Racial Profiling And Racial Incidents Essay - 1074 Words

Xavier is not the only school that has experienced racial incidents of white students in blackface. At Kansas State University, Paige Shoemaker and her friend posted a snapchat in blackface and captioned it with racial slurs. When the photo surfaced the internet and was made known to the administration, Paige Shoemaker was immediately expelled (â€Å"College Student Expelled over Racist Snapchat†). Similarly, The Washington Post writes on how the University of Oklahoma temporarily suspended a student who sent racial messages that included, images of people hanging from trees, racial slurs and a ‘daily lynching’ calendar to several black freshmen from the University of Pennsylvania (Svrluga). By expelling and suspending students who were involved in racial incidents, these universities show that they do not condone any forms of racism. Xavier should follow the footsteps of Kansas State University and the University of Oklahoma by expelling any student involved in r acial incidents. This will assure Xavier’s black and minority students that they are welcomed at Xavier. Expelling students will also act as a warning to other racist students. When other students see that severe punishment is implemented when it comes to racism in Xavier, other students will be less inclined to perform racist acts, hence creating a safe environment for all students. In addition, Xavier should specify a policy of expulsion in its student conduct book to inform students ahead of time that any racist actsShow MoreRelatedEssay on Racial Profiling1047 Words   |  5 PagesHypothesis/Outline Hypothesis: The events of September 11th has caused racial profiling, a practice that was vilified by many just months ago, to become a common and accepted practice used by the government, airline officials, police agencies, and the American public. Profiling has also become a necessary tool used to prevent further terrorist attacks on the United States. Map of the Territory: I. Racial profiling is the practice of selecting someone for investigation or stronger actionRead MoreRacial Profiling By Scott Johnson945 Words   |  4 Pages According to Scott Johnson, â€Å"racial profiling is the use of race or ethnicity as grounds for suspecting someone of having committed an offense† (Scott Johnson). The United States Supreme Court has ruled that racial profiling violates the constitutional requirement that all persons should be accorded equal protection of the law. However, is this requirement defensible in public policy? It has been proven in previous research studies that racial profiling, if applied correctly, can be a useful defensibleRead MorePersuasive Essay On Racial Profiling1488 Words   |  6 PagesRacial profiling existed back in the 18th century when black slaves were abused and oppressed by white men even those who didn’t own slaves. Throughout history, racial profiling still continues to be a controversial issue today. Itâ₠¬â„¢s practiced everyday. Racial profiling means using an individual’s race or ethnicity against them of committing a crime. This means oppressing other races to feel inferior and accusing others to a certain stereotype. Racial profiling is when a black person in ripped jeansRead MoreRacial Profiling And The United States1465 Words   |  6 PagesRacial Profiling Racial Profiling is just what it is. Targeting individuals for suspicion of a violation determined by the individual’s race, ethnicity, religion or national origin. Race and location are the supreme characteristics law enforcement visually examine when engaging in this type of profiling. African-American males are the primary victims of racial profiling in the United States. The phrase â€Å"driving while black† derive from African Americans protesting that they are pulled over by policeRead MoreRacial Profiling : Just Mercy By Bryan Stevenson Essay1333 Words   |  6 PagesRacial Profiling The justice system is one of the most important and critical parts of a government. Laws and regulations in our justice system guarantee our rights and safety. When law enforcement is segregated the safety of people among minorities are in the wrong hands. In the novel, â€Å"Just Mercy† by Bryan Stevenson, he scripts a similar situation where a man named Walter McMillian was a victim of racial profiling. Walter McMillian, an African American man, was convicted of murder of Ronda MorrisonRead MorePolice Brutality Racism1340 Words   |  6 Pagesopportunities have been presented to officials to speak up about this one huge problem in America, yet there is so much more that can be done to help better the racial tension between police and people of color. If the racial tension between law enforcement and people of color continues to grow in America it will continue to divide our nation because the racial conflicts the police have with other races will result in more riots and p rotest. Police brutality is classified as a way to make African AmericansRead MoreRacial Injustice And Profiling Within The United States1455 Words   |  6 PagesSlavery was just the beginning of when racial injustice and profiling all started. The colored people were discriminated against, mistreated, beaten, and sold to plantations across the southern part of the United States. There was once a time and place in the United States when African Americans were known as colored people and the rest were white. This was when segregation and slavery received national recognition for being wrong. Back in the 1960’s, this was a time period where everyone was notRead MoreAnalysis : The Rodney King Incident Essay935 Words   |  4 PagesThe Rodney King incident was presented as a case study of how failure to institutionalize some of the contextual themes concepts can result in malfeasance. Research incidents of other criminal justice malfeasance and, by using the five contextual themes as a guide, identify administrative concepts that could have prevented these situations. Racial profiling in law enforcement is the criminal justice malfeasance I chose it is safe, it is a hotbed topic and in law enforcement we are walking down aRead MoreRacial Profiling And The Law Enforcements1418 Words   |  6 PagesLiterature Review This paper outlines the studies, incidents, facts and statistics that have found evidence of racial profiling which causes distrust in the law enforcements (police, government etc0. Studies of racial profiling shows that blacks, Hispanics, Middle Eastern and other racial minorities are more likely to be stopped than those who are white. They are more likely to be stopped and searches, traffic stops, license and registration checks. In addition they are more likely to be ticketedRead MoreRace, Religion, Or Ethnical Background?1247 Words   |  5 Pagessomeone somewhere commits racial profiling in a way that might be harmful to others. Some of these individuals take it a step farther to prevent racial profiling from occurring as regularly, as in the case of Shoshana Hebshi. Racial profiling has been deemed unconstitutional yet it still occurs. I believe that racial profiling could be useful for society if used to educate people on their own racial misconceptions of other cultures an d it could allow them to see some of the racial misconceptions that others

Benefits After the Russian Revolution Free Essays

15-Minute Oreo Pie * 1 package Oreos * 1/2 stick butter (or margarine) * 1 1/2 cups cold milk * 2 packages (4-serving size) vanilla-flavored instant pudding * 1 8-oz. tub Cool Whip, thawed Crush 24 to 30 cookies (I’d recommend doing this in a blender or food processor. I tried using a rolling pin and zip top bag and it was a bit more time-consuming than it likely would be in a blender. We will write a custom essay sample on Benefits After the Russian Revolution or any similar topic only for you Order Now ) Mix with melted butter and pressed onto the bottom and sides of a 9-inch pie plate. Beat milk and pudding together until thick (approximately 1 to 2 minutes). Carefully stir in whipped topping and blend well. Crush or chop at least 12 Oreo cookies and fold into the pudding mixture. Spoon onto crust. Garnish with Oreos and refrigerate for at least four hours. OREO ICE CREAM PIE| | Read more about it at www. cooks. com/rec/view/0,1937,150160-228199,00. html Content Copyright  © 2012 Cooks. com – All rights reserved. 1 pkg. Oreo cookies (lg. ) 5 tbsp. melted butter 1/2 gallon vanilla ice cream, softened 1/2 tbsp. vanilla 1 (13 oz. ) container Cool Whip 1/2 c. chopped nuts Chocolate syrupCrush Oreo cookies with rolling pin. Combine with melted butter and press into a greased 9 by 13 inch pan. Combine ice cream, vanilla and 1/2 of Cool Whip. Place on top of crust and freeze until firm. After frozen, spread rest of Cool Whip on top. Sprinkle with nuts and drizzle chocolate syrup over the entire surface of pie in a lacy pattern. Keep frozen. Serves 15. | * 32 OREO Chocolate Sandwich Cookies, divided * 1/4 cup butter or margarine, melted * 2 cups cold milk * 2 pkg. (4 serving size) JELL-O Chocolate Flavor Instant Pudding Pie Filling * 1 (8 ounce) tub COOL WHIP Whipped Topping, thawed, divided Directions 1. Finely crush 24 of the cookies; mix with butter. Press firmly onto bottom and up side of 9-inch pie plate. 2. Pour milk into large bowl. Add pudding mixes. Beat with wire whisk 2 minutes or until well blended. (Mixture will be thick. ) 3. Spoon 1-1/2 cups of the pudding into crust. Gently stir 1/2 of the whipped topping into remaining pudding; spread over pudding layer in crust. Chop remaining 8 cookies; stir into remaining whipped topping. Spread over pie. 4. Refrigerate 4 hours or until set. One package of Oreo cookies One stick of butter or margarine Two eight ounce packages of cream cheese, softened Three one ounce packages of instant vanilla pudding Four cups of milk ? tub of whipped cream Directions Before getting started, it is very important to take the cream cheese out of the refrigerator and let it soften for at least an hour. If the cream cheese is cold, it will not blend into a smooth mixture. Step 1 Place the Oreo cookies in a gallon size plastic bag, removing all the air before sealing it. Crush the Oreo cookies with a rolling pin or mallet. The Oreos do not need to be crushed into a fine powder, make sure and leave some chunks. Step 2 Melt the butter. Mix the melted butter with about half the crushed Oreos. Press the mixture into the bottom of a 9 x 13 pan to for the pie crust. You can also use a regular pie plate if you prefer. Step 3 Mix the cream cheese, vanilla pudding, milk, and whipped cream. It is best to use an electric hand mixer on medium speed to get a smooth texture. Taste the mixture, you may want to add some sugar if you would prefer a sweeter flavor. Pour the mixture over the crust. Step 4 Pour the remaining crushed Oreos on top. Refrigerate for an hour or until cool. INGREDIENTS: (9-inch size) graham or cookie pie crust 8 ounces cream cheese, softened 1 cup powdered sugar 8 ounces instant vanilla pudding mix 16 ounces Cool Whip 1 1/2 cup milk 20 Oreo cookies, crushed 1 teaspoon vanilla extract DIRECTIONS: Beat cream cheese and sugar together. In another bowl, beat pudding and milk until thick. Add cool whip and vanilla to pudding. Add cream cheese mixture to pudding mixture, stirring well. Layer th e cookies crumbs and the pudding mixture into crust beginning with a layer of cookie crumbs and reserving enough cookie crumbs to cover the top. How to cite Benefits After the Russian Revolution, Papers

Emmeline Pankhurst Brief Essay free essay sample

Emmeline Pankhurst and the Suffragettes James McHale At the beginning of the 20th century, women did not have the right to vote in Britain, one of the world’s leading democracies of the time. This desire for suffrage led to a bitter and often violent struggle between Britain’s government and its women. Arguably the most recognisable women’s activist group was The Suffragettes, led by Emmeline Pankhurst. Pankhurst was an effective leader of the often violent and militant group. She employed a number of different tactics in stages, and she herself led by example in many situations. The Suffragette movement are best known for their violent tactics; however, Emmeline Pankhurst led them through three distinct stages of their campaign. The first (1903-05) was a stage of peaceful protest. The second (1905-14) was known as the violent phase. The final stage (1914-18) was a period of active and dedicated support to the British government in fighting the war. We will write a custom essay sample on Emmeline Pankhurst Brief Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These changes in tactics were an example of exceptional leadership as Pankhurst went to every extent possible to make her cause known and force the government to do something about it. Pankhurst was also an active member of the suffragettes. She led by example in many situations. â€Å"Emmeline Pankhurst, fragile in appearance but stronger than any of them, was ever in the forefront of the action. † ‘Sunday Telegraph, August 8, 1993. ’ On March 1, 1911 Mrs Pankhurst threw four stones through the window of 10 Downing Street and was arrested. Whilst in jail, Pankhurst demanded that all other Suffragettes arrested would also be treated as political prisoners, she was told no and thus went on a hunger strike until they were. Many other women followed Pankhurst’s example and refused to eat. Many people are divided as to whether Emmeline Pankhurst was or was not an effective leader. Though it goes without saying Mrs Pankhurst put her life on the line for her cause. Her willingness to do whatever it took was clear and her hard work and determination paid out in the end. Word count: 331

What are the many cultural, political geo-economic challenges faced by organisations operating in a global environment. How could they be addressed Essay Example

What are the many cultural, political geo-economic challenges faced by organisations operating in a global environment. How could they be addressed? Essay The major cultural challenges facing a global enterprise is understanding and adapting to local business customs and norms. In the Real World Case we saw how business in Africa tends to go on at a leisurely pace – a practice that undermines the principles of efficiency and expediency that multi-national enterprises thrive on. Understanding cultural sensibilities and adapting to them requires an open-mind and a flexible management approach. This can prove quite challenging if the top management is too engrained in their B-school trained approach. Often government bureaucracy or red tape can hinder expedient project execution. Red-tape can thus be considered both a cultural and political issue. Another political issue is the state of development. As emerging economies are mostly from the Third World, the available infrastructure can be quite rudimentary. This is a geo-economic challenge, for a majority of the population might be IT illiterate, as reflected in minimal usage of In ternet and other IT-enabled services. As the experience of Forrester Research and Cadbury illustrate, the broadband speeds for Internet usage in Africa is practically unfit for business purposes. This is especially so because the existing global IT systems for these companies are technologically far superior (and possibly incompatible) to what is on offer in developing markets. Geo-economic challenges extend further. To illustrate, let us take the particular instance of the entry of foreign banks in China. Understandably, the international press and the analyst community have focused on the critical issues of â€Å"financial transparency, adequacy of capital and loan provision, as well as the levels of non-performing loans (â€Å"NPL†s). While these remain key issues, one also has to ask whether plans are in place to address the inevitable management challenges that face banks transitioning from a unique, planned economy to a market economy.† (Yeung Lyngaas, 2005) The primary task of the management team in the new market is in coming up with solutions for cultural, political and geo-economic challenges identified above. Understanding local culture is mandatory so as to establish goodwill among local vendors, suppliers and clients. At the other end of the operations, cultural sensitivity is the key for attracting, retaining and expanding the consumer base. The last thing managers trained in a Western business school ethos want to acquire is a reputation for intolerance and insensitivity for people from different cultural backgrounds. Such an outcome would not only jeopardize the prospects for the company to expand globally but also undermine career progress for the individuals involved. Furthermore, the pace of change and ongoing weakness in the global economy mean that decision makers are looking for â€Å"real-time insights on developments in overseas markets, regardless of the language in which those developments are reported. The ability to discern meaning quickly from local-language news sources or databases can spell significant competitive advantage. One has to be ready to capitalize on what is happening in emerging markets and be tuned in to identify new opportunities quickly, even if they’re not in their native language.† (Kho, 2011) We will write a custom essay sample on What are the many cultural, political geo-economic challenges faced by organisations operating in a global environment. How could they be addressed? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What are the many cultural, political geo-economic challenges faced by organisations operating in a global environment. How could they be addressed? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What are the many cultural, political geo-economic challenges faced by organisations operating in a global environment. How could they be addressed? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The process of globalization present unprecedented problems for global managers due to the complex â€Å"interplay of individuals, social frameworks and culture: that we live in a complex, open and changing world of meanings; that the meanings we create are evanescent, that is, they can be shattered as soon as we structure them; that the result of living in a multiple and changing world is a fragmented sense of identity. That challenges are increasingly presented to the stability of particular perspectives by the overall globalization process, the cognitive compression of the world and the intensification of a global consciousness.† (Roniger, 1995) A few potential problems could arise if a company with global ambitions fails to overcome political challenges. The foremost is loss of goodwill among the political elite. Often in Third World countries, having the right contacts is the only means to developing the business. A manager who will strictly play by the rules is bound not to make progress. In terms of geo-economics, a major problem is coming to terms with the functioning of the local economy. This entails having a fair grasp of the demographic distribution of wealth and identifying target consumer groups. Later, catering culturally appealing marketing campaigns toward the target consumer group brings its own set of challenges. The designing of price entry points for the products is a key decision. Today, economic crises cut across all continents and â€Å"threaten a continued domino effect as leaders transition out of office because of gridlock and lack of public confidence. Europe, the Americas, Asia, Africa – all are facing economic crises with implications for global business plans. These happenings represent change on a global scale that reflects immigration, migration, changing populations, struggling economies, and environmental challenges, health status – including nutrition issues of starvation and obesity – and continued technological drivers that will foster even more transitions.† (Baugher, 2012) The implications of globalization for geo-economy go further. It also translates to â€Å"more free markets, less protection, more labour market deregulation. In this dystopia a globalised, deindustrialised, rurally depressed society with high unemployment and high levels of foreign ownership is envisioned†. (Curthoys Johnson, 1998, p. 97) As far as resolving cultural issues, patience and keeping an open-mind are quite important. Expecting a through business attitude from local vendors and partners can often backfire. Savoir-faire or the acumen to mix politics with business is the requisite approach. Hence, arranging luncheons and dinners for the local business and political elite goes a long way toward achieving business goals. In the context of business in emerging economies social grace and charisma are more effective than rigorous strategic planning as taught in B-schools. These intangible qualities also help the process of understanding the cultural mindset and how they shape the consumption patterns. Thus, the solutions to geo-economic challenges are also linked to the solutions for cultural and political problems. It is fair to claim that there are no scientific methods or theoretical models one could use for successfully growing a business across the globe. The intangible qualities of good leadership such as ch arisma, intuition and educated risk-taking often override the systematic side of management and decision making.

Differentiating between Market Structures

Differentiating between Market Structures The structure of a market is defined by the number of firms in the market, the existence or otherwise of barriers to entry of new firms, and the interdependence among firms in determining pricing and output to maximize profits. This paper will cover the advantages and limitation of supply and demand identified in the simulation, the effectiveness of the organization, and how the organizations in each market structure maximizes profits.The simulation looks at all four types of market structure within the East-West Transportation Company. There are four divisions that operate within each of the four market structures. The divisions are Consumer Goods, Coal, Chemical and Forest Products.In the first scenario, the decision must be made whether to continue operations or shut down operations. After completing the simulation, it pointed towards continuing with operations in a perfect competition market. In the scenario the market demand curve is downward sloping, each seller perceives the i ndividual demand curve facing him or her to be perfectly elastic at a given price.Marginal profit is the difference between a firm's...Given this scenario this demand curve and the cost structures, sellers try to produce and output at maximized profit.The second scenario has the company looking at the coal division, which operates in the monopoly structure. Tanya Roy pointed out that the law of demand holds in a monopoly. At a high price, quantity demanded is high and profit would not need to be high. For a monopolist, price exceeds marginal revenue. Thus, at the output where Marginal Revenue = Marginal Cost, you extend the quantity line to the demand curve to determine the price to charge for this output. The demand curve is facing in a downward slope in the monopolist structure.In the third scenario the market structure is oligopoly- duopoly in the Chemical Division. The industry marginal cost...

Assess the Contribution of Functionalism

Functionalists view the family as an institution that is present in society to maintain social order and stability. Functionalist’s also view society’s functions very similar to that of the human body. The Brain in the human body is the organ that controls all other functions. In Society the Government is the main control over the country as a whole. The heart of the body is what keeps the body alive. In society the family is the heart. Overall if the family and heart is taken out, the body and society would collapse and die. Although both of these have necessary back-up systems, the society has the Army, Police services and Laws if the government should collapse. And the body has immune systems and antibodies to fight of any infections and diseases. Family is seen to be the key to society because it means reproduction to keep the society functioning. According to Functionalists the only family that would mean perfect functioning of society is the Nuclear Family. The nuclear family consists of a working man, a housewife, and children. The man is the breadwinner, he earns the money that the wife uses to buy food and necessities to help keep the family together. Functionalists views of this concept believe that heterosexual couples, adopted children and divorces do not fit into the smooth running of society. Murdock (1949) states that ‘The nuclear family is a biological necessity because it is universal’. What he means by this is that the main reason that reproduction of children is a necessity to society is because it is world-wide, it is happening everywhere and it can be found in all societies. Murdock also says that there is 4 key points. Stable Satisfaction of the sex drive (Less promiscuity), reproduction, primary socialisation and economic needs. Parsons extends on Murdock’s theory with the warm bath theory. This theory is based on how the family is seen to be a stress reliever. The man arrives home from work and is expected to be presented with a meal cooked by the wife. The family home is supposed to be a relaxed stress free environment for the man to wind down after a long day at work. Parsons also developed the functional fit theory which means a given family will fit the needs of the society in which it is found, for example, the extended family is only usually found in the pre-industrialisation period (according to Functionalists). And the Nuclear Family happens in the industrialisation period. The Nuclear Family is seen to be geographically mobile, higher wages also means socially mobile, and they are able to move up the social ladder. Parsons also adds to his theory the loss of functions; stabilising adult personalities and primary socialisation.

Exemplification Essay Example | Topics and Well Written Essays - 250 words - 1

Exemplification - Essay Example The court’s decision to exempt a student wearing a nose stud, stating the effective day to day running of the school would not affected (Lenta, par. 1). The government’s concern in implementing anti-discrimination laws devoid of immunity seems far stronger. A declaration for release from anti-discrimination laws looks in one respect more directly to look like the claim in Christian Education in South Africa versus The Ministry of Justice. In Christian education, the right of a learner not to undergo physical punishment at the hands of teachers was held to assist the wish of religious teachers to impose physical punishment in agreement with their spiritual convictions. The rationale behind the law banning unjust discrimination aims to guard all peoples’ right to equality, a basic right. In cases where religious groupings take on work-related discrimination on grounds banned to profitable enterprises draw little antagonism. In South Africa, anti-discrimination law forbids work-related discrimination on forbidden grounds, for example, sexual orientation, gender, race, and religion (Lenta, par. 2). However, in at least one circumstance churches should be allowed to discriminate. They should be permitted to apply religious standards in the selection of entrants for appointment to sacerdotal office. Nevertheless, the right of churches to keep on work-related prejudice on barred grounds does not stop there. Many are apologetic for the keeping out of women from the Catholic priesthood. People who have given consideration to the issue concur that anti-discrimination laws should not be summoned to stop this gender bias. This is because anti-discrimination laws should not be applied to stop such bias. Religious groups have a right to control their own dealings in accordance with the beliefs of members via their churches. Thus, freedom of religion as well as associational independence stresses as much (Lenta, par.

The history of fighter aircraft F-22 Raptor Research Paper

The history of fighter aircraft F-22 Raptor - Research Paper Example The fighter jet possesses significant attributes that make it better than any fighter jet developed thus far. With increased stealth, the F-22 becomes one of the best fighter jets that can evade detection by radar (Sweetman 44). In addition, the F-22 has the ability to maneuver and evade tracking by other fighter jets that may be on its pursuit. As a replacement of other fighter jets with limited superiority, the F-22 becomes the most reliable air to ground attack jet ever built. Most important, the F-22 has improved aerodynamics that makes pilots fly the fighter jet more easily than before. Today, the US army has deployed significant number of raptors to areas such as Japan where the army has stationed them ready for deployment. Whereas the F-22 has had some failures in navigation and communication, the F-22 raptor still remain an aircraft of choice in carrying out sorties and other activities such as aerial surveillance. The F-22 is a product of Lockheed Martin Corporation, which is well known for the production of aircraft. The demand for a better fighter jet like F-22 has been long overdue considering the shortcoming of other fighter jets such as F-15. With the demand of an advanced tactical fighter (ATF), the US army tasked the F-22 team to conduct a program that would later produce the F-22 as an engineering marvel that combines performance, speed and stealth into one robust fighter jet—F-22. The F-22 team started by developing two prototypes that they later developed to achieve a reliable fighting machine. In their program, the F-22 produced two YF-22 prototypes that they took through a series of testing (Sweetman 78). These prototypes relied on two other engine prototypes that were to be selected for use in the F-22 fighter jet. The testing of the fighter jet was done on Being and Lockheed installation where the features of the aircraft were refined to produce the F-22 that are in use t oday. During the development of the F-22, the Lockheed

Chains and Sustainable Development Essay Example for Free

Chains and Sustainable Development Essay Those of us who preach the gospel of agriculture with evangelical zeal find the text compelling and convincing. We are regularly possessed by the spirit only to look around and see out colleagues, in other sectors, in country management, or even our senior management doubting, yawning or subtly edging towards the door. We face the implicit query, â€Å"If agriculture can do such great things, why have they not yet happened? †1 The past decade has been one of agro-pessimism. The promises that agricultural development seem to hold did not materialise. This pessimism seemed to coincide with pessimism about Sub-Saharan Africa. Especially for Sub-Saharan Africa the hope was that economic development would be brought about by agricultural development. After the success of the green revolution in Asia, the hope was that a similar agricultural miracle would transform African economies. But this hope never materialised, agricultural productivity did not increase much in SSA (figure 1), and worse, the negative effects of the green revolution in Asia became more apparent, such as pesticide overuse and subsequent pollution. Also in Asia the yield increases tapered off. The sceptics put forward several arguments why agriculture is no longer an engine of growth2. For instance, the liberalisation of the 1990s and greater openness to trade has lead to a reduction in the economic potential of the rural sector: cheap imported Chinese plastic buckets out compete the locally produced pottery. On the other hand, it does mean cheaper (imported) supplies. With rapid global technical change and increasingly integrated markets, prices fall faster than yields rise. So, rural incomes fall despite increased productivity if they are net producers3. The integration of rural with urban areas means that healthy young people move out of agriculture, head to town, leaving behind the old, the sick and the dependent. It is often also the men who move to urban areas, leaving women in charge of the farm. This has resulted in the increased sophistication of agricultural markets (and value chains) which excludes traditional smallholders, who are poorly equipped to meet the demanding product specifications and timeliness of delivery required by expanding supermarkets. The natural resource base on which agriculture depends is poor and deteriorating. Productivity growth is therefore increasingly more difficult to achieve. Finally, multiplier effects occur when a change in spending causes a disproportionate change in aggregate demand. Thus an increase in spending produces an increase in national income and consumption greater than the initial amount spent. But as GDP rises and the share of agriculture typically decreases, the question is how important these multiplier effects are, especially when significant levels of poverty remain in rural areas, which is the case in middleincome countries. The disappointment with agriculture led many donor organisations to turn away from agriculture, looking instead to areas that would increase the well-being of poor people, such as health and education. Those organisations that still focused on agriculture, such as the CGIAR, were put under pressure to focus more on reducing poverty, besides increasing agricultural productivity. However, since the beginning of the new century, there seems to be a renewed interest in agriculture. A review of major policy documents5, including the well-publicised Sachs report and the Kofi Annan report, show that agriculture is back on the agenda again. The most influential report, however, has been the World Development Report 2008 of the World Bank6. This report argues that growth in the agricultural sector 1 contributes proportionally more to poverty reduction than growth in any other economic sector and that therefore alone, the focus should be on the agricultural sector when achieving to reach MDG 1. A reassessment of the role of agriculture in development seems to be required. This policy paper addresses several timely though complex questions: †¢ First, how can or does agriculture contribute to economic development, and in particular how does it relate to poverty? †¢ Second, the agricultural sector has changed considerably in the past decades: what are the main drivers of this change? †¢ Third, what is the relationship between economic or agricultural growth and pro-poor development? †¢ Fourth, how does agriculture relate to other sectors in the economy? †¢ Fifth, who is included and who is excluded in agricultural development, specifically focusing on small farms? †¢ And finally, if agricultural development is indeed important to economic development, then why, despite all the efforts and investments, has this not led to more successes? 2. Agriculture and economic growth This section presents a number of factual observations describing how the agricultural sector changed in terms of productivity, contribution to economic growth, and indicating the relevance of the agricultural sector for poverty alleviation in different regions. Background: some facts In the discussion of the role of agriculture in economic development, a leading question is how agriculture contributes to economic growth, and especially to pro-poor growth. There seems to be a paradox in the role of agriculture in economic development. The share of agriculture contributing to GDP is declining over the years (see figure 1). At the same time, the productivity of for instance cereal yields has been increasing (see figure 2). It seems that as agriculture becomes more successful, its importance declines in the overall economy. Of course, other sectors in the economy can be even more successful, such as the Asian Tigers.

Indian Culture Vs Western Cultures Essay -- World Culture

A couple of years ago, I had invited my best friend Jenene, to attend an Indian wedding. I thought it might be fun for her to experience the different foods, clothing, personalities, and religious beliefs that were particular to my culture. Later on that evening she had pulled me to the side and told me that the culture that she was raised in was completely different from mine. She was raised in New York all of her life and she had never experienced such a distinct culture. At that time I told her that she did not know half the story! As time went on, she attended more and more Indian functions and realized that the main differences between the western and Indian cultures were religion, marriage, and social interaction.   Ã‚  Ã‚  Ã‚  Ã‚  The western culture is predominantly of the Christian faith praying to one God. Growing up in the Hindu faith, I always wondered why my mother used to pray to many Gods. As I became older, I built up the courage to ask a Pandit (Indian Priest) why we believed in many Gods whereas all the others believed only in one. He had informed me that we only believe in one God, Lord Shiva. It may appear that we are praying to many Gods, but in fact we are praying to the many forms that he appeared to us on earth.   Ã‚  Ã‚  Ã‚  Ã‚  The Hindu and the Christian religious beliefs are predominantly very similar in that they teach individuals to be good and giving people. The main difference between the two religions is our belief in the after-life. Christians believe that after we die, we wait to be judged (Judgement Day) and until that time, your soul remains in an everlasting sleep (purgatory). After Judgement Day Christians believe that they answer for the wrongs that they committed upon the earth. This determines whether they go to Heaven or Hell. Hindus believe in reincarnation, which is life after death. We believe that after you die, your soul is transferred into another body or form. Depending on your dharma (behavior) in your previous life will determine your karma (actions that will affect your next life). If you were a good and giving person, your soul will be transferred into a human, the highest life form. If you were bad, your soul will be transferred into an insect, animal, or a lower life form. In any case, both the Christian and Hindu religion teach good values, beliefs and morals which constitute an ideal individual.   Ã‚  Ã‚  Ã‚  Ã‚  The topic of marr... ...ne is born into. For example if your parents are born Vaishya, then you are automatically a Vaishya for life. The reason for my parents’ migration to the United States was to break out of the caste system. The western society has a type of class system that indicates whether you are upper, middle or lower class depending on your income. This fortunately varies from generation to generation and is not something you are born into. Therefore an individual decides what class they want to fall into. As time goes on more similarities will be seen between the Indian and western cultures. All will reflect the changes that are occurring through assimilation. Indians, who were once thought to be backwards, more like traditionalists, are slowly adapting to the western societies and customs. Some changes can be seen today in the United States where Indians are choosing their own mates, altering their lifestyle from communal to associational, and shifting their classification from Vaishya to upper working class. All areas of life and social interaction are showing a change from traditional to non-traditional while maintaining all the values, beliefs and customs of their old respected ways.

Lord of the Flies: Intelligence and Good vs. Evil Essay

Good versus evil is a common concept used often in storytelling, writing, plays, movies, etc. the basic story line is commonly used and developed to mold different ideals, meanings, and lessons into different types of works. William Golding’s novel the Lord of the Flies falls into this category of works with the good versus evil story line. Boiling the novel down to its most basic state it is a story of a group of boys. They all start out in a state of innocence, then as they adjust to their new surroundings after being stranded on a deserted island with no adults; they chose whether or not they turn from their innocence. When the boys turn from their innocence they go from being good to evil, or as the interpretation of this novel is commonly perceived the boys go from being civilized boys to savages. It is in this sense that civilized and good can be used interchangeably for this interpretation, and the same for evil and savagery. Golding puts an interesting twist to this basic plot right in the beginning of the story. Golding takes the story from just a simple tale of good versus evil to good versus evil with competing ideas of intelligence. Right in the beginning of the novel we see these ideas of intelligence take form. As the story builds the differences in the types of intelligence grows and becomes more distinct. From there the competition of good versus evil begins. After their plane crashes the boys who were on the plane to escape the warfare in England are scattered on the island. Ralph, the first boy we are introduced to meets another boy named Piggy. â€Å"It’s a shell! I seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable-â€Å"(15). With Piggy’s help Ralph uses the conch they found to call out to the other boys on the island. This is the first hint at the two types of intelligence. Piggy is already exhibiting signs of natural intelligence. This type of intelligence is developed based on the sensory analysis of the surroundings. This intelligence is more advanced and enables Piggy to think in more civilized, advanced ways. He is immediately made fun of for his appearance and as the story progresses is mocked as a know-it-all. No one listens to Piggy, even though the conch and the meeting were his ideas no one realizes this, nor do they care. Once all the boys are gathered together there is a vote on who should be chief. A boy named Jack is introduced as the leader of the choir boys and he wants to be chief, but when put to a vote Ralph is elected. Ralph does give the choir to Jack and asks what they would like to be. Jack tells Ralph that he and his choir shall be the hunters. Ralph depicts more social intelligence. Ralph knows how to work a crowd, how to lead a group, and how to gain respect. â€Å"Everybody must stay round here and wait and not go away. Three of us- if we take more we’d get all mixed, and lose each other- three of us will go on an expedition and find out† (23-24). This act showed that Ralph was able to get the attention of the boys at any time and that the boys would actually listen to him. His ability to be able to accomplish this as quickly as he did really shows his true social intelligence. â€Å"If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire† (38). Ralph does show some natural intelligence as well, but not nearly as much as Piggy exhibits. Jack also shows a form of social intelligence. He is able to keep command over his choir and they listen to him no matter what. This shows that in the beginning of the story even though the boys are all different, have different types of intelligence, and have mixed feelings about the situation they are still united together as a whole. â€Å"All day I’ve been working with Simon. No one else. They’re off bathing, or eating, or playing† (50). The boys begin to slack and begin to realize that there aren’t consequences or punishments for the wrongs they do. Jack and his group of hunters become obsessed with the idea of killing a pig, and are the only ones exempt from helping build shelters, though the other boys don’t really care enough about their orders to help build or gather food. It’s at this point in the novel where there are serious signs of cracks and issues with the order system the boys have put in place since being on the island. Jack is beginning to slip into a more savage state, and is using his social intelligence to bring other boys down with him. The improvised form of society that the boys have created is already starting to weaken and fall. â€Å"Kill the pig. Cut her throat. Spill her blood† (69). â€Å"Look! We’ve killed a pig-we stole up on them-we got into a circle-â€Å"(69). It is at this point in the novel where the group of hunters, the boys who killed the pig, have turned from innocence. The kill they had obsessed over finally happened and they were proud of themselves for killing. The act of killing a living creature, something they never had done before, was the true turning point for them. There was no turning back from it; the hunters even painted their faces, this sense of wearing a mask, pretending to be someone else enabled them to kill. â€Å"‘But they’ll be painted! You know how it is. ’ Eric says. The others nodded. They understood only too well the liberation into savagery that the concealing paint brought. ‘Well, we won’t be painted,’ said Ralph, ‘because we aren’t savages’† (Golding 172). Ralph is starting to understand that Jack and the group of boys who follow him are starting to turn to a more evil state. Ralph still tries to use his social intelligence and command over his boys so they don’t go over to Jack’s side. Within Jack’s group the obsession with hunting caused the boys to let the fire go out, and subsequently lose a chance at rescue. The hunters didn’t really seem to care about the fire; they were still overly hyped up about their kill, swearing that they would hunt again and bring back even more meat. As the boys become more and more content with letting go with the rules they get closer and closer to losing their sense of civilization completely. â€Å"‘If I blow the conch and they don’t come back; then we’ve had it. We shan’t keep the fire going. We’ll be like animals. We’ll never be rescued. ’â€Å" (Golding 92). As the boys start to fulfill their own wishes of hunting and playing they get sick of listening to Ralph and being controlled by the conch. They don’t want to do work; they just want to have fun. Jack rebels against Ralph and makes his own â€Å"tribe,† where he could be the leader and he would no longer be controlled by the conch. Evil starts to arise rapidly; the majority of the older boys side with Jack and abandon Ralph’s authority. After that Piggy, Sam and Eric are the older boys who remain with Ralph. As the night wears on, some of the â€Å"littleuns† sneak off to join Jack. This is truly the end of their makeshift society, it has completely failed. After the split of the group it appeared as though things could settle down, but Ralph and his boys find that it is nearly impossible to keep the rescue fire going. They need to ask the others for help but Jack’s boys are too afraid to help them. Jack had taken to using torturous and intimidation methods to keep control over his group. He wears a mask, like he did when he killed the first pig; this seems to allow Jack to give in completely to his â€Å"evil† savage side. It was while celebrating their savageness and reenacting the kill that they got carried away and got themselves overly worked up. â€Å"The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it poured down the rock, leapt on to the beast, screamed struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (Golding 153). The wickedness in all of the boys deludes them into mistaking Simon, the only truly â€Å"good† pure boy, as the beastie. Simon was considered to be the â€Å"pure† boy, the epitome of civilization and innocence. Jack and the other boys had completely given themselves over to their evil sides, giving in to their natural instincts and savagery. Social Intelligence and natural intelligence are both qualities that help a person to be successful in life. However, overall, society puts greater worth in social intelligence. The abilities to work with others, lead and motivate others, and inspire others make a person successful in life. Just like good and evil, social and natural intelligence go hand in hand. One is not greater than the other, but like people believe good is better, people put more stock in social intelligence. In Lord of the Flies the boys put their trust in Ralph, but as time goes on, and rules begin to be broken, the less control Ralph seems to have. Social intelligence will only go so far, it can’t be natural instincts. Natural instincts are hidden behind the rules and expectations of society. When they begin to dwindle and those instincts become more prominent, that natural intelligence becomes important, it can be the intelligence or lack thereof that can make or break a situation. Without one, evil or good, natural intelligence or social intelligence, the other is not really known. Without evil how would we know what good is? If everyone was socially intelligent how would we know what natural intelligence is? The answer is we wouldn’t have a way of knowing. A person cannot know one without knowing of the other. Intelligence and good and evil all work together, as seen in Golding’s novel. Jack possessed the same kind of social intelligence as Ralph, but when he gave in to evil his social intelligence the power it gave him over the other boys allowed Jack to change the atmosphere of the island and turn the boys away from goodness and civilization. Piggy had natural intelligence but because he lacked any real social intelligence he was shunned, mocked, and in the end killed for this. He came off as a know-it-all and a whiner; this annoyed the other boys and eventually led to his demise. The boys didn’t put any stock in natural intelligence; they put all their stock in social intelligence and natural instinct. Ralph, with Piggy’s help, was able to remain civilized and good. Though he lost his hold on the boys he still had his social intelligence, and even some natural intelligence of his own to rely on. When Ralph was in charge his positive outlook affected the boys as well, they were positive because he was positive. The struggle between good and evil does not just affect the person who’s battling it within themselves, it also affects those around them, and subsequently can change them too. ?

Internship Handbook

Master of Public Health Program Internship Handbook 2010-2011 University of Missouri Master of Public Health Program University of Missouri 802  Lewis  Hall Columbia,  MO  65211 PHONE  (573)  884? 6844 FAX  (573)  884? 4132 http://publichealth. missouri. edu To Whom It May Concern: The Master of Public Health Program at the University of Missouri trains practitioners, teachers, researchers, and administrators to plan, implement, and evaluate programs aimed at enhancing health in human populations through organized effort on the local, state, and national level.Internships for MPH students fulfill a critical need for their public health experience and help build our community, state, and nation’s public health workforce. The following information is designed to guide and provide accountability for preceptors and interns in the University of Missouri Master of Public Health Internship program. Thank you for agreeing to work with the Master of Public Health Progra m to help provide experience for our graduate students. We appreciate your input into planning experiences and your feedback about students’ progress. Sincerely, Kristofer J.Hagglund, PhD, ABPP Director, Master of Public Health Program Tel: (573) 884-7050 Fax: (573) 884-4132 Email: [email  protected] missouri. edu University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures University of Missouri Master of Public Health Program Internship Table of Contents Mission Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Policy for Pre-requisites†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Student Checklist†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Sample Schedule†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Preceptor Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Project Selection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Faculty Advisor Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Internship Agreement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Internship Statement of Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Internship Progress Report†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Preceptor Final Internship Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Student Final Internship Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Guidelines for Final Paper†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2 3 5 6 6 7 7 8 9 11 12 13 14 Appendices Appendix Appendix Appendix Appendix Appendix Appendix 1: 2: 3: 4: 5: 6: Competencies to Be Used for Internship Learning Objectives Self-assessment of Experience/Competency†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Student Internship Interest Form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Internship Description Form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Field Practicum Agreement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Log of Hours†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 17 19 20 21 23 University of Missouri Master of Public Health Program 2010-2011 MPH Inter nship Procedures Mission Statement The mission of the Master of Public Health Program at the University of Missouri is to advance the well-being and quality of life of the citizens of Missouri and beyond through excellence in teaching, discovery, and service in public health.To harness the unique strengths of the University of Missouri in rural health, veterinary medicine, and policy analysis and development in addressing the needs of underserved populations and preparing public health leaders on the local, state, and national levels. Statement of Values The underlying values of the University of Missouri Master of Public Health Program include a strong commitment to creating a learning environment where evidence-based decision-making and bestpractices are focused on enhancing the common good.The core values of the University of Missouri (Respect, Responsibility, Discovery, Excellence) intersect with key public health values informing the program in several important ways: 1) Respec t for the diversity of our students and for the communities they will serve, including an understanding of issues involving equity and the special needs of vulnerable populations, 2) The Responsibility of the academy to bring rigor and excellence to the training of both future and currently practicing public health professionals and to make research findings accessible for use in the development of public policy, 3) The value of promoting and supporting the innovative interdisciplinary Discovery that is a unique strength of the discipline of public health, and 4) The necessity of holding leaders of population-based efforts to improve health to the highest standards of Excellence, including professionalism, solid grounding in international and national codes of ethics, and respect for individual dignity, social justice, and fairness. -1- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Policy for Pre-requisites for the MPH Internship Before t he beginning of an internship, the MPH student must have completed 21 hours of coursework in the Master of Public Health Program, which should include following courses: P_HLTH 7150 Principles of Public Health P_HLTH 150 Human Health and the Environment P_HLTH 8920 Social and Behavioral Sciences in Public Health and either F_C_MD 8420 Principles of Epidemiology or NURSE 8100 Epidemiology for Public Health Practice and either STAT 7020 Statistical Methods in the Health Sciences or STAT 7410 Biostatistics Subtotal Credit Hours Other Elective Credit Hours TOTAL 3 3 3 3 3 3 3 15 6 21 Pre-requisite Waiver Policy: Waivers for students who would like to start their internships prior to completion of all pre-requisites will be considered on an individual basis by the student’s Faculty Advisor, Field Placement Coordinator, and the MPH Program Director. -2- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Student Checklist Preparing for interns hip: (3 months before internship) ? 1.Revise Resume: Include information on education, previous work experience, and career goals. Keep length to no more than two pages. Contact your Faculty Advisor or the Field Placement Coordinator for assistance, if needed. 2. Complete Self-Assessment Form: This will help you to identify competency areas you want to emphasize during your internship. Turn in the self-assessment to the Field Placement Coordinator. See Appendix 2. The Student Internship Interest form is also helpful and available in Appendix 3. 3. Consider Potential Internship Sites: With the assistance of your Faculty Advisor and/or the Field Placement Coordinator, develop a listing of potential internship sites.Considerations include: geographical location, interest areas, career goals, and learning objectives. Review the opportunities posted on the MPH Program website. http://publichealth. missouri. edu/students/Internship%20Opportunities. php 4. Meet with Your Faculty Advisor: R eview potential internship opportunities, self-assessment, and interest areas with your Faculty Advisor and the Field Placement Coordinator as needed. (Special note: Your Faculty Advisor is identified in your https://myzou. missouri. edu account. ) 5. Contact Sites/Preceptors: Make contact with potential Preceptors to explore internship duties. Set up interviews (phone or in-person) and review information about the agency/organization.Treat contacts like job interviews; follow up with thank-you notes and inform the Preceptor promptly if you will be accepting the internship. 6. Finalize Internship Site and Preceptor: Contact your Faculty Advisor and the Field Placement Coordinator to finalize internship plans. ? ? ? ? ? Starting your internship: (within 2 weeks of starting internship) ? 7. Complete Statement of Purpose: Identify the MPH Program Competencies you plan to meet through your internship work, develop specific, time-sensitive, and measurable objectives, and estimate a timel ine for completion. The Statement of Purpose must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 8.Complete Internship Agreement: Ask your Faculty Advisor and Preceptor to review your internship goals and objectives and complete the Internship Agreement. This document must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 9. Complete Internship Log: Begin documenting hours and maintaining a record of activities on the Internship Log in Appendix 6. 10. Complete Field Practicum Agreement: Complete a Field Practicum Agreement if requested by the Field Placement Coordinator. These are needed for new and off-campus internship sites. See Appendix 4. ? ? ? Midterm: 11. Complete Internship Progress Report: Meet with your Preceptor about halfway through the internship to discuss progress. The intern and Preceptor must c omplete the Internship Progress Report and return it to the Field Placement Coordinator. -3- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures ? 12. Update Statement of Purpose: Update progress towards meeting objectives and timeline on the Statement of Purpose and return to the Field Placement Coordinator. Final: ? 13. Finalize Statement of Purpose: Complete the final column of the Statement of Purpose and address objectives that were met (or not met).This document must be signed by your Faculty Advisor, Preceptor, and the Field Placement Coordinator and turned into the Field Placement Coordinator. Complete all assigned internship activities within the internship period unless previous arrangements have been made. If it is clear that an internship-related student activity cannot be completed during the internship, discuss this with the Faculty Advisor as soon as possible. 14. Complete Student Evaluation of Internship: You must complete your Student Final Internship Evaluation within one week of completing the internship. Return the evaluation to the Field Placement Coordinator. A final grade will not be issued until the evaluation is received. 15. Request PreceptorEvaluation of Internship: Provide your Preceptor with a copy of the Preceptor Final Internship Evaluation and requests that it be completed and returned no later than one week following completion of the internship and turned in to the Field Placement Coordinator. 16. Finalize Internship Log: Finalize your log and turn in to the Field Placement Coordinator. 17. Complete Summary Report/Project: Submit a brief paper or report that summarizes your internship activities and accomplishments to your Faculty Advisor. See Guidelines for Final Paper. ? ? ? ? -4- University of Missouri Master of Public Health Program 2010-2011 MPH Internship ProceduresSample Schedule All documentation should be turned in to the Field Placement Coordinator in her MPH Program office. I. Required documentation schedule for 360 hours of internship in one semester For this option, register for 6 credits in one semester for P_HLTH 8980 Public Health Internship. Previous Semester ? Self-assessment ? Internship interest form (optional) Start of Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement Midterm ? Internship Progress Report ? Updated Statement of Purpose Final ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) *II.Required documentation schedule for 360 hours of internship spanning 2 semesters For this option, enroll in P_HLTH 8980 Public Health Internship for two semesters and divide 6 credits between these two semesters (e. g. combination of 2-4, 3-3 or 1-5). Previous Semester ? Self-assessment ? Internship interest form (optional) Start of First Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement End of First Semester ? Internship Progress Report, ? Updated Statement of Purpose End of Second Semester ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) Work closely with/contact Academic Advisor *This option is particularly helpful for summer interns that will not complete their internships by the grading deadline in early August.This avoids having to enter an â€Å"incomplete† grade for the summer semester. Students completing their internships in the summer should register for 3 credits for the summer semester and 3 credits for the fall semester. -5- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Preceptor Expectations As you work with your student, please consider the following guidelines for the student experience: †¢ †¢ Provide an internship description well in advance for internship position advertisement. You may use our format for the advertisement (See Appendix 4). At the beg inning of the internship, complete agency-student contract with student and Faculty Advisor.Determine semester meeting dates and times for routine meetings with your student. (Other meetings can be scheduled as needed throughout the semester). Specify orientation activities you want your student to complete early in their experience. Clarify call-in procedure if student will miss or be late to the assigned daily experience. Provide a list of resources that you use (e. g. pamphlets/brochures), information from other agencies, other staff resources, etc. for students to use during the semester to help with project work and/or understanding the work of public health agencies. Review student’s progress on their project and notify Field Placement Coordinator if there are any concerns.Notify Field Placement Coordinator regarding any problems or concerns regarding student’s behavior. Discuss and plan with the student the type of final report you expect on the project(s). We e xpect that students will customize this report to the needs of your project. This report is flexible and may include written summaries, data disk, survey tool, teaching materials, etc. – whatever best serves your needs and the project(s) needs. Complete an evaluation of the student at the end of the internship experience and email Field Placement Coordinator. Share with student as you feel appropriate. Document your work and time as a Preceptor according to your agency’s evaluation protocol. †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ _____________________________________________________________________________________ Project Selection We ask that preceptors and their agencies choose projects that they would like students to work on. When making choices for students, please consider the complexity of the project, time demands for the Preceptor and the student, timeliness of project deliverables, and feasibility for student the student to complete t he work, e. g. working with outside collaborators, having adequate resources, and similar constraints. After selecting a project, list in detail the steps involved in project. The student is responsible for coordinating with the MPH Program Faculty Advisors about the project selection. -6-University of Missouri-Columbia Public Health Program 2010-2011 MPH Internship Procedures Student Expectations During this course, you will be gaining experience in a public health agency and working with a Preceptor on a specific project. The agency and the Preceptor are volunteering to assist you in meeting your educational goals. General student expectations for this experience are listed below: †¢ †¢ †¢ †¢ Contact the Preceptor/agency regularly to discuss progress on your project. Accomplish activities as stated in the Internship Statement of Purpose contract. Participate in activities offered by the Preceptor in addition to the work on your project.Inform the Preceptor/agen cy and clinical instructor about problems/issues related to population and/or project work. Any unresolved issues may be brought to your Faculty Advisor and the MPH Program Administrative Staff. Be responsive to Preceptor/agency requests. Demonstrate professional behaviors, including appropriate dress, language, punctuality, call-in procedure, and discussion with clients and health professionals. †¢ †¢ Preceptors will evaluate your performance based on these expectations. The internship is a pass/fail program. The work on your project must meet the needs of the agency/Preceptor for you to pass the internship. Faculty Advisor ExpectationsThe Faculty Advisor is a very important academic figure during the internship process. He/she serves along with the Field Placement Coordinator as a bridge between the student and the Preceptor as needed. The role of the Faculty Advisor becomes more important when the student faces problems during the internship. He/she must work in conjunc tion with the Field Placement Coordinator to sort out any problematic issues. Further, considering development of the student and current competitive environment, the Faculty Advisor should be prepared to discuss the following with prospective interns: 1. Will this project be at graduate student level? 2. Is this project going to meet MPH Program Competencies (see Appendix 1)? 3.Will it lend itself to a capstone project? (This is not required but desirable for students who are seeking publications or PhD. ) -7- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP AGREEMENT UNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM STUDENT STATEMENT: I, ________________________________________ agree to perform my internship at the agency and with the Preceptor named below. I understand that in order to satisfy the internship requirement, my proposed project(s) must have the approval of the Preceptor and the Faculty Advisor. I have attached learning objectives and activities with this contract.I agree to complete all pre-internship requirements (readings, physical exams, background checks, etc. ) as requested by the sponsoring agency. I understand that I must complete approximately 360 clock hours to satisfy program requirements. This might be completed as a single full-time block (about 9 weeks at 40 hours per week) or part-time during the course of several months and up to one year. The current internship will be approximately _______ hours/week for _______ weeks. Compensation for this internship period will be $_________ per _________. I understand I may or may not receive compensation. I understand that if I do receive compensation, it will be from the agency and not from the University of Missouri.I understand that I may or may not be covered by the agency’s worker compensation benefit, and I agree to obtain health insurance in the event I will not be covered by the agency for worker’s compensation. I understand that the Preceptor and Faculty Advisor will evaluate my progress jointly. I will present all report materials in the format requested by the Preceptor and/or the Faculty Advisor. I understand that if my performance is not satisfactory, I may be re-assigned by the Faculty Advisor. I will complete all required evaluations and documentation as specified in the MPH Internship Procedures and submit them to the MPH Program Associate Director. I understand that a final grade will not be issued until the Faculty Advisor receives all paperwork.With respect to the agency, I agree to maintain privacy regarding any information with special confidentiality requirements (patient information, financial information, etc. ). Student Signature: _____________________________________________ Date: ___________________ Preceptor Signature: ____________________________________________________________________ (Title) Agency/Organization:________________________________________________Date:___ ___________ Major Program Advisor Signature: _____________________________________Date:_______________ (If Needed) Dual Degree Advisor Signature: __________________________________________ Date: ___________ -8- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP STATEMENT OF PURPOSEUNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM (Attach more information if needed) Instructions: 1. Complete the first three columns of the table at the start of the internship. Competencies may be selected with the help of the Faculty Advisor and Field Placement Coordinator and can be found in Appendix 1. 2. Objectives should be measurable and specific to the internship project (e. g. develop a survey for assessing barriers to breast-feeding in low-income women). 3. Once completed, the Statement of Purpose must be signed by the Faculty Advisor, Preceptor, and intern and a copy turned in to the Field Placement Coordinator. 4. At Midterm and Final, the objectives should be re-evaluated and addressed in the appropriate column.The overall purpose of my internship is: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION -9- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Page 2 – MPH PROGRAM INTERNSHIP STATEMENT OF PURPOSE COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION Preceptor: _________________ Date: _______ Midterm: _________________ Date: _______ Final: ____________________ Date: _______ Advisor: _______________ Date: __________ (At the start of internship) Student: _______________Date: ______ Field Placement Coordinator________ ____ Date:_______ Midterm: ______________ Date: _______ Final: _________________ Date: _______Midterm: _____________________________Date:_________ Final: _________________________________Date:________ -10- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP PROGRESS REPORT Preceptor and Intern: Complete this form about halfway through the internship. Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211. Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ (Title)Period Covered by Progress Report: _____________________________through ___________________ Total Hours Worked to Date: ___________________ _________________________________________ Activities observed and/or participated in during this period: ___________________________________ _____________________________________________________________________________ ________ _____________________________________________________________________________________ A. Student Intern Comments: 1. Brief description of Internship to date: 2. Self-assessment of progress/accomplishments: -11- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures PRECEPTOR FINAL INTERNSHIP EVALUATION Preceptor: Complete this evaluation within one week following the completion of the internship. Please return the evaluation to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211.Student Name: ________________________________________________________________________ Internship Site: ________________________________________________________________ _______ Preceptor: ___________________________________________________________________________ Internship Dates: from _______________________________ through ___________________________ Please evaluate the intern’s performance and University of Missouri Master of Public Health Program faculty and staff participation during the internship period (please feel free to submit any additional attachments): 5 – Excellent 4 – Above Average 3 – Average 2 – Below Average 1- Needs Improvement NA – Not Applicable A. Internship Performance: Reliability (attendance, punctuality, etc. ) Initiative Organizational Skills Enthusiasm for Project(s) Time Management (completing projects, etc. ) Independence in Project(s) Team Skills Exercised Appropriate Judgment 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 NA NA NA NA NA NA NA NAStudent competency goals (from Statement of Purpose) achieved 1_______________________________ 2___ ____________________________ 3_______________________________ 4_______________________________ 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 NA NA NA NA Additional comments: __________________________________________________________________ ____________________________________________________________________________________ (Signature of Preceptor) (Date) -12- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures STUDENT FINAL INTERNSHIP EVALUATION Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211 within one week of completing the internship.Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ Internship Dates: from ________________________ thro ugh _____________________________ Please answer the following questions including the comments section. SA: Strongly Agree SD: Strongly Disagree A: Agree D: Disagree NA: Not Applicable 1. My internship contributed to the development of my career interests. 2. My internship provided me with new information and skills. 3. My internship provided an opportunity to use theory and/or information obtained in the classroom. 4. My internship activities were relevant to my learning objectives. 5. My preceptor was accessible to me and provided adequate supervision. . My preceptor provided information regarding agency policies and standards of practice. 7. My preceptor was knowledgeable in his/her area of responsibility. SA SA SA A A A D D D SD SD SD NA NA NA SA SA SA SA A A A A D D D D SD SD SD SD NA NA NA NA Comment: _________________________________________________________________________ __________________________________________________________________________________ _____________________ _____________________________________________________________ (Signature of Student) (Date) -13- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Guidelines for Final PaperThe student must submit to the Field Placement Coordinator a brief paper or report that summarizes internship activities and accomplishments. The format of the summary may vary, but it should sufficiently describe the scope of the intern’s activities and any special projects undertaken. Include views on the experience, achievement of learning objectives, strengths, and weaknesses. * †¢ †¢ †¢ †¢ 2-3 pages, not more than 1000 words. Use font of Times New Roman with size of 12. Double-spaced lines. Due one week after completion of internship. *In particular, please elaborate on one of the following cross-cutting competencies, stating how your internship experience has helped in achieving it.Use the basic concepts and skills involved in culturally ap propriate community engagement and empowerment with diverse communities. Cite examples of situations where consideration of culture-specific needs resulted in a more effective modification or adaptation of a health intervention. Describe the attributes of leadership in public health. Apply social justice and human rights principles when addressing community needs. Embrace a definition of public health that captures the unique characteristics of the field (e. g. , population-focused, community-oriented, prevention-motivated and rooted in social justice) and how these contribute to professional practice.Distinguish between population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs. In collaboration with others, prioritize individual, organizational, and community concerns and resources for public health programs. Explain how the contexts of gender, race, poverty, history, migration, and culture are important in the design of interventions within public health systems. Analyze the effects of political, social and economic policies on public health systems at the local, state, national and international levels. -14- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 1Competencies to Be Used for Internship Learning Objectives Biostatistics 1. Propose preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professionals and educated lay audiences. 3. Partner with communities to attach meaning to collected data. Epidemiology 1. Evaluate the integrity and comparability of data and identify gaps in data sources. 2. Select and define variables relevant to defined public health problems. 3. Obtain and interpret information regarding risks and benefits to the community. 4.Design and evaluate surveillance systems for mic robiological hazards to human health of animal origin including new, emerging and re-emerging zoonotic diseases, foodborne diseases, and those due to antimicrobial resistant bacteria. 5. Communicate epidemiologic information to lay and professional audiences. Health Policy and Management 1. Differentiate and analyze the social determinants of health status. 2. Evaluate the effects of political, social, and economic policies on public health systems at the local, state, national, and international levels. 3. Use information technology to access, evaluate, and interpret data and influence public health policy. 4. Solicit and interpret input from individuals and organizations about public health issues and/or programs. 5.Design and adapt approaches to problems that take into account cultural differences. 6. Build and manage partnerships and work as an effective member of a diverse and/or interdisciplinary team. Social and Behavioral Science in Public Health 1. Analyze the causes of soc ial and behavioral factors that affect health of individuals and populations. 2. Compare and contrast the effectiveness of social and behavioral models in addressing public health problems. 3. Evaluate the impact of social and behavioral science interventions and policies on public health programs and outcomes. 4. Establish targets and formulate interventions for social and behavioral science programs and/or policies. 5.Design public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. Environmental Health 1. Develop a testable model of environmental insult. 2. Outline a health impact assessment of a public policy proposal or infrastructure development proposal. 3. Effectively communicate about and manage environmental risks. 4. Interpret and construct logical arguments concerning the balance of individual and community risks, rights, and benefits. -15- University of Missouri Master of Public Health Program 2010-201 1 MPH Internship Procedures 5. Identify, evaluate, and devise intervention strategies for the prevention and control of foodborne disease threats. 6.Provide health education and/or extension education services to a wide array of stakeholders including farmers, food processors, and the general public. 7. Conduct biomedical research and engage in production and control of biological products and medical devices. Communication 1. Collaborate with communication and informatics specialists in the process of design, implementation, and evaluation of public health information programs. 2. Use the media, advanced technologies, and community networks to communicate information. 3. Use informatics and communication methods to advocate clearly and effectively for community public health programs and policies. -16- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 2SELF-ASSESSMENT OF EXPERIENCE/COMPETENCY Below you will find summarized versions of the competencies with which each MPH student, regardless of Emphasis Area, will be expected to graduate. The full, detailed list of competencies is available on the MPH Program website. The completion of this self-assessment will serve both as a guide for individuals in shaping their internship and capstone experiences and for the program as a whole, in evaluating and revising our curriculum. For each question, please record your answer on the attached answer sheet according to the following scale: 1. NO EXPERIENCE 2. AWARE 3. KNOWLEDGEABLE 4. PROFICIENT 5. N/A BIOSTATISTICS 1.Be able to identify data sources and apply descriptive and inferential methodologies for answering research questions, as well as describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professional and educated lay audiences while applying ethical principl es to the collection, maintenance, use, and dissemination of data and information. ENVIRONMENTAL HEALTH SCIENCES 3. Analyze the impact of environmental and occupational hazards on population health. 4. Describe prevention, control, risk management, and communication strategies in relation to the issues of environmental justice and equity at local, national, and global levels. 5.Explain the physiological, psychosocial, biological, molecular, and toxicological effects of environmental and occupational insults on population health. EPIDEMIOLOGY 6. Describe and quantify health problems in terms of magnitude, person, time, and place in the community and understand the application of community-based participatory research. 7. Calculate basic epidemiology measures and evaluate the integrity and comparability of data. 8. Understand basic survey design, its ethical and legal principles, and analysis with appropriate epidemiological and inferential methods. (Continued†¦. ) -17- Universit y of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures HEALTH POLICY AND MANAGEMENT 9. Describe the history, structure, and emerging advances in health care systems.Identify, differentiate, and describe the elements of the organization, financing, functioning, regulation, and delivery of health services and understand the consequences of changes to those systems, including unintended ones. 10. Understand the social determinants of health status and analyze the impact of political, social, legal, ethical, technological, cultural, and economic factors on public health policy and delivery systems at local, state, national, and international levels. 11. Articulate and analyze the principles of strategic planning, program development, budgeting, marketing, and evaluation through the use of quality and performance improvement tools and community and stakeholder participation. 12. Partner with communities to identify risks, enefits, and limitations of public heal th programs and recognize ethical, political, scientific, and economic issues arising from them. SOCIAL AND BEHAVIORAL SCIENCES 13. Understand the theories, concepts, and models of social and behavioral change and apply evidence-based quantitative and qualitative approaches for program planning, implementation, and evaluation of public health interventions at primary, secondary, and tertiary levels. 14. Differentiate between linguistic competence, cultural competency, and health literacy and understand the importance of cultural diversity in the development and implementation of community-based public health interventions. COMMUNICATION 15.Understand the role of public health communications in the dissemination of health information to diverse communities and demonstrate written, oral, and informatics skills that advocate clearly and effectively for public health programs and policies to both professional and lay audiences. 16. Collaborate with communication and informatics speciali sts in the process of design, implementation, and evaluation of public health programs. 17. Use the media, advanced technologies, and community networks to communicate information. Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ -18-University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 3 Student Internship Interest Form Consider the following areas as a guide while preparing to select an internship. Write responses in the space provided if you wish to review this form with your Faculty Advisor or the Associate Director. SETTING/TYPE OF AGENCY: Types of agencies/organizations (e. g. hospital, health department, industry governmental agenc y, etc. ) that you believe would provide the kind of educational and professional experience you need: SKILLS: Any special skills you wish to use or develop during the internship: SUBJECT/CONTENT AREAS: Content areas (e. g. ealth promotion, infectious diseases, social issues, etc. ) in which you might like to work: LOCATION: List in order of preference the geographic location(s) you would prefer: SPECIAL POPULATIONS: Any special populations you would like to work with (e. g. , children, women, persons with disabilities, etc. ) PERSONAL NEEDS: Consider all personal needs that could constrain your placement at a particular site (e. g. accommodations needed as per ADA, religious considerations, etc. ) TIMING: Any preferences regarding timing, including work schedule requirements, time of year requirements, etc. FINANCIAL: Not all public health internships are paid. Do you need a paid internship? Yes/NoOUT-OF-TOWN: Have you considered out-of-town internship (e. g. CDC)? If you are inter ested in an out-of-town internship, are you able to take care of transportation and housing during that time: Yes/No OTHER COMMENTS: Please provide any other information that would assist the MPH faculty in finding an appropriate internship for you. -19- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 4 INTERNSHIP DESCRIPTION FORM Agency: ______________________________________________________ Department name: _______________________________________________ Overview of the program: ________________________________________Overview of the internship: _______________________________________ †¢ When are these positions offered? o Time frame: Open fromo Hours required: Location: On-site Vs Off-site Pay/ Stipend: Accommodation: Yes/No to- †¢ †¢ †¢ Qualifications: ___________________________________________________ Application deadlines: ___________________________________________ Travel: _______________________________ ___________________________ Contact information: _____________________________________________ -20- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 5 Field Practicum Placement Agreement Between The Curators of the University of Missouri AndThis agreement is made on the day of , , between the Curators of the University of Missouri, for the Master of Public Health (MPH) Program, University of Missouri, hereinafter referred to as â€Å"the University† and hereinafter referred to as â€Å"the Agency†. It is mutually agreed by the University and the Agency that the practicum experience for students, in the field of Public Health, will be provided at the agency. The number of students assigned at a given time shall be determined by the Agency. Representatives of the Agency and the University shall cooperate in developing methods of instruction, objectives and other details of the field experience. The faculty of the Univers ity will assume responsibility for the selection and assignment of students to the learning experience. The students shall follow the Agency’s rules, regulations and procedures.If problems arise, the Field Placement Coordinator for the University shall be notified and representatives from the University and Agency will mutually handle such problems. Students will receive a thorough orientation to the Agency setting. University faculty members and Agency staff supervisors will evaluate the students’ performances by mutual consultation. The Agency will retain full responsibility for the clients of the Agency and will maintain administrative and professional supervision of students insofar as their presence affects the operation of the Agency and/or the direct or indirect provision of services for clients of the agency.The Agency shall be responsible for arranging immediate care in case of accident or illness of students but is not responsible for the costs involved, foll ow-up care or hospitalization. It is understood that assigned students are not University employees and therefore are not covered by Social Security, Unemployment compensation or Worker’s Compensation through the University. The University and the Agency do not and will not discriminate against any applicant for the field experience because of race, color, religion, sex, handicap, national origin, age, or status as a Vietnam era veteran. -21- University of Missouri Master of Public Health Program 010-2011 MPH Internship Procedures This agreement shall begin on the date set forth above in the initial paragraph of the Agreement and shall terminate on the 31st day of August, , provided, however, that the Agreement shall continue thereafter automatically for successive one-year terms running from September 1 to August 31, subject, however, to the right of either party to terminate the agreement, without liability or cause, at the end of the initial term or at the end of any subse quent annual term by giving the other party prior written notice no later than August 1st immediately preceding the beginning of the next successive annual term on September 1st.IN WITNESS WHEREOF, the parties hereto have caused this instrument to be duly executed by their properly authorized representatives. THE CURATORS OF THE UNIVERSITY OF MISSOURI Agency Name Signature Title Date Agency’s Mailing Address & Phone Number _________________________________ __________________________________ __________________________________ ( ) __________________________ -22- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 6 LOG OF HOURS (for University of Missouri Master of Public Health Program Internship) Intern: ________________________ Duration: ______________________ Preceptor:

Fidel Castro essays

Fidel Castro essays Fidel Alejandro Castro Ruz was born on January 13, 1926. He was an illegitimate child of Angel Castro y Argiz, an immigrant worker from spain and Lina Ruz Gonzalez. Fidel grew up in the mountainous region of Oriente province. As a boy, Fidel worked in the family's sugar cane fields and, at 6 years old he convinced his parents to send him to school. When Fidel turned 7 years old, Angel Castro married Fidel's mother so that his son could attend the Colegio La Salle in Santiago de Cuba. After attending the Colegio La Salle, he went to the Colegio Dolores also in Santiago, and then to the Belen High School in Havana. He proved to be an outstanding Athlete in the Belen High School. In 1945 Fidel entered the University of Havana, and earned a law degree. To further his political ambitions as an aspiring university student leader, Fidel joined one of two political gangsteraction groups,? the Union Insurreccional Revolucionaria (UIR), to break the dominance of a rival group, the Movimiento Socialista Revolucionaria (MSR), over the university. Fidel joined with rival MSR leaders in the Cayo Confites campaign to overthrow the dictator Generalissimo Rafael Trujillo in 1947. The following year, he tired to take a leadership role in the urban riots that swept through most of Bogota, Colombia. Fidel and Mirta Diaz-Balart were married on October 10, 1948. At the end of the summer of 1949 Mirta gave birth to Fidel's first and only son. He was named after his father and given the nicknameFidelito?. After Fidel graduated, he began to practice law and became a member of the Ortodoxos, a social-democrat party that was against Batista government. Fidel intended to campaign for a parliamentary seat in the election of 1952 but General Fulgencio Batista y Zaldivar overthrew the government of President Carlos Prio Socarras and canceled the election. Castro went to court and charged the dictator with violating the constitution. The court rejecte...

Do we need Decoration to create a Pleasing Environment Essay

Do we need Decoration to create a Pleasing Environment - Essay Example Decoration is, hence, essential because it highlights the effect of architecture and also, it has a utilitarian function especially when decorative elements serve to create a specific, intended environment. There are even thinkers, such as Herbert Bayer and William Morris, who think that decoration in the context of aesthetics have a good effect on the morals and life of individuals. Fortunately for this paper, the body of literature on decoration is comprehensive and that it reveals the wide academic as well as professional interest in the field. In defining this subject the thoughts of several authors were invaluable. For example, For example, Abruzzo and Solomon (2006) for instance state that decoration is a device in architecture that uses a panoply of visual elements such as emblems, icons, symbols, colors, words, textures, portraits and, furnishing, among others, in creating a pleasing environment. (p. 51) Then, Pevsner wrote that decoration is a consonance out of diverging elements – a surprising Sophoclean ideal and can be contrasted with the Renaissance and modernist ideals of attempting to achieve an ideal harmony out of converging elements. (p. 66) This does not mean, however, that decoration cannot exist without ornaments. The use of the color white is a case in point. Conventional wisdom would identify the color when used exclusively - say, to design a wall - as the utter absence of ornaments. However, this color has become a pervasive decorative element for contemporary designers. Whiteness became identified with the modernist polemics of the twentieth century onwards. Its use came with the emergence of the decorator as a professional and popular practitioner. Nonetheless, this minimalist approach to design would be explored later in this paper. Decoration falls within the wider context of design. In this regard, the insights posited by Heller and Balance are helpful. The most important of which was their outline of