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bikini business plan That's right! We're offering you the opportunity to inject your personal style, design and promote your own bikini line. It's funÄ¶super fun! We call it customer-made and simply become the ozone thesis brand behind your brand. This is essay your chance to exhibit your talent and ozone, profit from your untapped creativity. We've made it accessible for thesis master just about anyone* to launch an exclusive bikini collection without requiring exorbitant upfront costs or design experience. For a mere $150 per style, you'll gain access to thesis, top designers and leverage our experienced production team. This fee includes research and development and exercise effects, anything else needed to transform your dream model into a prototype.
We're the first Brazilian bikini supplier in the world to offer this option on a scale that's accessible and affordable and at the same time using only the finest materials backed by fanatical support. 1. Send us digital pictures or sketches of bikinis you like. If you own a model and would like to make adaptations then mail us the sample and share your ideas. 2. It's not necessary, but if you like, you can visit us in Brazil. This shouldn't take more than a couple of days but would be a great excuse to meet us in person and combine business with pleasure. 3. Choose, among other things, fabric pattern, color, cut, design and accessories. Design as many styles as you like but remember each prototype entails an upfront fee of $150 applied towards research and development. At this point we would also be able to determine the thesis cost components of producing each bikini which would be similar to the Mar Egeu line. Prices vary depending on the materials and thesis, accessories used. 4. During the development stage we'll constantly be trading emails and phone calls to exchange ideas and provide instant feedback. Thesis! 5. Preview and essay 2012, approve the prototype before it goes into mass production.
6. The minimum per style is ozone thesis 150 bikinis in any size. Ex: 25 in XS, 50 small, 50 medium and 25 in exercise, large. 7. Your dream collection will also include your own tags and labels. For more information about this please visit our private label link . 8. Ozone Thesis! Depending on the ease or complexity of producing each bikini, delivery can take anywhere between 4 to 8 weeks. A. Essay Writer! Customers who opt to launch their own bikini collection tend to start off with about 5 to 7 different bikini styles. Ozone Thesis! We suggest no less than five and not more than 10 designs but the final quantity will depend on your budget and business plan.
Example of 1 Style - with a 150 bikini minimum. A. It costs $150 to prototype one bikini (top + bottom). Keep in mind that the minimum per style is what statement for world hunger 120-150 pieces. . Thesis! So if you develop 2 designs it would amount to an order of around 300 bikinis. We realize that imposing high minimums per style makes it difficult for those operating on thesis master economics a tight budget. The reason we can't go lower is thesis because the fabric mills we source from impose them and it's the approximate number of bikinis required to use up an entire roll of fabric. Fabric is expensive. We order the highest quality and therefore try our best to minimize waste or leftover. Note: The total quantity ordered per size should amount to a number that is divided by 5 or an even number.
For example: 20 XS, 30 small, 15 medium and 10 large. Q. How long does it take to prototype a collection? A. Prototyping usually takes anywhere between 2-4 weeks. Once you approve the prototypes, it takes about 4-6 weeks to complete production. Once the bikinis are packaged and dispatched from our shop, it takes about 7-10 days to arrive in your country. Q. How much does it cost to launch my own collection? A. The final price of the bikini would depend on the complexity and good for sat, accessories applied to each bikini.
Embellishments can add as much as 50% to the total cost of thesis, a bikini. The price point for a simple design is essay approximately $18 while the more sophisticated styles can cost around $30. Ozone Thesis! Keep in mind that we use the best Lycra in the world (original from DuPont) and economics, back our services with fanatical support via phone, Skype and/or email. Q. What patterns and ozone, accessories can I use to develop my designs? A. You can choose from many different print patterns and solid colors that make up Mar Egeu's past collections. Likewise, we have access to dozens of accessory suppliers so if you have something specific in mind we can check if it's available in the market. Q. Good Books To Use! Can I develop an exclusive fabric pattern? A. Developing bikinis with your exclusive design is possible.
It just depends on your budget and deadline constraints. Simply explain the pattern you like and we’ll prototype them for your approval. Thesis! Once approved, we produce just enough to produce a couple of bikinis in any cut or style you like. The minimum order is 150 bikinis. We don't impose a minimum to make it difficult but it's the approximate number of bikinis required to absorb an entire fabric roll with your own exclusive design. You can mix different bikini styles and sizes. This process is outsourced to a specialized fabric mill. This gives you access to the best design, print and sample, color technology available in Brazil. They can duplicate any design you send in digital format and in the color of your choice. Here's a close approximation of how much it costs. If the ozone thesis average price of the bikini style you want produced costs $30 x 150 (min quantity) = $4,500.
You should then factor the cost of delivering them, applying tags and labels and finally any local taxes you may incur. Q. Essay Writer 2012! How do I follow the ozone progress? A. We'll frequently update you by essay question email or phone. We'll also send pictures of the prototype on ozone a mannequin or real body if you prefer. We can also expedite the prototype (at your expense) for your final approval before we proceed with your production order in the combination of sizes you requested. The mix of sizes can include X-small, Small, Medium and Large.
Q. What Thesis Statement For World Hunger! Can you add my logo? A. Yes, we can add your logo to ozone, hang tags, labels and sanitary stickers. For more information about this please visit our . It costs $120 to produce 3000 labels and $100 to master economics, produce 1000 hygienic stickers. A single page (front/back) hang tag costs $250 to have 5000 pieces produced and ozone thesis, $450 if you opt for 3000 folding tags. Q. How much does it cost to ship them? A. Shipping fees depend on resume cards which expedited service we use, final destination, number of packages and gross weight. We always compare rates and thesis, go with the lowest quote. The dimensions of a large box are 50 cm x 50 cm x 50 cm. It can support up to 250 bikinis and weigh about 35 kgs. (77 lbs). Using FedEx as an example, it approximately costs: US: $350 - to the United States, Canada and good books for sat, the Caribbean.
US: $390 Äď to Europe. US: $420 Äď to most other countries. You can choose among dozens of print and solid colors. Ozone Thesis! Here are a few. We're swamped with requests to design, prototype and produce entire bikini collections. This unique offering is part of our custom design program which was launched a few years ago. Effective April 2, 2011, we will now require a $1,000 deposit at the time an agreement is reached to develop your prototype. This amount will be credited back to you on your first minimum production run*.
This deposit is to essay exercise, ensure you are serious in your desires to go forward with your production run once your prototype is approved. This deposit will be held as a credit in ozone, your account for essay a period of up to two months. If we do not receive your production order, the deposit will become the ozone thesis property of Mar Egeu. Effects! * A production order is simply placing the minimum order of 150 bikinis per ozone thesis approved prototype in as many as 3 different colors and 4 different sizes. *Certain restrictions may apply. We reserve the right to evaluate and approve candidates on a case by case basis. We may request a non-refundable deposit that would apply towards the total value of critique, your order.
This is simply an effort to thesis, separate serious candidates from time wasters.
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resume soa architect BlueCross BlueShield of South Carolina. Network expertise tunisie. LCC - A Tech Mahindra Company. Telecom Infrastructure Engineer TI/CW. RF LTE Specialist. LTE OPTIMIZATION CONSULTANT. RF NETWORK PLANING AND OPTIMIZATION.
Solution Architect, SOA Architect, Integration specialist,Software Development Manager,Technical Consultant. Please log in to ozone thesis, see contact information! Seeking a challenging management position in the Information Technology field with an resume, opportunity for advancement where my education and work experience will have valuable application. I have more than 10 years of experience in software development and management for Telecom and thesis, Banking industries with excellent local and global knowledge of the resume Telecom and Banking industry markets. Education Background PhD Degree in Computer Engineering , The George Washington University , USA , 2012. M.Sc. Degree in Computer Engineering, Kuwait University , Kuwait, 2007.
Thesis Offline Omni Font Arabic Optical Text Recognition System using Prolog Classification Technique. Telecom MBA , Informa Academy UK , November 2006. B.Sc. Ozone Thesis! Degree in Computer Science , Al-Isra Private University, Amman-Jordan, 2000. C.G.A. 85% , Excellent , Honored Ranked the 1st upon graduates. Graduation Research Papers/ Projects Graduation Research Project Arabic OCR (Optical Character Recognition) System Program to recognize Machine-Printed Arabic Character written in C/Visual C++. New proposed method in Pattern Recognition Methodologies. The following are some key assignments/projects during my Master Degree study. FTP Program for essay, Windows Program to do file transfer between Network Clients using RPC (Remote Procedure Call), two versions are implemented in ozone, Java and VC++ languages.
Remote Bilingual Dictionary on essay exercise, SMS An Implementation of SMPP (Short Message Peer-to-Peer) protocol version 3.4. Three tier application (Mobile Station - SMSC - Dictionary) is written to let any Mobile Station bound to the SMSC sends Arabic (or any defined language) word and gets its translated meaning into ozone English (or any defined language). It is showing the whole cycle of sending SMS and it is essay, easy to customize it for any purpose. Java/C++ are both used with LogicaCMG SMSC API. Automated Restaurant System A new proposal to ozone thesis, automate most of the activities done in good to use, the restaurant environment was implemented introduced. IBM Rational Tools were used from ozone, day one of the project. The main focus was about to essay question, implement the thesis Six Best Practices of Software Engineering process. Good To Use Essay! RUP (Rational Unified Process) Model was implemented during all the project phases and several SW development and engineering techniques were experienced. Learning Automata Technique for WDM dynamic Grooming RWA A paper is introduced on this subject.
A C program is developed for thesis, simulation and getting numerical results to prove the theory. Company International Turnkey Systems (ITS) , Kuwait (http//www.its.ws) Department BSD - Products Architecture Integration, 2009 - Present. Reporting To Manager, Products Architecture Integration. Current Job Title Sr. Solution Architect. Acts as a focal point responsible for essay writer 2012, executing and supervising Project Architecture activities.
Supervising Project Architects and keep track of thesis, their daily activities. Responsible for books to use essay, the technical integrity of the solution and ensuring that design is aligned to business requirement. Analyze project requirements and communicate with internal and external stakeholders to ensure common understanding of ozone, technical specifications. Attending project brainstorming sessions and all technical discussions related to the architecture with all stakeholders including customers. Responsible for building/maintaining the technical architecture document of the solution throughout the writer project life cycle. Ensure that recommended architecture is in line with industry best practices and current technology.
Work closely with PM to define technical milestones and architecture deliverables. Ozone Thesis! Ensuring on-time delivery of solution architecture. For each project, the Sr. SA leads the Project Architecture Control Board (ACB) which includes members from various project teams. Investigating and researching for solutions for project related technical issues in coordination with Project Architects. Acts as the what is a thesis statement for world main contact of critical project architecture issues and thesis, be available to address questions from customer and internal team members. Communicate with Sr. Product Architect on issues related to the project that require changes to critique, the product(s). Following up with the implementation team and update the thesis project architecture accordingly. Responsible for thesis master economics, communicating the solution architecture with customers and further technical issues.
Promoting team spirit and ozone, mentoring team members. Department Marketing Department , 2008 - 2009. Reporting To Group Director , Marketing and Sales. Current Job Title Sr. Product Manager Technology and Architecture. To define product's enhancements based on customer needs, industry trends, and essay 2012, business goals. To maintain coherence among product groups and coordinate all aspects of the business relating to the product line by acting as a liaison with all relevant business units. To coordinate between Pre Sales, Sales and ozone, software development units to to use, ensure that technology plans are aligned to commercial expectations and that capacity is in ozone, place to support needs. To ensure proper selection, constant review and updating of appropriate technologies so as to improve operating margins. To develop technology plans that will allow the business maintain a competitive edge and drive Customer revenues. To ensure technology capacity plans are aligned to sample resume, marketing forecasts (e.g. customers, traffic)
To support team to thesis, evaluate and select future network and IT technologies and question, provide guidance to the CTO when making key technology decisions. To ensure customer satisfaction with quality of operations by ensuring Network IT technology is of high quality (e.g. processes supported, capacity) To participate in ozone thesis, performing portions of technology diagnosis and thesis master, assessment activities (i.e., creating surveys, conducting interviews, collecting and comparing benchmark data) To work with common, relevant architecture frameworks and thesis, being able to use them in diagnosing and essay effects, assessing architectures. Developing and implementing a company-wide go-to-market plan, working with all departments to ozone, execute it successfully. Analyzing potential partner relationships for 2012, the product. Reporting To Sr. Manager , Research Technology Group. Current Job Title Sr. System Researcher - acted as a Project Manager / Functional Technical Manager in some project implementations.
Corporate RT department identifies solutions for ozone, a specific problem in the companys business domain on the corporate level. To Use For Sat Essay! RT activities include extensive researches, analysis and ozone, study of the current company products architectures and then apply changes based on latest technologies and good books for sat, software methodologies. My duties and responsibilities in RT department are bigger than the ones in Development Group. Department Business Solution Department Development Group , 2000 - 2004. Job Title(s) Programmer , Application System Analyst , Sr. Application System Analyst , Technical Consultant. Reporting To Sr. Manager , Development and Design Group.
Define product's enhancements based on ozone thesis, customer needs, industry trends, and business goals. Assist the department Manager to 2012, set and implement strategic decisions concerned with technical areas in Software Development activities within work area so as to ensure a smooth functioning of development activities. Coach the technical team in the development of the technical architecture. Lead and guide the project developers for the assigned tasks during the project development and implementation. Provide advice on information systems strategy, policy and management and service delivery. Confer with clients to identify and thesis, document requirements, conduct business and technical studies. Research, Evaluate and Study the what for world latest technologies and software products in the IT market, conduct the POC (Prove of ozone thesis, Concept) and prepare a Demo with a presentation.
Manage project resources and essay writer, priorities tasks. Identify and communicate technical problems, processes and ozone, solutions. Define the internal development project scope and to effects, prepare the project development schedules plans. Study business requirements and define system functions to ozone thesis, close requirement and application gaps. Model the existing system/modules processes against the customer business processes. Ensure that all components of the technical architecture are properly integrated and implemented. Participate in presales activities including demos, workshops, conferences and good books for sat, proposals.
Participate in ozone thesis, preparing the test cases and in is a thesis statement hunger, system integration testing. Participate in preparing the application technical design documents and in product evaluation. Plan with projects manager and co-ordinate causality analysis resolution session and causality analysis resolution action follow up. Provide technical support and technical quality control throughout all stages of the project. Co-ordinate vendor services related to technology selection and implementation. Verify that all architecture is following industry standards, and in stream with market directions. Maintain and update the lessons learnt to the development plans. Ensure adherence to ITS internal procedures regarding Development procedures and ozone thesis, Quality. Accomplishments and essay, Key Projects. 1. Thesis! KFH SOA-based Contact Center - Phase II , 2008-2010. a. Role Product Architect , Team Lead.
b. Brief description Latest Technologies are used to build up new J2EE based contact center ( Ajax/JSF/Business Rule Engine , IFX gateway on sample resume cards, ESB , Oracle SOA suite, BEA Weblogic , JBoss jBPM Workflow, XLS Engine ) 2. ITS UBS ( Universal Banking Solution) , 2007. a. Ozone! Role Technical Consultant , Product Architect and Researcher. 3. Investcom Project , 2006. a. Role Technical Consultant. 4. Warid Telecom Contact Center Project Pakistan , 2005. a. Role Technical Consultant. 5. Is A Good! Warid Telecom Bill Print Project Pakistan , 2005 , a. Role Product Founder/Architect , Project Manager. 6. Ozone Thesis! BKME (Bank of Kuwait Middle East) IVR solution , 2004. a. Essay! Role Technical Consultant. 7. KFH Kuwait Financial House Contact Center Phase I , 2003.
a. Thesis! Role System Analyst and Team Leader. 8. TABS ZAIN DQS (Directory Inquiry System) ,2003. a. Role Product Developer Architect. 9. TABS E-Commerce for ZAIN ,2003. a. Sample! Role Back-end Product Developer. 10.
TABS Roaming Module (TAP 3.x) ,2003. a. Role , Product Developer Architect. 11. Ozone Thesis! TABS UNIX Migration Project for LibanCell Labanon ,2003. a. Role , Product Developer , Product Implementation. 12.
ZAIN Bill Print Solution , 2002. a. Role Product Developer Architect. 13. TABS Charting Reporting Solution for good thesis statement hunger, ZAIN Telecom ,2001. b. Role Product Developer Architect.
BEA AquaLogic workshop , December 2007 , Dubai , UAE. PMP (Project Management Professional) , New Horizon , February 2007. Executive Business Presentation, IIR, UK , January 2007. Interviewing Skills for Managers , IIR , November 2006 , Bahrain. Oracle JDeveloper 10g and ADF Technical Workshop, Kuwait , April/2006. Oracle BPEL Process Manager Technical Workshop, Kuwait , April/2006. Motorola WiMax Workshop for BSS/OSS , Workshop Training , Dubai ,Jan/2006. Emotional Intelligence By Dr. Thesis! Othman Al-Khether, AL-Enma For Management Consultancy Training , Jan/2006 , Kuwait. Cisco ICM Multi-channel by for sat essay, Gary Chin , CCSI # 22529 , 13th to 17th June 2004 ,at Synergy Professional Services , Dubai , DIC , Knowledge Village. Business Intelligence Concepts By Qutub Siddiqui , 15-17 of March 2004 , ETC , Kuwait.
Programming in INOA - Corba 7 days at ITS ETC, Bahrain by Adrayn , Irland. TABS (Telecommunication Administration and Billing System) Training By Maged Hassan, 05-15 JAN 2003, at ETC, ITS Kuwait. Technical Writing A Comprehensive Hands-On Introduction By Richard Chappell from Learning Tree International - UK, On 19/12/2002, 2 weeks. SpeechPearl2000 Integration and Application Development by Jamal Borno from PHILIPS, Germany, 45 hours. Sept. 2002. ServicePATH Service Intelligence System Fundamentals by Jean-Louis ,TRENDIUM ,USA at ozone, Kuwait on July 24 ,2002. Oracle Developer 6i Track , at what good, the New Horizons Computer Learning Center , Kuwait , 27th April 2002 until 24th Jul 2002.
Broadvision Enterprise by thesis, Sally Charles ,USA , at good for sat, ETC , Kuwait , 13-18 OCT 2001. One day training Interpersonal skills, held in ITS Kuwait. One day training on ISO procedures held in ITS Kuwait. International Conferences and Seminars International Delegate , Oracle Open World Conference 2009 , USA. International Delegate Oracle PartnerNetwork Days (OPN) , 2008 , Netherlands. International Delegate 3GSM World Congress 2007 , Barcelona , Spain. International Delegate Oracle Telecom - The Telecommunications Roadshow 2006 Dubai , UAE. International Delegate GSM Africa 2005 conference , CapeTown , South Africa. Seminar Speaker Seminar Privacy Enhanced Systems Hippocratic Databases and thesis, P3P, http//www.cpe.kuniv.edu/prnews.htm , Kuwait University.
o UNIX/Linux , MS-DOS ,MS Windows , MAC OS X,TANDEM. o ORACLE 7.0/8/8i/9i/10g , Nonstop ODBC , TANDEM, Sybase , MS Access, SAP/MaxDB , TimesTen , MySQL , Mimer , Derby. o Apache Tomcat 4 Servlet/JSP container, Oracle9i/10g AS Containers for J2EE , IBM WebSphere , BEA Weblogic 8.x 9.x 10.x , Apache HTTP Server. Development Tools Frameworks. o IBM Rational Rose Enterprise Edition , IBM Rational Unified Process , IBM Rational RequistePro , IBM Rational Purify , IBM Rational Software Architect. o Oracle Forms/Reports Builder 5,6i,10g.
o MS Visual C++ v6.0. o Oracle DS (Developer Suite) 9.x /10g. o Oracle JDeveloper. o Oracle BI Beans , Oracle Toplink. o Oracle ADF ( Application Development Framework) o Oracle Service-Oriented Architecture (SOA) Suite. Oracle Business Rules. Oracle Enterprise Service Bus (ESB)
o 3GPP (3rd Generation Partnership Project) o RPC , RMI ,SOAP, gSOAP, Web Services. o TAP (Transfer Account Protocol) 3.x. o WAP / GPRS / GPS / PTT (PushToTalk) o Bluetooth / Infrared / Wi-Fi / WiMax / UTMS. o RDF ( Resource Description Framework) and OWL ( Web Ontology Language ) o LDAP , IFX for banking (Interactive Financial eXchange) o IFX (Interactive Financial eXchange) , Active member of IFX forum ( Islamic Work Group Founder ) Key Application Tools. o S-Designor DataArchitect v5.0 (Data Logic Tool), TOAD (Database Tool) , OutsideView32 (TANDEM), JBuilder 5 , Apache ANT 1.6 , Forte Eclipse for Java , Hex workshop, Installshield for good books to use essay, visual C++ o MS SourceSafe, SourceOffsite. o TAP Testing Toolkit. o STEVE TAP3 Editor. o MS-Office , FrontPage FTP, Telnet ,QVT .CRT. o Director 8 Flash4. o Nokia Application Development Suite (SDK) o SpeachPearl2000 (Speech Recognition) o Rational Suite Development Studio. o Dialogic CTC Server.
o CT ADE (Computer Telephony Application Development Environment) o GNU Octave, version 2.1.36 / MATLAB Toolbox. o AI (Artificial Intelligence) NN (Neural Networks). Personal Knowledge Skills. Excellent knowledge of System Analysis, Developing, Packaging and ozone, Quality Assurance. Excellent knowledge of latest Wireless Technologies (Bluetooth, InfraRed ,GPRS,EDGE ,3G ,Wi-Fi,WiMAX ) programming implementations. Excellent knowledge of Enterprise Security Solutions.
Excellent knowledge of Distributed Operating Systems. Excellent knowledge of developing software for mobile phones using J2ME (MIDlets). Excellent knowledge of program Debugging and Troubleshooting. Excellent Knowledge in GSM Roaming TAP standards processing. Excellent Knowledge in GSM GPRS rating and Billing issues. Excellent Knowledge of latest Internet Technologies and Protocols. Excellent knowledge of Pattern Recognition Systems ( Arabic English OCR Systems) Excellent knowledge of RPC, RMI and TCP/IP Network programming for both UNIX and Windows. Excellent knowledge of economics, Computer Security and thesis, Data Ciphering. (RSA, DEC)
Good knowledge of question critique, VIPP (Variable Data Intelligent PostScript Printware) language for thesis, Xerox Printing. Good knowledge of System Arabization. Good knowledge of master economics, System Documentation. Good Presentation Communication skills. Task Time Management to meet dead lines. Ability to work under pressure long hours. Team Worker. Strong Self-Motivation and Leadership Personality. Ability to understand business drivers, convert these into technical solutions and sell the solution back to the customer with professionalism and ozone, enthusiasm. Ability to question, identify, analyze and solve straightforward problems relevant to ozone, own activities. Languages Arabic Mother tongue, English Fluent.
? Supervising Project Architects and keep track of their daily activities. ? Responsible for the technical integrity of the good books to use for sat essay solution and ensuring that design is aligned to business. ? Analyze project requirements and communicate with internal and external stakeholders to ensure. common understanding of technical specifications. ? Attending project brainstorming sessions and all technical discussions related to thesis, the architecture with. all stakeholders including customers.
? Responsible for building/maintaining the sample resume technical architecture document of the solution throughout. the project life cycle. ? Ensure that recommended architecture is in line with industry best practices and current technology. ? Work closely with PM to define technical milestones and thesis, architecture deliverables. Critique! Ensuring on-time. delivery of solution architecture. ? For each project, the thesis Sr. SA leads the what is a thesis statement for world hunger Project Architecture Control Board (ACB) which includes.
members from ozone thesis, various project teams. ? Investigating and researching for resume, solutions for project related technical issues in coordination with. ? Acts as the ozone main contact of resume, critical project architecture issues and be available to address questions. from customer and internal team members. ? Communicate with Sr. Thesis! Product Architect on issues related to the project that require changes to the. ? Following up with the implementation team and master, update the ozone thesis project architecture accordingly. ? Responsible for communicating the books for sat essay solution architecture with customers and further technical issues.
? Promoting team spirit and mentoring team members.
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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 CDCÄôs response activities for historical purposes. This document is a summary; it is not a comprehensive account of all CDC actions and activities nor is thesis it intended to thesis statement hunger, represent response efforts by other agencies and partners. The 2009 H1N1 influenza (flu) pandemic occurred against a backdrop of pandemic response planning at all levels of thesis government including years of developing, refining and regularly exercising response plans at the international, federal, state, local, and 2012, community levels.
At the time, experts believed that avian influenza A (H5N1) viruses posed the greatest pandemic threat. H5N1 viruses were endemic in poultry in parts of the world and were infecting people sporadically, often with deadly results. Given that reality, pandemic preparedness efforts were largely based on a scenario of severe human illness caused by an H5N1 virus. Despite differences in ozone thesis 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. CDCÄôs response to the 2009 H1N1 pandemic response was complex, multi-faceted and good thesis for world hunger, long-term, lasting more than a year.
This document seeks to document for the public the key events of the thesis pandemic as they unfolded and CDCÄôs response. The following is is a thesis for world hunger 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. Ozone? 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.
Because of this, initial reports referred to sample, the virus as a swine origin influenza virus. However, investigations of ozone thesis initial human cases did not identify exposures to 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 good for sat essay, as Äėswine origin influenza A virusÄô) was first detected in a 10-year-old patient in California on April 15, 2009, who was tested for influenza as part of a clinical study. Laboratory testing at CDC confirmed that this virus was new to ozone, humans. Two days later, CDC laboratory testing confirmed a second infection with this virus in another patient, an thesis master 8-year-old living in California about 130 miles away from the ozone thesis 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 master any other influenza viruses previously seen either in thesis humans or animals. Exercise? Testing showed that these two viruses were resistant to the two antiviral drugs amantadine and rimantadine, but susceptible to the antiviral drugs oseltamivir and ozone thesis, zanamivir. Effects? 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 California occurred in the context of ozone 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 Äď 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 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 thesis the human population and ozone, was spreading among people. CDC remained in good books for sat essay close contact with the international health community as the ozone thesis 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 writer, local animal and human health officials on thesis, epidemiological investigations by tracing contacts of both patients to books, try to determine the source of their infection and by examining whether there was any link between the patients and pigs. Surveillance also was enhanced to try to detect additional cases of human illness with this virus. Thesis? Based on the geographic location of the first cases, lack of contact between these cases and swine, and data collected through contact tracing and 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 good books for sat Two Children --- Southern California, March-April 2009 published on April 21, 2009 in the Morbidity and Mortality Weekly Report (MMWR), CDC described the ozone thesis 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. Books To Use? Within a day, three additional samples of this new virus were identified in ozone thesis San Diego County and Imperial County California hospitals and sent to CDC for further testing.
CDC laboratory testing confirmed that these samples also were positive for the virus that would come to essay effects, be called Äú2009 H1N1.ÄĚ. By April 21, 2009, CDC had begun working to develop a virus that could be used to make vaccine to protect against this new virus (called a candidate vaccine virus). Ozone? There are many steps involved with producing a vaccine Äď 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. Once the virus is grown in essay 2012 mass quantities, the virus particles are then purified to make vaccine. Recognizing that 2009 H1N1 was a new flu virus Äď 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 be the vaccine virus used to make vaccine. Thesis? CDC sent the essay writer vaccine virus to ozone thesis, vaccine manufacturing companies so that they could begin vaccine production, in writer 2012 the event that the thesis 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 this emerging public health threat.
Response activities were organized into a team structure according to writer, the National Incident Management System (NIMS)These teams had different areas of focus including but not limited to: surveillance, laboratory issues, communications, at-risk populations, antiviral medications, vaccine, and ozone, travelerÄôs health issues. As the good thesis hunger outbreak unfolded, team structures and staffing were periodically assessed for functionality and utility. On April 23, 2009, samples submitted by Texas revealed two additional cases of human infections with 2009 H1N1, transforming the ozone 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 master economics patients who were ill before the first 2 U.S. (California) patients. Results from seven of the ozone 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 for sat, human to ozone thesis, human spread of the virus appeared to sample resume cards, be ongoing. That same day CDC held the first formal full press briefing to ozone thesis, inform the media and guide the public and health care response to the rapidly evolving situation. Writer 2012? CDC held nearly 60 press briefings during the 2009 H1N1 response. On April 24, 2009, CDC uploaded complete gene sequences of the thesis 2009 H1N1 virus to a publicly-accessible international influenza database, which enabled scientists around the world to use the sequences for public health research and for comparison against influenza viruses collected elsewhere, and an updated report on master economics, the outbreak was published online in the MMWR. World Braces for Possible Pandemic. On Saturday, April 25, 2009, under the thesis rules of the essay International Health Regulations, the Director-General of WHO declared the 2009 H1N1 outbreak a Public Health Emergency of International Concern and ozone, recommended that countries intensify surveillance for unusual outbreaks of influenza-like illness and what is a good thesis for world hunger, severe pneumonia.
Also on April 25, 2009, New York City officials reported an 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; CDCÄôs Strategic National Stockpile (SNS) began releasing 25% of the supplies in the stockpile that could be used to ozone thesis, protect and treat influenza. What Is A Thesis Statement? This included 11 million regimens of antiviral drugs, and ozone, personal protective equipment including over 39 million respiratory protection devices (masks and respirators), gowns, gloves and face shields, to states (allocations were based on each stateÄôs population). As part of the nationÄôs pre-pandemic planning efforts, by April 2009 the Federal Government had purchased 50 million treatment courses of antiviral drugs Äď oseltamivir and zanamivir Äď for the SNS, and states had purchased 23 million antiviral regimens. After the determination of the what thesis public health emergency, FDA also took action to expand possible usage of antiviral drugs oseltamivir and zanamivir by thesis issuing Emergency Use Authorizations (EUAs).
The EUAs allowed for essay writer, 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 ozone thesis, treat children younger than 1 year of age and to thesis economics, help prevent influenza in children 3 months to 1 year of age, and; oseltamivir and zanamivir to treat patients who are symptomatic for 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 thesis phase 3 to phase 4, based primarily on epidemiological data demonstrating human-to-human transmission and the ability of the books to use for sat virus to cause community-level outbreaks. Based on reports of widespread influenza-like-illness and ozone thesis, 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 taking antiviral drugs early in 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 thesis work and school when ill to help reduce the spread of ozone thesis illness. On April 29, 2009 WHO raised the sample influenza pandemic alert from phase 4 to phase 5, signaling that a pandemic was imminent, and requested that all countries immediately activate their pandemic preparedness plans and be on high alert for unusual outbreaks of influenza-like illness and severe pneumonia.
The U.S. Government was already implementing its pandemic response plan. CDC continued to ozone, post and essay exercise, update guidance for states, clinicians, laboratories, schools, partners and 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 thesis, possible infection with 2009 H1N1 influenza, to how to care for 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 Mexico. Findings in Mexico indicated that transmission in Mexico involved person-to-person spread with multiple generations of effects transmission.
CDC also issued an MMWR Dispatch on ozone thesis, the outbreak of 2009 H1N1 influenza infection in a high school in New York City, that was, at is a good for world, the time, the ozone largest reported cluster of 2009 H1N1 cases in the United States. The Dispatch suggested that the for sat high school age students had respiratory and fever symptoms similar to ozone, those caused by a seasonal flu, but in addition, about half had diarrhea, which is master more than expected with seasonal flu. As the details of the outbreak unfolded, the Federal response continued in high gear. Also on ozone, April 30, 2009, HHS announced that the Federal government would purchase an additional 13 million treatment courses of antiviral drugs to help fight influenza. What Statement? The additional treatment courses would be added to the SNS. As the outbreak spread, CDC began receiving reports of school closures and implementation of community-level social distancing measures meant to slow the thesis spread of disease. School administrators and sample resume cards, public health officials were following their pandemic plans and doing everything they could to slow the ozone spread of illness. (Social distancing measures are meant to increase distance between people.
Measures include staying home when ill unless to seek medical care, avoiding large gatherings, telecommuting, and good statement hunger, implementing school closures). CDC Laboratories Bolster NationÄôs Testing Capacity. While initial efforts were underway to develop a safe and thesis, effective vaccine to protect people against 2009 H1N1, work also was being done at CDC to help laboratories supporting health care professionals to more quickly identify the essay 2009 H1N1 virus in thesis samples from thesis patients. The real-time PCR test developed by CDC was cleared for use by diagnostic laboratories by FDA under an ozone Emergency Use Authorization (EUA) on 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. On May 1, 2009, CDC test kits began shipping to domestic and essay, 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 ozone thesis, 120 domestic and essay writer 2012, 250 international laboratories in 140 countries. Once labs had the thesis test kits and thesis economics, 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 ozone CDC lab confirmation testing didnÄôt happen overnight though - between April 23 and May 31, 2009, CDC influenza laboratory analyzed about sample cards 5,000 influenza virus samples, five times the number that were processed in a similar timeframe in 2008, and 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 ozone thesis, do their own testing. CDC alerted the critique public that the thesis 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 for sat essay 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 thesis gene segments originated from North American swine influenza viruses, some gene segments originated from North American avian influenza viruses, one gene segment originated from a human influenza virus, and sample resume, two gene segments were normally found in swine influenza viruses from thesis Asia and in Europe. Testing of a number of the thesis 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 other countries..
On May 4, 2009, CDC shifted from reporting confirmed cases of ozone thesis 2009 H1N1 to reporting both confirmed and resume, probable cases of 2009 H1N1. At that point, more than 98% of ÄúprobableÄĚ flu virus samples were testing positive for ozone, 2009 H1N1, indicating the master ever-growing scale of the thesis outbreak. Probable cases were reported to CDC by state health departments and good for sat essay, occurred in people who tested positive for thesis, influenza A and negative for seasonal influenza A(H1N1) and A(H3N2) subtypes at their state health department laboratory, but whose samples had not had confirmatory testing for essay critique, 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 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 help inform policy decisions for the prevention and control of 2009 H1N1 influenza. Thesis? Over the course of the outbreak, more than 3,300 people from thesis economics 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 2009 H1N1 influenza. Thesis? CDC recommended that testing and antiviral treatment be prioritized for people with severe respiratory illness and people at question, high risk of complications from seasonal influenza. Thesis? This included children younger than 5 years old, pregnant women, people with chronic medical conditions, and sample resume, people 65 years and thesis, older. On May 8, 2009, CDC issued an MMWR updating the situations in Mexico, the United States, and worldwide, and on May 15, 2009, CDCÄôs Travel Health Warning recommending against good, non-essential travel to ozone, Mexico, in effect since April 27, 2009, was downgraded to a Travel Health Precaution for Mexico. By this point in what good for world hunger the outbreak, about 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 largest number of 2009 H1N1 influenza confirmed and ozone thesis, probable cases (about 57% of cases) were occurring among people between 5 years and 24 years of age, and 41% of the hospitalizations were occurring among older children and young adults. 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 data from previous influenza pandemics and question critique, seasonal influenza, pregnant women had been recognized as a high-risk group early in the outbreak. Early data on thesis, 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 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 increased risk of thesis master 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 age from 22 months old to 57 years old. Also, only 13% of 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 ozone thesis CDC indicated that children had no existing cross-reactive antibody to 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 essay 2012, an influenza A H1N1 virus that was more closely related to ozone, the 2009 H1N1 flu virus than contemporary seasonal influenza A (H1N1) viruses are.
Data from a similar study suggested that seasonal influenza vaccine would not provide any significant protection against essay 2012, 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 . That day, CDC held its first press conference with the new CDC Director Thomas Frieden, MD, MPH. The press conference had a total of 2,355 participants. Ozone Thesis? At the time, more than 70 countries had reported cases of 2009 H1N1 infection, and community level outbreaks of 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 spread of the virus in other parts of the world and critique, 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 ozone thesis, had recovered without hospitalization. After the WHO declaration of essay critique a pandemic on June 11, the thesis 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 what good for world hunger 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 the U.S. Virgin Islands had reported cases of 2009 H1N1 infection. The United States continued to ozone, report the largest number of 2009 H1N1 cases of any country worldwide, although most people who became ill recovered without requiring medical treatment. By late June more than 30 summer camps in the U.S. Books Essay? had reported outbreaks of thesis 2009 H1N1 influenza illness, and CDC released guidance for day and residential camps to reduce the spread of influenza. At the 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 the antiviral drug oseltamivir were detected in three countries. (Antiviral resistance is when a virus changes in such a way that the antiviral drug is essay effects less effective in treating or preventing illnesses caused by the virus.) CDC and ozone thesis, 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 intensive care patients who were confirmed to have 2009 H1N1 influenza.
Throughout the exercise effects pandemic, CDC would continue to examine the relationship between 2009 H1N1 influenza, obesity, severe disease and other underlying risk factors. CDC continued to ozone, work with the Council of State and Territorial Epidemiologists (CSTE) to enhance surveillance for 2009 H1N1 influenza. As 2009 H1N1 cases continued to essay effects, occur through the spring and ozone thesis, summer, the task of essay exercise effects counting cases became increasingly difficult. On May 12, 2009, CDC transitioned from reporting individual confirmed and ozone thesis, probable cases of 2009 H1N1 influenza to thesis master economics, reporting aggregate counts of thesis 2009 H1N1 lab confirmed and probable cases, hospitalizations and deaths with the launch of an aggregate reporting web site. Once the numbers of good books to use for sat cases increased beyond the point where counting of thesis individual cases was practical, on July 23, 2009, CDC reported the number of question 2009 cases for the last time. Reporting of 2009 H1N1 hospitalizations and deaths continued. In addition, CDC continued using its traditional surveillance systems to thesis, track the progress of the 2009 H1N1 influenza outbreak. Thesis Master Economics? 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 thesis, enhance surveillance for influenza viruses throughout the summer months. The Southern HemisphereÄôs influenza season began in thesis master May 2009 and countries there reported that 2009 H1N1 virus was spreading and ozone, causing illness along with regular seasonal influenza viruses. After mid-July, disease activity in most countries decreased, and by essay question November, temperate regions of the Southern Hemisphere were reporting very little 2009 H1N1 disease activity. In general, the ozone thesis 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 health care systems in the Southern Hemisphere. Also, surveillance systems did not find significant changes in the 2009 H1N1 influenza viruses circulating in thesis master the Southern Hemisphere as compared to ozone, viruses isolated from people in the Northern Hemisphere. These findings provided the U.S. with valuable clues related to what the 2009-2010 influenza season in is a the United States might be like. Importantly, the lack of significant changes in the virus indicated that the 2009 H1N1 vaccine being manufactured would closely match the currently circulating 2009 H1N1 viruses and likely provide people with good protection against 2009 H1N1 influenza. 2009 H1N1 influenza summer activity peaked in ozone thesis the United States during May and 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 last two weeks of August, 2009 H1N1 influenza activity again began to increase United States. In August 2009, CDC reported an master additional two instances of oseltamivir-resistant virus infection in two immunosuppressed patients in Seattle, Washington. Later, in ozone thesis 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. Essay Critique? As of June 2010 the 2009 H1N1 virus remains susceptible to the antiviral drugs oseltamivir and 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 ozone thesis, respiratory protective equipment) on for sat essay, a weekly basis. This visibility provided important data to guide SNS decision-making leading to thesis, the release of additional SNS countermeasures.
FDA and the manufacturer of the essay question critique antiviral drug Tamifluģ (oseltamivir) recognized that commercial and stockpiled supplies of thesis Tamifluģ oral suspension (liquid formulation meant for essay exercise, children) were limited in October 2009. CDC worked with partners to ozone, reach pharmacists with background information, updates on antiviral drug supplies, and instructions on 2012, how to compound oral suspension from Tamifluģ capsules meant for ozone thesis, adults (Compounding is the what thesis statement for world hunger mixing of drugs by a health care professional to fit the unique needs of the ozone thesis patient). CDC also provided instructions for parents and caregivers on how to make a medicine mixture for sample resume cards, their child using adult Tamifluģ capsules and thick, sweetened liquid. CDC also analyzed related surveillance data and ozone, based on the analysis over 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 sample resume cards investigational intravenous antiviral drug used to treat people who have been hospitalized due to ozone thesis, severe flu illness. This drug was held in what is a thesis for world hunger the Strategic National Stockpile (SNS) and distributed by thesis CDC under an essay EUA. Licensed clinicians were able to ozone thesis, request this product through the CDC website electronic request system, and product was delivered directly to hospital facilities. Also in October, HHS authorized the release of an additional 59.5 million N95 respirators. CDC closed out reports of 2009 H1N1 hospitalizations and deaths for the 2008-09 season in essay exercise effects late August. On August 30, 2009, reporting modifications were implemented to allow states to ozone thesis, report hospitalizations and deaths associated with any influenza or to master, report hospitalizations and deaths using a pneumonia and influenza syndromic case definition through the Aggregate Hospitalizations and ozone thesis, Deaths Reporting Activity (AHDRA).
This change in master reporting was implemented in order to ozone, provide a fuller picture of the burden of serious flu illness and what is a thesis statement for world hunger, deaths during the pandemic. The new reporting season for the 2009-2010 flu season began on August 30, 2009, and 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 revised its surveillance methods, eventually developing a methodology based on ozone, surveillance data to estimate the range of 2009 H1N1 cases, hospitalizations and deaths in cards the United States. CDC released its first official estimates for 2009 H1N1 cases, hospitalizations and deaths on ozone thesis, November 12, 2009, and updated these on essay exercise effects, December 10, 2009, January 15, 2010, February 12, 2010, March 12, 2010, April 19, 2010 and for the final time on May 14, 2010. The emergence and spread of the 2009 H1N1 virus resulted in extraordinary influenza-like illness activity in the United States throughout the summer and thesis, 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 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 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 influenza preparedness summit for federal, state, local and tribal officials to discuss existing pandemic plans, lessons learned, and preparedness priorities.
At the summit, the Federal government announced the 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 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 essay exercise public and private stakeholders committed to achieving the Healthy People 2010 goals for ozone thesis, influenza vaccine, convened on June 29. During the 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. Exercise Effects? CDC has been a cosponsor of ozone this event, along with the good American Medical Association, since 2001. In preparation for the 2009 H1N1 influenza immunization program, on thesis, July 22, 2009, the National Institutes of Health (NIH) announced the start of a series of clinical trials to test pilot lots of resume cards two manufacturersÄô versions of 2009 H1N1 influenza vaccine in 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, FDAÄôs Vaccines and Related Biological Advisory Committee indicated support of thesis FDAÄôs proposed plan to license monovalent 2009 H1N1 vaccines via a Äústrain changeÄĚ pathway, similar to books to use, how seasonal influenza vaccines are licensed. This meant the ozone thesis 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 2012 people were targeted to receive initially limited supplies of the 2009 H1N1 vaccine based on epidemiologic and virologic data indicating they were at higher risk for infection or for severe influenza complications. The initial target groups for thesis, vaccination were estimated to consist of about 159 million people and cards, 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 ozone thesis 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 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 essay exercise 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 ozone the U.S., and the information that was collected helped to inform how 2009 H1N1 vaccine was distributed after it was manufactured. 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 question critique 2009 H1N1 influenza identified during April 24-July 25, 2009 in Chicago, Illinois. The study found that the thesis 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 is a good statement age. A total of 205 (13%) patients were hospitalized, with the highest rate observed among children aged 0-4 years (25 per 100,000), followed by children aged 5-14 years (11 per 100,000). Ozone Thesis? These findings would also provide input into vaccination strategy. By the end of August 2009, prototype vaccines to prevent 2009 H1N1 virus had been developed but were not yet licensed.
Production of the enormous quantities of what for world vaccine necessary to protect the entire U.S. population was underway. CDC expanded its contract for the childhood Vaccine for Children program in ozone thesis the United States (McKesson Specialty Distribution), to provide centralized distribution of 2009 H1N1 vaccine. Available vaccine supplies were allocated to states proportional to their total populations and shipped to public and private provider vaccination sites based on sample cards, orders placed by the states. Participating providers were asked to 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 ozone thesis April to August, 2009. Data showed that as of 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 essay age. Sixty-seven percent (67%) of children who died with 2009 H1N1 influenza had at least one high-risk medical condition.
CDC continued to 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 ozone, Infectious Diseases (NFID) in essay exercise effects a news conference to stress vigilance against seasonal influenza in an unusual season and ozone, urged Americans to get their seasonal flu vaccine early. In addition to NFID, HHS and CDC, the news conference was held in collaboration with the American Medical Association (AMA), American Academy of 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 essay, November 16, FDA announced its approval of a fifth 2009 H1N1 vaccine to protect against the 2009 H1N1 flu virus. The NIH announced on September 21, 2009, that early results from thesis clinical trials of 2009 H1N1 influenza vaccine in what thesis statement for world hunger 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 ozone thesis, generate a sufficient immune response to be protective against 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 is a thesis for world trials conducted among adults were later published in December, and 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 seasonal flu vaccines. On September 30, 2009, states were able to thesis, 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 vaccine. The first doses were administered on October 5, 2009. Because initial supplies of good books for sat vaccine were limited, most state and local health departments requested that vaccine be given only to thesis, those in the initial target groups, and many restricted use to essay writer, those in sub prioritization groups that had also been outlined by ozone ACIP. The first six weeks after vaccines were initially released where characterized by high demand for vaccine and limited availability. On October 23, the ACIP discussed pandemic vaccine issues, including suitability of the initial target groups developed in effects July 2009, and concluded that the July guidance remained appropriate.
The ACIP continued to emphasize the role of local decision-making in determining when to ozone thesis, begin offering vaccine to persons outside initial target groups. As vaccine supply increased, by late November and early December most states had begun easing restrictions for 2009 H1N1 vaccine use, and by is a thesis for world late December vaccination had been opened up to ozone, anyone who wanted it. For World? Also beginning in December 2009, the HHS Center for Faith-Based Neighborhood Partnerships partnered with the HHS Regional Offices to host eleven teleconferences to ozone thesis, engage community and faith-based organizations in 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 determine availability of vaccine. Essay Writer? By the week of December 22, distribution of thesis 2009 H1N1 vaccine had been opened up to 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 first months of reports received through the U.S. Vaccine Adverse Event Reporting System (VAERS), a national voluntary reporting surveillance system and data from the essay Vaccine Safety Datalink. Thesis? 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 thesis economics, birth, hospitalization, or extension of an existing hospitalization). Ozone? 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. What Good For World Hunger? Monitoring the thesis safety of the flu vaccine continues to 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 adjust the vaccination program, if necessary, to minimize risks and 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 books for sat essay, eight managed care organizations covering more than nine million members(about 3% of the US population). 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 the recommendation of the National Vaccine Advisory Committee (NVAC), HHS established the H1N1 Vaccine Safety Risk Assessment Working Group to ozone thesis, review 2009 H1N1 vaccine safety data as it accumulates. This working group of outside experts conducts regular, rapid reviews of available data from the federal safety monitoring systems and presents them to essay question critique, NVAC and thesis, federal leadership for master, appropriate policy action and follow-up. Also in ozone 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 what good thesis statement 2009 H1N1 vaccine available for ozone, ordering. The year 2010 began with the National Influenza Vaccination Week (NIVW). NIVW is essay a national observance that was established to highlight the importance of continuing influenza vaccination after the thesis holiday season into January and thesis economics, beyond. The President of the United States proclaimed the ozone thesis week of January 10-16, 2010, National Influenza Vaccination Week, and is a statement for world, 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 ozone thesis, 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 yearÄôs Week was dedicated to question critique, highlighting the importance of 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 caregivers of ozone thesis infants less than 6 months old, young adults 19 through 24 years old, and people 65 years and older.
For example, the is a thesis for world events on Tuesday, January 12 centered on people with chronic medical conditions that put them at higher risk of serious influenza-related complications. Ozone Thesis? National activities included a webinar attended by approximately 1,000 participants. Sample Resume Cards? This joint effort was hosted by ozone thesis HHS, CDC, the American Cancer Society, the American Diabetes Association, and sample cards, the American Lung Association. In addition, Secretary Sebelius participated in ozone two press conference calls announcing new public service announcements (PSAs) tailored to African American and Native American audiences. The Director of the exercise effects Indian Health Service joined the Secretary in stressing the importance and benefits of vaccination. On January 15, 2010, CDC published an article in 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. Ozone? Early on during the essay exercise 3-month period, 85% of available vaccine reached people within those initial target populations. By the ozone end of essay exercise December, with many programs expanding their vaccine efforts to all populations, 74% of all vaccine given during the thesis program had gone to essay, 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 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 ozone thesis, 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 October. Is A For World Hunger? After that, activity declined quickly to ozone, below baseline levels in January, but persisted for several more months at lower levels. However, by May, influenza activity levels in 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 good reports of ongoing sporadic cases of 2009 H1N1, ongoing spread of ozone thesis 2009 H1N1 in the Southern Hemisphere and 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 sample resume cards, the 2009 H1N1 pandemic was led by science and continually evolved to meet the ozone nationÄôs 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 what hunger, the emergency risk communications principles of quickly, proactively and transparently communicating accurate information to ozone thesis, the public and to partners. This strategy included CDC clearly stating its goals and good, actions in response to the evolving situation and acknowledging what was not known, as well as what was known. Another important part of the strategy was CDC setting the expectation that information and advice would change rapidly as the situation evolved.
From the earliest days of the pandemic, CDC regularly articulated its goals to Äúreduce transmission and illness severity, and provide information to help health care providers, public health officials and the public address the challenges posed by the new virus.ÄĚ 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 peopleÄôs knowledge, attitudes and practices related to a number of topics including 2009 H1N1 flu, infection control guidance, and vaccine. Especially during the early days of the ozone thesis outbreak, the release of information from CDC and exchange of information with partners was conducted on a 24-hour cycle. This included frequent updates to media and the public, the consistent use of books for sat essay a core group of spokespersons, daily information outreach to partners, and rapid establishment and ongoing maintenance of an extensive Web site dedicated specifically to the emergency response for 2009 H1N1 flu. Ozone Thesis? 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 be a trusted source of information for the public and for partners. Beginning early in the response and continuing throughout the year and into 2010, special care was taken to keep state and local public health partners informed of essay writer 2012 CDCÄôs activities.
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 local public health partners to help ensure that CDC recommendations were finely tuned to what was happening in the field. Ozone Thesis? Regularly scheduled conference calls with the Association of State and Territorial Health Officials, the National Association of City and County Health Officials, and the National Public Health Information Coalition proved to exercise, be an effective way to share information. In addition, on April 24, 2009, CDC held the first of more than 30 Clinician Outreach and Communication Activity (COCA) calls presented on a variety of 2009 H1N1-related topics. COCA is designed to ozone thesis, reach a diverse group of health care providers and provide a system through which clinicians can communicate their educational needs to sample, CDC and receive answers to questions about related emerging diseases. At the peak of the 2009 H1N1 response, COCA had more than 41,100 listserv subscribers. CDC also worked hard to keep the policy community informed. CDC provided responses to congressional requests for 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 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 ozone thesis, get information out as soon as possible and to keep the public and partners aware of developments as they unfolded, even as guidance was changing quickly. For example, when relatively few cases of thesis economics human infection with this virus were lab confirmed and severity of the pandemic was not known, on April 28, 2009, CDC posted guidance for schools and advised that they close if they had a suspected or actual case of the flu in order to lessen the risk of spreading 2009 H1N1 into their communities.
As more information became available suggesting a lower risk of ozone severe illness and good for sat essay, death from 2009 H1N1, six days later the recommendation was changed to recommend against school closure for community mitigation purposes. The development of CDC guidance is an example of the collaborative communication and sharing of ozone 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 question best practice would be given the best science currently available. For example, CDC worked with representatives from ozone thesis a number of organizations including but not limited to Council of State and Territorial Epidemiologists (CSTE), National Association of County and essay, City Health Officials (NAACHO), American Academy of Pediatrics (AAP), American Academy of Family Physicians (AAFP), American College of Obstetricians and Gynecologists (ACOG), Association of State and thesis, 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 antiviral drugs during the pandemic. On the topic of vaccination, these discussions helped inform decision-making by the Advisory Committee on 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 CDCÄôs communicators and its scientists to ensure that messages stayed scientifically accurate. Also, CDC communicators took time to regularly analyze feedback from essay critique a variety of external sources, including polls and surveys, in order to ensure that CDC's messages were clear. CDC provided a steady stream of information to audiences across the thesis spectrum: from the public to pharmacists to laboratorians to international partners and countries around the globe. Information provided by CDC reached a myriad of 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 essay writer, Facebook and Twitter, and further outreach by partners and ozone, partner organizations to their own audiences, just to name a few channels.
For example, in question critique November 2009, CDC kicked off a national travelersÄô 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 over 300 ports of thesis entry in the United States, national radio and master, 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 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. Thesis? Numerous print materials in multiple languages were made for 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. For example, the entire English-language 2009 H1N1 web site was mirrored in Spanish. In addition, key tools and resources were created in 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 Äď 39 press briefings and 22 telebriefings Äď 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 late August. Originally conceived to for sat, include 12 members of the news media, the attendance grew to over 40 journalists from national, regional and thesis, local news outlets representing radio, television, newspapers, magazines, and online news media.
Speakers at sample resume, the event included the Secretary of Health and ozone thesis, Human Services, the CDC Director, influenza experts, vaccine safety experts, and laboratory experts. Books For Sat Essay? The CDC hotline (1-800-CDC-INFO) responded to more than 211,000 related inquiries from the general public and health care providers, and the CDC 2009 H1N1 web site had more than 219,595,000 page views. Ozone? Also, the number of CDC Facebook fans rose to essay exercise, 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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SAT / ACT Prep Online Guides and Tips. Did you think you were all done pouring out your blood, sweat, and tears in written form for thesis, your personal statement, only to be faced with the ďwhy this collegeĒ supplemental essay? This question seems simple on its face, but is in fact a crucial and potentially tricky part of many college applications. What exactly is the ďwhy usĒ essay trying to understand about you? And how do you answer the question without falling into its many pitfalls or making any rookie mistakes? In this article, Iíll explain why colleges want you to be able to explain why you are applying.
I'll also talk about books how to generate and brainstorm topics for this question, and ozone thesis how to make yourself sound sincere and good books for sat committed. Finally, Iíll throw in some ďwhy this schoolĒ essay dos and doníts. Why Do Colleges Want You To Write a ďWhy UsĒ Essay? College admissions officers have to read an incredible amount of student work to put together each winning class. Thesis! So trust me when I say that everything they ask you to write is is a good thesis statement for world hunger, meaningful and important. The purpose of ozone thesis, this essay goes two ways. On the one hand, seeing how you answer this question gives admissions officers a sense of exercise, whether you know and value their school . On the other hand, having to verbalize why you are applying is a chance for you to ponder what you want to get out of your college experience , and ozone whether your target schools fit your goals and question critique aspirations. What Colleges Get Out of ozone thesis, Reading Your Why This College Essay.
Colleges want to check three things. First, that you have a sense of what makes their college different and special. Do you know something about the what good statement hunger, schoolís mission, history, and values? Have you thought about their specific approach to learning? Are you comfortable with their traditions, the feel of their student life? Second, that you will be a good fit for the institution. Where do your interests lie? Do they correspond to thesis this schoolís strengths? Is there something about you that meshes well with some aspect of the college?
How will you contribute to effects college life? How will you make your mark on campus? And third, that this institution will, in thesis turn, be a good fit for you. What do you want to resume get out of ozone, college? Will this college be able to provide that? Will this school contribute to your future success? What will you take advantage of on campus Ė academic programs, volunteer/travel opportunities, internship hookups, extracurricular clubs, etc.? Will you succeed academically? Is this school at the right rigor and what is a statement pace for your ideal learning? What You Get Out of Writing Your Why This College Essay. Luckily, in ozone thesis the process of articulating these answers, you will also benefit in several ways.
Finding specific programs and opportunities at schools that you are already happy about will give you a grounded sense of direction for when you start school. At the same time, by describing what is great about schools that are low on your list, you'll boost your enthusiasm rather than feeling these colleges are lackluster fallbacks. Ensuring You're Making the Right Choice. At the same time, writing the why us essay can be a moment of clarity. It's possible that you wonít be able to come up with any reasons for applying to a school. If the more research you do the more you see that you won't fit, this may be a good indicator that this particular school is writer, not for you. At the end of your 4 years, you want to thesis feel like this, so take your Why This College essay to heart. The Two Different Kinds of ďWhy This CollegeĒ Essay Prompts. The why this college essay is best thought of as a back and forth between you and the college . This means that your essay will really be answering two separate but related questions:
First, why us? This is where you'll explain what makes the school special in your eyes, what attracted you to it, and what you will get out master of the experience of going there. Second, why you? This is ozone, where you'll talk about why youíll fit right in on campus, what qualities/skills/talents/abilities youíll contribute to campus life, and how your future will be impacted by the school and essay question its opportunities. Colleges usually take one of these two different ways to frame this essay , which means that your essay will lean heavier towards whichever question is favored in the prompt. So if the prompt is ozone thesis, all about why us?, you'll focus more on waxing rhapsodic about the school.
If the prompt instead is 2012, mostly configured as why you?, you'll dwell at length on your fit and potential. It's good to remember that these two prompts are simply two sides of the same coin. Thesis! Your reasons for wanting to apply to essay a particular school can be made to fit either of these questions. For instance, say you really want the chance to learn from the world-famous Professor X. Ozone! A why us essay might dwell on how amazing an opportunity studying with him would be for you, and how he anchors the Telepathy department. Meanwhile, a why you essay would point out that your own extracurricular and academic telepathy credentials and future career goals make you an ideal student to learn from essay writer 2012, Professor X, a renowned master of the field. Let me show you some real-life examples of what these two different approaches to thesis the same prompt look like. I hear the Rings of Power Department is really strong at that school too.
Check out the Gandalf seminar on repelling Balrogs - super easy A. Why [this college]? Why are you interested in our school? Why is writer 2012, this college a good choice for you? What is it that you like the best about our university?
Why do you want to go to ozone thesis our college? University of Michigan: Describe the unique qualities that attract you to the specific undergraduate College or School (including preferred admission and master dual degree programs) to which you are applying at the University of Michigan. How would that curriculum support your interests? Tulane University: Please describe why you are interested in attending Tulane. Tufts University: Which aspects of Tuftsí curriculum or undergraduate experience prompt your application? In short, ďWhy Tufts?Ē Wellesley College: When choosing a college community, you are choosing a place where you believe that you can live, learn, and flourish.
Generations of inspiring women have thrived in ozone thesis the Wellesley community, and we want to know what aspects of essay, this community inspire you to thesis consider Wellesley. Writer 2012! We know that there are more than 100 reasons to choose Wellesley, but the ďWellesley 100Ē is a good place to start. Visit the Wellesley 100 and let us know, in two well-developed paragraphs, which two items most attract, inspire, or energize you and thesis why. (PS: ďWhyĒ matters to us.) Colorado College: How did you learn about Colorado College and why do you wish to attend? Oberlin College: How did your interest in Oberlin develop and essay question critique what aspects of our college community most excite you? University of ozone thesis, Richmond: Please choose ONE of the two essay prompts: (1) Sometimes asking the right question makes all the difference. If you were a college admission counselor, what essay question would you ask?
Please craft and answer your own essay prompt Ė in question your response, reflect on what your chosen question reveals about you.; OR (2) Tell us about Spiders. Tell me all about. Ozone Thesis! me. Why are you a good match or fit for us? What are you interests and how will you pursue them here? What do you want to study and how will that correspond to statement for world hunger our program? What or how will you contribute? Why you at thesis our college? Why are you applying to books essay our school? Babson College: One way Babson defines itself is through the thesis, notion of creating great economic and question social value everywhere.
How do you define yourself and what is it about Babson that excites you? New York University: Whether you are undecided or you have a definitive plan of study in mind, what are your academic interests and how do you plan to thesis explore them at NYU? Bowdoin College: Bowdoin students and alumni often cite world-class faculty and opportunities for intellectual engagement, the Collegeís commitment to question critique the Common Good, and the special quality of thesis, life on essay question critique the coast of Maine as important aspects of the ozone, Bowdoin experience. Reflecting on economics your own interests and experiences, please comment on one of the following: 1.) Intellectual engagement, 2.) The Common Good, or 3.) Connection to ozone thesis place. Kalamazoo College: In 500 words or fewer, please explain how Kalamazoo Collegeís approach to education will help you explore your ideas and interests both inside and outside of the classroom. Lewis Clark College: Lewis Clark College is a private college with a public conscience and writer 2012 a global reach.
We celebrate our strengths in collaborative scholarship, international engagement, environmental understanding and entrepreneurial thinking. As we evaluate applications, we look for students who understand what we offer and are eager to ozone contribute to our community. In one paragraph, please tell us why you are interested in essay writer 2012 attending Lewis Clark and thesis how you will impact our campus. Whitman College: Part of being a Whittie is living and growing as a unique individual within a supportive community. Good To Use For Sat! These are words that we think describe much, though not all, of the Whitman experience: Intellectually Curious - Northwest - Taco Trucks - Slam Poetry - Outdoorsy - Testostertones - Globally Engaged - Flag Football - Thesis Project - Wheat Fields - Intercultural - Encounters Program - One Acts - Organic Garden - 24/7 Library - Ultimate Frisbee - Collaborative Research - Playful - Semester in the West - Life of the Mind - Walla Walla - Whitman Undergraduate Conference - Interest House Community - Sweet Onions - Experiential Learning. Pick three of these words or phrases, or share with us three of thesis, your own, and explain how these terms resonate with or inspire you. How does this part of sample, who you are relate to joining the Whitman community? Sure, Ultimate Frisbee is cool, Whitman College.
But when I get to campus, I'm starting a quidditch league. How to Write a Perfect ďWhy This CollegeĒ Essay. No matter how the ozone thesis, prompt is books to use, worded, this essay is a give-and-take of what you and the college have to offer each other. Your job is to zoom in quickly to your main points, and to use precision and detail to sound sincere, excited, and authentic. So how do you effectively explain what benefits you see this particular school providing for you, and what pluses you will bring to the table as a student there? And how can you do this best using the small amount of space that you have (usually 1-2 paragraphs)? Let's now go through the thesis, process of writing the Why This College essay step by step. First, I'll talk about the prep work you'll need to do.
Then I'll go through how to brainstorm good topics, and the topics to avoid. I'll give you some tips on thesis transforming your ideas and research into ozone thesis an actual essay. And finally, I'll take apart an actual Why Us essay to show you why and how it works. Before you can write about good for sat essay a school, you need to know specific things about what makes it stand out and appeal to you and your interests . So where do you look for these? And how do you find the detail that will speak to you? If youíre going on college tours, youíve got the perfect opportunity to gather info.
Bring a notepad with you, and write down: your tour guideís name 1-2 funny, surprising, or enthusiastic things they say about the school any unusual features of the campus, like buildings, sculptures, layout, history, or traditions. Also, try to ozone connect with students or faculty while youíre there. If you visit a class, write down which class and the professorís name. See if you can briefly chat up a student (in the class you visit, around campus, or in question the cafeteria) and ask what they like most about the school, or what has most surprised them about being there. Thesis! Write down the answer! Trust me, youíll forget it otherwise, especially if you do this in multiple college visits. If you canít get to good books to use for sat essay the campus of your target school in real life, the next best thing is an online tour either from the ozone thesis, schoolís own website, or from question critique, places like youniversitytv, campustours, or youtube (search [school name] + tour).
You can also connect with students without visiting campus in ozone person. Many admissions websites will list contact information for students you can email to ask one or two questions about what their experience of the school has been like. Or, if you know what department, sport, or activity youíre interested in, you can ask the to use for sat, admissions office to put you in ozone touch with a student who is essay critique, involved with that interest. Soon, fully immersive VR campus tours will let you play in Minecraft mode, where you just build each school from scratch brick by brick. If you have an interview, ask your interviewer questions about their experience at the school, and also about what going to that school has done for them since they graduated. Ozone! As always, take notes. If you have a chance to go to a college fair where your target college has sent reps, donít just come and master pick up brochures. Thesis! Engage the what is a, reps in conversation and thesis ask them questions about what they think makes the school unique, so you can jot down notes about any interesting details they tell you.
Colleges publish lots and lots of different kinds of things, any of which is useful for research. Essay Critique! Here are some suggestions, all of thesis, which you should be able to find online. Brochures and course catalogs. Read the good books, mission statement of the school Ė does their educational philosophy align with yours? Read through college catalogs. Are there any programs, classes, departments, or activities that seem tailor-made for you in some way? Pro tip: these should be unusual in some way or different from what other schools offer. Ozone! For example, being fascinated with the English department isnít going to cut it unless you can discuss its unusual focus, 1-2 exceptional professors, or the sample resume cards, different way they structure the major that appeals to you specifically. The alumni magazine . Are any professors highlighted? Does their research speak to you, or connect with a project you did in high school or for some extracurricular? Sometimes alumni magazines will highlight a collegeís new focus or new expansion.
Does the construction of a new top of the line engineering school correspond with your intended major? There may also be some columns or letters written by ozone thesis, alumni that talk about what itís meant to them to go to essay critique this particular school. Thesis! What stands out about their experiences? The campus newspaper. Students write about the hot issues of the day, which means that the articles will be about the best and worst things on campus. Effects! They will also give you insight into student life, into what opportunities are available, etc. The collegeís social media. Your target school is most likely on Facebook, Twitter, Instagram, or other social media. Follow them to see what they are posting about. Exciting new campus development? Some professors in the news?
Interesting events, clubs, or activities? Wikipedia is a great source for learning details about the collegeís history, traditions, and values. You can also search interesting phrases like ďWhat students really think about ozone thesis [your school]Ē or ď[your school] student forum.Ē This will let you find for detail-heavy points of view, comments about specific programs or courses, and insight into student life. So what should you do now that you've done a bunch of research? Use it to develop connection points between you and your target school. These connections will be the essay effects, skeleton of thesis, your essay. You now have on hand all kinds of information, from your own personal experiences on campus, to your conversations with people affiliated with your target school, to what you learned from campus publications, to tidbits gleaned from the web. Now you have to sift through all of your notes to find the three to five things that really speak to essay exercise you.
Take what youíve learned about the thesis, school and link it to how you can plug into this schoolís life, approach, and resume cards environment . That way, no matter whether your target school's prompt is ozone, more heavily focused on the why us or why you part of the essay writer, give-and-take, you'll have an entry point into the essay. What should these three to five things be? What should you keep in mind when you're looking for the gem that will become your topic? Here are some words of thesis, wisdom from Calvin Wise, the Senior Associate Director of Admissions for Johns Hopkins University: Focus on what makes us unique and why that interests you. Essay Question! Do your research, and ozone thesis articulate a multi-dimensional connection to the specific college or university. We do not want broad statements (the brick pathways and historic buildings are beautiful) or a rehash of the information on our website (College X offers a strong liberal arts curriculum).
All institutions have similarities. We want you to talk about question critique our differences. Time to find that diamond, amethyst, opal, tourmaline, or amber in ozone the rough. Check Your Gems for books for sat, Color and Clarity. In other words, make sure that each of thesis, your three to five found things is something that your target school has that other schools donít. This something should be seen from your own perspective. The point isn't to generically praise the school, but instead to essay critique go into detail about why itís so great for thesis, you that they have this thing. This something you find should be meaningful to the school and specific to you. For example, if you focus on academics (courses, instructors, opportunities, or educational philosophy), find a way to effects link them either to your previous work or to your future aspirations.
This something should not be shallow and non-specific. Want to live in a city? Every city has more than one college in ozone thesis it. Find a way to writer 2012 explain why this specific college in this specific city calls to you. Like pretty architecture? Many schools are beautiful, so dwell on why this particular place feels unlike any other. Like good weather, beach, skiing, some other geographical thing? There are many schools located near these places, and they know that people enjoy sunbathing.
Either build a deeper connection or skip these as reasons. Convert Your Gems Into Essay Topics. Every Why This College essay is going to answer both the why us and the why you parts of the back-and-forth equation. But, depending on ozone which way your target school has worded its prompt, you will lean more heavily on that part. This is why Iím going to split this brainstorming up in two, to go with the ďwhy usĒ and ďwhy youĒ types of questions. Of course, since they are both sides of the same coin, you can always easily flip each of essay, these ideas around in order to have it work well for the other type of ozone, prompt . For example, a ďwhy usĒ essay might talk about how very interesting XYZ interdisciplinary project is and economics how it fits well with your senior project. But a ďwhy youĒ essay would take the same idea but flip it to thesis say that you learned through your senior project that you deeply value an interdisciplinary approach to essay critique academics, which makes you a great fit for ozone thesis, this school and its own commitment to cool interdisciplinary work as evidenced by project XYZ.
Project XYZ had many moving parts, one of which for some reason was a giant labyrinth. How a particular program of study/internship requirement/volunteer connection will help further your specific career goals. The school's interesting approach to your future major (if you know what that will be), or to a major that combines several disciplines that appeal to you and fit with your current academic work and interests. How the thesis, school handles financial aid and the infrastructure setup for low-income students, and ozone what that means for you in thesis for world terms of opening doors. A story about how you became interested in the school (if you learned about it in an interesting way). Did it host a high school contest you took part it? Feature a visual or performing art that you enjoyed and that you also do? How you overcame an initial disinterest in thesis the school (if you minimize this first negative impression). Did you do more research? Interact with someone on what is a good for world hunger campus? Learn about the schoolís commitment to the community in some way?
Learn about interesting research being done there? A positive interaction you had with current students, faculty, or staff, as long as this is more than just Everyone I met was really nice. An experience you had on ozone thesis the campus tour. Super passionate tour guide? Interesting information that surprised you? Did something happen to transform your idea about the school or campus life (in a good way)? Interesting interdisciplinary work going on at the university, and how that connects with your academic interests/career goals/previous high school work. The history of the school, but only if itís meaningful to good books for sat you in thesis some way.
Has the school always been committed to fostering minority/first generation/immigrant students? Was it founded by someone you admire? Did it take an thesis economics, unpopular, but, to thesis you, morally correct stance at some crucial moment in history? An amazing professor that you canít wait to essay writer learn from. Is there a chemistry professor whose current research meshes with a science fair project you did? A professor whoís a renowned scholar on your favorite author/genre?
A professor whose book on economics finally made you understand the most recent financial crisis? A class that sounds fascinating, especially if itís in a field that you want to major in. Extra bonus points if you have a current student on record raving about it. A facility or piece of ozone thesis, equipment that you canít wait to work with or in, and resume cards that doesnít exist many other places. A specialty library that has rare medieval manuscripts? An observatory? A fleet of thesis, boats? A required curriculum that appeals to you because it provides a solid grounding in thesis master the classics, it shakes up the thesis, traditional canon, connects all the students on campus in thesis one intellectual project, or is taught in ozone a unique way.
If the school can boast eight NASA aircraft of its own, I'd try to fit that in somewhere too. Do you want to sample resume cards continue a project you worked on in high school? Talk about ozone thesis how/where in the current course, club, and program offerings this work would fit in. Why will you be a good addition to the team? Have you always been involved in a community service project that is what statement for world hunger, already being done on campus? Write about integrating life on campus with events in the surrounding community.
Are you going to keep doing performing arts, music, working on the newspaper, or something else that you were seriously committed to in high school? Discuss how excited you are to ozone join that existing organization. Are you the perfect person to take advantage of an internship program (because youíve already worked in this field, because you were exposed to it through your parents, because youíve done academic work that gives you some experience with it)? Are you the ideal candidate for is a hunger, a study abroad opportunity (because you speak the ozone thesis, language of the essay critique, country, because itís a place where youíve worked or studied before, because your career goals are international in ozone thesis some respect) Are you a standout match for an undergraduate research project (because you will major in this field, because youíve always wanted to good books to use for sat work with this professor, because you want to pursue research as a career option)? Is there something you were deeply involved with that doesnít currently exist on campus?
Offer to ozone start a club for good for sat essay, that thing. And I mean club: you arenít going to thesis magically create a new academic department, or even a new academic course, so donít try offering that). If you do write about this, make double, triple sure that the school doesnít already a club/course/program for this interest. What are some of the programs and/or activities you would plan to get involved with on either campus, and is a for world what unique qualities will you bring to them? Make this a mini version of a personal statement you never wrote: use this essay as another chance to ozone thesis show a few more of the skills, talents, or passions that donít appear in your actual college essay. Whatís the runner-up interest that you didnít write about? What opportunity, program, or offering at effects the school lines up with? This is definitely the time to thesis open up about your amateur kinetic art sculptures. Possible Topics For a College Thatís Not Your First Choice.
If you're writing about a school that youíre not completely psyched about, one way to sidestep the issue is to focus on cards what getting this degree will do for you in ozone thesis the future. How do you see yourself changing existing systems, helping others, or otherwise succeeding? Alternately, discuss what they value academically, socially, environmentally, philosophically and how it connects with what you also care about. A vegan, organic, and cruelty-free cafeteria? A relationship with a local farm or garden? De-emphasized fraternity involvement? Strong commitment to environmental issues?
Lots of opportunities to contribute to the community surrounding the school? Active tolerance and inclusion for various minority groups? Try to find at least one or two things that youíre excited about for all the schools on your list. If you canít think of a single reason why this would be a good place for what statement hunger, you to go, maybe you shouldnít be applying there. Donít write about the ozone, school's size, location, reputation, or the weather, unless it is the only one of thesis master economics, its kind. For example, anyone applying to the Webb Institute, which has less than 100 students should by all means, talk about a preference for tiny, close-knit communities. Ozone Thesis! On the other hand, schools in books for sat essay sunny climates know that people enjoy good weather - but if you can't connect the outdoors with the college itself, think of something else to say.
Donít talk about your sports fandom. The I can see myself in purple and white / maroon and gold / [any color] and [any other color] is an overused idea. After all, you could cheer for thesis, the team without going to the school. So unless you are an athlete or an aspiring mascot performer, or have a truly one of a kind story to tell about master your link to the team, try a different tack. Donít copy description from the college's website to tell admissions officers how great their college is. Thesis! They donít want to hear praise; they want to hear how you connect with their school. So if something on the college brochure speaks to you, explain why this specific detail matters to sample resume you and how your past experiences, academic work, extracurricular interests, or hobbies connect with it. Donít use college rankings as a reason for why you want to go to a school. Of course prestige matters, but schools that are ranked right next to each other on thesis the list are at good essay about the same level of prestige. What makes you choose one over the other?
If you decide to write about thesis a future major, donít just talk about is a good thesis statement for world what you want to study and why. Make sure you also explain why you want to thesis study this thing at this particular school . What do they do differently that other colleges donít? Donít wax poetic about the schoolís pretty campus. ďFrom the moment I stepped on your campus, I knew it was the place for meĒ is resume cards, another cliche Ė and thesis another way to say basically nothing about why you actually want to go to this particular school. Effects! Lots of schools are pretty, and ozone thesis many are pretty in the exact same way. Pop quiz: this pretty Gothic building is on what college campus? Yup, that's right - could be anywhere.
When you've put together the ideas that will make up your answer to the why us question, it's time to build them into a memorable essay. Here are some tips for doing that successfully: Jump right in. The essay is master economics, short, so there's no need for ozone thesis, an introduction or conclusion. Spend the first paragraph delving into your best one or two reasons for good thesis hunger, applying. Thesis! Then, take the essay writer 2012, second paragraph to go into slightly less detail about ozone reasons 2 (or 3) through 5. To thine own self be true. Write in your own voice and be sincere about what youíre saying. Believe me, the reader can tell when you mean it and question critique when youíre just blathering.
Details, details, details. Mention by name specific classes, professors, clubs and activities that you are excited to be a part of. If you plan on attending if admitted, say so. Colleges care about the numbers of acceptances deeply, so it may help to know youíre a sure thing. But donít write this if you donít mean it! Donít cut and paste the same essay for every school . Either al least once youíll forget to change the school name or some telling detail, or else your vague and cookie-cutter reasoning will sound bland and forgettable. Cookie cutters: great for dough, terrible for college applications. Example of a Great ďWhy This CollegeĒ Essay.
At this point, it'll be helpful to take a look at a ďwhy usĒ essay that works and ozone thesis figure out what the author did to create a meaningful answer to essay exercise this challenging question. It was on my official visit with the cross country team that I realized Tufts was the perfect school for me. Ozone Thesis! Our topics of conversation ranged from what statement for world, Asian geography to ozone efficient movement patterns, and everyone spoke enthusiastically about what they were involved in on campus. I really related with the cards, guys I met, and I think they represent the ozone, passion that Tufts' students have. Thesis! I can pursue my dream of being a successful entrepreneur by joining the Tufts Entrepreneurs Society, pursuing an Entrepreneurial Leadership minor, and taking part in an up-and-coming computer science program. Interaction with current students. Thesis! James writes about hanging out with the cross country team and sounds excited about meeting them. ďIím a great fit.Ē He uses the conversation with the cross country guys to what is a statement for world hunger talk about ozone his own good fit here (ďI really related with the essay question critique, guys I metĒ).
Why the school is special. James also uses the conversation as a way to show that he enjoys the variety of opportunities Tufts offers (their fun conversation covers Asian geography, movement patterns, other things they ďwere involved with on thesis campusĒ). Taking advantage of this specialness. He doesnít just list things Tufts offers, but also explains which of them are of specific value to him. Heís interested in essay being an entrepreneur, so the thesis, Tufts Entrepreneurs Society and the Entrepreneurial Leadership courses appeal to what thesis for world him. Awareness of what the school is ozone, up to. Finally, James shows that heís up on the latest Tufts developments when he mentions the question critique, new computer science program. You can see more great ďWhy this schoolĒ essays written for Tufts on their website. The ďwhy this college essayĒ is looking for three things: To make sure you understand what makes their college different and thesis special To make sure you will be a good fit in writer 2012 their college To make that this college will be a good fit for you The prompt may be phrased in one of two ways, ďwhy us?Ē or ďwhy you?Ē, but these are sides of the ozone, same coin and will be addressed in your essay regardless of the prompt style. Writing the perfect ďwhy this schoolĒ essay first requires researching the specific things that appeal to you about this school. Thesis! You can find this information by: Visiting campuses in thesis person or virtually to interact with current students and faculty Asking questions from your college interviewer or from reps at master college fairs The collegeís own materials like their brochures and website, their alumni magazine, campus newspaper, or their social media Other sites on the internet To find a topic to write about, find the three to ozone five things that really speak to good books essay you about the school and then link each of them yourself, your interests, your goals, and your strengths.
Avoid writing about cliches that could be true for any school, like architecture, geography, weather, or sports fandom. Instead, focus on the details that differentiate your target school from all the others. Are you also working on your personal statement? If you're using the ozone thesis, Common App, check out completely breakdown of the Common App prompts and our guide to picking the best prompt for you. If you're applying to the University of California, we've got an in-depth article on how to best write the UC personal statements. And if you're submitting ApplyTexas applications, read our helpful explainer on how to approach the essay critique, many different ApplyTexas essay prompts. In the middle of the rest of the college application process?
We can also help you ask for recommendations , show you how to ozone write about extracurriculars , and sample give advice on ozone thesis how to research colleges . Want to improve your SAT score by economics, 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Ozone Thesis! Download it for free now: Have friends who also need help with test prep? Share this article! Anna scored in writer 2012 the 99th percentile on her SATs in high school, and ozone thesis went on to major in English at Princeton and to is a for world get her doctorate in English Literature at Columbia.
She is passionate about improving student access to higher education. You should definitely follow us on social media. You'll get updates on our latest articles right on your feed. Follow us on all 3 of our social networks: Have any questions about ozone thesis this article or other topics? Ask below and we'll reply! Series: How to Get 800 on Each SAT Section: Series: How to books to use essay Get to thesis 600 on Each SAT Section: Series: How to Get 36 on to use for sat Each ACT Section: Our hand-selected experts help you in ozone a variety of other topics!
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Download a Resume Template That Employers Will Love. Are your Resume and online job search profiles not yielding you the results you need to thesis, find gainful employment and finally afford to statement for world, pay your bills? No doubt about it; itís tougher to find a job now than itís been in decades. That doesnít mean, however, that you canít give yourself every fighting chance of snagging the next available job. While there is plenty to be said for effective interviewee skills, the absolute most important step for getting hired is writing a winning Curriculum Vitae. Without a highly attractive C.V, youíre just one of dozens or more applicants that begin to blend together after a while.
You want your most relevant skills and thesis, experience to jump off the page and grab the attention of the person responsible for reviewing the group of CVs in which yours is stacked or filed online. Direct access to resume templates advices. 1. Choose your favorite Curriculum Vitae. 2. Download selected resumes on question your desktop. No front page content has been created yet. How To Write a Winning Curriculum Vitae. Understand What Makes a Great Resume. Many job applicants are under a misconception that a great Curriculum Vitae means fluffing up terms, adding lots of jobs and experience, listing as many skills as possible, and engaging in ozone, other overkill tactics.
Excessive and irrelevant information only thesis master economics, clutters the page and makes it more difficult to find the skills and information for which your prospective employer is ozone thesis searching. The best resumes are those that are concise and specific to the job being sought. As such, a separate resume should be used for resume cards, each job if the required skills, education, and experience are different. At the end of thesis this article, we will review a few time saving tips building each specific Curriculum Vitae. First, though, letís take a look at how to what good thesis hunger, write a winning CV.
Review All Job Description Material and More (If Necessary) While some employers seem to be in the habit of posting as little information as possible, others provide a great deal of thesis valuable information relevant to writer 2012, not only the skills, experience, and education of a desired employee, but also the description, expectations, and demands of the job itself. Acquire as much information as you can about the ozone thesis, position. If the is a good statement hunger, employer provided you with pages and pages of ozone thesis descriptions, read them before building your resume. If the employer posted minimal information about the job, you may find information by reviewing the website or even calling and asking for essay, details. The more you know about your prospective employers, the more power you have to show them a picture-perfect employee on paper. If you read terms you donít really understand, see requirements for education levels you havenít reached, or find any other indication that youíre not a good candidate for the job; donít waste your time applying. Also, understand that it may be very difficult to find a job that matches your education or the bulk of your experience. You may have to begin at an entry level position in a company that seeks supervisory and upper management applicants from within.
If this is the ozone, case, be extremely careful about divulging the extent of your education, experience, and essay exercise effects, salary history as you may be viewed as Ďoverqualifiedí. However insulting or degrading it may feel, the ozone thesis, reality is that at some point you just have to accept that options are limited and be willing to Ďdumb it downí a bit to secure employment. Just think, though: In the next few months after youíre hired, youíll have a chance to essay, excel beyond expectation and increase your odds of recognition and thesis, promotion. Use Only Relevant Terms, Skills, and question, Experience. If you feel the need to thesis, add more information to your curriculum vitae than whatís absolutely relevant, make sure that the most compelling details are on the first page and that itís not crowded with words. In addition to your contact information, you should have: Relevant skills, relevant experience, and relevant education. If you have multiple jobs dating back for a number of years, try to list only the most relevant jobs within the past 5-7 years on the first page and either make a note that a more extensive job history is available upon request or attach a separate sheet with a complete history in case the reviewer is so inclined to read it.
Whatever you do, DO NOT let a full page of outdated and irrelevant details take away from the essay, razzle and ozone thesis, dazzle of the is a good thesis statement, first page of your resume. Remember that your developed skills are more important than your experience. Yes, you need experience to demonstrate the fact that youíve had time to hone those skills, but employers need to know the capabilities you have that are relevant to the job for which youíre applying. The Verbiage of Your Curriculum Vitae. You want your C.V to thesis, sound professional, but it doesnít have to sound like it came out of the essay writer 2012, Oxford Dictionary. Remember, itís not as though youíre writing a dissertation; youíre listing bits and thesis, pieces of concise and what hunger, relevant information to present a snapshot of what you have to offer. Refer to the job description and other material posted by your prospective employers. If they used industry-specific jargon, use the same jargon wherever applicable.
Review their posted list of required skills and ozone thesis, job duties and use it as a guide for resume, listing all of your valid and applicable skills and ozone thesis, job duties with previous employers. If you have additional skills or job skills than are not posted on the job description by your prospective employer, consider leaving them out. Good Statement For World Hunger? If you feel you must include them somewhere, follow the same rule as job history: Keep them off the first page. Instead, attach them at the top of the page containing your extensive job history. You have 2 primary goals for ozone thesis, your curriculum vitae: Make it easy to read and make every word count. In order to accomplish this, you need to use a font of at thesis economics least 10-12 and make each section of your document stand out from the next by staggering blocks of information that take up different levels of horizontal space. For example, you may place your name, physical address, phone number, and email address at the top in the center. For contrast, you would place a sentence outlining your objective; perhaps something like: To obtain consistent and long term employment with a company in which my skills and talents will be utilized and ozone, appreciated. Because that sentence will take the entire width of the books to use for sat essay, page, your next sections should be small and thesis, centered. This would be a great place to list your skills.
If you place your employment in what is a good thesis for world hunger, the next section, that would be a great contrast to thesis, your skills. Good For Sat? Make a table with 2 columns and a few rows (just enough for your most relevant jobs). Ozone? Add your title, previous employers, and master economics, their contact information in the left column and your job duties on ozone thesis the right. Finally, underneath your employment history, enter your education information centered on the page. Employers may or may not be interested in speaking with your personal references. If there is any reason why your prospective employers shouldnít speak with your previous supervisors, try to avoid putting their contact information on your Curriculum Vitae. Otherwise, there should be plenty of sample resume professional references in your format for them to review. You can post a sentence on ozone thesis the bottom of your Curriculum Vitae either inviting your potential employer to call contacts from your employment history and/or letting him/her know that you have a list of personal references available if requested. If you have room on the page after leaving plenty of space in to use, between each section, increase the font size of your name. If you have adequate or advanced linguistic skills, consider writing a short cover letter (3-5 small to moderate paragraphs) introducing yourself and outlining your skills, dedication, ambition, work ethic, and any other relevant piece of information that increases your appeal to an employer but may not have a proper place on your Curriculum Vitae. Cover letters are easy to disregard if an employer isnít interested, and they can help to set you aside from other applicants if there is an interest in ozone, learning more about you by reading your cover letter.
You can either use the thesis master economics, outline provided in this article or you can create your own curriculum vitae outline containing your name, contact information, and the basic sections you will need to fill out per application. Save the outline and consistent information in a master file, and once youíve finished preparing a Curriculum Vitae for a job, choose ĎSave así and create a specific name for it. Ozone Thesis? To find your Curriculum Vitae more quickly and conveniently, consider using the same name and changing only the last word. Cards? For example, you may save your resume as ĎMyResumeCompany.docí. Replace the word ĎCompanyí with each different place to which you submit your curriculum. How to Write a Great Cover Letter. Landing a job is undoubtedly difficult in todayís economy. Writing a great cover letter is probably the most important step you can towards landing the thesis, job of their dreams. Why is writing a cover letter so important?
It is the first thing a potential employer sees, and it will dictate whether or not the employer even looks at your resume. Even the is a good statement for world hunger, most polished, professional resume doesnít stand a chance against a poorly written cover letter. How do you write a cover letter that not only a potential employer to thesis, read your resume, but also gets you invited for an interview? Writing a winning cover letter is not difficult if you follow a few simple steps: Just like an employer wonít look at a resume thatís attached to a poorly written cover letter, the employer wonít even bother to read the cover letter if itís a messy jumble of what for world hunger text. To create a professional-looking cover letter, be sure to use plenty of white space. You should have, at thesis a minimum, one inch margins and double spaces between paragraphs.
Follow the guidelines for writing a basic business letter and be sure to include a simple, text-only letterhead. Your letterhead should be the same letterhead that appears on your resume. This is your one and only chance to name drop, so take advantage of it. Potential employers want to know how you heard about the sample cards, position. You should also identify the specific position that you are seeking, and state that you are applying for this position. Yes, itís obvious, but cover letters follow a long-established pattern, and this isnít the time to be a rebel. Finally, set the tone for thesis, the rest of the economics, letter, and briefly state what you will be discussing..
If you have more than a few years of experience in the field to thesis, which you are applying, your professional experience should be presented before your educational experience. First, write a topic sentence that presents one unified idea. If youíve held several jobs in this career, find the one aspect that these jobs have in common that will most impress your potential employer. You also need to link this paragraph to your educational experience. Similar to your employment paragraph, you need to develop one unified idea rather than simply presenting a list of all the schools youíve attended and sample, courses youíve taken. Determine which aspect of thesis your education is most important to the position youíre applying for and present it here. A fourth and good for sat, even fifth paragraph may be added if you need to present additional relevant information. Just remember to ozone thesis, develop one idea per cards paragraph, and to keep the entire letter under one page.
This is ozone thesis your opportunity to tie everything together, leading the is a good, reader to invite you to an interview. You need to reference your resume and any other included attachments. Thesis? In addition, you need to politely, yet confidently state that you wish to be invited to an interview. Finally, state the sample resume, easiest way for the employer to reach you, referring to the phone number and e-mail address in your letterhead. For important documents like cover letters, you need to go beyond your computerís spell check and grammar check. Place the cover letter aside for a few hours, or overnight if possible, and look at it with fresh eyes. You might find errors that you didnít see previously. As a final step, ask someone, who you trust will do a decent job, to proofread your cover letter. Now, you have a well-written cover letter that will hopefully lead a potential employer to read your resume and ultimately invite you to an interview.
The rest is up to you! How to prepare for ozone thesis, a winning job interview. In a competitive market for essay, available jobs, potential candidates should put in the necessary time and effort to ozone, make a solid impact. You must simply accept that itís a buyerís market, the buyer, in this case is the organization. Your first job as the seller is to sell yourself. You need to stand out from the other candidates like a house with a shiny red door in a cookie-cutter neighborhood.
Assume your resume and essay 2012, cover letter is in a pile on a desk with plenty of thesis others, therefore you must find a way to essay exercise, rise to the top. You need to put yourself in a stronger position, instead of you trying to ozone thesis, chasing the thesis master, job, make them convince you to take it. Your mindset dictates the demeanor you portray. If you seem too desperate, you donít make it to the next step, however, too arrogant and doors will close. You have to thesis, put yourself in the shoes of the what good statement for world hunger, interviewer and determine your moves every step of the way. Spend about five hours preparing for each hour of interview, you want to investigate how you can deliver value to the organization. By researching and ozone, probing how you can make an impact in the position, you are going beyond the essay writer 2012, canned responses of most candidates.
Your resume should announce that you are qualified for the position. After the ozone thesis, interview, you want to leave the impression that you can start the job tomorrow. You want to contact somebody who does the same job at essay exercise effects the organization or similar enterprise and ask several questions. Itís a must that you discover the current challenges for the position within the thesis, organization and the industry as a whole. Sample Resume? The next step is succeed where so many candidates fall short, you want to show initiative by suggesting ideas for the position. Hiring managers have so many job functions to ozone, perform, by essay, proving that you not only did research concerning the position, but proposed suggestions, you show tremendous potential. You would be surprised how those that have been performing the ozone thesis, job for years have not expressed such aptitude. Be prepared to thesis master, go beyond lip service, you want to demonstrate the ozone, homework you have done. Reaching out to a current employee performing the same job function puts you over the top. Donít be shy or feel like you are intruding. Many employees have innovative ideas about thesis, how to ozone, perform their jobs better, tap into that information for free and then add your own spin.
Use the power of imagination to sample cards, stand out from the crowd, everybody else is going to ozone thesis, be following the same job interview tips that get recycled over what is a good thesis for world hunger the web. If you want to make a lasting impression, you must put in the sweat and effort. Find someone who you can practice with until it comes out natural. Landing an offer in a tough economy requires considerable effort. If you can demonstrate you can make an impact in your interview, your name will rise to ozone, the top of the pack. Copyright Curriculum-Vitae.In 2013 - Contact : webmaster curriculum-vitae.in. All the Curriculum Vitae templates are at your disposal without any guaranty.
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