Friday, January 10, 2020

Internship Handbook

Master of Public Health Program Internship Handbook 2010-2011 University of Missouri Master of Public Health Program University of Missouri 802  Lewis  Hall Columbia,  MO  65211 PHONE  (573)  884? 6844 FAX  (573)  884? 4132 http://publichealth. missouri. edu To Whom It May Concern: The Master of Public Health Program at the University of Missouri trains practitioners, teachers, researchers, and administrators to plan, implement, and evaluate programs aimed at enhancing health in human populations through organized effort on the local, state, and national level.Internships for MPH students fulfill a critical need for their public health experience and help build our community, state, and nation’s public health workforce. The following information is designed to guide and provide accountability for preceptors and interns in the University of Missouri Master of Public Health Internship program. Thank you for agreeing to work with the Master of Public Health Progra m to help provide experience for our graduate students. We appreciate your input into planning experiences and your feedback about students’ progress. Sincerely, Kristofer J.Hagglund, PhD, ABPP Director, Master of Public Health Program Tel: (573) 884-7050 Fax: (573) 884-4132 Email: [email  protected] missouri. edu University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures University of Missouri Master of Public Health Program Internship Table of Contents Mission Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Policy for Pre-requisites†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Student Checklist†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Sample Schedule†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Preceptor Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Project Selection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Faculty Advisor Expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Internship Agreement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Internship Statement of Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Internship Progress Report†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Preceptor Final Internship Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Student Final Internship Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Guidelines for Final Paper†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2 3 5 6 6 7 7 8 9 11 12 13 14 Appendices Appendix Appendix Appendix Appendix Appendix Appendix 1: 2: 3: 4: 5: 6: Competencies to Be Used for Internship Learning Objectives Self-assessment of Experience/Competency†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Student Internship Interest Form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Internship Description Form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Field Practicum Agreement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Log of Hours†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 17 19 20 21 23 University of Missouri Master of Public Health Program 2010-2011 MPH Inter nship Procedures Mission Statement The mission of the Master of Public Health Program at the University of Missouri is to advance the well-being and quality of life of the citizens of Missouri and beyond through excellence in teaching, discovery, and service in public health.To harness the unique strengths of the University of Missouri in rural health, veterinary medicine, and policy analysis and development in addressing the needs of underserved populations and preparing public health leaders on the local, state, and national levels. Statement of Values The underlying values of the University of Missouri Master of Public Health Program include a strong commitment to creating a learning environment where evidence-based decision-making and bestpractices are focused on enhancing the common good.The core values of the University of Missouri (Respect, Responsibility, Discovery, Excellence) intersect with key public health values informing the program in several important ways: 1) Respec t for the diversity of our students and for the communities they will serve, including an understanding of issues involving equity and the special needs of vulnerable populations, 2) The Responsibility of the academy to bring rigor and excellence to the training of both future and currently practicing public health professionals and to make research findings accessible for use in the development of public policy, 3) The value of promoting and supporting the innovative interdisciplinary Discovery that is a unique strength of the discipline of public health, and 4) The necessity of holding leaders of population-based efforts to improve health to the highest standards of Excellence, including professionalism, solid grounding in international and national codes of ethics, and respect for individual dignity, social justice, and fairness. -1- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Policy for Pre-requisites for the MPH Internship Before t he beginning of an internship, the MPH student must have completed 21 hours of coursework in the Master of Public Health Program, which should include following courses: P_HLTH 7150 Principles of Public Health P_HLTH 150 Human Health and the Environment P_HLTH 8920 Social and Behavioral Sciences in Public Health and either F_C_MD 8420 Principles of Epidemiology or NURSE 8100 Epidemiology for Public Health Practice and either STAT 7020 Statistical Methods in the Health Sciences or STAT 7410 Biostatistics Subtotal Credit Hours Other Elective Credit Hours TOTAL 3 3 3 3 3 3 3 15 6 21 Pre-requisite Waiver Policy: Waivers for students who would like to start their internships prior to completion of all pre-requisites will be considered on an individual basis by the student’s Faculty Advisor, Field Placement Coordinator, and the MPH Program Director. -2- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Student Checklist Preparing for interns hip: (3 months before internship) ? 1.Revise Resume: Include information on education, previous work experience, and career goals. Keep length to no more than two pages. Contact your Faculty Advisor or the Field Placement Coordinator for assistance, if needed. 2. Complete Self-Assessment Form: This will help you to identify competency areas you want to emphasize during your internship. Turn in the self-assessment to the Field Placement Coordinator. See Appendix 2. The Student Internship Interest form is also helpful and available in Appendix 3. 3. Consider Potential Internship Sites: With the assistance of your Faculty Advisor and/or the Field Placement Coordinator, develop a listing of potential internship sites.Considerations include: geographical location, interest areas, career goals, and learning objectives. Review the opportunities posted on the MPH Program website. http://publichealth. missouri. edu/students/Internship%20Opportunities. php 4. Meet with Your Faculty Advisor: R eview potential internship opportunities, self-assessment, and interest areas with your Faculty Advisor and the Field Placement Coordinator as needed. (Special note: Your Faculty Advisor is identified in your https://myzou. missouri. edu account. ) 5. Contact Sites/Preceptors: Make contact with potential Preceptors to explore internship duties. Set up interviews (phone or in-person) and review information about the agency/organization.Treat contacts like job interviews; follow up with thank-you notes and inform the Preceptor promptly if you will be accepting the internship. 6. Finalize Internship Site and Preceptor: Contact your Faculty Advisor and the Field Placement Coordinator to finalize internship plans. ? ? ? ? ? Starting your internship: (within 2 weeks of starting internship) ? 7. Complete Statement of Purpose: Identify the MPH Program Competencies you plan to meet through your internship work, develop specific, time-sensitive, and measurable objectives, and estimate a timel ine for completion. The Statement of Purpose must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 8.Complete Internship Agreement: Ask your Faculty Advisor and Preceptor to review your internship goals and objectives and complete the Internship Agreement. This document must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 9. Complete Internship Log: Begin documenting hours and maintaining a record of activities on the Internship Log in Appendix 6. 10. Complete Field Practicum Agreement: Complete a Field Practicum Agreement if requested by the Field Placement Coordinator. These are needed for new and off-campus internship sites. See Appendix 4. ? ? ? Midterm: 11. Complete Internship Progress Report: Meet with your Preceptor about halfway through the internship to discuss progress. The intern and Preceptor must c omplete the Internship Progress Report and return it to the Field Placement Coordinator. -3- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures ? 12. Update Statement of Purpose: Update progress towards meeting objectives and timeline on the Statement of Purpose and return to the Field Placement Coordinator. Final: ? 13. Finalize Statement of Purpose: Complete the final column of the Statement of Purpose and address objectives that were met (or not met).This document must be signed by your Faculty Advisor, Preceptor, and the Field Placement Coordinator and turned into the Field Placement Coordinator. Complete all assigned internship activities within the internship period unless previous arrangements have been made. If it is clear that an internship-related student activity cannot be completed during the internship, discuss this with the Faculty Advisor as soon as possible. 14. Complete Student Evaluation of Internship: You must complete your Student Final Internship Evaluation within one week of completing the internship. Return the evaluation to the Field Placement Coordinator. A final grade will not be issued until the evaluation is received. 15. Request PreceptorEvaluation of Internship: Provide your Preceptor with a copy of the Preceptor Final Internship Evaluation and requests that it be completed and returned no later than one week following completion of the internship and turned in to the Field Placement Coordinator. 16. Finalize Internship Log: Finalize your log and turn in to the Field Placement Coordinator. 17. Complete Summary Report/Project: Submit a brief paper or report that summarizes your internship activities and accomplishments to your Faculty Advisor. See Guidelines for Final Paper. ? ? ? ? -4- University of Missouri Master of Public Health Program 2010-2011 MPH Internship ProceduresSample Schedule All documentation should be turned in to the Field Placement Coordinator in her MPH Program office. I. Required documentation schedule for 360 hours of internship in one semester For this option, register for 6 credits in one semester for P_HLTH 8980 Public Health Internship. Previous Semester ? Self-assessment ? Internship interest form (optional) Start of Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement Midterm ? Internship Progress Report ? Updated Statement of Purpose Final ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) *II.Required documentation schedule for 360 hours of internship spanning 2 semesters For this option, enroll in P_HLTH 8980 Public Health Internship for two semesters and divide 6 credits between these two semesters (e. g. combination of 2-4, 3-3 or 1-5). Previous Semester ? Self-assessment ? Internship interest form (optional) Start of First Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement End of First Semester ? Internship Progress Report, ? Updated Statement of Purpose End of Second Semester ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) Work closely with/contact Academic Advisor *This option is particularly helpful for summer interns that will not complete their internships by the grading deadline in early August.This avoids having to enter an â€Å"incomplete† grade for the summer semester. Students completing their internships in the summer should register for 3 credits for the summer semester and 3 credits for the fall semester. -5- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Preceptor Expectations As you work with your student, please consider the following guidelines for the student experience: †¢ †¢ Provide an internship description well in advance for internship position advertisement. You may use our format for the advertisement (See Appendix 4). At the beg inning of the internship, complete agency-student contract with student and Faculty Advisor.Determine semester meeting dates and times for routine meetings with your student. (Other meetings can be scheduled as needed throughout the semester). Specify orientation activities you want your student to complete early in their experience. Clarify call-in procedure if student will miss or be late to the assigned daily experience. Provide a list of resources that you use (e. g. pamphlets/brochures), information from other agencies, other staff resources, etc. for students to use during the semester to help with project work and/or understanding the work of public health agencies. Review student’s progress on their project and notify Field Placement Coordinator if there are any concerns.Notify Field Placement Coordinator regarding any problems or concerns regarding student’s behavior. Discuss and plan with the student the type of final report you expect on the project(s). We e xpect that students will customize this report to the needs of your project. This report is flexible and may include written summaries, data disk, survey tool, teaching materials, etc. – whatever best serves your needs and the project(s) needs. Complete an evaluation of the student at the end of the internship experience and email Field Placement Coordinator. Share with student as you feel appropriate. Document your work and time as a Preceptor according to your agency’s evaluation protocol. †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ _____________________________________________________________________________________ Project Selection We ask that preceptors and their agencies choose projects that they would like students to work on. When making choices for students, please consider the complexity of the project, time demands for the Preceptor and the student, timeliness of project deliverables, and feasibility for student the student to complete t he work, e. g. working with outside collaborators, having adequate resources, and similar constraints. After selecting a project, list in detail the steps involved in project. The student is responsible for coordinating with the MPH Program Faculty Advisors about the project selection. -6-University of Missouri-Columbia Public Health Program 2010-2011 MPH Internship Procedures Student Expectations During this course, you will be gaining experience in a public health agency and working with a Preceptor on a specific project. The agency and the Preceptor are volunteering to assist you in meeting your educational goals. General student expectations for this experience are listed below: †¢ †¢ †¢ †¢ Contact the Preceptor/agency regularly to discuss progress on your project. Accomplish activities as stated in the Internship Statement of Purpose contract. Participate in activities offered by the Preceptor in addition to the work on your project.Inform the Preceptor/agen cy and clinical instructor about problems/issues related to population and/or project work. Any unresolved issues may be brought to your Faculty Advisor and the MPH Program Administrative Staff. Be responsive to Preceptor/agency requests. Demonstrate professional behaviors, including appropriate dress, language, punctuality, call-in procedure, and discussion with clients and health professionals. †¢ †¢ Preceptors will evaluate your performance based on these expectations. The internship is a pass/fail program. The work on your project must meet the needs of the agency/Preceptor for you to pass the internship. Faculty Advisor ExpectationsThe Faculty Advisor is a very important academic figure during the internship process. He/she serves along with the Field Placement Coordinator as a bridge between the student and the Preceptor as needed. The role of the Faculty Advisor becomes more important when the student faces problems during the internship. He/she must work in conjunc tion with the Field Placement Coordinator to sort out any problematic issues. Further, considering development of the student and current competitive environment, the Faculty Advisor should be prepared to discuss the following with prospective interns: 1. Will this project be at graduate student level? 2. Is this project going to meet MPH Program Competencies (see Appendix 1)? 3.Will it lend itself to a capstone project? (This is not required but desirable for students who are seeking publications or PhD. ) -7- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP AGREEMENT UNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM STUDENT STATEMENT: I, ________________________________________ agree to perform my internship at the agency and with the Preceptor named below. I understand that in order to satisfy the internship requirement, my proposed project(s) must have the approval of the Preceptor and the Faculty Advisor. I have attached learning objectives and activities with this contract.I agree to complete all pre-internship requirements (readings, physical exams, background checks, etc. ) as requested by the sponsoring agency. I understand that I must complete approximately 360 clock hours to satisfy program requirements. This might be completed as a single full-time block (about 9 weeks at 40 hours per week) or part-time during the course of several months and up to one year. The current internship will be approximately _______ hours/week for _______ weeks. Compensation for this internship period will be $_________ per _________. I understand I may or may not receive compensation. I understand that if I do receive compensation, it will be from the agency and not from the University of Missouri.I understand that I may or may not be covered by the agency’s worker compensation benefit, and I agree to obtain health insurance in the event I will not be covered by the agency for worker’s compensation. I understand that the Preceptor and Faculty Advisor will evaluate my progress jointly. I will present all report materials in the format requested by the Preceptor and/or the Faculty Advisor. I understand that if my performance is not satisfactory, I may be re-assigned by the Faculty Advisor. I will complete all required evaluations and documentation as specified in the MPH Internship Procedures and submit them to the MPH Program Associate Director. I understand that a final grade will not be issued until the Faculty Advisor receives all paperwork.With respect to the agency, I agree to maintain privacy regarding any information with special confidentiality requirements (patient information, financial information, etc. ). Student Signature: _____________________________________________ Date: ___________________ Preceptor Signature: ____________________________________________________________________ (Title) Agency/Organization:________________________________________________Date:___ ___________ Major Program Advisor Signature: _____________________________________Date:_______________ (If Needed) Dual Degree Advisor Signature: __________________________________________ Date: ___________ -8- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP STATEMENT OF PURPOSEUNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM (Attach more information if needed) Instructions: 1. Complete the first three columns of the table at the start of the internship. Competencies may be selected with the help of the Faculty Advisor and Field Placement Coordinator and can be found in Appendix 1. 2. Objectives should be measurable and specific to the internship project (e. g. develop a survey for assessing barriers to breast-feeding in low-income women). 3. Once completed, the Statement of Purpose must be signed by the Faculty Advisor, Preceptor, and intern and a copy turned in to the Field Placement Coordinator. 4. At Midterm and Final, the objectives should be re-evaluated and addressed in the appropriate column.The overall purpose of my internship is: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION -9- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Page 2 – MPH PROGRAM INTERNSHIP STATEMENT OF PURPOSE COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION Preceptor: _________________ Date: _______ Midterm: _________________ Date: _______ Final: ____________________ Date: _______ Advisor: _______________ Date: __________ (At the start of internship) Student: _______________Date: ______ Field Placement Coordinator________ ____ Date:_______ Midterm: ______________ Date: _______ Final: _________________ Date: _______Midterm: _____________________________Date:_________ Final: _________________________________Date:________ -10- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP PROGRESS REPORT Preceptor and Intern: Complete this form about halfway through the internship. Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211. Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ (Title)Period Covered by Progress Report: _____________________________through ___________________ Total Hours Worked to Date: ___________________ _________________________________________ Activities observed and/or participated in during this period: ___________________________________ _____________________________________________________________________________ ________ _____________________________________________________________________________________ A. Student Intern Comments: 1. Brief description of Internship to date: 2. Self-assessment of progress/accomplishments: -11- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures PRECEPTOR FINAL INTERNSHIP EVALUATION Preceptor: Complete this evaluation within one week following the completion of the internship. Please return the evaluation to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211.Student Name: ________________________________________________________________________ Internship Site: ________________________________________________________________ _______ Preceptor: ___________________________________________________________________________ Internship Dates: from _______________________________ through ___________________________ Please evaluate the intern’s performance and University of Missouri Master of Public Health Program faculty and staff participation during the internship period (please feel free to submit any additional attachments): 5 – Excellent 4 – Above Average 3 – Average 2 – Below Average 1- Needs Improvement NA – Not Applicable A. Internship Performance: Reliability (attendance, punctuality, etc. ) Initiative Organizational Skills Enthusiasm for Project(s) Time Management (completing projects, etc. ) Independence in Project(s) Team Skills Exercised Appropriate Judgment 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 NA NA NA NA NA NA NA NAStudent competency goals (from Statement of Purpose) achieved 1_______________________________ 2___ ____________________________ 3_______________________________ 4_______________________________ 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 NA NA NA NA Additional comments: __________________________________________________________________ ____________________________________________________________________________________ (Signature of Preceptor) (Date) -12- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures STUDENT FINAL INTERNSHIP EVALUATION Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211 within one week of completing the internship.Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ Internship Dates: from ________________________ thro ugh _____________________________ Please answer the following questions including the comments section. SA: Strongly Agree SD: Strongly Disagree A: Agree D: Disagree NA: Not Applicable 1. My internship contributed to the development of my career interests. 2. My internship provided me with new information and skills. 3. My internship provided an opportunity to use theory and/or information obtained in the classroom. 4. My internship activities were relevant to my learning objectives. 5. My preceptor was accessible to me and provided adequate supervision. . My preceptor provided information regarding agency policies and standards of practice. 7. My preceptor was knowledgeable in his/her area of responsibility. SA SA SA A A A D D D SD SD SD NA NA NA SA SA SA SA A A A A D D D D SD SD SD SD NA NA NA NA Comment: _________________________________________________________________________ __________________________________________________________________________________ _____________________ _____________________________________________________________ (Signature of Student) (Date) -13- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Guidelines for Final PaperThe student must submit to the Field Placement Coordinator a brief paper or report that summarizes internship activities and accomplishments. The format of the summary may vary, but it should sufficiently describe the scope of the intern’s activities and any special projects undertaken. Include views on the experience, achievement of learning objectives, strengths, and weaknesses. * †¢ †¢ †¢ †¢ 2-3 pages, not more than 1000 words. Use font of Times New Roman with size of 12. Double-spaced lines. Due one week after completion of internship. *In particular, please elaborate on one of the following cross-cutting competencies, stating how your internship experience has helped in achieving it.Use the basic concepts and skills involved in culturally ap propriate community engagement and empowerment with diverse communities. Cite examples of situations where consideration of culture-specific needs resulted in a more effective modification or adaptation of a health intervention. Describe the attributes of leadership in public health. Apply social justice and human rights principles when addressing community needs. Embrace a definition of public health that captures the unique characteristics of the field (e. g. , population-focused, community-oriented, prevention-motivated and rooted in social justice) and how these contribute to professional practice.Distinguish between population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs. In collaboration with others, prioritize individual, organizational, and community concerns and resources for public health programs. Explain how the contexts of gender, race, poverty, history, migration, and culture are important in the design of interventions within public health systems. Analyze the effects of political, social and economic policies on public health systems at the local, state, national and international levels. -14- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 1Competencies to Be Used for Internship Learning Objectives Biostatistics 1. Propose preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professionals and educated lay audiences. 3. Partner with communities to attach meaning to collected data. Epidemiology 1. Evaluate the integrity and comparability of data and identify gaps in data sources. 2. Select and define variables relevant to defined public health problems. 3. Obtain and interpret information regarding risks and benefits to the community. 4.Design and evaluate surveillance systems for mic robiological hazards to human health of animal origin including new, emerging and re-emerging zoonotic diseases, foodborne diseases, and those due to antimicrobial resistant bacteria. 5. Communicate epidemiologic information to lay and professional audiences. Health Policy and Management 1. Differentiate and analyze the social determinants of health status. 2. Evaluate the effects of political, social, and economic policies on public health systems at the local, state, national, and international levels. 3. Use information technology to access, evaluate, and interpret data and influence public health policy. 4. Solicit and interpret input from individuals and organizations about public health issues and/or programs. 5.Design and adapt approaches to problems that take into account cultural differences. 6. Build and manage partnerships and work as an effective member of a diverse and/or interdisciplinary team. Social and Behavioral Science in Public Health 1. Analyze the causes of soc ial and behavioral factors that affect health of individuals and populations. 2. Compare and contrast the effectiveness of social and behavioral models in addressing public health problems. 3. Evaluate the impact of social and behavioral science interventions and policies on public health programs and outcomes. 4. Establish targets and formulate interventions for social and behavioral science programs and/or policies. 5.Design public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. Environmental Health 1. Develop a testable model of environmental insult. 2. Outline a health impact assessment of a public policy proposal or infrastructure development proposal. 3. Effectively communicate about and manage environmental risks. 4. Interpret and construct logical arguments concerning the balance of individual and community risks, rights, and benefits. -15- University of Missouri Master of Public Health Program 2010-201 1 MPH Internship Procedures 5. Identify, evaluate, and devise intervention strategies for the prevention and control of foodborne disease threats. 6.Provide health education and/or extension education services to a wide array of stakeholders including farmers, food processors, and the general public. 7. Conduct biomedical research and engage in production and control of biological products and medical devices. Communication 1. Collaborate with communication and informatics specialists in the process of design, implementation, and evaluation of public health information programs. 2. Use the media, advanced technologies, and community networks to communicate information. 3. Use informatics and communication methods to advocate clearly and effectively for community public health programs and policies. -16- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 2SELF-ASSESSMENT OF EXPERIENCE/COMPETENCY Below you will find summarized versions of the competencies with which each MPH student, regardless of Emphasis Area, will be expected to graduate. The full, detailed list of competencies is available on the MPH Program website. The completion of this self-assessment will serve both as a guide for individuals in shaping their internship and capstone experiences and for the program as a whole, in evaluating and revising our curriculum. For each question, please record your answer on the attached answer sheet according to the following scale: 1. NO EXPERIENCE 2. AWARE 3. KNOWLEDGEABLE 4. PROFICIENT 5. N/A BIOSTATISTICS 1.Be able to identify data sources and apply descriptive and inferential methodologies for answering research questions, as well as describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professional and educated lay audiences while applying ethical principl es to the collection, maintenance, use, and dissemination of data and information. ENVIRONMENTAL HEALTH SCIENCES 3. Analyze the impact of environmental and occupational hazards on population health. 4. Describe prevention, control, risk management, and communication strategies in relation to the issues of environmental justice and equity at local, national, and global levels. 5.Explain the physiological, psychosocial, biological, molecular, and toxicological effects of environmental and occupational insults on population health. EPIDEMIOLOGY 6. Describe and quantify health problems in terms of magnitude, person, time, and place in the community and understand the application of community-based participatory research. 7. Calculate basic epidemiology measures and evaluate the integrity and comparability of data. 8. Understand basic survey design, its ethical and legal principles, and analysis with appropriate epidemiological and inferential methods. (Continued†¦. ) -17- Universit y of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures HEALTH POLICY AND MANAGEMENT 9. Describe the history, structure, and emerging advances in health care systems.Identify, differentiate, and describe the elements of the organization, financing, functioning, regulation, and delivery of health services and understand the consequences of changes to those systems, including unintended ones. 10. Understand the social determinants of health status and analyze the impact of political, social, legal, ethical, technological, cultural, and economic factors on public health policy and delivery systems at local, state, national, and international levels. 11. Articulate and analyze the principles of strategic planning, program development, budgeting, marketing, and evaluation through the use of quality and performance improvement tools and community and stakeholder participation. 12. Partner with communities to identify risks, enefits, and limitations of public heal th programs and recognize ethical, political, scientific, and economic issues arising from them. SOCIAL AND BEHAVIORAL SCIENCES 13. Understand the theories, concepts, and models of social and behavioral change and apply evidence-based quantitative and qualitative approaches for program planning, implementation, and evaluation of public health interventions at primary, secondary, and tertiary levels. 14. Differentiate between linguistic competence, cultural competency, and health literacy and understand the importance of cultural diversity in the development and implementation of community-based public health interventions. COMMUNICATION 15.Understand the role of public health communications in the dissemination of health information to diverse communities and demonstrate written, oral, and informatics skills that advocate clearly and effectively for public health programs and policies to both professional and lay audiences. 16. Collaborate with communication and informatics speciali sts in the process of design, implementation, and evaluation of public health programs. 17. Use the media, advanced technologies, and community networks to communicate information. Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ -18-University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 3 Student Internship Interest Form Consider the following areas as a guide while preparing to select an internship. Write responses in the space provided if you wish to review this form with your Faculty Advisor or the Associate Director. SETTING/TYPE OF AGENCY: Types of agencies/organizations (e. g. hospital, health department, industry governmental agenc y, etc. ) that you believe would provide the kind of educational and professional experience you need: SKILLS: Any special skills you wish to use or develop during the internship: SUBJECT/CONTENT AREAS: Content areas (e. g. ealth promotion, infectious diseases, social issues, etc. ) in which you might like to work: LOCATION: List in order of preference the geographic location(s) you would prefer: SPECIAL POPULATIONS: Any special populations you would like to work with (e. g. , children, women, persons with disabilities, etc. ) PERSONAL NEEDS: Consider all personal needs that could constrain your placement at a particular site (e. g. accommodations needed as per ADA, religious considerations, etc. ) TIMING: Any preferences regarding timing, including work schedule requirements, time of year requirements, etc. FINANCIAL: Not all public health internships are paid. Do you need a paid internship? Yes/NoOUT-OF-TOWN: Have you considered out-of-town internship (e. g. CDC)? If you are inter ested in an out-of-town internship, are you able to take care of transportation and housing during that time: Yes/No OTHER COMMENTS: Please provide any other information that would assist the MPH faculty in finding an appropriate internship for you. -19- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 4 INTERNSHIP DESCRIPTION FORM Agency: ______________________________________________________ Department name: _______________________________________________ Overview of the program: ________________________________________Overview of the internship: _______________________________________ †¢ When are these positions offered? o Time frame: Open fromo Hours required: Location: On-site Vs Off-site Pay/ Stipend: Accommodation: Yes/No to- †¢ †¢ †¢ Qualifications: ___________________________________________________ Application deadlines: ___________________________________________ Travel: _______________________________ ___________________________ Contact information: _____________________________________________ -20- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 5 Field Practicum Placement Agreement Between The Curators of the University of Missouri AndThis agreement is made on the day of , , between the Curators of the University of Missouri, for the Master of Public Health (MPH) Program, University of Missouri, hereinafter referred to as â€Å"the University† and hereinafter referred to as â€Å"the Agency†. It is mutually agreed by the University and the Agency that the practicum experience for students, in the field of Public Health, will be provided at the agency. The number of students assigned at a given time shall be determined by the Agency. Representatives of the Agency and the University shall cooperate in developing methods of instruction, objectives and other details of the field experience. The faculty of the Univers ity will assume responsibility for the selection and assignment of students to the learning experience. The students shall follow the Agency’s rules, regulations and procedures.If problems arise, the Field Placement Coordinator for the University shall be notified and representatives from the University and Agency will mutually handle such problems. Students will receive a thorough orientation to the Agency setting. University faculty members and Agency staff supervisors will evaluate the students’ performances by mutual consultation. The Agency will retain full responsibility for the clients of the Agency and will maintain administrative and professional supervision of students insofar as their presence affects the operation of the Agency and/or the direct or indirect provision of services for clients of the agency.The Agency shall be responsible for arranging immediate care in case of accident or illness of students but is not responsible for the costs involved, foll ow-up care or hospitalization. It is understood that assigned students are not University employees and therefore are not covered by Social Security, Unemployment compensation or Worker’s Compensation through the University. The University and the Agency do not and will not discriminate against any applicant for the field experience because of race, color, religion, sex, handicap, national origin, age, or status as a Vietnam era veteran. -21- University of Missouri Master of Public Health Program 010-2011 MPH Internship Procedures This agreement shall begin on the date set forth above in the initial paragraph of the Agreement and shall terminate on the 31st day of August, , provided, however, that the Agreement shall continue thereafter automatically for successive one-year terms running from September 1 to August 31, subject, however, to the right of either party to terminate the agreement, without liability or cause, at the end of the initial term or at the end of any subse quent annual term by giving the other party prior written notice no later than August 1st immediately preceding the beginning of the next successive annual term on September 1st.IN WITNESS WHEREOF, the parties hereto have caused this instrument to be duly executed by their properly authorized representatives. THE CURATORS OF THE UNIVERSITY OF MISSOURI Agency Name Signature Title Date Agency’s Mailing Address & Phone Number _________________________________ __________________________________ __________________________________ ( ) __________________________ -22- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 6 LOG OF HOURS (for University of Missouri Master of Public Health Program Internship) Intern: ________________________ Duration: ______________________ Preceptor:

Thursday, January 2, 2020

Poetry Essay Poetry - 1917 Words

Poetry Essay Poetry. A literary element mainly designated to impose feelings and emotions upon the reader themselves. Not only is poetry just some writing on a piece of paper, it conveys the charm and the drive for those who truly enjoy literature. Poetry builds the canvas and then begin to paint the masterpiece by using several different literary and poetic elements to trigger the imagination of the reader and have their minds run wild envisioning the work being presented right in front of their eyes, through words. Poetry for many may be thought of as just rhyming but rather there is a much deeper and more developed meaning to why and how it is written. In her work, â€Å"You’re in the dark, in the car†, Claudia Rankine shows the audience a†¦show more content†¦As it states, â€Å"Hello darkness my old friend / I’ve come to talk with you again† is used to provide the idea for the audience that the beginning of the song is to show a sense of re-encountering w ith the past, and in normal cases meeting up with a friend may be a delight but for Simon and Garfunkel they are meeting up with darkness once again. This implies the speaker had a rough past and has hit the all-time low they were once at long back in the day. But not only is it used for a tone setting, many authors connect rhymes so that there is a relation between the words and an image that is drawn in the mind. For example, as the song progresses there’s â€Å"a vision softly creeping / left its seeds while I was sleeping† that connects the words sleeping and creeping to envision that one will creep around when there is someone sleeping and resting their head, which will allow them to sneak freely without that individual knowing. Throughout the entire song, every word at the end of the line rhymes with the following ending word to continue the mood and setting while finding relation and allowing pictures to be drawn and formed. However not all poems need to have a rhyme embedded within the literary work. Upon reading the poem written by Claudia Rankine, the reader can take several notes that there is not one rhyme within the entire passage. Many see it unusual and question why and how it is even a poem, but the answer is very simplistic andShow MoreRelatedPoetry Essay766 Words   |  4 PagesPoems on Poetry Essay In the poems ‘How to Eat a Poem’ by Eve Merriam and ‘Introduction to Poetry’ by Billy Collins, important ideas are presented about how poetry should be experienced and enjoyed. The poets used the techniques extended metaphor, repetition, metaphors and personification to show me how these ideas is important. In ‘How to Eat a Poem’ by Eve Merriam, the author describes how poetry is to be experienced. Poetry doesn’t need any manners and has no rules. â€Å"Don’t be polite /Read More The Poetry of Paz Essay1728 Words   |  7 PagesLiterature possesses a multitude of forms similar to poetry. It adheres to the human emotion as well as the human senses: sight, smell, taste, hearing and touch. Poems have the ability to express a story whether it be literal or metaphoric regardless of its length text wise. However, through the author’s use of imagery and diction, the reader is subject to envisioning and capturing the image purposefully being conveyed. In the eyes of renowned poet and essayist, including many other occupation titlesRead MoreEssay on Death in Poetry1592 Words   |  7 PagesDeath in Poetry Numerous themes are found in poetry. One recurring theme that we have encountered this year is death. It is the main focus of Stevens The Emperor of Ice-Cream, Frosts After Apple-Picking, and Whitmans The Wound-Dresser and is hinted at in many other poems. This essay will discuss how the different poets treat the subject differently in relation to various aspects of composition, such as style, form, theme, tone, imagery, metaphor, and diction. Whitman describesRead MorePoetry essay1111 Words   |  5 Pagesï » ¿How does the poet vividly convey ideas concerning the influence that nature has upon man? Compare and Contrast at least two poets from cluster one giving detailed close analysis throughout. (Comparison of ‘Overlooking the River Stour’ by Thomas Hardy and ‘Landscape’ by Michael Longley.) Equally ‘Overlooking the River Stour’ by Thomas Hardy and ‘Landscape’ by Michael Longley portray to the reader that nature can consume and influence mans’ behaviour. They also both highlight how easily thingsRead More Apology for Poetry Essay1900 Words   |  8 PagesAn â€Å"Apology for Poetry† is a compelling essay refuting the attack on poetry by Puritan and fundamentalist Stephen Gosson. This complex article written by Sir Phillip Sidney represents the decisive rebuttal defending poetry. His strong emotive passages defend the uncongenial comments of poetry from Gosson. Although, his justification for the rebuttal is alluded to Gosson’s durable attacks on poetry; it is known Gosson’s remarks prompt Sidney’s attitude to defend not only against Gosson but as wellRead MoreComparison Poetry Essay2397 Words   |  10 PagesPoetry Essay Each one of the poems offers a unique view upon love. The first poem by Robert Herrick, To the Virgins to make much of Time, focuses upon the idea of carpe diem. The poem stresses the idea of marriage while love and flesh are still young and believes this gift of virginity to be a great waste if not given while it is still desirable. Marvell also uses the carpe diem theme to his poem ‘To His Coy Mistress,’ however with three certain sections within the poem. The first part elaboratesRead MorePoetry Essay Prompt2545 Words   |  11 PagesAP Literature Poetry Essay Prompts (1970–2011) 1970 Poem: â€Å"Elegy for Jane† (Theodore Roethke) Prompt: Write an essay in which you describe the speakers attitude toward his former student, Jane. 1971 Poem: â€Å"The Unknown Citizen† (W.H. Auden) Prompt: In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem. 1972 NO POEM 1973 (exam not available) 1974 Poem: â€Å"I wonder whether one expectsRead MoreA Comparison of Poetry Essay967 Words   |  4 PagesA Comparison of Poetry In this essay two poems will be juxtaposed. One of the poems is called My parents kept me from children who were rough. This poem was written by Stephen Spender. Stephen Spender was greatly admired for his work and was knighted in 1983. He lived in the 20th century and died 22 years after W H Auden in 1995 .The second poem chosen is called Funeral Blues and was written by W H Auden. W H Auden was a greatly respected homosexual poet who livedRead MoreAnalyzing the Elements of Poetry Essay849 Words   |  4 Pagesfor this essay I thought that there was going to be very little that I would learn about the elements of poetry. This is not because I am an expert and have nothing new to learn, but rather the opposite. I have never really spent the time to break down and appreciate poetry. One of the reasons I think that I haven’t spent the time on poetry is due to my reading habits. I usually read to gather information and poetry is on the other end of the spectrum. Fredrick Gruber sums this up, â€Å"Poetry tends toRead MorePoetry Comparative Essay Guide1500 Words   |  6 PagesWriting A Good Comparative Essay – GCSE Poetry You will be asked to compare two or more poems in your exam. You could be asked to write about the presentation of themes, people or places and the importance of language. A good comparative essay is like a multi-layered sandwich: †¢ BREAD - A new point. †¢ FILLING A - How one of your chosen poems illustrates this point. †¢ FILLING B - How your other chosen poem illustrates this point. †¢ BREAD - Your conclusion about this point. This is what the examiners

Wednesday, December 25, 2019

Introduction Of Gear Box A Mechanical Device - 1658 Words

LITERATURE REVIEW 2.1 INTRODUCTION Gear box a mechanical device used for in order to change the output torque, the output torque may increase or decreased. Usually motor shaft is meshed with a one end of the gear box through the internal configuration the output speed will going to reduce 2.2 BACKGROUND Manufacturing is a step of process used to convert raw materials into some useful part or product. In our day to day life the parts or a product that are used which are manufactured or derived from another materials it is fundamental objectives for all the problems, and these parts are manufactured by using some of the equipments. The essential feature include, ïÆ'Ëœ The frequently asked question â€Å"how was it made† can be easily answered whenever a new thing is seen. ïÆ'Ëœ The ability to detect a problem and to define a suitable proposal to improve the performance of the product can be gained. ïÆ'Ëœ The prototype of the newly built model can be analyzed before the actual size model can be developed. 2.3 REVIEW OF JOURNAL PAPERS Shoji Haizuka et al. He made the experiments on helical gear system with a seven different helix angle by using, single type lubrication under the influence of various loading conditions and rotational loading, and the results are as follows: ïÆ'Ëœ Power loss due friction increase with an increasing helix angle and height of the teeth. The helix angles lie in the range of 0, = 0 - 46.5 deg. ïÆ'Ëœ Power loss due friction increase with an increasing helixShow MoreRelatedRobots : Robots And Rectilinear Robots1482 Words   |  6 PagesIntroduction: Today, robots find numerous different applications, for example, Material taking care of, Machine stacking and emptying, Die throwing, Welding, Inspection, Assembly, Spray painting, and so forth. There are two prominent sorts of mechanical welding robots. The two are articulating robots and rectilinear robots. Mechanical autonomy controls the development of a pivoting wrist in space. Rectilinear robots move in line in any of three tomahawks (X, Y, Z). Notwithstanding straight developmentRead MoreIntroduction (Page 1) Apple has designed an A7 chip that inherits the 64bit desktop class1200 Words   |  5 PagesIntroduction (Page 1) Apple has designed an A7 chip that inherits the 64bit desktop class architecture. Up to four times the CPU speed with up to eight times the graphics performance, 10 hours of battery life to accommodate to your needs, the A7 chip takes the iPad to new heights of power and speed. The A7 chip not only helps applications to run faster but also helps games to be more responsive. iPad minis quicker support will also load even more robust and powerful apps. iPad mini was designedRead MoreEssay Electric Powered Aircraft1148 Words   |  5 PagesIntroduction In the quest to build an electric powered aircraft the engineers of all times have faced obstacles when they have to design and build these aircraft, one of them is the size and weight of the batteries that run the electric motors, the weight has been too heavy and not producing enough energy to supply the needed power. Other of the main obstacles is that the consequences of failure were too high and if these aircraft running out of power meant a guarantee crash landing. During the lastRead MoreFailure Analysis And Rectification Of Aero Engine Combustion Chamber Field Temperature Measurement System2946 Words   |  12 Pagescombustion chamber field temperature measurement system. OBJECTIVE: To identify the root cause of failure and rectification of Aero Engine combustion chamber field temperature measurement system. INTRODUCTION About HAL Hindustan Aeronautics Limited (HAL) was founded way back in year 1940 by a visionary Seth Walchand Hirachand as Hindustan Aircraft Limited at Bangalore in association with the erstwhile princely State of Mysore. Government of India becameRead MoreGnfgj2121 Words   |  9 PagesPerhaps the earliest device for working out sums was the abacus. This began as a clay tablet into which grooves were cut. Pebbles were then placed or taken away from grooves to perform addition and subtraction. (Our word calculation comes from the Latin word calculus meaning pebble). Because the pebbles were likely to become mislaid, they were later replaced by beads threaded on to wires and mounted in a frame. By moving the beads backwards and forwards, addition, subtraction, division and multiplicationRead More Wind Power - Harnessing the Power of Nature Essay3476 Words   |  14 Pagesdisinterest, and environmental hazards, but on the whole it is among the cleanest and most promising means of producing electricity.   Without understanding wind power, one cannot hope to adequately comprehend the future of energy.       Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Wind power is among the fastest growing and least polluting forms of energy available today.   The recent rise of public interest in renewable energy over the past few years has inspired an explosive twenty-five percent growth perRead MoreReport of Industrial Training at Air Asia7115 Words   |  29 Pagessuccessfully. Through this industrial training, I have gained a lot of invaluable knowledge which I can never learn in books and most importantly, I have discovered my own potential and interest. ABSTRACT In order to be eligible for the Bachelors of Mechanical (Honors) Degree, Universiti Tenaga Nasional (UNITEN) students are required to undergo training in real engineering situations as required by the Board of Engineers Malaysia (BEM) and Institute of Engineers Malaysia (IEM). This is also a requirementRead MoreIndia s Economic Success Social Cohesiveness On A Global Platform Essay1803 Words   |  8 PagesINTRODUCTION We are pleased to formally introduce Intercontra Initiatives Limited, an institution that maintains expert and technological know-how to ensure the delivery of efficient, cost-saving, and, cutting edge solutions to clientele in the key sectors of Telecommunications and Oil Gas industry in the African economy. We provide customer-driven and tailored services to diverse clients in this niche market segment particularly in the areas of engineering and logistics. We recognise that yourRead MoreIndustrial Training At Bharat Heavy Electricals Limited6133 Words   |  25 Pagestheoretical knowledge. CONTENTS 1). Introduction 2).Coil insulation manufacturing shop (Block-IV) 3).Electrical Machines Block (Block-I) 4).Manufacturing of Turbo Generator 5).Introduction to 500MW Turbo Generator 6).Construction and features of Stator body 7).Construction and features of Core 8).Construction and features of Winding 9).Construction and features of Rotor 10).Cooling System 11).Excitation System INTRODUCTION In 1956, India took a major step towards the establishmentRead MoreA Note On Wind Turbine2826 Words   |  12 PagesTech (MAE) hereby declare that the project titled â€Å"WIND TURBINE† which is submitted by me to Department of ASET, Amity University Uttar Pradesh, Noida, in partial fulfillment of requirement for the award of the degree of Bachelor of Technology in Mechanical, has not been previously formed the basis for the award of any degree, diploma or other similar title or recognition. The Author attests that permission has been obtained for the use of any copy righted material appearing in the Dissertation / Project

Tuesday, December 17, 2019

The First World War ( Wwi ) - 920 Words

Along history there have been persuasive speakers who through their voices have changed the world. They have mastered the art of persuasion and became leaders in order to inspire people to follow them and believe in them, to fight for their country because of patriotism and honor, and they unite masses for the best for the humanity and others for the worse. The First World War (WWI) left leaders that implementing strategic messages dedicated to the people made a paradigm shift by that time causing a revolutionary change and â€Å"a tragic and unnecessary conflict,† as Keegan describes the Great War. Leaders in WWI such as David Lloyd George, the Liberal chancellor of British, Thomas Woodrow Wilson, 28th President of the United States, and later Adoft Hitler during WWII, are remembered for their persuasive approaches. By definition, a persuasive speech is â€Å"a message strategically designed to induce change in the audience in some way consistent with the speaker’s purpose† (Pearson 330). Mrs. Price explains how Aristotle defined three kinds of persuasion furnished: â€Å"The first kind, ethos, depends on the personal character of the speaker; the second, pathos, on appealing to the emotions, values, and beliefs of the audience, and third, logos, on the proof or logic.† Many leaders have mastered the three types before mentioned and demonstrated that it is an invaluable tool that can change the world. World War I began on 28 July 1914 with Austria-Hungary s declaration of war withShow MoreRelatedWwi And Wwi : The First World War1704 Words   |  7 PagesQuestion 1 WWI vs WWII WWI is also known as the First World War, The Great War, The European War, and The War of the Nations. It was fought primarily in Europe from the year 1914 to the year 1918 and lasted 4 years. There were two warring groups, the Allied Powers composed of France, Britain, Russia, Japan, Italy, and in the later years, the U.S.; and the Central Powers composed of Germany, Austria-Hungary, Bulgaria, and Turkey. It was triggered by the assassination of Archduke Franz Ferdinand ofRead MoreThe First World War ( Wwi )1900 Words   |  8 PagesThe First World War (WWI) was fought from 1914 to 1918 and the Second World War (or WWII) was fought from 1939 to 1945. They were the largest military conflicts in human history. Both wars involved military alliances between different groups of countries. World War I was centered on Europe. The world warring nations were divided into two groups namely ‘The Central Powers’ and ‘The Allied Powers’. The central powers group consisted of Germany, Austria-Hungary, Turkey and Bulgaria. The Allied powersRead MoreEssay on The First World War (WWI)777 Words   |  4 Pages WORLD WAR ONE nbsp;nbsp;nbsp;nbsp;nbsp;There has always been wars, and there will always be wars. Most wars leave a huge impact on the history of that nation, especialy if it involves more than one. In 1914, long-standing rivalries among European nations exploded into war. World War one, as it is now called, cost millions of lives. Such a war, has left a deep intentaion on the American history. nbsp;nbsp;nbsp;nbsp;nbsp;There were three very important causes of WorldRead More The First World War (WWI) Essay854 Words   |  4 Pages The Price of Glory: Verdun 1916, written by Alistair Horne, All Quiet on the Western Front, written by Erich Maria Remarque, and the many letters written by soldiers give several different and similar views of World War 1. The letters written by the soldiers talk about his or her individual problems and how they miss and love his or her families. In The Price of Glory: Verdun 1916, Alistair Horne writes day to day stories about the Battle of Verdun and of soldiers discussing his or her feelingsRead More The First World War (WWI) Essay3406 Words   |  14 Pagesindependent and radically pan-Slavic nation bordering the Austro-Hungarian Empire, was behind the killing (they were right as it happened — the Serbian chief of staff had helped plan the crime). World Response Initial world opinion also believed Serbia was behind the assassination, and the initial world response condemned the act — a factor which reassured Austria that it could move to get revenge. But the Austro-Hungarian Dual Monarchy never operated quickly, especially since Austria could do nothingRead MoreEssay about The First World War (WWI)978 Words   |  4 PagesMain Causes of World War I While we are always reminded of the negative effects of war, it is not everyday that we learn to understand the deeper factors of war that can turn a small conflict into an international outbreak. World War I was said to have been sparked by the assassination of Archduke Francis Ferdinand but there are various deeper reasons that contributed to the commencement of the Great War. These factors include militarism, imperialism and the alliance systems. The first reason for theRead MoreEssay about The First World War (WWI)1087 Words   |  5 Pages World War I nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Nothing was a bigger disaster than what happened in World War I. This was such a bad war because everyone in the world has allies, and the allies are in oath to help there ally when things get rough or that country is going to war. What I am here to inform you about is how one of the major countries and why one of the biggest powers in the world played a big part in World War I. This country is no other than France, a countryRead MoreThe War I And World War II Essay1639 Words   |  7 PagesThe â€Å"Thirty Years War† World War I and World War II are the largest military conflicts in history. In 1919, Europe attempted to reconstruct the damage left by WWI. After WWI, with the Treaty of Versailles, Germany was left destroyed and destabilized, which eventually laid out the foundation for WWII. The harsh terms of the Treaty of Versailles led to the aggression of Germany. The Treaty of Versailles was supposed to bring about peace, but Marshall Foch, generalissimo of the Allied Armies in FranceRead MoreEssay What Extent Is Germany to Blame for Ww11735 Words   |  7 Pagesblame for starting WWI? After a massive war, it easy to see why a lot people would point fingers at the country that lost the war. However, is this always correct; or do people jump to conclusions much too quickly? By doing this, do they also create a whole new kind of trouble for themselves to come in later years? Some may suggest that it is more productive to look at the events leading up to the war to determine who was at fault. The blame attached to World War One (WWI) is not exclusivelyRead MoreWomen’s Role in Wwi: Before and After1357 Words   |  6 PagesWorld War I made a colossal impact on all aspects of human life and almost everyone in Europe was affected by this impact to different degrees as a consequence. One group in particular, most often illustrated as a real turning point, largely in enfranchisement and employment, were women. The outbreak of WWI saw a number of unexpected changes take place within the common social strata. These changes were prompted by the fact that a new wave of social-thinking was taking shape and eventually affected

Monday, December 9, 2019

True Love/Romanticism free essay sample

The Great Gatsby by F. Scott Fitzgerald is said to be a story about true love. True love, however, is not represented at all in the book. Rather it is a story about true love that evolves into an obsession, and ends in a beautiful dream. The supposed love story told in Fitzgerald’s book is between Jay Gatsby and Daisy Buchanan. When the two first meet, it seems like the perfect love story. The two would sit and talk for hours, â€Å"they were so engrossed in each other†¦Ã¢â‚¬  (74) that it seemed as though what they had was true love. Daisy, however, saw it for what it truly was: a pretty dream. She married a wealthy man and moved on with her life. Gatsby did not; he believed he had found an everlasting love in Daisy and did not stop loving her. Even when he left to fight in World War I. We will write a custom essay sample on True Love/Romanticism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Upon returning from the war, Gatsby â€Å"committed himself to the following of a grail.† (149) He cut out any newspaper article with Daisy’s name in it, bought the house across the sound from hers, and made all the money he could to impress her. His life’s purpose became the pursuit of Daisy. It was as if â€Å"he wanted to recover something, some idea of himself perhaps, that had gone into loving Daisy.† (111) His dream of love grew when he learns that his new neighbor, Nick Carraway, is Daisy’s â€Å"second cousin once removed.† (5) Gatsby uses Nick’s connection to set up a rendezvous between him and Daisy. The afternoon starts out rocky but smoothes out by the end; even though â€Å"there must have been moments even that afternoon when Daisy tumbled short of his dreams† (95) Gatsby’s true love for Daisy has turned into a romantic dream of a lost, past love.

Sunday, December 1, 2019

The Influences of Traits  Essay Example For Students

The Influences of Traits   Essay Every murderer and his story are peculiar and obscure in the mind, with a number of components. It is always a mystery as to the workings of their mind and what compels them to commit such vile acts of violence. In the end, their motives and conscience preceding and after the murder is all that matters. Their reasons for murder may be an account of several different factors, such as the environment and society, their characterization and past, or influences from other people. In Crime and Punishment, by Fyodor Dostoevsky, and The Stranger, by Albert Camus, protagonists Raskolnikov and Meursault commit acts of murder based on separate purposes but entirely motivated by their unique characteristics, and how they affect their mind after the deeds been carried out. We will write a custom essay on The Influences of Traits   specifically for you for only $16.38 $13.9/page Order now In Crime and Punishment, Raskolnikov murders Lizaveta Ivanovna and her sister, Alyona Ivanovna, an old pawnbroker, whom he deems a detested woman and his characterization affects his thoughts after the murder. In the beginning, before the murder, Raskolnikov is indecisive about following through with his plan to kill Alyona and he carries out an experiment as practice and to gain a better understanding on where the money and gold are. This characterizes Raskolnikov as anxious and uncertain, and not fully confident in his own plan and execution of it. However, this hesitation pursues until after the murder of the pawnbroker, where Raskolnikov feels dreadful and uneasy having done this act. He gets jittery and listens to his conscience at times, which tells him a different thing than his heart. For example, on the way to the police station for a summons, the day after the murder, Raskolnikov imagines that he will go in, fall on my knees, and confess everything (97). Also, he debates with himself whether or not to confess it all to the head clerk, Nikodim Fomitch, where he feels the urge to get up at once, and tell him everything that had happened yesterday, and then go with him to his lodgings and show him the things in the hole in the corner (107). Raskolnikovs anxiety and sudden impulses to admit the truth become more visible when he faints at the police station, as soon as the murder of Alyona Ivanovna is mentioned. He remains this way weeks trailing the murder, which further epitomizes his character. Raskolnikovs shock and nervousness impel him to stay attached to the murder. During the days of his illness in pursuit of the murder, he seems to only be interested in that subject each time that it is mentioned. It is noticed by Raskolnikovs doctor, Zossimov as well as Razumihin. He is an indefinite character, in that he wishes to confess his crime and be relieved of it, yet he does not want to face the punishment. This example can be portrayed when Raskolnikov is speaking with Zametov, who works at the police station, at a cafà ¯Ã‚ ¿Ã‚ ½. He drops numerous hints to Zametov, about how he is the murderer of the pawnbroker, however, it is assumed to be false and delusive as a result of his illness and delirium. Another example of Raskolnikovs irresoluteness is at the final moment where he decides to go to the police office and confess to Ilya Petrovitch that he is the actual killer. He leaves the office decided upon leaving it a mystery, when he sees Sonia outside and stares into her eyes and he walks back into the office, revealing the long-kept secret after several different thoughts and instances of confessing, where he declares, It was I killed the old pawnbroker woman and her sister Lizaveta with an axe and robbed them (526). Raskolnikovs consistent desir es to confess the truth after the murder are the result of his characteristics. .u3ac0491627f2fcfef0f742e9b85e2b82 , .u3ac0491627f2fcfef0f742e9b85e2b82 .postImageUrl , .u3ac0491627f2fcfef0f742e9b85e2b82 .centered-text-area { min-height: 80px; position: relative; } .u3ac0491627f2fcfef0f742e9b85e2b82 , .u3ac0491627f2fcfef0f742e9b85e2b82:hover , .u3ac0491627f2fcfef0f742e9b85e2b82:visited , .u3ac0491627f2fcfef0f742e9b85e2b82:active { border:0!important; } .u3ac0491627f2fcfef0f742e9b85e2b82 .clearfix:after { content: ""; display: table; clear: both; } .u3ac0491627f2fcfef0f742e9b85e2b82 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3ac0491627f2fcfef0f742e9b85e2b82:active , .u3ac0491627f2fcfef0f742e9b85e2b82:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3ac0491627f2fcfef0f742e9b85e2b82 .centered-text-area { width: 100%; position: relative ; } .u3ac0491627f2fcfef0f742e9b85e2b82 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3ac0491627f2fcfef0f742e9b85e2b82 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3ac0491627f2fcfef0f742e9b85e2b82 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3ac0491627f2fcfef0f742e9b85e2b82:hover .ctaButton { background-color: #34495E!important; } .u3ac0491627f2fcfef0f742e9b85e2b82 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3ac0491627f2fcfef0f742e9b85e2b82 .u3ac0491627f2fcfef0f742e9b85e2b82-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3ac0491627f2fcfef0f742e9b85e2b82:after { content: ""; display: block; clear: both; } READ: Summary of Act 1 EssayIn The Stranger, Meursault kills and Arab at a beach by shooting him once, then four more times, influenced by his individual characteristics. Meursault is generally a carefree soul, who may also be considered emotionless due to the lack of tears he sheds or emotions he reveals at the events approaching the funeral and the latter, itself, in the opening of the novel. At his mothers vigil, Meursault displays a lack of respect, where he thinks to himself, But I hesitated, because I didnt know if I could do it with Maman right there. I thought about it; it didnt matter. I offered the caretaker a cigarette and we smoked (18). He does not show remorse towa rds his deceased mother, contrary to his mothers friends. Also, Meursault focuses on details not relating to his mother, at the funeral; for example, he pays attention to the intense heat and all of the small features of Thomas Pà ¯Ã‚ ¿Ã‚ ½rez such as his slight limp, wrinkly and sweaty skin, the constant taking on and off of his hat and his shortcuts taken to remain caught up with everyone else. This manifests Meursaults indifference to the world around him due to his unique traits. This also pertains to the murder of the Arab, since Meursault did not have a plan or motive to kill him, also lacking a guilty conscience after the murder. The same day following his arrest, Meursault ponders to himself, I had read descriptions like this in books and it all seemed like a game to me (64). He does not realize the situation that he is in, by killing a man, which is mainly a result of his type of character. Another example of Meursaults indifference is his interactions with his current girlfriend, Marie, when she asks him whether he would like to get married to her or not or if he loves her. In response, he says I told her it didnt mean anything but that I didnt think so (35). In response to the marriage proposal, Meursault adds, I said it didnt make any difference to me and that we could if she wanted to (41). This further explains his character and why the murder had been committed . It has been discerned by various people that Meursault is a taciturn and withdrawn person. His unique characteristics partake a major role in the murder of the Arab on a hot day at the beach; given that the murder was not transgressed out of rage or hatred but from the impassive and detached man that he is. Overall, Dostoevsky and Camus deliver murder stories on different levels of understanding and character motives. However, both contain common feature, which is being influenced by their characteristics and the manner in which they act on their conscience when the murders have been done. Although Meursault and Raskolnikov are completely different in character, this is what persuades and prompts their actions and thoughts following the crime. Every person is likely to be instigated by his/her characteristics after any act that he/she commits.

Tuesday, November 26, 2019

Canadian Based Education

Canadian Based Education The education system in Canada during the 19th century was marked by the establishment of school systems that incorporated social, cultural and political aspects.Advertising We will write a custom research paper sample on Canadian Based Education specifically for you for only $16.05 $11/page Learn More Children from different social and cultural backgrounds were allowed to attend schools in large numbers which gave way to mass schooling or standardized education as an effective instrument in teaching. The school systems during the 19th century were designed to solve a myriad of problems that existed within the Canadian society such as poverty, crime, teen idleness and poor knowledge levels among the youth during that time. The reasons that underlined the development of school systems in the 19th century was the impact of constant immigration by Canadians as well as foreigners in the country, the change from agriculture to industrialization and the process of state formation which allowed Canadians the authority to exercise power (Gaffield, 2011). During the later stages of the 19th century, state formation, industrialization and immigration played an important role in the development of the school system in Canada where educators established schools that would reflect the cultural, religious and ethnic variations in the Canadian society. For example, in the western coast of Canada, immigration played an important part in developing the mass schooling system that was in existence. Other provinces in Canada that were affected by immigration included Winnipeg, Manitoba and British Columbia where the arrival of large numbers of Asians played an important role in developing the Canadian schooling system. The impact of immigration had become a major factor in the 19th century where anglo conformity became an important aspect in ensuring national cohesion and unity in the country (Mochoruk, 2004). The schooling system in Canada during the 19t h century was mostly marked by the use of textbooks, classrooms, teachers and curriculum based education which were used to train school going children on how they could be contributing members to the Canadian society. These teaching modes however underwent some changes to ensure that they reflected the changing needs of the society which required that children with different educational abilities and knowledge be catered for. This saw the introduction of technical and vocational courses that were meant to meet the needs of children who were not found suitable for academic training.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The criterion that was used in selecting children for educational courses was however based on social and cultural prejudices where children from white backgrounds had the first priority over children from other ethnic backgrounds. However, in the 1920s, s chools began using IQ tests to measure the knowledge levels of children to ensure that there was equitable selection of children during the selection process (Gaffield, 2011). The education system in the 19th century was characterized by the distinctions that existed between male and female children in public schools. For example girls used a separate entrance from the boys and they also had separate classrooms where girls were taught alone and boys were taught alone. The recess areas were also separate for both the girls and the boys with the dining halls incorporating some distinction where the girls ate separately from the boys. The redefinition of a family unit as an association of emotional attachment during the 19th century saw the generalized idea that girls were meant to be taught on household duties and responsibilities while boys were meant to be taught on manual and technical skills that would train them to be the breadwinners of their families (Gaffield, 2011). The disti nction that existed within the educational programs during the 19th century saw girls being taught more on home economics and cooking rather than on technical or manual skills which was the preserve of male students. The separatist and distinctive teaching patterns were meant to reflect the ideal situation in the 19th century society where women were meant to be the caretakers of the home while men were meant to the breadwinners. The 19th century also saw the establishment of separate schools for children from different religious and cultural backgrounds to deal with the educational conflict that arose during that time (Usa, 2009). Immigrants and foreigners during that time had to conform to the existing standards and guidelines in Canadians schools and society which did not reflect their diversity and culture. Religious communities for example did not agree with some of the non-denominational Christian curriculum that was being used in most of the Canadian schools which saw the for mation of Catholic and Protestant school systems in some areas of Canada such as Quebec and Ontario. The region of Newfoundland was the first to incorporate a complete denominationally based school system in the whole of Canada which was possible as a result of the Constitution Act of 1867 (Gaffield, 2011).Advertising We will write a custom research paper sample on Canadian Based Education specifically for you for only $16.05 $11/page Learn More Religious studies in these schools therefore became a central part in the school curriculum which saw the growth of Catholicism and Christianity in many of the Canadian provinces. Despite some resistance, the establishment of the L’Action Catholic School in Manitoba in 1934 saw a growth of Catholicism in the province as well as the incorporation of Catholic communities in the education system. The province also offered a secular education system that incorporated religious, cultural as well as non-denominatio nal curriculum. Private and independent schooling was introduced in Manitoba in 1977 to reflecting the changing schooling system around the country. The changing patterns of immigration also had an effect on the structure and organization of school systems where various Canadian provinces placed emphasis on meeting the needs of the general society rather than meeting the needs of Religious groups such as the Catholics and the Anglicans (Mochoruk, 2004). Public schooling in Canada in the 19th century was therefore created as a framework that would develop the society by shaping children to be moral citizens of their community. Public schools were created to generate unity of thought as well as to teach children about the idealized Canadian society. Schools focused on teaching children from foreign countries the English language as well as the Canadian culture which would play an important part in their adaptation to the country’s laws and cultural practices. Social integration and cohesion were therefore important aspects in the establishment of various schooling systems in Canadian provinces during the 19th century (Axelrod, 2003). In summary, the history of Canada’s education system saw a growth in the formal instruction of children where the educational curriculum incorporated the various cultural, moral and social differences that existed within the Canadian society during the 19th century. While there was a general focus on providing equal access to schooling for all, different cultural, social and religious values made it difficult for children to be incorporated into Canadian education systems that were mostly driven by Canadian social values. The schooling system established in the 19th century gave way to an institutional framework that would be used in the 20th century to govern the operations of the government, prisons and hospitals in the country (Axelrod, 2003).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Axelrod, P. (2003). The promise of schooling; education in Canada, 1800-1914. Toronto: University of Toronto Press. Gaffield, C., (2011). Education, history of education in Canada. Retrieved from: https://www.thecanadianencyclopedia.ca/en Mochoruk, J., (2004). Formidable heritage: Manitoba’s north and the cost of  development, 1870 to 1930. Winnipeg, Manitoba: University of Manitoba Press. Usa, I.U., (2009). Canada education system and policy handbook. New York: International Business Publications.