Writing About The Cost Of Surveillance Intervention For TB In India ((

Writing About The Cost Of Surveillance Intervention For TB In India (( Writing About The Cost Of Surveillance Intervention For TB In India (( See The Instructions To Fully – Coursework Example Cost of Surveillance Intervention for TB in India ​How Mr. Zuckerberg and His Advisory Panel Can Utilize the $25m Budget The materials used in the surveillance will include sampling devices that identify super spreaders who spit out live TB bacteria. The devices will cost $3M. The materials used for surveillance will include the sampling devices and ordinary surveillance systems, such as case reporting in hospitals. Second, training and educating the stakeholders about the subject matter is a prerequisite to addressing the problem of tuberculosis effectively. In this budget component, each person will be allocate $3,000 that will cater for accommodation, stipend, travel cost, training materials, and food. The protection of healthcare providers is also important; therefore, the cost of ear loop facemasks and those installed with satellite tracking will be a requirement. Simple disposable facemasks costs $5-10 for a pack of 50, however, the facemask with a satellite system and c ough samplers is not available commercially, as it is being used in ongoing studies; therefore, the cost per mask is unknown (Voice of America, 2014). Reporting of cases on the field will be through mailing services, telephone, and the Internet. This budget component for communication will cost $10,000 to cover any overloads that may occur. In addition, writing materials will cost $3 each and over 500 units will be required.The main screening technique used is the sputum-smear, which should be offered as a health drive. Consequently, a conventional TB test normally costs around $60 per person. In addition, using first line drugs in chemotherapy will be required. For requirement, the budget will cater for the cost of treating TB, which averages $30,000 (MDR TB) and $10, 845 for normal TB per person (Rajbhandary, Marks, & Bock, 2004, p. 1012). The cost includes the price of drugs, monitoring and hospitalization cost. ReferenceRajbhandary, S. S., Marks, S. M., & Bock, N. N. (2004). Cos ts of patients hospitalized for multidrug-resistant tuberculosis. Int J Tuberc Lung Dis, 8(8), 1012-6.Voice of America. (2014). New tools to fight tuberculosis, but drug resistance looms. Retrieved: from http://allafrica.com/view/resource/main/main/id/00081101.html

Prompts That Support Instruction and Independence

Prompts That Support Instruction and Independence Independence, completing a task or exhibiting a behavior without prompts or cues, is the gold standard of special education. The kind of support we give students to help them succeed in special education is called prompting. The level of support falls on a continuum, with the most invasive and furthest from independence, to the least invasive, or the closest to independence. The prompts at the least invasive end is also the easiest to fade, or slowly withdraw, until the child is accomplishing the task independently. The most severely cognitively, multiply or developmentally disabled students may need very high levels of what is called â€Å"hand over hand† support. Still, kids with specific learning disabilities who may have attention deficit disorder with some reading and math difficulties may need prompting to stay on task and complete tasks. They are just as prone to become â€Å"prompt dependent,† which may leave them incapable of achieving the gold standard: independence. Because of â€Å"prompt dependence† it’s important that a special educator understands how to work across the continuum, from hand over hand, the most invasive, to gestural prompts, the least invasive. As the teacher moves across the continuum, the teacher is â€Å"fading† prompts toward independence. We review the continuum here: Hand over Hand This is the most invasive of the prompts, and is often only required for the most physically disabled students. The teacher or coach may actually place his or her hand over the students hand. It isn’t necessarily just for the most physically disabled student: it works well with young students on the autism spectrum, older autistic students with unfamiliar tasks like sweeping, and even younger students with immature and undeveloped fine motor skills. Hand over hand can be faded by lightening your touch to a simple touch on the back of a hand or arm to guide the student though the task. Physical Prompts Hand over hand is a physical prompt, but physical prompts can include tapping the back of a hand, holding an elbow, or even pointing. Physical prompts may be accompanied by verbal prompts. As the verbal prompts stay in place, the teacher fades the physical prompt. Verbal Prompts These are most familiar. We tell the student what to do: sometimes step by step, sometimes with more detail. Of course, if we talk all the time, our prompts get ignored. You can also design verbal prompts to fade from most complete to least complete. Example: â€Å"Bradley, pick up the pencil. Bradley, put the point on the paper. Circle the correct answer. Good job, Bradley: Now, let’s do number 2. Find the correct answer, etc. . . .† Faded to: â€Å"Bradley, you have your pencil, your paper and we have done these before. Please circle each answer and put your pencil down when you are done.† Gestural These prompts should begin with a verbal prompt: they are easy to fade and are the least invasive. Be sure you don’t become so used to your verbal prompts that all you’re doing is running your mouth. Shorten those prompts and trust the gesture, whether it’s pointing, tapping or even winking. Be sure the student knows what you are requesting with the prompt. Gestural prompts are especially successful with kids with developmental or behavioral problems. Alex, who is featured in the article on making your own social narrative, sometimes forgot and would drool. I taught my wife, his teacher, to touch her chin with her forefinger to remind him: Soon all she had to do was move her hand a certain way, and he remembered. Visual Prompts These prompts can be paired with other prompts initially, and as they are faded, the simple visual prompt can remain.   Typical (children without disabilities in general education programs) also benefit from visual prompts.   Teachers have noted that children will reference the place on the wall where a graphic organizer for a specific skill used to be, noting that the mere act of remembering where the visual prompt was on the wall helps them remember the CONTENT of the prompt! Independence: The goal. The continuum: Hand over Hand Physical- Verbal- Gestural- Independence.

Chapter 8 Essay Example | Topics and Well Written Essays - 500 words - 3

Chapter 8 - Essay Example The author here is asserting that, from the time we enter this world, none of us has the guarantee of leading a life free from suffering. Suffering and pain do not discriminate between the rich and the poor, the powerful and the common man, young and old, or male and female. However, Kushner also gives hope to his readers by stating that at least we can have faith in a higher power that provides us with the strength and courage we require to bear the numerous challenges and obstacles that life is constantly throwing at us. In my career as a nurse, I constantly encounter patients suffering from various incurable diseases or devastating injuries, which make many of them, lose the motivation to continue pushing on with their lives. Many of them slide into depression, and just as many develop suicidal tendencies. Empowerment and support provision are two essential nursing concepts which enable nurses to provide patients with the desire to persevere through their challenges, and to acquire the urge to live a normal life once again. A nurse is the most accessible healthcare professional that patients can access in a healthcare setting which has the capacity to cater to terminally ill patients. Therefore, the nurse has to be someone that terminally ill patients can obtain inspiration from when they have lost hope of recovering. Many patients belong to a mainstream religion, which could be Christianity, Islam, Hinduism, Buddhism, or other little known religions. Thus, when afflicted with incurable diseases or those that are difficult to cure, they tend to turn to their religious beliefs in search of faith healing. A nurse can do a lot to relieve them from their suffering by reinforcing their religious beliefs and assuring them that suffering does not choose its victims but rather, it is God’s will and purpose. As Kushner asserts, the various ways through which God works are beyond human understanding, but through faith, we believe that all of it is

United States involvement in Vietnam War Essay Example | Topics and Well Written Essays - 1250 words

United States involvement in Vietnam War - Essay Example e issue of the country’s involvement in wars is usually an emotive one, which usually divides the country into two groups with one group supporting the war while the other group opposes the war. The opponents identify the loss of life, exhaustion of the country’s economic resources and unethical practices by some US troops as the main reason of opposing any war. On the other hand, the other group identifies with the country’s involvement in wars as important since the country, as a super power, has a right to establish order and world security, which is essential for the safety of the country. However, the two groups agree that the country’s interest should be instrumental although they only differ on the approaches to use in achieving the interests of the country. This is the case with the United States involvement in the Vietnam War documented in thousands of literature material, which still stirs up emotions and differences of opinions to date. Focusing on the Vietnam War, this expose elucidates on the United States involvement in the war. First, it is important to explicate the build-up to the circumstances that lead to the United States involvement in the Vietnam War. Prior to the United States involvement in the Vietnam War, the Vietnamese were under French rule both before and after the World War 2. Before the Second World War, France occupied Vietnam and colonized the country in a similar way to other Western powers that had colonies in other places. However, France was ceding ground to the Germans and effectively diverted its attention from some of its colonies, like Vietnam, and focused its attention to protect its country. In effect, the Japanese occupied Vietnam after driving out the French although the Vietnamese subsequently defeated the Japanese with Ho Chi Minh declaring the country’s independence in 1945 under the name Democratic Republic of Vietnam (DRV) with the assistance of US soldiers. In effect, this was the first significant

Dunbar’s Perspective on the Indians in the Film Dances with Wolves :: Movie Film Essays

Dunbar’s Perspective on the Indians in the Film Dances with Wolves This film starts out with a wounded Civil War Veteran at war, named John Dunbar, who shows characteristics of loyalty, honor, courage, fearlessness, and strong will. After healing from his wounds, a general, who had clearly lost his mind, sent him further in the West to make post. On his way there, he and the carriage man Timmons, saw unsightly and brutally body remains, that only Native Americans left behind after their slaughter. After reaching his station, everything started out normally with him making preparations for when the other Civil War Veterans would arrive; but, things changed after his first encounter with a Native American who paid Dunbar's fort a visit. In the beginning of this film, the "White Man" viewed these Native Americans as vicious humans that had no remorse for individuals out of their race. They did not make it any better on their part either, because they continued with their in-human killings of the "white man", and tortures. One of their famous strategies, was known as "the scalping". When Dunbar and Timmons were traveling to the fort, they viewed a decayed body with an arrow sticking out of it. Then on his way back, Timmons was shot repeatedly with arrows, scalped, and left to die. When Dunbar first came into contact with an Indian, his first reaction was fear, but somehow he built up the courage, and walked bravely and naked to confront the Indian. He then realized that as the Indian ran cowardly away from him, the Indian was just as afraid of him as he was afraid of the Indian. There are other scenes in the film that shows how these Indians might be portrayed as brutal savages. For example, when Dunbar was venturing about, he came into contact with a woman, who by her way of dressing was mistaken for an Indian woman, that was on the verge of suicide. After her ranting and raging, she fainted, and he then carried her back to her village. Instead of the Indians showing gratitude, some showed fear, while one man dragged the injured woman away from Dunbar and closer to his people. Another time, which is connected to this same woman, was when her family was brutally and heartlessly killed by Indians, and she alone remained to remember the episode in her past.

The Selfish Giant

The Selfish giant â€Å"The giant was a selfish giant,† says the story â€Å"The selfish giant† written by Oscar Wilde from Ireland, who wanted to bring forth a special moral which has been a serious topic for many centuries, and no less these days than ever before. He uses many characteristics of fairytales to create a conscious fairytale about the problem that is to this day the reason why the world is the way it is. Therefore I am going to write an analysis of his work on what the moral is, and what messages that was sent through the fairytale, as well as looking at the means he used to write the story. First of all there is a question of symbols. Oscar Wilde used many symbols which are things we associate with other themes or feelings to create an atmosphere in the fairytale all together. A special example of this is the giant itself, because why didn't Oscar Wilde use a normal person? Or mayhap a wealthy old man for that matter? Many have heard the expression swollen. When a person is swollen, he is egotistical and self centred. He doesn't care about anyone else. Therefore, Oscar has pictured the giant's inner feelings with the outer appearance. Other symbols are also present, like the great wall, which at first means exactly what it is supposed to, keeping people outside of the wall. That wall represents the giant's heart. First the wall is sealed tight; no one is coming in or out. The giant is at first satisfied with the arrangement, with no one to bother him, but after a long time he feels lonely, and the wall around his hear finds a crack. This is where the children sneak in, and melts the giant's heart. Last of the examples of symbols there is the little boy who couldn't reach the branches of the tree. It is a test to give the giant the opportunity to do something nice, and he takes it. This little child is, as we get to know indirectly at the end, Jesus Christ. His hands bled, and the giant wished to avenge the little child. The child however dismisses the pledge, and says that it is the wounds of love, as Jesus died for all of human kind according to the bible. The giant had then grown old and feeble, and were on the verge of his lifespan. Therefore he got the reward for his kindness to children, by being allowed into heaven by Jesus himself. Oscar Wilde draws elements from other religions than Christianity as well, Buddhism for example, where he uses the Karma concept. â€Å"What goes around, comes around,† which means that if you are nice, you will be rewarded, and if you are bad you will be punished. That forwards me to my second point, about personification. When the giant was selfish, the powers of nature had a role of its own to play in the story. The different aspects of nature were given the ability to do humanlike feats, like talking, sleeping and dancing. Almost move at their own free will. For example when the giant was selfish, and closed up his garden. The winter and cold moved in to his life without leaving. The North wind was dancing, and said that they should invite the hail. This is something the forces of nature wouldn't do outside human imagination, but it puts a picture of nature having a life of its own. The flowers wouldn't come out of the ground because it felt sad for the children. The trees as well, bent as low as they could for the little boy who was too tiny for the tree climbing. As if trees could bend on their own free will. That makes nature a part of the judge of who is good and who is bad in this world. Throughout the whole story, there is different judges which indirectly or even directly determine who is the bad guy and who is the good guy. Where Jesus is one of the judges, nature is one of the judges and the children are judges. The part about nature judging men originates from ancient Celtic folklore where people sacrificed to the spirits of nature which had a will of their own. Thirdly, there are the elements of fairy tales. In fairytales there are almost always supernatural creatures, and in this one is no exception. There are two in â€Å"the selfish giant,† the giant himself and the Cornish ogre. The ogre himself is a symbol, because in folklore, the ogre is a bad creature who eats children. Therefore there are hints that the giant might have been influenced by the ogre on his travels, becoming even worse than he was before as the wall was not built until he came back from his trip, and he didn't seem to have that idea before. Other elements from fairytales are the number seven. The number seven appear when the selfish giant had been out travelling for seven years. There is however not much more reference to other numbers that is worth mentioning. Another element that is widely spread within fairytales is the personification which has been explained at the previous paragraph, where animals and inanimate objects get the abilities of a human. Last of all, there is the moral subject. Throughout the entire story you get the impression of what the moral is, and that is â€Å"what goes around comes around. In the beginning you can read that the giant was selfish, and that means that he cared only about himself. He did naught for others, and he did not get anything in return. He seemed content with this at first, but when he got lonely, and the winter wouldn't leg go we wished that he had done something good. When the children came, his heart melted and he wanted to help them. However, when he approached them, they ran away. That is a message that if you are a jer k, then everyone will think you are a jerk, no matter your intentions. However, when he helped the child, the other children understood they could trust him. He turned, and decided to play with them instead of chasing them away. In this he got rewarded more than once. Because he got both his summer and spring back, he got many friends to play with, and he ascended to heaven after he died. This underlines the moral that if you do good, then good will come to you. I conclude with an agreement with the moral, that good is reaped if you sow it, and that good is what is best for mankind. I really liked the story because I agree with the moral of the story, and it is a well written story as well. Oscar Wilde has used great elements in his story that brings it to life, and makes it interesting to read. It is very touching as well, because it requires a lot to make me cry. There is a joyful sadness about it all that makes you unsure if you are crying tears of joy, or of sadness. The part where he dies is kind of sad, because he dies. However, when it also confirms that he goes to a better place.

Public Colleges Must Select A Market Strategy - 1037 Words

Identify Target Markets Public colleges must select a market strategy, which maintains balance between effectively meeting the needs of the target students, and operating the college efficiently. The increased competition among colleges and decreased resources are more intense, which identifying target students are more important. The market segmentation means to divide the total market for educational services into different subsets, which are: demographic, geographic, psychographic, and behavioral. Targeting marketing involves deciding which educational subsections the college will focus on. The demographics, students average age range from 18 to 40 years old. The campus consists of students from many different backgrounds. The gender of the college; consists of 64% women, and 36% men. The geographic is the tri-county area, Marion, Citrus, and Levy counties. The psychographics of the students are: sports, drama and theatre, musical theatre, political activity, student newspaper, an d literary magazine. The behavioral emphasizes the motivation of the student. The vertical axis, college attracts students, from the perspective of the economy buyer. The horizontal axis, represent the career learner, socio-improvement learner, leisure-learner, and ambivalent learner. The career learner, a student’s primary educational motivation is career-oriented. The Socio-improvement learner, the student’s motive is to improve the mind, self-actualization is the major motive. TheShow MoreRelatedBusiness and Economy Discussion Questions1504 Words   |  6 Pagesï » ¿Business and Economy Discussion Questions 1. Business plays a critical role in the economy. In order to understand this relationship, one must understand the relationship between macroeconomics and microeconomics. 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