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The 2009 H1N1 Pandemic: Summary Highlights, April 2009-April 2010. Updated: June 16, 2010. This document summarizes key events of the 2009 H1N1 pandemic and CDCs response activities for historical purposes. This document is a summary; it is interactiive essay lesson not a comprehensive account of all CDC actions and activities nor is it intended to represent response efforts by other agencies and partners. The 2009 H1N1 influenza (flu) pandemic occurred against a backdrop of pandemic response planning at to arms, all levels of government including years of developing, refining and expository regularly exercising response plans at affective disorder, the international, federal, state, local, and lesson community levels.
At the time, experts believed that avian influenza A (H5N1) viruses posed the disorder, greatest pandemic threat. H5N1 viruses were endemic in poultry in essay parts of the world and were infecting people sporadically, often with deadly results. Writing Course. Given that reality, pandemic preparedness efforts were largely based on a scenario of severe human illness caused by an H5N1 virus. Despite differences in planning scenarios and the actual 2009 H1N1 pandemic, many of the systems established through pandemic planning were used and useful for the 2009 H1N1 pandemic response. CDCs response to the 2009 H1N1 pandemic response was complex, multi-faceted and long-term, lasting more than a year. This document seeks to document for the public the expository essay lesson, key events of the pandemic as they unfolded and CDCs response.
The following is a summary narrative of highlighted CDC-related events from the 2009 H1N1 pandemic. 2009 H1N1 was first detected in the United States in April 2009. Biological Model Of Addiction. This virus was a unique combination of influenza virus genes never previously identified in either animals or people. The virus genes were a combination of genes most closely related to North American swine-lineage H1N1 and Eurasian lineage swine-origin H1N1 influenza viruses. Interactiive Lesson. Because of this, initial reports referred to the virus as a swine origin influenza virus. However, investigations of initial human cases did not identify exposures to university writing course pigs and quickly it became apparent that this new virus was circulating among humans and not among U.S. pig herds. Infection with this new influenza A virus (then referred to as swine origin influenza A virus) was first detected in a 10-year-old patient in California on April 15, 2009, who was tested for influenza as part of expository lesson, a clinical study. Laboratory testing at CDC confirmed that this virus was new to humans. Two days later, CDC laboratory testing confirmed a second infection with this virus in another patient, an 8-year-old living in California about 130 miles away from the harvard writing course, first patient who was tested as part of an influenza surveillance project. There was no known connection between the two patients. Laboratory analysis at CDC determined that the viruses obtained from these two patients were very similar to each other, and different from interactiive lesson any other influenza viruses previously seen either in farewell humans or animals.
Testing showed that these two viruses were resistant to the two antiviral drugs amantadine and rimantadine, but susceptible to the antiviral drugs oseltamivir and zanamivir. CDC began an immediate investigation into the situation in coordination with state and local animal and human health officials in California. The cases of 2009 H1N1 flu in essay California occurred in the context of sporadic reports of human infection with North American-lineage swine influenza viruses in the United States, most often associated with close contact with infected pigs. (During December 2005 January 2009, 12 cases of human infection with swine influenza were reported; five of these 12 cases occurred in patients who had direct exposure to pigs, six patients reported being near pigs, and theory of knowledge criteria the source of infection in one case was unknown). Human-to-human spread swine influenza viruses had been rarely documented and had not been known to result in widespread community outbreaks among people. In mid-April of 2009, however, the detection of two patients infected with swine origin flu viruses 130 miles apart, raised concern that a novel swine-origin influenza virus had made its way into the human population and was spreading among people. CDC remained in close contact with the international health community as the outbreak unfolded and on April 18, 2009, under the International Health Regulations (IHR) the United States International Health Regulations Program reported the 2009 H1N1 influenza cases to the World Health Organization (WHO). The cases also were reported to the Pan American Health Organization (PAHO), Canada and Mexico, as part of the Security and Prosperity Partnership of North America. CDC worked closely with state and local animal and human health officials on epidemiological investigations by tracing contacts of both patients to try to interactiive essay lesson determine the source of their infection and by examining whether there was any link between the patients and before statement for a pigs. Essay Lesson. Surveillance also was enhanced to try to detect additional cases of human illness with this virus. Based on the geographic location of the first cases, lack of contact between these cases and swine, and about essay data collected through contact tracing and interactiive essay laboratory testing, CDC epidemiologists suspected that human-to-human transmission of this virus had taken place. In an article entitled Swine Influenza A (H1N1) Infection in essay marking Two Children --- Southern California, March-April 2009 published on April 21, 2009 in the Morbidity and essay lesson Mortality Weekly Report (MMWR), CDC described the cases and requested that state public health laboratories send to CDC all influenza A specimens that could not be subtyped.
That same day CDC responded to media inquiries related to the MMWR from medical reporters. Within a day, three additional samples of this new virus were identified in San Diego County and Imperial County California hospitals and sent to a thesis statement CDC for further testing. CDC laboratory testing confirmed that these samples also were positive for interactiive expository, the virus that would come to be called 2009 H1N1.. By April 21, 2009, CDC had begun working to theory criteria develop a virus that could be used to interactiive essay make vaccine to protect against seasonal disorder this new virus (called a candidate vaccine virus). There are many steps involved with producing a vaccine the first step is getting a good high yield vaccine virus. A high-yield vaccine virus is a sample of the virus that is used to grow the virus in mass quantities in chicken eggs. Interactiive Essay Lesson. Once the farewell to arms, virus is essay grown in mass quantities, the virus particles are then purified to make vaccine. Recognizing that 2009 H1N1 was a new flu virus and, like all flu viruses, unpredictable - CDC simultaneously pursued multiple scientific methods to create a high-yield virus.
A virus isolated at CDC, (called A/California/07/2009) was eventually chosen to about be the vaccine virus used to make vaccine. Essay. CDC sent the vaccine virus to farewell vaccine manufacturing companies so that they could begin vaccine production, in the event that the U.S. government should decide a vaccine was necessary. CDC activated its Emergency Operations Center (EOC) on April 22, 2009, to coordinate the response to interactiive this emerging public health threat. Response activities were organized into a team structure according to harvard writing course the National Incident Management System (NIMS)These teams had different areas of expository essay lesson, focus including but not limited to: surveillance, laboratory issues, communications, at-risk populations, antiviral medications, vaccine, and travelers health issues. As the outbreak unfolded, team structures and staffing were periodically assessed for functionality and utility. On April 23, 2009, samples submitted by farewell, Texas revealed two additional cases of human infections with 2009 H1N1, transforming the investigation into a multistate outbreak and response. At the same time, CDC was testing 14 samples from Mexico, some of which had been collected from patients who were ill before the first 2 U.S. Essay Lesson. (California) patients. Results from farewell seven of the samples were positive for 2009 H1N1 and similar findings were reported for specimens submitted by Mexico to Canada. It had now become clear that cases were occurring in multiple countries and human to human spread of the interactiive expository essay, virus appeared to be ongoing. That same day CDC held the first formal full press briefing to inform the media and guide the public and theory marking criteria health care response to the rapidly evolving situation. CDC held nearly 60 press briefings during the 2009 H1N1 response.
On April 24, 2009, CDC uploaded complete gene sequences of the 2009 H1N1 virus to a publicly-accessible international influenza database, which enabled scientists around the world to use the sequences for interactiive, public health research and for comparison against theory essay marking influenza viruses collected elsewhere, and an updated report on the outbreak was published online in the MMWR. World Braces for Possible Pandemic. On Saturday, April 25, 2009, under the rules of the International Health Regulations, the Director-General of WHO declared the 2009 H1N1 outbreak a Public Health Emergency of expository, International Concern and recommended that countries intensify surveillance for unusual outbreaks of influenza-like illness and severe pneumonia. Also on April 25, 2009, New York City officials reported an university course, investigation into a cluster of influenza-like illness in a high school, and CDC testing confirmed two cases of 2009 H1N1 influenza infection in Kansas, and another case in Ohio shortly after. On April 26, 2009, the United States Government determined that a public health emergency existed nationwide; CDCs Strategic National Stockpile (SNS) began releasing 25% of the supplies in the stockpile that could be used to protect and treat influenza. This included 11 million regimens of interactiive expository, antiviral drugs, and personal protective equipment including over 39 million respiratory protection devices (masks and respirators), gowns, gloves and university creative course face shields, to interactiive expository essay lesson states (allocations were based on harvard creative course, each states population).
As part of the nations pre-pandemic planning efforts, by interactiive expository essay, April 2009 the Federal Government had purchased 50 million treatment courses of antiviral drugs oseltamivir and zanamivir for about, the SNS, and interactiive essay lesson states had purchased 23 million antiviral regimens. After the determination of the public health emergency, FDA also took action to expand possible usage of antiviral drugs oseltamivir and zanamivir by issuing Emergency Use Authorizations (EUAs). The EUAs allowed for use of the products in a manner different from what they were FDA-approved for. This included allowing for off-label use of: oseltamivir to treat children younger than 1 year of farewell to arms, age and to help prevent influenza in children 3 months to 1 year of age, and; oseltamivir and zanamivir to treat patients who are symptomatic for expository essay, more than two days before initiation of treatment, or who had complicated illness requiring hospitalization. On April 27, the WHO Director-General raised the level of influenza pandemic alert from about narrative essay phase 3 to phase 4, based primarily on epidemiological data demonstrating human-to-human transmission and the ability of the virus to cause community-level outbreaks.
Based on reports of widespread influenza-like-illness and lesson many severe illnesses and deaths in Mexico, CDC issued a travel health warning recommending that United States travelers postpone all non-essential travel to Mexico. As in past influenza seasons, CDC urged the public and especially those people at highest risk of influenza-related complications, to protect themselves by harvard course, taking antiviral drugs early in lesson their illness when recommended by their doctor; CDC also advised that everyone take every day preventive actions like covering coughs and sneezes and staying home from biological model of addiction essay work and school when ill to interactiive help reduce the spread of illness. On April 29, 2009 WHO raised the influenza pandemic alert from phase 4 to phase 5, signaling that a pandemic was imminent, and to arms requested that all countries immediately activate their pandemic preparedness plans and be on essay lesson, high alert for unusual outbreaks of influenza-like illness and disorder essays severe pneumonia. Interactiive Expository Lesson. The U.S. Disorder. Government was already implementing its pandemic response plan. CDC continued to post and update guidance for states, clinicians, laboratories, schools, partners and interactiive expository essay the public on topics ranging from the non-pharmaceutical measures communities could take to limit spread of disease, to how to evaluate a patient for harvard university course, possible infection with 2009 H1N1 influenza, to how to care for interactiive expository, children who might be sick with 2009 H1N1 influenza. On April 30, 2009, CDC issued an MMWR Dispatch describing the initial outbreak of 2009 H1N1 influenza in narrative essay Mexico. Findings in Mexico indicated that transmission in Mexico involved person-to-person spread with multiple generations of transmission. CDC also issued an MMWR Dispatch on the outbreak of 2009 H1N1 influenza infection in a high school in New York City, that was, at interactiive expository lesson, the time, the essay marking criteria, largest reported cluster of 2009 H1N1 cases in the United States.
The Dispatch suggested that the high school age students had respiratory and fever symptoms similar to those caused by a seasonal flu, but in lesson addition, about half had diarrhea, which is more than expected with seasonal flu. As the details of the outbreak unfolded, the Federal response continued in high gear. Also on April 30, 2009, HHS announced that the Federal government would purchase an additional 13 million treatment courses of antiviral drugs to help fight influenza. The additional treatment courses would be added to the SNS. As the outbreak spread, CDC began receiving reports of school closures and a thesis for a multiple-perspective essay implementation of community-level social distancing measures meant to slow the spread of disease. School administrators and interactiive essay lesson public health officials were following their pandemic plans and doing everything they could to slow the spread of illness. (Social distancing measures are meant to to arms increase distance between people. Measures include staying home when ill unless to seek medical care, avoiding large gatherings, telecommuting, and implementing school closures). CDC Laboratories Bolster Nations Testing Capacity. While initial efforts were underway to develop a safe and effective vaccine to protect people against essay 2009 H1N1, work also was being done at CDC to help laboratories supporting health care professionals to writing more quickly identify the 2009 H1N1 virus in samples from expository patients. The real-time PCR test developed by CDC was cleared for use by diagnostic laboratories by creative writing course, FDA under an Emergency Use Authorization (EUA) on interactiive lesson, April 28, 2009, less than two weeks after identification of the new pandemic virus.
Prior to the availability of this EUA, public health laboratories had been able to identify whether influenza A viruses were seasonal influenza viruses or were a novel strain, but the new diagnostic kits allowed labs to confirm a virus as 2009 H1N1. Affective Disorder. On May 1, 2009, CDC test kits began shipping to domestic and international public health laboratories. (Each test kit contained reagents to test 1,000 clinical specimens). From May 1 through September 1, 2009, more than 1,000 kits were shipped to 120 domestic and 250 international laboratories in interactiive expository essay lesson 140 countries. Once labs had the test kits and verified that their testing was running properly, they were able to identify new cases more quickly than before and no longer needed to send samples to CDC for lab confirmation. The transition away from CDC lab confirmation testing didnt happen overnight though - between April 23 and May 31, 2009, CDC influenza laboratory analyzed about 5,000 influenza virus samples, five times the number that were processed in a similar timeframe in harvard university creative course 2008, and essay more than during any previous influenza season. By May 18, 2009, 40 states had been validated to conduct their own 2009 H1N1 testing, with eight states having multiple laboratories able to writing for a multiple-perspective essay it is do their own testing. CDC alerted the public that the expansion in testing capacity would likely result in a jump in the number of 2009 H1N1 cases, but that this would actually present a more accurate picture of the true scope of 2009 H1N1 influenza in the United States. By May 1, 2009, CDC had identified some interesting things about the 2009 H1N1 virus. Researchers had confirmed earlier testing that the 2009 H1N1 influenza virus was a quadruple-reassortant virus, meaning that it contained virus genes that originated from four different influenza virus sources. Some of the gene segments originated from North American swine influenza viruses, some gene segments originated from essay lesson North American avian influenza viruses, one gene segment originated from a human influenza virus, and two gene segments were normally found in affective disorder swine influenza viruses from essay Asia and in Europe. Testing of a number of the virus samples submitted to CDC showed that they were very similar, which means they likely originated from the same source.
Laboratory testing showed that the 2009 H1N1 influenza virus did not have any 1918-like markers that had been associated with increased risk of severe disease. Testing also did not find genetic markers that were previously associated with high death rates in people infected with the avian influenza A (H5N1) virus in about essay other countries.. On May 4, 2009, CDC shifted from reporting confirmed cases of 2009 H1N1 to lesson reporting both confirmed and probable cases of of knowledge marking criteria, 2009 H1N1. At that point, more than 98% of expository lesson, probable flu virus samples were testing positive for 2009 H1N1, indicating the ever-growing scale of the outbreak. Probable cases were reported to CDC by state health departments and occurred in people who tested positive for influenza A and negative for seasonal influenza A(H1N1) and farewell A(H3N2) subtypes at their state health department laboratory, but whose samples had not had confirmatory testing for the 2009 H1N1 influenza virus. CDC Shares Personnel, Guidance, Early Results of Studies. CDC deployed a large number of staff to the field to support the interactiive expository lesson, outbreak response; by May 1, 2009, 50 staff people were deployed, and that number climbed to more than 100 by May 11, 2009, before gradually declining as field teams returned from deployment to complete studies, analyze collected data, and farewell help inform policy decisions for the prevention and control of 2009 H1N1 influenza. Over the course of the outbreak, more than 3,300 people from interactiive expository lesson throughout CDC would support the response. On May 6, 2009, CDC distributed recommendations for the use of influenza antiviral medicines to provide guidance for clinicians in prescribing antiviral medicines for treatment and prevention (chemoprophylaxis) of seasonal affective disorder, 2009 H1N1 influenza. CDC recommended that testing and antiviral treatment be prioritized for people with severe respiratory illness and expository essay people at high risk of complications from seasonal influenza.
This included children younger than 5 years old, pregnant women, people with chronic medical conditions, and people 65 years and older. On May 8, 2009, CDC issued an to arms, MMWR updating the interactiive, situations in Mexico, the United States, and theory of knowledge marking worldwide, and on May 15, 2009, CDCs Travel Health Warning recommending against non-essential travel to interactiive lesson Mexico, in biological of addiction essay effect since April 27, 2009, was downgraded to a Travel Health Precaution for Mexico. By this point in the outbreak, about expository half of all influenza viruses being detected through laboratory surveillance were 2009 H1N1 viruses, with the other half being regular seasonal influenza viruses, including seasonal influenza A H1N1, influenza A H3N2 and type B viruses. Surveillance reports indicated that the writing a thesis for a, largest number of 2009 H1N1 influenza confirmed and expository probable cases (about 57% of narrative, cases) were occurring among people between 5 years and expository essay lesson 24 years of age, and 41% of the hospitalizations were occurring among older children and young adults. Farewell. The highest rates of hospitalization were among children younger than 5 years of age; the next highest hospitalization rate was in people 5 years to 24 years of age.
Based on expository essay, data from about previous influenza pandemics and seasonal influenza, pregnant women had been recognized as a high-risk group early in the outbreak. Early data on 2009 H1N1 illness among pregnant women was reported in an article published as an MMWR Dispatch on May 12, 2009. This article emphasized the importance of expository essay lesson, empiric treatment (treatment without confirmatory testing) of pregnant women suspected to have 2009 H1N1. People with other previously recognized medical conditions that placed them at high risk of complications from seasonal influenza also appeared to be at biological model of addiction essay, increased risk of complications from 2009 H1N1 influenza. In this report, seventy-one percent (71%) of hospitalized patients had one or more underlying chronic medical conditions. Reported deaths had occurred in people ranging in interactiive expository essay lesson age from theory criteria 22 months old to 57 years old. Also, only 13% of interactiive, hospitalizations had occurred in people 50 years and older, and there were few cases and no deaths in people older than 65 years, which was unusual when compared with seasonal flu.
Early results of an antibody study conducted by CDC indicated that children had no existing cross-reactive antibody to creative writing the 2009 H1N1 influenza virus, while about one-third of adults older than 60 years of age had cross-reactive antibody against the 2009 H1N1 flu virus. One possible explanation for this pre-existing antibody in older adults was that they may have had previous exposure, either through infection or vaccination, to an influenza A H1N1 virus that was more closely related to the 2009 H1N1 flu virus than contemporary seasonal influenza A (H1N1) viruses are. Data from interactiive expository essay a similar study suggested that seasonal influenza vaccine would not provide any significant protection against 2009 H1N1 influenza virus. On June 11, 2009, WHO signaled that a global pandemic of 2009 H1N1 influenza was underway by further raising the worldwide pandemic alert level to Phase 6 . Biological Of Addiction Essay. That day, CDC held its first press conference with the new CDC Director Thomas Frieden, MD, MPH. Expository Essay. The press conference had a total of biological of addiction, 2,355 participants. At the time, more than 70 countries had reported cases of 2009 H1N1 infection, and community level outbreaks of interactiive expository essay lesson, 2009 H1N1 were ongoing in multiple parts of the world. The WHO decision to raise the pandemic alert level to Phase 6 was a reflection of narrative, spread of the virus in other parts of the world and expository essay lesson not a reflection of any change in the 2009 H1N1 influenza virus or associated illness.
To date, most people in the United States who had become ill with 2009 H1N1 influenza had not become seriously ill and had recovered without hospitalization. After the WHO declaration of a pandemic on June 11, the 2009 H1N1 virus continued to spread and the number of countries reporting cases of 2009 H1N1 nearly doubled from mid-June 2009 to early July 2009. Significant levels of 2009 H1N1 illness continued, with localized and in some cases intense outbreaks occurring. By June 19, 2009, all 50 states in the United States, the District of Columbia, Puerto Rico, and seasonal affective disorder essays the U.S. Virgin Islands had reported cases of 2009 H1N1 infection.
The United States continued to essay report the largest number of 2009 H1N1 cases of biological of addiction, any country worldwide, although most people who became ill recovered without requiring medical treatment. Interactiive Expository Essay Lesson. By late June more than 30 summer camps in the U.S. Of Knowledge Essay. had reported outbreaks of 2009 H1N1 influenza illness, and CDC released guidance for day and residential camps to reduce the interactiive expository essay lesson, spread of influenza. Before Statement For A Multiple-perspective Essay. At the expository lesson, June 25, 2009 Advisory Committee on Immunization Practices Meeting, CDC estimated that at least 1 million cases of 2009 H1N1 influenza had occurred in the United States. In early July, 2009, three 2009 H1N1 influenza viruses that were resistant to theory marking criteria the antiviral drug oseltamivir were detected in three countries. (Antiviral resistance is when a virus changes in such a way that the expository essay lesson, antiviral drug is less effective in treating or preventing illnesses caused by the virus.) CDC and multiple-perspective it is WHO partners continued to conduct surveillance for antiviral resistance, although instances of antiviral resistance continued to be detected very rarely. Also in July 2009, CDC reported findings in the MMWR that indicated a striking prevalence of obesity in expository intensive care patients who were confirmed to have 2009 H1N1 influenza. Farewell To Arms. Throughout the pandemic, CDC would continue to examine the relationship between 2009 H1N1 influenza, obesity, severe disease and other underlying risk factors. CDC continued to work with the Council of State and Territorial Epidemiologists (CSTE) to enhance surveillance for 2009 H1N1 influenza.
As 2009 H1N1 cases continued to interactiive lesson occur through the spring and summer, the task of counting cases became increasingly difficult. On May 12, 2009, CDC transitioned from reporting individual confirmed and probable cases of before a thesis for a essay it is, 2009 H1N1 influenza to reporting aggregate counts of 2009 H1N1 lab confirmed and probable cases, hospitalizations and deaths with the launch of an aggregate reporting web site. Once the numbers of cases increased beyond the essay, point where counting of individual cases was practical, on before for a essay it is, July 23, 2009, CDC reported the lesson, number of seasonal affective essays, 2009 cases for the last time. Reporting of 2009 H1N1 hospitalizations and expository lesson deaths continued. In addition, CDC continued using its traditional surveillance systems to track the progress of the 2009 H1N1 influenza outbreak. Traditional surveillance systems do not count individual cases, but instead monitor activity levels and virus characteristics through a nationwide surveillance system. CDC worked closely with countries in the Southern Hemisphere to monitor and affective essays enhance surveillance for influenza viruses throughout the summer months.
The Southern Hemispheres influenza season began in interactiive essay lesson May 2009 and countries there reported that 2009 H1N1 virus was spreading and causing illness along with regular seasonal influenza viruses. After mid-July, disease activity in most countries decreased, and by November, temperate regions of the criteria, Southern Hemisphere were reporting very little 2009 H1N1 disease activity. In general, the interactiive essay, experience of the Southern Hemisphere with the 2009 H1N1 virus was similar to what is usually seen during a regular influenza season and did not seem to excessively impact the farewell, health care systems in the Southern Hemisphere. Also, surveillance systems did not find significant changes in the 2009 H1N1 influenza viruses circulating in the Southern Hemisphere as compared to interactiive essay lesson viruses isolated from people in the Northern Hemisphere. These findings provided the U.S. Before Statement For A Multiple-perspective Essay. with valuable clues related to what the expository essay lesson, 2009-2010 influenza season in the United States might be like. Importantly, the lack of significant changes in essay the virus indicated that the 2009 H1N1 vaccine being manufactured would closely match the interactiive essay lesson, currently circulating 2009 H1N1 viruses and likely provide people with good protection against 2009 H1N1 influenza. 2009 H1N1 influenza summer activity peaked in the United States during May and farewell June and declined during July and early August. However, levels of influenza activity would remain above normal throughout the summer months with localized outbreaks. During the interactiive lesson, last two weeks of August, 2009 H1N1 influenza activity again began to increase United States. In August 2009, CDC reported an additional two instances of oseltamivir-resistant virus infection in two immunosuppressed patients in Seattle, Washington. Harvard Creative Writing. Later, in interactiive lesson mid-September, CDC reported two additional cases of oseltamivir-resistant 2009 H1N1 influenza in two summer campers in North Carolina.
CDC and partners continued to carefully track 2009 H1N1 influenza antiviral resistance. As of June 2010 the 2009 H1N1 virus remains susceptible to the antiviral drugs oseltamivir and biological of addiction zanamivir, with rare exception. Cases of antiviral resistance are carefully tracked and updated numbers are posted each week as part of the CDC publication FluView. In late August, CDC began working with the commercial supply chain (manufacturers, distributors, retailers) for certain influenza countermeasures to monitor national inventory levels of critical supplies (antivirals and interactiive expository respiratory protective equipment) on a weekly basis. This visibility provided important data to guide SNS decision-making leading to the release of about narrative essay, additional SNS countermeasures. FDA and the manufacturer of the interactiive expository essay, antiviral drug Tamiflu® (oseltamivir) recognized that commercial and stockpiled supplies of Tamiflu® oral suspension (liquid formulation meant for children) were limited in October 2009. CDC worked with partners to reach pharmacists with background information, updates on antiviral drug supplies, and instructions on how to compound oral suspension from Tamiflu® capsules meant for adults (Compounding is the mixing of farewell to arms, drugs by a health care professional to fit the unique needs of the patient).
CDC also provided instructions for parents and caregivers on how to make a medicine mixture for their child using adult Tamiflu® capsules and thick, sweetened liquid. CDC also analyzed related surveillance data and interactiive expository essay based on the analysis over essay, 500,000 bottles of pediatric oral suspension were distributed from the CDC SNS to states to fill production gaps and meet the increasing demand for the formulation. On October 23rd, 2009, FDA issued an Emergency Use Authorization (EUA) for Peramivir IV. Peramivir IV is an investigational intravenous antiviral drug used to treat people who have been hospitalized due to severe flu illness. This drug was held in the Strategic National Stockpile (SNS) and distributed by CDC under an EUA. Licensed clinicians were able to request this product through the CDC website electronic request system, and product was delivered directly to hospital facilities. Also in October, HHS authorized the expository essay, release of an additional 59.5 million N95 respirators. CDC closed out reports of 2009 H1N1 hospitalizations and harvard university course deaths for the 2008-09 season in late August. On August 30, 2009, reporting modifications were implemented to allow states to report hospitalizations and deaths associated with any influenza or to report hospitalizations and deaths using a pneumonia and influenza syndromic case definition through the Aggregate Hospitalizations and Deaths Reporting Activity (AHDRA). This change in interactiive expository reporting was implemented in order to provide a fuller picture of the burden of serious flu illness and deaths during the pandemic. The new reporting season for the 2009-2010 flu season began on to arms, August 30, 2009, and expository essay lesson the first new numbers for the 2009-2010 season were reported in the September 11, 2009 issue of FluView.
Over the course of the pandemic, CDC refined and to arms revised its surveillance methods, eventually developing a methodology based on interactiive expository essay, surveillance data to estimate the range of 2009 H1N1 cases, hospitalizations and deaths in about the United States. CDC released its first official estimates for interactiive expository essay, 2009 H1N1 cases, hospitalizations and deaths on essay marking criteria, November 12, 2009, and expository updated these on December 10, 2009, January 15, 2010, February 12, 2010, March 12, 2010, April 19, 2010 and for the final time on seasonal, May 14, 2010. The emergence and spread of the 2009 H1N1 virus resulted in expository lesson extraordinary influenza-like illness activity in the United States throughout the summer and fall months of 2009. During this period, influenza activity reached its highest level in the reporting week ending October 24, 2009, with 49 of 50 states reporting geographically widespread disease. A cornerstone of the U.S. Government response to the 2009 H1N1 pandemic was the launch of the biological model of addiction, national influenza 2009 H1N1 vaccination campaign that began in October. Much activity led up to the launch of the vaccination campaign. Starting in early June 2009, weekly calls were held to provide state and interactiive local planners with vaccine-related updates, and on July 8, 2009, CDC issued guidance for state and local public health departments to assist them in planning for the 2009 H1N1 influenza vaccination campaign. On July 9, 2009, the Department of Health and Human Services, the Department of Homeland Security, the Department of Education, and the White House held an farewell, influenza preparedness summit for federal, state, local and tribal officials to lesson discuss existing pandemic plans, lessons learned, and preparedness priorities. At the summit, the Federal government announced the farewell to arms, availability of $350 million in supplemental funding for use by state, local and territorial health departments to bolster their response activities to the 2009 H1N1 influenza pandemic and interactiive expository lesson strongly encouraged state, tribal and local partners to be ready to begin a 2009 H1N1 influenza immunization program by mid-October 2009.
The 2009 National Influenza Vaccine Summit, a partnership of public and private stakeholders committed to achieving the Healthy People 2010 goals for farewell to arms, influenza vaccine, convened on June 29. During the expository, 2009 Summit, attendees were provided updates by experts in several professional fields, including private medicine, public health, health communication, vaccine manufacturing, vaccine distribution, and vaccine-related policy. CDC has been a cosponsor of this event, along with the marking, American Medical Association, since 2001. In preparation for essay lesson, the 2009 H1N1 influenza immunization program, on about, July 22, 2009, the National Institutes of expository essay, Health (NIH) announced the start of a series of clinical trials to test pilot lots of about, two manufacturers versions of 2009 H1N1 influenza vaccine in interactiive expository essay lesson healthy people, as well as people with underlying health conditions like asthma and HIV. Preliminary results from the clinical trials were announced publicly. On July 23, 2009, FDAs Vaccines and Related Biological Advisory Committee indicated support of FDAs proposed plan to license monovalent 2009 H1N1 vaccines via a strain change pathway, similar to how seasonal influenza vaccines are licensed. This meant the essays, 2009 H1N1 vaccine would be made in the same way using the same standards already in place for seasonal vaccines; it also allowed licensure to proceed more quickly since it did not require immunogenicity data or additional safety (except for the live attenuated vaccine) data for licensure. On July 29, 2009, the Advisory Committee for Immunization Practices (ACIP) met to make recommendations for 2009 H1N1 vaccine. The ACIP recommended that as many people as possible receive 2009 H1N1 vaccine as quickly as possible. Certain groups of people were targeted to receive initially limited supplies of the expository essay, 2009 H1N1 vaccine based on epidemiologic and marking criteria virologic data indicating they were at interactiive expository lesson, higher risk for infection or for severe influenza complications.
The initial target groups for vaccination were estimated to consist of about 159 million people and included: pregnant women, people who live with or care for infants younger than 6 months of age, health care and emergency medical services personnel, infants 6 months through young adults 24 years of age, and adults 25 through 64 years of age who are at higher risk for 2009 H1N1 complications because of chronic health disorders or compromised immune systems. The ACIP also recommended that local public health authorities and writing health care practitioners have flexibility to determine at the local level how quickly and when to expand vaccination to other groups because vaccine availability and demand would likely vary by area. CDC convened three public engagement sessions in mid-August in ten regions of the United States with the purpose of soliciting citizen input into vaccination planning. The public provided opinions to CDC regarding how vaccine should be provided in the U.S., and expository the information that was collected helped to inform how 2009 H1N1 vaccine was distributed after it was manufactured. Narrative. Ultimately, it was decided that vaccine should be distributed as soon as it was ready so that people could be protected against influenza as soon as possible, versus waiting to distribute vaccine until large quantities were prepared. In late August, CDC published a study in the MMWR that summarized an investigation of laboratory-confirmed cases of 2009 H1N1 influenza identified during April 24-July 25, 2009 in Chicago, Illinois. The study found that the interactiive lesson, overall attack rate was highest among children aged 5-14 years (147 per 100,000 population), which was 14 times higher than for adults older than 60 years of age. A total of 205 (13%) patients were hospitalized, with the model of addiction essay, highest rate observed among children aged 0-4 years (25 per 100,000), followed by children aged 5-14 years (11 per 100,000). These findings would also provide input into vaccination strategy. By the end of expository, August 2009, prototype vaccines to prevent 2009 H1N1 virus had been developed but were not yet licensed.
Production of the enormous quantities of vaccine necessary to protect the entire U.S. population was underway. CDC expanded its contract for the childhood Vaccine for creative writing, Children program in the United States (McKesson Specialty Distribution), to expository essay lesson provide centralized distribution of 2009 H1N1 vaccine. Available vaccine supplies were allocated to to arms states proportional to their total populations and shipped to public and private provider vaccination sites based on orders placed by the states. Participating providers were asked to interactiive expository essay lesson sign a Provider Agreement assuring they intended to meet state requirements for administering vaccine. On September 3, 2009, CDC published in the MMWR a study that had analyzed data related to 2009 H1N1 influenza pediatric deaths reported to CDC from April to August, 2009.
Data showed that as of harvard university creative writing, August 8, 2009, 477 deaths with laboratory confirmed 2009 H1N1 flu in the United States had been reported to CDC, including 36 children younger than 18 years of age. Sixty-seven percent (67%) of children who died with 2009 H1N1 influenza had at expository essay lesson, least one high-risk medical condition. CDC continued to to arms urge parents to recognize 2009 H1N1 in their children early and to seek medical attention when needed. CDC also reiterated that all children 6 months or older and caregivers of children younger than 6 months should receive the 2009 H1N1 vaccine when it became available. On September 10, 2009, the HHS Secretary and CDC Director joined the National Foundation for Infectious Diseases (NFID) in lesson a news conference to stress vigilance against seasonal influenza in an unusual season and urged Americans to get their seasonal flu vaccine early. In addition to NFID, HHS and CDC, the biological of addiction, news conference was held in collaboration with the American Medical Association (AMA), American Academy of interactiive expository essay, Pediatrics (AAP), American College of Physicians (ACP), AARP, and the National Influenza Vaccine Summit.
On September 15, 2009, the Food and Drug Administration (FDA) announced its approval of four 2009 H1N1 influenza vaccines, and later, on November 16, FDA announced its approval of biological model of addiction essay, a fifth 2009 H1N1 vaccine to protect against lesson the 2009 H1N1 flu virus. The NIH announced on September 21, 2009, that early results from clinical trials of 2009 H1N1 influenza vaccine in children looked promising. Preliminary analysis indicated that the vaccines were safe, and that only one dose of 2009 H1N1 vaccine for the majority of 10 to 17 year olds would be needed to essays generate a sufficient immune response to be protective against interactiive expository essay lesson 2009 H1N1 influenza virus, but younger children generally had a less robust early response to the vaccine. CDC recommended that children younger than 10 years receive two doses of 2009 H1N1 influenza vaccine. Results of trials conducted among adults were later published in December, and harvard university course the data indicated that the immune response among vaccinated adults was excellent. The safety data from these trials also indicated that vaccine side effects were similar to those seen with the interactiive expository essay lesson, seasonal flu vaccines. On September 30, 2009, states were able to place their first orders for the 2009 H1N1 vaccine; forty-seven states placed orders on that day, and by October 9, 2009, all states and the District of Columbia had placed orders for harvard university creative writing course, vaccine. The first doses were administered on October 5, 2009. Because initial supplies of vaccine were limited, most state and local health departments requested that vaccine be given only to those in the initial target groups, and many restricted use to those in sub prioritization groups that had also been outlined by ACIP.
The first six weeks after vaccines were initially released where characterized by high demand for vaccine and expository lesson limited availability. On October 23, the ACIP discussed pandemic vaccine issues, including suitability of the initial target groups developed in July 2009, and concluded that the July guidance remained appropriate. Theory. The ACIP continued to emphasize the role of local decision-making in determining when to begin offering vaccine to persons outside initial target groups. As vaccine supply increased, by expository lesson, late November and early December most states had begun easing restrictions for 2009 H1N1 vaccine use, and by late December vaccination had been opened up to anyone who wanted it. Also beginning in December 2009, the HHS Center for Faith-Based Neighborhood Partnerships partnered with the HHS Regional Offices to host eleven teleconferences to harvard creative course engage community and interactiive essay faith-based organizations in seasonal affective disorder essays the 2009 H1N1 flu response. Since most states were easing vaccination restrictions, these calls presented an opportunity to remind key partners that they should check with their local health departments to interactiive essay determine availability of vaccine.
By the week of December 22, distribution of 2009 H1N1 vaccine had been opened up to theory marking retail pharmacies so that they could place orders for vaccine directly, thereby expanding the reach and availability of vaccine. In December 2009, CDC published in the MMWR preliminary safety results for the 2009 H1N1 vaccines from the expository lesson, first months of theory essay marking, reports received through the U.S. Vaccine Adverse Event Reporting System (VAERS), a national voluntary reporting surveillance system and data from the Vaccine Safety Datalink. Results indicated that the vast majority (95%) of adverse events reported to VAERS after receipt of the 2009 H1N1 vaccine were not serious (e.g., soreness at the vaccine injection site). Of the 3,783 reports, 204 (5%) were reports that involved what would be coded as serious health events (defined as life threatening or resulting in death, major disability, abnormal conditions at birth, hospitalization, or extension of an interactiive expository essay lesson, existing hospitalization). The percentage of reports involving what would be considered serious health events was not substantially different between 2009 H1N1 and seasonal influenza vaccines.
The 2009 H1N1 influenza vaccine was manufactured in several formulations, using the same manufacturers and the same manufacturing practices used to produce seasonal influenza vaccine. Monitoring the safety of the flu vaccine continues to about narrative essay be a top priority. CDC and the Food and Drug Administration (FDA) worked with other agencies to establish and enhance existing surveillance systems to rapidly detect any unexpected adverse events among persons who are vaccinated and to interactiive expository lesson adjust the of knowledge essay, vaccination program, if necessary, to minimize risks and expository maximize benefits from vaccination. Two important systems used to monitor vaccine safety that have been active for 20 years, are the Vaccine Adverse Events Reporting System (VAERS), jointly operated between CDC and FDA, and the Vaccine Safety Datalink (VSD) , a collaborative project between the CDC and eight managed care organizations covering more than nine million members(about 3% of the US population). Before Writing For A Multiple-perspective It Is. These systems are designed to determine whether adverse events are occurring among vaccinated persons at a greater rate than what would be expected.
CDC worked with FDA and other partners to strengthen these vaccine safety monitoring systems and develop new ways to monitor vaccine safety. In addition, based on interactiive expository essay, the recommendation of the National Vaccine Advisory Committee (NVAC), HHS established the H1N1 Vaccine Safety Risk Assessment Working Group to review 2009 H1N1 vaccine safety data as it accumulates. University Writing. This working group of outside experts conducts regular, rapid reviews of available data from the federal safety monitoring systems and interactiive expository lesson presents them to NVAC and federal leadership for appropriate policy action and follow-up. Also in affective December 2009, HHS joined with the Ad Council to launch a new nationwide Public Service Announcements campaign called Together We Can Fight the Flu that encouraged Americans to get vaccinated against the 2009 H1N1 virus. The week of December 18, 2009 marked the first 100 million doses of 2009 H1N1 vaccine available for ordering. The year 2010 began with the National Influenza Vaccination Week (NIVW). NIVW is interactiive expository essay lesson a national observance that was established to model of addiction essay highlight the importance of continuing influenza vaccination after the holiday season into January and beyond. The President of the United States proclaimed the week of January 10-16, 2010, National Influenza Vaccination Week, and lesson encouraged all Americans to observe the week by getting the 2009 H1N1 flu vaccine and by asking their families, friends and coworkers to do the same. CDC and HHS - in conjunction with the states and many other partners, both public and private - launched a comprehensive NIVW campaign with the objective of raising vaccination awareness, providing educational opportunities, free resources, as well as vaccination clinics. Every year, certain days during NIVW are designated to highlight the importance for certain groups; this years Week was dedicated to highlighting the farewell, importance of interactiive essay, vaccination for the general public and health care workers, people with chronic health conditions that put them at high risk of serious influenza-related complications, children, pregnant women, and farewell caregivers of expository lesson, infants less than 6 months old, young adults 19 through 24 years old, and people 65 years and older. For example, the events on Tuesday, January 12 centered on people with chronic medical conditions that put them at higher risk of serious influenza-related complications.
National activities included a webinar attended by approximately 1,000 participants. This joint effort was hosted by HHS, CDC, the about narrative essay, American Cancer Society, the American Diabetes Association, and the American Lung Association. In addition, Secretary Sebelius participated in two press conference calls announcing new public service announcements (PSAs) tailored to African American and Native American audiences. The Director of the Indian Health Service joined the Secretary in interactiive expository essay stressing the importance and benefits of vaccination. On January 15, 2010, CDC published an essay, article in interactiive expository essay the MMWR on influenza A (H1N1) 2009 monovalent vaccination coverage in the United States between October and December 2009. Results of the study indicated that efforts to get available vaccine to target groups had largely succeeded.
Early on during the 3-month period, 85% of model of addiction essay, available vaccine reached people within those initial target populations. By the interactiive essay, end of December, with many programs expanding their vaccine efforts to all populations, 74% of all vaccine given during the program had gone to people in the initial priority groups. On February 18, 2010, the World Health Organization (WHO) published recommendations for the composition of influenza virus vaccines for the upcoming season in the Northern Hemisphere (November 2010-April 2011). The WHO recommended a trivalent (three component) vaccine including a 2009 H1N1-like pandemic virus. In February of marking criteria, 2010, the components of the 2010-2011 influenza vaccine were announced. The 2010-2011 flu vaccine will protect against a 2009 H1N1-like virus in addition to an influenza A H3N2 virus and an influenza B virus.
The United States experienced its second wave of 2009 H1N1 activity in the fall with activity peaking during the second week in interactiive essay lesson October. After that, activity declined quickly to below baseline levels in January, but persisted for several more months at lower levels. However, by farewell to arms, May, influenza activity levels in essay the United States were low across key flu indicators. Reporting for the 2009-2010 influenza season was finalized on May 28, 2010. Even as flu activity reached normal summer-time levels in the U.S., CDC continued to recommend influenza vaccination, particularly for high risk persons, because of reports of ongoing sporadic cases of 2009 H1N1, ongoing spread of 2009 H1N1 in the Southern Hemisphere and to arms the possibility that 2009 H1N1 viruses might circulate early during the upcoming flu season. CDC Communication Activities During the 2009 H1N1 Pandemic. The CDC response to interactiive expository the 2009 H1N1 pandemic was led by science and seasonal disorder continually evolved to meet the nations needs as events unfolded and as more information became available. However, a consistent underlying communications strategy underscored the entire CDC response.
The strategy is based on the emergency risk communications principles of quickly, proactively and transparently communicating accurate information to the public and to partners. This strategy included CDC clearly stating its goals and actions in response to expository essay lesson the evolving situation and acknowledging what was not known, as well as what was known. Another important part of the theory of knowledge essay marking, strategy was CDC setting the expectation that information and interactiive expository essay lesson advice would change rapidly as the to arms, situation evolved. From the earliest days of the pandemic, CDC regularly articulated its goals to reduce transmission and illness severity, and interactiive lesson provide information to theory of knowledge marking criteria help health care providers, public health officials and the public address the challenges posed by the new virus. Throughout the response, in an effort to provide the most helpful information in the most effective ways possible, CDC drew on existing knowledge but also worked with partners to conduct ongoing scientific research and evaluation of peoples knowledge, attitudes and practices related to a number of expository, topics including 2009 H1N1 flu, infection control guidance, and vaccine. Especially during the about essay, early days of the expository essay, outbreak, the release of theory of knowledge marking, information from CDC and exchange of interactiive expository lesson, information with partners was conducted on a 24-hour cycle. This included frequent updates to a thesis statement multiple-perspective it is media and the public, the interactiive expository essay lesson, consistent use of a core group of spokespersons, daily information outreach to partners, and essay rapid establishment and interactiive expository essay ongoing maintenance of an extensive Web site dedicated specifically to the emergency response for 2009 H1N1 flu. The goal was not only to be as transparent as possible in all activities related to managing the public health response, but also to maintain credibility and continue to theory essay marking criteria be a trusted source of lesson, information for the public and for partners. Beginning early in the response and model continuing throughout the year and into expository essay, 2010, special care was taken to keep state and local public health partners informed of CDCs activities. Farewell. Key messages were regularly provided to help maintain consistent, clear communication across the response. Special care also was taken to regularly collect feedback from state and lesson local public health partners to help ensure that CDC recommendations were finely tuned to what was happening in the field.
Regularly scheduled conference calls with the Association of creative course, State and Territorial Health Officials, the interactiive lesson, National Association of City and County Health Officials, and the National Public Health Information Coalition proved to be an effective way to share information. In addition, on April 24, 2009, CDC held the first of harvard writing course, more than 30 Clinician Outreach and expository essay lesson Communication Activity (COCA) calls presented on a variety of 2009 H1N1-related topics. COCA is designed to theory marking reach a diverse group of health care providers and interactiive essay provide a system through which clinicians can communicate their educational needs to CDC and receive answers to questions about related emerging diseases. At the university creative, peak of the 2009 H1N1 response, COCA had more than 41,100 listserv subscribers. CDC also worked hard to keep the lesson, policy community informed. CDC provided responses to before writing statement essay it is congressional requests for lesson, information and briefings on 2009 H1N1-related issues, and also provided email and web-based informational updates as the pandemic unfolded.
In all, CDC participated in to arms 14 hearings, provided technical assistance in another 12 hearings, issued over three dozen 2009 H1N1 newsletters to policymakers, arranged for over 40 congressional briefings or speaking engagements and fielded over 350 congressional inquiries during the pandemic. There was a concerted effort to get information out as soon as possible and to interactiive essay lesson keep the public and partners aware of developments as they unfolded, even as guidance was changing quickly. For example, when relatively few cases of human infection with this virus were lab confirmed and severity of the pandemic was not known, on about narrative essay, April 28, 2009, CDC posted guidance for schools and advised that they close if they had a suspected or actual case of the interactiive lesson, flu in order to lessen the risk of spreading 2009 H1N1 into about narrative, their communities. As more information became available suggesting a lower risk of severe illness and death from 2009 H1N1, six days later the recommendation was changed to recommend against school closure for essay lesson, community mitigation purposes. The development of CDC guidance is an example of the collaborative communication and essay sharing of information that took place between CDC, HHS, other federal agencies, and external partners. Development of appropriate guidance often relied on CDC communication with many external partners several times a week, with the goal of achieving consensus on what the best practice would be given the best science currently available. For example, CDC worked with representatives from a number of organizations including but not limited to Council of State and Territorial Epidemiologists (CSTE), National Association of County and interactiive expository essay City Health Officials (NAACHO), American Academy of Pediatrics (AAP), American Academy of Family Physicians (AAFP), American College of essay, Obstetricians and interactiive essay Gynecologists (ACOG), Association of State and Territorial Health Officials (ASTHO), American College of Physicians (ACP), Infectious Diseases Society of America (ISDA), American Academy of Pediatrics (AAP), Food and Drug Administration (FDA) and World Health Organization (WHO), during the development of guidance related to everything from surveillance systems to the appropriate use of essay, antiviral drugs during the pandemic. On the topic of vaccination, these discussions helped inform decision-making by expository essay lesson, the Advisory Committee on harvard course, Immunization Practices (ACIP).
Apart from ongoing collaboration between CDC and its external partners, the communications response for 2009 H1N1 flu also was characterized by ongoing, close coordination between CDCs communicators and its scientists to ensure that messages stayed scientifically accurate. Also, CDC communicators took time to regularly analyze feedback from a variety of external sources, including polls and surveys, in expository essay order to ensure that CDC's messages were clear. CDC provided a steady stream of information to audiences across the harvard writing course, spectrum: from the public to interactiive expository pharmacists to laboratorians to international partners and countries around the globe. Information provided by CDC reached a myriad of disorder, audiences through a variety of channels including but not limited to: a 24-hour information hotline, press briefings for the media, dissemination through health alert networks, daily postings (including video and audio podcasts) to the CDC 2009 H1N1 web site, regular updates on Facebook and Twitter, and further outreach by partners and interactiive expository essay lesson partner organizations to their own audiences, just to name a few channels. For example, in November 2009, CDC kicked off a national travelers health public awareness campaign and urged travelers to plan ahead and stay informed about what to do if they got sick while they were away from home. The campaign used a variety of media, including informational posters distributed at theory of knowledge criteria, over 300 ports of entry in the United States, national radio and print advertising, and social media and online outreach, which culminated in over 80 million exposures. CDC also coordinated with HHS and the Flu.gov web site and posted communication toolkits for the 2009-2010 influenza season for businesses, employers, childcare groups and institutions of higher education. The CDC 2009 H1N1 influenza and interactiive expository lesson seasonal influenza vaccination campaign was made up of multiple outreach efforts including placement of articles geared to numerous audiences like parents and young adults, in high-profile media outlets. Article placements led to nearly 403 million overall impressions. Other national outreach efforts made via social media tools, radio ads, two television public service announcements (PSAs), online media banners, and city bus ads.
Numerous print materials in multiple languages were made for narrative, partners to distribute and were downloaded tens of thousands of times. Special audiences identified for additional print materials included Native Americans, African Americans, Hispanics, pregnant women, young adults, first responders, and health care workers. In addition to materials provided for the 2009 H1N1 and seasonal influenza vaccination campaign, CDC provided other key materials in multiple languages. Interactiive Expository Essay. For example, the entire English-language 2009 H1N1 web site was mirrored in Spanish. In addition, key tools and to arms resources were created in interactiive expository Chinese, Vietnamese, Korean, French, German, Arabic, Russian, Amharic, Farsi, Somali, Karen, Burmese, Cambodian, and Kirundi.. In all, between April 2009 when 2009 H1N1 flu first emerged and April 2010, CDC held 60 related media events 39 press briefings and 22 telebriefings for a total of more than 35,000 participants. CDC also hosted its first ever two-day workshop for the news media on the subjects of both 2009 H1N1 influenza and seasonal influenza in harvard university late August. Originally conceived to include 12 members of the news media, the interactiive essay lesson, attendance grew to over 40 journalists from national, regional and local news outlets representing radio, television, newspapers, magazines, and online news media. Speakers at the event included the university course, Secretary of interactiive expository lesson, Health and Human Services, the CDC Director, influenza experts, vaccine safety experts, and laboratory experts.
The CDC hotline (1-800-CDC-INFO) responded to more than 211,000 related inquiries from the general public and before writing for a multiple-perspective it is health care providers, and the CDC 2009 H1N1 web site had more than 219,595,000 page views. Expository Essay. Also, the before a thesis statement for a essay, number of CDC Facebook fans rose to more than 55,000 fans and the CDC emergency profile on Twitter was tracked by more than 1,200,000 followers. To receive weekly email updates about this site, enter your email address:
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Analysis of Gender Representations in the Movie Shrek. Clearly displaying its difference, Shrek was the first film to interactiive expository essay, win an Academy Award for Best Animated Feature in 2001. Looking at all the three movies that have been produced so far, on can see that the characters of Shrek, who is an ogre and his love Fiona, who is originally a beautiful princess but then becomes an biological model essay, ogre herself, as well as other characters of the movie, go against the expectations of society regarding gender and interactiive expository essay its representation on screen. We will write a custom essay sample. on Analysis of Gender Representations in about narrative, the Movie Shrek or any similar. topic specifically for you. In this essay, I would like to discuss some aspects of expository essay, this alienation in describing gender dimensions, and by showing that this alienation is not necessarily negative, I also would like to display how I believe Shrek really had a deep impact on society, as well as it encouraged reflection on farewell to arms, what it really means to interactiive essay, be a certain gender in todays world.
Shrek is a movie about this ogre called Shrek who lives by himself in a swamp and harvard creative writing course does everything that is interactiive basically not considered decent by narrative essay society when it comes to proper behavior, including being dirty and picking his earwax to use it as a candle for the dinner table. One day, his swamp becomes invaded by fairly tale characters that have nowhere to go, so Shrek decides to look for Lord Farquaad who can nullify his choice to exile the characters of Shrek finds Fiona, the beautiful princess and rescues her and interactiive expository essay lesson brings her back to Lord Farquaad. Of course, as fairytales go, Shrek rescues Fiona and falls in love with her but this love seems to be impossible until we find out about, that Fiona herself is an ogre who changes her appearance every night due to a curse. On their way back to interactiive expository essay, the palace, they both behave rather differently from what one could get used to in other fairytales as far as the rescuer and the princess goes, which difference then brings them together and they end up getting married in forms of about narrative, ogres. In the further parts of the movie, they continue to meet obstacles because of their. Page 2 Analysis of Gender Representations in the Movie Shrek Essay. appearance, such as expectations of Fionas parents and the whole kingdom, as well as they go through difficult times fighting against the stereotyping of people and others around them.
At the en, however, their ove and devotion and their way of expository essay, being who they are, no matter whether that is an ogre or a human, they become the affective essays viewers favorites, gaining respect both from them and the rest of their fairytale world for simply who they are, and for how they look or behave. In fact, the gender representations in Shrek are what make the audience and the rest of the characters fall in love with the main characters, such as Shrek, Fiona and Donkey. The text itself is gendered around the stereotypes of what is viewed acceptable in our world, as far as gender goes. What is interactiive lesson does, however, it turns around those stereotypes and applies them in ways that allows one to reflect on their meaning, realizing that sometimes what is of knowledge criteria normal in society, what is masculine and feminine, might not always be true. Looking at Shrek, he is essay lesson represented as a huge, very unattractive ogre who has a very dirty look, and inappropriate way of behaving. Narrative. Though this is so, he has a great heart, and some very masculine characteristics, such as pride, and competition when it comes to essay, trying to win back his swamp and Fiona at the end.
His non-verbal communication tells a lot about his character, mainly when it comes to his attire and his way of acting towards others. When he first meets Donkey, for biological essay instance, he takes more space, and has less physical contact with contact with him then he does with Fiona, which clearly displays that he as a man displays masculine gender characteristics. Lesson. These, however, because of his attire and behavior, including his rescue of Fiona as an exact opposite to arms of what one would call Prince Charming, go against some expectations of society of what masculinity should be like or should behave. Fiona, starting out expository essay lesson, as a beautiful princess and essay marking turning into an ogre herself, gives the same example of gender representation as Shrek. One very interesting thing about her character in addition to her perfect behavior as a princess and expecting Prince Charming to rescue her, which represents her feminine character as typical, is her masculine characteristics that are much unexpected, such as burping and fighting like men when she gets attacked by Robin Hood and his men in the first movie. Also, the interactiive essay lesson way in which she is scared that that Shrek would not like her as an ogre, is something that is unusual, however, shows some feminine aspects of of knowledge, society, such as being afraid for not being accepted or liked based on appearance.
Her support towards Shrek in the second movie when she rather walks away and cry by herself, also underlines her femininity, through the scene of interactiive essay, her Feminine speech where she is trying to encourage the good relationship between Shrek and her family, inviting everyone into conversation. Hence, her character displays the idea of a shift from masculine to feminine characteristics which clearly demonstrates that sometimes gender characteristics might shift according to personalities, and people should not really stereotype gender because it is relative to the individual. As far as the characters of Shrek and Fiona, one can see this shift of masculine and feminine characteristics many times throughout the movie. Sometimes one can see Shrek being the seasonal affective disorder essays emotional one, for instance when he does not know how to tell Fiona he loves her, that is more like a feminine characteristic. On the other hand, one can also see Fiona being more masculine like when she becomes stubborn and says yes to Lord Farqaad from pride. Based on this, their characters seem to be a criticism of societys expectations towards masculine and feminine, showing that sometimes what is different might still be something positive, and worth loving. Furthermore, this criticism can very much be seen in essay, the second movie where the producers actually twist the story by making Shrek take the potion that makes all of them human.
This transformation clearly displays that their human form is for a multiple-perspective what society would expect them to be, and when they are human they think they can be happy, however this happiness is not real. They do not feel themselves, thus they do not feel complete. When they realize this, through their way of realizing, also the audience realizes that who we are goes beyond just appearance and perfection. This goes back to ones perception of Standpoint theory and Queer Theory because it lets one see that where we are positioned can affect ones view of the world, and it also allows one to see that there is diversity of how we perceive ourselves. In fact, there are a lot of possibilities out there, and appearance or a difference in lesson, behavior or orientation should not be something that makes us prejudice on such difference.
No matter what people look like, or how they are perceived by society, important is that they are respected for being real and themselves, and before writing for a multiple-perspective essay this is how they will be able live happily every after. Expository Essay Lesson. Furthermore, Donkey, as well as Dragon and their love are also something unusual in the movie, representing gender from a dissimilar perspective. Although Dragon is very feminine in her way of longing for love and Donkey almost is symbol of of knowledge essay criteria, a man who is not ready for a serious relationship like many men today, their characters are based on essay lesson, a different type of before writing essay, feminine and masculine than those of Shrek and Fiona. Donkey is the type of guy that does not like to be alone, and he follows Shrek everywhere, showing a kind of collaboration which is clearly a feminine characteristic in contrast to Shreks masculine way of trying to solve things fast and effectively. Also his way of not wanting to be committed first, and expository lesson trying to disorder essays, rescue himself by lesson complementing Dragons beauty, reflects typical masculine characteristics of a player. Seasonal Affective Disorder. His way of talking frequently for longer times and less concrete, demonstrates Masculine speech characteristics of gender. Dragon, on the other hand in addition to her feminine personality also holds some masculine values by interactiive lesson providing immediate solutions like men while flying into a thesis statement for a, the party to interactiive lesson, rescue, and also by guarding the tower all by herself. As one can see, all the characters in Shrek shift when it comes to their analysis of gender representations. Some, more than others, but they all represent typical masculine and feminine gender expectations, as well as they go against them in the same, through a sarcastic criticism achieved by drastic contrasts to societys picture of the subject. Looking at disorder, the character of Lord Farquaad, for instance, one can observe the way how he displays masculine characteristic of competition, by interactiive essay lesson being dominating and direct and authoritative, but his personality and attire and way of affective essays, acting is contrast to what a good leader should be or should look like. His character is probably the one that is mostly masculine in his verbal interactions, however when it comes to physical ideas about the strength and protectiveness of interactiive essay, men, he is almost ridiculed by the creators of the before a thesis statement multiple-perspective movie in order to highlight again that what society believes as being the typical masculine leader, is not always the way they really are.
Moreover, the expository essay personality of the Fairy Godmother, many feminine characteristics are underlined, including the Masculine Deficit Model, according to which females are the university writing relationship experts, and men like Shrek have no idea what to do to save their relationships. The fairy Godmother plays exactly this role through helping people by just dropping a tear away. Interactiive Expository Essay Lesson. She acts almost as a figure of feminine evil, who stereotypes women as being interested in seasonal affective, gossip, and always trying to get into other peoples relationships, just as she is trying to end Shreks and Fionas marriage. She is represented as a nice looking, good, elderly woman, almost a nice grandmother figure, but then her acts bring her to other side, displaying her as the typical female that is great interpreting non-verbals, pretends to show empathy and comfort and support for others. The again, her character, just as the one of Lord Farquaad, shows that what we imagine people to be like based on gender, is not always the expository way they are.
The last character, I would like to farewell to arms, touch on from the movie is Prince Charming whose name already tells many things about his character, and again is ridiculed and criticized in a way. He is handsome however, is not the interactiive lesson Prince Charming that women would want for essay marking themselves, and clearly representing that even in interactiive expository, todays world the Prince Charming on a white horse is just an disorder essays, idealistic vision of many women. I would say that his persona might be taken as a representation of the GLBT community through his gay-like speech and language, and through his obsession with his looks. Also, his character leads to the idea of the transgender representation of interactiive, society by the funny relationship he has with the farewell to arms Ugly Stepsister, who is clearly a man in woman clothes. The movie through their characters explores and gives space to interactiive essay lesson, existence of other forms of gender, leading one back to seasonal disorder essays, the Queer Theory, according to which one can step out interactiive lesson, of the heterosexual bobble and experience other views as well.
The persona of the Ugly Stepsister is for instance a loveable being, and the audience can almost cross fingers for before writing a thesis statement for a multiple-perspective essay her that she can achieve her love with Prince Charming. In addition to interactiive lesson, them, I also felt that the character of the King who transforms into a frog creates the idea of transformation, thus implying the idea of transgender, and by allowing one see that although one may transform physically, that person still be the same inside and should be able to love and live the same as before. It is very interesting that although I have seen all three movies many times, now that I look at them through a gendered lens for analysis, I can realize things which I have not realized before. Theory Essay. All the characters which I have examined, as well as the others, such as Pinocchio and interactiive lesson Puss, they all somehow represent gender in many different ways, giving the audience a clear picture of both how society perceives gender and how sometimes it should be perceived instead. In fact, the character of Puss also, just as Shrek and Fiona, consists of both masculine and feminine characteristics. Harvard University Creative Course. Starting from feminine emotions that he uses to manipulate his enemy, and expository essay lesson the idea of same-sex friendships in which he, Shrek and before writing for a multiple-perspective Donkey support each other and do things together. Similarly, to all their characters, also we in society shift our gender characteristics, and therefore, we should not prejudice or stereotype.
In conclusion, I would say that Shrek is a movie that incorporates many gender representations, and expository essay it does a very great job to criticize those sarcastically, creating a funny feeling in the viewers, in the same time making them reflect on the meanings of masculinity and femininity, as well as on concepts such as gay, lesbian, and transgender. These images matter because what is about essay displayed in interactiive expository lesson, the media shapes the way in which people view those issues and to arms concepts. The only things that I would have recommended to do differently, is the interactiive expository way in which the Ugly Stepsister and Prince Charming were portrayed because I felt that by portraying them in creative course, a funny way, it might have created a funny feeling in people, which reflects the way people might view transgender people and gays in interactiive essay lesson, society. Prince Charming was also shown to about essay, be a mommys boy, which is not necessarily true for lesson gay people, creating a false perception of that segment of society, and showing that the media is seen as gay keeper, deciding exactly what to let in and what to let out. Lastly, it is narrative essay my opinion that the movie Shrek is a great one because it targets both adults and children in essay, different ways, encouraging reflection on certain issues, such as gender dimensions and the way in which they are viewed by society. About Essay. It is a movie that definitely challenges the gender representations to which we have been used to, raising awareness of our false perception of gender, and the fact that we tend to essay, stereotype and categorize people based on behavior, appearance and language. I believe, therefore, that Shrek breaks the ice of certain gender stereotypes, and by doing this in a funny way, it also teaches us to be open-minded to learn about model, ourselves and others around us because although we might not want to recognize but there is a diversity among people in our world that needs to interactiive expository essay, be respected in order to make the world a better place for everyone to live in.
Bibliography: Julia T. Wood, Gendered Lives: Communication, Gender and Culture, 8th Edition, Wadsworth, 2008.
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SAT / ACT Prep Online Guides and Tips. The personal statement might just be the hardest part of expository, your college application. Mostly this is because it has the harvard creative writing least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to interactiive, write an theory of knowledge essay marking essay is to check out the essays of expository essay, students who already got incollege essays that actually worked. After all, they must be among the most successful of this weird literary genre. In this article, Ill go through general guidelines for harvard university course, what makes great college essays great. I've also compiled an expository essay enormous list of 100+ actual sample college essays from harvard course, 13 different schools. Expository Essay Lesson! Finally, Ill break down two of these published college essay examples and explain why and how they work. To Arms! With links to interactiive, 125 full essays and essay excerpts , this article will be a great resource for learning how to craft your own personal college admissions essay!
What Excellent College Essays Have in narrative, Common. Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay. Building out from a narrow, concrete focus. Youll see a similar structure in expository, many of the before writing a thesis statement for a multiple-perspective it is essays. The author starts with a very detailed story of an event or description of essay, a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the authors present situation, state of mind, newfound understanding, or maturity level.
Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the to arms stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for expository lesson, what it says about the course authors world, and for interactiive expository essay lesson, how it connects to the authors emotional life. A killer first sentence. Biological Model Of Addiction! Youve heard it before, and youll hear it again: you have to lesson, suck the reader in, and harvard university creative course the best place to do that is the first sentence.
Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an interactiive essay unclear conclusion, in theory criteria, order to interactiive expository lesson, make the reader want to know more. Before Writing A Thesis Multiple-perspective! Dont take my word for itcheck out these 22 first sentences from Stanford applicants and expository lesson tell me you dont want to read the rest of to arms, those essays to find out what happens! A lively, individual voice. Writing is for essay lesson, readers. In this case, your reader is an admissions officer who has read thousands of essays before yours, and will read thousands after.
Your goal? Dont bore your reader. Use interesting description, stay away from cliches, include your own offbeat observationsanything that makes this essay sounds like you and not like anyone else. Enchanted Prince Stan decided to stay away from any frog-kissing princesses to seasonal, retain his unique perspective on interactiive essay ruling as an seasonal affective essays amphibian. Technical correctness.
No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafuseach of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, youre in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is interactiive essay lesson, absolutely nothing wrong with getting help polishing it. Links to Full College Essay Examples. Some colleges publish a selection of their favorite accepted college essays that worked, and before writing a thesis statement for a multiple-perspective essay it is I've put together a selection of over 100 of these (plus some essay excerpts!). Please note that some of these college essay examples may be responding to expository essay lesson, prompts that are no longer in use. The current Common App prompts are as follows: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it.
If this sounds like you, then please share your story. 7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to before a thesis statement for a essay it is, a different prompt, or one of your own design. These essays are answers to past prompts from either the Common Application or the Universal Application, both of which Johns Hopkins accepts. Essay Examples Published by interactiive expository essay Other Websites. 7 Common Application essays from for a multiple-perspective it is, applicants admitted to interactiive expository, Stanford, Duke, Connecticut College, NYU, Carleton College, Washington University, and the University of Pennsylvania 2 Common Application essays (1st essay, 2nd essay) from writing for a multiple-perspective essay it is, applicants admitted to Columbia. Here is a smaller collection of interactiive expository essay lesson, essays that are college-specific, plus 22 essay excerpts that will add fuel to your essay-writing fire. The University of Chicago is well known for its off-the-wall, often wacky supplementary essay prompts.
These seven sample essays respond to a variety of thought-provoking questions. Sometimes it's helpful to see how others managed to get over the difficult first-line hump. We're guessing all these monkeys would write different first sentences. Analyzing Great Common App Essays that Worked. I've picked out two essays from the examples collected above to university writing course, examine in interactiive essay, more depth so that you can know exactly what makes a successful college essay work. Marking! Full credit for these essays goes to interactiive essay lesson, the original authors and the schools that published them. Example #1: Breaking Into Cars, by about Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)
I had never broken into a car before. We were in Laredo, having just finished our first day at a Habitat for Humanity work site. Interactiive Lesson! The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the essay college kids to clean up. Essay Lesson! Not until we were stranded did we realize we were locked out of the van. Someone picked a coat hanger out farewell to arms, of the dumpster, handed it to me, and took a few steps back. Can you do that thing with a coat hanger to unlock it? Why me? I thought. More out of amusement than optimism, I gave it a try.
I slid the hanger into interactiive lesson the windows seal like Id seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Farewell To Arms! Suddenly, two things simultaneously clicked. One was the expository lesson lock on the door. (I actually succeeded in springing it.) The other was the realization that Id been in this type of situation before. In fact, Id been born into before for a multiple-perspective essay this type of situation. My upbringing has numbed me to unpredictability and interactiive chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringingall meant my house was functioning normally.
My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the essays surface of water. My Dad considered this a critical life skillyou know, in case my aircraft carrier should ever get torpedoed. The waters on fire! Clear a hole! he shouted, tossing me in the lake without warning.
While Im still unconvinced about that particular lessons practicality, my Dads overarching message is unequivocally true: much of interactiive expository, life is unexpected, and you have to deal with the twists and turns. Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I dont sweat the small stuff, and I definitely dont expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of disorder, punctuality every night. But more than punctuality and a special affinity for expository essay, musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me.
I forged alliances, and realigned them as necessary. Sometimes, I was the farewell to arms poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to expository lesson, adapt. Back then, these techniques were merely reactions undertaken to ensure my survival. Affective! But one day this fall, Dr. Hicks, our Head of expository essay, School, asked me a question that he hoped all seniors would reflect on throughout the year: How can I participate in farewell, a thing I do not govern, in the company of interactiive essay, people I did not choose?
The question caught me off guard, much like the question posed to me in Laredo. Theory Of Knowledge Essay Criteria! Then, I realized I knew the interactiive essay lesson answer. I knew why the coat hanger had been handed to me. Growing up as the middle child in of addiction, my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. Expository! Its family.
Its society. And often, its chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. Narrative Essay! My family experience taught me to face a serendipitous world with confidence. It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is interactiive, very effective. Disorder Essays! Let's find out why!
An Opening Line That Draws You In. I had never broken into a car before. In just eight words, we get: scene-setting (he is standing next to interactiive expository essay, a car about to break in), the idea of crossing a boundary (he is of knowledge essay, maybe about to interactiive, do an illegal thing for biological model, the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for interactiive expository, a life of crime? Is he about to be scared straight?).
We were in Laredo, having just finished our first day at a Habitat for essay, Humanity work site. Interactiive Expository! The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the narrative essay college kids to clean up. Not until we were stranded did we realize we were locked out of the van. Someone picked a coat hanger out expository lesson, of the dumpster, handed it to me, and took a few steps back. Can you do that thing with a coat hanger to before statement essay, unlock it? Why me? I thought. More out of amusement than optimism, I gave it a try. I slid the hanger into the windows seal like Id seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Its the details that really make this small experience come alive.
Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers arent going to get food or dinner; theyre going for Texas BBQ. The coat hanger comes from a dumpster. Stephen doesnt just move the interactiive essay coat hangerhe jiggles it. Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isnt just uncomfortable or nervous; he takes a few steps backa description of model of addiction, movement that conveys feelings. Finally, the detail of actual speech makes the scene pop.
Instead of writing that the interactiive other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking. Coat hangers: not just for crows' nests any more! (Gotz/Wikimedia) Turning a Specific Incident Into a Deeper Insight. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the of addiction realization that Id been in interactiive expository essay lesson, this type of situation before. In fact, Id been born into this type of situation. Not only does Stephen make the locked car experience a meaningful illustration of how he has learned to be resourceful and before writing a thesis statement it is ready for anything, but he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word click. Using Concrete Examples When Making Abstract Claims.
My upbringing has numbed me to unpredictability and interactiive expository chaos. Creative Writing Course! With a family of interactiive lesson, seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringingall meant my house was functioning normally. Unpredictability and chaos are very abstract, not easily visualized concepts. Not only that, but they could mean any number of thingsviolence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like family of seven and of knowledge essay siblings arguing, the dog barking, the lesson phone ringing, Stephen grounds the to arms abstraction in something that is easy to picture: a large, noisy family. Using Small Bits of Humor and interactiive expository essay Casual Word Choice. My Dad, a retired Navy pilot, was away half the essay criteria time.
When he was home, he had a parenting style something like a drill sergeant. At the lesson age of nine, I learned how to farewell, clear burning oil from the surface of water. Interactiive Expository! My Dad considered this a critical life skillyou know, in case my aircraft carrier should ever get torpedoed. Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: in case my aircraft carrier should ever get torpedoed. The humor also feels relaxed. Affective Essays! Part of expository essay lesson, this is a thesis multiple-perspective essay, because he introduces it with the colloquial phrase you know, so it sounds like he is talking to us in expository lesson, person. This approach also diffuses the potential discomfort of the reader with his fathers strictnesssince he is making jokes about it, clearly he is OK. Notice, though, that this doesnt occur very much in farewell, the essay.
This helps keep the tone meaningful and serious rather than flippant. Mr. President? There's been an oil spill! Then I want our best elementary school students on it, STAT. An Ending That Stretches the Insight Into the Future. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: How can I participate in lesson, a thing I do not govern, in theory of knowledge essay, the company of interactiive lesson, people I did not choose? The question caught me off guard, much like the question posed to me in Laredo. University! Then, I realized I knew the answer. Essay! I knew why the coat hanger had been handed to me.
Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. Its family. Its society. And often, its chaos. Of Addiction Essay! You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence. The ending of the essay reveals that Stephens life has been one long preparation for the future.
He has emerged from chaos and his dads approach to lesson, parenting as a person who can thrive in before writing statement for a it is, a world that he cant control. This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. Interactiive! These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life. What Could This Essay Do Even Better? Even the biological of addiction best essays aren't perfect, and essay even the farewell to arms world's greatest writers will tell you that writing is never finishedjust due. So what would we tweak in this essay if we could? Replace some of the cliched language.
Stephen uses handy phrases like twists and turns and dont sweat the small stuff as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and interactiive expository essay lesson boring. Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he learned to adapt by essay marking criteria being different things to different people. It would be great to see how this plays out outside his family, either in the situation in interactiive expository lesson, Laredo or another context. Example #2: By Bridget Collins, Tufts Class of '19 (Common App Essay, 608 words long) I have always loved riding in cars. After a long day in first grade, I used to fall asleep to theory of knowledge, the engine purring in my mother's Honda Odyssey, even though it was only a 5-minute drive home. As I grew, and expository essay lesson graduated into the shotgun seat, it became natural and enjoyable to look out the window.
Seeing my world passing by through that smudged glass, I would daydream what I could do with it. In elementary school, I already knew my career path: I was going to be Emperor of the World. While I sat in harvard, the car and expository watched the model miles pass by, I developed the plan for interactiive essay, my empire. Seasonal Essays! I reasoned that, for the world to run smoothly, it would have to interactiive expository essay, look presentable. I would assign people, aptly named Fixer-Uppers, to seasonal affective essays, fix everything that needed fixing. That old man down the street with chipping paint on his house would have a fresh coat in no time.
The boy who accidentally tossed his Frisbee onto expository the roof of the disorder school would get it back. The big pothole on Elm Street that my mother managed to hit every single day on the way to expository essay, school would be filled-in. It made perfect sense! All the people that didn't have a job could be Fixer-Uppers. I was like a ten-year-old FDR. Seven years down the biological road, I still take a second glance at the sidewalk cracks and expository essay lesson think of my Fixer-Uppers, but now I'm doing so from the seasonal affective disorder driver's seat. As much as I would enjoy it, I now accept that I won't become Emperor of the World, and that the Fixer-Uppers will have to remain in my car ride imaginings. Or do they?
I always pictured a Fixer-Upper as a smiling man in an orange T-Shirt. Maybe instead, a Fixer-Upper could be a tall girl with a deep love for Yankee Candles. Maybe it could be me. Bridget the Fixer-Upper will be slightly different than the imaginary one who paints houses and fetches Frisbees. Interactiive Lesson! I was lucky enough to discover what I am passionate about when I was a freshman in harvard, high school. A self-admitted Phys. Ed. addict, I volunteered to help out with the expository Adapted PE class. On my first day, I learned that it was for developmentally-disabled students. To be honest, I was really nervous.
I hadn't had too much interaction with special needs students before, and wasn't sure how to about essay, handle myself around them. Long story short, I got hooked. Interactiive Essay Lesson! Three years have passed helping out in APE and eventually becoming a teacher in the Applied Behavior Analysis summer program. Before A Thesis Multiple-perspective! I love working with the students and watching them progress. When senior year arrived, college meetings began, and my counselor asked me what I wanted to do for a career, I didn't say Emperor of the World. Instead, I told him I wanted to become a board-certified behavior analyst. A BCBA helps develop learning plans for students with autism and other disabilities.
Basically, I would get to do what I love for the rest of my life. Interactiive Expository! He laughed and told me that it was a nice change that a seventeen-year-old knew so specifically what she wanted to of addiction, do. I smiled, thanked him, and left. Interactiive! But it occurred to biological of addiction essay, me that, while my desired occupation was decided, my true goal in life was still to become a Fixer-Upper. Interactiive Lesson! So, maybe I'll be like Sue Storm and about narrative essay her alter-ego, the Invisible Woman. I'll do one thing during the day, then spend my off-hours helping people where I can. Instead of flying like Sue, though, I'll opt for a nice performance automobile. Expository! My childhood self would appreciate that. Bridget takes a somewhat different approach than Stephen, but her essay is just as detailed and engaging. Let's go through some of the strengths of her essay.
A Structure Thats Easy to Follow and Understand. The essay is arranged chronologically. Bridget starts each paragraph with a clear signpost of where we are in of knowledge essay marking criteria, time: Paragraph 1: after a long day in first grade Paragraph 2: in elementary school Paragraph 3: seven years down the expository essay lesson road Paragraph 4: when I was a freshman in essay marking, high school Paragraph 5: when senior year arrived This keeps the reader oriented without being distracting or gimmicky. I would assign people, aptly named Fixer-Uppers, to fix everything that needed fixing. That old man down the street with chipping paint on his house would have a fresh coat in no time. The boy who accidentally tossed his Frisbee onto the roof of the school would get it back. Seven years down the road, I still take a second glance at the sidewalk cracks and think of my Fixer-Uppers, but now I'm doing so from the essay driver's seat. As much as I would enjoy it, I now accept that I won't become Emperor of the World, and biological model essay that the Fixer-Uppers will have to remain in my car ride imaginings.
Or do they? I always pictured a Fixer-Upper as a smiling man in an orange T-Shirt. Expository! Maybe instead, a Fixer-Upper could be a tall girl with a deep love for Yankee Candles. Maybe it could be me. I wanted to become a board-certified behavior analyst.
A BCBA helps develop learning plans for creative, students with autism and other disabilities. Basically, I would get to do what I love for the rest of my life. Lesson! But it occurred to me that, while my desired occupation was decided, my true goal in life was still to model of addiction, become a Fixer-Upper. What makes this essay fun to read is that Bridget takes a childs idea of interactiive lesson, a world made better through quasi-magical helpers and turns it into a metaphor for the authors future aspirations. It helps that the metaphor is a very clear one: people who work with students with disabilities are making the world better one abstract fix at a time, just like imaginary Fixer-Uppers would make the university world better one concrete physical fix at a time. Every childhood Fixer-Upper ever. Ask your parents to explain the back row to you. (JD Hancock/Flickr) This essay uses many techniques that make Bridget sound genuine and make the reader feel like we already know her. Technique #1: humor. Notice Bridget's gentle and relaxed humor that lightly mocks her younger selfs grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essayyou could never mistake one writer for the other). In elementary school, I already knew my career path: I was going to be Emperor of the World. I was like a ten-year-old FDR.
Technique #2: invented terminology. The second technique is the way Bridget coins her own terms, carrying them through the whole essay. It would be easy enough to interactiive expository essay, simply describe the people she imagined in childhood as helpers or assistants, and to simply say that as a child she wanted to rule the world. Instead, she invents the capitalized (and thus official-sounding) titles Fixer-Upper and Emperor of the World, making these childish conceits at once charming and before a thesis statement essay iconic. What's also key is that the titles feed into the central metaphor of the essay, which keeps them from sounding like strange quirks that dont go anywhere. Technique #3: playing with syntax. The third technique is to interactiive expository essay, use sentences of varying length, syntax, and structure. Model Essay! Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Bridget emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.
The big pothole on Elm Street that my mother managed to hit every single day on interactiive expository lesson the way to school would be filled-in. It made perfect sense! All the people that didn't have a job could be Fixer-Uppers. When she is narrating her childhood thought process, the sudden short sentence It made perfect sense! (especially its exclamation point) is basically the essay version of drawing a light bulb turning on over someones head. As much as I would enjoy it, I now accept that I won't become Emperor of the narrative essay World, and that the Fixer-Uppers will have to remain in expository essay lesson, my car ride imaginings.
Or do they? Similarly, when the essay turns from her childhood imagination to her present-day aspirations, the before writing a thesis for a essay it is turn is marked with Or do they?a tiny and arresting half-sentence question. Maybe instead, a Fixer-Upper could be a tall girl with a deep love for Yankee Candles. Maybe it could be me. The first time when the comparison between magical fixer-uppers and the future disability specialist is made is when Bridget turns her metaphor onto herself. The essay emphasizes the importance of the expository essay lesson moment through repetition (two sentences structured similarly, both starting with the word maybe) and the use of about narrative essay, a very short sentence: Maybe it could be me. To be honest, I was really nervous. I hadn't had too much interaction with special needs students before, and wasn't sure how to handle myself around them. Long story short, I got hooked. The last key moment that gets the small-sentence treatment is the emotional crux of the essay. As we watch Bridget go from nervously trying to help disabled students to falling in love with this specialty field, she undercuts the potential sappiness of the moment by relying on changed-up sentence length and slang: Long story short, I got hooked.
The best essays convey emotions just as clearly as this image. What Could This Essay Do Even Better? Bridget's essay is very strong, but there are still a few little things that could be improved. Explain the car connection better. The essay begins and ends with Bridget's enjoying a car ride, but this doesn't seem to be related either to the Fixer-Upper idea or to her passion for working with special-needs students.
It would be great to expository, either connect this into the essay more, or to take it out altogether and create more space for something else. Give more details about being a teacher in affective essays, the Applied Behavior Analysis summer program. It makes perfect sense that Bridget doesn't want to put her students on display. It would take the focus off of her and possibly read as offensive or condescending. But, rather than saying long story short, maybe she could elaborate on interactiive expository her own feelings here a bit more. What is it about theory marking, this kind of interactiive expository essay, teaching that she loves? What is she hoping to bring to the lives of her future clients? 3 Essential Tips for Writing Your Own Essay. How can you use this discussion to better your own college essay? Here are some suggestions for to arms, ways to use this resource effectively.
#1: Take Apart the Other Essays in interactiive expository lesson, the Links. As you go through the essays we've compiled for you above, ask yourself the following questions: Can you explain to yourself (or someone else!) why the opening sentence works well? Look for the essay's detailed personal anecdote. Biological Model Of Addiction Essay! What senses is the essay lesson author describing? Can you easily picture the scene in your mind's eye? Find the seasonal affective essays place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the essay anecdote work as an example of the essay author's characteristic, trait, or skill? Check out the essay's tone.
If it's funny, can you find the interactiive essay lesson places where the humor comes from? If it's sad and seasonal affective essays moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone? When you figure out how all the cogs fit together, you'll be able to build your own . um . whatever this is. All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world. Let me level with you: the best writing isn't writing at all.
It's rewriting. And in order to have time to rewrite, you have to essay, start way before the application deadline. My advice is to write your first draft at least two months before your applications are due. Let it sit for a few days untouched. Then come back to of addiction, it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!
Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the interactiive expository lesson top 5 strategies you must be using to have a shot at improving your score. Download it for seasonal affective, free now: Have friends who also need help with test prep? Share this article! Anna scored in the 99th percentile on her SATs in interactiive essay, high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about seasonal affective disorder, improving student access to higher education. You should definitely follow us on expository lesson social media. You'll get updates on narrative essay our latest articles right on your feed. Follow us on all 3 of our social networks:
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