Monday, September 30, 2019

Employee Recruitment and Retention on the Plumbing and Heating Industry Essay

The way in which companies recruit and retain their employees is considered as a competitive weapon. Not until recently that firms are becoming serious on the act of recruitment as the Bureau of Labor statistics estimates that jobs will grow faster at a rate that is not proportional with the labor force, hence forcing the aforementioned to appeal to various groups such as omen and minorities. As such not only recruitment is very vital but also retaining employees (Denton, 1992, p. 14). According to Frank Doyle, the senior vice president of corporate relations at General Electric: â€Å"For U.  S. corporations, tomorrow’s competitive battle will be won or lost on the strength of their ability to build and retain a skilled work force† (Richman 1990, 76 as cited from Denton, 1992, p. 14). General Electric believes that labor shortage does not significantly matter if companies know which people to hire and to retain. For instance, companies such as Merck & Co. often times target certain universities or campuses that give a more detailed specialization on certain knowledge and skills that are very vital to their business. The Plumbing and Heating Industry  The plumbing and heating industry has been experiencing shortages as well on their workforce due to the difficulty of finding skilled plumbers and retaining them. It needs several numbers of years training on order to become a qualified plumber and heater and such also requires a deep dedication for a lifelong learning process. Certain skills are also necessary to be a good plumber such as â€Å"need a head for heights, the ability to work in cramped conditions and the stamina to complete physically hard work day after day† (The Institute of Plumbing and Heating Engineering, 2007). In addition with this, plumbers also need the intelligence to solve complex equations. More importantly, they must have the expertise and flexibility to install various systems and the capability to comprehend the logic of various systems. They should also have the ability and initiative to solve a problem and a passion to know and apply various technologies on their work. Plumbers and heaters must also have a creative mind and a sound judgment, and finally they should be professional and honest (The Institute of Plumbing and Heating Engineering, 2007). Employee Recruitment Interviews In order to find the right people, the process of interviewing and getting to know them not only through their answers but also through their eye contacts, body languages and the likes (Dibble, 1999). For instance, some companies like Merck often conduct a 30-minute interview in order to assess the qualifications of prospective employees. Hewlett-Packard did it further by implementing a technique called â€Å"behavioral interviewing† that is developed by organizational psychologist Paul Green that would assess the future behavior of a prospective employee based on his or her past behaviors. In using this technique, interviewers can design employee questions that would allow them to elicit behaviors that are closely related to the job that they are looking for (Denton, 1999, p. 16). The process of behavioral interview often times identifies 21 skills that are very vital for certain jobs such as â€Å"coping, decisiveness, assertiveness, tolerance of ambiguity, written communication skills, creativity, commitment, team building, versatility, and leadership† (Denton, 1999, p. 17). For the aforementioned skills there are still eight job behaviors that are needed to be known such as how prospective employees deal with â€Å"varied duties, deal with diverse groups, respond to others’ needs, be socially flexible, â€Å"roll with the punches†, understand individual differences, make others comfortable, exhibit wide range of social behaviors ( â€Å"More† 1988, as cited from Denton, 1992, p. 17). Decentralized Hiring Traditional recruitment approaches that focuses on interviewing prospective employees by a single person is no longer deemed as vital nowadays. For instance, the Springfield Remanufacturing Corporation (SRC) one of America’s most successful small companies still has their hiring process as a group activity. SRC adopts a non-traditional method of recruitment by having all of their applicants have five or six interviews with various individuals that he or she might be working with (Denton, 1992, p. 18). Recruitment through Reputation The reputation of the company is also one of the leading factors in which highly knowledgeable and skilled employees will desire to work for the aforementioned. For instance SRC received more than 2,500 applications for a small company that only employs 300 people. It could also be noted that the company only pays $6 or $7 per hour, yet applicants are still flocking to them. One significant reason for this is its reputation for being one of the best places to work. One of the ways of doing such is the capacity of a company to manage the diversity of their workforce (Denton, 1992, p. 19). The shortages in terms of prospective employees is a growing concern among companies that is why there is a need to focus more on recruiting minorities and women. However, in order for a company to have a wide application pool, such must first establish to have a good reputation of being able to effectively manage organizational diversity (Denton, 1992, p. 20). Aggressive Recruitment for Entry-Level Workers One of the best ways to tap to a good employee resource is through recruiting entry-level workers through implementing various programs such as â€Å"Adopt-a-School† or â€Å"Join-A-School†. These programs allow companies and organizations to establish partnerships between business and schools which may involve elementary school, vocational school or even a university (Denton, 1992, p. 5). The main value of such programs is the establishment of closer relationships between schools and in a macro perspective, creating better understanding businesses and industry. More importantly, partnerships such as like these, would allow companies to easily recruit personnels that can improve the company’s image that could help the prospective applicants to view your company’s business as a career, hence a better chance of creating a wide labor pool (Denton, 1992, p. 26). Employee Retention If finding good people is hard, so as looking for ways to make them stay. One of the companies that have displayed such an admirable trait is Federal Express, wherein they have emphasized the importance of retention, recruitment and employee relations (Dibble, 1999). If a particular company is very careful in terms of recruiting, there is also a relatively better match of keeping them. One best way of doing such is the company centralizing all of its recruitment centers (Denton, p. 47). After which, they provide immense value on putting their people first on their list. Good employee relations for Federal Express involve â€Å"deeds that impress employees and improve relations† (Denton, p. 48). According to Fred Smith, CEO of Federal Express, â€Å"I think a lot of companies talk about how their employees are their most important asset, but where you can really tell whether it is very important or not is how much their senior management spends on the issues† ( Trunick 1989, 19 as cited from Denton, 1992, p. 48). Through implementing the philosophy of â€Å"people, service, Profits† the company makes their people feel that they are indeed needed in the organization. They let them answer several basic questions such as â€Å"What is expected of me, and what do you want me to do? † (p. 48). These questions are answered by having all of their employees attend extensive orientation programs wherein the Federal Express’ values are discussed Incentives Career advancement is not the only incentive that will make people stay within the organization. For instance the use of awards program that is designed to reinforce a particular desired behavior such as superior quality of work and customer centricity played a lot in terms of motivating employees to stay (p. 49). One very good example of this is Federal Express’ â€Å"Bravo Zulu Voucher Program: wherein employees who displayed admirable work performance such as going beyond what is expected of them are able to receive cash or non cash rewards. Also, their â€Å"Suggestion Awards Program† allow employees to participate in the management process by sharing their ideas that will enable the company to improve its operations. Any idea implemented that will lower costs, increase productivity, revenues or promote safer working conditions will receive recognition and $100 to $25,000 worth of cash (p. 49). Communications Open Communication among employees is also vital to solve a problem. The internal employee response program allows employees to find answers to situations that they perceived as something that is disagreeable, controversial or is contrary to existing policies. If employees express negative concerns about their work or with the management, the latter is expected to respond within 14 days. These concerns are assured to be forwarded to the CEO (p. 50). Appeals Board The Appeals Board is a venue wherein decisions among complaints could be given and also disciplines could be implemented. However, it is very important that when keeping such a type of venue for resolution of organizational conflicts, the organization must have the capability to streamline its process to make the time alloted for every case reasonable enough (Denton, 1999, p. 52). Survey, Feedback, Action (SFA) An annual survey of employee attitudes is also important for the company to measure its employee opinions and to make changes that could hopefully change not so favorable employee attitudes to the company (Dibble, 1999). This assures that the management will see clearly what its team feels about the organization. In addition such allows a fair gauge of attitude and anonymity among employees (Denton, 1999, p. 52). Education and Trainings Continued learning is a venue wherein employees themselves would feel that they are indeed valued by the company. As such it us also very relevant as well that the organization will invest on trainings or even scholarships to employees who wanted to continue their education (Logue, Yates and Greider, 2001, p. 46-47). Conclusion The Plumbing and Heating Industry has been experiencing a significant decline in terms of its workforce. Hence in order to solve this problem the industry must be able to adopt effective recruitment and employee retention practices that were formulated in theory and practice of various management scholars and organizations. For the purpose of this research, in order to have an effective recruitment process, the research has emphasized the importance of: Interviews, Decentralized Hiring, Recruitment through Reputation, and Aggressive Recruitment for Entry-Level Workers. On the other hand, in order to retain employees, companies must be able to focus on: Incentives, Communications, Appeals Board, Survey, Feedback, Action (SFA), and Education and Training.

Sunday, September 29, 2019

Human Morality Essay

A common question throughout history has always been about human morality. Because of our higher thinking capacity, we are hardwired to adapt and refine our basic instincts to survive; therefore, it is obvious this question would be disputed throughout time. Are humans innately good, bad, or plainly neutral? The position that any one person takes may be derived from any number of ideas, be them philosophical thoughts or scientific inquiries. This essay asserts that morality is innate, and uses both scientific studies and ideas from philosophers to support this argument. Man is essentially good, and the different ways people are nurtured—from societal influences to parental influences—creates the large spectrum and variety of behavior that may not be deemed â€Å"good† or â€Å"moral. † The magazine Smithsonian published an article named â€Å"Born to Be Mild† in January of 2013 on morality in young children. This article wrote about a few different studies done on children by three different experimenters. In one of the studies titled â€Å"Spontaneous Altruism by Chimpanzees and Young Children,† Felix Warneken tested the morality of humans through young babies (because they have had little to no socialization) and also tested morality of chimpanzees, the closest relative to humans. In this study, 18-month-old toddlers were tested to see if they would help others in need by retrieving a dropped item that an adult struggled for. In almost all instances, the child returned the item. Warneken stated, â€Å"[Helping at that age] is not something that’s been trained, and [the children] come to help without prompting or without being rewarded† (Tucker 39). Not only did the toddlers help people in need, they also helped without social cues (such as the distress someone in need has). Many toddlers in the experiment Warneken created helped retrieve a can that had fallen off a table next to an adult and the adult failed to realize something was amiss. When Warneken tested the chimpanzees to see if they would return the same answers, he tested chimpanzees that were nursery-raised and semi-wild chimps. Both tests displayed the same results as the tests on the toddlers—chimpanzees were willing to help both humans and other chimps in need with no reward for themselves (Tucker 39-41). The fact that most of the toddlers and human relatives, the chimpanzees, helped others in need both with and without social cues strongly points to the idea that human morality is innate. A second study highlighted in the Smithsonian article was a reproduction of a previous study from the mid-2000s. The original study was an animated presentation shown to six to ten month old babies in one group and three month old babies in a second. The animated presentation consisted of a red circle attempted to climb a hill. In one instance, a triangle helped the circle climb, and in another, a square knocked the circle down. When the square and triangle were presented to the older group of babies, almost all babies chose the helping triangle over the hindering square. For the younger group, the researchers tracked the eye movement of the babies to either the triangle or square, because the babies could not physically grab the object. In the reproduction, done by another experimenter, the results were the same. Once again, evidence suggests that because babies seem so morally good, humans are innately good, and it is the nurture we receive as we are socialized into this culture that may cause some people to seem morally corrupt (Tucker 38-39). It should be noted that because the reproduction provided the same results as the original study, an even stronger case was created for the idea of innate human morality. The messages that Machiavelli gives in â€Å"The Qualities of the Prince† may cause one to believe that humans are innately evil because through â€Å"The Qualities of the Prince,† Machiavelli details how to be cunning, take control, and maintain control as a ruler of a province. His teachings seem to create humans as greedy people, hungry for more. This is actually very incorrect. Machiavelli clearly states, â€Å"it is necessary for a prince†¦to learn how to not be good† (42). I emphasize that Machiavelli wrote a man must learn to not be good. One can assume from this that Machiavelli is saying man is at least in some degree, wholesome and moral. After all, humans were never meant to civilize and evolve. We are, in true form, animals that have an instinct to survive. Ruling and gaining power is a man-made idea. Opponents to the idea that humans are moral might suggest that if ruling is man-made, evil is already within us because we created the concept of ruling others; however, if man were truly evil, he would not take murder as a heavy offense, and would kill others in his way to get what he wants instead of just gaining control. The examples of rulers that Machiavelli writes help to reiterate this point. These men were not born thinking of war and control. They were raised and socialized to lead and gain power. Steinbeck and the messages he delivers in The Grapes of Wrath also point to the idea that human morality is innate. The author often writes of the distinct line of those with, and those without—in other words, the owners and the migrants or farmers. Steinbeck makes a point to write about how close-knit the migrants are in many instances. Steinbeck writes â€Å"‘I lost my land’ is changed†¦[to] ‘We lost our land. ’,† ‘I have a little food’ plus ‘I have none’†¦. is ‘We have a little food’† (151); â€Å"the twenty families became one family† (193); and â€Å"when a baby dies a pile of silver coins grew at the door flap† (195). All of these quotes show the goodness in others, to do something for someone in need. This is all in contrast to the owners, which on multiple different pages Steinbeck writes how disconnected they are from the land, and â€Å"the quality of owning freezes you forever into ‘I’† (Steinbeck 152). These owners are so encompassed by the material culture around them, by the greed and the blanketed reality that they cannot see with a moral compass anymore. Of course they have one, for at one point they might have been like the farmers, caring for others and instituted into the â€Å"we† group. Proponents for human neutrality might argue that the owners were never at any point good, that they were neutral and socialized into the owning culture, unlike the farming culture. This is not the case, however, through a passage that Steinbeck wrote very early in The Grapes of Wrath, which said, â€Å"Some of the owner men were kind because they hated what they had to do, and some of them were angry because they hated to be cruel, and some of them were cold because they had long ago found that one could not be an owner unless one were cold† (31). This insinuates that in all types of owners, there is a moral compass. Even in the coldest owners, deep within them, they acknowledge the idea that the work they do is wrong. Because the owners know what is wrong, they know the opposite as well—what is right. If the owners were not innately good, their views on what is right or wrong would be skewed by their societal influences. While people will never give up the argument of human morality, it is a safe bet to argue that humans are innately good. We possess the ability to help spontaneously and without reward, as shown in the scientific studies, and we understand what is right and wrong. Our societal influences and the way we were raised affects if we will channel our morality or go against it, as shown by Machiavelli in â€Å"The Qualities of the Prince† and by Steinbeck in The Grapes of Wrath. Works Cited Machiavelli, Niccolo. â€Å"The Qualities of the Prince. † A World of Ideas. Ed. Lee Jacobus. 8th e. Boston: Bedford, 2010. Print. Steinbeck, John. The Grapes of Wrath. New York: Penguin, 1939. Print. Tucker, Abigail. â€Å"Born to Be Mild. † Smithsonian Jan. 2013: 35-41, 76-77. Print.

Saturday, September 28, 2019

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:

Friday, September 27, 2019

What is Ethics for Mary Case Study Example | Topics and Well Written Essays - 4000 words

What is Ethics for Mary - Case Study Example As a subject, men have often talked about women and there are quite a few misogynistic statements that can be found throughout history coming from men who we would consider great thinkers. In modern times, they may be considered nothing more than the product of irrational thoughts, misguided ideas and negative conceptual stereotypes about women which only highlight the need for feminist thought. Interestingly, the persons who gave the misogynistic statements are usually male which only serves to clarify their ideas about how women should be treated or how a woman should be valued in social terms. The names of Aristotle, Confucius, Butler, and St. John are very important because these individuals have been responsible for creating and influencing the structure of society. For example, the thoughts of Confucius laid down the principles of how society should be organized and how the government should be operated for a significant period in the Far East. The Ideas of Aristotle were distr ibuted, translated and rediscovered by societies in the Middle East, the Latin west and he is still considered to be one of the founders of philosophical thought as he continues to be studied today. At the same time, their misogyny shines through. Like the point in the lecture showed me, the problems between the sexes continue to exist and the need for feminism is ever greater. Even though we can plainly understand that the ‘philosophy’ of Andrew Dice Clay will probably never have the influence which Aristotle had, we must also understand that a celebrity will be admired by a lot more of the common people than a philosopher like Aristotle.

Thursday, September 26, 2019

Health Assessments Essay Example | Topics and Well Written Essays - 250 words

Health Assessments - Essay Example education system that not only makes the children learn new things, but also stay healthy while parents may have missed some of these issues in health (Weber 37). These tools are some of them dumped away since they are not allowed to get  reused. This is seen in pregnancy tests that can be used in various schools to identify the ailments and relations of symptoms to particular situations in a female. This kind of tool among others get  dumped, however tools such as the immunization calendar is replaced after time. The thermometer, on the other hand, cannot be disposed of since it is set in a place that doesn’t make it a health hazard to other users. Tools used are useful in making sure there is no problem with the students thus not hindering their studies. While the teachers primary goal is to  improving the intelligence of children in school, they should also look at the other factors that cause poor education understanding. These factors make it a reason for the teachers to use these tools for proper health in the students they teach. These tools should also be used daily to ensure that the students do not get issues in their studies since disease is an unexpected issue that can happen any day and time (Weber 56). The reason for assessment is important according to US National Library of Medicine National Institutes of Health because it makes disease stemming easier as for cases such as cancer and other dangerous diseases that make it almost impossible to stop when time is

The Poet by Ralph Waldo Emerson Essay Example | Topics and Well Written Essays - 1250 words

The Poet by Ralph Waldo Emerson - Essay Example In his work, Emerson regards the functions of the poet and the nature as a superior calling. In The Poet, Emerson tries to establish a relationship between idea situation that people try to aspire and the real, which happens to be the pivotal point of the discussion (Schenk 45). In his essay â€Å"The Poet†, Ralph Waldo Emerson sets forth several ideas about poetry and the qualities of a true poet. This paper will choose one of those ideas and give a focused and detailed exploration of how Walden embodies or manifests the work of Emerson by giving specific textual evidence. Additionally, this paper will also introduce some discussion of concept of Emerson by focusing on the other text. Emerson considers the Midwinter Day as an extended interest of nature, dailies, as well as contingency of a broader parcel that is relative to performance art and conceptual art. As Walden discusses nature, he manifests the idea of self-reliance, which is also a topic, accorded much of attention by Emerson in â€Å"The Poet†. It is through these authors’ intimate relationship with nature they develop their own specific identities and philosophies regarding how to live right in this natural world (66). With reference to Emerson, nature has all the knowledge that a man needs to understand or know everything. However, this can only happen if man is attentive and most of all willing enough to study and apply nature’s messages into real life. There is manifestation of work of Emerson in almost every part of Walden description of the idea of nature. The same ways Emerson recognizes that man must live in his own already created world, Walden advises that humans must keep the vitality of solitude with perfect sweetness where man can only find this within nature even when in the innermost epicenter of a crowd. However, in this particular angle of nature’s description, Walden takes a rather an extreme or radical stance (95). Walden advocates for a manâ₠¬â„¢s radical return to nature and a subsequent disconnection from many human’s creations including the madness brought upon by the modern world. In Walden, Thoreau brings up this specific stance with the view of setting out a methodology of understanding not only oneself but also the society. In this sense, he sets forth that, the world is natural therefore not a man’s construction. This means that the world is not a subject or taint of humans’ misguided ideas just as Emerson depicts the nature of humans’ institution. Like the human soul by itself, Emerson portrays physical world as untamed and wild. Walden embodies this explanation regarding nature and self-reliance when he puts across that in the natural world or nature itself, people find rules by which they live and by which they extort others. As a result, Walden points out those men’s institution posses no appeal for him because such is their status and do not fit or robust with the natural world. In addition, he does not acknowledge these institutions as authoritative just as he says, â€Å"there exists no law that is sacred to me unlike that is of his own nature†. The world that humans live is natural and untamed (71). Nevertheless, within humans, some level of order exists and is equal to that of nature. This is only observable if man takes adequate time to study, research, conform, and understand his individual system. For the longest time ever,

Wednesday, September 25, 2019

Twelfth Night Essay Example | Topics and Well Written Essays - 1500 words

Twelfth Night - Essay Example Thesis statement: The analysis based on the two versions of the play Twelfth Night (the play Twelfth Night by William Shakespeare and the movie She’s the Man by Andy Fickman) proves that Shakespeare’s play revolves around the central character named as Viola, but Fickman provides ample importance to the play’s theme and presents the same in a different way. Analysis This section is broadly divided into four, namely: setting, character, theme, and literary/dramatic trope/irony. Setting In the play, Shakespeare makes use of the romantic atmosphere of Illyria to unveil the mistaken identity of the heroine/hero. Besides, the playwright utilizes the atmosphere of real Illyria to stimulate the imagination of the audience. During Shakespeare’s time, less was known about Illyria because the same was a distant area from England. Robert Owen Scott states that, â€Å"Shakespeare’s Illyria is a fairy-tale land populated with dukes, ladies, knights, and jesters † (21). To be specific, the playwright introduces an imaginary setting to the Elizabethan audience. This initiative is important because the aspiration to know more about distant lands was an important characteristic of the audience during Shakespeare’s time. One can see that Shakespeare was aware of the fact that less knowledge about a place can stimulate imagination. So, the land of Illyria is symbolic of the playwright’s attempt to entertain the viewers. Besides, romance is interconnected with imagination and an imaginary atmosphere is suitable to tell a romantic tale. Frederic Kolman states that, â€Å"This is a play about love, placed in a festive atmosphere in which three couples are brought together happily† (18). Shakespeare aims to provide a pleasant mood to the play because the same suits the romantic setting of the same. On the other side, Shakespeare makes use of the story of shipwreck to connect the twins (say, Viola and Sebastian) with the dr amatic atmosphere of Illyria. This is important because shipwreck can happen anywhere and there is high possibility for anyone to be entrapped in a distant land. So Shakespeare amalgamated imagination and reality by choosing a dramatic atmosphere as the setting of his play, i.e. Illyria. On the other side, the movie based on the play provides less importance to an imaginative land because director does not try to choose a distant land as the setting. One can easily identify the fact that choosing a distant land can reduce the scope of box-office success of a film because distance is not considered as important in the modern world. So, the director amalgamated the setting into the film’s plot, i.e. the rivalry between Cornwall School and Illyria School. In addition, rivalry related to sports is an important element of the setting and plot in the film. Still, the director exploits the scope of the setting because victory in soccer match is important for the players and those wh o support them. To be specific, the dramatic atmosphere of the setting in the play is not utilized in the film. Instead, the director makes use of the setting as a background to support the development of the film’s plot. Character In the play, Shakespeare makes use of the character Viola as the backbone of the plot. For instance, the whole play develops through the development of the character Viola from a castaway to the duchess of Illyria. Peter Grube makes clear that, â€Å"The social reality of the Elizabethan Age was obviously marked

Tuesday, September 24, 2019

Analytical Formal Report Essay Example | Topics and Well Written Essays - 3000 words

Analytical Formal Report - Essay Example The appropriate solution should be one that seems feasible, easy to implement, and should have long-term effects on the industry. After benchmarking the two possible solutions against the criteria previously mentioned, I recommend improving the dining experience by improving the customer service and general environment of the restaurants. This solution will attract more customers to the Chinese restaurants making the Chinese restaurant industry one of the most profitable hospitality industries of the United States. I hope you find this report helpful in regards to solving the problems of the Chinese restaurant industry of the United States. If you have any questions or comments regarding my recommendations, please feel free to contact me at email address or telephone number. Thank you for providing me with the opportunity to research this problem. Sincerely, Your name here PROBLEMS AND SOLUTIONS FOR THE CHINESE RESTAURANTS AROUND STATE COLLEGE       Prepared for: General Managers      Ã‚   Prepared by: Please write your name The Pennsylvania State University          August 03, 2013 Executive Summary Chinese restaurants around the State College are experiencing a major drop in their sales due to increase in competition. The main problem is that customers are particularly not happy with their service standards and the environment of the Chinese restaurants. This is adversely affecting the level of sales of the restaurants that forces them to target only Chinese clientele, which is a very small target market for the restaurants. A few dimensions of the problem are given below Increasing competition Disgruntle customers due to lack of good customers service and environment Focus on only Chinese student market which is small The criteria for the best solution included solving the above mentioned problems in a cost effective manner, as well as within a plausible timeframe. Two solutions to the problem were proposed in the report. The first solution was to improve the dining experience and customer service in order to attract customers. This included changing the interior, as well as the environment of the restaurant. The second solution was to enhance marketing channels of the restaurants using social media and word of mouth marketing. This solution was aimed at improving customer perception regarding Chinese restaurants around the State College. The solution that best fits the criteria is to improve the environment because it involves bringing operational level changes that can create a difference. The solution is also both cost effective and plausible. Table of Contents Executive Summary 4 Introduction 6 Proposed Solutions to the Problem 7 Improve the Level of Customer Satisfaction 7 Enhancing Marketing Efforts 8 Conclusions and Recommendations 10 References 11 Appendix II†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...13 Introduction The restaurant industry of the United States of America has become extremely competitive because of the entry of many new players. The diversity of customer market in the US restaurant industry is significant and this is why many types of restaurants are in business offering different types of cuisine. Chinese cuisine is also highly sought after in the

Monday, September 23, 2019

Impacts of Terrorism on Global Events Literature review

Impacts of Terrorism on Global Events - Literature review Example Management issues involved The increasing terror threats demand the stakeholders enforce pragmatic management measures of dealing with the vice. These include enforcing preventive strategies and mechanism for mitigating the ultimate outcomes of terrorism. This project focuses on the impacts of terrorism on global events. It informs the stakeholders of the extensive effects terrorism has had on the sector in the past. To address these effects, I have used the second method of collecting data of past terror attacks targeting global events. I have examined the effects of terror attacks in 1972 Olympic Games in Munich, the attacks at International cricket tournaments in Pakistan in addition to the impacts of September 11 attacks on the attendance of the FIFA World Cup. From the data collected, analyzed relevant themes pertinent to the study. (3c) Statement of the research question The impacts of terrorism on global events (3d) Aims and objective The aim of the study is to examine the eff ects of terrorism on global events. Objectives i. To examine the effects of terrorism on the motivation of tourists attending global events ii. To examine the effects of terrorism on attendance at global events. They were not only carried out in the territory of a global superpower but also by foreigners, who had previously gained entry into a sovereign state. The attack demonstrated the vulnerability of all countries to terrorism and the need to enforce preventive measures became apparent (Baxter and Downing, 2001). Since the attacks, immigration and movement of people across international borders are highly controlled and consequently, the organization of major global events such as sports and musical events was affected. (4a)The significance of hosting global events Events such as sports and music are increasingly becoming an important segment of tourism market (Yuan and McDonald, 1990). According to Bramwell (1998), countries across the world strive to organize global events in order to increase visitations in their countries, mitigate the seasonality of tourist visits and enhance the attractiveness of the destinations to tourism. In addition, organizing global event spurs development in the destination. The achievement of these goals depends on various factors but the numbers of people attending the events play a critical role (Sageman, 2004). Some of the major sports events that attract a high number of people globally include FIFA world cup, Olympic Games, UEFA champions league games, formula 1 racing among others. In addition, music and concerts featuring popular artists such as Live 8 attract numerous audiences across the globe. (4b) History of terror attacks on global events Due to the large number of people that global events attract, terrorists are increasingly targeting them (Toohey, et al 2003).

Sunday, September 22, 2019

A Critical Reflection on Learning Society and Learner Identities Essay Example for Free

A Critical Reflection on Learning Society and Learner Identities Essay The paper draws on the historical experiences of learning society and learner identities from the normative and sociological paradigms which have extensively determined how the experiences of learning have been shaped and how learning society should be constituted. In light of this, patterns of participation in learning process are engaged through a concise interplay between the course of life and their determinants. Focusing on examination as a key factor in the official discourse of learning society, the whole concept of learning society and learner identity can comprehensively be argued within the parameters of sociological construction through theories of human capital, functionalism, symbolic, post modern among others. Through a critical evaluation and reflection, the history of learning society as well as learner identities reveal that the underlying motivation of learning society leans on the uncalled for abstraction of economic behaviors which range from social relations to the individual learner’s participation in the lifetime process of learning. Introduction The underlying principle of learning society and leaner identity is founded within the fundamental of the predominant interplay between social capital and cultural aspects with education. Exploring the inherent meaning of education and learning in the lives of individuals typifies a particular focus on the perpetual element of learning in the social milieu of a rapidly changing society. Researchers contend that the social revolution towards a contemporary society is typical of globalization therefore, life long learning portend a relationship with learning society within the theoretical paradigm that will help in analyzing and evaluating the inherent meaning of education (Coffield, 2001). The process focus on leaving learners with options of developing their own learner identities as inspired by the learning process as well as the pedagogic approaches to education. The experiences and the hitherto identities propel a situation that determine whether the learner goes back to school and learn at least something knew; because, the whole question of the learning society is to enhance the individual’s bargaining power to better their social and economic positions in life through a clear understanding of themselves. Learning Society: A Reflection on the Influence of formal Education on Learner Identity In a multiple deprived modern global community, learning society and learner identities facilitates a broader evaluation of maximum social utility of learning guided by the pedagogical approaches used in the social construction. As a result, learning identities become created and basing on the model of community development, participants in the community development are learners who exhibit such characteristics through a learning process. They are thus encouraged to learn irrespective of age or status; all in a bid to gain accreditation of developing their own knowledge and skills. This extensively develops their leaning identities and gives them a leeway to access other learning. According to Alheit (1992), education as a national social institution can be argued to form part of the global structure. This means that information technology and largely the digital age forms the modern global infrastructure of education and thus, the learning society is inspired and directed by technology to impact on the experiences of a learner within the realms of education. Maguire (2006) further asserts that as the goal of education continues to change over the years due to the element of social integration and formation of economic advantage, many individuals who had dropped out of school or similarly stopped at some level prefer to go back and begin learning. Significantly, it is obvious that from a symbolic and conflict theoretical understanding, the concept of adult education comes into play guided by the principle of skill formation in the context of a strengthened global economic competition. Arguably, increased convergence system of education has become a trend which remarkably points the difference between the traditional attitudes of education versus the modern attitudes. The meaning of education is clearly construed in three levels which are elaborate. Firstly, learning society and learners identity is historically and sociologically explained within the efforts to understand how people use education and the resultant knowledge and skills to construct their courses in life. Secondly, the educational and learning experiences mean different phenomenon to different learners especially within the content of producing as well as forming their identities. Finally, learning society and learner identity become the epicenter of understanding significant experiences that people have with regard to different stages in their lives. This also borders the line whether those experiences originate at work, in school, during leisure time pursuits or during adult study (Antikainen et al, 1996). Accordingly, questions such as the substance, social context and formal education form the important milestones in the learning experience. From the traditional outlook, educators and many members of the society have believed that education is productive. This means that the effects of education are reflected in the experiences a learner goes through in the process of learning as well as after learning. In view of this, the experiences one endures in relation to education break down the universal function of education and somewhat give it a different understanding. Hodgson (2000) postulates that the individualized learning experiences have led scholars to hypothesize several emancipatory meaning of education. Essentially, it is plausible to argue that with the existence of life long and cultural patterns of education in the society, a learning society continues to emerge thus inspiring many individuals to go back to school and learn something new based on the social or economic significance attached to the concept that is learned. For instance, as an immigrant to the United States, there is dire need to learn English for both social communicative purposes as well as official business transactions. In light of this, although the immigrant may be an adult, he goes to learn at a mature age due to the cultural shift and social position in the society. The trends in the educational circles necessitate the learning society. In essence, the flow of information, knowledge as well as students from across regional and national borders is a contemporary trend that can serve as a typical example of westernization as well as global diffusion of local educational products (Husen, 2004). Young (2009) further outlines that globalization is key to learning society and leaner identities. To illustrate, it is evident that regardless of the age, status and racial backgrounds, individual members of the society tend to embrace a contemporary computer based approach of education to continue learning. Such cases are characteristic of E-learning, distant leaning as well as the emergence of virtual institutions; a factor that inspires the attitude for lifelong learning and shapes the identities of learners to reflect a more contemporary one as opposed to the historical approach towards learning. Every situation in the present society calls for problem solving, critical and creative thinking and apt communication skills and this deep feature of the globalised society steers individuals to be always on the search for education, skills and knowledge.

Saturday, September 21, 2019

Fashion retail industry | Strategic Management

Fashion retail industry | Strategic Management Strategic Management of fashion retail industry Introduction The fashion retail industry is a very sophisticated, constantly growing sector. It is the second largest industry in the UK. However Studies show that 80% of clothing retailers fail within the first five years (Power home biz). Consumer taste and preferences relentlessly changes thus organisations have to constantly evaluate the market to ensure the strategies fit with those of environment. According to Michael Porter, 1980s in order to compete in the market, organisation has to be either a cost leader or a differentiator. He went on further in his value chain analysis model to state that organisations who gain competitive advantage exploit their core competences to create value for both the organisation and the customers. However, the fashion retail industry encompasses many opportunities for growth as well as many threats that can negatively affect an organisation. In their quest to gain competitive advantage and grow many organisation adopted different strategies; they are organic growth by reducing the cost in all value chain activities while others has grown through merger, acquisitions and or strategic alliances. In order to gain an insight into why some organisations remain competitive this project will 1. Undertake a detailed analysis of two companies within the airline industry by evaluating their past corporate strategy using supporting evidence from quantitative and qualitative data. 2. Identify the ways in which these organisation are gearing up to cope with the current global crisis Methodology An analysis Asos and New look was done using Secondary data. These companies have adopted unique strategies which enabled them to remain competitive in the airline industry. However, the secondary sources used were journal articles text books, websites, annual reports, press releases, newspaper clippings and other studies. Secondary analysis was chosen because of time constraints and the kind of information requested, it was impossible to collect it using other research methods. Secondary data analysis, saved time and money and also information were readily available. Conversely, some data was of questionable accuracy and reliability and furthermore the data was old and did not reflect the changing market conditions. Background to models Every organisation must have strategies. According to an ancient Greek writer Xenophon (Cummings 1993: 134) â€Å"strategy is knowing what business you propose to carry out.†(MacMillan and Tampoe, 2000). There are many academic contributions to strategy, Writers such as Drucker (1995), chandler (1962), Ansoff (1987) and Andrew (1971) has all provided the framework for the classical school approach. McKinsey 7S framework. Developed in the early 1980s by Tom Peters and Robert Waterman the basic premise of the model is that there are seven internal aspects of an organization that need to be aligned if it is to be successful. This model is on the basis that Out-of-date approach because it insufficient account is taken of personality factors Also, it Creates organisational structures where people can exercise only limited control over their work environment. However there are many other frameworks to understanding strategic position such as PEST analysis, Michael Porter five forces or even the BCG Matrix. According to Mintzberg, Ahlstrand and Lampel (1998) there are 10 school that can be used to understand strategic thought, the first three are design, planning and positioning which is classified as prescriptive on the other hand entrepreneurial, cognitive, learning, power cultural environmental and configuration the classified as the descriptive John and Scholes, (2008). Overview of New Look and Asos New Look and Asos are both Public limited companies located in the UK. These organisations operate in the fashion retail industry. However, they have equally enjoyed success but have adopted diverse strategies in order to gain competitive advantage. On one side of the continuum is New Look which was established in 1969 in Taunton. The company has combined both block and mortar and online services in order to gain competitive edge through the use of low cost strategies. On the other end of the Continuum is Asos which is an online retail store which was established in 2000. It has over 35, 000 branded and own label products available and over 1500 new lines added each week. The company Internal analysis of Asos and New Look using Mc Kinseys 7s model Qualitative analysis Structure: The structure of an organisation is important for innovation, expansion and transformation. New Look headed by its Chief Executive Officer Carl Mc Phail since 2008 has continued to prosper by grasping every opportunity and addressing challenges. The structure of New look is one where teamwork is encouraged, time and resources are spent developing employees also there is high investment in processes which creates value for stakeholders. As part of their global objectives, a review was undertaken of the way the company is structures and an assessment of the difficulties faced was done. As a result organisational functions such as merchandising, design and marketing was moved to London which resulted in increased access to the existing talent pool that London offers and unlocks This will provide marketing synergies with Others functions such as Finance, IT and HR support functions remained at the head office in Weymouth, this strategy is a shift from centralised decision maki ng process to more decentralised process that enables flexibility. A bi-annual review of risks is conducted at the Group level linked to the budgeting process, to which all departments contribute. On the other hand Asos is managed by a Board of directors who are responsible for taking all major strategic decisions and also addressing any significant operational matters, they monitors monthly progress in order for effective and efficient operations within the workplace. The structure of Asos is one where there is a lot of bureaucracy (Max Weber) in the decision making process, hence Asos has adopted the Classical school approach. System: New look has combined offline and online operations in order to gain competitive advantage. It has core competences to develop an ecommerce operation which has allowed the company to reach a large audience with no extra cost for marketing, advertising or operating long channels of distribution. Additionally the retail outlet provides for customer who needs to make immediate purchase, as a result of its efficient stock rotation, with stores receiving fresh stock weekly, this has encouraged shoppers to return regularly. The combination of both online and offline business has enabled new look to make efficient use of human resources, proper stock management and reduce cost significantly. This has provided marketing synergies with the international store roll-out to strengthen our brand and offer to customers. On the other hand Asos has only adopted the online approach to business as a result in the organisation has the ability to constantly increase its product offerings with no additional cost for advertising and marketing. Over the past year, we have invested in systems to support our back office operations of buying, merchandising and fulfilment, recently installing a new warehouse management system at our Hemel Hempstead warehouse. This system will support our increasing range size, international expansion, as well as our demands for advanced delivery and returns options. In March 2009, new navigation features such quick and easy browsing of the extended product ranges, 360 degree view of all shoes and accessories and catwalk for men wear and for ASOS Outlet. A unique distribution platform for its brand partners. Style: New look has a transformational leader who believes in change through communication. Hence In September 2008, a major company communications day was held in London to embrace the growing international status and clearly communicate the strategy and goals, approximately 800 employees from the UK, Ireland, France, Belgium and Middle East franchise partners attended. Also employees are constantly survey to find out how they feel about working for the organisation and also a web forum called ‘my Look staff was created to allow employees to communicate directly with each other and also tell us their opinion. On the other hand Asos has a transactional leader who works with the current organisational structure, where by the board that in order for the organisation to be successful constantly monitor the overall. Staff: New look has a lot of experienced staff, which are considered stars and a few learner and a hardly any deadwood as result the organisation has introduced a fair recruitment methodology and an induction programme to the company, which highlights areas and the job that will give people the best possible start to their career with New Look. Also the company has launched some initiatives during the year to ensure that develop the learners and retain the star employees these programmes includes leadership training programmes, further management workshops and development of our Staff Council consultations. On the other hand Asos as an online retailer deals with limited staff in comparison to new look. Similarly they have training programmes that encourages employees to develop. Skills: New Look through it skills and experience is now producing 71% of its products, an increase from 62% in 2008 which enabled the organisation to continue make further market share gains. With its powerful brand, seasoned management team and dedicated employees, new looks is able to gain competitive advantage. On the hand Asos is heavily reliant on their IT infrastructure. Significant impact on the business could result from a failure in these systems. Regular testing and updates are undertaken by the Group to ensure the continued integrity and efficiency of its systems. Shared Values: New Look has a strong culture that encourages employees to be more involved in the decision making process, this enables them to develop their leadership skills. According to Herzberg, it creates motivation that leads to higher productivity and efficiency. On the other hand Asos retain control through centralised decision making by top level management, this type of management speeds up the decision making process but it could act as a de-motivator. Strategy: New Look has adopted a value-priced strategy which is dress smart for cheap featuring low-priced fashions often imitating the ready to wear designer labels. These items are as much as 10 to 15 percent lower than competitors. Also as part of it expansion strategy, it is constantly relocations from smaller stores in existing markets to successful larger format stores. On the other hand Asos acts an online department store where they provide high fashion brands and inspired by catwalk ready to wear. This strategy has enabled the company to company to have a variety of product range which grew by 157% resulting in 21 21,300 option on site at the end of march 2009 up from 8,300 at the end of march 2008. Quantitative Analysis of New look and Asos Market Share According to the annual report of 2008-2009 New look has a market share of 2.99% whereas Asos has a market share of 5.13% this was as a result more user friendly application by Asos such as the cat walk feature and 360 degree view which makes the website more user friendly. Operating Profit New looks operation profit decreases significantly from  £138.6 million to  £138.2 million a decrease of  £.4 million this was as a result of increased administrative cost. On the other hand Asos operating profit increased by 100% to  £13. 9 million but the operating margins weaken slightly from 8.6% in 2007-2008 to 8.4 % in 2008-2009. The 270 basis point gross profit margin decline was offset by an improvement in operating cost ration. Similarly, New Looks experienced net loss which increased from  £ .1m to  £.4m a difference in loss by  £.3 million. Alternatively Asos achieved a net profit increased of 98% from 5.1 million in 2008 to  £10 milion in 2009. New Look revenues has increased from 1169.10 million in 2008 to 1332.6 million in 2009 an increase of 2.1milion it was due to an increase in concession whereas Asos revenues increased from  £81 million in 2008 to  £163.4 million in 2009 a difference of  £ 82.4 million According to the annual account of 2008-2009 New look net cash flow has increased from  £211.6 million in 2008 to 220.7 a difference of  £9.1 million in 2009 this was as a result of working capital management, which enabled the company to increase its net cash flow from operating activities. Whereas Asos net cash flow has increased from  £8.1m in 2008 to  £16.54 in 2009. Asos net cash flow was up by 105% in comparison to 2008, this was as result of enhanced product choices coupled with compelling promotions. Earnings per Share Asos, earnings per share increased from 6.9% in 2008 to 13.6 in 2009 and increase by 6.7 on the other hand there was no earning per share for new look. Trade Receivables and Payables New looks trade payables have increase from to  £207.5m in 2008 to  £260.8m in 2009 difference of  £53.3million % and similarly its receivables increase from  £6.7m to  £7.8 million a difference of  £1.1million conversely Asos trade payables remained constant at 381 million while trade receivables increase from  £0.47miliion to  £0.50 million a difference of .3million. An assessment of the current Corporate and business strategies of New look and Asos. Business organisation operates in a very dynamic environment which requires organisation to develop strategies to ensure future success. In order to prevent strategic drift an organisations objectives must be â€Å"alignment† with the long term goals furthermore the business strategies and organisation strategies must â€Å"fit† with the environment. As a result value would be created for stakeholders. Objective of New Look â€Å"The goal is to be The Favourite International Fashion Value Group, with a significant presence outside the UK.† Objective of Asos â€Å"The goal is to be the leading fashion Website in the UK and attract a growing number of overseas markets.† Joint Ventures New Look has a product supply joint venture in Turkey and an office in Singapore to co-ordinate the shipment of stock sourced from the Far East this. Similarly Asos joint venture with Crooked Tongue allows them to participate in sales from additional customer segment these joint ventures enables to reduce cost by creating efficiency and increase profitability hence market growth. IT strategies Secondly, the investment in IT strategy enables better management of information systems; this in turn reduces cost and increase efficiency. This investment support back office operation such as buying, merchandising and execution. With the unique distribution platform, supersaver option, premium same day delivery including Saturdays and 85 % of trackable orders, all create value for the organisation and customers. Additionally the installation of the new warehouse management at Hemel Hempstead supported the increased in international expansion, returns option, size range, and the demand for an advance delivery. Motivational Strategies In addition, New Look motivate, retain and develop high calibre staff by rewarding them with competitive salary and benefit packages which are linked both to individual and business performance as well as the external employment market. The Group operates an Employee Share Ownership Trust that has been established for the issue of shares to certain Group employees, engaging managers in the ownership and financial success of the organisation. Incentives also include a 50% product discount in our stores. Asos combines a list of Motivational strategies such as bonuses, performance share option scheme, and share and management incentive plan with these type of encouragement employees are motivated to go the extra mil Expansion Strategies New look and Asos has both expanded into international market, But Asos has used a low cost mode of entry by extending its shipment to 58 different countries through low cost distribution, While New look used the franchising mode of entry, these reduce risk. Low cost and marketing Strategies New look and Asos used similar product and marketing strategies by offering cat walk features and similar brands from designer for lower cost. Similarly they have both used designers to market their own labels, but Asos differ from New look slightly because they offer a vast range of high branded product through it strategies alliances. Also both New Look has magazines that provide customer information about the latest trends and fashion; these marketing strategies help the organisation to penetrate the marketing using low cost strategies a term supported by (Ignor Ansoff). CRM Strategies Finally both New Look and Asos focus on Customer Relationship Management, through its social networking such as Twitter, Bebo and Facebook, this enables the organisation to get customer feedback about the product or service. However, Asos has 24 hours customers online care, which give the organisation the competitive edge. SQUARE FEET OF Plans to cope with the current global crisis The global economic crisis has forced organisation such as New look and Asos to think outside the box in order to survive. A result these organisation has developed strategies cope in the current economic crisis. Customers are seen as prosperity for an organisation as a result New Look and Asos has planned to continuously focus on customer satisfaction through improved customer service, quality for cheaper prices. Secondly New Look and Asos in line with their objective have plans to increase expansion into overseas market. However Asos wishes to maximise efficiency by investing heavily in Management information Systems and also in logistics to meet their international expansion strategies. While New Look plans to open new stores in new markets and develop the small stores in the existing market Also, the Group has now embarked on a significant development Programme to ensure all trading platforms and systems are fit for future international growth. This future operating model will take nearly three years to complete with total investment of  £30m and deliver significant benefits in trading strategy Additionally both companies wish to expand their product ranges and further develop their website to create a better customer experience. However New Look capitalising further on fantastic fashion press and online advertising. We will continue to build our global press coverage and develop high profile associations. O the other hand Conclusion In conclusion technology has brought many dimensions to the shopping, product are just a click away, consequently retailers have to be innovative, and constantly monitor the market to identify the trends, fashion and changing consumer taste so that their products could meet the need and wants of the target market. From the analysis above New Look and Asos are two organisations that operate in the retail industry. New look has been successful for the last 40 years because their flexibility, and ability to innovate, they have combined both off line and online operations, through reduced cost, quality and exploitation and efficient use of resources this has increased profitability. Whereas, Asos is an online retail organisation through the efficient use Management information systems, exploitation its unique core competences and efficient use of human resources has gained profitability, this organisation has adopted more a classical school approach to management. According to the Blue Ocean theory organisation has to develop a unique strategy, which is evident in these organisation analysis. Recommendations Even though these companies have experience high growth there are still areas that needs addressing: Asos Ø Asos needs to offer incentives not only to senior management as stated but to all members of staff in order to increase motivation which could in turn increase efficiency. Additionally should adopt a more participative approach in the decision making process. Ø Asos needs to carry out research and development activities which help the organisation to identify a niche which could create an economic advanatge. Also, the Organisation needs to be involved in more corporate social responsibilities activities. Ø Asos can adopt the Boston Matrix Analysis to help assess the value of different product categories. It must manage the dogs by removing or cuttings cost and convert question marks and stars into cash cows through promotion, this will increase the overall profitability of the business. New Look Ø New Look needs to increase shareholders value, this could be done using Michael Porter Value chain Analysis, this would help the organisation to invest resources on areas that gives the most value and subcontract those that add value which will increase effectiveness Ø Also New Look need reduce its overhead and administrative cost which is affecting the profitability. In this case the company should focus more on line shopping which reduces operating cost. Ø Also New Look focuses on other entry modes that would create profitability with risk such as exporting, distribution until they have studied the market. However in order for New look and Asos develop strategies that please all the stakeholders it should adopt the Balance Score Card model by Norton and Kaplan, this combine both qualitative and quantitative measures, acknowledges the expectations of stakeholders and relate an assessment of performance to choice of strategy Johnson and Scholes (2008). 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