Essay on Korean Comfort Women - 2590 Words

Comfort women, or ianfu as they are called in Korean, are females who were forced sex slaves for the Japanese Imperial Army (Chunghee). Some of the women were dragged off with physical force as their families wept, while others were actually sold to the army by their destitute families (Watanabe). Still other were officially drafted by the Japanese Imperial Army and believed they would be factory workers or nurses (Hwang in Schellstede 4). Some Korean village leaders were ordered to send young women to participate in important business for the Imperial Army (Watanabe). Many Japanese soldiers referred to comfort women as teishintai, which means â€Å"volunteer corps,† so those women who thought they would be working in a factory would not†¦show more content†¦The majority of Korean women seem to have come from lower-class worker and farmer families. Korean and other Asian women were assigned to lower-ranking soldiers, while Japanese and European women were reserved for higher-ranking officers (Watanabe). This obviously portrays the condescending attitude the Japanese had toward Koreans. Japanese military leaders formulated the concept of comfort women in order to stop soldiers from committing sexual violence towards women they might encounter. Japanese Lieutenant-General Okamura Yasuji proposed that comfort women should be shipped to Shanghai to solve the problem of 223 rapes reportedly committed by troops there (Kim). One former comfort woman reported that in some places, soldiers were so desperate for some kind of outlet for their sexual desires that they had intercourse with dogs (Kim in Schellstede 32). It is estimated that over 125 million forced sexual acts took place between Japanese soldiers and comfort women in the span of only five years (Kim). The Japanese military made soldiers pay to have sex with comfort women. The prices were as follows: 1.50 yen for privates, 2 yen for non-commissioned officers, 2.50 yen for junior officers, and 3 yen for senior officers (Hicks 19). Concerned for the health of their soldiers, Japanese military leaders provided c ondoms to thwart the spread of any sexually transmitted diseases; however, these condoms were oftenShow MoreRelatedJapanese Comfort Women1493 Words   |  6 PagesJapanese Comfort Women It is estimated that between one and two hundred thousand female sex slaves were forced to deliver sexual services to Japanese soldiers, both before and during World War II. These women were known as comfort women and the Imperial Conference, which was composed of the emperor, representatives from the armed forces and the main Cabinet ministers, approved their use by Japanese soldiers. (Walkom) The term comfort women refers to the victims of a premeditated systematic planRead MorePreventing Sexual Diseases During World War I1372 Words   |  6 Pagesbroke, and it healed twists out of shape. Although comfort women regularly got medical examinations for the purpose of preventing sexual diseases, they could not get any further treatments for other health issues, such as broken bones, injuries from repeated abuse, and sexual intercourse. For these reasons, Japan has caused comfort women serious difficulties along with the miserable suffering from solemn physical injuries. As for comfort women, they had psychological injuries as well, and amongRead More Yuki Tanakas Japans Comfort Women Essay examples1721 Words   |  7 PagesYuki Tanakas Japans Comfort Women This paper is a review of the book Japan’s Comfort Women-Sexual slavery and prostitution during WWII and the US occupation by Yuki Tanaka. This book was published in 2002 by Routledge. 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The Feminist Studies journal published Na Young Lee’s scholarly work, â€Å"The Construction of Military Prostitution in South Korea during the U.S. Military Rule, 1945-1948†, in which the author argues the view held by Korean feminist NGO’s in light to the Untied States responsibilityRead MoreEssay on Asian Women in the Eyes of Americans2297 Words   |  10 Pages Introduction The history of Asian women has many facets. I am about to touch on two key monumental points over a sixty year span that have shaped the views of Asian women in the eyes of Americans. As a brief overview, from as early as the 1940s, Asian women were recruited to serve their soldiers during World War II as sex slaves. Forty years later, the dawning of the 1980s brought about the desire of Asian women into American households and sparked the mail order bride phenomenonRead MoreThe Legacy Of Rape, By Nancy Toping Bazins And Jane Harmovit Lauters Philosophy Of Domination1502 Words   |  7 PagesDisciplinary Blindness: Women, War and Rape in the International Politics of Security†. Koo says, â€Å"the nation, the state, allies, and enemies intersect with gendered identities†¦sexual enslavement is politicized violence against women’s bodies that is both state-sanctioned and premeditated† in effect, during war time there is an intersection of gender wi th religion, ethnicity, nationality and anything else that represents the opposing side as an â€Å"other†. In this sense an assault on the women of a nation isRead MoreJapan s Foreign Policy During The End Of The Twentieth And Early Twentieth Century Essay1199 Words   |  5 Pagesand their families. It was only 71 years ago the Koreans and Chinese were liberated from the Japanese by the Allies. The countries could also still felt the Japanese brutalization and aggression in its country. A lot of the Japanese policies were oppressive and voracious causing the local population in its country to suffer and died. Women and young girls were conscripted to provide sex services to the Japanese army and they were called as comfort women. A lot of them suffered tremendous mental andRead MoreChina Vs Jap More Than A Century Of Conflict1381 Words   |  6 Pagesitself to trade with Japan and proclaim independence from China. Japanese reformers attempted to overthrow the Korean gover nment in 1884. Chinese troops rescued the king killing several Japanese guards in the process. War was evaded between the two countries by signing of the Li- Ito convention, both countries had to withdraw troops from Korea. In 1894, Kim Ok-kyun, a pro-Japanese Korean leader of the 1884 rebellion, was invited to Shanghai and assassinated. His body was then placed aboard a ChineseRead MoreWritten by Margaret K. Pai, the Dreams of Two Yi-min narrates the story of her Korean American700 Words   |  3 PagesWritten by Margaret K. Pai, the Dreams of Two Yi-min narrates the story of her Korean American family with the main focus on the life journeys of her father and mother, Do In Kwon and Hee Kyung Lee. Much like the majority of the pre-World War II immigrants, the author’s family is marked and characterized by the common perception of the â€Å"typical† Asian immigrant status in the early 20th century: low class, lack of English speaking ability, lack of transferable educ ation and skills, and lack of knowledgeRead More: Discuss the History of Korea and Its Impact on Koreas Culture, Politics and Business.1397 Words   |  6 Pagesinto two states. Korean civilization is one of the oldest ancient civilizations in world history, and Korea has the oldest history in East Asia. * Gojoseon (National foundation in BC 2333 ) The first Korean kingdom Gojoseon was established on a flourishing bronze culture in BC 2333 by Dangun who was the legendary founder of Gojeseon and people believed he was the grandson of heaven (Edward 2005). It was centered in the basins of Liao (China) and Northern part of the Korean Peninsula. Politics

Internship Handbook Free Essays

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

Digital Transformation of an organization

Questions: 1.Driven change or Digital Initiative? Justify? 2.Describe the IT portfolio at Comfort Taxi. Divide the systems in use according to their use in the organization? 3. According to you, does Comfort Taxi have digital capabilities,If yes why? If not Why? Justif? Answers: 1. The process driven change is preferred over the digital initiative (Sabharwal, 2014). Although, the digital initiative is a more fruitful process, but there is a certain amount of risk that is involved in the process which is not advice able. Hence, the process driven change is the more preferred one as the changes in the organization can done according to the need that arises from the current situation. In addition to this a certain organization is required to go through a certain number of constrains in order to bring about a change with the policy of digital initiative. In addition to this after the implementation of the digital strategy the overall process of the organization can be stagnant for some before being introduced to another change. But, the according to Professor Meir Lehman, an organization must change or they become less effective over the course of time (de Oliviera de Almieda, 2016). And over the course of time an organization requires more specialized tools and resources for changing. Therefor the process driven change seems very appropriate in the situation. 2. The Anthonys Model for the IT portfolio of The Comfort Taxis: Figure 1: The IT portfolio of Comfort Taxis Source: (created by Author) The Comfort Taxis follow the Enterprise Information system (Panetto Cecil, 2013). Among the internal tactics comes the fleet management system, the rental management system and the driver management system. Among the external tactics the Commuter enquiry system, Customer complaint system, the Lost and Found system, the CABLINK system and the CRM or the Customer Relation Management system fall. The operations of the company are: Call center performance: All the operations of the call centers comes under this topic. System Performance: All the operations such as the booking and paying for a ride comes under this system performances. Network Performance: The Network performances are concerned with the performance of the website and applications. Driver performance: The monitoring process of the drivers and the evaluation of their services come under driver performance. 3. Yes the Comfort Taxis have the digital capabilities (Setia, VenkateshJoglekar, 2013). The organization has Cab Link System. It was launched in 1996. It was the satellite taxis dispatch system for the company. Among all the systems the Cab link system has the greatest impact on the customers. It was first and the largest taxi dispatch system in the world. The system was very accurate. They use the Interactive Voice response system and the Global Positioning system. They could locate a taxi on which they have the authority to in just a few minutes or seconds and could also do it with a very high level of accuracy. Hence, it can be aptly said that the Comfort Taxis were digitally very capable. References de Oliveira, R. P., de Almeida, E. S. (2016). Evaluating Lehman's Laws of Software Evolution for Software Product Lines.IEEE Software,33(3), 90-93. Panetto, H., Cecil, J. (2013). Information systems for enterprise integration, interoperability and networking: theory and applications. Sabharwal, A. (2014). Digital directions in academic knowledge management: Visions and opportunities for digital initiatives at the University of Toledo. Setia, P., Venkatesh, V., Joglekar, S. (2013). Leveraging digital technologies: How information quality leads to localized capabilities and customer service performance.Mis Quarterly,37(2), 565-590.

Questions Essays - Case Law, Law, , Term Papers

Questions: 1. Why was Gitlow v. New York important? How does it apply to the question, "When should schools be able to limit students' online speech?" The Gitlow v New York case was important because it persuaded the Supreme Court into thinking that the First Amendment should be applied to other levels of government, instead of just to the federal government. This meant public schools, as well, which explains how this case applies to the question, "When should schools be able to limit students' online speech?" After the Supreme Court gave way to this rule, they were forced to allow certain limits on that freedom, knowing that some people might take advantage of the right to free speech. These limits were set in order to protect the well-being of others and our community. Thus, because of this ruling, it can clearly be seen when schools should be able to limit students' online speech. It is obvious, from this case, that they should use the limits set by the Supreme Court, and no other ones of their own. That is how this case applies to the question of "When should schools be able to limit students' online speech?" 2.Why was Tinker v. Des Moines important?How does it apply to the question, "When should schools be able to limit students' online speech?" The case of Tinker v. Des Moines was important because it ended in the Supreme Court ruling that students, like from the case, have free speech rights that do not end at the schoolhouse door. However, the Court also ruled that if student conduct substantially disrupts classwork or involves the invasion of the rights of others, the First Amendment does not protect it. Thus, the Supreme Court painted a fine line between having free speech rights outside of school and abusing this right at school or elsewhere. Secondly, this case applies to the question, "When should schools be able to limit students' online speech?" because it places even more limits on how much schools can limit students' online speech, for the Supreme Court ruled that school cannot only be the place for free speech, but should be accepted anywhere else, as well. Although, at the same time it also gave the school officials some advantages for the Supreme Court ruling also stated that if a student abuses his/her right, by behaving in a certain way that may disrupt classwork, then the First Amendment does not protect him/her. Therefore, the school can punish the student, which in the eyes of the Supreme Court would be fair. That is how this case applies to the question, "When should schools be able to limit students' online speech?" 3. Why was the case of Morse v. Frederick important?How does it apply to the question, "When should schools be able to limit students' online speech?" The case of Morse v. Frederick was important because during this case, the Supreme Court decided that schools could punish speech at school events, even off school grounds. Basically, a student could say something very insulting at a graduation ceremony in some venue rented by the school, and still be punished. This case applies to the question stated above, because only through this case, were school officials able to gain some power and support in limiting students' online speech. Of course, it was discussed above that schools should obviously be able to limit students' speech at school, if it was to be very insulting or disruptive, but this case put a wider view on this issue, allowing school officials to punish students' off-campus. Therefore, it applies to the question state above because this case enabled school officials to punish students for the supposed "abuse" of their speech, even off school grounds, which in some ways applies to online speech, as well. 4. Why are school officials concerned about students' online speech, even when it occurs outside of school hours and off school property? School officials are concerned about students' online speech, even when it occurs outside of school hours and off school property because it can spread quickly through many databases, easily spill over into schools and can hurt young people or students. Therefore, online speech is very effective and easy to find out about. Online

Karl Marx and George Shaw

Karl Marx and George Shaw Introduction Karl Marx’s article was essential in explaining how the working class and the elite relate to one another through the capitalist machinery, while the play ‘Mrs. Warren’s Profession’ confirms Marx’s assertions by portraying the effects of an exploitative system of labor. The paper will start with the basics of Marx’s theory in the book and relate them to its manifestations in Shaw’s play. Thereafter, the report will identify commonalities between these two writer’s schools of thought and make a conclusion.Advertising We will write a custom essay sample on Karl Marx and George Shaw specifically for you for only $16.05 $11/page Learn More Comparison Karl Marx argues that the failures of capitalism will eventually lead to its destruction because it is self contradictory. Marx affirms that wages are what a laborer receives for his work; it is thus a commodity like the equipment that the employer uses to get work done or the lease agreement that he pays in order to open shop. Therefore, labor may be regarded as an investment in production. A worker has the option of selling his labor (commodity) to any investor he chooses at any time. However, he has no right to refrain from selling it at all as he will have no earnings and no means to sustain himself; as the author eloquently puts it â€Å"he works in order to live† (Marx 204). A laborer’s life is all about selling his labor for sustenance. In other words, capitalism has minimized his choices and forced him to contend with this scheme of things. The same concepts prevail in George Bernard Shaw’s play Mrs. Warren’s profession. In this Victorian society, men have no option but to sell their labor. However, women experience even worse predicaments than their male counterparts. They can only sell their labor if they are as highly educated as Vivie. Most of them do not even have the option of exchang ing labor for wages. They must reduce themselves to prostitutes or unhappy wives. Capitalism is inherently exploitative in the play because it gives male workers minimal choices and women even worse alternatives. Karl Marx explains that capitalism is exploitative because employers steal the actual value of worker’s input for benefits. When a laborer works for the capitalist, his pay is equivalent to his value as a commodity. The wage is what is necessary to create the laborer as the employer must train and prepare him for the job (Marx 207). However, Marx notes that laborers produce more value than they consume, and this makes the employer-employee relationship unequal. In order to get profit, capitalists take advantage of the surplus value that a worker produces. For instance, if a worker need to give 6 hours of his time in order to match his sustenance, then any extra hours will be a surplus that exceeds the value of what it took to produce the worker. The stolen excess of a laborer’s worth is an employer’s gain (Marx 208). Therefore, no equal exchange takes place between workers and employers; cheap labor is the means with which the ruling class attains its status.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These sentiments echo throughout George Bernard Shaw’s play. Vivie learns about Mrs. Warren’s profession from her mother. When Mrs. Warren defends her profession, she says â€Å"How could you keep your self respect in such starvation and slavery? And what’s a woman’s worth? What’s life worth? Without self respect! Where would we be now if we minded the clergyman’s foolishness? Scrubbing floors for one and six pence a day and nothing to look forward to but the workhouse infirmary† (Shaw 219). Mrs. Warren was conscious of the unequal exchange that takes place in most conventional p rofessions for women. The worth that women, in particular, provided their employers were in no way related to the meager earnings the got. These exploitative conditions were similar to the ones that slaves experienced. It should be noted that although George Shaw’s play appears to support prostitution, the industry is still just as exploitative as other conventional ones. This proves Karl Marx’s point that no matter how promising a certain industry may seem workers have no choice but to remain buyers of the capitalist class. The aristocrat Croft explains that he regarded the industry of prostitution as a highly profitable one. He asserted that if he turned away from this opportunity, then he would be behaving like an insensible man. Other people were seizing opportunities to make money in various industries so this should come as no surprise. The callousness inherent in the business world was evident in the profession of prostitution, as well. Mrs. Warren objects to th e exploitative nature of the business world; consequently, she chooses to become a prostitute (Shaw 260). However, she contradicts these objections by perpetuating the same level of exploitation against innocent girls. Mrs. Warren rose to the rank of madam by first starting as a conventional prostitute and then climbing the ranks. By running brothels in different parts of Europe, she is doing the same thing that caused her to become a prostitute in the first place. Just like capitalists who cannot survive with exploiting workers, Mrs. Warren could not become a madam without exploiting other women. Marx believed that workers have the freedom to move from one employer to another but never from one class to another. There were structures that kept the working class in their place. The meager wages that they derived from their work was never sufficient to remove them from this cycle; it was only enough to feed them or meet their basic needs. Likewise, in the case of prostitutes in Georg e Bernard Shaw’s play, they had wealth but no virtue; consequently, society never accepted them. One can see this when the Reverend hosts an event in which he finds it appalling that Mrs. Warren is attending it. Society was limiting their choices and ensuring that women always result to an underpaid and overworked position by frowning upon other alternatives to wealth creation. Capitalists make certain that they always have a constant supply of workers by minimizing their options and keeping them in lack.Advertising We will write a custom essay sample on Karl Marx and George Shaw specifically for you for only $16.05 $11/page Learn More Karl Marx notes that the interests of the working class will always antagonize those of the elite. Eventually, this may lead to the demise of the capitalist system as it will implode (Marx 209). When workers appear to be getting more wages as a result of growth in their places of work, this is equivalent to getting mor e crumbs from the rich man’s table as he is enjoying the lion’s share of those rising profits. Therefore, capitalism operates in a mutually exclusive way; one group will always benefit at the expense of another. Likewise in the play, Mrs. Warren chooses to become a prostitute because of her discontent with the exploitative nature of work. Many others like her enter this secret profession because their needs antagonize those of their employers. In essence, an implosion occurred in this society because capitalism had failed to live up to its promise. Prostitution was the unnatural response to a system of work that undermines the same people it depends on for survival. The author of the play Mrs. Warren’s Profession clearly indicates that he is a socialist and a firm supporter of Karl Marx’s principles in the book â€Å"Wage, labor and Capitalism†. One can determine this by the playwright’s choice of characters. Mr. Croft is a shrewd capitali st who does not even conceal the unethical nature of his business practices. In one situation, Croft even boasts about his business. He compares himself to his brother who is in charge of a factory that hires 600 girls. Croft believes that prostitution is far superior because even though his brother gets 22% from the factory, none of the girls earn enough to live comfortably. The audience reacts to this self righteousness by disliking Croft. George Bernard Shaw wanted to show that capitalists are often morally repugnant. Vivie’s response to Croft’s assertions enforces these sentiments. She explains that his words are quite offensive and polluting. One can, therefore, realize that the playwright was speaking out against injustices inherent in a capitalist world. In Karl Marx’s writing, he talks about the notion of the alienated worker. Since members of the working class have no choice but to keep selling their labor power to capitalists, most of them must contend with this role exclusively (Marx 206). They focus so much on creation of value for the employer that they even lose their humanity. Such people misplace their individualism and uniqueness thus becoming like machines. The same thing is evident in the play Mrs. Warren’s profession. The women in this play have lost their sense of humanity as society assesses their worth by how much they can clean or scrub (Shaw 66). Those who choose a daring path such as Mrs. Warren have also reduced their humanity to their secularity. Consequently, one can see that capitalism alienates workers and transforms them into machines.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Employers and many capitalists have created a lot of mystery concerning the way they do business as well as in the value of the things that they create. Karl Marx explains that commodities reflect the social relations and the labor that people put into them. The price of the item often obscures this fact (Marx 209). Capitalists have given money a mythical significance in order to neutralize their effects. Even bourgeois economists minimize the exchange of commodities to financial patterns alone. These individuals do not look at what happens in terms of the social aspects of money. Members of the lower class may, therefore, not be aware of the exploitative nature of wage labor. The shift away from the social relations of labor thus protects the proletariat from potential inquisitions and protests from the working class. Similarly, the same issue of deflecting the real value of commodities exists in the play Mrs. Warren’s Profession. Croft chose not to focus on the exploitativ e nature of his work and instead extolled the profits earned from the trade (Shaw 150). He was justifying his actions by talking about the amount of money made from the trade. However, prostitution still uses vulnerable girls to make profits; this case was not an exception. Conclusion Capitalism promotes class conflicts as explained by Karl Marx, which can only lead to undesirable consequences. George Bernard Shaw’s Victorian society exploits workers and gives females extraordinarily few choices for sustenance. As a result, some of them have lashed out against this exploitation through immoral acts such as prostitution. Marx, Karl. Wage Labor and Capital. Literary Theory: An Anthology. Ed. Julie Rivkin Michael Ryan. MA: Blackwell Publishing Ltd, 2004. 201-210. Print. Shaw, Bernard George. Mrs. Warren’s profession, NY: Broadview, 1902. Print.

Boyle Heights Los Angeles Community Needs Assessment

Boyle Heights Los Angeles Community Needs Assessment Boyle Heights is a neighborhood located on the east side of Los Angeles (Healthy City, 2010). An initial assessment of the community revealed issues of poverty and crime. According to the Los Angeles Police Department, Hollenbeck Division (2011), the majority of crimes committed in the Boyle Heights community are property crimes such as auto theft and burglary, however there are also violent crimes such as robbery and aggravated assaults (Los Angeles Police Department COMPSTAT, 2011). According to detective Antonio Macklin of the Hollenbeck police station in Boyle Heights, the majority of crimes are motivated by economic factors as Boyle Heights is a poor community (A. Macklin, personal communication, February 10, 2011). An initial drive and walk through the residential areas of the community of Boyle Heights revealed homes in various states of disrepair. The majority of houses are old. As one walks further along through the streets graffiti is visible. However, this is also a commu nity rich in cultural history. A further walk through the community reveals a historical museum, Mariachi Plaza, Murals depicting Mexican American Culture, Catholic Churches, and family-owned markets, restaurants and clothing stores. Despite crime in the area, children are observed playing in the streets, in the local parks and in their backyards. The community does have various parks and recreation centers as well as community centers. Community Characteristics Physical/Geographical Boyle Heights is located in East Los Angeles and its geographical boundaries are demarcated by the City of Vernon to the South, East Los Angeles to the east, Lincoln Heights and El Sereno to the north, Los Angeles River and Downtown Los Angeles to the West (City of Los Angeles, 2005). For the purpose of this needs assessment, the boundaries of Boyle Heights were narrowed to boundaries as defined by the Boyle Heights Neighborhood Council website (2011) consisting of Marengo Street to the North, 25th stre et to the South, Indiana street to the East and the Los Angeles River to the West (Boyle Heights Neighborhood Council, n.d.). Boyle Heights is a mixture of residential areas, commercial areas, open space and public facilities (City of Los Angeles, 2005). According to data obtained from HealthyCity.org (2010), there are 12 Parks and Recreational Centers within a one mile radius of the Boyle Heights community. Additionally, Boyle Heights has a variety of small businesses punctuated by assets in the community such as White Memorial Medical Center, the extension of the Metro Gold Line and Los Angeles USC Medical Center, which according to the President of the Boyle Heights Chamber of Commerce, Alicia Maldonado, these assets have â€Å"brought improvements to the community, jobs for the residents, customers to the retail establishments and better health care (Boyle Heights Chamber of Commerce, 2011, p. 1)†. Former resident of Boyle Heights, Geneva Garcia, who resided in the area f rom the 1950’s until 2009, stated that â€Å"independent of the presence of gangs and crime in the area†, she has fond memories of her childhood and her life in Boyle Heights because of the many parks, recreational activities, sports and other community activities available to her (G. Garcia, personal communication, February 10, 2011). Ms. Garcia also confirmed that the majority of the community is Latino. This has further been confirmed through data obtained from the HealthyCity.org website and observation of the community.

'International Trade in Intellectual Properties' Knowledge Diffusion Essay

'International Trade in Intellectual Properties' Knowledge Diffusion of Exploitation' - Essay Example Previously products that were regarded inferior in technology have been revamped to become more appealing and efficient on the technological end. All these aspects attest to the increasing trade being carried out across the borders in intellectual property (IP). Producers of goods are given by law the right to protect their ideas and creativity from being stolen and exploited by other people. Moreover producers can also negotiate and exchange these ideas at a price. This is referred to as intellectual property rights and occurs in an array of forms; for instance, copyrights can protect movies and books, trademarks can provide immunity from exploitation to product logos and patents can be applied to inventions. One of the reasons why such rights are being promoted is to encourage producers to come up with new ideas and practically apply them without the fear of them being exploited and stolen by competitors (1). Moreover the integration of IP into the trade regime has served to be a s olution to the shortcomings of the WIPO system (2). IP has evolved into a means of gaining competitive advantage in modern international trade. The rapid pace of technological advancements occurring all around the world coupled with increasing economic globalization has helped to create more competitiveness amongst countries. Amidst such high competition, the protection of ideas and creativity of producers helps to guarantee that rivals do not steal the idea and take credit away from the original producers (3). The economic worth of IP lies in the fact that it serves to advance and further competitive capability. One such example is the protection of IP with regard to the software industry in India. The transfer and exchange of IP is often seen amongst developing countries. This is because the economies of these nations are still budding and developing. There is a need for greater investment and transfer in research and technology along with improvements and advancements in certain industries such as manufacturing and service industries. One way of achieving such modernization is through the trading of intellectual property across the national border. The advantages of such barter not only lie in the acquisition of better and advanced technology by the buyer but also in greater economic gain for the seller. The trade of IP allows countries to commercialize and market the creativity of their producers and to achieve competitive advantage through it. Moreover countries who are importing IP are benefitted from the influx of an array of IP such as textbooks for the national education system, art works by talented artists etc (4). The recent trends in international trade are making the exchange of buying and selling much simpler and secure. When looking at the changes occurring by the advent of e-commerce, one can appreciate that no industry is changing at a more rapid rate than the technology transfer industry. This tech transfer industry primarily compromises of patent licensing executives, inventor-scientists, patent attorneys and technology brokers. These agents are responsible for the sale, purchase and licensing of IP all over the world. There are a number of factors motivating these people to barter IP on an international scale; these also portray the advantages of trading IP globally. IP can be exploited in two main ways: selling and licensing; a range of factors affect the

Police administration Essay Example | Topics and Well Written Essays - 750 words

Police administration - Essay Example In addition, the paper explores whether the course has helped me, in preparing to face the modern-day challenges facing the police. The main challenges facing the police force include governance. For a long time, the tripartite structure of the force that encompasses a home office, chief constable and police authority is largely non-operational. The structure is characterized by gross confusion over the roles that different policing agents should play; there is a replication of roles and responsibilities. Therefore, there is a need to address the inconsistencies in the governance of the force (VanHulle, 2011). For instance, the bureaucratic nature of the current police structure needs to be addressed with an aim of effective utility of the potential in the police force. There is also an issue with the skills and the expertise held by the different departments, which needs to be explored, and where possible consolidated in order to ensure the achievement of maximum value from the avai lable personnel (VanHulle, 2011). The satisfaction expected in the area of police governance includes coherence of command, which eliminates the availability of conflicts in orders and commands. Furthermore, satisfaction in this area will include the delivery of services in a way that ensures that confusion levels are low (VanHulle, 2011). Through the adoption of an effective police administration, there will be the avoidance of replication of roles and responsibilities. In effect, this establishes a reward system that recognizes the roles of all officers regardless of their rank. There is a challenge of cost cuts in instances where the police force is under pressure to show that they are operating in a financially efficient manner (COPS, 2011). One possible solution, in this case, would be investing in a common procurement and a common service administration model. Some of the cuts that may help in realizing this include the sharing of resources and using smarter volume purchasing. For instance, instead of the 43 forces having 43 HR centers, they could invest in a central HR administration (COPS, 2011). Price cuts could also be realized in the areas of procuring services and equipment as central procuring could reduce the overall cost of policing, by millions. The satisfaction expected from this challenging area is that the operations of the police force should be managed and administered in a professional manner. Furthermore, the deployment of funds and roles should be based on the strategic employment of resources – both human and financial (COPS 2011). There is a challenge that the police are expected to depict a reduction in crime, which could be realized through increasing the detection of crime at all areas of coverage. The changing nature of crimes, where new models and styles of crimes replace the existing ones, further escalates this problem. In effect, this calls for newer models to detect crime and realize the overall objective of crime redu ction (PERF, 2012). For instance, there is a need to improve stitching on instances where criminal activities of small or large magnitude can be investigated with the criminals subsequently subjected to penal action (PERF, 2012). The satisfaction expected in this area is that the police should remain updated on new patterns and the technologies used by criminals. For example, police investigations should be able to expose information –

Frankenstein and Blade Runner Essay Example for Free

Frankenstein and Blade Runner Essay Frankenstein and blade runner essay Which text do you feel better represents the values of the composer? You must refer to both texts in detail Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner are two texts from different centuries, but they both share the same values, themes and issues including; the natural world, scientific advancement, morality of humans and responsibility. Both texts use a variety of techniques to represent their values, themes and issues. The techniques used in both texts are reflective of their context and are able to strongly represent the values of both Frankenstein and Blade Runner. Mary Shelley’s Frankenstein was written in 1818. This was a period where romanticism was developing, a time which focused on the sublimity of nature and on the individual. This theme is evident throughout the novel and is used to emphasise the emotions of the characters and to suggest the power of nature for both beauty and destruction. Shelley often uses the sublimity of nature as an invigorating device for victor, â€Å"when happy, inanimate nature had the power of bestowing on me the most delightful sensations. A serene sky and verdant fields filled me with ecstasy. The present season was indeed divine; the flowers of spring bloomed in the hedges, while those of summer were already in bud. † Vivid imagery is used here to illuminate the peacefulness and contemplation of the sublime nature that is constantly surrounding victor. Shelley has also illustrated this notion further by the use of alliteration, â€Å"serene sky†, to capture how perfect the world is at that time, which reinforces the peacefulness of nature and how victor feels when he is surrounded by the natural world. Ridley Scott’s Blade Runner is set in a corrupted 21st century world. Similarly to Frankenstein, the natural world is evident but in Blade Runner it is seen as the unnatural world. In the first panoramic shot, the audience sees a destroyed world, a dark industrial urban wasteland which is heavily polluted. Visual irony is created here as it is meant to be Los Angeles, which means â€Å"city of angels†, but we see that it looks more like hell. We see that nature has been destroyed. Animals are rare and are presumed extinct, although the unicorn is seen as a natural creature in a natural setting. The unicorn symbolises the ambiguity of hope, freedom and spirit. There is no sign of any trees or plants except for a miniature Bonsai tree symbolising mans inherent desire to control nature to conform to what humanity believes is a better version. We also see constant darkness and rain, which is known as film noir and are the only aspects the audience sees when in an outside scene. The panoramic shot and film noir speculate the natural is now off world, that there is nothing natural, which creates a post apocalyptic tone. Shelley’s world was moving forward into the direction of industrialisation, exploration and scientific research. This is conveyed through characters such as Victor, Walton and Clerval who are all searching, exploring and attempting to make a discovery. We see in the start of the book Victor has an interest for natural philosophy, â€Å"natural philosophy is the genius that has regulated my fate. † The use of personification suggests that natural philosophy is a person that Victor idolises and wants to know everything he possibly can about it causing his interest to turn into an obsession. i became dizzy with immensity of the prospect which it illustrated, as surprised, that among so many men of genius who had directed their enquiries towards the same science, that i alone should be reserved to discover so astonishing a secret. † This quote establishes that Victor is intelligent and is able to intellectually break barriers beyond those that have ever been broken an d discover the source of life. Hence, now being able to create his ‘monster’. Similarly in Scott’s film we see that 21st century L. A is all about scientific activity and advancements in technology. It is a world based on commerce, as we can see throughout the entire film through the blimp that promotes going off world and big wall signs i. e. the Asian lady taking pills. Technology is also used to detect what is and isn’t human i. e. the Voight Komph test. Disembodied voices are used on the street i. e. when crossing roads it says â€Å"walk† and â€Å"don’t walk†. All these aspects of technology are a way of controlling the population of L. A. Scientific activity is seen through Tyrell, a scientist, who is the creator of all replicant things i. e. humans and animals. â€Å"Commerce is our goal here and our motto is more human than human†, this quote was said by Tyrell and reflects on Tyrell’s attitude towards life. He takes the role of God, creating life trying to make the replicants smarter and stronger than real humans, feeling as though he is dominant over everyone else in the world. This is shown through upwards tilt of the camera on Tyrell’s building, making him appear larger and above everybody else. Victor Frankenstein does not truly contemplate of foresee the consequences of his scientific quest to create life, nor does he take the moral responsibility for his creation afterwards. Victor continually justifies why he refuses to take responsibility for his creation, which is solely because he doesn’t want to incriminate himself and be punished, although he stated â€Å" a new species would bless me as its create and source; many happy and excellent natures would owe their being to me. This shows Victor’s lack of morality and reveals his ego through the use of unreliable narrator. Scott’s film raises concerns of scientific advancements and its lack of morality and responsibility for those it affects. Blade Runner represents its values through ambiguity. Blade Runner leaves it up to the viewer’s own judgement of morality and responsibility within the film. An example of this is through the use of cinematography in the scene where Deckard ‘retiresà ¢â‚¬â„¢ Zhora. Passersby walk past without showing any concern or emotion to what has happened. The lack of morality and responsibility arouses deep emotions of anger and dislike. Scott is not as assertive in representing his values as Shelley is. Through the use of camera shots, cinematography and irony he easily represents his values but through the use of ambiguity he leaves things for interpretation from the viewers. Due to the ambiguity present in Blade Runner, some viewers may be unable to identify the values that are present, so therefore the values stated in Mary Shelley’s Frankenstein are better represented.

The Dismal Washington Square, by Henry James :: Washington Square Henry James

The Dismal Washington Square, by Henry James Curiosity about how Washington Square was received at the time it was written lead me to search for a review done at the time the book was published. Expecting that the late nineteenth century reader would have a different view of the work than a late twentieth century reader, it came as a surprise to find that an anonymous review in the February 1881 issue of Spectator related views similar to my own. The reviewer described the book as "dismal," filled with a "leaden-coloured group of emotions," while still conveying a "genius" for "painting character, and genius for conceiving unalloyed dismalness of effect, without tragedy and without comedy" (Gard 88-90). While I agree that the book was dismal and lacked a certain depth of emotion, I did not think it was without tragedy in the character of Catherine, or comedy courtesy of Aunt Penniman. The anonymous reviewer asks the question: "why is the whole painted against that blank, leaden sky, not merely of absolute hopelessness, but absolute indifference to hope?" (Gard 89) To me, this clearly referred to Catherine for whom hope is an alien concept. Her everlasting endeavors to please her father who perceived her as inferior because of her gender and her singular lack of distinction, eliminated hope from her reservoir of emotions. The tug-of-war between Townsend and her father over Catherine, not for her own sake, but for money, robbed "her of her admiration for her father" (Gard 89), and a fickle fiancà ©e. These loses she suffered behind "her ancient facility for silence" (James 216). Catherine lived her life trying to please others in a bid for love and approval, and ended up without love from anyone or the hope of acquiring it, which made her a tragic figure. Others might consider having to live with Aunt Penniman ad infinitum to be a tragedy. Aunt Penniman did, however, offer some moments of comic relief with her "silly love of intrigue" (Gard 89) and her romantic flights of fancy. Who could not be amused by Aunt Penniman describing Morris Townsend as an "imperious" man "of great force of character," and saying to herself , "That's the sort of husband I should have had!" (James 38) The anonymous reviewer indicts James as showing genius in creating his characters, but showing no caring for their fate, which leads to his final comment on the book, "If you desire a consummately clever study of perfect dreariness, you have it in

Chinese Water Scarcity

Abstract In my opinion, China is threatened by the fresh water scarcity problem right now. According to this, I will try to design a best way which is suitable for China to solve this issue by comparing and contrasting different countries’ methods. I have collected some background information from the internet and extracted the main idea into a form. After analyzing it, I have reached a conclusion that reducing the factories which are creating pollutant into the rivers or lakes by establishing a special legal system is the most suitable way for China. This is a convenient and long-lasting project. 1. IntroductionTable 1. 0 Solution to solve water scarcity | |Water supply |Water demand | |Increase water supply |^ |Same | |Decrease water demand |Same |v | |both |^ |v | The purpose of the research is to find the information about water scarcity and to improve the water scarcity problem in China. I choose to increase the water supply as my original solution, and I have develped a creative solution based on the original one.As a result, the thesis of my research is to reduce the polluted water which comes from the factories is a effective way to improve the fresh water scarcity. Aquatic ecosystems cover about 70 percent of the Earth's surface. There are many kinds of animal life in the aquatic systems including microscopic zooplankton and all sizes of marine mammals. (eHow ND) 2. 0 Methodology China is now facing increasingly severe water scarcity problem, especially in the northern part of China. The character of China's water scarcity is the insufficiency of local water resources and the water quality which is decreasing because of the water pollution. Jiang 2009) Due to the increasing population and the developing of many big cities in China, Chinese government must take action as soon as possible to improve the situation although it is a long-term task. In my opinion, the easiest way to improve this problem in a relatively short time is to establish a cer tain policy system so that the factories which create a lot of pollution can be reduced. This method can also save a lot of time and money. All that Chinese government has to do is just check if the local government is following the rules.There are several data sources such as the internet, textbooks of science from last semester, and I will also collect some information and experience from other countries' methods so that I can compare them in different situation to find the most effective way. The data that I have collected has helped me a lot to analyze the problem. This includes other countries’ methods to solve the issue. Then I compare them all to try to figure out which way is the most suitable for the situation in China. To sum up, the information that I got from several ways is really useful for me. 3. Findings Table 2. Three main fresh water issues in China | |Description |Current plans | |Issue #1 |Wastewater pollution |Wastewater improvement project | |Issue #2 | Pollution of fresh water lakes |Ge help from Asian Development Bank | |Issue #3 |Uneven distribution of fresh water |South-to-north water diversion project | Here are three main fresh water issues in China. First is about the wastewater pollution in China.For example, Tianjin is the third largest industrial city in China. However, the whole city’s drainage system and its wastewater treatment are far behind its industrial development. In order to deal with the problem, Tianjin Municipal Government has introduced a waste water improvement project, the World Bank also provide some help for them. Also, Chao Lake is one of the five largest lakes in China which locates in Shanghai, is also damaged because of the rapid development of industry and urban areas. The Shanghai government is also try to get help from the Asian Development Bank. Min ND) Second issue is the uneven distribution of fresh water. South areas in China is facing the threaten of floods, however, there is not enoug h rainfall in north areas. The Chinese government has started a great project called south-to-north water diversion project since 2004. For more information about this project, see This project is still lasting until now. I believe that it will works very well to solve this problem. The third issue is about water pollution. Even in the places where the fresh water is rich, water pollution is also decreasing the fresh water supply.So the environmentalists are trying to reduce the factories which produce a lot of wastewater into the freshwater lakes. This work would be a long-lasting project for the whole country. In my opinion, globalization has both positive and negative impacts for the water scarcity in China. First, Chinese government can get a lot of help from other countries after globalization. As I said, Tianjin and Shanghai have already got financial help from some global banks. We can also absorb other countries’ experiences and methods to improve the water scarcity i ssues. However, there are also several disadvantages.Some international companies would start their municipal companies in other countries. Such small companies are usually factories which would create a lot of pollution into the seas or lakes. This kind of factories harms the environment a lot. Also, globalization may have bad impacts on the developing countries such as China. This is because that we are not strong enough to prevent the risks from happening. 4. 0 Discussion America also has water scarcity problem. For example, the Lake Mead, which supplies water for about 22 million people, will be dry by 2021.Also, the water from Colorado River may soon be compelled to cease pumping water to other places because of its water scarcity. The main reason for this is the global warming is fastening the speed of water evaporation. The American environmentalists suggest that they can dig ponds or underwater receptacles. Fortunately, this low-tech method has already helped the farmers in China. (Snyder, ND) India is also a typical country which has very drastic water scarcity problem. This issue even has a negative impact on the whole country’s food security because the farmers do not have enough water to irrigate the farmland.India is a developing country; however, the water scarcity limits the development of agriculture. The geological environment of India includes desert, plain, and tundra, so the climate changes very fast, this situation only makes the problem worse. So the Indian government starts to use a kind of special irrigation method, drip irrigation, and it is trying to improve the water management system. (Chatterjee ND) According to the findings, I have got a conclusion that the methods to solve fresh water issues depend on different situations in different countries.So, because China is a developing country, the industry and agriculture needs to be improved, reducing the factories which are producing pollutant can not only improve the environme nt, but also provide more space for other companies to develop. As I have mentioned, Chinese government has already made a plan to solve those issues above. In my opinion, in spite of getting help from the big banks, the government can also hire some environmentalists who have a lot of experiences to design a new drainage system for the factories.This can prevent the wastewater from flowing to the lakes or seas from its origin. I think that this research is really helpful to solve the fresh water issue. I have compared and contrast several countries which are really typical for this problem. Then I find the best way that is very suitable for China. If this plan can be adopted, I believe that it will be really effective. As I have mentioned in the introduction part, my original solution to solve the water scarcity problem is to increase water supply. Then I develped a creative solution according to the resesarch I have down on the internet.So I think that to reduce the factories whic h produce a lot of wastewater is a effective way to increase water supply. However, there are also several factors that can influence the findings. For example, the situations are different in different parts of China. Also, the geological environment is different. These are the aspects that I think may interfere with the findings. 5. 0 Conclusions and Recommendations There are some advantages that I think for my solution. First, this solution is the conclusion I have got after compare and contrast several different countries.It is suitable for China’s situation. Second, this method is easy to do, it will not cost a lot of money or need a lot of people to do it. These are the reasons that I think Chinese government would adopt this solution. If the solution can be adopted, the government should make some special policies or laws to restrict the factories to prevent them from creating much pollution. Second, the government should let some people to go to all the industrial cit ies to check if the factories are following the rules.Then they should check the quality of water once a month so the environmentalists can know if the situation is improving. Reference Jiang,Y (2010), Water Scarcity – China, the encyclopedia of Earth , [online] Available at: http://www. eoearth. org/article/Water_scarcity_-_China [Accessed 10 March, 2013] Gast, C (ND), Definition of an aquatic ecosystem, [online] Available at: http://www. ehow. com/about_6307480_definition-aquatic-ecosystem. html [Accessed 10 March, 2013] Min, K (ND), Water Pollution in China, ScienceCentral. com, [online] Available at: http://darwin. bio. ci. edu/~sustain/suscoasts/krismin. html [Accessed 10 March, 2013] Chatterjee, S, (ND), The battle of water – India’s food insecurity compounded by water scarcity, [online] Available at: http://www. trust. org/alertnet/blogs/the-battle-for-water/indias-food-insecurity-compounded-by-water-scarcity [Accessed 10 March, 2013] Snyder, S, (ND), Wat er Scarcity – The U. S. connection, the Water Project, [online] Available at: http://thewaterproject. org/water_scarcity_in_us. asp [Accessed 10 March, 2013] Appendices Picture 3. 0 South-to-north water diversion project in China