Professor Michael Moore

WRD:104

3/1/10

The True Purpose of College

College is about exploration. I believe in the theory that people are products of their environments; beliefs are formed based on family dynamics, the values that were instilled in them, where they were raised, and their experiences. And since I was raised in a very minute town, I was aware that I was privileged and very sheltered. The world offers so much to be grasped, and I was aware that I would not learn anything if I did not leave my surroundings and what I had grown so accustom to. Consequently, I decided to venture to the city of Chicago and attend school at DePaul University in hopes of developing my true character and exposing myself to an entirely new way of life.

When contemplating the significance of college, its purpose is different for every single person. Some yearn to increase their own knowledge, so they wish to continue their education. Others, however, may be pressured by family members to earn a college degree. Similarly, some attend college simply to obtain “…that slip of paper that proclaimed the graduate acceptable to any corporation or profession…” (Karabell 6).  Consequently, their credibility is justified while searching for an occupation in today’s society. Furthermore, some people continue their education in hopes of obtaining a more lucrative job, so they can earn more money and lead a comfortable life. There is an undeniable financial consideration when deciding to attending college (Karabell 6). Although some of these objectives may be highly tantalizing, I decided to enroll in college for a more profound reason.

Throughout my childhood, I lived in the miniscule town of Cedarburg in Ozaukee County, Wisconsin. An estimated 11,440 people live in Cedarburg, so gossip is the reigning form of communication. Everyone knows everything about everyone else; nothing is personal. The city’s “downtown” is a single street that belongs to the National Register of Historic Places. Furthermore, Cedarburg is declared to be a thriving business and industrial base with thirty-one beautifully, well-maintained city parks and designated park lands. In addition, this town is acclaimed to have award winning public and private schools (“Welcome…” n.p.). To some, this place of residence may sound too good to be true. Crime is nearly non-existent. Exquisite interurban trails connect all the different towns in Ozaukee County. Cedarburg represents the idealized suburbia.   

      Moreover, the inhabitants of this town are very wealthy. According to quickfacts.census.gov, the estimated median household income was $62,395 in 2008. In addition, when analyzing statistics on Ozaukee County, 91.9% of people aged twenty-five and older had a high school diploma and 38.6% of these people had earned a Bachelor’s degree or higher (“State…” n.p.). People living in this city are very well educated; thus, they are able to obtain wealthy occupations and become very successful. Living in this town appears perfect; however, numerous negative repercussions arise from living in this type of community.

      In Ozaukee County, populated with an estimated 85,874 people in 2008, 96.0% of them are Caucasian. 1.5% of these county inhabitants are African-American. Then 1.4% of this population is Asian. Moreover, only 0.3% of them are American Indians or Alaska Natives (“State…” n.p.). It is apparent that diversity is non-existent. Therefore, people who live in Cedarburg are very sheltered and many lack perspectives of what life is like outside of suburbia. My friends and I of course differed with our particular values; regardless, we all lead similar lifestyles. I was well aware of this fact, and I knew that I needed to leave this “perfect” town and expose myself to reality. I wanted to harness all of the opportunities the world has to offer, and I could not achieve this in Cedarburg. Thus, college presented the perfect opportunity for me to fulfill this need, which is why I elected to attend DePaul in Chicago, Illinois.

      Even though Cedarburg, Wisconsin has been my home for the past eighteen years of my life, I feel more at place in Chicago than I could have ever fathomed. Unlike all my counterparts in Cedarburg, my parents are both hard-of-hearing. I was raised very differently from everyone else and am so grateful I was. I am much more perceptive to people and their feelings than others who I grew up with. Furthermore, I am more accepting of those who are different. This is it was imperative for me to attend college in a location where I would be exposed to all of these various people.

I wanted to escape the stereotypes that flooded my high school where everyone was essentially the same. According to Princetonreview.com, DePaul University’s undergraduate population is comprised of 0.2% Native Americans, 8.29% Asian, 8.67% African-American, 13.33% Hispanic, 55.93% Caucasian, and 1.41% International (“DePaul…” n.p.).  As a result, I knew I was not going to be “sheltered” anymore attending this school. I have been able to meet people of all different walks of life, and I believe nothing is more rewarding than this.

Transitioning into adulthood, I wanted to gain a deeper understanding of life. This exposure to all different people has undoubtedly enabled this personal growth. Moreover, I believe that I can make a difference in the world. Thus, by attending a school dominated by diversity that is also in one of the largest cities in America, I am able to learn what changes needed to actually be made. I could never have accomplished this in Cedarburg. In addition, living in a large city provides me with the opportunity to actually evoke a change. On the contrary, it would have been nearly impossible to gain any ground on social issues in reserved Republican Ozaukee County.

      Even before beginning college at DePaul University, I possessed a strong foundation of beliefs. And now that I am in Chicago attending school, I am challenging myself to change. I do not intend to alter my ways of thinking; I am simply searching to add more beliefs to my core values in hopes that I will become a better-rounded individual. Although I may also be attending college to expand my knowledge, my core interest lies in developing who I will be for the rest of my life. This may sound like an ambitious goal, yet I know this will happen naturally because I am a product of my environment.

      I am now surrounded by a world filled with countless opportunities, diverse people, and all new ideas. I learn something new every day. Some days it may be an academic lesson and others it is based upon life. Nevertheless, I am positive that I have grown more in countless aspects in five months at DePaul than I have in eighteen years in Cedarburg, Wisconsin. College of course maintains different functions for all those who decided to attend. Nevertheless, the reason is always personal, and it is for the betterment of the individual. College is a time for change, a time for exploration, a time to grow. And for this reason, this is why I am a first-year student at DePaul University. I have finally broken free from the “Cedar-bubble.”

Works Cited

“DePaul University.” The Princeton Review. Review Scan. 2008. Web. 1 March 2010.

< http://www.princetonreview.com/schools/college/CollegeStudents.aspx?iid=1023066>.

Karabell, Zachary. What’s College For?: The Struggle to Define American Higher Education. New York: Basic Books,

1998. Print.

“State & County QuickFacts: Ozaukee County, Wisconsin.” U.S. Census Bureau. n.p. 23 February 2010. Web. 25

February 2010. < http://quickfacts.census.gov/qfd/states/55/55089.html>.

“Welcome to Cedarburg.” N.p. 13 November 2009. Web. 25 February 2010.

<http://www.ci.cedarburg.wi.us/welcome.htm>.

Throughout my childhood, I lived in the miniscule town of Cedarburg in Ozaukee County, Wisconsin. An estimated 11,440 people live in Cedarburg, so gossip is the reigning form of communication. Everyone knows everything about everyone else; nothing is personal. The city’s “downtown” is a single street that belongs to the National Register of Historic Places. Furthermore, Cedarburg is declared to be a thriving business and industrial base with thirty-one beautifully, well-maintained city parks and designated park lands. In addition, this town is acclaimed to have award winning public and private schools. To some, this place of residence may sound too good to be true. Crime is nearly non-existent. Exquisite interurban trails connect all the different towns in Ozaukee County. Cedarburg represents the idealized suburbia.   

      Moreover, the inhabitants of this town are very wealthy. According to city-data.com, the estimated median household income was $62,395 in 2008. In addition, when analyzing statistics on Ozaukee County, 91.9% of people aged twenty-five and older had a high school diploma and 38.6% of these people had earned a Bachelor’s degree or higher. People living in this city are very well educated; thus, they are able to obtain wealthy occupations and become very successful. Living in this town appears perfect; however, there are several disadvantages that effect from living in this type of community.

      In Ozaukee County, populated with an estimated 85,874 people in 2008, 96.0% of them are Caucasia. 1.5% of these people are African-American. 1.4% of inhabitants are Asian. And 0.3% of them are American Indians or Alaska Natives. It is apparent that diversity is non-existent. Therefore, people who live in Cedarburg are very sheltered and many lack perspectives of what life is like outside of suburbia. My friends and I of course differed with our particular values; regardless, we all lead similar lifestyles. I was well aware of this fact, and I knew that I needed to leave this “perfect” town and expose myself to reality. I wanted to harness all of the opportunities the world has to offer, and I could not achieve this in Cedarburg. Thus, college presented the perfect opportunity for me to fulfill this need, which is why I elected to attend DePaul in Chicago, Illinois.

      Even though Cedarburg, Wisconsin has been my home for the past eighteen years of my life, I feel more at place in Chicago than I could have ever fathomed. Unlike all my counterparts in Cedarburg, my parents are both hard-of-hearing. I was raised very differently from everyone else and am so grateful I was. I am much more perceptive to people and their feelings than others who I grew up with and am more accepting of those who are different. This is why I knew I needed to attend college in a place where I would be exposed to all of these various people. I wanted to escape the stereotypes that flooded my high school where everyone was essentially the same. I did not want to be “sheltered” anymore. Transitioning into adulthood, I wanted to gain a more profound understanding of life. Furthermore, I believe that I can make a difference in the world. And by attending a school dominated by diversity that is also in one of the largest cities in America, I am able to learn what changes needed to actually be made. I could never have accomplished this in Cedarburg. Moreover, being in the city, the means to actually evoke a change are highly accessible to me whereas in Cedarburg, it would have been nearly impossible to gain any ground on social issues.

      Even before beginning college at DePaul University, I possessed a strong foundation of beliefs. And now that I am in Chicago attending school, I am challenging myself to change. I do not intend to alter my ways of thinking; I am simply searching to add more beliefs to my core values in hopes that I will become a better-rounded individual.  Although I may also be attending college to expand my knowledge, my core interest lies in developing who I will be for the rest of my life. This may sound like an ambitious goal, yet I know this will happen naturally because I am such a product of my environment.

      I am now surrounded by a world filled with countless opportunities, diverse people, and all new ideas. I learn something new every day. Some days it may be academic and others it is based upon life. Regardless, I am positive that I have grown more in countless aspects in five months at DePaul than I have in eighteen years in Cedarburg, Wisconsin. College of course maintains different functions for all those who decided to attend. Nevertheless, the reason is always personal, and it is for the betterment of the individual. College is a time for change, a time for exploration, a time to grow. And for this reason, this is why I am a first-year student at DePaul University.

                When Americans read novels, they use books as a coping mechanism to escape from the realities of a harsh society. In fiction books, nothing is real, allowing the reader to imagine an entirely different existence. With fifty-three percent of people reading these novels, it is evident that Americans highly value this type of text (Jackson).  Similarly, “novels dominated the [best seller list]: 69% of the books in each week’s top 150 were novels…” in 2008 (“Sellers…”). While reading, the person exists in an alternate world where one is not required to deal with the stresses of daily life. Michael Norris supports this claim as well and argues that, “People want an escape during these economic times and a book is a good way to do that” (“Book Sales…”). Furthermore, when a person elects to read a novel, books serve as a personal form of entertainment. No one is ever forced to read a novel; it is a choice. Americans are well aware that it is impossible to be bitten by Edward the vampire or play a quidditch match at the Hogwarts School of Witchcraft and Wizardry; nonetheless, people continue to purchase millions of these books for their own entertainment. Therefore, if someone of a different nationality were to enter into any library and meander through the fiction section, one could observe that Americans value imagination.  Regardless of one’s age, the need to visualize a world other than the one that exists is essential in life. Consequently, it is evident that novels possess a leisurely purpose and provide relief to Americans.

                Although some books may be for recreational use, other types of books exist as well. Books often serve an educational purpose. Forty-three percent of the population reads non-fiction books (Jackson).Typically books are produced for all subjects, for not one field of study is devoid of information that does not need to be shared between the generations. These educational books provide knowledge to the public about the history of the United States and different subject matters, such as science and art. Non-fiction books are imperative to all different occupations. Lawyers rely heavily on case law, which are published in books. On a different note, doctors utilize texts to increase their knowledge of the human body. Furthermore, in 2006, universities reportedly sold 6.6 million dollars worth of hardcover texts, demonstrating how essential books are for education (bookstatistics.com). And since education is valued so highly in the United States, it is not difficult to fathom why so many non-fiction books are produced. Not only are books essential to American culture for education, they are representative of the economy. Of all the books sold worldwide, one-third of them are sold in the USA alone (bookstatistics.com).

                Since books flourish in America, analysts can determine that the book industry maintains a large significance in the economy. Although it was projected to decrease from the previous year, publishersweekly.com still believes that books will gross 35.04 billion dollars in 2009. Moreover, this estimated revenue is argued to be highly underestimated. Dan Poynter asserts that, “Book sales have always been underreported because smaller presses do not have to report sales” (bookstatistics.com).  Regardless, for an industry to earn this much money within a year is highly impressive in America’s current economic situation.  Simply by producing one successful book, numerous people flourish. Authors, publishers, printing companies, and book stores all reap benefits when a book is sold. With America’s capitalistic society, others can examine the effects books have on Americans and how they influence wealth.  More importantly, books not only represent how important success and wealth are in American culture, they uphold a fundamental right.

                In the United States’ Constitution, the first amendment guarantees the freedom of speech to all citizens (Wikipedia), which is exemplified in the form of a book. Books preach specific values and beliefs that people have. Moreover, every person has the freedom to write what he/she pleases. Similarly, anyone can become an author. Robyn Jackson encourages all to “write that novel…;” no one is excluded from this possible occupation. Consequently, when foreigners learn that approximately 120,000 books are published annually in the United States, they will comprehend that this freedom of speech is an imperative aspect of American life (Jackson). Although some people may argue that books are “boring” and may not elect to read, it is undeniable that they have created an immeasurable impact on this particular society.
                Hamilton Wright Mabie defends that “…despite all that has been said and written on this engrossing theme, the interest of books is inexhaustible, and that there is always a new constituency to read them. So rich is the vitality of the great books of the world that mean are never done with them” (7).  It is undeniable that books are imperative for entertainment, education, and economical purposes in the United States of America. Regardless, books were created to enlighten people on an uncountable amount of topics. Books denote cultures and their specific values. A book is defined as “a written or printed work of fiction or nonfiction, usually on sheets of paper fastened or bound together within covers;”however, this serves no justice to these works of art (Dictionary.com).  Books are and forever will be for people.

A journal article titled “Use of Influenza A (H1N1) 2009 Monovalent Vaccine” from the MMWR Recommendations and Reports explains that between March and April of 2009, two children living in the United States of America acquired an illness representative of the seasonal flu; however, it demarcated the commencement of a pandemic. These two children represented the first specifically diagnosed and confirmed cases of the H1N1 influenza in the United State. This strain of flu contaminated communities in America within a mere matter weeks after the first confirmed cases and was declared a worldwide pandemic on June 11, 2009 by the World Health Organization (WHO) (1-2).

            The H1N1 influenza continued to infect thousands of Americans, and the Centers for Disease Control and Prevention (CDC) estimates between thirty-nine and eighty million people contracted swine flu from April to December 12th of 2009. Of these predicted cases, the main demographic affected by the virus was those between the ages of eighteen and twenty-four years old. Furthermore, the CDC estimates 7,880 to 16,460 Americans died from H1N1 between this time span as justified by the Centers for Disease Control and Prevention website in the article “CDC Estimates of 2009 H1N1 Influenza Cases, Hospitalizations and Deaths in the United States, April-December 12, 2009” (2-3).

            For quite some time, the age distribution of confirmed influenza A illness, the severity of the illness, and the prevalence of medical risk factors among persons with severe illness have been consistent not only in the United States but other countries as well. The average age of a person who contracts H1N1 influenza is twelve years old, with the highest infection rate among those aged five to twenty-four years old. Similarly, higher activity of the virus has been associated with places where the youth congregates, such as schools, camps, and colleges. In addition, the average age of death caused by influenza A has been found to be thirty-seven (“Use of…” 2-3).

Although these numbers do not appear positive, the CDC released information indicating a decrease in the spread of H1N1 in America between November 15^th and December 12^th. The Centers for Disease Control and Prevention shared with the public that the number of people visiting doctors for influenza-like illness fell nationally from 4.3% to 2.6% during this time span. Moreover, only eleven states were reporting widespread flu activity as opposed to thirty-two previously (“CDC Estimates of 2009…” 3). Some may question what attributed to this decrease in H1N1 activity, and the cause may be related to the release of the vaccine for this particular strain of flu.

An article in MMWR: Morbidity and Mortality Weekly Report titled “Safety of Influenza A (H1N1) 2009 Monovalent Vaccines – United States, October 1- November 24, 2009,” shares that on September 15, 2009, the Food and Drug Administration (FDA) licensed the first of four 2009 influenza A vaccines (Broder et al 1351). The vaccine is available in two forms, a nasal spray and an injection. In the nasal spray, a weakened version of the virus is introduced to the body to trigger an immune response in the body without causing any illness. As for the shot, it is produced from a killed, highly purified influenza virus, which stimulates the body’s immune system to protect itself in response when injected, clarified by the “Swine Flu (H1N1) Vaccine” online article by the New York times (2). The CDC argues that the most effective method to protect oneself from the flu and flu-associated illnesses is to receive the H1N1 vaccination (“Use of…” 2). However, when the vaccine was first released, supplies were highly limited; thus, they needed to be restricted to target populations, meaning those at highest risk. These high-risk populations included pregnant women, those who live with or provide care for infants less than six months, health-care and emergency medical services personnel, children and young adults aged six months to twenty-four years old, and persons between twenty-five and sixty-four who have medical conditions that subject them to higher risk for influenza-related complications. As a result, the “…primary focus of vaccination efforts should be to vaccinate as many persons as possible in the recommended target groups as quickly as possible once vaccine becomes available” (“Use of…” 2).

With limited supplies, federal health officials only permitted doctors, clinics, and state-designated providers to carry the vaccination. However, once supplies increased, the H1N1 influenza vaccination became available at 90,000 different locations across the United States (“Swine Flu…” 2). One distribution point is at the Dominick’s food market on Fullerton and Sheffield in Chicago. After I conducted an interview with pharmacist Anh Cao, a graduate from the University of Illinois, Chicago, she estimates three hundred people have received the H1N1 vaccination from this Dominick’s. Cao highly embraces the vaccine and advises anyone who can tolerate the seasonal flu vaccination to receive the H1N1 vaccination as well. Moreover, she highly encourages young people to obtain the vaccine due to the high prevalence of activity among this demographic. With such high pressure from the Centers for Disease Control and Prevention and the government, many Americans believe that the H1N1 vaccination is beneficial; however, I argue that although this is a general consensus, it does not make it correct.

After the release of the H1N1 vaccination, the U.S. Vaccine Adverse Event Reporting System (VAERS) and the Vaccine Safety Datalink (VSD) began monitoring serious side-effects that may be related to this vaccine. VAERS has found that there are eighty-two adverse event reports per one million H1N1 vaccine doses. VAERS monitored 3,783 reports while VSD monitored 438,376 vaccinations through an electronic database. Of the 3,783 reports VAERS watched, they reported 204 serious adverse effects. There were thirteen deaths after vaccination, four out of ten confirmed reports of Guillain-Barre syndrome, eleven cases of anaphylaxis, eight additional possibilities, and the remaining 173 were nonfatal but nonetheless dangerous. Although these statistics may appear low, this data is highly underestimated because VAERS is a voluntary reporting system, their reports only provide preliminary diagnoses, and with VSD, the number of H1N1 vaccinations administered has not yet reached an adequate level to detect small increases in risk for rare diseases (Broder et al 1353).

Unfortunately, this report released by the Morbidity and Mortality Weekly Report is filled with technical jargon that is difficult to interpret and comprehend unless one is literate in this field; consequently, the public continues to maintain this misconception that the H1N1 vaccination has no repercussions. Once I conducted an interview with DePaul University chemistry professor, Dr. Sandra Chimon-Peszek, she defends that the vaccination is not beneficial yet. Dr. Peszek argues that the vaccine was “…pushed out a lot faster than it should have been,” for typically clinical trials require seven to seventeen years to conduct all necessary tests. She argues that it was different in this circumstance because it was declared a pandemic.

Although an educated professional who has had three articles published in respected scientific journals in a highly similar field to that of medicine does not promote the H1N1 vaccination, most other publications that communicate with the masses preach otherwise. In a different New York Times article titled “Don’t Blame Flu Shots for All Ills, Officials Say,” Dr. Butler defends in regards to the adverse side effects with the H1N1 vaccine, “Then we’ll try to verify the signal, see if it’s real. Then we’ll try to see if it’s associated with the vaccine. If it is, we’ll say so. The process will be as transparent as we can make it”(McNeil 3). However, I believe it is evident that the information is not accurately being shared with the public, for the reports specifying the negative effects of the vaccination are incoherent and difficult to comprehend for those illiterate in the field of medicine.

Sources more accessible to the public, such as the New York Times, continue to praise the vaccination without sharing the statistical data proving otherwise. Dr. Fineberg addresses that “…public health officials now must be ready to respond to rumors instantly” as a result of the readily available media (McNeil 3). Understandably, the CDC and other health officials wish to correct falsities, yet it is apparent to me that they withhold vital information about negative repercussions from the vaccine. In today’s society, every source of media has a bias, so the most commonly expressed ideal is then adopted by Americans.

Has the public become so dependent on medicine and vaccinations that citizens of the United States are causing their immune systems to become ineffective? Statics released by the “Use of Influenza A…” declare that “the incidence of infection was lowest among persons aged greater than or equal to sixty-five years” (3). On the contrary, “…children between the ages of six months to nine years received some protection from one shot, but not enough, so health officials will recommend that they get two shots twenty-one days apart” (“Swine Flu (H1N1) Vaccine” 2). Are Americans dependent on science to survive? And with increasing technology, will this ordeal ever cease? Scientists may possess some insight to the answer; however, the public must wait for the mass media to inform them of the “correct” beliefs before they can reach an opinion.

 - Accurate citations

- Thought-provoking conclusion

- Interesting

My topic and question is relevant to everyone living in the United States because it is undeniable that everyone is susceptible to catching this strain of influenza; consequently, Americans must be informed of the best ways to protect themselves from this virus.

Broder, K., et al. “Safety of Influenza A (H1N1) 2009 Monovalent Vaccines — United States, October 1-November 24, 2009.” MMWR: Morbidity & Mortality Weekly Report 58.48 (2009): 1351-1356. Academic Search Premier. EBSCO. Web. 28 Jan. 2010.

 The authors of this article explain that steps are being taken to properly monitor the effects associated with the H1N1 and seasonal influenza vaccines while also listing the statistical data that has aleady been gathered. The authors provide two charts to clearly provide the raw data about the adverse effects that have been obtained while also explaining the fuctions of VAERS, VSD, and the problems associated with ach of these organizations and reporting. The writers produced this article in order to keep other medical professionals informed about the effects of these vaccinations as well as to inform them that the data may not be entirely accurate. The intended audience of this article are fellow educated members of the health community who are monitoring the safety of these vaccinations.

“CDC Estimates of 2009 H1N1 Influenza Cases, Hospitalizations and Deaths in the United States, April-December 12, 2009.” Centers for Disease Control and Prevention. 15 January, 2010. Web. 27 January, 2010. <http://www.cdc.gov/h1n1flu/estimates_2009_h1n1.htm>.

 The writers of this online article suggest that the estimates for the H1N1 influenza in the United States may be highly under reported but argue that the CDC has developed a method that accounts for this underreporting to provide statistics on this epidemic, which is  also shared. By including a chart of the estimated cases of H1N1 influenza by age group, cases, hospitalizations, and deaths between April and December 12, 2009, and defining the method that the CDC has undertaken to create these estimates, the authors justify their argument. The writers of this web article share this information in order to make the public aware of how the H1N1 has impacted the United States thus far and to justify how these statistics are obtained. The intended audience for this source is the mass educated public.

“Use of influenza A (H1N1) 2009 monovalent vaccine: recommendations of the Advisory Committee on Immunization Practices (ACIP), 2009.” MMWR Recommendations & Reports 58.RR-10 (2009): 1-7. CINAHL with Full Text. EBSCO. Web. 28 Jan. 2010.

 The composers of this journal article suggest that all people should receive the H1N1 influenza vaccine while also providing a brief background of the pandemic. The writers justify this claim by explaining the history of the novel influenza A, contrasting the H1N1 and seasonal flu, and then supporting the ACIP’s statement that everyone should be vaccinated. The authors produced this article in order to help prevent the spread of this pandemic and to inform the public that it is extremely beneficial to receive the novel influenza A vaccination. The intended audience for this journal article is once again the educated public.

Was the H1N1 vaccination released before it was properly tested?

Was the release of the  H1N1 vaccination rushed because it was declared an epidemic?

Do Americans perceive the H1N1 vaccination to be beneficial or harmful?

Moreover, since I had a strong idea of what I would be researching for this project, I took the initiative to question Dr. Peszek about her feelings on this topic. She has not personally conducted any research on this strain of flu since it is more biology based, but this is not to say that chemists elsewhere are not experimenting on H1N1. And when it comes to her personal feelings about this vaccination, Dr. Peszek does not believe it is beneficial yet. She shared with me that most vaccines require seven to seventeen years of research to conduct all necessary tests. As a result, the release of the H1N1 flu vaccination was forced since it was declared an epidemic. The brutal side effects are not worth the protection from this strain of the flu.

On the other hand, I encountered a different opinion after speaking with Anh Cao, a pharmacist at the local Dominick’s. Cao received her degree at the University of Illinois, Chicago, and will have been a pharmacist for two years come May. She shared that an estimated three hundred people have ventured to this pharmacy to receive the vaccination. In her opinion, she saw fewer patients than she anticipated. The potential justifications for this lower outcome are that it took such a long time for Dominick’s to receive the vaccine that most people  resorted to other resources, such as local medical groups, to obtain the vaccination. Regardless, members of all different age groups have received the vaccine from this pharmacy, with a bit higher prevalence amongst the elderly. Cao shared that most people ask common questions about potential side effects from the vaccination as well as the difference between the regular flu shot and the H1N1. And when asking Cao about her research of the H1N1, it was primarily based upon secondary sources. She mentioned statistics released by the Centers for Disease Control as well as research conducted by corporate. Furthermore, she possess basic knowledge of this strain of flu from school. On the contrary to Dr. Peszek, Cao believes that the H1N1 vaccine is beneficial. She argues that this vaccination is generally the same as the typical flu shot; the H1N1 only covers a different strain. Therefore, if a person can tolerate the regular flu shot, Cao claims that one will tolerate the vaccination for the H1N1 influenza. Furthermore, she states that is highly beneficial for young people, since it is so prevalent amongst this demographic.

After conducting this interviews, I believe that I will be reviewing several scientific journals to learn about clinical trials that were held on the H1N1 influenza vaccination in addition to research the Centers for Disease Control and other secondary sources, such as newspapers and magazines. Nonetheless, it is apparent that there are highly different stances on this issue. So, it will be interesting to see the experimental truth that I find behind this inquiry.

The authors of Brain-Juice.Com suggest that  while Pablo Picasso was creating his legacy, his transitions between different styles and forms of art was was highly influenced by the events that occurred during his life. The authors demonstrate this ideal by referencing various works that were identified to belong to the blue period, rose period, cubism, or surrealism period while sharing the life events that coincided with these various stages of his career. The authors desired to share how Picasso developed as an artist throughout his life in order to help viewers better understand the meaning behind his pieces. The authors intended for those interested in expanding their knowledge of the arts.

“Between Two Wars 1917-1936: Pablo Picasso (1881-1973).” n.p. n.d. Web. 6 January 2010. <http://podol.ru/picasso/biography-eng.htm#Between>.

The author of this website implies that Pablo Picasso experienced the most difficult times of his life during the wars as he found himself alienated even with women and children among a high class society due to his fame and humble morals. This message is conveyed through elabortaing which works of art Picasso created at specific points in his life and contrasting them to other pieces that were formed during other circumstances. The author wishes to better inform public of Picasso’s story and the various art that was created at specific times in order to allow viewers to achieve a more emotional response to his work. The creator of this website intends for anyone who wishes to expand his/her interest and knowledge of Pablo Picasso to view it.

“Pablo Picasso.“ The Columbia Encyclopedia, Sixth Edition. 2008. Encyclopedia.com. 6 January 2010. <http://www.encyclopedia.com>.

An electronic article from the Columbia Encyclopedia on Pablo Picasso claims that his transitions across all different styles of art during his lifetime has brought him infamy. In order to better support this argument, this article enumerates the countless works that Picasso created during the blue period, the rose period, cubism, and surrealism and contrasts them while clarifying that they all ultimately brought him success. Regardless, this article was created to better inform the public of Picasso’s work in order to increase their general knowledge. Since this source is from an encyclopedia website, it targets an adult literate audience.

After reading all of these sources, I feel that they truly support my ideas about the painting. In Picasso’s “Mother and Child,” I believe that he is expressing that you do not always need to be pampered and nurtured with by a woman to survive. I believe that in this painting, the mother is actually very distant from her child. You typically see a mother holding her baby very close and cradling it; however, this is not represented in this piece. After doing research, it is apparent that the mother is Picasso’s wife, Olga, and the baby is his son, Paolo. His wife was a famous ballerina and enjoyed being in the limelight, so she would have been distant from her son. Similarly, not only did Olga distance herself from her son, she also grew apart from her husband. As a ballerina, Olga enjoyed being famous and receiving doration. On the contrary, Picasso had become quite popular during this time as well for his art but detested the fame. These opposing created the distance between Picasso and his wife shared and eventually lead to their divorce. Picasso failed to truly ever share love with a woman, for he was always more devoted to his art. Regardless, he proceeded to become one of the most influential artists the world has seen.

Alexej Jawlensky’s “Girl with the Green Face” may evoke many emotions and thoughts from those who view it. However, I believe that this painting was created in order to express the feeling of jealousy.  As Elger expresses, Jawlensky’s paintings were controlled by color (165). Furthermore, Jawlensky “…aimed to achieve a synthesis between the impressions from the outer world and the experiences of an inner world…”(Elger, 169). As a result, with these principles dominating his mind, it is evident that Jawlensky painted to express emotions.

So in order to better promote such ideals in art, Jawlensky joined a new association in 1909. He joined the Neu Kunstlervereinigung Munchen, also referred to as the New Artists’ Association of Munich. Members of this organization were “…pioneers of nonrepresentational art, working against the institutions to establish a progressively spiritual brand of abstraction” (“Alexej Jawlensky (1864-1941)”). The New Artists’ Assocation of Munich was lead by Kandinsky, Kanoldt, and Erbsloh. Kandinsky was declared the president of the association, Kanoldt was the sercretary, and Erbsloh was the chariman of the exhibition committee (“Neue Kunstlervereinigung Munchen (NKV)”). The association organized exibitions in the expressionist and fauvist style and was often ridiculed and mocked by te public as a result (“Alexj Jawlensky (1864-1941)”). Although their works did not flourish at that time, it did not cause the downfall of the organization.  

As demonstrated in any society at any period in history, there is always a struggle for power. Sadly, the New Munich Artists Association was not exempt from this battle. Conflict arose amongst the three leaders of the association, and Jawlensky found himself attempting to act as the mediator (Elger, 169). The three men were jealous of each other and the influence each one maintained within the association. Consequently, Kandinsky, Kanoldt, and Erbsloh became green with envy.

After observing this emotion, Jawlensky decided to represent  it in his in his painting “The Girl with the Green Face” the following year. In this painting, the woman is looking downward ,symbolizing how each leader looked down upon each other. Similarly, the woman’s green face exemplefies the jealousy that overwhelmed Kandinsky, Kanoldt, and Erbsloh. Jawlensky related an outward fight for power to an unobserved feeling of jealousy. He achieved a synthesis through a beautiful painting.

Works Cited:

 “Alexej Jawlensky (1864-1941).” Leslie Sacks Fine Art.  n.p. n.d. Web. 5 January 2010. <http://www.lesliesacks.com/ gallery/artistPages/jawlensky/jawlenskybio.htm>.

 ”Alexej von Jawlenskyv.” Wikipedia. Creative Commons Attribution-ShareAlike License, 9 December 2009. Web. 5 January 2010. <http://en.wikipedia.org/wiki/Alexei_Jawlensky>.

 Elger, Dietmar. Expressionism: A Revolution in German Art. Taschen, 2002.

“Girl with the Green Face.” The Art Institute of Chicago. VG Bild-Kunst, Bonn, 2008. Web. 5 January 2010. <http://www.artic.edu/aic/collections/artwork/79588>.

 ”Neue Kunstlervereinigung Munchen (NKV) (‘New Artists’ Association of Munich’).” n.p. n.d. Web. 5 January 2010. <http://arts.jrank.org/pages/13380/Neue-K%C3%BCnstlervereinigung-M%C3%BCnchen-(NKV)-(%E2%80%98New-Artists’-Association-Munich%e2%80%99).html>.