Expanded Program of Immunization.
Objectives are:
To learn about EPI and the current situation of EPI in Pakistan
To understand the mechanism of the Cold Chain and the maintenance of vaccines
NEWER VIRAL VACCINE ICLUDED RECENT ADVACES IN THE VACCINE DEVELOPMENT And as per WHO 2023 data pipeline vaccine detail like HIV, TB, DENGUE, HPV,FLU VACCINE AND ALSO EMPHASIS ON THE COVID VACCINE AND AS PER LATEST 2023 GOEVENMENT OF INDIA AND WORLD HEALTH ORGANISATION
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Expanded Program of Immunization.
Objectives are:
To learn about EPI and the current situation of EPI in Pakistan
To understand the mechanism of the Cold Chain and the maintenance of vaccines
NEWER VIRAL VACCINE ICLUDED RECENT ADVACES IN THE VACCINE DEVELOPMENT And as per WHO 2023 data pipeline vaccine detail like HIV, TB, DENGUE, HPV,FLU VACCINE AND ALSO EMPHASIS ON THE COVID VACCINE AND AS PER LATEST 2023 GOEVENMENT OF INDIA AND WORLD HEALTH ORGANISATION
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Instructions for Submissions thorugh G- Classroom.pptx
Immunization-Program.pdf
1. Training Kit: Enhancing the Competence
of Barangay Health Workers
Maria Visitacion Miras-Taburnal Page | 1
V. NATIONAL IMMUNIZATION PROGRAM
A. Immunization is the process where a person is made immune or resistant to an
infectious disease, typically by the administration of a vaccine. Vaccines stimulate the
body’s own immune system to protect the person against subsequent infection or
disease.
B. Immunity refers to protection from disease through the formation of antibodies.
There are two basic mechanisms for acquiring immunity:
2.1. Passive Immunity: Acquired through the administration of products derived
from human or animals providing short-term protection, usually a few weeks or months.
The three ways of gaining passive immunity are either from blood products, through
administration of immune globulins or vertical transmission from mother to newborn.
2.2. Active Immunity: Formed by stimulating the immune system to produce
cellular and antibody immunity. Ways of producing active immunity include:
• Exposure to an infection or disease, although infection does not lead to immunity in
all cases.
• Vaccination to produce immune responses similarly evoked by natural infection
without the development of the disease and its complications. The immune
response to vaccination is influenced by the:
› nature and dosage of administered antigen
› route of administration
› adjuvants
› maternal antibodies
› age
› nutritional status, co-existing diseases
› other host factors
C. Types of Vaccines
3.1. Live Attenuated Vaccines are derived from wild viruses or bacteria which
are modified or weakened in laboratories. Immunity is elicited by replication of the
attenuated organism in the vaccinated person. The immune response to a live attenuated
vaccine is identical to that induced by natural infection.
• However, immuno-deficient or immuno-compromised individuals may only receive
such vaccine with caution as this may cause serious adverse reactions as a result of
uncontrolled replications
2. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 2
• Currently available live attenuated vaccines are those for TB (BCG), Oral
Polio, measles, mumps, rubella, and JE.
3.2. Inactivated Vaccines are produced by growing the bacteria or virus in culture
media which are then subjected to heat or chemical agents. In fractional or subunit form
of these vaccines, organisms are treated to be able to derive those components needed
to produce the vaccines. Both the inactivated or sub-unit preparations must contain
sufficient antigenic mass to stimulate the desired response since it is incapable of
replicating inside the host.
Forms of inactivated vaccines include:
• Whole viruses (e.g. influenza, IPV, rabies)
• Whole bacteria (e.g. pertussis, typhoid, cholera )
• Subunit or fractional vaccines (e.g. influenza, hepB, etc.)
• Pure polysaccharides and conjugates (e.g. Hib, PPV, PCV, etc.)
• Toxoids: diphtheria, tetanus.
• Inactivated vaccines may not elicit the range of immunologic response provided
by the live-attenuated agents.
• Maintenance of long-lasting immunity with inactivated viral or bacterial vaccines
often requires periodic booster doses.
• Unlike live attenuated vaccines, inactivated vaccines cannot replicate in or be
excreted by the recipient as infectious agent and thus cannot adversely affect
immunosuppressed hosts or their contacts.
D. Benefits of Immunization
VACCINES SAVE LIVES. The increase in life expectancy during the 20th century
was largely due to increased child survival and reduced deaths due to infectious diseases.
This was brought about largely by immunization.
• Immunization saves lives, prevents diseases and reduces direct and indirect
health costs.
• Vaccines are cost-effective and are a core component of any preventive services
package.
• Vaccines protect children from Vaccine Preventable Diseases (VPDs) that once
were top killers and disablers worldwide. These include diphtheria, whooping
cough, tuberculosis, small pox, polio and measles.
• Vaccines continue to give protection against more diseases among various age
groups as new vaccines are developed and tested.
• Vaccines also prevent the spread of these diseases among families, loved ones
and neighbours, resulting in healthier communities.
• Immunization prevents disease transmission from one generation to another,
freeing the next generation from the threat of disease.
3. Training Kit: Enhancing the Competence
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What happens when children are not vaccinated?
• Unvaccinated children can develop diseases resulting in prolonged or long-term
disabilities, affecting their full physical, emotional and social development and
wellbeing.
• Sick children are unable to go to school, which can hamper their becoming fully
productive individuals.
• Prolonged treatment and out-of-pocket spending burdens families with medical
expenses and lost time at work. This can eventually lead to a lower quality of
life for individuals and families.
This makes it important for various sectors to become involved in immunization
activities and services to achieve and sustain the desired herd immunity in the
population.
E. List of Vaccine Preventable Diseases (VPD)
Tuberculosis (TB)
Hepatitis B
Poliomyelitis
Diphtheria
Pertussis (whooping cough)
Tetanus
Haemophilus Influenza B Disease
Pneumococcal Diseases
Measles
Mumps
Rubella and Congenital Rubella Syndrome
Human Papilloma Virus (HPV)
Influenza
Rotavirus
Japanese Encephalitis
F. Immunization Program
Goal: reduction of morbidity and mortality of children against the vaccine preventable
disease (VPD)
4. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 4
1. BCG Vaccine
• Protects infants from tuberculosis
• Bacille Calmette Guerin (BCG)
– Bacilli described the shape of the bacteriumoute
– Calmette and Guerin developed the vaccine
Side Effects:
• Small raised lump appears at injection site, disappears after 30 minutes
• After 2 weeks – red sore forms
• Remains for another 2 weeks and heals
• A scar about 5mm in diameter remains
• Swelling or abscess
• Septicemia in HIV-infected persons or those with severe immune deficiencies
Administration Summary:
Type of vaccine Live bacteria
Number of doses One
Schedule At or as soon as possible after birth
Contraindications Symptomatic HIV infection
Adverse Reactions Local abscess, regional lymphadenitis, rarely
osteomyelitis, disseminated disease
Special Precautions Correct ID administration is essential. Special
syringe is used
Dosage 0.05ml
Injection Site Outer upper arm or shoulder
Injection Type Intradermal
Storage Between 2°C to 8°C
2. Hepatitis B Vaccine
• A cloudy liquid provided in single or multi-dose vials
• Monovalent
• Only monovalent vaccine must be used as a birth dose
5. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 5
Administration Summary:
Type of vaccine Recombinant DNA or plasma-derived
Number of doses Three doses
Schedule Previous table
Contraindications Anaphylactic reaction to a previous dose
Adverse Reactions Local soreness and redness, rarely anaphylaxis
Special Precautions Birth dose must be given
Dosage 0.5ml
Injection Site Outer mid-thigh/outer upper arm
Injection Type Intramuscular
Storage Between 2°C to 8°C. Never freeze
3. Oral Polio Vaccine (OPV)
• Contains 3 serotypes of vaccine virus
• Grown on monkey kidney (Vero) cells
• Shed in stool for up to 6 weeks following vaccination
• Highly effective in producing immunity to polio virus
• 50% immune after 1 dose
• >95% immune after 3 doses
• Immunity probably lifelong
Supplementary Immunization with OPV
• Usually conducted in large scale campaigns where 2 doses of OPV, 2 months
apart are given to all children under 5 years regardless of previous dose
• There is no risk associated with multiple doses of OPV
Note: If a child has diarrhea when given OPV, administer an extra dose - a fourth dose;
at least 4 weeks after the last dose
6. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 6
Administration Summary:
Type of vaccine Live oral polio vaccine
Number of doses Three doses
Schedule 6, 10, 14 weeks of age
Contraindications None
Adverse Reactions VAPP very rarely (2 to 4/million vaccinated
Special Precautions Children with rare congenital immune deficiency
syndrome must receive IPV
Dosage 2 drops
Storage Between -15°C to -25°C
Difference of OPV and IPV:
OPV IPV
Composed of live, weakened
viruses
Composed of killed viruses
Given orally, by drops Given by injection
Given in 3 doses at 1 ½ months, 2
½ months and 3 ½ months (6,
10 and 14 weeks)
Given in one dose at 3 ½ months
(14 weeks) maximizes a child’s
immunity when given in addition to
OPV
Provides immunity through the
mucosa (mouth and
intestines)
Provides immunity through the
blood
7. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 7
Passes immunity from person-to-
person
Provides individual immunity
only
4. Pentavalent Vaccine (DPT-HepB-Hib)
• For the active immunization of infants at 6 weeks or above the age of 6 weeks
• It is a protection against Diphtheria, Tetanus, Pertussis, Hepatitis B and
Haemophilus Influenza Type B
• It should NOT be used for birth dose
The new Pentavalent Vaccine 5 in 1
• One vial = 5 antigens – DPT, Hep B, Hib.
Now DPT, Hep B and Hib are all together
• But birth dose of Hep B is still needed
• One vial contains 10 doses just like DPT
• Same schedule as DPT-3 doses (6, 10 and 14 weeks of age)
Administration Summary:
Type of vaccine Pentavalent vaccine
Number of doses Three
Schedule 6, 10, 14 weeks of age
Booster None
Contraindications Do not use as a birth dose
Adverse reactions Mild local and systemic reactions are common
Special precautions
Do not use as a birth dose, usually not given over 6
years of age
Dosage 0.5ml
Injection site Outer mid-thigh
Injection Type Intramuscular
Storage Between 2°C to 8°C. Never freeze
5. Rotavirus Vaccine
• It is a vaccine to protect against rotavirus infections. These viruses are the leading
cause of severe diarrhea among young children
8. Training Kit: Enhancing the Competence
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• Do not protect against diarrhea caused by other agents than rotavirus
• Highly effective and safe
• Rotavirus vaccine is a ready-to-use, oral vaccine in a liquid formulation
• Specially designed tube for direct oral administration, 1 tube= 1 dose; 1 tube has
1.5ml liquid.
• Rotavirus vaccine is given in a 2-dose schedule at 6 and 10 weeks of age. It can
be given at the same time as first and second dose of Penta 1 and Penta 2, OPV
1 and OPV 2.
• Maintain an interval of 4 weeks between doses. First dose of vaccine should be
given before 15 weeks; second dose has to be given before 32 weeks. 16 weeks
is too late for the first dose and 33 weeks is too late for the second dose.
Administration Summary:
Type of vaccine oral vaccine in a liquid formulation
Number of doses Two doses
Schedule 2-dose schedule at 6 and 10 weeks of age
Contraindications Previous history of intussusception
Dosage 1 tube = 1 dose
1 tube has 1.5mL liquid
1st
dose – 6 to 15 weeks
2nd
dose – 10 to 32 weeks
Storage Between 2°C to 8°C.
6. Measles Vaccine
• Composition : Live virus
• Efficacy : 95% (range, 90%-98%)
• Duration of Immunity : Lifelong
• Any remaining reconstituted vaccine must be discarded after 6 hours or at the
end of the immunization session
• Vitamin A capsules given at the same time
Administration Summary:
Type of vaccine Live attenuated virus
Number of doses One dose
9. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 9
Schedule At 9-11 months
Contraindications Anaphylactic reaction to a previous
dose,pregnancy,congenital or acquired immune
disorders (not HIV)
Adverse Reactions Malaise, fever, rash 5-12 days later, rarely
encephalitis, anaphylaxis
Special Precautions None
Dosage 0.5ml
Injection Site Outer mid-thigh (infants)/upper arm
Injection Type Subcutaneous
Storage Between -15°C to -25°C. Maybe frozen
Second Opportunity for Measles Immunization
• Increases the proportion of children who receive at least one dose
• Helps to assure measles immunity in previously vaccinated children who failed to
develop immunity
• May be derived through either routine immunization services or periodic mass
campaigns
7. Measles-Rubella (MR) and Measles-Mump-Rubella (MMR) Combination
Vaccines
• Composition: Live virus
• Any remaining reconstituted vaccine must be discarded after 6 hours or at the
end of the immunization session, whichever comes first.
Administration Summary:
Type of vaccine Live attenuated virus
Number of doses One dose
Schedule Generally 12–15 months
Booster A second opportunity for immunization is
recommended ( routine or campaign )
Contraindications Severe reaction to previous dose; pregnancy; congenital
or acquired immune disorders
10. Training Kit: Enhancing the Competence
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Adverse reactions Same as measles vaccine, plus cases of arthritis in
adolescent females for rubella-containing vaccine and
parotitis
Special precautions None
Dosage 0.5ml
Injection site Outer mid-thigh/upper arm
Injection type Subcutaneous
Storage Store between 2°C to 8°C
8. Tetanus Toxoid Vaccine
• Provided as liquid in vials
• Available in different formulations:
– TT vaccine protects only against tetanus and neonatal tetanus
– DPT
– DT
– Td or tetanus-diphtheria toxoids adult dose vaccine, the same as DT but
with lower diphtheria toxoid dose (suitable for children older than 6 and
adults including pregnant women
TT Immunization Schedule of Pregnant Women
Dose of
TT
When to Give
Expected Duration of
Protection
1
At first contact or as early as
possible in pregnancy
None
2 At least 4 weeks after TT1 1-3 years
3
At least 6 months after TT2 or during
subsequent pregnancy
At least 5 years
4
At least 1 year after TT3 or during
subsequent pregnancy
At least 10 years
5
At least 1 year after TT4 or during
subsequent pregnancy
For all childbearing
years and longer
11. Training Kit: Enhancing the Competence
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Immunization schedule for infants
Antigen
AGE
At birth 6 W 10W 14W 9M 12M
BCG
Hepa B-BD
OPV 1
Rota 1
Penta 1
PCV 1
OPV 2
Rota 2
Penta 2
PCV 2
OPV 3
Penta 3
PCV3
IPV
MCV 1
MCV 2
Summary of administration / injection sites
Vaccine
Route of
administration
Administration / Injection site
BCG Intradermal Upper left arm
Hepa B Intramuscular Outer mid-thigh
Pentavalent (DPT,
Hepa B, Hib)
Intramuscular Infants — Outer mid-thigh
Older children — Upper arm
OPV Oral Mouth
Rotavirus Oral Mouth
Measles Subcutaneous Upper left arm
Tetanus toxoid Intramuscular Outer, upper arm
12. Training Kit: Enhancing the Competence
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Maria Visitacion Miras-Taburnal Page | 12
Note:
• Intradermal – into the skin
• Intramuscular – into a muscle
• Subcutaneous – under the skin
Indications to Immunization
• Allergy or asthma
• Minor illness with temp below 38.5
• Family history of AEFI
• Family history of convulsions, seizures, fits
• Treatment with antibiotics
• Child being breastfeed
• Chronic illness
• Prematurity or LBW
• Recent or imminent surgery
• Malnutrition
• History of jaundice at birth
Contraindications to Immunization
All infants should be immunized except in these 2 rare situations:
• Anaphylaxis or severe hypersensitivity reaction to subsequent doses of the
vaccine. Persons with known allergy to a vaccine component should not be
vaccinated
• Do not give BCG or yellow fever vaccine to an infant that exhibits signs and
symptoms of AIDS
– An infant with known or suspected HIV infection and/or signs and
symptoms of AIDS should receive measles vaccine at 6 months
then at 9 months
– If a parent strongly objects to an immunization do not give
C. Ways in Improving Immunization Coverage
1. making a master list of infants and pregnant women
2. motivating the mothers to have their children fully immunized and bring them on
scheduled dates
3. motivating pregnant women for prenatal check up and TT immunization
4. following-up on mothers and infants who failed to come for their scheduled
immunization
5. providing information to the community on scheduled immunization and stressing
its importance
6. doing routine/special immunization activities
7. mobilizing key leaders in the community during special immunization activities.
Reference: Maria Visitacion M. Taburnal. Enhancing the Competence of Barangay Health Workers.
2018. LAP Lambert Academic Publishing. OmniScriptum Publishing Group. ISBN 978-613-4-90740-1