Dr. Watson to reveal Essay

Sir Arthur Conan Doyle shows Sherlock Holmes as a highly intelligent individual. We are shown Holmes’ intelligence from his good friend Dr. Watson. We learn that Holmes is very methodical in his deductive ways; this is shown in â€Å"The Speckled Band†, as Watson describes the movements of Sherlock Holmes, and how he â€Å"sits in his usual way†. This tells us the type of character that Holmes is; Holmes uses the power of deduction in a clinical way. This is shown as Sherlock Holmes tells Helen Stoner how she arrived to his house. Holmes explains how the mud on the left side of her jacket could only be from the dogcart she used, â€Å"there is no vehicle save a dogcart which throws up mud in that way, and then only when you sit on the left-hand side of the driver†. In â€Å"The Speckled Band† we also see the type of character Holmes is, we learn that Holmes’ intelligence is greater than any of the common man, but we also see Holmes’ strength as Dr. Roylott, the step-father of Helen Stoner, bends an iron poker out of shape. As Dr. Roylott leaves, Holmes bends the poker back into shape. In this passage we also see how Holmes tells Watson how he is compared to the official police force, â€Å"Fancy having the insolence to confound me with the official detective force! † This shows us how highly Holmes thinks of himself. Later in the novel we see the medical genius of Holmes, as he shows Watson how two little bite marks are left on the corpse, and how the victim must have been poisoned. This tells us that Holmes is very observant and self-explanatory in his investigations, with the aid of his friend Dr. Watson. Holmes observations and knowledge are also shown in â€Å"The Five Orange Pips†, this is shown as Holmes explains how his late guest joins them, â€Å"You have come up from the south-west, I see. † â€Å"Yes from Horsham. † â€Å"That clay and chalk mixture which I see upon your toe-caps is quite distinctive. † this tells us how Holmes knowledge and observation of the places he has visited. Also in this passage we see that Holmes is known around the country as he has helped many other people, † I have heard of you, Mr. Holmes. I heard from Major Prendergast how you saved him in the Tankerville Club Scandal† We also learn that Holmes has been defeated in his quest for justice. â€Å"I have been beaten four times- three times by men and once by a woman. † This shows the character of Holmes, accepting that these people have beaten him. In â€Å"The Five Orange Pips† we see how excited by this case and how it is â€Å"One of the most remarkable to which I have listened. † This also tells us that Holmes intelligence has still not heard of such deaths and murders. This shows his character, as he still wants to solve cases, in which he doesn’t know what is going to happen. We also see that Holmes gives advice to the man who has asked for help; Holmes tells him that he should act upon the situation. However when the man told the police, they laughed. Then Holmes cries â€Å"Incredible imbecility! † this shows how Holmes believes that the police are ignorant, like in â€Å"The Speckled Band†. We also learn about the type of skills and intelligence that Holmes picked up, this is shown to us by Dr. Watson, â€Å"Botany variable, geology profound as regards the mud stains from any region within 50 miles of town, chemistry eccentric, autonomy unsystematic, sensational literature and crime records unique, violin player, boxer, swordsman, lawyer, and self-poisoner by cocaine and tobacco. Those, I think, were the main points of my analysis. † This tells us the amount of studying and how intelligent Holmes is.

Prejudice †Montan 1948 & Snow Falling on Cedars Essay

The conventions of the concept, ‘prejudice and hatred are never right in a just society’ are explored in Larry Watson’s 1993 fictional novel, ‘Montana 1948’ and also in the film, ‘Snow Falling on Cedars’, directed by Scott Hicks. Specifically, the two compositions delve into this notion by mainly focusing on the prejudices that are placed on those who are not of the Caucasian race. For example, in ‘Montana 1948’ the Indians are discriminated against and American-Japanese citizens are victimized in ‘Snow Falling on Cedars’. These prejudices are similarly portrayed in both texts; however there are also some contrasting features. Varying techniques such as changing from present to past text to emphasise the continuous use of memory, various panning shots and most importantly, dialogue, are all used to convey that prejudice and hatred are never right in a just society. In ‘Montana 1948’, written by Larry Watson, we are instantly introduced to David, the narrator of the story. David immediately reveals that the story will be told as a memory; he establishes this in the first sentence of the prologue, â€Å"From the summer of my twelfth year I carry a series of images more vivid and lasting than any others of my boyhood and indelible beyond all attempts the years make to erase or fade them†. This is written in past tense which instantly shows the audience that story is a memory of David’s. The sentence also creates an element of mystery as David mentions he has attempted to forget the summer of his twelfth year. After instantaneously establishing the importance of memory in this novel, Watson then begins to weave racial prejudices which are the other key feature in the composition. â€Å"A young Sioux woman lies on a bed†¦Ã¢â‚¬  is the second sentence of the prologue and by using the word ‘Sioux’ makes the audience aware of the underlying racial issues about to become apparent. As the story continues, we are made aware. We find that the story is set in a small community, Bedrock, which has a nearby reservation filled with Sioux Native Americans. The story is set in 1948 and is told from David’s perspective; however this constantly changes from present to past tense, which emphasises that the composition is a memory. With this fluid, constant conversion, the story is given more depth and the audience is provided with more information to truly understand every aspect of the focal story. Language used in the text; mainly colloquial within the characters’ dialogue portray the issues of prejudice. We are given the impression that David likes the Indians and thinks of them as equals; especially since David talks of his love for Marie and his fondness of Ollie. However, not everybody feels this way. **We are also made aware of the Indians status within society due to the language and dialogue used throughout the text. â€Å"My father did not like Indians†, â€Å"We want them white† and â€Å"little squaw† highlight such language conventions.

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:

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Companeros y comapneras - Movie Review Example â€Å"Making Revolutionary Cuba† has its basis in four years of oral histories and research that had its gathering in Cuba, US, and Puerto Rico. The story addresses critical gaps in the knowledge we have about the political conditions and the experiences that led to the Cuban Revolution of 1959. The research overturns usual standard narratives that lead to the reduction of the story of Batistas downfall. There are also the creative guerrilla strategies together with the magical charisma of Fidel Castro. The Stones in the making of their documentary are not of interest in beguiling the senses of cinematic superfluities. The producers of the documentary believe so thoroughly in the accomplishments that came from the revolution to date, and with the goals of the revolution. The documentary did not waste any time in trying to balance all the pros of the revolution with even a few cons of the revolution (Stone 4). "Compaà ±eras and Compaà ±eros" the documentary consists of interv iews with young people that were witnesses of the revolution, teachers, sugarcane cutters, engineers and other people. The people were talking about how opportunities opened up and their jobs after the revolution. There is also talk about their commitments to the success of the revolution (Stone 15). The book â€Å"Making Revolutionary Cuba† shows the underground urban movement and unarmed civic activists that had their backing of Fidel Castros organization that was of an armed guerrilla. The group undermined the state’s stability through a campaign with protests that had their basis on impressive acts of civil disobedience. There was a publication of a clandestine press and bombs that were targeted which meant to shatter normalcy in affluent areas, but they made sure there was no unnecessary civilian loss of life. Few of the above acts were massive in scale, but their impact and nature proved

One-way analysis of variance Assignment Example | Topics and Well Written Essays - 1000 words

One-way analysis of variance - Assignment Example Basically, the basis of one-way ANOVA is to partition the sum of squares within and between classes. This method enables effective comparison of different classes simultaneously assuming the data is normally distributed. One way ANOVA is determined in three critical steps starting with obtaining squares for all classes of data. The degree of freedom, which is the total number of independent data that is considered to estimate a parameter, is also determined. Estimating degrees of freedom later on becomes effective in analysing null hypothesis. According to null hypothesis, the mean of classes under consideration is taken to be the same meaning that the variation within and between classes is not significantly different if not identical. This paper applies one-way ANOVA to analyze data for three categories of doctors. To analyse the variance, one-way ANOVA helps to establish the mean of individual groups, known as the treatment mean. Further, the grand mean, which is the mean for the entire data, is also computed. A scatter diagram (data on appendix) No. of years in NHS only (x-axis) Perform a one-way analysis of variance, recording all your interim calculations. Treatment mean for the three groups is: NHS only-11.25, private practice only-25.33 and both NHS and private practice-21.92. Grand mean= (11.25+25.33+21.92)/3 = 19.5 Estimate the treatment effects of the three groups. =11.25-19.5=-8.25 =25.33-19.5=5.83 =21.92-19.5=2.42 The researcher should then compute one-way ANOVA to determine whether the differences in effects are significant. To determine the variance, the following formula is used: One-way ANOVA, MS Total = MS Total/ (J-1) = (SS Within +SS between)/ (N-1) MS within estimates variability within a group, it is also known as SS residue or SS error. N is Degree of Freedom (D.F) calculated as; N-1, where N is the total number of observation within individual group. MS within= SS within/ D.F (N-1) On the other hand, MS between estimates variability betw een the groups, it is also known as SS explained since it shows variability explained by group membership. J is Degrees of Freedom (D.F) calculated as; J-1, where J is the total number of observations in all groups. MS between= SS between/ D.F (J-1) Ti=135, Tii=304, Tiii=263 (i) (?y) ^2 =702^2 = 13,689 N 36 (ii) ?Y^2= 12^2++27^2+1^2....+37^2= 19,578 (iii) ?Ti^2 = 135^2+ 304^2+ 263^2 = 1,518.75 +7,701.33+5,764.08 = 14,984.16 N 12 12 12 SS Within= 19,578-14,984.16 = 4,593.84 SS Between=14,984.16- 13,689 =1,295.16 SS Total= 19,578- 13,689= 5,889 Therefore: MS Total= SS Total/ (N-1) =5,889/36 =163.58 MS Between= SS Between/ (J-1) =1,295.16/2= 647.58 MS Within= SS Within/ (N-1) =4,593.84/ (36-3) =139.2 Source SS D.F Mean Square F Treatment SS Between= 1,295.16 J-1=2 SS Between/(J-1) =647.58 = MS Between MS Within = 4.7 Error SS Within= 4,593.84 N-J=33 SS Within/(N-1) =139.2 Total SS Total= 5,889 N-1=35 SS Total/(N-1) =168.26 Step1: Ho= ?= ?= ?, that is, treatments are equally effective S tep2: An F statistic is appropriate measure, since the dependent variable is continuous and there are more than one group. Step 3: Since ? = 0.05 and D.F= 2, 33, accept Ho if F2, 33 < 19.4 Step4: The computed value of F-statistic is 4.7 Step 5: Accept H0. The treatments are equally effective. Explain what your results mean in a way that a non-statistician could understand. As mentioned above, one-way ANOVA seeks to compare two or more classes of data in order to determine if

Ethics Essay Example | Topics and Well Written Essays - 1000 words - 17

Ethics - Essay Example Dogmatism is common in all religious settings where the scriptures are accepted and acknowledged as the truth without any questions. Once an individual is a dogma and invites these believes and let them control their whole being, he or she automatically become an absolutist and decides to take the belief as the only existing truth and let nothing interfere with what they have come to know as the only reality (Gurvitch 135). Dogmatism is usually followed by absolutism because once people have faith in something and recognize it as the only existing truth, then they absolutely encircles it without having any doubts about it. Dogmatism and absolutism are basically two sides of the same coin. Once an individual believes in the perfection of a certain belief, they are inevitably forced to accept it as it is. The human mind is narrow, and it is easier to accept than to take further steps to confirm the laid down opinion (Gurvitch 134). The mind likes simplified things; no wonder it does not go the distance to prove or confirm the truth. Dogmatic absolutism results to the formation of rigid individuals who only believe in what they know, and are not willing to accommodate further change. For instance, an individual may have a certain perspective about a family member who has been accused of a crime. The opinion of this person will not change even if the evidence uncovered suggests that he is guilty. Dogmatic absolutism is evident, in this case, as the rigidity is still manifested even after evidence contrary to the belief is uncovered (Gurvitch 141). Another point of view has no use because the mind of this individual is made up and nothing can alter this belief or opinion. In religious institutions, dogmatism always leads to absolutism. This is because once a person has accepted a certain faith as the only one and the true one, then it become hard to change their opinion. They are only dedicated to that particular faith and any

Claptons recording Essay Example for Free

Claptons recording Essay A distinct genre of music originated between 1890 and 1910 drawing from elements of African American music, and emerging ragtime and jazz and this genre came to be known as the blues. The main instruments of blues music are the guitar, piano, harmonica, along with violin, mandolin, string bass, trumpet, clarinet, saxophone, and the drum set. From the late 1950s, following the incorporation of electric bass and keyboards into blues ensembles and the ascendancy of electric lead guitar and soul blues singing, blues experienced a slowdown in its evolutionary development within the American black community. This halt also coincided with the growth of white interest and involvement in the blues. And soon a few white solo performers, such as John Hammond, Jr. , began to emerge as blues specialists (Moore, 2002). This provided great impetus in the growth of blues popularity among American whites and internationally. Most of these performers continued to work within established contemporary blues parameters or explored and re-created historical sounds, creating new songs, sometimes developing new themes to reflect a more modern lifestyle, and maintaining a high level of instrumental virtuosity (Moore, 2002). While rock and blues have historically always been closely linked, blues-rock as a distinct genre did not arise until the late 1960s. The genre was originally British, with artists like Alexis Korner and John Mayall forming bands. John Mayall started a band called The Bluesbreakers in 1963, and he was able to recruit a young British guitarist named Eric Clapton in 1965. Eric Clapton is a British guitarist, singer, and songwriter, specially noted for his virtuoso guitar playing and whose style is based on American blues as played by T-Bone Walker, B. B. King, Muddy Waters, and particularly Robert Johnson. Clapton was influential in the development of rock music in the 1960s, playing with the Yardbirds (1963–65), John Mayalls Bluesbreakers (1965–66), Cream (1966–68), Blind Faith (1969), and Derek and the Dominos (1970–71). His first solo recording, Eric Clapton, featuring the hit After Midnight, was released in 1970. In seclusion from 1971 while battling heroin addiction, he resurfaced in 1974 with 461 Oceanside Boulevard, which included a version of Bob Marleys I Shot the Sheriff. (Where’s Eric, 2006). Eric Claptons influences and upbringing played a huge role in his evolution as a blues musician. As a teenager, he was drawn to such blues masters as Big Bill Broonzy, Robert Johnson, Muddy Waters and Sonny Boy Williamson. Jamming in pubs and clubs, Eric soon joined the Yardbirds, a commercially performing group marked for great success. Eric Clapton left the band in 1965 and seeking a purer avenue to the blues, he briefly joined John Mayall The Bluesbreakers. Eric stayed for just one album and decided to break away mainly because the work rate imposed by Mayall left little time for fun. Moreover, Eric got bored of simply copying his blues heroes in John Mayalls band and felt it was time to turn his artistry into creativity. He also recognized a kindred spirit in Jack Bruce. In 1968 that Clapton formed Cream with Jack Bruce and Ginger Baker. This group showcased his talent at potent, extended guitar improvisations and produced vastly different original music including the hits White Room, Strange Brew and Sunshine of Your Love (Roberty, 1995) Eric Clapton, over the years has recorded many blues songs. But he always made it a point to provide benefit and credit to the original artists of blues music. Claptons recording of Skip James â€Å"Im So Glad†, was recorded when Clapton was a member of the power trio Cream. The credit obtained through this song was a huge help for original blues artist James; royalties from the recording paid Jamess medical expenses at a time when he was virtually destitute (Weissman, 2004). Cream folded two years later when Clapton left to form Blind Faith with Steve Winwood, Rick Grech and Ginger Baker. This group too did not last over a year and soon Clapton, in search of further freedom and expression recorded his debut solo album in 1970, joining forces with the American team of Delaney and Bonnie. It was then that he began to actively develop his vocal skills simultaneously working on the state of rock guitar, as part of Delaney and Bonnie Friends. He also worked with Derek and the Dominos, where, in the company of Duane Allman, he fashioned such enduring classics as Layla (Roberty, 1995). The early and mid-seventies was a time of great struggle for Eric Clapton as he battled with drug addiction. He had huge solo hits such as 461 Ocean Boulevard and also traveled a lot during this period. Albums in the mid-to-late 70s, such as ‘Theres One in Every Crowd’, E. C. Was Here and No Reason To Cry, were all Top 20 chart hits. It was an era defined by such Clapton-classics as Wonderful Tonight, I Shot the Sheriff,† Lay down Sally and the 1978 release â€Å"Slowhand†. Clapton began an amazing run of gold and platinum successes that continue to this day. Claptons place in music history had long since been assured but it is important to note that his popularity was largely due to his strong adherence to total musical integrity, which brought him, time and again, back to the basics of the blues. Recently Eric Clapton on the success of his blues album â€Å"The Cradle† has said: The bones of this thing are coming from inside me and my need to pay back all these people that I heard from Day One†. In this latest album, he has paid tribute to blues gurus such as Robert Johnson, Lowell Fulsom, Elmore James, Willie Dixon and the inimitable Muddy Waters. Thus, whether playing electric or acoustic, Eric Clapton remains the quintessential blues guitarist. Bibliography: Wheres Eric! (2006), A Brief Biography of Eric Clapton. Issue 39. http://www. ericclaptonfaq. com/biography-ecs-life-career/clapton-biography-mother-father-grandparents-wife-children-son-daughter-addiction-. html Moore, Allan (2002). The Cambridge Companion to Blues and Gospel Music. Cambridge University Press. Cambridge, England. 2002. Weissman, Dick (2004). Blues: The Basics. Routledge Publishers. New York. 2004 Eric Clapton: Blues You Cant Loose. http://www. iem. ac. ru/clapton/ Roberty, Marc (1995). The complete guide to the music of Eric Clapton. Omnibus Press. 1995.

Supply Chain Management Model of Procter and Gamble

Supply Chain Management Model of Procter and Gamble Executive Summary The report will delineate the Supply Chain Management model of Procter and Gamble in line with the intricate aspects of their information systems, procurement, inventory and distribution issues, along with their solutions respectively. The vitality of the topic as a highly integrated process is duly highlighted in the report. It will also discuss as to how the Supply Chain Management influences the company and its key tasks as well as strategic planning in order to savour the competitive advantage in the market. As Procter and Gamble had very weak supply chain management they planned for a complete change over their management approaches and peculiarities. Throughout the report, various key issues pertaining to the processes involved in delivering the finished products are highlighted. The key steps that the company has taken towards accurate definition of their structure as far as supply chain management is concerned are aligning most of their accounts with prime suppliers and usher ing and standardizing this change on an overall level. The main highlight is communication at each level which constitutes the structural process rather than it being a hierarchical channel based communication in a clichà ©d flow-on fashion. Also recommendations have been provided at the end of the report on the basis of secondary research and underlying facts and case studies. It summarizes and lists opinions based on potential areas that still remain untapped and subject to undue attention. Every aspect has been dealt with while keeping the companies vision, philosophies and unique work ethics in mind. Introduction Procter and Gamble is a $50 billion organization that as of now is a proud owner of 13 brands creating more than $1 billion of income every year. their objective is to make what might as well be called a fourteenth billion-dollar brand—by stocking retires in stores around the globe all the more precisely by reacting better to what individuals need. Also, they aim at getting 5,000 retailers and 30,000 suppliers to partake in a framework that would instantly flag items supported by clients. In the previous decade, PG’s business has changed fundamentally, regardless of the possibility that its frameworks for timing the conveyance of items to stores have not. In similar lines to autos, garments, music and even prime-time TV, the offers of mass-created items for the home have ended up hit-driven. Alternately, better put, advancement driven. A few deals information may come in every day, some week by week. Some may stop by thing or item class. Predictable data, got every day or all the more much of the time, would mean getting retailers and suppliers to stick to normal traditions in nourishing and drawing data out of Pg s SAP store network administration framework. In the old form to-estimate days, the plants would just run huge parts, move them to distribution centers and let showcasing work down the stacks of unsold item. Changeovers of assembling lines were an abomination, on the grounds that the conviction was that long item runs chop down for every unit costs.That holds expenses down. They have attempted to enhance each part of how they convey item to our clients at the most reduced expense, this was said by Tom Walker, VP of logistics for Costco Wholesale Corp., which offers $41.7 billion value of buyer products a year through its 397 retail distribution centers. The product, alongside practical judgment skills, has enhanced pgs capacity to get precise shipments to our stores in an auspicious manner. Product Portfolio Procter Gamble produces a comprehensive range of goods from detergents to pet foods to beauty products. The company operates in North America, Europe, the Middle East, Africa, Asia and Latin America, with products sold in over 140 countries. Procter Gamble ranked 26th in Fortune magazine’s top 100 America’s largest company for the year 2011. (Fortune 500, CNN 2012). Procter Gamble began as a small soap and candle Company in Cincinnati, Ohio, USA in 1873. By 1980, Procter and Gamble had grown into a multi-million dollar corporation. The first overseas subsidiary was purchased in 1930 (a UK-based soap manufacturer). From there, start-up operations sprang up in Latin America, Europe and Japan. Procter Gamble have many well-known brands, which include Pampers Nappies, max Factor cosmetics, Pantene shampoos, Iams and Eukaneba pet foods and Pringle potato chips. The Procter Gamble Supply Chain Management Mastering the Supply Chain is vital viewpoint to attain high client fulfillment that will prompt benefit and more prominent piece of the pie. So as to make the Supply Chain capacities as a center of the plan of action, the organization needs to rethink its system. This involves both producing another technique and bringing the Companys other center exercises into arrangement with this new plan of action above all, the record choice, in the client operations, the channel method, the center operations abilities and Management/Organization Structure. These exercises must experience extensive progressions. Capable Supply Chain makes an unique plan of action that adjusts the real destination of Supply Chain Management from expense control to income improvement to Customer fulfillment. Procter Gamble awhile ago utilized Supply Chain authority to pare out solid, long haul Competitive Advantage. The Companys key center to Supply Chain-based administration modernization changed both the purchaser items and retail commercial enterprises. The strategy obliged immediate conveyance to significant records. This channel game plan empowered Procter and Gamble to create an outstandingly high level of client certainty and on-going rounds of Supply Chain modernization in these records. In the meantime, Procter and Gamble quietly moved to end its guide associations with various more modest records, setting up a set of expert merchants to administration them. Thusly, the primary wholesalers had become enough volume to maintain immediate worth included associations with Procter Gamble. As far as concerns it, Procter and Gamble created operations capacities in two key territories: First, it made a clearing new set of industry change programs, e.g., Efficient Consumer Response (ECR), Customer Requirements Planning (CRP), and streamlined logistics. The projects obliged a robust new understanding of system economies and the effect of Supply Chain advancement. Second, to empower to raise administration levels to help the new framework, the Company made refined Information Technology (IT) bonds to arrange its item stream. These going on progressions stayed authoritative safety, from promoting directors particularly who were worried about the other appropriated sellers items by the new business. Concern likewise communicated over what would finished with the significant records that did not fit the plan of action. There was a significant requirement for imaginative and progressed answers for defeat these issues and achieve the client at once and loss of piece of the pie. Subsequently, they chose to utilize executor based demonstrating intricate, versatile frameworks in the wake of doing a great deal of examination. The Strategies Procter Gamble Supply Chain procedures are for the most part includes on: 1. Focus on obtaining of the organizations and items, which are now entrenched in the commercial center and with great exhibitions with sensible requests. Whats more, getting to be settled items starts with a decent, productively run Supply Chains. In this way, these Supply Chains empower their items to be sold at focused costs to their expected markets. 2. Redevelopment and combining with the assistance of the decently qualified and accomplished researchers, with a dream to grow their customer base on a decreased number of items for every item sort. 3. Decrease its capital using to a certain rate of Sales. For instance, Supply Chain costs and those shoppers ought to profit from, as a result of decreased item costs. 4. Develop their centre organizations (fabric, hair, child and female mind) and heading brands into stronger market pioneers. They create worth creating exercises all through the whole Supply Chain for each of its centre items, through for instance, the pooling of information, aptitude and compass. Key assignments for Supply Chain Management 1. Making of methods that help the stream of crude materials and completed merchandise to and from Procter bet offices; 2. Help of the transportation of crude materials to its assembling areas; 3. Improvement of techniques that will keep Procter bet heading the commercial center in logistics administrations; 4. Administration of logistics data; client requests and the brief conveyance of completed item to the exchange clients. Supply Network An executor based demonstrating unpredictable, versatile framework Procter Gamble change its Supply Chain framework with the utilized of an operator based displaying in which its essentials helped the organization until they probably wont even calls it a Supply Chain. The Cincinnati-based creator of Tide, Crest, Pringles, Pampers, Clairol and 300 different items now call its associations with 5 billion customers in 140 nations a Supply Network. (Computerworld 2010) Larry Kellam, the Procter Gambles Director of Supply Network (Memo to Oracle 2012) expresses that, Chain hints something that is successive, that obliges taking care of off data in succession. We trust it need to work like a system, in the same way as a web, so everyone has perceivability to the data. The said model are to a great degree mind boggling in a hefty portion of its frameworks general are truth be told made up of semi-autonomous nearby executors following up on a couple of basic standards. One can secure and improve the entire framework by demonstrating and changing the conduct of the operator. Also by utilizing this, Procter Gamble spares in expenses, inventories will be decreased and the purchaser administration will be better. In the reenactments of the organizations machines, the operators of the product speak to the individual segments of the supply framework, for example, trucks, drivers, stores, and so on. The conduct of every executor is customized by means of decides that copy genuine conduct, e.g., Dispatch this truck just when it is full or Make more cleanser when stock tumbles to x days request. (Memo to Oracle 2012) These reenactments let Procter Gamble performs consider the possibility that examines to evaluate the impact of new logistics methods on three key measurements: (1) stock levels, (2) transportation costs, (3) in-store stock-outs. The models considered option administers on events, for example, in requesting and delivery, strategies on item portion in dispersion focus, guaging of interest, and so on. Agent-based demonstrating is accepted to have brought a few changes that Procter Gamble in a broad sense needed to make in the event that they were to be adaptable and versatile, Kellam (Procter Gambles Director of Supply Network Innovation) says, clarifying that changes fell into the accompanying three expansive regions: 1. Unwinding of unbending tenets, frequently irrationally, so as to enhance the general execution of the supply organize that obliged some social progressions, for example, persuading cargo administrators that it is at times adequate to release a truck half-full. 2. More adaptability in circulation. For instance, it is conceivable to restock a retailer in 24 hours instead of the standard 48 to 72 hours. 3. More adaptability in assembling. In view of bits of knowledge picked up by the models, Procter Gamble is in a far-reaching way re-tooling its assembling courses of action with the goal that it is no more creates long runs of a solitary item however rather has the capacity create each item consistently. The profits incorporate less stock-outs and more content clients. Procter Gamble uses Supply Chain Management programming from SAP AG, however it turned to a minor New Mexico organization when its long endeavors to abatement stock levels delivered just minimal changes. Procter Gamble went to Bios Group on the grounds that they think uniquely in contrast to the way Procter Gamble does things. utilizing this most recent engineering has made Procter Gamble convey merchandise to the correct spot at the opportune time giving great client fulfillment and expanding its piece of the overall industry. ( Daily Finance 2012) A.g. Lafley, President and Chief Executive Officer Procter Gamble, says, In this way, by utilizing this engineering, the greatest effects on our business have been upgrades in administration, cost and velocity. We know were conveying better purchaser administration, better client and supplier administration and better worker benefit all through the world as an aftereffect of the way were utilizing the Internet based, Agent-based displaying of unpredictable, versatile frameworks Supply Network. The Influence of the System to the company Jeff Schomburger, Procter Gambles Customer Business Development pioneer in Western Europe (Computerworld 2003) expresses that, Out-of-stocks are an extensive issue, frustrating and putting at hazard our dedicated customers. We can alter these issues by making out-of-stock diminishment a top industry need. Retailers and Manufacturers need to cooperate on instruments and methodologies to dispose of it. The most influential brand names are useless unless they are on items that show up on the right retire at the opportune time to meet the desires of their clients, the customers all inclusive. The Supply Chain Management is so basic to Procter Gambles productivity, and to its notoriety for quality and dependability. Their Supply Chain groups have the test of guaranteeing that the items are on-rack, on-calendar and on plan. Procter Gamble lives up to expectations towards accomplishing the ideal offset including its business techniques, its gigantic stores of specialized assets and above all, its kin. Procter Gamble has a solid record of mechanical and scholarly accomplishment and interpersonal abilities, so one can successfully work with individuals from assorted foundations internationally. Procter bet convey predominant client and logistics administrations. Quality, worth and engineering are the center of their item supply association, which incorporates Customer Services, Integrated Logistics, Purchases, Manufacturing and Engineering. Together, these orders convey results of remarkable quality at the most moderate costs and boat those items in the most secure, most effective way that is available, all to profit purchasers as far and wide as possible. Logistics is in charge of anticipating client request, then guaranteeing the productive circulation of their items through the Supply Chain to store racks. Client administration individuals concentrate on the last venture of the Supply Chain that of conveying items to the clients in the right qualities at the opportune time and in immaculate condition. Acquiring has the aptitudes in business investigation, building connections, counseling top administration, arranging, and advancing worldwide sourcing procedures to improve the Companys general Competitive Advantage. Assembling includes making the items. Procter Gamble apply heading edge, high engineering frameworks and procedures to create high caliber at the most reduced expense, which helps it to accomplish high esteem for its clients. Recommendations †¢ Secure administration help before beginning to overhaul supply organize. Not to let governmental issues sentence the activity to disappointment. Coordinated effort inside the association is normally just as troublesome as outer cooperation with exchanging accomplices. Distinctive capacities and offices need to create genuine inner coordinated effort to make a consistent purchaser driven supply arrange conceivable. †¢ Leverage the worth IT can acquire joining request and supply side business forms. Senior chiefs wont require much inciting to perceive the waste of showcasing assets that happens when customers land at a vacant rack. Persuading them that interest in IT and a speedier, more adaptable store network can take care of the issue may take longer. †¢ Simplify their applications structural planning to permit shared business procedures and adapt to changes in system collusions. It is pivotal to outline an adaptable, corresponded business applications structural planning for collective business forms. Not to sit tight for flawlessness, yet put resources into comprehension engineering and its potential effect on your business. It is critical that new operations can be included or separated rapidly (in under six months) when the inexorable acquisitions and divestitures happen. Limit the quantity of frameworks used to abstain from being overpowered by interfacing issues that add little to how the money adds up. †¢ Webifying their internal frameworks will only open their insufficiencies to a greater group of onlookers. Since this gathering of people is precisely the gathering of outside accomplices they require as close and sure co-conspirators, not to promote their shortcomings. They cant make progressed close ongoing cooperation work without secure and productive inside system. Conclusion Procter and Gamble is an eminent global organization which has its plants operating all around the world in several countries henceforth creating jobs in developed as well as developing economies. They have successfully diversified their product line and captured a higher market share as compared to their competitors. Though there is no single competitive set for the company due to its range of products, the supply chain management has a vital role to maintaining this advantage. The introduction and adherence to Network Chain communication over flow-on fashion, they have really aligned all their major accounts with the suppliers. This system is the pivotal change as to where Procter and Gamble stands currently. Steering and regulating the supply chain attributes a sense of accomplishment to the company. Hence, the efficacious management of this aspect will definitely prove to be a worthily contributing factor towards product excellence. Bibliography Christopher, M., 2011.Logistics and Supply Chain Management. 4th ed. UK: Emerald Group Publishing. Procter and Gamble. 2014.PG India. [ONLINE] Available at:http://www.pg.com/en_IN/. [Accessed 13 October 14]. Fortune. 2011.Brand Rankings. [ONLINE] Available at:http://www.rankingthebrands.com/The-Brand-Rankings.aspx?rankingID=50year=333. [Accessed 10 October 14]. UK Essays. November 2013. Procter And Gamble Supply Chain Management Marketing Essay. [online]. Available from: http://www.ukessays.com/essays/marketing/procter-and-gamble-supply-chain-management-marketing-essay.php?cref=1 [Accessed 14 October 2014]. Procter Gamble Supply Chain

Developing Country Like India Children And Young People Essay

Developing Country Like India Children And Young People Essay In a large developing country like India, Non Governmental Organizations act as alternative or complementary service providers and try to bridge the numerous gaps in the developmental processes between reach and requirement of services. These alternative service providers play an important role by helping governments through advocating, partnering and complementing the works of the state in order to ensure that all those who are excluded, enjoy their right of equality in society. Governments are legally, morally and socially responsible that the entire population enjoys their human rights including the right to education and health. These responsibilities are reinforced by most national constitutions and laws and various international conventions like WHO, UNESCO, UNICEF etc., which are ratified by states and are binding to all future administrators. Yet after so many efforts and promises to implement the laws and constitutions the weaker section of the society, not only in India but in all parts of the world, is still denied the human rights of quality education, health and equality. Healthy and erudite people are the core of any development. Lack of access to the education, securely acquired knowledge, skills and good health is a means for its diminution. Sustainable development is possible only through the access to meaningful learning which in turn is crucial for improved productivity, lessened poverty, improved and preventive health care, empowered women and enhanced equality. NGOs, as development partners, have the main harmonizing role to play in countries where governments have failed or are unable to fulfill their customary role. In the health and education sectors, there are many success stories that not only created the required physical infrastructure but also developed the academic and caring environment for those who are still left out. NGOs as carriers of inclusive growth Government of India is focusing on the financial inclusion of the society at large. But still there is a greater need for the inclusive society so as the underserved must not feel left out. Here NGOs can play a better role for the integration of this weaker section with the society where governments efforts are not able to fulfill the gaps and the aspirations. Access to basic education and health care facilities are basically considered as the prime responsibilities of governments. Governments try to be in line with the internationally agreed goals of Education for All which state that primary education should be free and compulsory. The main objective behind these targets was on augmenting access of children to basic formal education provided by governments. Role of governments as a facilitator of basic education is pertinent as a literate society can take an advantage in building nations identity and can also amass benefits of social and economic development. Not only the society at large but individuals can also be benefited in terms of lifestyle, lifecycle and across generations. In developing countries like India, the imperative for educated people is even greater, as it is not only about exercising the right to be learned and a duty to contribution towards the nation for its development, but it is also important for ensuring securit y. Health care and education are the primary service sectors given these are the largest, the most prevalent and perceptible institutions in the country, visible even in the secluded regions. Due to their cultural, social and economic dimensions of health and education sectors, these are the most complex institutions to administer and manage. Thus, irrespective of all the efforts and money put in for the fulfillment of constitutional pledge of Education for All and Healthy Citizens, India is still struggling with the serious issues of poor quality, lack of motivation, disorganization and inadequate access in the schooling and health system. Moreover, where the governments provision to realize the objectives of universal primary education and healthy citizens has been inadequate to fulfill demand, the sustainable and long-term partnership of government and NGOs can bridge this gap. NGOs as stakeholders in the governance act as driving force behind greater cooperation through the active m obilization of public support for a particular cause. With transformed focus on expanding the facilities of quality health care and education and to be in sync with the goals of international agencies, greater attention is being paid on role of non government stakeholders that they are playing and could play in supporting benefactors and government in achieving targets, while government being the main provider. This attracts consideration of the changing role of the government needs to play in supporting the demands of improved health care facilities and quality primary education in cases where it is not the direct provider. The governments role differs according to the type of the NGO and the extent to which they compliment the public delivery of the services. NGOs advocate their role towards the achievement of goals of inclusive growth either by putting pressure on the government agencies or by involving directly as care takers. The underserved may take many forms including those hard to reach in terms of gender, street children, orphans, disbanded children in post conflict areas, children with disabilities, refugees, child labourers etc. These underserved are not able to avail their basic necessities of education and health and hence cannot be a part of inclusive growth because of poverty, and or because of socio cultural and other demand related reasons. Inadequate supply of resources in isolated and rural areas can further aggravate these constrictions. NGOs and Orphans need for Education and Health As per a study conducted by SOS Childrens village based on third National Health Survey, there are about 20 million children (about 4% of the total population) are orphan. According to this, 0.3% children were orphaned because of death of their parents and rest 99.7% have been abandoned. The main reasons for such high figures are ascribed to poverty as the main contributor while social unrest and terrorism in some states, as revealed by this survey of SOS Childrens village. Poverty, disability, disagreements, and lack of awareness are noteworthy constrictions to many children getting into schools. Economic hardships and societys lack of interest and protection mean that orphans may lose the opportunity to the avail the facilities provided by the public health system as well. Children who have been orphaned by the death of parents or the single surviving parent is not able to take care, are commonly discarded by society, denied affection and care and left with few resources to live on. For social and economic reasons these children often drop out from schools. Sometimes these children are undernourished and suffer from ill health and are at a risk of mistreatment and negligence. In many situations these children are pushed into illicit activities and sexual activities in case of girl child. India is leaving no stones unturned with the objective to bring orphan into the mainstream. Ministry of Health and Family Welfare Ministry, Health Ministry and Education Ministry of Indian government have implemented various welfare and health schemes for the underprivileged. Also there are more than 800 orphanages across India for the upliftment of this underserved section of society. The governments endeavor to improve the access of primary education and health care facilities for orphans is rooted in the importance of basic human rights for all children. This effort of governments can ensure a status of equality and social security among all sections of society. The benefits of social incorporation, psychological development, secure and structured environment etc. can be leveraged by conferring knowledge and life skills. Vishwa Nirmal Prem Ashram The NGO According to the official statistics, the orphans in India are 4% (nearly 20 million) of the total population, which is significant figure and should be looked into very seriously. Legislation to combat the child health and education in India is both disproportionate and inadequately enforced. Despite existing legislation, these are the children who constitute the never been to school category, posing a serious challenge to the uiversalisation of primary education and to the goals of WHO. Irrespective of allocation of considerable funds for the education and health to all, government strategies to combat the problem have not been very effective. The Vishwa Nirmal Prem Ashram is a Non Government Charitable Organisation in Greater NOIDA, U.P., has developed a model that uses health care and education as a means of tackling the problems of orphan, with the main focus on girl child and destitute women without any differentiation of caste, religion, region, race or colour. The ashram is a project of H. H. Shri Mataji Devi Foundation. The organization is registered under the Trust Registration Act and Foreign Contribution Regulation Act (FCRA). The organization is funded by the members of the Sahaj Yoga Organization and there are some international donors as well. Seminars and workshops are conducted as fund raising activities. NGO does not get any financial assistance from the government agencies. Mrs. Giesla Matzer, the Executive Director told that the ashram is controlled but not sponsored by the state government. The Ashram is managed and run by the chairman Sir C. P. Srivastava and the trustees. The day to day activities are administered by Austrian Citizen Mrs. Gisela Matzer, the Executive Director. She is very affectionately being called Oma by the residents and is like grandmother who always showers them with her motherly love. Mrs. Darshi Gursharan, the beloved granny, has many years of experience as a school principal. The NGO has two branches namely the Vishwa Nirmal Prem Ashram and Sahaja Yoga Health and Research Centre. The Ashram spreads over 10,120 square meters. The building is swarming with lush green gardens and ponds, thus one is always in natures lap. The garden has many trees, bushes and flowers. Thus one feels completely in tune with Mother Nature throughout the year. Building of ashram encompasses four well furnished big halls, well equipped kitchen, dining hall, doctors room, two guests rooms, computer room, a small beauty parlour, and library. A woman, being the mother, is the creator and preserver of all humankind. However, i n our society the number of needy, abandoned women and girls is extremely large and this is the most helpless section of the society. The main thrust of Vishwa Nirmal Prem Ashram has been to work for this miserable section of society by providing them shelter, making them capable to acquire skill sets through vocational training for sustained life and thus helping them to integrate into society. Starting its work in 2003 in Greater NOIDA city of Uttar Pradesh, Vishwa Nirmal Prem Ashram is founded with the vision have pure motherly love for every human, every animal, and the whole earth. Develop inner balance and peace; be collective, tolerant and respectful to everyone. This NGO has provided shelter to 54 girls who have been unfortunate to lose their parents at a very young age. Girls with single parent are also provided shelter under extraordinary circumstances when that single parent is not capable of providing a good environment because of unfortunate such as being physically challenged or illness. The age group of children varies from the very young to adolescents. The second branch Sahaja Yoga Health and Research Centre was started in the year 2011 with the notion to provide free health care facilities to the residents of ashram and outdoor patients. The Health Centre is situated in picturesque, green surroundings and is a unique Health Centre of its kind in the world. At the Health Centre treatment for diseases is done by vibratory awareness, developed through Sahaja Yoga meditation. Since its inception, the health centre is has witnessed an increasing number of patients and has attracted many overseas visitors and many Indians. Cases of Hypertension, Bronchial Asthma, Diabetes, Migraine, Epilepsy, Depression and Cancer have been cured at the Health Centre. Access to education for the hard-to-reach children The Formal Education System Government initiatives to reform the educational service sector by concentrating on pedagogy and teaching and training processes as a means of increasing quality of education have not been adequate to bring about an effective and transformation in the quality of education. The idea of the NGO was conceived by Mata Nirmala Devi, which is developing strategies for educational inclusion of orphans and offering help to destitute women. The Vishwa Nirmal Prem Ashram started with the notion to put children in formal schooling system. The VNPA has developed and introduced systematic and innovative pedagogic approaches like multi level teaching, child centered teaching, development of cognitive and non cognitive skills among children and integrated learning. The girls of ashram are sent to attend nearby English medium schools. In campus computer coaching is provided to the residents. The main reason behind the formal schooling is that the girls would be associated with positive images of a more professionally developed, and regulated system. This would help girls to find jobs in formal sector and would have a sustained and secure future. As per the information provided by Mrs. Gisela Matzer (Oma), the managing director, two of the girls of ashram are pursuing their career in hotel management. Girls are assisted in their homework by professional teachers and they have special tuition classes for students as well. Depending upon the interests and talents they are trained in various art forms and skill sets from young age. Financial assistance and other helps are provided to the grown-up girls for their higher studies. These are provided with requisite support to find suitable jobs and many are also helped in matrimony based upon their will. In matrimonial cases, the Sahaj Yogis are preferred and there is a system of proper checking of backgrounds in such situations. In few cases persons outside their community are allowed to marry women or girls of ashram. Vocational Training The Non formal Education System Only reading and writing skills are not sufficient for children, they should be equipped with life skills as a mean for their sustained future. There must be provisions for development of cognitive and non cognitive skills. The curriculum and teaching methodologies should be pertinent and meaningful for the life situations of underprivileged. To meet out such expectations, innovation and quality improvement is demanded in the areas of education. NGO provision often intends to bring benefits in terms of the alternative forms of pedagogy and accountability it aims to offer is trough non formal education system. Non formal educational system may be defined as any systematic and organized educational activity, different from formal schooling system, used to provide selected types of learning and skills to particular subgroups of the population, adults as well as children. Non formal education includes trainings in the areas like farming and occupational skills, adult literacy program mes and various community programmes of instruction in health, family planning and the like. In this regard Vishwa Nirmal Prem Ashram along with formal schooling to its children is aimed at providing training in various non mainstream courses like music, painting, cooking, embroidery tailoring, fashion designing, beauty care, handicrafts, and Indian classical/folk dance. These training are carried out with the main focus on equipping the residents with employability skills and developing residents to be shareholders of the growing society. Also the non formal education is a shortcut and cost effective way of providing basic education. These non mainstream trainings also are the fund raising activities for the organization by selling art and craft items. Seminars, Excursions and other activities To make them feel as an integral part of the society, the residents of NGO are involved in various programs and festivals inside and outside the Ashram. All the festivals like Holi, Diwali, Christmas, and Raksha Bandhan are celebrated by the family members of Ashram. These girls are also appreciated by the community and the society members for their participation in various cultural activities. Sahaja Yoga seminars and programmes are attended by the residents across India. NGO Involvement in Health Research and Development In developing countries, NGOs have pivotal role in addressing health issues. These organizations are known for developing and implementing innovative and strategic programmes that address health issues. Being in the vicinity of local conditions, these NGOs have requisite data on health infrastructure and personnel and major obstacles to improvement. With these possessions, NGOs often are able to reach those segments of society that are either neglected by society or are not targeted as priority. These non government organizations try hard to meet the basic needs of unserved by ensuring access to health services, creating a clean and safe environment and promoting community participation. In ashram every new entrant has to undergo extensive medical checkup in order to ensure that she is not suffering from communicable diseases. Every resident has to make a health checkup on regular basis. For minor illness of residents in house medical facilities are there. In case of unremitting ailments the girls are resident ladies are taken to nearby hospitals in Greater Noida, NOIDA or Delhi. As per the information provided by the Executive Director, Mrs. Gisela Matzer, some hospitals provide free beds to the patients of NGO whereas other expenses like medicine etc. are to be borne by the ashram itself. Time to time dental camps and health checkup camps are organized with the help of medical agencies. Since the residents of the Ashram come from very depressed life situations, the inner strength and peace is essential. Yoga, meditation and other skills are taught to women and girls that help them trounce trauma and hence have inner balance and peace. These practices are based on the principles of Sahaj Yoga meditation to achieve the highest state of awareness. This gives them a feeling of being loved and respected and also gives them a feeling of social security. Because of her empathy and concern to alleviate human torments, Shri Mataji has created a Health and Research Centre in the premises of ashram to solve the most pressing problems of the society like health and also to help them become better individuals through the process of Sahaj Yoga. Conclusion While access to state schooling has grown in many countries in recent years, a hardcore of marginalised children continue to be excluded from this. The objectives to include these marginalized children into mainstream to some extent are realized by NGOs. The endeavors put in by The Vishwa Nirmala Prem Ashram to gain access to the primary education are worth appreciating. The influences engendered by the NGO can be summarized as follows: Teaching, guiding, counseling and nurturing children to make them responsible and productive citizens of India. For a sustained and secure future and to be a part of mainstream equipping these children with life skills by providing and assisting with education and training. Sponsorship for school fees and higher technical education as the case may be. Providing safe haven for those children and women who are homeless and children who are unfortunate not having parents. To provide healthcare facilities for orphan and destitute women with the help of in house doctors as well as multispecialty hospitals. By establishing projects and activities that generate income for the girls and women of the ashram. Helping adult girls in matrimony if these girls wish to. Assisting women and adult girls of the ashram in jobs and placement activities for subsistence. Assisting residents to cope up with the dilemma of life through meditation using principle of Sahaj Yoga and thus giving a positive and thoughtful approach towards life. In the light of these points, it may be concluded that unless NGOs make significant contribution in the promotion and implementation of scientific, innovative and culturally suitable approaches to improve the conditions of underprivileged in the fields of health care and education, their best efforts may not prove sufficient for ending various problems faced by this section of society. The role of NGOs in sensitizing underprivileged and make them demand their entitlements for basic rights is very significant. Table 1: Governing Body of NGO Name Designation Chairperson Sir C.P. Srivastava Secretary Prof. Kiran Walia Treasurer Mr. V.A.Deopujari Executive Director Mrs. Gisela Matzer Member Mrs. Sadhana Varma Member Mrs. Vineeta Shanker Member Mrs. Neeta Rai Member Mrs. Malini Khanna Member Mrs. Malti Prasad Member Ms Darshi Gurdarshan Table 2: The core activities of the NGO Surveyed Name of the Organisation Vishwa Nirmala Prem Ashram Location Greater NOIDA The Model   rehabilitation of destitute women and orphan children