Minorities in world war free essay sample

The accompanying inquiry expects you to compose a cognizant exposition joining your understanding of the records and your insight into the period indicated in the inquiry. To procure a high score you are required to refer to key bits of proof from the records and draw on your insight into the period. It is frequently asserted that the significant American wars of the most recent 150 years have brought about the most significant social and political increases of minorities and ladies. Assess this announcement with respect to the experience of minorities and ladies during World War II. Use proof from the archives and your insight into the period from 1941 to 1945 to make your answer. Archive A Document B Brigadier General B. 0. Davis to General Peterson, 9 November 1943 (Brigadier Davis had recently finished an assessment of army installations in Massachusetts, New York, New Jersey and Michigan): â€Å"I was profoundly dazzled with the high confidence and mentalities of the shaded officials and troopers positioned in the states visited in the previous two months. They were so not the same as those of the hued officials and warriors situated in the Southern states. While there has been an improvement as a rule conditions, there is as yet extraordinary disappointment and debilitation with respect to the minorities individuals and the troopers. They feel that, paying little heed to the amount they endeavor to meet War Department prerequisites, there is no adjustment in the mentality of the War Department. The hued officials and warriors feel that they are denied the assurance and prizes that conventionally result from great conduct and appropriate execution of duty†¦.. The Press news things and reports of examinations show that there has been little change in the perspectives of non military personnel networks in Southern states. The hued man in uniform gets only antagonistic vibe from network authorities. The hued man in uniform is normal by the War Department to build up a high spirit in a network that offers him only embarrassment and abuse. Military preparing doesn't build up a feeling of bright acknowledgment of Jim-Crow laws and customs. The War Department has neglected to make sure about to the shaded fighter insurance against savagery with respect to non military personnel police and to make sure about equity in the courts in networks close by to Southern stations. In the territories as of late assessed, the hued fighter feels that he can make sure about equity in the common courts. He has not been set upon by the regular citizen police. He has not been prevented the benefit from securing involving void seats in broad daylight transports, road vehicles, and so on cabs to serve him. This isn't so in Southern people group. † Document C President Roosevelt, Executive Order 9066, February 25, 1942: Whereas the fruitful indictment of the war requires each conceivable assurance against reconnaissance and against harm to national-guard material, national-safeguard premises, and national protection utilities. I thus approve and direct the Secretary of War, and the Military Commanders whom he may every once in a while assign, at whatever point he or any assigned officer esteems such activity fundamental or alluring, to endorse military zones in such places and of such degree as he or the suitable Military Commander may decide, from which any or all people might be rejected, and regarding which, the privilege of any individual to enter, stay in, or leave will be dependent upon whatever limitations the Secretary of War or the proper Military Commander may force in his circumspection. Report D Korematsu v. US, 1944. Mr. Equity Murphy, disagreeing: â€Å"This prohibition of 'all people of Japanese lineage, both outsider and non-outsider, from the Pacific Coast territory on a supplication of military need without military law should not to be affirmed. Such prohibition goes over 'the very edge of protected force and falls into the revolting pit of prejudice. †¦. People must not be left ruined of their sacred rights on a supplication of military need that has neither substance nor support.. Being an undeniable racial separation, the request denies each one of those inside its extent of the equivalent security of the laws as ensured by the Fifth Amendment. It further denies these people of their sacred rights to live and work where they will, to set up a home where they pick and to move about unreservedly. In expelling them without advantage of hearings, this request likewise denies them of all their sacred rights to procedural fair treatment. However no sensible connection to a 'prompt, fast approaching, and looming open risk is clear to help this racial limitation which is one of the most clearing and complete hardships of protected rights throughout the entire existence of this country without military law † Document E Congressman Rankin, Mississippi, February 18, 1942: â€Å"I know the Hawaiian Islands. I know the Pacific coast where these Japanese live. Despite the fact that they might be the third or fourth era of Japanese, we can't confide in them. I realize that those zones are overflowing with Japanese covert agents and fifth writers. When a Jap consistently a Jap. You can't transform him. You can't make a silk tote out of a sows ear. Remember that once a Japanese consistently a Japanese. I state it is of imperative significance that we getrid of each Japanese whether in Hawaii or on the territory. They abuse each sacrosanct guarantee, each group of respect and tolerability. This was prove in their strategy and in their besieging of Hawaii. These Japs who had been there for ages were making signs, you don't mind, managing the Japanese planes to the objects of their imbalance in rder that they may devastate our maritime vessels, murder our troopers and mariners, and hit to pieces the vulnerable ladies and offspring of Hawaii. Damn them! Let us dispose of them now! † Document F Franklin D. Roosevelt, Fireside Chat on the Home Front, October 12, 1942: â€Å"In request to keep venturing up our creation, we have needed to add a huge number of laborers to the all out work power of the Nation. Furthermore, as new manufacturing plants come into activity, we should locate extra a huge number of laborers. This presents an impressive issue in the preparation of labor. It isn't that we need more individuals in this nation to carry out the responsibility. The issue is to have the correct quantities of individuals in the ideal spot at the perfect time. In certain networks, bosses aversion to utilize ladies. In others they are hesitant to recruit Negroes. In still others, more established men are not needed. We can no longer stand to enjoy such biases or practices. Archive F Women are welders [sic] talk about the creation of engine mounts and welded parts in a welding corner at the Inglewood, Calif. , plant of North American Aviation, Inc. 1942. National Archives and Records Administration. Archive G President Roosevelt, Executive Order 8802, June 25, 1941: WHEREAS it is the approach of the United States to energize full interest in the national safeguard program by all residents of the United States, paying little mind to race, ideology, shading, or national cause, in the firm conviction that the vote based lifestyle inside the Nation can be protected effectively just with the assistance and backing of all gatherings inside its fringes; and WHEREAS there is proof that accessible and required specialists have been banished from work in ventures occupied with barrier creation exclusively in light of contemplations of race, doctrine, shading, or national root, to the drawback of laborers spirit and of national solidarity; Presently, THEREFORE, by uprightness of the power vested in me by the Constitution and the resolutions, and as an essential to the effective direct of our national barrier creation exertion, I do thusly reaffirm the strategy of the United States that there will be no separation in the work of laborers in safeguard ventures or government on account of race, ideology, shading, or national birthplace, and I do thus announce that it is the obligation of businesses and of work associations, in assistance of said strategy and of this request, to accommodate the full and evenhanded support of all specialists in resistance enterprises, without segregation as a result of race, belief, shading, or national root;

Child Sexual Abuse Detection and Prevention Essay

Youngster Sexual Abuse Detection and Prevention - Essay Example Because of the damaging idea of sexual maltreatment, powerful treatment approaches and avoidance systems have as of late been created (Roberts and Miltenberger 1999). This exploration examines on of the most horrible problem looked by all the social orders of the world: Child Sexual Abuse. Exceptional accentuation has been laid on the location (as far as side effects) and anticipation (counting laws) of kid sexual maltreatment. The issue of kid sexual maltreatment warrants genuine thought by society all in all. Commonness of the issue has been recommended to incorporate just about one-fourth of the country's populace (Finkelhor et al., 1990). Because of sexual maltreatment, an assortment of passionate and conduct issues may form and proceed into the youthful casualty's adulthood. Because of the damaging idea of sexual maltreatment, viable treatment approaches and anticipation systems have as of late been created (Roberts and Miltenberger 1999). Youngster sexual maltreatment can be characterized as any sexual action, plain or undercover, between a kid and a grown-up (or more seasoned kid, where the more youthful kid's support is acquired through enticement or compulsion) (Ratican 1992). It for the most part has a huge negative and inescapable mental effect on its casualties (Browne and Finkelhor, 1986). Russell (1986) found that female sexual maltreatment survivors had an essentially more prominent number of negative educational encounters, for example, rehashed exploitation, conjugal and family precariousness, and diminishes in financial status, than did the individuals who had not been manhandled. Briere and his partners discovered essentially more elevated levels of mental manifestations among both male and female survivors than among non-manhandled grown-ups in clinical and nonclinical tests (Briere, Evans, et al., 1988; Briere and Runtz, 1988). Youngster sexual maltreatment is an etiological factor in the absolute most extreme mental issue (Ratican 1992), including dissociative clutters, nervousness issue, dietary problems, sexual scatters, full of feeling issue, character issue, and substance misuse (Gelinas, 1983). It is believed to be a significant reason for fringe and different character issue and might be a contributing component in numerous others, for example, distrustful and fanatical impulsive and aloof forceful issue (Saltman and Solomon, 1982; Wheeler and Walton, 1987). Section 2: Data Analysis Research discoveries have proposed that somewhere in the range of two and four females out of 10 have been explicitly mishandled (Wilcox, Richards and O'Keeffe 2004), while around half the same number of guys have been explicitly manhandled (Cawson et al., 2000). (It ought to be borne as a top priority, in any case, that pervasiveness rates change contingent upon how misuse is characterized.) The writing additionally shows that non-contact offenses are accounted for less regularly, just as interbreeding offenses (Wilcox, Richards and O'Keeffe 2004). All inclusive community assessments would propose that one out of 100 kids are explicitly manhandled by a dad or father figure (Laurance, 2000). It is of impressive intrigue that evaluations further recommended that two out of 100 youngsters are explicitly mishandled by kin. In regard of issues concerning the awful impacts of sexual maltreatment, it appears to be noteworthy that, in spite of these insights, fathers

Introducing the Class of 2013 Trevor 13

Introducing the Class of 2013 Trevor 13 Continuing our series Introducing the Class of 2013: Trevor 13 Chandler 13 and Taylor 13 Jonte 13 Sean 13 Terence 13 Christy 13 Franklin High regular guy bound for MIT by Betsy Hammond, The Oregonian Monday June 08, 2009, 8:53 PM Bruce Ely/The Oregonian: Franklin High valedictorian Trevor Zinser reacts as an impromptu tower of paper cups collapses during a class barbecue to celebrate the success of their woodworking venture, which he helped direct. Zinser likes to work in the wood shop, lift weights, play football and help his dad with construction. But hes brainy, too, with a penchant for chess and crossword puzzles. Hes headed to MIT with scholarships that pay nearly the total $50,000 cost of freshman year. Portland high school senior Trevor Zinser has long excelled where muscle matters: playing football, heaving a shot put, framing a house, lifting weights. A working-class kid raised just off Foster Road in Southeast Portland, the 6-foot-2, 240-pound teen is a leader in the school wood shop, set a school record lifting 600 pounds in the squats and counts his football coach as the teacher who knows him best. But Zinser also quietly stacked up an academic record prompting Harvard, Stanford and MIT to court him for his brains. Few local graduates in the class of 2009 were as sought after by top colleges a remarkable achievement for any teen, and particularly one who will be the first in his family to attend college full time. Zinser will graduate tonight having aced every college-level Advanced Placement course Franklin High offered, from physics and calculus to English and psychology 10 in all. His straight-A record made him one of six Franklin valedictorians. But his performance on AP tests and the college-entrance ACT exam put him in the stratosphere, above the 99th percentile, among college-going students nationally. The MIT-bound teen insists he is a regular guy and not naturally intelligent. He wears inexpensive jeans and tank T-shirts that show his strapping arms and shoulders. He says he hates doing homework and calls himself one of the worst procrastinators in the world. Money has always been tight at home, especially after his parents each got laid off in recent years. Dad Scott Zinser is now a home remodeler, and as a result, his son knows his way around roof trusses, glue-lam beams, 10/12 pitch and compound angles places where math meets the real world. Still, Trevor Zinser says he was unsure he could get into MIT, and was floored when the university flew him to Boston to sway him to choose MIT over Harvard or Stanford. He says a scholarly turning point came when he got As in his AP classes as a sophomore but scored only 3s on the national exams decent results, but not great, on the tests five-point scale. His take-away: Dont be a grade-grubber; work to maximize deep understanding. Ever since, I focus on trying to retain the material and really learn it, he says, not so much on getting an A. His mother, Kami, says his academic drive and talent surfaced early. As a 2-year-old, he potty-trained himself in a week when she told him that was a prerequisite for going to elementary school. At 3, he made a game of adding the numerals he saw on houses 349 S.E. Main Street was a 16, for instance. At Woodstock Elementary, his second-grade teacher let him take math with fifth-graders. His third-grade teacher steered him toward Winterhaven, a math and science magnet, for middle school. At Franklin High, Zinser took physics, chemistry and junior-level math his freshman year, then opted for four college-level classes as a sophomore. He says exceptional teachers, particularly science teacher Dave Sherden, worked hard to make classes deep and engaging. Zinser took weight training or another PE class every year, too. I enjoy it, he says. It gives me a place to release a lot of aggressive energy. Two pivotal summer experiences an engineering camp at New Mexico Tech and a trip to see sustainable agriculture in Thailand helped him figure out what he wants to do with his life. The camp convinced him that chemical engineering is the field for him. Chemical engineers get to draw on math and science to test the limits of speed, temperature and other boundaries. Launching projectiles, blowing things up and propelling vehicles to top speed all feats of engineering he tried at camp were very much his style. Studying global economics and witnessing extreme poverty in Thailand helped cement his desire to help low-income people by working to develop affordable renewable energy. The biggest problem with renewable energy systems right now is that efficiencies are low, Zinser says. Im one of those people who enjoys puzzles, and figuring out how to improve renewable energy is one of the ultimate puzzles. Trevor Zinser High school: Straight As, including in every Advanced Placement class Franklin High offers. Took seven AP exams junior year, earning top scores in biology, statistics, English. College: Accepted by Harvard, Stanford, MIT and others. Will attend MIT on $47,000 in scholarships.* Family: Parents Scott and Kami Zinser; sister, Gabryelle; brother, Krys. Likes to: Lift weights, play chess, hike, camp, play football, square-dance, procrastinate, hang out with people older than he is. Doesnt like to: Lose. Tough side: First-team all-league offensive lineman. Former heavyweight wrestler. Third at districts in the shot put. School record for weightlifting in squats: 600 pounds. Tender side: Found and raised an abandoned kitten. Career plans: Wants to be a chemical engineer working to make breakthroughs in renewable energy. Wants to: Get a good-paying job so he can afford to do the really cool things such as sky diving, bungee jumping and owning a motor boat.

Methods of Evangelism - 762 Words

Evangelistic Method #1 The Roman Road to Salvation is a very good method because it brings forth what God has in store for all men, women, and children. It shares to the unbeliever that† God loves you and has a plan for you!† Our sinfulness has separated man from God (Roman 3:23 amp; Romans 6:23). Even though we were sinful and the things man did displeased God, He still loved us, so He sent His Son to die for your sins. â€Å"God demonstrates His own love toward us, in that while we were yet sinners Christ died for us† (Romans 5:8). Jesus died for our sins, He was buried, and was raised on the third day â€Å"(1Corinthians 15:3-4). Then asked if you would like to receive God’s forgiveness, how wonderful it is to know that even though we were†¦show more content†¦Let’s just look at question number one; â€Å"You shall have no other gods before Me. Have you always put God first in your life? Jesus said to love God with all your heart, mind, soul, and strength†¦Have you done that? In using the ten commandments makes this more of a thorough examination of self and in the end is the answer to your sin. The Way of the Master also is away to connect with various viewers and unbelievers. There have been times with due to my health I was unable t o attend church physically but I could see it on television, and there are various ministers to choose from. I’ve talked to individuals who were depressed or just feeling sad and I have suggested going to church together online. As I mentioned there are numerous church shows as well as church and religious channels. I call it â€Å"Food for the Soul† 24 hours a day. I actually use to be one of those depressed persons who would muster up enough gumption to turn on a spiritual broadcast. I remember watching Charles Stanley one Sunday and it changed my life. I had questioned if I should be baptized as an adult as I was baptized at 5 years of age, and he pointed out what sin could a baby or child cause that they would need to not only be forgiven, but to also repent. Even though I had been hurt by people and decided to isolate, by reading my bible and listening to Paul who talked about fellowshipping with other Christians, I knew I had to leave theShow MoreRelatedMethods o f Evangelism1560 Words   |  7 Pagesï » ¿James Hubbard EVAN 101-B18 LUO Methods of Evangelism Essay June 23, 2012 METHODS OF EVANGELISM Jesus commissioned all believers to spread the Good News of salvation in Matthew 28:18-20, â€Å"And Jesus came and spoke to them, saying, â€Å"All authority has been given to Me in heaven and on earth. Go therefore and make disciples of all the nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all things that I have commanded you; andRead MoreMethods of Evangelism2197 Words   |  9 PagesRuby Krucky EVAN 101-D15 LUO December 3, 2012 Methods of Evangelism Part ONE- Evangelistic Method #1 Of the two evangelistic intellectual methods, I have chosen to research the â€Å"Four Spiritual Laws.† Bill Bright wrote, â€Å"Just as there are physical laws that govern how the physical universe, so are there spiritual laws that govern your relationship with God. This method is most used in presenting the Gospel to someone because it is simpler. Bill Bright, the founder of Campus Crusade for ChristRead MoreMethods of Evangelism1018 Words   |  5 PagesSummary of Method This method is to use love, compassion, and service to reach people. We have to remember to always have a smile on our face and do this with a generous heart. Meaning that we want to the work of a servant, just as Jesus set an example by washing the disciple’s feet (John 13:1-17). Jesus wants to show that no one is above doing a servant’s work. I also see motivation of servant evangelism in Mathew 25. Jesus is telling his deciples to feed the hungry, give the homelessRead MoreMethods of Evangelism1020 Words   |  5 PagesMethods of Evangelism Tyler Blalock Liberty University Online The Romans Road Summary of Method – The Romans Road is a method of evangelism and is considered an intellectual method. It is a plan of salvation that utilizes various verses derived from the book of Romans. These verses are often memorized and used by evangelists to form a cohesive explanation of the need of salvation. Advantages of Using This Method – There are several advantages to the Romans Road method. One is that it isRead MoreEssay on Methods of Evangelism1722 Words   |  7 PagesMacaulay, Reneà © EVAN 101-C09 November 7, 2011 Methods of Evangelism Part ONE - Evangelistic Method #1 - The â€Å"Intellectual† method of evangelism that I chose to research is the Four Spiritual Laws. In summary this method is one of the simplest to use when you want to present the Gospel to someone. It was originally written as a booklet by Bill Bright, the founder of Campus Crusade for Christ, who was motivated by the Great Commission (Matthew 28:19) in 1952 as a quick and efficient way toRead MoreMethods Of Evangelism : The Romans Road1764 Words   |  8 PagesMethods of Evangelism Part ONE—Evangelistic Method #1—The Romans Road The Romans Road is a very helpful tool when sharing the good news of salvation. When evangelizing, one can use this method to walk through the aspects of the Gospel simply by using a collection of six verses. It begins with Romans 3:23 which states our current predicament plainly – we have all sinned at some point in our life and none are worthy of God. The next verse, Romans 6:23, expounds on the result of this fact. It explainsRead MoreEssay about Methods of Evangelism1811 Words   |  8 PagesRunning head: METHODS OF EVANGELISM METHODS OF EVANGELISM By Mark Rohaley LU ID #26417431 Liberty University Evangelism 101-B18 LUO Professor Billingsley METHODS OF EVANGELISM Intellectual Method-The Four Spiritual Laws Introduction There are many methods to share the good news Of Jesus Christ-Yeshua Messiah and I believe we must use more than a few to reach strangers and friends or family. As the Word says, â€Å"and he that winneth souls is wise† (Proverbs 11:30 KJV). As an intellectualRead MoreThe Romans Road Is An Intellectual Method Of Evangelism1642 Words   |  7 PagesThe Romans Road Summary of Method – The Romans Road is an intellectual method of evangelism. It utilizes the book of Romans to illustrate to a nonbeliever the steps necessary in order to be saved. This method walks the evangelist and the nonbeliever through specific verses in the Bible. These verses have been selected because they call attention to the need for salvation, they state the good news that a way to salvation has already been prepared, they warn nonbelievers of what will happen if theRead MoreWhat Method Of Evangelism Did You Use Essay942 Words   |  4 PagesWhat method of evangelism did you use and how did you start the conversation? The method of choice for my first face-to-face evangelism experience was to follow the questions presented in Bill Fay’s book, â€Å"Share Jesus without Fear, † as listed in â€Å"Evangelism is †¦ : How to share Jesus with passion and confidence† (254). I wrote the questions on a piece of paper and put them in my Bible, along with the verses of The Romans Road (Earley, Wheeler 2010, 331), for quite reference. I do not do well in face-to-faceRead MoreEssay about Four Spiritual Laws: Methods of Evangelism1122 Words   |  5 PagesFour Spiritual Laws Summary of Method – The method that I choose was â€Å"Four Spiritual Laws.† The basic summary of this method of evangelism is there are four simple and straight forward points that evangelist must present in order to reach the person who is being evangelized. In other words, these four laws are constant and are needed in order to understand the Gospel and salvation. These laws include: God loves you, man is sinful and separated from God, Jesus Christ is Gods only provision for mans

The Social Work Team At Asymca - 1531 Words

At the Armed Services YMCA we service military personnel and their dependents, a resilient and diverse population. At this point in time I have not met with individual clients; instead the focus has been to gain a better understanding of the population’s unique culture. In supervision we review archived cases with presenting problems such as marital conflict, parenting, bereavement and grief, adjustment into civilian life, overall military lifestyle stress that has lead to anxiety or depression, and special needs family members, to name a few. The social work team at ASYMCA has helped me to gain insight that many of our clients will be dealing with a stressful lifestyle in addition to deficient or traumatic pasts. Extensive research on appropriate support for military families is lacking and though the effectiveness of current programs is mostly unknown, evidence recognized displays that a strengths based approach rather than a focus on prevention of problems leads to more positive prognoses (Park, 2011). From personal experience I have awareness that coping with military lifestyle stressors such as financial fluctuation, deployment cycles, and continual relocations help to build resiliency. Some of the sturdiest men, women and children I know are those I met as a military spouse, myself. A report from the Mental Health Advisory Team-Operation Enduring Freedom (2009), told that service members relied on healthy family relationships as a source of strength and

Internship Handbook Free Essays

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. We will write a custom essay sample on Internship Handbook or any similar topic only for you Order Now 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 Program 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: HagglundK@health. 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‚¬ ¦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‚¬ ¦.. 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¢â‚¬ ¦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‚¬ ¦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 Internship 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) Respect 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 the 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, F ield 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 internship: (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: Review 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 timeline 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 complete 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 Preceptor Evaluation 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 Procedures Sample 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 beginning 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 expect 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 the 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/agency 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 Expectations The 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 conjunction 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 PURPOSE UNIVERSITY 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 NA Student 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 ________________________ through _____________________________ 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 Paper The 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 appropriate 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 1 Competencies 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 microbiological 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 social 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 2010-2011 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 2 SELF-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 principles 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- University 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 health 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 b ehavioral 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 specialists 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 agency, 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. ) PERSONA L 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/No OUT-OF-TOWN: Have you considered out-of-town internship (e. g. CDC)? If you are interested 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 And This 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 University 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, follow-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, subjec t, 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 subsequent 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: How to cite Internship Handbook, Essay examples

HR Outcomes Influencing Organisation and Employee Performance

Question: Discuss about theHR Outcomes Influencing Organisation and Employee Performance. Answer: The mutual gains model by David Guest emphasizes that Human Resource Management should benefit both individuals and organizations. Most HR models have put their focus on performance improvement without considering the concerns of employees. This affects performance of overall business across various organizations (Guest 2017, p.22). Employees whose concerns are not met cannot perform at their maximum. According to Katour Budhwar (2017, p.43), most researchers have been concentrating on the skills, attitudes and behavior of employees. Hr practice does not necessarily lead to organizational performance. However, they influence the workforce by enhancing skills, attitude and behavior which are the outcomes leading to perfomance. This whole process is referred to as mediation and is exhibited through the mediation model or general causal model. Attitude is a human resource outcome characterized by workforce motivation, commitment and satisfaction. A motivated workforce has a positive attitude and this greatly influences the performance of the business. Employees, who are motivated, love their work and are willing to put in extra hours to make sure that the business succeeds. Employees who have a great attitude are also committed to the organization and this reduces the turnover rate for an organization. A business, which does not have a high staff turnover rate, focuses on its core business and this enhances performance. Staff satisfaction leads to positive relationships in the workplace (Katour Budhwar 2016, p. 7). Due to this, teamwork is enhanced and the business is able to perform well due to concerted team efforts. Behaviour is a human resource outcome characterized by staff presence, staff retention and organizational citizenship behavior. The practices of an organization will lead to positive behavior by employees hence ensuring their presence whenever they are needed by the company. This means that whenever a new strategy is being implemented by the business, employees are supportive and always present hence enabling strategic objectives to be met by the business. Staff retention leads to a stable organization and this enhances business performance because the employees understand the organization well and do whatever they can to ensure success of business. Organizational citizenship behavior means employees are loyal to the organization (Katour Budhwar 2017, p. 44). They do their part in ensuring that the business performs. Skill is a human resource outcomes are characterized by staff competence, staff innovation and staff knowledge. Employees, who are competent, enable business perfomance as tasks are done correctly and the number of errors is generally reduced. Skilled workers are innovative as they come up with more creative ways, which enable a business to have efficient and effective processes (Katour Budhwar 2016, p.7). Skill also means that employees are knowledgeable hence they are able to give great customer service which leads to retention and business growth. To benefit both the individual and organization, three dimensions of mutuality have also been outlined. The first is capability matching, where an organizations requirements for a competent workforce and individual need for positivity in the work environment is balanced. The second is a commitment match that balances an organizations need for its staff to demonstrate commitment against staff need for job security and fair treatment. Thirdly, there is a contribution match where the individual and organization feel that their needs are met (Guest 2017, p. 44).This leads to positive exchange and ensures that there are mutual gains. Overall, organizations should focus on HR practices that will lead to the outcomes of attitude, skills and behavior, which will then lead to business perfomance. Organizations should change their attitude of focusing only employee performance and failing to look at the underlying factors that lead to this performance. Adopting the mediation model is therefore a positive step for any organization that wants to enhance its perfomance. Bibliography Guest, D., 2016. Promoting well-being needs a different approach to human resource management, in Baczor, L. (ed.) in moving the employee well-being agenda forward, London: CIPD, pp. 6-7. Guest, D.E., 2017. Human resource management and employee well?being: towards a new analytic framework.Human Resource Management Journal,27(1), pp.22-38. Katou, A. and Budhwar, P., 2017. HRM and Firm Performance, in Crawshaw, J, Budhwar, P. and Davis, A. (eds.) in Human Resource Management, Strategic and International Perspectives. 2ndedn. London: Sage, pp. 34-57