Efficiency and Safety of Vaccination-Free-Samples for Students

Question: Discuss about the Efficiency and safety of vaccination in the pediatric population. Answer: Introduction: There are various different reasons behind the onset of medical adversities; however, the communicable diseases pose the most threatening of the medical adversities that pose the biggest and most critical to overcome challenge. There is a vast variety of different communicable diseases, and most of them contribute to the increasing mortality rates and co-morbidity in different age groups, although it has to be mentioned that the most of the detrimental impact of the communicable diseases is imparted on the health and wellbeing of the children. The annual rates of the pediatric mortality rate due to different communicable diseases are extremely high in this particular sector, and that is the reason the vaccination activity is the most emphasized for the pediatric populations (Al-Salem et al. 2012). The vaccines can be defined as one of the greatest achievements of the medical science and health care in general that has effectively revolutionized the heath care delivery when it comes to the communicable disease outbreaks. Now it has to be mentioned that the roles that vaccination has played is great; when considering the communicable outbreaks that have been endemic and epidemic scale in the absence of any sound intervention strategy like smallpox, polio, measles, rubella, and many more; and almost all of the mentioned communicable diseases outbreaks have the highest risk of targeting the pediatric populations. Hence, in order to implement a preventative strategy that can effectively decrease the alarmingly increasing mortality rates in the pediatric and neonatal population the vaccination procedure has a global emphasis on the pediatric population, and the strategy has been effective as well (Baggs et al. 2011). Although it has to be understood in this context that the vaccinat ion procedures have a lot of risks associated as well and if a strong safety and efficiency protocol in place, there can be many severe consequences that can potentially threaten the health and wellbeing of the children receiving the vaccination. This assignment will attempt to explore the need for safety and efficacy in vaccination and the procedures in place in the pediatric population emphasizing on the Saudi Arabian demographic context. Need For Safety and Efficiency: According to the Black et al. (2010), the vaccination procedure is designed and implemented in the hopes of providing mostly the children population, with a few adult vaccination exceptions, in order to provide acquired immunity against a few selective communicable infections. There are different types of vaccines that provide differential immunity and the type and dosage of the vaccination depends on the need of the recipient as per the age group that the individual must have. However, regardless of the type of vaccination pr the dosage of the vaccination that is being administered, the procedure must follow a meticulous and detailed safety protocol for the vaccines to be effective and avoid any chances of contamination and infection (Buttery et al. 2011). It has to be mentioned in this context that the safety procedures that are implemented for the vaccination procedures are multi- dimensional, and the safety and efficiency checking procedures are carried out in both the manufacturing- licensing phase and while in the health care facility as well. There are different authorative bodies that direct control and monitor the safety and efficacy of the different vaccines and dosage specifications and the centre for disease control and prevention or the CDC can be considered the most effective one. It has to be mentioned that the safety and efficacy of the vaccines are a serious concern in the public health scenario as there are many adverse effects that are associated will ill- controlled vaccination procedure implemented to the children. One prime example of the adverse effect of overwhelming impact of too many vaccines with too much dosage has a possible impact on development of autism and similar developmental disorders in the pediatric population. Hence, the efficiency and the relevance of the vaccines are meticulously checked and evaluated before it is even released in the market by the authorative bodies. However only checking the efficiency is nowhere near enough as the most of the threat to the children when it comes to faulty vaccination procedure is the safety protocol implemented in the vaccine administration procedure in the health care facility (Gee et al. 2011). According of a recent statistics the phenomenon of safe immunization process can be considered still a massive concern for the developing countries. There are major concerns that the emerging nations are facing when it comes to safe and effective immunization procedure, they are, right vaccine composition, handling, scheduling and administering the vaccines or injections, and the surveillance and evaluation of the vaccines being administered to the pediatric patients. Along with that, it has to be mentioned in this context that the safe waste disposal during the vaccine administration procedure, according to a recent statistics there are closely 1 billion injections administered annually on the patients for the immunization procedure. And along with that the unsafe injection administration is a regular event that occurs routinely in the developing nations and leads to many health adversities for the patient population. Hence, it can be mentioned here that the developing countries, ho wever very little are attempting the need for safe and effective monitoring on the vaccine administration procedure (Glanz et al. 2011). Safety practices in vaccine administration in Saudi Arabia: The country under emphasis in the vaccine administration safety review assignment is Saudi Arabia, and it has to be mentioned in this context that the nation has successfully achieve tremendous accomplishments in the sector for basic immunization coverage. In addition, the country has been able to successfully achieve the same by the means of a series of structured vaccination programs carried out in a well controlled a connected network of primary health care centres (Lee et al. 2011). However, there has been a brewing consensus regarding the safety of the programs both in design and implementation procedure mostly due to the lack of effective surveillance framework or program in the remote areas. In a pilot study, the incidence of adverse effects after immunization has been studies after the different vaccination programs that have been carried out on children aged 6 and lower. And hence it has to be mentioned in this context that in case of the DTP vaccination, which is the most c ommon and most abundantly administered vaccine in the pediatric populations can be the fact that the rate for adverse effects after immunization or AEFI are alarmingly high in the remote and rural areas. The incidence rate of the AEFI depended heavily upon the age of the child, vaccine preparation, clinical setting involved and the dosage schedule of the vaccination involved (Memish et al. 2013). It has to be mentioned in this context that the increase in the rte of adverse events after immunization is intricately linked with the different factors and the most of the adverse events occurred in the children during the first twenty four to forty eight hours of the vaccine administration. Despite the regular vaccination safety administration procedures the statistics of adverse events associated with the different kinds of adverse events associated with the vaccination process in Saudi Arabia is more than 90%. Elaborating more, close to more than 80% of the adverse events were discovered to be local reactions after the vaccine administration and along with that systemic reactions were reported soon after in the recipients in the 79% of the recipients. Fever has been discovered as the most crucial adverse event associated with the faulty and unsafe vaccination procedure closely followed by systemic reactions like vomiting, hypotonicity and irritation. Along with that, few of the studies focusing on the vaccination safety scenario of Saudi Arabia has also revealed the prevalence of behavioral reactions after the vaccination and the percentage of these long term reactions are almost more than 40%. There it can be concluded based on the statistical data represented above that the safety situation of vaccination procedure is in dire need of reform and the condition is worsening in case of the remote and rural areas (Al-Qatari 2010). Challenges and recommendations: In order to address the alarming condition of the vaccination safety and efficacy monitoring and implementation in the Saudi Arabia, it is crucial to discover all the different challenges associated with this situation. Now elaborating on the challenges it is also extremely important to explore and evaluate all the contributing factors associated with this situation so that a interventional strategy can be designed that can address all the challenges and successfully overcome the said challenges. First and foremost, it has to be mentioned that the most of the incidence rate in the pediatric population of AEFI has been reported in the remote areas where the health care delivery is limited and there is a significant lack of any surveillance and monitoring body overlooking the safety protocol compliance in the above mentioned demographic. it has to be mentioned in this context that the compliance rate to the vaccination safety procedures in place for Saudi Arabia primary health care fac ilities in the urban areas are much higher than what is observed in the rural or remote areas (Al-Qatari 2010). Hence, two of the most important contributing factors behind the present alarming condition are the lack of compliance rate and any surveillance or monitoring body in the remote areas overlooking the lack of compliance and care quality. Another very important factor that has been discovered in this context is the lack of knowledge and training in the existing staff in the remote areas in regards to the new and effective vaccination safety or safe vaccine administration activities that is being utilized globally. According to the Rehmani and Memon (2010), the most of training procedure and professional development programs are held in the urbanized clinical settings and hence the already understaffed facilities in the remote areas do not get the opportunity to adapt to the innovative safety techniques and protocols and hence the rate of ADFI keeps escalating. Lastly, the la ck of effective government initiative cannot be ignored in this discussion as well. It has to be mentioned that the lack of infrastructure in the rural areas are another grave contributing factor behind the escalating issue. A few recommendations that the Saudi Arabian health care authorities can atke into consideration in order to improve the present situation are: First and foremost, there is need for a strong and strict surveillance framework that will overlook the safety handling and administration procedure of the vaccines, and along with that, care needs to be taken to ensure that the remote areas are being regularly monitored as well for compliance to the protocols in place (Tse et al. 2012). Secondly, the lack of skills and training in the existing nursing staff also needs to be taken into consideration along with the low staffing situation in the primary health care facilities in the rural areas when compared to the urbanized regions (Weber et al. 2013). Training and professional development program involving the global authorities, executed in all the remote areas will eventually help the health care staff acquire better competence in handling and administering vaccines safely and effectively (Yih et al. 2011). Lastly, there is need for effective and collective efforts being invested from both the national government and the global health acre improvement authorities so that staffing and infrastructure of these regions can be improved and the children are no longer in risk for vaccine safety related health adversity (Yousif et al. 2013). Conclusion: On a concluding note, it has to be mentioned that there are various concerns and issues with the safety and efficiency maintenance of the vaccinations that are being implemented in the pediatric population. In addition, the most of the adverse situation is in case of the developing nations. This assignment effectively discussed the challenges and issues prevalent in this are taking the assistance of the Saudi Arabian context, although the scenario is very similar in all pf the developing nations. Hence, there is need for a more effective and innovative surveillance and monitoring coupled with adequate staffing and training, which can attempt to address the concerns that are prevalent in this issue as discussed. And with co-operative and collaborative efforts invested from all kinds of national and global authorities, these challenges can be hoped to be overcome. References: Al-Qatari, G., 2010. Vaccination Practice in Saudi Arabia: Is It Safe?. Al-Salem, A.H., Kothari, M.R., AlHani, H.M., Oquaish, M.M., Khogeer, S.S. and Desouky, M.S., 2012. Safety of intradermal Bacillus Calmette-Guerin vaccine for neonates in Eastern Saudi Arabia.Saudi medical journal,33(2), pp.172-176. Baggs, J., Gee, J., Lewis, E., Fowler, G., Benson, P., Lieu, T., Naleway, A., Klein, N.P., Baxter, R., Belongia, E. and Glanz, J., 2011. The Vaccine Safety Datalink: a model for monitoring immunization safety.Pediatrics,127(Supplement 1), pp.S45-S53. Black, S., Eskola, J., Siegrist, C.A., Halsey, N., MacDonald, N., Law, B., Miller, E., Andrews, N., Stowe, J., Salmon, D. and Vannice, K., 2010. Importance of background rates of disease in assessment of vaccine safety during mass immunisation with pandemic H1N1 influenza vaccines.The Lancet,374(9707), pp.2115-2122. Buttery, J.P., Danchin, M.H., Lee, K.J., Carlin, J.B., McIntyre, P.B., Elliott, E.J., Booy, R., Bines, J.E. and PAEDS/APSU Study Group, 2011. Intussusception following rotavirus vaccine administration: post-marketing surveillance in the National Immunization Program in Australia.Vaccine,29(16), pp.3061-3066. Gee, J., Naleway, A., Shui, I., Baggs, J., Yin, R., Li, R., Kulldorff, M., Lewis, E., Fireman, B., Daley, M.F. and Klein, N.P., 2011. Monitoring the safety of quadrivalent human papillomavirus vaccine: findings from the Vaccine Safety Datalink.Vaccine,29(46), pp.8279-8284. Glanz, J.M., Newcomer, S.R., Hambidge, S.J., Daley, M.F., Narwaney, K.J., Xu, S., Lee, G.M., Baggs, J., Klein, N.P., Nordin, J.D. and Naleway, A.L., 2011. Safety of trivalent inactivated influenza vaccine in children aged 24 to 59 months in the vaccine safety datalink.Archives of pediatrics adolescent medicine,165(8), pp.749-755. Lee, G.M., Greene, S.K., Weintraub, E.S., Baggs, J., Kulldorff, M., Fireman, B.H., Baxter, R., Jacobsen, S.J., Irving, S., Daley, M.F. and Yin, R., 2011. H1N1 and seasonal influenza vaccine safety in the vaccine safety datalink project.American journal of preventive medicine,41(2), pp.121-128. Memish, Z., Al Hakeem, R., Al Neel, O., Danis, K., Jasir, A. and Eibach, D., 2013. Laboratory-confirmed invasive meningococcal disease: effect of the Hajj vaccination policy, Saudi Arabia, 1995 to 2011.Euro Surveill,18(37), p.20581. Poland, G.A., 2010. The 20092010 influenza pandemic: effects on pandemic and seasonal vaccine uptake and lessons learned for seasonal vaccination campaigns.Vaccine,28, pp.D3-D13. Rehmani, R. and Memon, J.I., 2010. Knowledge, attitudes and beliefs regarding influenza vaccination among healthcare workers in a Saudi hospital.Vaccine,28(26), pp.4283-4287. Tse, A., Tseng, H.F., Greene, S.K., Vellozzi, C., Lee, G.M. and VSD Rapid Cycle Analysis Influenza Working Group, 2012. Signal identification and evaluation for risk of febrile seizures in children following trivalent inactivated influenza vaccine in the Vaccine Safety Datalink Project, 20102011.Vaccine,30(11), pp.2024-2031. Weber, J.S., Kudchadkar, R.R., Yu, B., Gallenstein, D., Horak, C.E., Inzunza, H.D., Zhao, X., Martinez, A.J., Wang, W., Gibney, G. and Kroeger, J., 2013. Safety, efficacy, and biomarkers of nivolumab with vaccine in ipilimumab-refractory or-naive melanoma.Journal of clinical oncology,31(34), pp.4311-4318. Weldeselassie, Y.G., Whitaker, H.J. and Farrington, C.P., 2011. Use of the self-controlled case-series method in vaccine safety studies: review and recommendations for best practice.Epidemiology Infection,139(12), pp.1805-1817. Yih, W.K., Kulldorff, M., Fireman, B.H., Shui, I.M., Lewis, E.M., Klein, N.P., Baggs, J., Weintraub, E.S., Belongia, E.A., Naleway, A. and Gee, J., 2011. Active surveillance for adverse events: the experience of the Vaccine Safety Datalink project.Pediatrics, pp.peds-2010. Yousif, M., Albarraq, A., Abdallah, M. and Elbur, A., 2013. Parents knowledge and attitudes on childhood immunization, Taif, Saudi Arabia.J Vaccines Vaccin,5(215), p.2.

We Wear The Mask Essay Example For Students

We Wear The Mask Essay Analysis of ?We Wear the Mask?In one of Paul Lawrence Dunbars most famous poems ?We Wear the Mask,? he describes the harsh reality of the black race in America and how they hide their grief, sadness, and broken hearts under a mask for a survival strategy towards whites. ?We wear the mask that grins and lies,It hides our cheeks and shades our eyes,This debt we pay to human guile;With torn and bleeding hearts we smile,And mouth with myriad subtleties.?In the first verse, the mask is taken off. The ?We? of the poem describes the black community that lives a double life, the masked and the unmasked. Dunbar included the word ?mask? in his poem because historically it was a false deceptive role-playing that was acceptable for a survival strategy by blacks and it maintained a sense of empowerment in a racial society. The word ?lies? is a simple word but the mask not only lies to the whites, but to the person who is wearing the mask that start to live by it. Dunbar uses the word ?mouth? as a verb, which intensifies our expressive genuine facial features that never lies. In life, the mask is the concealment of those features that reveal tears that give quality to a smile. The masks when worn is always smiling but underneath are the torn and broken heart of o nes soul and ?this debt we pay to human guile.? The debt that the black community is paying dearly by wearing the mask everyday for the cunning white race with ?myriad subtleties?, the black race that wants to speak out and be heard. We will write a custom essay on We Wear The Mask specifically for you for only $16.38 $13.9/page Order now ?Why should the world be otherwise,In counting all our tears and sighs?Nay, let them only see us, whileWe wear the mask.?The second verse, the mask is replaced. The word ?overwise?, Dunbar recognizes that the black people knew too much for their own good. They knew that if they were to speak out that they would be condemned for knowing too much in which they struggled for equality from the white race and peace within. In the last three lines of the second verse emphasis their hurt when they are not around the white race and how they are trapped under the mask. We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vileBeneath our feet, and long the mile;But let the world dream otherwise,We wear the mask!In the words ?We smile?, it shows that they wear their smiling mask everyday with tortured souls beneath and that they pray to Christ to find peace in the awful world they live in. The words ?clay is vile? sets the setting for slavery on a plantation in the south where clay is popular. The plantation is where they worked and lived. Which did whites that treated blacks with disgust own. The words ?world dream otherwise,? says that the otherwise will turn their head the other way and think differently. Some of them will die with their mask on and never realizing the truth or some will wake up without the mask and reveal the truth that it is wrong. In Paul Lawrence Dunbars poem, he links it to the black race and uses extended metaphor to have a penetrating insight to the reality of the frowned upon race in America, that struggles for equality and peace within a racial s ociety. BibliographyIn one of Paul Lawrence Dunbars most famous poems ?We Wear the Mask,? he describes the harsh reality of the black race in America and how they hide their grief, sadness, and broken hearts under a mask for a survival strategy towards whites. .u2078de63bf14d87d1f67b1e6d30e5a62 , .u2078de63bf14d87d1f67b1e6d30e5a62 .postImageUrl , .u2078de63bf14d87d1f67b1e6d30e5a62 .centered-text-area { min-height: 80px; position: relative; } .u2078de63bf14d87d1f67b1e6d30e5a62 , .u2078de63bf14d87d1f67b1e6d30e5a62:hover , .u2078de63bf14d87d1f67b1e6d30e5a62:visited , .u2078de63bf14d87d1f67b1e6d30e5a62:active { border:0!important; } .u2078de63bf14d87d1f67b1e6d30e5a62 .clearfix:after { content: ""; display: table; clear: both; } .u2078de63bf14d87d1f67b1e6d30e5a62 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2078de63bf14d87d1f67b1e 6d30e5a62:active , .u2078de63bf14d87d1f67b1e6d30e5a62:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2078de63bf14d87d1f67b1e6d30e5a62 .centered-text-area { width: 100%; position: relative; } .u2078de63bf14d87d1f67b1e6d30e5a62 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2078de63bf14d87d1f67b1e6d30e5a62 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2078de63bf14d87d1f67b1e6d30e5a62 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/sim ple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2078de63bf14d87d1f67b1e6d30e5a62:hover .ctaButton { background-color: #34495E!important; } .u2078de63bf14d87d1f67b1e6d30e5a62 .centered-text { display: table; height: 80px; padding-left: 18px; top: 0; } .u2078de63bf14d87d1f67b1e6d30e5a62 .u2078de63bf14d87d1f67b1e6d30e5a62-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2078de63bf14d87d1f67b1e6d30e5a62:after { content: ""; display: block; clear: both; } READ: Characterization of sonnys blues Essay

Writing an IEP, An Individual Education Program

Writing an IEP, An Individual Education Program The individual education program- more generally known as an IEP- is s a written plan that describes the program(s) and special services a student requires to be successful. It is a plan that ensures that proper programming is in place to help the student with special needs to be successful at school.   If students with special needs are to achieve the academic curriculum or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place. When writing an IEP, you need to include specific elements to satisfy legal requirements and to provide the best educational plan possible for the student. Elements of the IEP The IEP must contain  the students  present level of educational performance, the  results of any evaluations and tests,  special education and related services  to be provided,  accommodations and modifications to be provided for the student, supplementary aids and services, annual goals for the student, including how they will be tracked and measured, an explanation of how the student will participate in general education classes (the least restrictive environment), and the date the IEP will go into effect, as well as a transportation plan and extended school year services if applicable. IEP Goals The IEP goals should be developed with the following criteria: specificrealisticattainablemeasurablechallenging Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining IEP goals consider the students classroom placement, is the student in the least hindering environment. Do the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum? After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the measurable part of the goals. Each goal must have a clearly stated objective for how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals. Team Members: IEP team members are parents of the student, special education teacher, classroom teacher, support workers, and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful IEP. Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals. If the student IEP meets all of the students needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity for academic achievement no matter how challenging their needs may be. Example of an IEP John Doe is a 12-year-old boy presently placed in a regular grade 6 classroom with special education support. John Doe is identified as ‘Multiple Exceptionalities’. A Pediatric assessment determined that John meets criteria for Autistic Spectrum Disorder. Johns anti-social, aggressive behavior, prevent him from achieving academic success. General Accommodations: Supervision for Non-Instructional TimeAttention/Focusing CuesSpecial Arrangements for Arrival/DepartureUse of Preferred Learning StyleSmall Group InstructionIn-Class Peer Tutor AssistanceReview, Retest, Re-EvaluateReduce Visual or Auditory DistractionsScribing or Oral ReportingLength of Time for Assessments/Assignments Annual Goal: John will work towards controlling compulsive and impulsive behavior, which negatively affects the learning of self and others. He will work towards interacting and responding to others in a positive way. Behavior Expectations: Develop skills to manage anger and resolve conflict appropriately. Develop skills to accept responsibility for self. Demonstrate dignity and respect for self and others. Develop a foundation for healthy relationships with peers and adults. Develop a positive self-image. Strategies and Accommodations Encourage John to verbalize his feelings. Modeling, role play, rewards, consequences using the assertive discipline approach. One-to-one teaching as required, one-to-one Educational Assistant support as required and relaxation exercises. Direct teaching of social skills, acknowledge and encourage acceptable behavior. Establish and use  consistent classroom routine, prepare for transitions well in advance. Keep as predictable a schedule as possible. Make use of computer technology where possible, and ensure John feels he is a valued member of the class. Always relate classroom activities to timetable and agenda. Resources/frequency/location Resources:  Classroom Teacher, Education Assistant, Integrations Resource Teacher. Frequency: daily as required. Location:  regular classroom, withdraw to  resource room  as required. Comments:  A program of expected behaviors and consequences will be established. Rewards for expected behavior will be given at the end of an agreed upon time interval. Negative behavior will not be acknowledged in this tracking format but will be identified to John and to home through a communication agenda.

How to Introduce Yourself in Spanish

How to Introduce Yourself in Spanish No matter how little Spanish you know, its easy to introduce yourself to someone who speaks Spanish. Here are three ways you can do it: Introduce Yourself: Method 1 Simply follow these steps, and youll be well on your way to making a connection with someone even if that person doesnt speak your language: To say hello or hi, merely say Hola or OH-la (rhymes with Lola; note that the letter h is silent in Spanish).To introduce yourself, simply say Me llamo (may YAHM-oh) followed by your name. For example, Hola, me llamo Chris (OH-la, may YAHM-oh Chris) means Hi, Im Chris.To ask someones name in a formal way, say  ¿Cà ³mo se llama usted? or KOH-moh say YAHM-ah oo-STED. (The oo rhymes with moo.) This means, What is your name?In an informal setting, or if speaking to a child, say  ¿Cà ³mo te llamas? or KOH-mo tay YAHM-ahss. That also means, What is your name?After the person responds, you may say, Mucho gusto or MOOCH-oh GOOSE-toh. The phrase means much pleasure or, less literally, pleased to meet you. Introduce Yourself: Method 2 This second method may be a slightly less common way of introducing yourself, but its still perfectly acceptable and is easier to learn. Most of the steps are the same as above, but for the second step, where you actually introduce yourself, merely say Hola followed by soy and your name. Soy is pronounced basically the same as it is in English. Hola, soy Chris means Hello, Im Chris. Introduce Yourself: Method 3 The third method also isnt as common as the first in most areas, but it may be the most straightforward way for those who have English as a first language. For the second step, you can use Mi nombre es or mee NOHM-breh ess followed by your name. Thus, if your name is Chris, you can say: Hola, mi nombre es Chris. Whichever method you use, dont be afraid to sound silly. Youll be understood by following these directions, and in nearly any Spanish-speaking area even the feeblest attempts to speak Spanish will be honored. Spanish Introductions The most common way to introduce yourself in Spanish is to say  Me llamo followed by your name.Alternatives include Mi nombre es or Soy followed by your name.Hola can be used for either  hi or hello. Grammar and Vocabulary Behind These Introductions You dont need to understand the precise meanings of what youre saying or how the words relate to each other grammatically to introduce yourself. But if youre curious, or if youre planning on learning Spanish, you may find them interesting to know. As you might have guessed, hola and hello are basically the same word. Those who know etymology, the study of word origins, think the word goes back to at least the 14th century, before English and Spanish existed in their current form. Although it is unclear how the word entered Spanish, it probably originated with German as a way of trying to get someones attention. Me in the first method above means myself (obviously, theres an etymological connection with the English me), and llamo is a form of the verb llamar, which usually means to call. So if you say Me llamo Chris, thats a direct equivalent of I call myself Chris. Llamar is used in many of the same ways as to call is, such as for calling out to someone or calling someone on the telephone. In both Spanish and English, verbs in which the person is referring to doing something to him- or herself are known as reflexive verbs. The reason two methods are used with llamar for asking someones name is because Spanish differentiates between formal and informal (sometimes called formal and familiar) ways of addressing people. English used to do the same thing - thou, thee and thine were all informal terms at one time, although in modern English you and your can be used in both formal and informal situations. Although there are regional variations in how Spanish distinguishes between the two forms, as a foreigner you are safer in using the formal form ( ¿Cà ³mo se llama _____?) with adults and especially with authority figures. Soy is a form of the verb ser, which means to be. In the final method, mi nombre es is a word-for-word equivalent of my name is. Like soy, es comes from the  verb ser.

The Europe history after 1st world war Research Paper

The Europe history after 1st world war - Research Paper Example During the 20th century there was sporadic social, cultural and economic change in Europe due to the industrial revolution that started in Britain during the 18th century and later spread to the whole world.The 2 world wars and a great economic depression controlled most of the first quarter of the 20th century2. The First World War was fought for 4 years, from the year 1914 to 1918. The war was fought between the entente powers that included the Belgium, France, Russia, Britain, Greece, Italy, Romania, and the United States of America against the Central powers which comprised of countries such as Germany, the Ottoman Empire, Austria, and Hungary3. The war claimed the lives of over 15 million civilians and military men. It is estimated that over 59 million military men were called to service during the war. Later on the great revolution in Russia destroyed the Transits Monarchy and replaced it with the Soviet Union. Additionally, the Ottoman Empire broke up forming separate nations and most of these nations had their boundaries re-drawn4. A treaty was written, known as the Treaty of Versailles. It marked the end of World War 1, but was harsh on the Germans, blaming them for the full responsibility of the war, hence imposed heavy sanctions on the country. High depts. Incurred in the First World War and loans given Germany caused great economic instability and havoc within Europe between the years 1920 to 1930. In the Soviet Union, people were dying of famine that had partly been contributed by Stalin’s regime. At the end of the 1st World War, the German economy suffered and this is because of the harsh conditions that were placed on it, by the treaty of Versailles, whose intention was to end the First World War. Hitler got into power in the year 1933, and begun his great campaign of building a great Germany. In the year 1929, the crash of Wall Street brought about the great depression that was experienced worldwide. Aided by elements such as

Proteins Lab Report Example | Topics and Well Written Essays - 1250 words

Proteins - Lab Report Example Proteins are essential nutrients and are therefore significant to the body, a factor that identifies the need to understand their presence in substances for nutritional, and other, purposes. An understanding of protein levels in the body is also important in determining changes from equilibrium fluid compositions. There are many ways in which protein concentrations in substances, particularly solutions, can be determined. The most common approach is the application of a regression analysis model to develop a relationship between protein concentration in a solution and absorbance rate that can be experimentally determined. The developed relationship can then be used to determine concentrations of proteins in substances, under similar conditions, based on the absorption rates in proteins from those solutions. This paper explores the use Bradford approach to determination of protein concentration. In order to use the approach to determine the concentrations, the paper tests the null hyp othesis that there is no significant relationship between concentration of protein solutions and absorption rates. Applied research method involved observation of experimental result from the Bradford approach to establish, analytically, existence of a relationship. The relationship is then used to determine concentration unknown proteins solutions. Analysis of the results identifies existence of a significant relationship. This is because of the small p value (p value= 0.000394) relative to the level of significance, 0.05. The paper therefore concludes validity of the method but identifies errors that lead to inconsistent concentrations for the unknown solutions. Introduction and background information Protein quantification is an important biological concept with a wide scope of applications. This is majorly because proteins form fundamental structures of living cells and organs. This also identifies the need for understanding their importance in the body as well as the need for p rotein based nutrients. Identification of a specific level of need for protein components is for example important to nutritionists who need to know the recommended amount of proteins that an individual should take, a scope that identifies the need to understand protein concentration of different substances for recommendation of appropriate quantities that can be consumed. Knowledge of protein concentration can similarly be applied in health care environments to determine presence of diseases in a body (Chem, p. 105). The Bradford’s approach to determination of protein concentration is one of the applicable techniques that is easy to apply and is time efficient (Mnstate, p. 1). It employs the spectroscopy technology that uses light waves to determine concentration. The basis of application of the approach is absorption of a dye into protein (Clarke, p. 1). The absorbed dye, whose concentration varies directly with the concentration of the absorbing protein then, forms the bas is of determining the relationship between protein’s concentration and absorbance property (Cuntapay, p. 1). The basis further relies on change in visibility of the used dye to determine the level of absorbance (Ruf, p. 1). The method’s determination of the concentration of an unknown protein is further based on the principle that given similar conditions, such as the solvent and factors such as temperature, concentration of protein in a solution is the sole determinant of absorbance property. As a result, different proteins with similar concentrations will exhibit the same absorption rate if all other factors are constant. This further means that any other protein under the same conditions obeys a developed theory, in an equation of relationship between protein concentration and absorption rate (Thermo, p. 1). Such an equation is determined by regression analysis that establishes a relationship between protein concentration and absorption. The analysis, will in this c ase determine the rate of increase of absorption rate with each unit

Oneself Changes Essay Example for Free

Oneself Changes Essay God image’ is the subjective emotional experience of God. It is shaped by our experience of our parents and enables us to continue earlier learned relational patterns. The term, God Image is used to refer to one’s internal, intra-psychic, emotional representation of God. The God Image develops during childhood as the children are confronted with their limitations, and recognizes powers beyond their own work in their environment. This essay will focus on the ‘God image’ as it will be trying to explain ‘how Rizzuto show that as the image of one changes, so too, does one’s image of God change’. Before that, this paper will start by briefing a history of Rizzuto. Ana Maria-Rizzuto was an American psychoanalyst who began her interest in looking at Religion through the eyes of her discipline in 1963 when she was asked to teach a course in the seminary on the psychological foundations of belief. She was inspired by Freud’s insights into the role of parents in search of project with patients admitted to a private psychiatric hospital. Twenty patience were studied, ten men and ten women. The goal of her project was to study the possible origins of the individual’s private representation of God and its subsequent elaborations. Rizzuto took her basic hypothesis from Freud who had connected the individual’s ‘father in flesh’ with God. Freud claimed that all people create their own gods on the basis of early relationships shaped in childhood. In doing his project, Rizzuto had each one fill out detailed questionnaire and then she interviewed each to gain a comprehensive life history. In order to understand her subjects thoroughly, Rizzuto asked them to talk about themselves at the different stages of their growth, about their relationships, conflicts and problems. Her end goal was to be able to make a complex assessment and come to a clinical interpretation of the quality of each subject’s relationships in those private and subjective areas of experience which do not lend themselves easily to statistical analysis (Graham13-5). Rizzuto focused on the formation of an individual’s private representation of God during childhood, its modifications and uses during the entire course of life. She calls this process of formation the â€Å"Birth of the Living God†. As the image of one change, so, too does the one’s image of God change. Rizzuto says that the images and experiences from the earliest years, before oedipal struggles, seem to play a key role. The child alone does not create a God. According to Rizzuto, the development of a child throws light on the way the image and the concept of God come into being and interact. The new born baby has no interpersonal experience. The infant has the experience of the mother, the father and the siblings. The child has a multitude of interpersonal experiences. It is at age of three when the child becomes consciously curious about God. â€Å"A three year old oedipal child, for instance, has great curiosity and wants to know the why of living† (208). The child is especially interested in the causes of things like, ‘why do trees move? Where does the wind come from? The child ceaseless chaining of causes or animistic notions of causality will inevitably lead her/him to think of a superior being. The idea of God suits a child well because her parents and adult are already in her mind superior beings of great size and power. The child easily moves to an anthropomorphic understanding of God as a powerful being like her parents†(Rizzuto qtd in Winnicott 97) The child soon discovers that God is invisible; therefore, he is left to inner resources to fill the image of God as a living being described for him as a person. The powerful fantasy of the child has to ‘create’ the powerful being. As a result, as the image of o ne change, so, too does the one’s image of God changes. Also, an image of God can be created for a new human being through parental and societal devotion to God as like its parents. The child observes its parents and adults giving devotion to God. Since the child’s parents are like God to the child, the parent’s devotion to someone even greater than themselves is a mystery to the child. The parents and God then become associated and not clearly distinguished. The parents as objects become internalized, form the self and become symbolized by God image (Rizzuto qtd in Nelson 35). Horowitz writes, Rizzuto claims that, it is not known what psychic processes take place inside the child at that early age or the selective procedures that bring him/her to use one type of interpersonal experience and reject nother to form his/her image of God. What is known is that, the child has an image of God which he/she spontaneously uses in his/her questioning about him and in his own religious behavior? This early image may, to be sure undergo changes in later life. â€Å"This does not alter the fact that the child has formed his image of God out of interpersonal ex periences before he is intellectually mature enough to grasp the concept of God†( Horowitz 63). When the time comes for the child to receive formal religious teaching, his image of God and the concept of God will also change just as the image of one change (64). Furthermore, Rizzuto acknowledges the idea of Winnicot who says that, when a child grows and matures, he/she will come to his intermediate area of experience, which constitutes the greater part of infant’s experience, and â€Å"throughout life is retained in the intense experiencing that belongs to the arts and to religion and to imaginative and to creative scientific work† (14). At this stage, â€Å"instead of God losing meaning, his meaning becomes heightened by the oedipal experience and all other pre-genital events that have contributed to the reelaboration of his representational characteristics† (Rizzuto 178). Sometimes, however he may seem to lose meaning, paradoxically, on account of being rejected, ignored, and suppressed or found temporarily unnecessary. Lawrence broadened the understanding of what influences the development of the God Image in line with the idea of Rizzuto. It is now more commonly recognized that other relationships and experiences also impact the development of the God Image. One may again ask that, â€Å"Does young people who have not received any kind of religious education in general develop images of God? † This question can be answered with the findings of Rizzuto. She claims that in a very early age every child begins to form its image of God through parental messages about God. The image of God gets a clearer shape when the child begins to create so called fantasy companions, which help the child till adolescence to master inner conflicts. Amongst others, the fantasy companions can take over the role of a scapegoat, which allows the child to repulse negative impulses or they can help the child to strengthen their feelings of omnipotence or they can become caring companions of the lonely, neglected or rejected child (Lawrence 119 and Winnicot 140). Moreover, Rizzuto claims that even if a child is to be brought up in a religious or unreligious way, he/she will create God as a fantasy companion, whose existence is formed from his/her personal experience with parents and what he/she will learn about God in the environment he/she grows up in. he goes on to say that, nothing can be predicted on how the child will use the information which he/she gets about God. This means that no general statements can be made about the childlike image about God and its further development. For some children God may become very meaningful, for others God might have an evil, destructive character and for some he might not be of any importance at all. Nevertheless, the bottom line is that the as the image of a child or one changes, so, too, does the child’s or one’s image changes (Winnicott 143). Rizzuto agrees that Freud was basically correct in suggesting that God has his origins in parental imagos and that God comes to the child at the time of resolution of the oedipal crisis. That implies that all the children in Western world form a God representation- one that may later be used, neglected, or actively repressed. In all cases the type of representation the child has formed as a result of his personal experience with his self-perception. This is not because the God representation can exert any influence of its own but because the child actively uses his God representation and his transformations of it as an element in maintaining a minimum sense of relatedness and hope. Sometimes this is best archived by totally rejecting God; at other times ‘closeness’ to God offers a better solution (208). To sum up, Rizzuto tries to show that as the image of one change, so, too does the one’s image of God change. He does that by focusing on the development of a child. He writes that, the child create God image through experience and fantasy. Freud believes that only the father provides the imago for an ‘exaltation’ to Godhead but Rizzuto would then argue saying that it is either the father or the mother or both who helps in the formation of the God’s image in the child which can also affects his/her ideas and images of God later in life. Other primary objects like grandparents siblings may also provide some representational components. The entire representational process occurs in a wider context of the family, social class, organized religion and particular subcultures. All these experiences contribute a background to the shape, significance, potential use and meaning which the child or adult may bestow on their God representations.