Measurements of Universal Health in Ethiopia

Measurements of Universal Health in Ethiopia TASK The UK Department for International Development (UK-DFID) has recently decided to allocate funds for establishing universal health coverage in low income countries. The Director of the Global Health Division of the UK-DFID invites you to submit a scoping report with a critical assessment of the type of indicators needed to evaluate and monitor universal health coverage in a low income country of your choice. Your report will be judged on the basis of the following criteria: Illustration and critical assessment of at least 5 relevant direct or indirect indicators (statistics), their sources and overall quality of data. The sources (online) and any other supporting references cited should be numbered either in the footnote or in the Bibliography at the end of the document. Use and reliability of those selected indicators for planning and programme interventions Potential country-specific barriers, where applicable, in implementing the universal health coverage Clarity of presentation, independent critical thinking and creativity One of the main aims of the UK department for international development is to promote the development and eradication of poverty through the establishment of Universal Global Health coverage in low in come countries. As a result this scoping report focuses on Ethiopia a low income region which has a history of high birth rates, famine, war and the second highest population in Africa (91million) [1]. The regions health care system as consequence is among one the poorest in Africa, making it an ideal region in assigning the types indictors needed to provide UGH [2]. In order to monitor and evaluate UGH it is important to firstly acknowledge that there is no one metric measurement or indicator of health, as health differs from one individual to another and as a outcome an average or optimum is often defined to monitor the overall health of the population [3]. The World Health Report 2013 has provided a widely used framework in order to successfully monitor UGH [4]. Figure 1 illustrates the framework which focuses on three main areas of health. Service coverage: the vital health care services that are needed, Financial coverage: Ability to acquire these services without financial difficulty and Population coverage: the number people that have access to these services. The indictors used in this report aim to cover these three dimensions while also being tailored specifically to Ethiopia’s health requirements. Table 1: Statistics adapted from WHO data repository [8] Population using improved drinking-water sources (%) Year Rural Urban 1990 4% 80% 2000 19% 87% 2011 39% 97% Adequate access to clean water is a basic human right and the seventh Millennium Development Goal [5]. Clean water is essential to ample quality of life and is used in a diverse range of fields from basic hydration, irrigation, sanitation to complex health care institutions such as hospitals making it a vital component of health [6]. This indicator is categorised into ether improved or unimproved source with improved sources indicating clean water. This classification makes it a simple indicator allowing identification of areas where safe water sources are abundant and areas that need improved water source access, perhaps through water aid programs. This indicator is particularly useful as it can show the range of human impacts on the quality of water through the presence of nitrate as well as compounds and bacteria which can indicate waterborne pathogens the common cause of disease. [7]. Data is provided through national household surveys, the demographic health surveys (DHS) and RA DW (Rapid assessment of drinking water quality project) which is carried out by both the WHO and UNICEF with the DHS often providing high quality statistics [4]. Table 1 illustrates that the percentage of improved water sources is disproportionate from 97% users in urban area in 2011 compared to just 39% in rural areas in 2011. This suggests that water sanitation programs should be focused in rural areas where there are less people using improved drinking sources. The results also illustrate that although there are far more users of improved sources in urban areas, the number of users in rural area over three decades have seen a greater increase from just 4% in 1990 to over 39% in 2011 which could be attribute to better surveying in these areas in recent times. The indicator however is a proxy to number of people that have access to clean water as it shows the percentage of users of improved sources and not the amount people that have access to safe drinking water, meaning some soci al-economic groups such as the isolated poor or elderly are not accounted for as they are less likely to have â€Å"access† to these improved sources [7]. The indictor is limited only showing percentages for rural and urban areas; an indication of sub-urban regions would provide are more in-depth analysis of overall water quality in the region. Recognition of which gender the improved water source is mainly being used by i.e. men, women or children is also unaccounted for which could be crucial indicator as children are highly impacted from waterborne pathogens [2]. Furthermore even though water is being used from an improved source, this water still needs to be obtained from larger sources leading to possible contamination during transportation or even storage invalidating the indicator. Guidelines presented by WHO for safe drinking water is also assumed constant over time by indictor limiting it accuracy [9], overall this indicator can provide an overview of water quality b ut accuracy of the indicator can be skewed to urban areas. The overall health of the population is often measured by life expectancy, this indicator is widely used and data regarding this indictor is readily available. Life expectancy is a longer term measure of health and an overall indication of health over the years. Life expectancy in Ethiopia has been improving over the years from around 55 years at birth in 2004 to 62 years in 2011[8]. It is an important indicator in reflecting the overall mortality of the population; this is helpful for the governmental as it illustrates the trend through time of the overall population and improvements in life expectancy can reflect better nutrition, hygiene and effective medical intervention within the nation [10]. However unless a comprehensive cohort/period life table is developed, life expectancy at birth assumes that health conditions remain constant throughout the lifespan of the individual, an inaccurate assumption given the higher mortality rates in the first year of life and lower mortality a t around middle age. Table 3: Data adapted from WHO, World Bank and DHS. [8], [10],[11] BCG among 1 year’s olds (%) [8] Under 5 mortality rate per 1000 births [10] Children Fully Immunised (%) [11] Year: 1980 0 240 N/A 2000 51% 146 14.3% 2011 80% 68 24% Vaccination is an essential component of health in many low-income countries with the fourth MDG main aim being the reduction of child morbidity and mortality [5]. Immunisation can help reduce mortality and usually is cost effective while also being an excellent indictor of the health among children. BCG is the best indicator of full immunisation coverage as the WHO states children can be classified full immunised once they have received a tuberculosis vaccination (BCG) [9] therefore a BCG indicator is vital in monitoring health of children. Table 3 illustrates the importance of BCG vaccination with the percentage of coverage improving over the years from no vaccination in 1980 to over 80% of 1 year olds having being immunised in 2012 suggesting an improvement in the protection of children against TB, this is further reinforced by the decline in under five mortality rate. The validity of the indictor can be backed up by it its correlation to under 5 mortality rate; Table 3 illustrate s a linear relationship in increasing immunisation and declining child mortality, showing the success of the indictor in monitoring UGH among children. However universal health through immunisation in reality is hindered by a delay in diagnosis of tuberculosis in Ethiopia which can exacerbate the disease [12], combined with the majority of children and citizens being concentrated in rural areas where there is no real means of transportation available to attend a hospital for vaccination, [2] making the indicator biased to people who can access vaccination facilities. The BCG indicator is effectively used in TB prevention, treatment and psychological suffering through basic programmes such as stop TB strategy programme [4]. Data provides estimations between the accurately reported immunisation figures by national authorities and those where data may present misleading figures [8]. This means the data may not be fully accurate as it is a estimation of actual and misclassified figures. However this indicator is vital for monitoring and guiding disease and eradication programmes and efforts in Ethiopia. Although BCG percentage shows a high coverage over tuberculosis it does to provide accurate analysis of UGH in terms of other diseases such as malaria. The percentage of full immunised children is a better indictor for UGH as it indicates children which are protected against all diseases. However only 24% of children are fully immunised which suggest that although 80% of children are immunised this is misleading as this 80% are only immunised against TB and not other deadly diseases. Although the WHO suggests children are not fully covered against diseases until they are immunised from TB, the immunisation of other diseases prior to the TB vaccination needs to be considered. Anaemia is defined as a condition which is characterised by low levels of haemoglobin in our blood, in the case of Ethiopia anaemia is a major concern with low come groups being among highest at risk [13]. This is an important indicator in children as anaemia is associated with impaired mental and physical development and increasing morbidity and mortality. This indicator is particularly helpful because it has allowed a number of preventions programmes to be put into place such as enhanced outreach Strategy and Targeted supplementary foods intervention programme which aim to improve nutrient in among children. More than 44% of population in 2011 is still anaemic with 21% percent of children having moderate anaemia illustrating the importance of this indicator in monitoring UGH in children and future programme intervention development. However this indicator is constraint to children limiting its capability, it is also misleading as there are also other factors related to anaemia such iron deficiency, and Vitamin A levels which this indictor does not account for providing inaccurate assessment [9]. Table 3: Indicators adapted from WHO, DHS and UN [8],[11],[14] Maternal Mortality Ratio MMR per 100,000 live births [8] Live Births Delivered at Health Facility (%) [11] Births attended by skilled heath Personnel (%) [15] Year: 1990 950 N/A NA 2005 700 5.3% 5.7% 2011 350 9.9% 10.0% Maternal mortality in Ethiopia is among the highest in the world and it is the biggest killer of women in Sub-Saharan Africa with the fifth MDG aiming for a reduction of 75% from 1990 to 2015 [5]. Maternal health is often measured by the maternal mortality ratio which is expected to be useful in indicating the deaths among women, the risk associated with pregnancy, monitoring achievement towards MDG 5 and the capacity of health systems within Ethiopia to provide effective health care [14]. Table 1 illustrates the maternal mortality ratio, illustrating initially that there is reduction in maternal morality in Ethiopia and an improvement over the years with some considerable progress towards MDG 5. However the MMR ratio does not take into consideration several key factors that can impact women during her pregnancy. The indictor is irrespective of the duration of pregnancy and also where the birth took place giving an inaccurate assumption how amount of mortalities. The relationship bet ween the MMR to percentages of live births that took place in health facility shows a poor correlation because although there has been a significant reduction in mortality from 1990 to 2011 this is misleading as only 9.9% of these births took place in adequate well equipped hospitals suggesting MMR should be higher. Measuring mortality is difficult and inaccurate as it is a ratio based on estimations between the total maternal deaths and total live births which does not account for women which have died during the pregnancy. The ratio also fails to show the factors which lead to high or low level of mortality which could prove vital to reducing mortality as an indication of this would allow a focus in future planning to reduce the MMR. Sources of data are varied with different methods being used to derive country estimates, with many rural areas having no data at all making results biased [14]. A more accurate indictor of UGH of maternal health is number of live births in health fac ilities and births attended by skills personal, both indictors show low percentages suggesting and poor health care service as an increase in number births at hospital and with better equipped personnel is likely to reduce maternal deaths. These two indictors also show why maternal death rates are so high as apposed just showing number of deaths. The MMR indictor used is not a reliable indictor of UGH among pregnant women and more focused indictors such one shown in table 3 are recommended for UGH. As stated in the introduction there is no one measure of universal health among a country, individual, or the world. Each indicator has it own weakness and strengths as illustrated above. All the indictors in this report have been chosen as they are most suited to Ethiopia and it requirements, this report suggests that some indictors i.e. Immunisation and percentage population using improved water sources may be better indictors than other such as life expectancy and maternal health in monitoring UGH. However any indictors used to monitor UGH should be chosen for future policy planning, MDG assessments and intervention schemes. Bibliography: 1: The World Bank, working for a world free of poverty. http://www.worldbank.org/en/country/ethiopia (Accessed 15 February 2014). 2: Murray, J.S., Moonan, M. Recognizing the healthcare needs of Ethiopia’s children. Journal for Specialists in Pediatric Nursing 2012; 17(4):339-343. 10.1111/j.1744-6155.2012.00328.x (Accessed 15th February 2014). 3: Abraha, M.W., Nigatu, T.H. Modeling trends of health and health related indicators in Ethiopia (1995-2008): a time-series study. Health Research Policy and Systems 2009;7(1)1-17 http://www.health-policy-systems.com/content/7/1/29/abstract (Accessed 12 February 2014). 4: World Health Organization, research for universal health coverage: world health report 2013. The World Health organisation 2013. 5: United Nations Millennium Development Goals: We can end poverty http://www.un.org/millenniumgoals/ (Accessed 12 February 2014). 6: Onda, K., LoBuglio, J., Bartram, J. Global Access to Safe Water: Accounting for Water Quality and the Resulting Impact on MDG Progress. International Journal of Environmental Research and Public Health 2012;9(3)880–894. 10.3390/ijerph9030880 (Accessed 12 February 2014). 7: Bain, R., Gundry, S., Wright, J., Yang, H., Pedley, S., Bartram, J.. Accounting for water quality in monitoring access to safe drinking-water as part of the Millennium Development Goals: lessons from five countries. Bulletin of the World Health Organization 2012;90(3),228–235. 8: The World Health Organisation, Global Health Observatory. http://www.who.int/gho/database/en/ (Accessed 15 February 2014). 9: Central Statistical Agency [Ethiopia] and ICF International. 2012. Ethiopia Demographic and Health Survey 2011. Addis Ababa, Ethiopia and Calverton, Maryland, USA: Central Statistical Agency and ICF International. 10: The World Bank, Indicators. http://data.worldbank.org/indicator (Accessed 13 February 2014). 11: Demographic and Health Surveys, Country Quickstats. http://www.measuredhs.com/Where-We-Work/Country-Main.cfm?ctry_id=65c=EthiopiaCountry=Ethiopiacn=r=1 (Accessed 15th February 2014). 12: Demissie, M., Lindtjorn, B., Berhane, Y. Patient and health service delay in the diagnosis of pulmonary tuberculosis in Ethiopia. BMC Public Health 2002; 2(1) 1-7 http://www.biomedcentral.com/1471-2458/2/23/abstract (Accessed 13th February 2014). 13: Balarajan, Y., Ramakrishnan, U., Ozaltin, E., Shankar, A.H., Subramanian, S.V. Anaemia in low-income and middle-income countries. Lancet 2011;378(9809) 2123–2135 10.1016/S0140-6736(10)62304-5 (Accessed 16Th February 2014). 14: The World Health Organisation, Indicator and measurement registry. http://apps.who.int/gho/indicatorregistry/App_Main/view_indicator.aspx?iid=26 (Accessed 19th February 2014). 15: UN Data, Statistics. http://data.un.org/Data.aspx?d=MDGf=seriesRowID:570 (Accessed 19 February 2014).

Poems From Other Cultures- John Agard and Sujata Bhatt Essay

Search for My Tongue by Sujata Bhatt and Half-Caste by John Agard, are poems that both explain the struggles of living with mixed heritages and being split between the two. They both express there opinion in different ways, Bhatt using symbolism and Agard using confrontational speech and metaphors. Agard’s poem portrays the racist connotations associated with the word Half-caste and he effectively puts across his true feelings on the subject. Agard was born in Guyana and like most Caribbean people Agard is bi-racial, being born of a white Portuguese mother and a black Caribbean father. Consequently, Agard is going to be dealing with several issues as he has to live between two languages, three cultures, and living in a country that comfortably uses words such as ‘half-caste’ without thinking about the negative undertones that can dampen his spirit and pride in being of duel-heritage. Similarly, Bhatt writes about her struggle of living between two cultures, but unlike Agard she is of one race, Indian. Bhatt and her family moved to the West when Bhatt was still young and there she learned English in addition to her first language, Guajarati. Bhatt’s poem explains the difficulty of having two languages, the fear of looses a native language when living abroad, and ultimately suggests that language is the centre of an identity. She does, however, comes to the conclusion that even though you may not speak your mother tongue on a regular, day-to-day basis it will always be with you and that you cannot loose who you are. Agard presents his words in a unique and abrupt method. He puts his poem into five stanzas that vary in length; this could be so it sounds like someone talking not a verse, showing that he wanted the fluidity of the poem to feel real, and not rehearsed. He also flaunts his poem by using short lines, â€Å"explain yuself† to maybe be abrupt and direct, giving his poem a confrontational feel but he also may do this as a symbolic gesture as he only has ‘half’ a line, half a self, half a human. By doing this he is challenging the term half-cast and highlighting its negative impact and connotations, he is also exploiting it and making the term seem ridiculous. Conversely, Bhatt presents her poem as one long stanza and has written it by using longer lines. It is written with fluidity, and ease, this is because she wanted the two languages, Guajarati and English, to mesh into one and almost become one language. By structuring the poem and putting the Guajarati in the middle of the poem this shows that it is the focal point of her life, and is in the middle of her mind and centres her thoughts. Having English on either side this could be to show that there is more English in her life but the language that holds it all together is her mother tongue, Guajarati. Both poems are multi-lingual with Agard mixing Patios and English. In his sentences he has casually overlapped colloquial English and patois; you could say that the poem is half English half patois showing that he is half of each, emphasising his original message of the poem. The language that Agard has used has made his poem read like a conversation. His use of colloquial English has added to this, but the way he opens his poem in very formal and polite, this could be to get the attention of the reader, or to mimic ‘posh people’. He also introduces the poem by saying â€Å"excuse me, standing on one leg, I’m half-caste† to say that the first thing people want to know is his race not him, his name, or his personality. Also the connotations with standing on one leg, saying that he is only worth to stand on one leg and that being half-caste mean he is half a man. Also by using metaphors such as â€Å"yu mean when light and shadow, mix in de sky, is half-caste weather?† he is accentuating the stupidity of the phrase half-caste and how observed the word truly is. His language also has hints of subtle humour. For example, â€Å"well in dat case, England weather, nearly always half-caste†. Here he is making fun of English weather saying that it isn’t good as it is always half light and half dark and he is saying that people are constantly surrounded by ‘half-caste’ images but never pick up on them so why should him and him only be subjected to this, what can be perceived as racist, phrase. As well as the above Agard emphasises the argument by constantly repeating words such as â€Å"explain yuself, what yu mean†. This fully drills the argument with full impact constantly asking the reader to change their attitude towards the term ‘half-caste’. Bhatt has a very blatant language variation in her poem as she has written in Guajarati and English two extremely different languages. This use of Guajarati shows that her life is mixture of both and that her Guajarati will near be lost and will always be in her thoughts and life. Also in this poem Bhatt uses the word ‘I’ allot, â€Å"you ask me what I mean by saying I have lost my tongue,† by doing this Bhatt is constantly referring to herself making it much more likely for other multi ethnic people to relate to the poem. What’s more Bhatt uses some very powerful lines for instance, â€Å"if you had two tongues in your mouth, and you lost the first one, the mother tongue, and could not really know the other, the foreign tongue†. In these lines Bhatt talks about their tongues being in conflict, never really fully mixing or complementing each other, but she also talks about how without each other they wouldn’t work. Furthermore Bhatt writes about how you will never lose the mother tongue, â€Å"†¦but overnight when I dream, it grows back†¦the bud opens†¦it blossoms out of my mouth†, this says and shows that the reinforcement of the mother tongue is unstoppable and by using the metaphor of a flower, it makes it beautiful. Agard has filled his poem up to the brim with many different metaphors and images. All of the images he uses like, â€Å"yu mean Tchaikovsky, sit down at dah piano, and mix a black key, wid a white key, is a half-caste symphony?†, emphasise the ridiculousness of the term, and it also highlights that if you use the term half caste for people then you need to use it for everything even things that are highly respected in society. In addition to these images Agard writes some very obscure and irregular images in the third stanza of the poem. Agard goes on to say, â€Å"an when I’m introduces to yu, I’m sure you’ll understand why I offer yu half-a-hand, and when I sleep at night I close half-a-eye†. These are very powerful images that Agard is writing and they are one final punch in the poem to try and truly highlight the complete stupidity of the term half-caste and also by making many references of half-a-human this can show that the term of half-caste can hurt and be offensive as well as not necessary. Finally in the last six lines of the poem Agard says that it is us who isn’t whole and we need to listen to his story with â€Å"de whole of yu mind† to truly understand the ‘other half’ of his story. These lines flip the racist connotations of the term saying that those who use it are the true ‘not whole’ people. Bhatt has one major image that carries the whole poem through the words and making the poem flow. She referees to languages as plants. For example, â€Å"it grows back, a stump of a shoot grows longer, grows moist, grows strong veins†¦it blossoms†. Bhatt does this to show clearly what she means by ‘loosing he tongue’ because plants die when in the wrong environment and they need nutrients of their home soil to live, so she is saying that so your mother tongue doesn’t die you need to feed it with culture of your home. Also Bhatt may use the idea of plants as this accentuates the fact that when you become comfortable with the fact that you have ‘two tongues’ you can grow, blossom and enrich yourself with confidence. She also uses lines that create strong images like, â€Å"your tongue would rot, rot and die in your mouth until you had to spit it out.† By saying that you must spit it out shows how disgusted she is by the fact that she thinks that she has lost her mother tongue. Throughout Agard’s poem there is a mixture of many tones. There is a slight angry tone; he is slightly warning those that use the word half-caste. He constantly says â€Å"explain yuself† and by doing so he is almost threatening the reader, he is challenging the reader to try and explain why this term should be acceptable. There is also a very slight apologetic tone to the poem, in the first stanza especially, as the poem begins with the line, â€Å"excuse me†, almost like he is apologising for being mixed race, again emphasising the utter silliness of the term half-caste. The entire poem has the tone of over exertion of all emotions; again i feel that this is just to highlight the ridiculous phrase that is half-caste. Unlike Agard’s poem half-caste, Bhatt has a much more peaceful and calm tone to her writing. Her poem flows of the tongue and is read very gently. This could almost be to emphasise the idea that sleep, a calm concept, unlocking the mother tongue, or is to make sure that the idea of anger isn’t brought across but it is more the idea of confusion and the idea of being lost without the mother tongue. I think that Agard is almost vulgarly blatant with his message that the term half-caste shouldn’t be used and demines people that are mixed race. He argues the idea that when two opposite are mixed it creates something better, new and exciting. For example he writes â€Å"yu mean when Picasso mix red an green is a half-caste canvas?† he is almost using reverse psychology as Picasso by mixing red and green created an amazing canvas. He is using this poem to make it clear to people how offending this term can be and that it can truly rip a man’s pride in half. Bhatt however, is conveying almost an opposite message. She is saying that no matter what you do, say, or for that matter what other people say, you can never lose who you are or where you came from or put in other words you can never lose your past. All in all I feel that the poems both convey the message that they set out to and did it with real passion but with two completely different massaged and two completely different styles, it really shows two completely different attitudes to dealing with a multi racial life.

Key Pieces of Pte Academic Essay Writing Topics

Key Pieces of Pte Academic Essay Writing Topics Pte Academic Essay Writing Topics Fundamentals Explained Whatever you write on paper is taken into account. An essay has become the most common sort of academic paper assigned at the school and college level on any sort of topic, with the principal aim to cover a specific parcel of information in the most in-depth way. Writing an outline provides you an opportunity to plan what you'll write, organize your ideas and make certain everything fits together. It is an art and it needs a lot of preparations to make a perfect article. Life After Pte Academic Essay Writing Topics Your paragraphs do not connect one another's meaning in addition to the full thought of your essay may be incomprehensible. The entire body of the academic essay ought to be clearly written with no ambiguity. If you're supplied to compose an essay in 250 words, you ought to be in a place to organize all big information about the subject in the designated word count and it should make an effect on the readers. The academic essay should read as a cohesive argument so fantastic links from 1 paragraph to the next are extremely important. A thriving college paper will demonstrate that its writer may use the wisdom and methods of the discipline in which it's been assigned to reveal something that's true. In conclusion, it appears that assignment essays continue to get a prominent part in tertiary education as an assessment tool. When employing a template for a guide, always make sure it's applicable to the study that you're practicing or the academic area or discipline at which you will use your academic essay. Unless you're told otherwise by the class instructor, utilize the Departmental conventions. Writing an essay is an essential role in academe life. Writing drafts can turn a great paper into a great paper. It can be divided into all kinds of different categories. It is a difficult process, often time-consuming and very disappoi nting. Your Essay Supervisor will have the ability to direct you towards the most suitable material. Essay writing is that which we do best. It is commonly practiced is schools. Academic essay writing can be hard to compose when you aren't certain what they ought to incorporate. Lies You've Been Told About Pte Academic Essay Writing Topics Even though an absolutely free instance of an essay can act as an extremely guide, the simple truth is that your professors generally assign work that expects you to incorporate course material or recent newspaper articles. When you are requested to compose an essay, attempt to locate some samples (models) of similar writing and learn how to observe the craft of the writer. If you're to really gain from model essays, you will need to understand how to read the techniques of the writer'. To put it simply, an academic essay may be an evidence of the depth of your research procedures and the rest of the activities that you've executed so you can supp ort the content of your written output. Pte Academic Essay Writing Topics: the Ultimate Convenience! You might already be quite comfortable writing essays and in that case, you'll have a definite sense of what works for you. Most issues can have essays on all the above mentioned questions. As a way to be successful at writing essays, you want to understand enough about the subject and just present your own thoughts rather than attempting to write the things that they expect you to write. Looking at IELTS essay topics with answers is a huge approach that will help you to get ready for the test. To structure an essay, you must simply adhere to the aforementioned format. Analyze the essay prompt so that you learn how to answer Essay prompts can be written in lots of means. A well-structured essay should consist of a string of paragraphs that progress logically through the collection of points that you want to cover. In each major paragraph it is possible to include a couple of ideas. For essays of less than 1500 words, it is not likely that you'll need to section. Add key words associated with facts and ideas you would like to include in the essay. If you wish to make an academic essay that's both outstanding and relevant, always place the items that we've discussed above in mind. The Argument About Pte Academic Essay Writing Topics You just need to locate an exceptional perspective. Your academic essay should evoke an emotion that is needed to spark different ideas, opinions and other types of responses. Last, the conclusion will include an overview of the outcomes and why you've reached your viewpoint. Your thesis can be something as easy as divorce has changed Western society, or it may be something far more complex. An academic letter is not only a document that can showcase your mastery when it has to do with a distinct academic subject. There are various forms of academic essay but most follow the identical layout. All the reference items begin with the title of the information supply. In the instance of economic examples, you also need to be very careful to make clear the context.

List of Jewish Schools in New Jersey

Here is a list of Jewish schools in New Jersey, organized alphabetically by town. Adelphia Talmudical Academy of New Jersey Route 524, P.O. Box 7, Adelphia, NJ 07710732 431 1600Grades 9-12, All Boys Asbury Park Hillel Yeshiva High School 1027 Deal Road, Asbury Park, NJ 07712732-493-0420Grades 9-12, Coed Bayonne Yeshiva Gedolah of Bayonne 735 Avenue C, Bayonne, NJ 07002201 339 7258Grades 9-12, All Boys Bergenfield Yeshivat Noam School 139 South Washington Avenue, Bergenfield, NJ 07621201 439 1919Nursery School Summer Camp Bridgewater The Preschool Place Kindergarten N Bridge Street, Box 6007, Bridgewater, NJ 08807908 722 0101PKK Cherry Hill Congregation Mkor Shalom Preschool 850 Eversham Rd NJ 08003856 424 7339 Delaware Valley Torah Institute 31 Maple Avenue NJ 08002856 482 8230Grades 9-11, All Boys Katz Jewish Community Center E 1301 Springdale Rd NJ 08003856 424 4444 Politz Day School 720 Cooper Landing Road NJ 08002856 667 1013 Temple Beth Sholom 1901 Kresson At Croppwell NJ 08003856 751 0994 Clifton Clifton Ym Ywha 199 Scoles Avenue NJ 07012973 779 2980PK K Mesivta of Clifton 338 Delawanna Ave, Clifton, NJ 07014973-779-4800Grades 10-12, All Boys Deal Park The Center Play Sch Jewish 100 Grant Ave NJ 07723732 531 9100 East Brunswick Solomon Schechter Day School 511 Ryders Lane NJ 08816732 238 7971 Temple Bnai Shalom Po Box 957 NJ 08816732-251-4300 East Windsor Morris Namias Shalom Torah Acd 639 Abbington Drive, East Windsor, NJ 08520609 443 4877 Edison Rabbi Jacob Joseph Yeshiva 1 Plainfield Avenue, Edison, NJ 08817732 985 6533Grades 9-12, All Boys Rabbi Pesach Raymon Yeshiva 2 Harrison Street NJ 08817732 572 5052 Egg Harbor Township Trocki Hebrew Academy of Alant 6814 Black Horse Pike NJ08234 609 383 8484 Elberon Ilan High School 250 Park Avenue NJ 07740732 870 2800 Elizabeth Bruriah High School For Girls 35 North Avenue NJ 07208908 355 4850 Jewish Educational Center 330 Elmora Ave NJ 072089083534446 Englewood Moriah School of Englewood 53 South Woodland Street NJ 07631201 567 0208 Yeshiva Ohr Hatalmud of Englewood 101 West Forest Avenue, Englewood, NJ 07631201 816 1800Grades 9-12, All Boys Fairlawn Helen Troum Nurery School Kindergarten 4-10 Fair Lawn Ave 25 NJ 07410201 797 2865 Franklin Lakes Barnert Temple Preschool 747 Route 208 South NJ 07417201 848 1027 Highland Park Atid Po Box 1503 NJ 089047329856378 Reenas Bais Yaakov 1131 Raritan Ave, Highland Park, NJ 08904732-985-5646Grades 10-12, All Girls Ym-ywha of Raritan Valley 2 South Adelaide Avenue NJ 08904732 249 2221 Hillsborough Temple Beth El School 67 Us 206 NJ 08844908 704 1712 Howell Solomon Schechter Academy 395 Kent Road NJ 07731 732 370 1767 Lakewood Bais Faiga Park Avenue Campus 100 Park Ave NJ 08701732 367 6708 Bais Kaila Torah Preparatory High School for Girls Po Box 952, Lakewood, NJ 08701732 370 4300Grades 9-12, All Girls Bais Rivka Rochel School 285 River Avenue NJ 08701732 367 4855Grades K-8, Coed Bais Shaindel High School For Girls 299 Monmouth Avenue, Lakewood, NJ 08701732 363 7074Grades 9-12, All Girls Bais Tova Inc. 961 E County Line Rd NJ 08701732 901 3913 Bais Yaakov Bnos Chayil School 124 Gudz Road NJ 08701732 886 5100 Bais Yaakov Bnos Rivka 1501 Canterbury Road NJ 08701732 370 0100 Bnos Bais Yaakov Tzipa Grumet High School 155 Oberlin Ave N, Lakewood, NJ 08701732-363-0329Grades 9-12, All Girls Bais Yaakov High School of Lakewood 277 James st., Lakewood, NJ 08701732-370-8200Grades 9-12, All Girls Bezal-el Yeshiva 419 5th St NJ 08701732 363 1748 Bnos Brocha 763 River Ave, Lakewood, NJ 08701732-905-3030Grades K-6, All Girls Bnos Devora 243 Prospect St., Lakewood, NJ 08701732-905-4455Grades K-2, All Girls Bnos Yaakon Elementary School 2 Kent Road, Lakewood, NJ 08701732 363 1400Grades KG-8, All Girls Cheder Toras Zev 108 Chateau Drive, Lakewood, NJ 08701732-901-5060Grades K-2, All Boys Jewish Education for Girls 1050 Tuxedo Ter, Lakewood, NJ 08701 Lakewood Cheder School for Boys 901 Madison Ave Po Box 838 NJ 08701732 364 1552 Lakewood Cheder School for Girls 350 Courtney Road NJ 08701732 363 5070 Mesivta Keser Torah 455 14th Street, Lakewood, NJ 08701732 681 5656Grades 9-12, All Boys Mesivta of Lakewood 415 6th Street NJ 08701732 367 7345 Mesivta Nachlas Yisroel 1441 Oakwood Ave, Lakewood, NJ 08701914-261-8445Grades 9-12, Coed Mesivta Pe’er Hatorah 501 Prospect St., Lakewood, NJ 08701732-370-2362Grades 9-12, All Boys Mikor Hatorah 7 Sequoia St, Lakewood, NJ 08701732-370-0570Grades 9-12, All Boys NJ Center For Judaic Study 801 West Kennedy Blvd NJ 08701732 363 9817 Ohr Chodosh 1015 Park Avenue NJ 08701732 364 7062 Oros Bais Yakov 50 Lapsley Lane, Lakewood, NJ 08701732-370-6049Grades 9-12, All Girls Talmud Torah Ohr Elchonon 805 Cross St. Ste 1, Lakewood, NJ 08701732 730 2820Grades 1-8, 191 Students, All Boys Tashbar of Lakewood 655 Princeton Ave NJ 08701732 905 1111 Tiferes Bais Yaakov 170 Oberlin Ave N #8 NJ 08701732 364 0466 Torah Institute of Lakewood 327 Carey Street NJ 08701732 905 9830 Toras Imecha 1 E 13th St NJ 08701732 730 1259 Yeshiva Bais Aharon 1430 14th Street, Lakewood, NJ 08701732-367-7604Grades 9-12, All Boys Yeshiva Bais Pinchos 1951 New Central Ave, Lakewood, NJ 08701732-367-2880Grades 9-12, All Boys Yeshiva Bais Yisroel High School 423 6th St, Lakewood, NJ 08701732-691-2907Grades 10-12, All Boys Yeshiva Birchas Chaim 960 West Kennedy Blvd NJ 08701732 370 2182Grades 9-12, All Boys Yeshiva Chayei Olam 14 E 11th St, Lakewood, NJ 08701732-363-1267Grades 9-12, All Boys Yeshiva Ktana of Lakewood 120 2nd St, Lakewood, NJ 08701732 363 0303Grades KG-12, All Boys Yeshiva Gedolah Meor Hatorah 66 Tova Dr., Lakewood, NJ 08701732-367-7590Grades 9-12, All Boys Yeshiva Gedola of Woodlake Village PO Box 974, Lakewood, NJ 08701732-730-2808Grades 10-12, All Boys Yeshiva Keter Torah 209 2nd Street NJ 08701732 961 9731 Yeshiva Masoras Avos 23 Congress St NJ 08701732 942 7522 Yeshiva Orchos Chaim 410 Oberlin Avenue South NJ 08701732 370 0799 Yeshiva Shaarei Orah 685 8th St, Lakewood, NJ 08701732-995-6701Grades 9-11, All Boys Yeshiva Tiferes Torah 75 East End Avenue Po Box 420 NJ 08701732 370 9889 Yeshiva Toras Aron 500 Summer Ave, Lakewood, NJ 08701732-360-9980Grades KG-6, All Boys Yeshiva Toras Chaim PO Box 16, Lakewood, NJ 08701732-414-2834Grades 9-12, All Boys Yeshiva Yesodei Hatorah 708 Princeton Ave, Lakewood, NJ 08701732-370-3360Grades 10-11, All Boys Yeshivas Emek Hatorah 12 Sharon Ct, Lakewood, NJ 08701Grades 10-11, All Boys Yeshivas Ohr Yissochor 300 Cross St., Lakewood, NJ 08701732-901-7608Grades 9-12, All Boys Zecher Yochanan 123 Delaware Trl, Lakewood, NJ 08701732-942-4852Grades K-3, Coed Livingston Joseph Kushner Hebrew Academy 110 S Orange Ave NJ 07039973 597 1115 Kushner Yeshiva High School 110 S Orange Ave NJ 07039973 597 1115 Sinai Special Needs Institute 110 S Orange Ave NJ 07039973 597 0770 Manalapan Congregation Sons of Israel Nu Po Box 369 NJ 07726732 446 4924 Temple Beth Shalom 108 Freehold Rd NJ 07726732 446 1224 Temple Shaari Emeth Early Po Box 360 NJ 07726732 462 3264 Marlboro Marlboro Jewish Center Nursery 103 School Road West NJ 07746732 536 2303 Solomon Schechter Day School P O Box 203 NJ 07746732 431 5525 Morganville Shalom Torah Academy 70 Amboy Road NJ 07751732 4462121 Morristown Cheder Lubavitch 226 Sussex Avenue NJ 07960973 4550168 New Milford Solomon Schecter Day School of Bergen County 275 Mckinley Avenue NJ 07646201 2629898 Oakland Gerrard Berman Day School 45 Spruce St NJ 07436201 337 1111 Ocean Deal Yeshiva - Boys Division 1515 Logan Rd NJ 07712732 663 1717 Hillel High School 1027 Deal Road NJ 07712732 493 0420 Hillel Yeshiva School 1025 Deal Road, Ocean, NJ 07712732 493 9300Grades PK-12, Coed Ilan High School 120 Roseld Ave, Ocean, NJ 07712732-517-111Grades 9-12, All Girls Paramus The Frisch School 120 West Century Road, Paramus, NJ 07652201-267-9100Grades 9-12, Coed Frisch Yeshiva High School 243 Frisch Court NJ 07652201 845 0555 Yavneh Academy 155 N Farview Ave NJ 07652201 262 8494 Passaic Bais Yaakov of Passaic High School 181 Pennington NJ 07055973 365 0100 Mesivta Tiferes Rav Zvi Aryeh Zemel 15 Temple Place, Passaic, NJ 07055973 594 9001Grades 9-12, All Boys Ybh of Passaic 565 Broadway NJ 07055973 777 0735 Yeshiva Ktana of Passaic 249 Terhune Ave NJ 07055973 365 0100 Piscataway Yeshina Shaarei Tzion 51 Park Avenue NJ 08854732 235 0042 Yeshiva Shaarei Tzion Boys 120a Ethel Rd W NJ 08854732 777 0029 Randolph Hebrew Academy of Morris County 146 Dover Chester Road NJ 07869973 584 5530 River Edge Yeshiva of North Jersey 666 Kinderkamack Road NJ 07661201 986 1414 Rockaway White Meadow Temple School 153 White Meadow Road NJ 07866973 627 2511 Scotch Plains Nursery School-Jewish Community 1391 Martine Avenue NJ 07076908 889 8800 Short Hills Bnai Jeshurun Ecc 1025 S Orange Ave NJ 07078973 379 1555 South Orange Beth El Preschool Kindergarten 222 Irvington Ave NJ 07079973 763 0113 Mickey Fried Nursery School 170 Scotland Road NJ 07079973 762 7069 South River Moshe Aaron Yeshiva High Sch 34 Charles St NJ 08882732 613 7460 Springfield Temple Beth Ahm Preschool K 60 Temple Dr NJ 07081973 376 0539 Teaneck Maayanot Yeshiva High School for Girls 1650 Palisade Avenue, Teaneck, NJ 07666201 833 4307Grades 9-12, All Girls Sinai Schools - Special Education School 1485 Teaneck Rd, Suite 304, Teaneck, NJ 07666201-833-1134Grades 1-12, Coed Sinai Special Needs Institute 1650 Palisade Avenue NJ 07666201 833 9220 Sinai High School for Boys Special Needs Institute 1600 Queen Anne Rd, Teaneck, NJ 07666201 833 9220Grades 9-12, All Boys Torah Academy of Bergen 1600 Queen Anne Rd NJ 07666201 837 7696 Trenton Ring Kindergarten 999 Lower Ferry Road NJ 08628609 883 9550 Union City Mesivta Sanz 3400 New York Ave NJ 07087201 867 8690 Vineland Early Learning Center 1015 E Park Ave NJ 08360856 691 0811 Voorhees Early Childhood Center of Cong 8000 Main Street NJ 08043856 675 1162 Kellman Brown Academy 1007 Laurel Oak Road, Voorhees, NJ 08043856-697-2929Grades PK-8, Coed Warren Mountain Top Preschool Kindergarten 104 Mt. Horeb Road NJ 07059 732 748 9800 West Long Branch Deal Yeshiva 200 Wall Street Po Box 98 NJ 07764732 229 1717 Ma’or Yeshiva High School for Boys PO Box 254, West Long Branch, NJ 07764 West Orange Golda Och Academy (formerly Solomon Schechter Day School of Essex Union) 1418 Pleasant Valley, West Orange, NJ 07052973-602-3601Grades PK-12, Coed Jewish Comm Cnt Metro West 760 Northfield Avenue NJ 07052973 736 3200 Whippany Jewish Comm Cnt Metro West 901 Route 10-east NJ 07981973 929 2920 Wyckoff Beth Rishon Nursery School 585 Russell Avenue NJ 07481201 891 6074 Updated by Stacy Jagodowski  - See updates that need to be made? Tweet me stacyjago