Racism and Social Prejudice Reflection Paper

Racism and Social Prejudice Reflection Paper Racism Racism refers to social prejudice against someone based on their skin color. It is a belief that members of a particular race possess certain qualities, characteristics and abilities in order to distinguish them as either superior or inferior to other races. I was born in Southern Kuwaiti. I was raised up in the slums in the outskirts of the city. I did not attend school. I spent much of my life on the looking up to the passers-by for food and other necessities. It was during this period as I strolled up and down the streets when I heard someone refer to me as a â€Å"bidoon†. I barely understood what this meant. Each day I would not comprehend the reason my parents could not own and possess the land. I also noticed that majority of my neighbors had the same cultural practices like us, they dressed like me. Moreover, the majority of the children in the neighborhood did not attend school like me. We spent most of our days and time in the streets borrowing food and money from the strangers. The term â€Å"bidoon† became more and more familiar to my ears each day. At 16, I had grown sick and tired of other kids laughing and giggling at me in the streets. While we remained stranded and misplaced in the streets, they seemed to be in a better position, always smiling and more comfortable than me. The curiosity to ask my parents why I did not attend school grew each day. Besides, I always wondered why I did not have the privilege to dress up smartly like the rest of the kids and grown ups on the streets. Furthermore, I realized each day that there was a big disparity between me and them. I realized that there existed none of the Arabian people in my neighborhood. Majority of us were all not of Arabian origin. Besides, I did not know why addressed me differently. Each day, something different was always coming up. Also, I realized that we were residing on the less privileged side of the city. Food was a problem, I had no access to clean water and sanitation. At the age of 20, life here had become more and more compelling. My parents were growing older each day and providing for my siblings and I was becoming more cumbersome. I felt compelled to move to the streets in search of a job opportunity. However, my parents would not allow me to. With persistence, he later explained to me that since we were not Arabs, life here was becoming more and more unfavourable. I realized that my parents had still not obtained their identification documents. It had become difficult for them to acquire Kuwait citizenship. This is because, we were not Arabians. I realized that only people of the Arabian origin were more privileged to be legal Kuwait citizens. Besides, it came to my attention that only those who acquired citizenship had more legal rights. They could access education, better health care, and better living conditions unlike me. I now realized why I had spent my entire childhood roaming around the streets. This had all been because we were not legally recognized as Kuwaiti citizens. Besides, majority of the people who enjoyed better civil rights were the Arabians. Living with this form of ethnical discrimination each day now fully dawned onto me. Again, I found that the traditional word I had heard,†bidoon† referred to me, the non-Arabian. It was used to mean I was stateless. That is why I lived in the outskirts of the city. In the slums where housing, sanitation and even food were a problem. My human rights were violated. Despite my parents’ restrictions, at the age of 22, I persistently went out to the streets. My key interest was on following up why all this prejudice on ethnicity and race was being carried on. It later came to my attention that, according to the Kuwaiti constitution, the nationality act, put in place various classes of citizens. I realised that there was a class of those referred to as â€Å"ancient Kuwaitis†(Walcott345-370) and others as naturalized citizens. â€Å"Ancient Kuwaitis† were definitely the Arabs, or those of Arabic origin. These were the ones who had full political rights. The naturalized Kuwaitis were I and the rest of us who were not of Arabian origin despite having grown up in Kuwaiti for the longest period. Living with this traumatising prejudice each day was difficult. It got worse when I discovered it was constitutionally stated. Each day of being a â€Å"bidoon† was a reality. It was distinctly clear that the human rights of the Bidoons like I were being violated and it was constitutionally acceptable. Moreover, I could frequently hear people identifying themselves as either â€Å"Article-1-citizens,†Article-3-citizens†(Walcott,450-500) and many others. I later became curious on why it was not legal for me to participate in the democratic process.I was left out. This is because I could only enjoy the privilege of voting after thirty years. This is because I was not an original Kuwaiti citizen since I was an alien in the land. Besides, neither was I descendant of an original Kuwaiti by blood (Welbon,345-400). I was simply an alien. I had to live with the pain of my rights being violated for the longest period possible. Besides, I realized that it was also constitut ionally acceptable that the Nationality Act gave preferential consideration to people of Arab origin to â€Å"bidoons.Bidoons acquired citizenship through naturalization. I realized that despite the fact that this is legal as per the Kuwaiti constitution, it is a violation of the Kuwait’s treaty duties. I later on sought to discover the origin of statelessness in the country. I discovered that this resulted from the fact that many had failed to acquire citizenship at independence hence could not be identified as Kuwait citizens after independence(Welbon,345-400). I however realised that the situation worsened over time because, rules guiding citizenship had become more vigilant overtime. I clearly understood why I had not attended school. I was a child to the bidoons (Welbon,345-400). I also realised that my parents could not have secured employed anywhere because of the strict rules that had been enforced to govern the â€Å"bidoons†.moreover, throughout I had had no access to medical care because I was the child of a†bidoon†.The worse got to worst in the 1990s, when Iraq invaded Kuwait. The â€Å"bidoons† had to forcefully join the army. If not so, imprisonment or death sentence. I lived under the threat and fear of imprisonment. I had to join the Iraq military(Welbon,345-400) to avoid facing any of the above threats, However this was viewed as a betrayal by Kuwait government. Hence upon liberation in 1991, the other â€Å"bidoons† and I were persecuted. Besides, the rest of my colleagues who had somehow managed to secure jobs were dismissed and denied pay. I had to live with the anger and agony of this prejudice each day ever since. What seems more sympathetic is the fact that each day, the state of prejudice against the non-Arabs worsened. I could not have access to necessary documents such as birth, death or marriage certificates (Wen and Tarn, 100-134). I still remain without any identification documents to this day. Travels across the border have become difficult. I am faced with the option of leaving the country if only never to come back. As the 21st century dawned, there was hope for legal action putting into concern our grievances; however, there is no political will. Instead, I have to live with the fear of eviction. This involves signing affidavits that I am a foreigner. This grants me a residence permit of five years. I have had to bribe the authorities for simple favours such as traveling across the borders. Entire life seems to be limited in a cocoon of things that revolve around insecurity. The fear of eviction from the state you have been at for many years and lack of access to essential facilities such as medical care was more than enough for me to bear (Wen and Tarn,100-134). The state of insecurity and persecution was incredible; this is all I have had to live with. Racism and ethnicity have been key in deterring fundamental progress in my life. Bibliography Pechenizkiy, Mykola. â€Å"Racism in Arabian Countries.† (2006): 1–26. Print. Ravi, Jayashree, Zhifeng Yu, and Weisong Shi. â€Å"A Survey Racism and Ethinicity in Kuwait .† (2009): 943–960. Web. 30 Jan. 2014. Spruyt, Charline. â€Å"Changing Concepts of Racism in Arabian countries .† (2011): 1–129. Print. Welbon, By Guy. â€Å"IN.† 31–38. Print. Wen, H Joseph, and Jyh-horng Michael Tarn. â€Å"racismà ¢Ã¢â€š ¬Ã‚ ¯,1998,USA,print

Domestic and Global Business Environment

BA 7000 Domestic and Global Business Conditions Bradley T. Ewing, Ph. D. Jerry S. Rawls Professor in Operations Management Area of ISQS Office: BA 164A Phone: 742-3939 Email: bradley. [email  protected] edu MBA Summer 2009 COURSE DESCRIPTION BA 7000 – Domestic and Global Business Conditions – This course is intended to help students develop a better understanding of the domestic and global environments in which US businesses compete. Specifically, this course takes a satellite-view of markets in which firms compete, including markets for goods and services; money, bonds and stocks; foreign exchange; and labor.These markets are examined individually and as a system. Particular emphasis is placed on studying the interactions among all markets in order to gain a better understanding of how domestic and global business conditions affect the formulation and implementation of business strategies. COURSE OVERVIEW This course examines the fundamentals of business conditions a nalysis with an emphasis on how domestic and global business conditions affect the formulation and implementation of business strategies. Specifically the primary goals of this course are to enable you to: †¢ †¢ †¢ †¢ †¢Recognize the relevance of domestic and global business conditions to managerial decision-making and firm performance, and to apply business principles to relate to business issues and the marketplace. Understand the mechanisms of the domestic and global business environment within the broad social, political, industrial and economic contexts. Explore the nature of business conditions and the implications for decision-making, research, business and policy. Analyze the firm, organization, or practices and its operations from a domestic and global systems perspective.Acquire a skill set of analytic tools that will increase your human capital. BOOKS & MATERIALS These books are fairly quick and easy to read: The Undercover Economist by Tim Harfor d The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell Freakonomics: A Rogue Economist Explains the Hidden Side of Everything by Steven Levitt and Stephen Dubner Travels of a T-Shirt in the Global Economy by Pietra Rivoli Articles: â€Å"Who Supplied My Cheese? † Business Economics, October 2005. (will be posted on my web site www3. tltc. ttu. du/ewing) â€Å"Strengthening Globalization’s Invisible Hand,† Business Economics, October 2006. (will be posted on my web site www3. tltc. ttu. edu/ewing) Other: Economics for Dummies (contains background, reference material) Online Lecture Notes – a set of PowerPoint slides (in pdf) available on my web site (http://courses. ttu. edu/bewing). You should use these to supplement the e-delivery lectures You should read â€Å"Economics for Dummies† in its entirety before reading any of the other books or doing the assignments. Additionally, you should view the lectures on DVD concur rently with your reading of â€Å"Economics for Dummies†.Reading â€Å"Economics for Dummies† and viewing the lectures prior to doing the assignments will help you understand the material and it should help you get the best grade possible. LEARNING OBJECTIVES 1. Develop students’ ability to think in business terms and about the conditions surrounding their operating environment. 2. Develop students’ ability to view organizations from a domestic and global business systems perspective. 3. Build students' analytical skills for conducting business analysis. 4. Provide students with the opportunity to develop strategies for real world problems, and to develop decision making skills. . Integrate knowledge gained in other business experiences. Course Topic Guide Material to be covered: Business Conditions Concepts and Analysis Introduction to business conditions, concepts and analysis Operating a firm within the domestic and global environment Global economy an d the Federal Reserve Economics of Risk – risk analysis (perception & communication), risk management & decision making Value Creation, Supply Chain Economics Business model – integrating economics, operations & strategy Note: You may download a set of PowerPoint slides to accompany the lectures.COURSE REQUIREMENTS AND GRADING All assignments need to be emailed to me with the course title and semester (i. e. , â€Å"MBA – BA 7000 Summer 2009†) clearly written in the subject line. I will acknowledge receipt of your assignments – usually within 24 hours. Due to the amount of spam and the use of a junk mail filter, do no assume that I have received your assignment until you have received an acknowledgement from me (Note: please use your official Texas Tech email account so that way your email has a better chance of getting through).General Guidelines for Written Work All written work prepared outside of class should be typewritten and contain a cover page with your name, course number, date, and title. Where page lengths are noted for particular assignments, the page lengths assume 12 point font, 8 1/2 by 11 paper, double spaced type, and one inch margins on all sides. In cases where 12 pitch type is not available, page lengths should be adjusted proportionately. Please include a cover sheet for all work which includes your name along with the date and subject of the project. Written work will be graded for both content and quality.That is, grammar, punctuation, spelling, coherence, style, and organization will be considered. A concise style is essential. Corporate executives repeatedly emphasize the need for business schools to do a better job of preparing MBAs to write in an organizational context. The standards applied to writing quality will approximate those applied to major corporate documents that have been prepared for broad distribution among senior executives. In order to receive a grade of â€Å"B† in the cours e the student will need to do â€Å"B† quality work on each of the above assignments.In addition to the above assignments, students will need to do â€Å"B† quality work on the following assignments (#1-4): Assignment #1 Turn in a 2-3 page critique of The Undercover Economist. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully ap plied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #2 Turn in a 2-3 page critique of The Tipping Point. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and th us provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #3 Turn in a 2-3 page critique of Freakonomics. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could uccessfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future.Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #4 Turn in a 2-3 page critique of Travels of a T-Shirt in the Global Economy. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures.Next, discuss how you would/could successfully apply the major points of the book in an organization (of your cho osing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book.In order to receive a grade of â€Å"A† in the course the student will need to do â€Å"A† quality work on each of the above assignments. In addition to the above assignments, students will need to do â€Å"A† quality work on the following two assignments (#5-6): Assignment #5 Turn in a 2-3 page critique of the articles â€Å"Who Supplied My Cheese? † and â€Å"Strengthening Globalization’s Invisible Hand,†. In your critique of the article identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come.Additionally, identify what parts, if any, of the article were a waste of your time to read. I also want you to identify what parts of the article relate to the lectures. Next, discuss how you would/could successfully apply the major points of the article in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessm ent of the article. Assignment #6 – Value Creation Project The Value Creation project consists of a written report. VALUE CREATION DISTANCE LEARNING PROJECT OUTLINE: In this assignment I want you to select an existing company and then select a country (or, if doing a project related to Wind Energy, you may choose a region of the US or the offshore) to which you want the chosen company to expand.Next, I want you to investigate the external environment of the country to which the firm plans to expand and compare it to the domestic environment in the firm’s home country. I then want you to discuss how good of a fit the new country’s environment is for your chosen firm. Specifically discuss: What macro-environmental trends are relevant? What are the contending forces in the industry? What forces are changing the industry over time? Are there key competitors that present opportunities or challenges to the firm?Define opportunities as favorable conditions in the exter nal environment, define threats as unfavorable conditions in the external environment, and conduct an environmental scan. Additional factors about the chosen country that you may want to consider when doing the environmental and competitive analyses. Each sub-section (i. e. , A, B, C, D, E, F) should be about 2-3 pages. Thus, since there are two major parts (i. e. , I and II), the overall length should be around 24-36 pages. Additionally, a cover page and a references section are required (but do NOT count in the page length suggestions).The absolute page limit (not including the cover sheet and references) is 40 pages. A full letter grade will be deducted on any project longer than 40 pages. No exceptions. Please follow this outline carefully. I. General Environmental Analysis A. Economic 1. Overall level of development 2. Economic growth: GDP and industry 3. Role of foreign trade in the economy 4. Currency: inflation rate, currency controls, stability of exchange rate 5. Balance o f payments 6. Per capita income and distribution 7. Disposable income and spending patterns B. Social/Cultural 1.Population size, growth, density, distribution (urban/rural) 2. Literacy rates, education levels 3. Existence of middle class 4. Similarities and differences in relation to company's home market 5. Language and other cultural considerations C. Political 1. System of government 2. Political stability and continuity 3. Ideological orientation 4. Government involvement in business 5. Attitudes toward foreign business 6. National economic and development priorities 7. Membership in regional trade organizations D. Technological E. Physical 1. Physical distribution and communications network (e. . , supply chain) 2. Climate variations 3. Shipping distance F. Major Threats and Opportunities II. Industry/Competitive Environment A. Threat of New Entrants/Barriers to Entry 1. Limitations on trade (e. g. , high tariff levels, quotas) 2. Documentation and import regulations 3. Local standards, practices, and potential non-tariff barriers 4. Patent/trademark availability 5. Preferential treaties with a company's home country 6. Legal considerations for investment, taxation, profit repatriation, employment 7. Availability of intermediaries B. Threat from Competitors 1.Number of international competitors and their market shares 2. Number of local competitors and their market shares 3. Advantages needed to compete effectively relative to competitors C. Threat from Substitutes D. Power of Buyers 1. Customer needs and desires (e. g. , demand behavior and estimation, price elasticity of demand, etc. ) 2. Local production, imports, consumption 3. Exposure to and acceptance of product/service 4. Availability of complementary products/services 5. Industry-specific key indicators of demand 6. Attitudes towards products of foreign originE. Power of Suppliers 1. Number and location of suppliers 2. Market structure (e. g. , competitive, monopoly, or in-between, etc. ) F. Maj or Threats and Opportunities ASSIGNMENT DUE DATES (Recommended) Assignments #1 & #2 are due June 22, 2009 Assignments #3 & #4 are due July 13, 2009 Assignments #5 & #6 (Value Creation Project) are due August 3, 2009 Note: The absolute Final Date to turn in all assignments is Monday, August 3rd at 5:00 PM CLASSROOM POLICY ISSUES WITHDRAWAL POLICY The requirements set by the university for withdrawal will be strictly followed.You should retain all documentation of courses you have dropped. STUDENTS WITH SPECIAL NEEDS The university is committed to the principle that in no aspect of its programs shall there be differences in the treatment of persons because of race, creed, national origin, age, sex, or disability, and that equal opportunity and access to facilities shall be available to all. Any student who because of a disability may require special arrangements in order to meet course requirement should contact the instructor as soon as possible to make any necessary accommodations.S tudents should present appropriate verification from AccessTECH in the Student Counseling Center in West Hall. ACADEMIC INTEGRITY The university catalog states the following: â€Å"It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension. The catalog defines cheating as â€Å"Dishonesty on examinations and quizzes or on written assignments, illegal possession of examinations, the use of unauthorized notes during an examination or quiz, obtaining information during an examination from the examination paper or otherwise from another student, assisting others to cheat, alteration of grade records, illegal entry to or unauthorized presence in an office are instances of cheating. I n this class, collaboration with others on in class examinations and cases is considered within the definition of cheating. RELIGIOUS HOLIDAYS A student who intends to observe a religious holy day should make that intention known to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence.

The Role Of Epidemiology In Infection Control - Free Essay Example

Sample details Pages: 8 Words: 2320 Downloads: 9 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Level High school Did you like this example? The role of epidemiology in infection control and the use of immunisation programs in preventing epidemics The discipline of epidemiology is broadly defined as the study of how disease is distributed in populations and the factors that influence or determine this distribution (Gordis, 2009: 3). Among a range of core epidemiologic functions recognised (CDC, 2012), monitoring and surveillance as well as outbreak investigation are most immediately relevant to identifying and stopping the spread of infectious disease in a population. Most countries perform routine monitoring and surveillance on a range of infectious diseases of concern to their respective jurisdiction. Don’t waste time! Our writers will create an original "The Role Of Epidemiology In Infection Control" essay for you Create order This allows health authorities to establish a baseline of disease occurrence. Based on this data, it is possible to subsequently discern sudden spikes or divergent trends and patterns in infectious disease incidence. In addition to cause of death which is routinely collected in most countries, many health authorities also maintain a list of notifiable diseases. In the UK, the list of reportable diseases and pathogenic agents maintained by Public Health England includes infectious diseases such as Tuberculosis and Viral Haemorrhagic Fevers, strains of influenza, vaccine-preventable diseases such as Whooping Cough or Measles, and food borne infectious diseases such as gastroenteritis caused by Salmonella or Listeria. (Public Health England, 2010) At the international level, the World Health Organization requires its members to report any event that may constitute a public health emergency of international concern (International Health Regulations, 2005). Cases of Smallpox, Poliomyeliti s, Severe Acute Respiratory Syndrome (SARS), and new influenza strains are always notifiable. (WHO, undated) These international notification duties allow for the identification of trans-national patterns by collating data from national surveillance systems. Ideally, the system would enable authorities to anticipate and disrupt further cross-national spread by alerting countries to the necessity of tightened control at international borders or even by instituting more severe measures such a bans on air travel from and to affected countries. As explained in the previous paragraph, data collected routinely over a period of time allows authorities to respond to increases in the incidence of a particular disease by taking measures to contain its spread. This may include an investigation into the origin of the outbreak, for instance the nature of the infectious agent or the vehicle. In other cases, the mode of transmission may need to be clarified. These tasks are part of the outbreak investigation. Several steps can be distinguished in the wake of a concerning notification or the determination of an unusual pattern. These include the use of descriptive epidemiology and analytical epidemiology, the subsequent implementation of control measures, as well as reporting to share experiences and new insights. (Reintjes and Zanuzdana, 2010) In the case of an unusual disease such as the possibility of the recent Ebola outbreak in West Africa to result in isolated cases in Western Europe, it might not be necessary to engage in further epidemiological analysis once the diagnosis has been confirmed. Instead, control measures would be implemented immediately and might include ensuring best practice isolation of the patient and contact tracing to ensure that the infection does not spread further among a fully susceptible local population. Similarly, highly pathogenic diseases such as meningitis that tend to occur in clusters might prompt health authorities to close school s to disrupt the spread. In other types of outbreak investigations identifying the exact disease or exact strain of an infectious agent is the primary epidemiologic task. This might, for instance, be the case if clusters of relatively non-specific symptoms occur and need be confirmed as linked to one another and identified as either a known disease/infectious agent or be described and named. In the same vein, in food-borne infectious diseases, the infectious organism and vehicle of infection may have to be pinpointed by retrospectively tracing food intake, creating comparative tables, and calculating measures of association between possible exposures and outcome (CDC, 2012). Only then can targeted control measures such as pulling product lots from supermarket shelves and issuing a pubic warning be initiated. Beyond identifying and controlling infectious disease outbreaks, monitoring and surveillance also plays a role in ensuring that primary prevention works as effectively as pos sible: collecting information on behavioural risk factors in cases such as sexually transmitted diseases can help identify groups that are most at risk and where Public Health interventions may yield the highest benefit. In another example, monitoring immunization coverage and analysing the effectiveness of vaccines over the life course may predict epidemics in the making if coverage is found decreasing or immunity appears to decline in older populations. In addition, the ability to anticipate the potential spread of disease with a reasonable degree of confidence hinges not only on good data collection. Advanced epidemiological methods such as mathematical modelling are equally instrumental in predicting possible outbreak patterns. Flu vaccines, for instance, need to be formulated long before the onset of the annual flu season. Against which particular strains the vaccines are to provide immunity can only be determined from past epidemiological data and modelling. (Mikanatha et al., 2013) Mathematical models have also played a role in determining the most effective vaccine strategies, including target coverage and ideal ages and target groups, to eliminate the risk of epidemic outbreaks of infectious diseases (Gordis, 2009). In addition to controlling outbreaks at the source and assuring the key protective strategies such as mass immunisation are effectively carried out, epidemiology is also a tool that allows comprehensive planning for potential epidemics. A scenario described in a research article by Ferguson and colleagues (2006) has as its premise a novel and therefore not immediately vaccine-preventable strain of influenza that has defied initial attempts at control and reached pandemic proportions. The large scale simulation of the theoretical epidemic assesses the potential of several intervention strategies to mitigate morbidity and mortality: international border and travel restrictions, a measure that is often demanded as a kneejerk reaction by po licy-makers and citizens is found to have minimal impact, at best delaying spread by a few weeks even if generally adhered to (Ferguson et al., 2006). By contrast, interventions such as household quarantines or school closures that are aimed at interrupting contact between cases, potential carriers, and susceptible individuals are much more effective. . (Ferguson et al., 2006) Time sensitive antiviral treatment and post exposure prophylaxis using the same drugs are additional promising strategies identified. (Ferguson et al., 2006) The latter two potential interventions highlight the role of epidemiological risk assessment in translating anticipated spread of infectious disease into concrete emergency preparedness. For instance, both mass treatment and mass post exposure prophylaxis require advance stockpiling of antivirals. During the last H1N1 epidemic, public and political concern emerged over shortages of the antiviral drug oseltamivir (brand name Tamiflu). (De Clerq, 2006). How ever, advance stockpiling requires political support and significant resources at a time when governments are trying to reign in health spending and the threat is not immediate. Thus, epidemiologists also need to embrace the role of advocates and advisors that communicate scientific findings and evidence-based projections to decision-makers. That being said, immunisation remains the most effective primary preventive strategies for the prevention and control of epidemics. As one of the most significant factors in the massive decline of morbidity and mortality form infectious disease in the Western world over the last century, vaccination accounts for an almost 100% reduction of morbidity from nine vaccine-preventable diseases such as Polio, Diphtheria, and Measles in the United States between 1900 to 1990. (CDC, 1999) Immunisation programmes are designed to reduce the incidence of particular infectious diseases by decreasing the number of susceptible individuals in a population. T his is achieved by administering vaccines which stimulate the bodys immune response. The production of specific antibodies allows the thus primed adaptive immune system to eliminate the full strength pathogen when an individual becomes subsequently exposed to it. The degree of coverage necessary to achieve so called herd immunity- the collective protection of a population even if not every single individual is immune- depends on the of the infectivity and pathogenicity of the respective infectious agent. (Nelson, 2014) Infectivity, in communicable diseases, measures the percentage of infections out of all individuals exposed, whereas pathogenicity is the percentage of infected individuals that progress to clinical disease. (Nelson, 2014). Sub-clinical or inapparent infections are important to take into account because, even though they show no signs and symptoms of disease, people may still be carriers capable of infecting others. Polio is an example of an infectious disease where m ost infections are inapparent, but individuals are infectious. (Nelson, 2014). Gauging infectivity is crucial to estimating the level of coverage needed to reach community immunity. The so called basic reproductive rate is a numerical measure of the average number of secondary infections attributable to one single source of disease, e.g. one infected individual. The rate is calculated by taking into account the average number of contacts a case makes, the likelihood of transmission at each contact point, and the duration of infectiousness. (Kretzschmar and Wallinga, 2010). The higher the reproductive rate, i.e. the theoretical number of secondary cases, the higher the percentage of the population that needs to be immunised in order to prevent or interrupt an outbreak of epidemic proportions. For instance, smallpox, which was successfully eradicated in 1980 (World Health Organization, 2010), is estimated to have a basic reproduction number of around 5, requiring a coverage of only 80% of the population to achieve herd immunity. By contrast, the estimated reproduction number for Measles is around 20 and it is believed that immunisation coverage has to reach at least 96% for population immunity to be ensured. (Kretzschmar and Wallinga, 2010). Once the herd immunity threshold is reached, the remaining susceptible individuals are indirectly protected by the immunised majority around them: in theory, no pathogen should be able to reach them because nobody else is infected or an asymptomatic carrier. Even if the unlikely event of an infection among the unvaccinated eventuated, the chain of transmission should be immediately interrupted thanks to the immunised status of all potential secondary cases. Vaccinating primary contacts of isolated cases is also an important containment strategy where a cluster of non-immune individuals was exposed to an infected individual. Such scenarios may apply, for example, where groups of vaccine objectors or marginalized groups not caught by the regular immunisation drive are affected or an imported disease meets a generally susceptible population. However, epidemic prevention does not stop with having reached vaccination targets. Instead, constant monitoring of current coverage is required and adaptations of the immunisation strategy may be needed to ensure that epidemics are reliably prevented. Recent trends underscore the enduring challenge of permanently keeping at bay even diseases that are officially considered eradicated or near eradication: in the United Kingdom, a marked spike in the number of confirmed measles cases has been observed in the last decade, with an increase from under 200 cases in 2001 to just over 2,000 cases in 2012. (Oxford Vaccine Group, undated) The underlying cause is evident from a comparison of case numbers with data from vaccine coverage monitoring: indeed, the number of children receiving the combination Measles vaccine decreased in the 2000s roughly in parallel with the in crease in Measles incidence. (Oxford Vaccine Group, undated) Other countries have seen similar trends and have responded with measures intended to increase vaccine uptake: for instance, in Australia, the government recently decided to enact measures that would withhold child benefit payments to parents who refuse to have their children vaccinated. (Lusted and Greene, 2015) In conclusion, epidemiology, and in particular routine monitoring and surveillance, is a potent tool that enables health authorities to anticipate, detect, and contain the spread of infectious disease. Over the last century, immunisation has proven itself as one of the key interventions to curb infectious disease morbidity and mortality. However, with vaccine-preventable diseases again on the rise in UK and other industrialised countries, epidemiologic monitoring of vaccine coverage and disease incidence remains critically important. Where vaccines are not available or vaccine-induced immunity is short-lived, a n effective system to detect cases and contain outbreaks is even more instrumental to the effort of preventing infectious disease epidemics. Bibliography Centers for Disease Control and Prevention (CDC) (2012) Principles of Epidemiology in Public Health Practice, 2nd edition, Atlanta, GA: US Department of Health and Human Services. Centers for Disease Control and Prevention (CDC) (1999) Achievements in Public Health, 1900-1999 Impact of Vaccines Universally Recommended for Children United States, 1990-1998, MMWR, vol. 48, no. 12, pp. 243-248. De Clercq, E. (2006) Antiviral agents active against influenza A viruses, Nature Reviews Drug Discovery, vol. 5, no. 12, pp. 1015-1025. Ferguson, N. et al. (2006) Strategies for mitigating an influenza pandemic, Nature, vol. 442, July, pp. 448-452. Gordis, L. (2009) Epidemiology, 4th edition, Philadelphia, PA: Saunders Elsevier. Kretzschmar, M. and Wallinga, J. (2010) Mathematical Models in Infectious Disease Epidemiology, in: KrÃÆ'Â ¤mer, A. et al. (ed.) Modern Infectious Disease Epidemiology, New York, NY: Springer Science + Business Media. Lusted, P. and Greene, A. (2015 ) Childcare rebates could be denied to anti-vaccination parents under new Federal Government laws. ABC News [Online], Available: https://www.abc.net.au/news/2015-04-12/parents-who-refuse-to-vaccinate-to-miss-out-on-childcare-rebates/6386448 [12 Feb 2015]. Mikanatha, N. et al. (2013) Infectious disease surveillance: a cornerstone for prevention and control, in: Mikanatha, N. et al. (ed.) Infectious Disease Surveillance, 2nd edition, West Sussex, UK: John Wiley Sons. Nelson, K. (2014) Epidemiology of Infectious Disease: General Principles, in: Nelson, K., Williams, C. and Graham, N. (ed.) Infectious disease epidemiology: theory and practice, 3rd edition, Burlington, MA: Jones Bartlett Learning. Oxford vaccine Group (undated) Measles [Online], Available: https://www.ovg.ox.ac.uk/measles [12 Feb 2015]. Public Health England (first published 2010) Notifications of infectious diseases (NOIDs) and reportable causative organisms: legal duties of laboratories and medical practi tioners [Online], Available: https://www.gov.uk/notifiable-diseases-and-causative-organisms-how-to-report [12 Feb 2015]. Reintjes, R. and Aryna Zanuzdana. (2010) Outbreak Investigations, in: KrÃÆ'Â ¤mer, A. et al. (ed.) Modern Infectious Disease Epidemiology, New York, NY: Springer Science + Business Media. World Health Organization (WHO) (2005). Notification and other reporting requirements under the IHR, IHR Brief, No. 2 [Online], Available: https://www.who.int/ihr/ihr_brief_no_2_en.pdf [12 Feb 2015]. World Health Organization (WHO). (2010) Statue Commemorates Smallpox Eradication. Available: https://www.who.int/mediacentre/news/notes/2010/smallpox_20100517/en/index.html [12 Feb 2015].

Joy Luck Club - 924 Words

Name: ____________________________ Class Period: _______________ Score:_________________ North Fall Final Exam Essay Topics For your final exam, you will write a timed write on Monday December 13th which will count towards 1/3 of your final exam grade. A traditional AP Timed Write Rubric will be used to score your answers. I’m looking for a clear thesis, a well-organized paper, high level of diction, focus, and in-depth analysis (two to three pieces of commentary or analogies) combined with thematic text to world and use of literary devices if appropriate. Answer all parts of the question in your responses. 1. June Woo begins the novel by explaining the â€Å"Joy Luck Club.† She watches the mothers and explains, â€Å"They see that joy and†¦show more content†¦It may be less mature in thought or less well-handled in terms of organization, syntax, or mechanics. Descriptors might include less mature, some difficulties, but just above average. _______30-5 The 5 paper is a thinner version of the 6. Descriptors would include superficial, vague, uneven, and mechanical. These essays are for the most part well-written, and usually remain focused on the topic. The assertions that are made may be somewhat vague in relation to the topic or a bit superficial in nature. The supporting examples may be missing occasionally or not well related to the topic. There seems to be some evidence or a writer’s voice, but not one of a unique nature. These essays are usually characterized by some minor ones. Inadequate _______25-4: 4 is an average to below-average paper which maintains the general idea of the writing assignment, shows some sense of organization, but is weak in content, maturity of thought, language facility, and/or mechanics. It may distort the topic or fail to deal adequately with one important aspect of the topic. _______20-3: The 3 essay compounds the weaknesses of the 4. Some descriptors that come to mind include incomplete, oversimplified, meager, irrelevant, and insufficient. _______15-2: 2 is the score assigned to a paper that makes an attempt to deal with the topic but demonstrates serious weaknesses in content and coherence and/or syntax and mechanics. It is anShow MoreRelatedSummary Of The Joy Luck Club 853 Words   |  4 PagesExam Project Process Check #1 Book: The Joy Luck Club Author: Amy Tan By: Bala Sundaram Themes: A) The Joy luck Club presents a couple of themes but one of which, relates to an issue that is affecting many immigrant families who bring up their kids in foreign countries. In forwards, the difficulty in speaking and translating another language.The mothers and daughters in the book have difficulty in communicating their ideas and feelings with one another.The problems associated with communicatingRead MoreJoy Luck Club Analysis981 Words   |  4 Pagesas well.† (Tan 213). The Joy Luck club is a book containing sixteen stories told by four mother-daughter pairs, as well as four anecdotes about no particular character. The mothers are all Chinese Immigrants. Each mothers story details their experiences in China, while the daughters talk about life in America. The exception to this is with the Woo family, where the mother, Suyuan, has passed away, and the daughter, June, tells her stories for her. In ‘The Joy Luck Club’, Amy Tan uses the storiesRead MoreJoy Luck Club Essay1722 Words   |  7 PagesIn the novel, Joy Luck Club, we see Waverly Jong and June Woo’s competitiveness when Waverly becomes a child chess prodigy and June struggles to master the piano. 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Rutledge says, â€Å"Stories have always been a primal form of communication.† From cavemen drawing pictures of stories on walls, to bedtime stories being read to children, sharing experiences through storiesRead MoreAnalysis Of The Book The Joy Luck Club 1700 Words   |  7 PagesChurchill English 2 Honors, Period 0 6 September 2015 Reconciliation Swan feathers. Hopes and dreams. Broken relationships and healing. Though these concepts might initially appear incongruous, they are all depicted in the book The Joy Luck Club by Amy Tan and The Joy Luck Club film directed by Wayne Wang. Both modes of interpretation show how the mothers help their daughters solve their problems by explaining the formers’ pasts. However, while the book leaves each of the daughters’ stories open endedRead MoreThe Joy Luck Club by Amy Tan841 Words   |  3 PagesIn the Joy Luck Club by Amy Tan, tells stories of four Chinese mothers and four Chinese-American daughters and their mother-daughter relationship. The four mothers met in a San Francisco church in 1949. Suyuan Woo, founder of the Joy Luck Club, convinced the other mothers An-Mei Hsu, Lindo Jong, and Yingying St. Clair to join the club. The club would meet every week at one of the mother’s house where they eat food, play mahjong, and brag about their daughters. The Chinese -American daughters tellRead MoreThe Joy Luck Club : Breaking Barriers1075 Words   |  5 PagesGrace Pating Mr. Devine English 203H 8 September 2015 The Joy Luck Club: Breaking Barriers When people struggle to communicate with one another or disagree, the usual response is to ask questions and make an effort to fix the issue. Unfortunately, owning up to responsibility can be much more difficult when the argument is with a close friend or family member. Coming from two time periods, this is a prevalent issue for the women of the Woo family, especially since both individuals are intolerablyRead MoreThe Joy Luck Club by Amy Tan963 Words   |  4 PagesThe novel The Joy Luck Club by Amy Tan shows the past and present experiences of several women including An-mei Hsu, the mother of Rose Hsu Jordan. Beginning at a young age, An-mei has to endure many situations. Her grandmother tells her that her mother is a ghost but she comes back to take care of her grandmother when she is ill. Due to the absence of her mother during her childhood years, she tries to be there for Rose as much as possible but is pushed away. An-mei believes she has nengkin, the