Mobile Sensor Network for Indoor Environment

Mobile Sensor Network for Indoor Environment 4 node sensor network without collisions. Update of every sensor reading in the network at least once per second (available from all nodes). Single frequency channel (i.e. no frequency multiplexing permitted). Error checking (CRC) included to ( Measure at least 2 parameters (e.g. temp, light..) Data presented on serial I/O port in a format that is easily readable on a text terminal. 1. Background knowledge 1.1. System structure The aim of this coursework is to design a mobile sensor network for an indoor environment, communicating with a 2.4 GHz wireless link (IEEE 802.15.4). All the sensor nodes can realize data link, which means each board can get others information. All the sensor boards have the function of receiver link to the computer, and can present the sensor data (for all nodes in the network) to the serial I/O port in a format which is easily to be understand on a text terminal. If the nod which connected to pc is broken, the other 3 nodes can replace it and realize the function of receiver. Each sensor node will include a number of sensors interfaced to a microprocessor (for our group temperature, sounds, touch and light). The microprocessor will gather sensor data, communicate with other sensor nodes via a wireless transceiver, implement a network protocol and provide a PC interface via a serial I/O port for data display. The structure of whole system is as follow: Figure 1 Architecture of Wireless Sensor Network 1.2. Basic hardware The principle hardware used in this project is the PICDEM Z [3] development board from Microchip Technology Inc. There is a PIC18F4620 microcontroller on every node board and every group has 4 board available. The PICDEM Z has a prototyping area which must not be used for circuit construction. First, we need veroboard to construct a circuit, then interface it to the header J6. The next figure shows the structure of the board. Figure 1 The structure of the board And we also have other devices can use in this course: 1. 9V DC power socket (J1) for operation from mains adaptor. 2. 9V battery terminal (BT1) for mobile operation. 3. ICD connector (J5) for connection to MPLAB ICD3 in-system programmer/debugger cable. 4. RS232 serial port connector (P1) for connection to PC COM port. 5. Microchip MRF24J40 2.4GHz transceiver module connected to J2. 6. LEDS RA0 and RA1 for indication. 7. Push buttons RB4 and RB5 for simple logic input. 8. Header J6 giving access to analog and digital I/O pins Vcc (3.3V) and GND. This may be used to interface additional sensors. 1.3. Microchip MRF24J40 2.4GHz The MRF24J40 wireless transceiver [5] provides the physical layer for your wireless communication network. This is a 2.4GHz (IEEE 802.15.4 compliant) device which transmits data rates up to 250kbps and is connected to the PIC via SPI bus, as well as a small number of digital I/O pins. The picture of Wireless transceiver is as follow. 1.4. MPLAB-ICD MPLAB-ICD is an inexpensive development tool for MICROCHIPs PIC16F87X series MCU. MPLAB-ICD is an online debugger, and a programmer. It works in the MPLAB-IDE integrated development environment, and use online serial programming technology of MICROCHIP (In-Circuit Serial Programming), the monitoring program is embedded to achieve real-time simulation in the simulation of the MCU (PIC16F87X). The simulation head is directly connected to the MCU socket of the application system, running the users application as a PIC16F87X. The picture of MPLAB-ICD is as follow. 1.5. Wireless sensor network Wireless Networks use radio waves, infrared, or any other wireless media to link to any devices. It can cover a large area, in which case it will be called a Wireless WAN, or it can cover an area or some floor of building, such as school, hospital and railway station, in that case Wireless LAN (WLAN) appear and describe the situation[4]. It appears a large number of wireless communication standards nowadays, including ZigBee, Wi-Fi, WiMax, GSM (Global System for Mobile Communications) et al. Wireless sensor network (background) became a more and more popular way to solve the problems of large-scale tracking and monitoring applications because it has low-data-rate, low-energy-consumption, and short-range link network [1]. It give people a chance to monitor and control the physical world in a more simple way. WSN applications include many ways in our life, such as industrial monitoring, security, electronics industry, military sensing, asset tracking and home automation. WSNs research has mainly pay attention to energy consumption, routing and data transmission, particularly focusing on collecting and data summary in specific networks with an associated sink node, called a WSN gateway [1]. Some research has carried out the interface of different sensor networks for a single or complex applications. Wireless sensor networks is aimed to monitor and control the physical data of environmental conditions at remove locations and it can collect their data to a main location and send their control command to achieve the result of remote control. A WSN includes plenty nodes, ranging from a few to hundreds and thousands, in addition each node may be linked to one or more other nodes. One node can be designed for carrying out one or more different sensors which have various functions and we can also design combined sensors choice to complete complex use or exchange data with another network[4]. A node for sensing is called a sensor node, everyone can collect the data of other sensor node. As a result, any place with a sensor node can get all the data with a very fast speed at any time. 1.6. Error detection Cyclic Redundancy Check Error detection segment is necessary in a data transmitting system since the correctness and efficiency of data transmitting must be ensured. In this project, there are 3 approaches which can be applied to error detection: parity bit, check sum and cyclic redundancy check (CRC). Parity bit is also known as check bit, the function of which is to judge whether a number of 1-bits in the string is even or odd by adding a bit to a string of binary code. The realisation is that the bits with value 1 is counted for even parity while the coding reverses for odd parity. Although parity bit is easy to implement, the shortcoming is apparent that only when there are 1, 3, 5, à ¢Ã¢â€š ¬Ã‚ ¦ bit(s) errors can the error be detected. The principle for check sum is to define a string with a small size with designed algorithm of calculating, and the result of the calculations of before and after the transmitting will be different even the data changes slightly so the error could be detected in this way. Similar to parity bits, the disadvantage of check sum is that error cant be detected under some circumstances. Cyclic redundancy check (CRC) is a method of error detection that is easyto be implemented by shift register and look-up table in S/W. The process is shown in figure1. In this project the value of P(z) is 0x91 (11001 in reversed binary) which is known as generator polynomial and the divider. Assuming that the data needed to be transmitted is 110011000, then we have the message polynomial D(z). C(z) is the remainder which is calculated by D(z) divided by P(z). The realization of division operation is by XOR. Only when the least significant bit of 1 byte of the message is 1 will it XOR with CRC polynomial, then we should shift it to the next bit and repeat the XOR. At the transmitter, the string of CRC depends on the whole frame on a bit-by-bit basis with binary division. And at the receiver, the received bit string is again divided by the same bit-by-bit basis with a serial shift register. The resultant CRC result should be all zeros at the end of the frame, or there must be errors in the process of data transmitting. Grahame Smillie, 10 Bit error detection and correction, In Analogue and Digital Communication Techniques, Butterworth-Heinemann, Oxf ord, 1999, Pages 185-230, ISBN 9780340731253, http://dx.doi.org/10.1016/B978-034073125-3/50012-7. 2. System Design 2.1. Sensor design and calibration and Analogic digital converter ADC In our group 4 kinds of sensor are designed to meet the requirement, and they are temperature sensor, light sensor, touch sensor and sound sensor. In order to obtain data from all the 4 sensors in the wireless network, a PCB board is required to connect to the sensor node board. In the lab, a breadboard is available for testing the circuit. When finishing the circuit on the breadboard, it can be interfaced to PC to have a preliminary test. If done, a PCB board will be used to finish the final product which can connect to node board. The method of calibration is to get the value of light, sound, temperature or touch that is detected using physical measurement. For example, if the temperature of the environment T0 and the result of the ADC conversion D0 that collected by the sensor in the same testing environment are known, we can derive the proportional function of temperature and ADC data with another pair of coordinate (T1, D1), which is obtained by changing the temperature of testing. Then the code that controlling display of temperature value should be modified so that by the time the temperature of the environment changes, the displaying value on the PC is exactly the temperature. Code for this part is shown as following: 2.1.1. Temperature sensor Negative Temperature Coefficient (NTC) thermistors are temperature sensitive semiconductor resistors which decrease in resistance value when absolute temperature increasing. Change in the resistance of NTC thermistor can be brought about either by a change in the ambient temperature or internally by self-heating resulting from current flowing through the device. (NTC Thermistor Discs and Chips | Ametherm, Ametherm, 2017. [Online]. Available: http://www.ametherm.com/thermistor/disc-and-chip-ntc-thermistors. [Accessed: 07- Jan- 2017].) Most of the practical applications of NTC thermistors are based on these material characteristics. Time and temperature are two of the most frequently measured variables. There are various ways to measure temperature electronically, most normal is by thermocouples and negative temperature coefficient (NTC) thermistors. In addition, NTC temperature sensors can operate over a wide temperature range (-55 to +300 °C). They are stable throughout a long time, and are small and cheaper than other kind. [3] Figure 1 circuit of Temperature Sensor It can be seen in the figure 1 that temperature Sensor is a more complex circuit design. On the left part It=Vcc/(R1+Rt) and Vt=Vcc*Rt/(Rt+R1), then connect the line to the positive side of the LM358 amplifier to amplify circuit and Vt becomes the input of the amplifier. After that, use formula V0 = Vt*(1+R3/R2) to get the voltage value of v0. From this formula we can know, the value of V0 depends on R3 and R2, so R3 and R2 are both simply chosen 10 Ohm. Then the voltage value of V0 is exactly twice as much as that of Vt. Next use formula to transfer ADC data to temperature, when it comes to the lab temperature (23 degrees Celsius), ADC data is 613. While it comes to the people body temperature (abort 38 degrees Celsius), ADC data become 530. Finally, we can calculate the linear parameters by these two sets of data. 2.1.2. Light sensor The Light Sensor is a passive devices that transfer light energy visible or invisible into a output of voltage signal. Thus Light sensors are more commonly known as Photoelectric Devices or Photo Sensors [2]. Photoelectric devices can be classified into two main categories, those which generate electricity when illuminated, such as Photo-voltaics or Photo-emissives etc, and those can change their electrical data (voltage) in some way such as Photo-resistors or Photo-conductors. [2] Light sensor is the easiest sensor of our 4 sensor, so we also use the simplest structure, when luminance become strong, the value of photosensitive resistance become larger. Thus the voltage of Vt increase which result in the raise ADC data. Then use formula to transfer ADC data to luminance, when it is dark (lux 0), ADC data is 30. While it comes to the lab light (about 330 lux), ADC data become 895. Finally, We can calculate the linear parameters by these two sets of data 2.1.3. Sound sensor 2.1.4. Touch sensor The MPR121 is the second-generation sensor controller after the initial release of the MPR03x series devices. The MPR121 will feature increased internal intelligence in addition to Freescales second generation capacitance detection engine. Some of the major additions include an increased electrode count, a hardware configurable I 2Caddress, an expanded filtering system with debounce, and completely independent electrodes with auto-configuration built in. The device also features a 13th simulated electrode that represents the simultaneous charging of all the electrodes connected together to allow for increased proximity detection in a touch panel or touch screen array [5]. 2.3. Time Division Multiple Access TDMA It is required that there are at least 4 nodes of sensor without collision in a wireless transmitting network based on a certain channel. Each sensor must be ensured to be able to receive and transmit, in other words, each node can serve as both a receiver and a transmitter. The node which connects to the PC is responsible for the display of the data that collected by each sensor and each sensor is supposed to send the data string to the chosen node within 1 second. There will be collision with the four nodes if we dont define the order of the data transmitting and receiving or just simply define by applying time delay, hence TDMA is necessary to meet requirements above. TDMA is a method of communication technique that derived from the P2S (parallel to serial) conversion. In the process of TDMA of this project, receivers obtain a same signal at the same time but only the appointed receiver reacts and does the next action, which is then transmitting and serving as new transmitter, and the new transmitter will wait for the next appointment without doing nothing unless it is appointed once again, which means it gets the same order in a new loop. The process repeats and there will not be data collision in the transmitting and receiving. As is illustrated in figure2, there are 4 nodes so 4 slots are needed in 1 second according to the requirement, hence each slot takes up 0.25 second, during which time of period each node should finish data transmitting, so the calculation of the time that is needed for sending and receiving is necessary. 2.3.1. Data packet structure 2.3.2. Timers We apply timer0 to control the time of running, different initial values have been given to timer0 in each slot so that transmitting and receiving within 1 second without collision can be ensured. In this case, node 4 is the main node which connects to the PC. The start of the process is the transmitting of node 4, and by the time other 3 nodes receive data from node 4, the text packet ID of the transmitter will be checked and only node 3, which is the transmitted ID 4 minus 1, will display the data that collected by node 4 and transmit its own data collected by its sensor. Following actions will be carried out by node 2, and node 1 within a certain time of period, like shown in figure3. Figure3 4. IoT Data Service and Visualisation

Body and Visibility in Jane Smileys A Thousand Acres :: Smiley Thousand Acres Essays

Body and Visibility in A Thousand Acres The west insists on the discrete identity of objects. To name is to know; to know is to control. (Paglia, p.5) [Woman's beauty] gives the eye the comforting illusion of intellectual control over nature. (Paglia, p.17) If the male gaze is a tool to conceptualize reality, then -like an axe- it can also be used as a weapon. The Paglia quotes above refer not only to matters of epistemology or even ontology ("This is what we see; therefore, this is what exists"), it is equally fitting to describe concrete powerrelations in a social system constructed on the basis of Apollonian control. Larry has complete control of his little kingdom and its subjects, and one of the ways in which this is enforced, is through the visibility of the land and of the body. The Apollonian eye works by objectifying, and that is what happens to Ginny when her father abuses her: she turns into an object that he can use; whose only form of resistance is "desperate limp inertia" (280). She gets dissociated from her body, a body that reminds her of the powerlessness she feels. This explains the "contradictory little rituals" of sex with Ty: "There had to be some light in the room, if only from the hall. Daytime was better than nighttime, and no surprises. I always wore a nightgown, I closed my eyes.[...] I hated for him to turn away or look down." (278) Light, especially daylight, hinders associations of her father's nightly visits, but, on the other hand, she can't stand Ty or herself to see her body. Instinctively, she knows the power of the gaze. When she and Rose compare recurring nightmares, Rose's are about grabbing things that hurt her, symbolizing the rage and greed that will destroy her. Ginny's are about being naked, under the cold light of the eye. Thus, it foreshadows the most important instance of Larry's power games, when she has forgotten to bring him eggs for breakfast and must run home to get them: "The whole way I was conscious of my body -graceless and hurrying, unfit, panting, ridiculous in its very femininity. It seemed like my father could just look out of his big front window and see me naked, chest heaving, breasts, thighs, and buttocks jiggling, dignity irretrievable." (114-115). She has internalized the connection between her body, by definition graceless and powerless; without dignity, and her father's exertion of power and Apollonian conceptualization/control by sight. Body and Visibility in Jane Smiley's A Thousand Acres :: Smiley Thousand Acres Essays Body and Visibility in A Thousand Acres The west insists on the discrete identity of objects. To name is to know; to know is to control. (Paglia, p.5) [Woman's beauty] gives the eye the comforting illusion of intellectual control over nature. (Paglia, p.17) If the male gaze is a tool to conceptualize reality, then -like an axe- it can also be used as a weapon. The Paglia quotes above refer not only to matters of epistemology or even ontology ("This is what we see; therefore, this is what exists"), it is equally fitting to describe concrete powerrelations in a social system constructed on the basis of Apollonian control. Larry has complete control of his little kingdom and its subjects, and one of the ways in which this is enforced, is through the visibility of the land and of the body. The Apollonian eye works by objectifying, and that is what happens to Ginny when her father abuses her: she turns into an object that he can use; whose only form of resistance is "desperate limp inertia" (280). She gets dissociated from her body, a body that reminds her of the powerlessness she feels. This explains the "contradictory little rituals" of sex with Ty: "There had to be some light in the room, if only from the hall. Daytime was better than nighttime, and no surprises. I always wore a nightgown, I closed my eyes.[...] I hated for him to turn away or look down." (278) Light, especially daylight, hinders associations of her father's nightly visits, but, on the other hand, she can't stand Ty or herself to see her body. Instinctively, she knows the power of the gaze. When she and Rose compare recurring nightmares, Rose's are about grabbing things that hurt her, symbolizing the rage and greed that will destroy her. Ginny's are about being naked, under the cold light of the eye. Thus, it foreshadows the most important instance of Larry's power games, when she has forgotten to bring him eggs for breakfast and must run home to get them: "The whole way I was conscious of my body -graceless and hurrying, unfit, panting, ridiculous in its very femininity. It seemed like my father could just look out of his big front window and see me naked, chest heaving, breasts, thighs, and buttocks jiggling, dignity irretrievable." (114-115). She has internalized the connection between her body, by definition graceless and powerless; without dignity, and her father's exertion of power and Apollonian conceptualization/control by sight.

Corporate Social Responsibility Essay -- Social Responsibility Essays

Corporate social responsibility is becoming a key initiative and an essential tool in the growth of multinational corporations and the development of third world countries throughout the globe. The two concepts can work hand in hand to provide benefits for all; however difficulties in regulating and implementing corporate social responsibility need to be overcome before effective changes can be made. Definitions of corporate social responsibility can be somewhat varied depending on the perception and perspective an individual or group has towards the situation; the definition has also varied through time. In general terms, Manakkalathll & Rudolf (1995) define corporate social responsibility (CSR) as â€Å"the duty of organisations to conduct their business in a manner that respects the rights of individuals and promotes human welfare.† In contrast to this, Christian Aid (2004, as cited in Pendleton 2004) defines CSR as â€Å"an entirely voluntary, corporate driven initiative to promote self regulation as a substitute for regulation at either a national or international level.† Blowfield, 1995 indicates that through time, the definitions and explanations of CSR have become more positive, with increasing understanding of the benefits that can be obtained through successful implementation by organisations. Pendleton (2004) suggests that the first CSR initiatives were a response to public pressure and media exposes of poor company behaviour. The aim of CSR was to show these people that companies were capable of cleaning up their act. Pendleton (2004) suggests that â€Å"contemporary CSR was christened by Shell in it’s response to it’s annus horribilis of 1995.† Monshipouri, Welch & Kennedy (2003) also outline this issue as a key turni... ...e real face of corporate social responsibility, Consumer Policy Review, vol.14, no.3, pp.77-82 Rodriguez, P., Siegel, D.S., Hillman, A. & Eden, L. (2006). Three lenses on multi-national enterprise: politics, corruption & corporate social responsibility. Journal of International Business Studies, vol.37, pp.733-746 Sachs, S., Maurer, M., Ruhli, E. & Hoffman, R (2006), Corporate social responsibility from a â€Å"stakeholder view† perspective: CSR implementation by a Swiss mobile telecommunication provider. Corporate Governence, vol. 6, no.4, pp.506-515 Waldman, D.A., Siegel, D.S. & Javidan, M. (2006). Components of CEO transformational leadership and corporate social responsibility. Journal of Management Studies, vol.43, no.8, pp.1703-1725 The Body Shop Values Report 2007. http://valuesreport.thebodyshop.net/index.asp?lvl1=0&lvl2=0&lvl3=0&lvl4=0 Viewed 10/09/07

Informative Speech on 9/11 Planes Essay

How many of you can still remember exactly where you was on 9/11? I remember I was in my 2nd grade classroom and hearing over the intercom that our teachers needed to turn on the T.V. As we began watching the horrific events that was taking place and yet to take place, we was all confused on what was happening, and why. We just knew what we was watching was not normal. The World Trade Center attacks were part of a strategic plan of a terrorist group al-Qaeda. Throughout the speech, I will be mapping out the attacks as they unraveled. Four planes were hijacked, each intended for different targets. According to the New York Times, the flights that were hijacked included American Airlines Flight 11, United Airlines Flight 175, American Airlines 77, and United Airlines Flight 93 (Schememann A1.) American Airlines Flight 11, which carried five Al-Qaeda terrorists, 81 passengers, and 11 crewmembers, was the first plane to hit the North Twin Tower. The flight was scheduled from Boston, Massachusetts to L.A. California. Within fifteen minutes of that flight, the Al-Qaeda hijackers had injured three people, killed one, and forcibly made their way into the cockpit, and overtook the captain and first officer. Mohamed Atta was the hijacker that took over the planes control, and was in control of the events that followed. The air control system realized something was wrong when they lost all contact with American Airlines Flight 11, until Mohamed Atta, accidently sent a message to the air control system instead of the passengers in the plane. At 8:46 local time, the aircraft crashed into the North tower of the World Trade Center. 102 minutes after the impact, the North tower of the World Trade center collapsed. United Airlines Flight 175 was the second passenger flight, which carried five hijackers and 60 people, which was boarded to go from Boston, Massachusetts, to Los Angeles, California. Within 30 minutes of take off, the hijackers had forcefully entered the cockpit and overruled the pilot and first officer, allowing Marwan al-Shehhi to control the airplane from then on. Unlike American Airlines Flight 11, Airlines Flight 175 kept their air traffic control system on, and it was visible on New York Center’s radar. Many of the passengers and also crew members made phones calls from the phones located on the plane. 17 minutes after the North Tower was hit by American Airlines Flight 11, the United Airlines Flight 175 then struck the South Tower, which was the only impact from September 11, 2001 that was seen live on television as it occurred. 56 minutes after the impact on the South Tower, of the World Trade center, the building collapsed. American Airlines Flight 77, which killed the five Al-Qaeda terrorists and 59 passengers boarded the plane, and also the 125 people that were in the building of the third attack, the Pentagon located in Washington, D.C. The flight was departing from Dulles, Virginia to the destination of Los Angeles, California. It took the five hijackers 35 minutes to intrude the cockpit; Hani Jonjour then took over as the pilot of American Airlines Flight 77. The western side of the Pentagon at 9:37 was hit. At 10:10 A.M. a section of the Pentagon had collapsed, it took days for firefighters to extinguish the massive fire. United Airlines Flight 93, withheld four Al-Qaeda terrorists and 44 passengers, crashed into a field near Stonycreek, Township, Pennsylvania. It only took the Al-Qaeda members 46 minutes to take control over the plane. The passengers of the plane had decided they were not going to let the hijackers hit their target and kill them without an attempt to recover the planes control. The passengers on the plane were in touch with people from the phones, to be aware that the World Trade Center had been hit, along with the Pentagon. The passengers attempted to gain back the control of United Airlines Flight 93, and during this attempt, the plane crashed into the field in Stonycreek Township. United Airlines Flight 93 was the only plane that did not reach its hijackers’ target. Many of us was aware of the events that took place on 9/11, but really didn’t know much about the passengers that was boarded those four planes on September 11, 2001, a day that forever change America. On Flight 11, Charles â€Å"Chuck† Jones, 48, almost made it into outer space. He was qualified to fly on the space shuttle and was scheduled to fly a mission when the 1987 Challenger explosion indefinitely postponed launched. On Flight 77, Suzanna Calley, 42, of California, would have celebrated her 20th wedding anniversary on Wednesday, September 12th, and her 43rd birthday on Monday, September 17. On Flight 175, Ruth McCourt, 45, and her daughter, Juliana, age 4, were aboard United Airline Flight 175. Ruth McCourt’s brother, Ronnie, escaped the ground floor of the World Trade Center. On Flight 93, Todd Beamer, 32, leaves a pregnant wife and two sons. His family believes that he died when he and other passengers tried recovering Flight 93 from the hijackers. The flights of 11, 77, 175, and 93 has forever change the life of America and on 9/11, there will always be a moment of silence for the people that bravely lost their lives that day. Work Cited http://en.wikipedia.org/wiki/American_Airlines_Flight_11 http://en.wikipedia.org/wiki/United_Airlines_Flight_93 http://en.wikipedia.org/wiki/American_Airlines_Flight_77 http://en.wikipedia.org/wiki/United_Airlines_Flight_175 http://usatoday30.usatoday.com/news/nation/2001/09/11/victims-capsules.htm

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.

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.

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: