbers of infected people only ranged in the hundreds, and as such, was not so well-known yet in the international community. It was not until 1989 t hat the disease became public knowledge after infected monkeys were imported from the Philippines into Reston, Virginia. This was the third strain of Ebola recognized and it was called Ebola-Reston (EBOR). These were the first cases of Ebola in the United States. Only a small number were infected, and fortunately, none of them ever developed Ebola hemorrhagic fever (EHF). ... The virus was named this after an outbreak of Ebola in Bundibugyo District, Uganda. The good news is that this strain of the virus was only short-lived. A couple of months after the discovery, it was confirmed by the Uganda Ministry of Health that the epidemic was over. There were only roughly a hundred cases of this strain of the virus, and of those infected, very few actually died from the disease compared to previous strains (39 deaths out of 116 cases – 34% mortality rate). The Ebola virus is typically transmitted by humans having close contact with a host, usually an infected animal (Williams, 1999). After this, the virus can be transmitted to others who come into contact with bodily fluids from the original infected person. Another way that it is transmitted between humans is through reused needles. Many experts believe that the chances of a new epidemic outbreak are low because initial infections usually occur in less populated areas. Additionally, because of the high r ates of fatalities, Ebola sufferers demise rapidly, thus preventing a wide number of people coming into contact with the affected Ebola sufferer. Originally, the Ebola virus was though to be transmitted from animals to humans. Scientists have a theory of how the virus goes through the transmission stage. It is thought that bats drop uneaten fruit, which animals such as gorillas and monkeys then go on to consume. This is an indirect way of transmission, starting out with the natural host, and then progressing to the animal population. It is very rare that a human catches the virus from the natural host or reservoirs (Williams, 1999). Specific outbreaks of Ebola can typically be linked to a simple case of a human touching a

Goals and Objectives Essay Example for Free

Goals and Objectives Essay Goal 1: Analyzing consumer awareness of health juice. Objectives: We will provide a clear idea regarding the customers awareness towards the health juice as well as towards different variety of fruits. The customers awareness to create a demand towards our product. Goal 2: Understanding the individual’s demographic profile of consumer. Objectives: The customer acceptance depends upon the knowledge for the variety fruit in the surrounding that they have gained their maturity level during growth of the age. The age factor is an important factor to know product demand for a particular age group. So, the interest can be made to motivate those age groups for buying our product. Goal 3: Identifying of influencing factor of purchase. Objectives: Based on our survey, some of the general reasons like variety of fruits, price, topping and packaging appearance will affected customers purchasing power. Thus, the influencing factor of purchasing power makes a producer understand the consumer’s need and services. Goal 4: Analyzing consumer buying behaviour and demand. Objectives: The buying behaviour of is an important parameter which consists of customer preference. The demand of this activity can be known from the customer’s buying pattern and parameters that he considers during buying a health juice like quantity, price, packaging appearance and delivery mode. The demand also depends upon some of the others factors like purchasing power population, promotion activities of product in this activity. Goal 5: Satisfying consumer’s benefit. Objectives: Customer is giving a wide choice of different fruits. We are providing a variety of different fruits for customer to choose. As sugary soft drinks are low in nutritional level, we can persuade the customer to recover our health juice which can satisfy their needs a healthy and long lasting energy drinks. So, customer will be evaluating the level of satisfaction that they received. All of the product will be priced fairly. Mission Our mission is to provide the highest-quality of health juice. We tend to attract customers through selling health juice. When we are adhering to this maxim, everything else will fall into place. Our services will exceed the expectations of the customers.

Wealth and How Money Influences Peoples Lives Essay -- Wealth Money F

Wealth and How Money Influences People's Lives Some people generate an adequate living working for others, some do quite well, while many people don’t do well. It is estimated that less than 16% of Canadians have more than $100,000 in their retirement funds while 38% have less than $10,000. Using money to make money is more likely to generate success. Using assets to generate wealth is likely to generate financial success. This is the principle in whihc my group is is based upon. Kiyosaki explains money does not calm your fears when desire forces you to spend. You have to avoid the trap. Rich people often have a fear of losing it all. A job is a short term solution to a long term problem. You must master the power of money. When the donkey drags the cart with the carrot on a stick in front of him, the driver is getting where he wants. For the donkey it’s an illusion. What intensifies fear and desire is ignorance. To spend your life in fear and never exploring your dreams is cruel. Just as in my business of MJM Productions. Instead of looking at how much certain ventures will cost, we must look at the posibilities which will occur as a result of that venture. Money does not calm your fears when desire forces you to spend. You have to avoid the trap. Rich people often have a fear of losing it all. A job is a short term solution to a long term problem. You must master the power of money. When the donkey drags the cart with the carrot on a stick in front of him, the driver is getting where he wants. For the donkey it’s an illusion. What intensifies fear and desire is ignorance. To spend your life in fear and never exploring your dreams is cruel. Just as in my business of MJM Productions. Instead of looking at how much certain ventures will cost, we must look at the posibilities which will occur as a result of that venture. Therefore it is essential that the accumulation of money does not blind me and my cohorts from our prime objective of empowering ourselves. Choose your thoughts. Think long-term and ask yourself: "Is this the best possible solution to my problem?" There is an old expression that "I am too busy working to make money." When you are too busy, you miss many opportunities. You often go into a restaurant and see a lot of things done wrong. Why can’t the manager see these things? Because he is too busy working IN the business ... ...before you pay any other bills. Then you will be motivated to find the money to pay all the other bills. Look after number one. Choose friends carefully. The power of association. Learn from all of them, whether they have money or not. When I seek out people who have money, I am not after their money but their ideas. Don’t listen to poor or frightened people. Wise investors buy an investment when it’s not popular. They know their profits are made when they buy, not when they sell. You become what you study. So, if you are tired of what you are doing and not making enough money, change the formula. This was a key factor in creating a sucessful business. Only by having co-workers which are dependable will ones business flourish. Be an "Indian Giver". Put your money into an investment and when it goes up, take your money back out and do the same again. If you buy some stocks and they go up in price, sell enough to get your original investment back and repeat the process. Assets buy luxuries. When the asset is generating surplus cash flow, then you use that surplus to buy the luxuries. Or in terms of this project, 50% goin towards a college education instead of luxuries.

Explore the ways in which two or three of these poems present the :: English Literature

Explore the ways in which two or three of these poems present the experience of living between two cultures and the difficulties it causes. The two poems I am choosing are "Presents from my Aunts in Pakistan" and "Search for My Tongue". "Presents from my Aunts in Pakistan" is written by Moniza Alvi, a woman who was born in Pakistan but moved to England at an early age. Her mother was from England and white, her Father was Pakistani and so black. This makes Moniza 'half-caste', as well as the aunts in poem being from her father's side. Her poem begins with a description of the gifts her aunts send her; "They sent me a salwar kameez peacock-blue, and another glistening like an orange split openà ¢Ã¢â€š ¬Ã‚ ¦" The gifts are clothes in the typical Pakistani style, long tunic and loose trousers of blue and orange. Yet her indisposition towards the clothes is hinted at by her description of the first set of clothes. Peacock blue suggests that she feels like a peacock in them, showing off and flamboyant, something she doesn't want to be. They make her uncomfortable and self conscious. The next set of clothes show us the passage of time for Alvi with more clothes from her aunts. Yet as in England, and as she puts it, school, fashions change. The salwar bottoms are now broad and stiff then narrow towards the bottom. She tries on the clothes in sitting room, unwrapping them with her parents. She tries each one on and feels alien, as she puts is, to them. She doesn't' full reject them, but they are too exotic for her, too lovely for her. She acknowledges that they are pretty and acceptable clothes, but she cannot feel at ease in them. She longs for 'normal' clothes; "I longed for and corduroy." The clothes to her are a costume, something for other times, not now, "My costume clung to me and I was aflame, I couldn't rise out of this fire, half English, unlike Aunt Jamila." The clothes she is wearing are no doubt brightly coloured, perhaps like the orange ones from before. They seem like flames to her, and to others she presumes. They are too exotic, too foreign, and they draw too much attention. She cannot rise out of their flames; she cannot be seen through them. When people look at her wearing those, they will see the clothes, not a person. The clothes identify her as Pakistani, not English. That would be alright if she was sure of her own background, but she is not. By wearing those clothes her balance of ethnicity is thrown wildly askew. Explore the ways in which two or three of these poems present the :: English Literature Explore the ways in which two or three of these poems present the experience of living between two cultures and the difficulties it causes. The two poems I am choosing are "Presents from my Aunts in Pakistan" and "Search for My Tongue". "Presents from my Aunts in Pakistan" is written by Moniza Alvi, a woman who was born in Pakistan but moved to England at an early age. Her mother was from England and white, her Father was Pakistani and so black. This makes Moniza 'half-caste', as well as the aunts in poem being from her father's side. Her poem begins with a description of the gifts her aunts send her; "They sent me a salwar kameez peacock-blue, and another glistening like an orange split openà ¢Ã¢â€š ¬Ã‚ ¦" The gifts are clothes in the typical Pakistani style, long tunic and loose trousers of blue and orange. Yet her indisposition towards the clothes is hinted at by her description of the first set of clothes. Peacock blue suggests that she feels like a peacock in them, showing off and flamboyant, something she doesn't want to be. They make her uncomfortable and self conscious. The next set of clothes show us the passage of time for Alvi with more clothes from her aunts. Yet as in England, and as she puts it, school, fashions change. The salwar bottoms are now broad and stiff then narrow towards the bottom. She tries on the clothes in sitting room, unwrapping them with her parents. She tries each one on and feels alien, as she puts is, to them. She doesn't' full reject them, but they are too exotic for her, too lovely for her. She acknowledges that they are pretty and acceptable clothes, but she cannot feel at ease in them. She longs for 'normal' clothes; "I longed for and corduroy." The clothes to her are a costume, something for other times, not now, "My costume clung to me and I was aflame, I couldn't rise out of this fire, half English, unlike Aunt Jamila." The clothes she is wearing are no doubt brightly coloured, perhaps like the orange ones from before. They seem like flames to her, and to others she presumes. They are too exotic, too foreign, and they draw too much attention. She cannot rise out of their flames; she cannot be seen through them. When people look at her wearing those, they will see the clothes, not a person. The clothes identify her as Pakistani, not English. That would be alright if she was sure of her own background, but she is not. By wearing those clothes her balance of ethnicity is thrown wildly askew.

Critical Reading Of Professional Literature

How do pesticides disrupt food chains? TWO: Review the homework by asking student volunteers to suggest ways one population's growth can lead to another population's disappearance during succession. ; Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. Have students individually complete the chart except for the L column. ; (Teacher Note: The K-W-L Chart will be completed during the Warm-up section of tomorrows lesson, so you may wish to collect it from students for safekeeping. SW: Organize the students in groups of 3-4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, cashed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO: Use Figure 4. 3 in GAL., p. 97, to explain how populations grow exponentially. ; Ask students why populations cannot continue to grow endlessly.Explain carrying capacity, using â€Å"Inside Story' in GAL., p. 98, to illustrate population growth patterns. ; Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e. G. , populations in the same food chain). Teacher Note: See GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW: Have students study the graph in Figure 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and fall together.Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding. INSTRUCTION THURSDAY Saba, chubs, cashed-e, chubs, coaches, cashed How can you model the way ecologists determine the size of an animal population? TWO: Have students brainstorm (ERE, p. GAP-4) the following question for three minutes in groups of 4-5 students: If you had to count all of the squi rrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group's method.Briefly discuss the pros and cons of each idea with students. SW: Ask students to explain why electioneering is effective and to suggest ways that other species of animals (e. G. , owls, wolves) could be marked without harm for recapture. ; Have students answer questions #2-5 of the Analyze and Conclude questions in GAL., p. 109. FRIDAY TWO: Teacher will review limiting factors. SW: Students will be given a quiz on limiting factors. 10/1/12-10/5/12 Saba, CUBIC, Sub, Subs, cash, cash SECT: cells Why is water important? TWO: ; Explain the dependence of all organisms on water for survival. Sub) ; Describe how plants are adapted to use the capillary action of water to obtain ground water. (Subs) ; Read about the properties of water and relate them to organism survival in a graphic organizer. (Cash, Cash) SW: Have students select one o f the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim. Saba, CUBIC, cash, cash How does the interaction of atoms drive life processes?TWO: Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction. SW: Think-pair-share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits. INSTRUCTION SIB b-c, cash-b, cash, cashHow does temperature affect the reaction rates of enzymes? TWO: Review the following terms: che mical reaction, substrate, product. ; DOD Shared Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction. SW: Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.

English Poem Analysis Essay

In this poem, Pablo Neruda is talking about life, and how he feels that it is an insignificant business. He talks about life after death, saying that nobody keeps what they have and says that life is nothing but a ‘borrowing of bones’. The best thing he claims to have learnt from life is that one should not have too much of either joy or sadness, but experience both in equal quantities. He feels that his being happy was a punishment, a condemnation that caused him to plunge into the sorrows of others, and to share with them their sorrow. He says that he did not do this for fame or for money, but because he could not live in the shadows, the shadows of other people. He says that we can heal our own wounds by weeping and singing, but in front of us lie thousands of others who are in constant suffering. He feels that his business on earth was to fulfil his spirit, the happiness he felt with the sum of all his actions. It gave him great joy to bathe in the sea under the sun, and in the very foam of the sea, his heart which lay dying was seeped into the sand. The poet makes use of immense imagery in all his works. There is no poem written by Pablo Neruda, which is lacking imagery. It is one of the most common literary devices used by the poet. And this is one such poem where he has used various kinds of imagery to illustrate his thoughts.