University of San Carlos Essays

University of San Carlos Essays University of San Carlos Essay University of San Carlos Essay A partial fulfillment to the course Entrep 31 Submitted to: Dr. Emmyllou Llorca Submitted by: Abaday, Lyndon R. August 27, 2013 I. CASE Summary The McDonalds Corporation is the worlds largest chain of hamburger fast food restaurants, serving around 68 million customers daily in 119 countries. Headquartered in the United States, the company began in 1940 as a barbecue restaurant operated by Richard and Maurice McDonald; in 1948 they reorganized their business as a hamburger stand using production line principles.Businessman Ray Kroc joined the company as a franchise agent in 1955. He subsequently purchased the chain from the McDonald brothers and oversaw its worldwide growth. McDonalds primarily sells hamburgers, cheeseburgers, chicken, french fries, breakfast items, soft drinks, milkshakes and desserts. In response to changing consumer tastes, the company has expanded its menu to include salads, fish, wraps, smoothies, and fruits. McDonald’s Philippines is a subsidiary of the Filipino-owned Golden Arches Development Corporation. The first Filipino McDonald’s to open for business was in the Morayta university districts in Manila during 1981.These days McDonald’s is operating over 150 restaurants throughout the islands of the Philippines. Being a 100% Filipino-owned franchise allows McDonald’s Philippines to be more agile and take quicker actions, making them an even more competitive force in the Filipino fast-food market. IV. Competitor’s data and Analysis Jollibee Foods Corporation Jollibee Foods Corporation abbreviated as JFC and popularly known as Jollibee is a Filipino multinational chain of fast food restaurants headquartered in Pasig City, Philippines. It is the parent of Jollibee, the countrys leading fast-food chain brand.Among its licensed brands are Chowking, Greenwich Pizza, Red Ribbon, Mang Inasal and Burger King Philippines. Since its inception, JFC expanded and to date, it has a total of 2,510 stores worldwide with a system wide retail sales totaling to 82. 1 billion pesos for the fiscal year 2011 Weaknesses 1. Negative publicity 2. Unhealthy food menu 3. High employee turnover Strengths 1. Largest fast food market share in the world 2. $2 billion advertising budget 3. Partnerships with best brands 4. More than 80% of restaurants are owned by independent franchisees 5.Children targeting SWOT Analysis Threats 1. Trend towards healthy eating 2. Local fast food restaurant chains 3. Lawsuits against McDonald’s Opportunities 1. Increasing demand for healthier food 2. Home meal delivery 3. Advertising the capabilities of Wi-Fi internet services in the branches Wendy’s Old Fashioned Hamburgers Wendys Old Fashioned Hamburgers is an international fast food chain restaurant founded by Dave Thomas on November 15, 1969, in Columbus, Ohio, United States. The company decided to move its headquarters to Dublin, Ohio, on January 29, 2006.As of March 2010, Wendys was the worlds third largest hamburger fast food chain with approximately 6,650 locations, following McDonalds 31,000+ locations and Burger Kings 12,000+ locations - Wendys offers two different hamburger patties, a Junior 1. 78 ounce (50. 4 gram) patty and its Single 4 ounce (113. 4 gram) patty. 4 ounce patties are sold in single, double and triple sizes whereas the junior patties sell in single and double patties. The previous size of 2 ounces per junior patty was altered to its current size in 2007 to save on expenses from rising food costs.Originally Wendys had only two kinds of chicken sandwiches, fried and grilled. The spicy chicken sandwich started out as a promotional sandwich. It was later put on the menu full-time in 1996 due to its popularity and the fact that, compared to most promotional sandwiches, it was much simpler to make (it used the same condiments as the standard breaded chicken sandwich). Strengths 1. Cheap food prices 2. Voted as one of USA’s best burgers 3. Family atmosphere inside the restaurant Weaknesses 1. Isn’t well known around the world compare to McDonald’s and KFC 2. Doesn’t have a signature sandwich 3. Doesn’t serve breakfast mealsSWOT Analysis Threats 1. Increase in prices of beef 2. McDonald’s introducing McCafe 3. Another recession Opportunities 1. Take advantage of the international market 2. Creating a signature burger 3. Fish Sandwich KFC (Kentucky Fried Chicken) KFC (Kentucky Fried Chicken) is a fast food restaurant chain headquartered in Louisville, Kentucky, United States, which specializes in fried chicken. It is the worlds second largest restaurant chain overall (as measured by sales) after McDonalds, with over 18,000 outlets in 120 countries and territories as of December 2012. -KFC was founded by Harland Sanders, a colorful figure who began selling fried chicken from his roadside restaurant in Corbin, Kentucky, during the Great Depression. Sanders identified the potential of the restaurant franchising concept, and the first Kentucky Fried Chicken franchise opened in Utah in 1952. KFC popularized chicken in the fast food industry, diversifying the market by challenging the established dominance of the hamburger. By branding himself as Colonel Sanders, Harland became a legendary figure of American cultural history, and his image remains prominent in KFC advertising.However, the companys rapid expansion saw it grow too large for Sanders to manage, and in 1964 he sold the company to a group of investors led by John Y. Brown, Jr. and Jack C. Massey. Strengths 1. Original 11 herbs and spices recipe 2. Strong position in emerging China 3. KFC is the market leader in the world among companies featuring chicken as their primary product offering Weaknesses 1. Unhealthy food menu 2. High employee turnover 3. Lack of strong marketing efforts SWOT Analysis Threats 1. Trend towards healthy eating 2. Local fast food restaurant chains 3. Lawsuits against KFCOpportunities 1. Increasing demand for healthier food 2. Home meal delivery 3. Introducing new products to its only chicken range Competitor Analysis | Ratings (Scale = 1-5) 1 = Poor – 5 = Excellent| Attributes| Jollibee| McDonald’s| KFC| Wendy’s| Customer awareness| 5. 0| 5. 0| 5. 0| 4. 0| Product quality| 5. 0| 5. 0| 5. 0| 4. 5| Product availability| 4. 5| 4. 5| 4. 0| 3. 5| Technical Assistance| 4. 5| 4. 5| 4. 0| 4. 0| Selling staff| 5. 0| 5. 0| 5. 0| 4. 5| Score (Average)| 4. 8| 4. 8| 4. 6| 4. 1| The data presented above were based from personal assessment/observation by the researcher.

The 11 Best Sites to Find Summer Internship

The 11 Best Sites to Find Summer Internship Summer is just around the corner, and that means it’s time to buckle down and think about what you’re going to do with your semester off. While you could spend it drinking beer and playing ping-pong, you could turn this summer into career crack by applying for the perfect internship for your future. Don’t know where to start? No worries. We’ve outlined the best free websites that will help you spend your summer wisely. #1 Way Up This site boasts a network of more than 250 universities and business partners, from Stanford to Nestle. The elaborate matching process ensures that you are fitted to the right company for your career goals. #2 Intern Queen This free site allows students to apply for high-profile internships in â€Å"the hippest cities† around the world. It also has an area for completing online internships in addition to internships abroad and with companies like Oprah Magazine. #3 Internships.com This site takes the basic idea of an internship search and brings it to the next level. Their â€Å"Internship Predictor† can help you pick the perfect internship based on your personality type and work style preference. #4 AAMC Summer Research Program For students who are pursuing medical education, a summer internship is vital to being accepted into the top medical schools. The Association of American Medical Colleges Summer Research Programs offers this great search option to match you up with a mentor in your chosen field to complete research between semesters. #5 Idealist For students who know that non-profit work is where they want to spend their time, there is no better place for job searching than this site. Idealist is all about helping students find the perfect paid or unpaid internship in a non-profit organization. #6 US Department of Justice Legal Internships Students preparing to enter into the legal field also need a top-notch internship to set them apart. Fortunately, the US Dept. of Justice provides this site to help you get hands-on experience with some of the most high-profile legal teams working today. #7 Media Bistro Students that are interested in careers in design, art, media, or production, Media Bistro is the perfect place to find a summer internship. This site collects internship opportunities from across the US for stations like PBS, CBS, and The Weather Channel. #8 Linkedin Internship Search For sheer volume of opportunities, no one can beat the LinkedIn Internship Search. The patented connection algorithms of LinkedIn also default to show you the most likely search results first – internships offered by people you know or their close friends. #9 FindSpark If you know that you want to spend your summer in NYC, FindSpark is the choice for you! This site is completely dedicated to internships and entry-level positions available in the City that Never Sleeps. Also, you can filter by the type of internship you want (paid, unpaid, college credit only). #10 Cool Works For the adventurous students, Cool Works is the perfect place to get great hands-on experience in the most unlikely of places. This site has both paid and unpaid internships in places like Alaska, the Adirondacks, and even on a Norwegian cruise vessel! # 11 Intern Jobs This site offers worldwide opportunities in almost every field of study. In addition, they provide a great Internship Guide to help you decide which internship will be the best for your career goals. Their Career Tools section also includes lots of great resources.

Effect of Mad Cow Disease Research Paper Example | Topics and Well Written Essays - 1750 words

Effect of Mad Cow Disease - Research Paper Example The key events that formed the world meat market in the last decade include the change in trade policy regimes ushered in by the 1995 Uruguay Round Agreement in Agriculture, the macroeconomic crises in Asia and the Former Soviet Union in 1998 and the series of animal disease outbreaks in major livestock producing regions in Asia and the European Union. However, these challenges have aided in stringent policies and regulations in this industry.  Mad Cow Disease is the common name for Bovine Spongiform Encephalopathy (BSE) that was first recognized in the United Kingdom in the year 1986. In simple terms it the name "mad cow disease" came because it affects a cattle's nervous system. It is a chronic, degenerative disorder affecting the central nervous system of cattle. The main culprit of the cause of this disease is the rogue proteins, known as prions that reproduce inside the brain of the infected cow. Once the disease progresses, the brain attains a sponge nature and hence it is al so termed as "spongiform". In fact, BSE is categorized to a group of progressive, degenerative neurological diseases known as Transmissible Spongiform Encephalopathies or TSEs. The other disease in this group includes scrapie, which affects sheep and goats and has symptoms similar to BSE. As of now, there is no cure for BSE (Department of Primary Industries and Water, 2008).  If we look at how BSE can have an impact on human. In humans, this disease is known as variant Creutzfeldt-Jakob Disease or in short vCJD. The scientific community has still not found a cure for this disease and is fatal in nature (Department of Primary Industries and Water, 2008). In the food industry, this disease has posed a significant threat and could seriously affect both export and domestic markets for cattle and cattle products. Additionally, it is also possible that it can have a serious impact on jobs and businesses in the meat industry and its various support industries. It could also have a consid erable effect on the tourism and hospitality industries. Since there is no cure for this disease, the only options are slaughtering the affected animal. Since its initial outbreak, the food industry has formulated various policies (Department of Primary Industries and Water, 2008). One of the major problems with this disease is the identification of the affected animals. Contrasting the Foot and Mouth Disease that spreads rapidly if not controlled, BSE spreads comparatively slowly. Besides it is found that both BSE and its human counterpart, vCJD, have an unusually long incubation period. In other words, if a human is diagnosed with vCJD, it might be the result of eating infected animal probably up to twenty years earlier. This makes tracking the disease source much more difficult (Department of Primary Industries and Water, 2008). Mad Cow Disease is possibly one of the most significant food-safety-related issues to have troubled the hospitality industry in recent years. In the Unit ed Kingdom, where the disease was first identified and had extensive effects, the consequence for this industry has been characterized as catastrophic-yet little experiential facts support this.

Final essay Example | Topics and Well Written Essays - 500 words

Final - Essay Example Having a permit to carry loaded guns to these places is beside the point. Amusement and leisure parks are intended for family bonding time where young children are present. â€Å"National parks are rare treasures. They offer havens of solitude and sanctuary. They are not meant to be places for the next shootout at the OK Corral,† Ms. Ditmer had emphasized in her article. It exposes young children to unnecessary danger. I am sure every one of us has a little kid we know, a son, a daughter, a niece or a nephew or even a grandkid who is exposed to this mindless danger. What if an untoward accident will happen and hit one of these innocent children who had come to expect enjoyment there? It would be a real heartbreaker no matter whose kid it is, right? Ms. Ditmer is also accurate and perfectly correct in her assumption that carrying guns will inevitably lead to their use, eventually. It simply defies logic how our Congress can make dangerous situations even worse by being blind and deaf to the opinion of the majority of citizens who oppose guns. This situation can be compared to smoking in public places where there are people who are adversely affected. While people have the right to bear arms (for whatever they want to do with all those guns), our politicians must consider the greater majority who hate guns. There must be designated places where guns are allowed but certainly not in amusement parks where there are children around. People have the right to feel safe too and guns in public places are not a very reassuring sight to anyone. Ms. Ditmer reiterated her strong opposition by stating, â€Å"That’s not reassuring to those of us law-abiding citizens who view guns as possible disasters.† Guns can go off accidentally, for example, and hit someone unintentionally. Ms. Ditmer also knows whereof she speaks by citing FBI statistics showing only 1.65 cases per 100,000 as against 462 cases in other places. What more will it take for people to heed this appeal

How to Get Good Grades Essay Example for Free

How to Get Good Grades Essay Dont just copy what your teachers write on the board, either: take extensive notes on everything. Notes should be short, and if possible get pens with colored ink because it aids the memory. These notes can help you to remember when you are studying. Review your notes every night, so when the big test comes, remembering what you learned is a snap. Priority You have to prioritize what is the most important.. if go out with your friends or stay at home to study. Stay organized Organizing your things help you remember to bring your supplies and your homework to class and to your house to do your homework or studying. Ask your teacher if you dont understand something You have to evacuate doubts, after class or immediately Asking questions will improve your grades and help your understanding. Plan ahead Always plan the assignment beforehand. Always get the assignment, homework or project finished at least 1 whole day before to deliver it your teacher. It is not a good idea finish the work in class it is not going to be as good as your work in your house. Study Study! Don’t waste time, do your work and take notes. When taking tests, relax If youre, or worried that youll fail the test, youre sure to get a low score. If you studied for it long enough that you know the information, then you shouldnt be worried about getting a low grade. You may have to cut down on happiness and fun in order to succeed. The best students know how to say, No, I cant hang out because I have to study. But remember that it is important to balance out your studies and social life. Consequences If you don’t worry about your grades and don’t push yourself to do the right things,,, it is probably that you drop out†¦ drugs, pregnancy, quarrels with your parents those are only examples that how you can be affected by your grades†¦ and also an important thing it is that in the future you won’t be able to find a good job As we saw through this presentation, we can do a lot of things for improving our grades†¦ it is only a matter of effort†¦ later you are going to see your achievements and you are going to be able to do whatever you want, work in a good company or have your own business. So I hope that you value this information and do the right thing.

Juliet is Independent, Courageous, and Heroic in William Shakespeares Romeo and Juliet :: Shakespeare, Romeo and Juliet

Juliet is Independent, Courageous, and Heroic in Romeo and Juliet After reading William Shakespeares' Romeo and Juliet, you have a better understanding of the characters then when we are first introduced to them. Juliet Capulet, who is one of the main characters, is placed in a cruel and vicious adult world. She is under many pressures and demands of her family. Thus, during the play Juliet becomes an independent, courageous, and heroic young woman. Many times in the play Juliet shows many acts of being independent. When she was under the pressure to marry Paris, Juliet stood up for what she thought was right and best for her and refused to marry him. In a lot of situations Juliet relied on the Nurse to guide her and make decisions for her. When the Nurse started pushing Juliet towards marring Paris and cutting down Romeo, she could no longer put trust in her and wanted nothing to do with her. Throughout her role in the play Juliet showed allot of courage. For instance, Juliet decides to marry Romeo even though their families are enemies. She knows that her parents would never permit the marriage but lets the love lead her way. When Juliet says to Friar Lawrence "Go get thee hence, for I wilt not away...."(V.iii.160) Juliet is telling Friar that you can leave Romeo since he is dead but I will not because I love him. Her Juliet shows courage because she decides to stay with Romeo knowing that there is allot at risk is anyone finds her. Juliet showed many acts of heroism in the play. In order to stay married with Romeo, Juliet takes a potion that makes her seem dead for two days . Not knowing if she was going to wake up, Juliet took the chance so that her and Romeo could possibly be reunited. She did in fact wake up seconds too late just in time to see Romeo drinking the poison. Without thinking twice she killed herself, so she could be with Romeo.

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.

Tourism in Rotorua, New Zealand

I have chosen Rotorua because I think it is a very interesting and important place to New Zealand as a tourist destination and has many distinctive characteristics which include physical characteristics, beliefs, attitudes and what to do in Rotorua. These characteristics are represented in my initial thoughts which are geothermal activity, culture and attractions. I am Rotorua and I am one of New Zealand’s prime tourist destinations. I have many highlights that encourage tourists to come and visit me as a destination. Whether seeking to experience Maori culture, geothermal earth forces, spa rejuvenation, thrills and adventure, or any of the other natural assets such as 16 lakes, some of the world's best mountain biking trails, fantastic trout fishing and myriad forest walking tracks† (Kia Ora welcome to Rotorua, home of the world's highest rafted waterfall, n. d. ). I deliver it all! All of these fun filled and relaxing activities make me a unique destination. I represen t authenticity, energy, fun, culture and learning opportunities. I am home to natural energetic geothermal activity and this is my primary attraction. I have a distinctive smell of sulphur that lets my tourists know they have entered my exquisite boundaries. My key geothermal areas include spectacular geysers, remarkable mud pools and calming thermal pools that have attracted visitors to my region since the 1800’s (Houghton & Scott, 2000). You can experience my relaxing Wai Ora Spa which is the only mud bath complex with therapeutic water and geothermal mud in New Zealand. I have a striking natural landscape that attracts visitors, and it never disappoints. I have a lot of evidence that supports me being a vigorous volcanic region including hissing steam that comes from my roadside vents (Houghton & Scott, 2000). At my many thermal parks I have silica terraces and fumaroles that display striking colours such as red, pink, orange and green (Houghton & Scott, 2000). Some of my breath-taking thermal parks include Te Puia, Wai-o-tapu and Waimangu. Te Puia is known for the famous stunning Pohutu Geyser which erupts up to 20 times a day and reaches heights of over 30m. (Te Whakarewarewa Thermal Valley , n. . ). Wai-o-tapu is a distinctive volcanic area which has a natural bush setting. At Wai-o-tapu the Lady Knox geyser erupts at 10. 15am everyday with heights that reach up to 20metres (Lady Knox Geyser, 2010). The dynamic Waimangu Volcanic Valley has the world’s largest hot water spring and also has the inferno crater which has magical geyser action (Waimangu Volcanic Valley, n. d. ). Many of my tourists that visit Waimangu enjoy walk ing through the peaceful forest passing by mud pools, hot streams and looking down into geothermal craters. My geothermal activity is very important to my destination as it offers authenticity. I am also the homeland of the unique Maori culture that encompasses warmth, spirit and history. â€Å"As wealth and education attainment increase, culture becomes more important as a destination driver† (Yeoman, 2008). This is very important to me as culture is offers a lot to my destination. I comprise many wholesome opportunities to come face to face with Maori culture found in energizing performances and displays and by meeting my people from the Te Arawa tribe. The Te Arawa tribe has now lived on my land for over 600 years. Magical tribal stories relate to their settlement and the developments of their tribe. These are woven into poi, song and haka which are featured in cultural performances. The Te Arawa tribe have guided my visitors as far back as the 19th century when people used to come and visit the historic and unique pink and white terraces at Lake Rotomahana. These were known as the eighth wonder of the world because of the beauty of the natural sinter formations. The pink and white terraces were destroyed in the Mount Tarawera eruption in 1886 that killed 150 people (Mount Tarawera Explodes, 2009). Since the 1930’s the site has been excavated and now thousands of my tourists come and visit my momentous buried village. There are also many night time activities I offer to my tourists that can further their understanding and knowledge of Maori culture. Some of these include the welcoming Matariki, gracious Tamaki Tours and the impressive Te Puia. I also have a thriving arts and craft cultural community. Traditional Maori carving and weaving can be found throughout my gardens and public and private buildings. I also have a community of artists, craftspeople, performers and musicians. My major annual festival and art events include Opera in the Pa, Te Ihi Te Wehi that is a performing arts festival and the Magna Short Film Festivals that include drama and film exhibitions. (What’s On, 2006) These are just many of the breathtaking cultural experiences I can offer tourists as a destination. A key trend in my destination is the development and presentation of the Maori culture and its relevance to my country as a whole. The cultural capital of a destination is how consumers talk about a place (Yeoman, 2008). This is why many people are now coming to my destination as they want to extend their knowledge on Maori culture as it is very important and authentic to New Zealand as a country. My secondary attraction’s includes many fun filled activities. I offer a large range that suits many people from all over the world who seek different experiences. My largest secondary attraction is the Agrodome. It is a world famous and world-class agricultural theme park. Here you can take part in a number of activities such as the sheep show, aqua jetting, farm tours, the swoop, zorb, and various other activities. The sheep show attracts a large number of Asian tourists who enjoy a memorable authentic experience learning about farms and New Zealand history (Agroadventures, 2006). The zorb, swoop and aqua jet attracts those wanting thrill seeking experiences. This is key trend and it emphasizes how diverse my destination is by providing many different opportunities to partake in many unique experiences in one destination. Another one of my very popular attractions is the enjoyable skyline skyrides situated on Mt Ngongotaha. Here you can take in my magnificent views while enjoying a ride on a gondola, go on the luge, try the skyswing or simply dine at the Cableway Restaurant. Skyline skyrides is an amazing attraction that everybody enjoys and it showcases the beauty of my natural landscape. This is a key trend as my natural landscape and its beauty and uniqueness are present throughout my destination. For those who love the outdoors and nature I have two very popular wildlife parks, Paradise Valley Springs and Rainbow Springs Wildlife Park. At Paradise Valley Springs you can relax and take in the fresh air as you stroll through the park. I have various animals that my visitors can get close to including lions, deer, angora goats, donkeys and emus (Welcome to paradise, n. d). Also here at Paradise Valley Springs I have a freshwater spring called Te Waireks, also known as sweet water. You can drink this pure water straight and it is very cleansing. As a destination I believe I am very interesting, diverse and unique and have many characteristics that are appealing. These include both physical and cultural characteristics that offer a wide range of variety that suits everybody. I believe that I don’t disappoint and everybody should come and visit me. I am a very captivating destination that offers authenticity and beauty, while providing many different cultural and learning opportunities to my trusty visitors. I have chosen the logo, â€Å"Rotorua, I offer it all!!! †Ã¢â‚¬ . I have chosen this slogan because I think it is important to tourism branding as it shows how diverse Rotorua is and how many different experiences it offers.

buy custom Center for Disease Control and Prevention essay

buy custom Center for Disease Control and Prevention essay Introduction Center for Disease Control and Prevention has been given three fundamental functions. One of them is to offer protection by ensuring United States population is healthy and safe. The agency has the obligation to inform the citizens, health care organizations as well as the government bodies in order to help them make sound decisions when it comes to health matters. CDC partners with other department such as National Center on Birth Defects and Developmental Disabilities, National Center on Infectious Diseases and other non-governmental to promote health to the public. The agency is responsible in providing variety of health problems that are preventable and give information about them to the public. It has the role of pinpointing the infectious diseases and epidemics, diseases that are chronic and the effects of environment to peoples health. The other efforts that the agency are to prevent and reduce poisoning that comes from lead which causes heart diseases, cancer, diabetes as well as obesity. The agency is also mandated to inform the public about the causes and prevention of HIV/AIDS. CDC engages in regular health checks; investigate health complications and monitoring any outbreaks of infectious diseases (Harbin, 1994). It also conducts health research to assist in diseases prevention as well as develop and advocate for policies that protect and facilitate public health. The agency keeps on implementing strategies that are useful during prevention as well as promoting heath behaviors that help in disease control. Apart from strategies and policies, CDC supports lives of people in order to have that spiritual perspective of their lives and offer them counseling that help people to deal with stress and adopt a heather lifestyle. Some of the most emphasized behaviors are the issues that would help to surmount obesity an d discipline in the eating habits as well as keeping away from promiscuity. Live a healthy lifestyle There are only two things in our lives that we will never avoid. One of them is growing old and the other is dying. Thus the way we spend our lives really matters. Our way of living definitely dictates our lifestyles and therefore we should know about learn to have that healthy lifestyle. This is not only to prolong our years but also prevent diseases. The kinds of food that people eat and the influence from media have great significance in our lifestyle. These foods normally have enormous significance in our health as well as influencing our lifespan. To have a healthy life try and do exercise for about thirty minutes in a day, eat lots of fruits, maintan a healthy weight and avoid sugary foods. The sugary foods may put one into the danger of becoming unhealthy as it contributes to our weight gain. Tne is also advice to avoid fatty foods since they are the main roots of obesity and heart diseases due high level of cholesterol. Smoking should be avoided as well because of it repercussions. This will not only give one a good healthy life style but also keep away from danger of getting lung cancer. Long television watching should be avoided too (Gray, 2009). The TV has advertisements of junk foods which can leave your mouth watery and in the next minute one is on the shop to purchase the product. The long sittings to watch TV denies one a chance to exercise thus one gains unnecessary weight and definitely become obese. Those are just a few but powerful tips to have a healthy life style. Immunity and child hood disease Immunity is that defense that protects our bodies from pathogens that may cause infections. The immune system of our body attacks these pathogens and other substances that cause diseases. The system is a series of network formed by the body cells, tissues and body organs (Gray, 2009). The three work as a team to protect our bodies from being invaded by diseases. White blood cells or scientifically know as leukocytes are of two fundamental types that work together to kill organisms or substances that cause diseases. The production of white blood cells is in many parts of our bodies for instance the spleen, thymus and in the born marrows. The leukocytes move around the body through the organs and lymphatic vessels as well as in the blood vessels. This kind of coordination makes the immune system to be capable of monitoring the harmful pathogens. The childhood diseases are those diseases that attack children mostly when they are below the age of five. Some of them include the smallpox, Homophiles influenza, paralytic polio, Diphtheria just to name a few. CDC conducted a research to analyze Haemophilius influenza (Hi) in 1994 and 1995 to get the description of Hi invasion to citizens of United States. The research showed that 376 out of 669 children under analysis tested positive for Hi. This was a fifty-six percent representation of all the children under the age of four years who were subjected to the research. The research revealed that the children under five months or below who had Hi recorded the highest aggregate per year. The children who had the age of six to eleven moths recorded the second highest. 181 children with Hi infection, 87 of them representing forty-seven percent were a bit young to have completed the required series of immunization. 83 off those who had been vaccinated and their status known 52 of them were not vaccinated properly and therefore, they had Hi. The remaining thirty-one representing thirty-seven percent had completed the series of taking primary vaccine but it had failed. It is after this research that lead to the introduction of Hid conjugate vaccines. The conjugate vaccine was first given to those children of fifteen months and above but later introduced to those of two months. The main goal of CDC was on Childhood Immunization Initiative which was aimed at eradicating the invasive Hid that caused diseases and deaths among the children of four years and below. Summary of the case study From the case study, we have leant that Edward Jenner was the one who determined that the cowpox virus gave immunity to smallpox. The move was a great breakthrough in medical and gave hope to many lives. We have also seen that in 1980, WHO declared the smallpox no longer a threat to human beings and therefore eradicated. Diphtheria and paralytic polio caused so many childrens deaths in the 19th century but today they are rarely seen. The case study has also helped to learn that Asia and Africa are two regions in the world where the diseases still exist due to inability to afford extensive vaccines. It is therefore important to give proper patient education to parents on childhood immunizations because parents would be educated more concerning every vaccine and its significant role it plays in the childs health. The education will also ensure that the parents to understand the symptoms, occurrence and the risk of the diseases immunized (Harbin, 1994). The parents will as well know the type of products used in immunization process, the accrued merits and side effects of immunization drugs. In addition the parent will not only know the flow up required but also the contributions of the immunization to the community. The education will also help the parent to understand the proper guidelines required when it comes to the feeding of the infant in order for it to cope up with immunization drug. Conclusion The essay has been able to inform us about CDC and its functions in the effort of controlling and preventing infectious diseases. The importance of immunization has also been discussed giving example to some of the infectious diseases that attack children in their early age. The case study has as well helped to learn more about disease that were considered dangerous but nowadays they are no longer a threat to human life. The importance of proper patient education to parents on childhood immunization has as well been demonstrated. Buy custom Center for Disease Control and Prevention essay

A Brief History of International Womens Day

A Brief History of International Womens Day The purpose of  International Womens Day is to bring attention to the social, political, economic, and cultural issues that women face, and to advocate for the advance of women within all those areas. As the organizers of the celebration state,  Through purposeful collaboration, we can help women advance and unleash the limitless potential offered to economies the world over. The day is often also used to recognize women whove made significant contributions to the advancement of their gender. International Womens Day was first celebrated on March 19 (not the later March 8), 1911. A million women and men rallied in support of womens rights on that first International Womens Day. The idea of an International Womens Day was inspired by Americas National Womens Day, February 28, 1909, declared by the Socialist Party of America. The next year, the Socialist International met in Denmark and delegates approved the idea of an International Womens Day. And so the next year, the first International Womens Day - or as it was first called, International Working Womens Day - was celebrated with rallies in Denmark, Germany, Switzerland, and Austria. Celebrations often included marches and other demonstrations. Not even a week after the first International Womens Day, the Triangle Shirtwaist Factory Fire killed 146, mostly young immigrant women, in New York City. That incident inspired many changes in industrial working conditions, and the memory of those who died has been often invoked as part of International Womens Days from that point on. Especially in the early years, International Womens Day was connected with working womens rights. Beyond That First International Womens Day The first Russian observance of International Womens Day was in February 1913. In 1914, with World War I erupting, March 8 was a day of rallies of women against war, or women expressing international solidarity at that time of war. In 1917, on February 23 - March 8 on the Western calendar - Russian women organized a strike, a key beginning of events resulting in the czar being toppled. The holiday was especially popular for many years in Eastern Europe and the Soviet Union. Gradually, it became more of a truly international celebration. The United Nations celebrated International Womens Year in 1975, and in 1977, the United Nations officially got behind the annual honoring of womens rights known as International Womens Day, a day to reflect on progress made, to call for change and to celebrate acts of courage and determination by ordinary women who have played an extraordinary role in the history of womens rights. In 2011, the 100th anniversary of International Womens Day resulted in many celebrations around the world, and more than usual attention to International Womens Day. In 2017 in the United States, many women celebrated International Womens Day by taking the day off, as a Day Without Women. Entire school systems closed (women are still about 75% of public school teachers) in some cities. Those who were unable to take the day off wore red to honor the spirit of the strike. Quotes Suitable for International Womens Day Gloria Steinemâ€Å"Feminism has never been about getting a job for one woman. Its about making life more fair for women everywhere. Its not about a piece of the existing pie; there are too many of us for that. Its about baking a new pie.† Robert Burnsâ€Å"While Europes eye is fixd on mighty things,The fate of empires and the fall of kings;While quacks of State must each produce his plan,And even children lisp the Rights of Man;Amid this mighty fuss just let me mention,The Rights of Woman merit some attention.† Mona Eltahawyâ€Å"Misogyny has not been completely wiped out anywhere. Rather, it resides on a spectrum, and our best hope for eradicating it globally is for each of us to expose and to fight against local versions of it, in the understanding that by doing so we advance the global struggle.† Audre Lordeâ€Å"I am not free while any woman is unfree, even when her shackles are very different from my own.† Variously AttributedWell behaved women rarely make history.

Opportunistic Microbial Infections Essay Example | Topics and Well Written Essays - 1000 words

Opportunistic Microbial Infections - Essay Example Opportunistic Infections Immmunocompromised patients are vulnerable to opportunistic infections caused by organisms of lower pathogenecity, besides being also susceptible to primary pathogens causing disease among immunocompetent hosts resistant to opportunistic infections. â€Å"Many opportunistic infections arise from the individual’s own flora or local environment†2, at or near the microbes’ normal sites of colonization. Hence, some normal flora species are associated with particular opportunistic infections. For example, Bacteroides fragilis is associated with abdominal infections, Staphylococcus epidermidis with catheter infections, and Escherichia coli with urinary tract infections3. Bacterial Opportunistic Infection Staphylococcus aureus causes the greatest number of pyodermas and soft tissue infections. It is not one of the cutaneous resident flora, however â€Å"it colonizes the anterior nares in up to 25% of healthy individuals at any one time and more than 50% of chronically ill individuals†4. ... Once established in the skin, S. aureus invades more deeply into the soft tissue resulting in erysipelas or horizontal spread in lymphatics, and cellulitis or vertical spread into subcutaneous fat. Further, â€Å"S. aureus is the most common cause of wound infections†5. Risk factors for surgical wound infections include host factors such as immune status, diabetes mellitus; surgical factors such as foreign body use and disruption of tissue perfusion accompanying surgical procedure; and staphylococcal factors such as substances that mediate tissue adherence and invasion, or that facilitate staphylococci surviving host defenses and antibiotics in tissues, and antimicrobial prophylaxis. Bacteremia can lead to deposition of S. aureus in the skin, resulting in â€Å"petechiae, hemorrhages, subcutaneous nodules, soft tissue infections, and pyomyositis†6. Parasitic Opportunistic Infection Some chronic parasitic infections that are reactivated in immunocomprised patients includ e those caused by Strongyloides stercoralis. Weakened cell-mediated immunity in pregnancy, during chemotherapy with corticosteroids, and in organ transplantation, may enable reactivation of toxoplasmosis and congenital infection7. Further, â€Å"S. stercoralis is able to cause autoinfection giving rise to chronic infestations in the immunocompetent†8. Strongyloides stercoralis is an intestinal parasite, and causes strongyloidiasis. The parasite uniquely carries out its entire life cycle within the human body. Hence, in immunocompromised patients, â€Å"strongyloidiasis can lead to a hyper infection syndrome with high morbidity and mortality due to the accelerated endogenous autoinfection†9. Strongyloidiasis that