The Sociology of Health Promotion: Critical Analyses of Consumption
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Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles
Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles Rika Maeshiro rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr The partnering of the academic medicine and public services in academic settings). Although not identi- health communities to improve the health of popula- cal to the Core Functions or Essential Services of public tions seems natural; however, collaboration between health, “education, research, and service” to improve the two groups has not been standard practice. This health appear to be shared objectives in the portfo- series of articles will highlight examples of what are lios of public health practice and academic medicine. hopefully a growing number of successful partnerships This month’s column will review recent collaborations between academic medicine and public health practice aimed at improving medical student education in pop- that are intended to improve health status. Readers are ulation health, focusing particularly on the establish- encouraged to contribute their experiences in public ment of Regional Medicine–Public Health Education health practice–academic medicine partnerships from Centers (RMPHECs). the perspectives of public health practitioners and/or Incorporating prevention- and population-based medical educators. health into the medical curriculum has been a challenge The Association of American Medical Colleges to US medical education for decades. Advocates for im- (AAMC) is a nonprofit association dedicated to improv- proving public health content in medical education be- ing the nation’s health by enhancing the effectiveness lieve that a better-informed physician workforce will of academic medicine. When the AAMC was founded respond more effectively to the needs of their patients, in 1876 to help reform medical education, the asso- their communities, and their public health colleagues, ciation represented only medical schools. -
We Are Driven and Inspired by Our Mission, to Serve the Population Through Interprofessional Education and the Discovery of Know
WE ARE DRIVEN AND INSPIRED BY OUR MISSION, TO SERVE THE POPULATION THROUGH INTERPROFESSIONAL EDUCATION AND THE DISCOVERY OF KNOWLEDGE DEDICATED TO IMPROVING THE WELLNESS OF ITS PEOPLE. CHICAGO MEDICAL SCHOOL • COLLEGE OF HEALTH PROFESSIONS • COLLEGE OF PHARMACY DR. WILLIAM M. SCHOLL COLLEGE OF PODIATRIC MEDICINE • SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES 3333 Green Bay Road, North Chicago, IL 60064-3095 • www.rosalindfranklin.edu 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW 2 ROSALIND FRANKLIN UNIVERSITY TABLE of CONTENTS PRESIDENT’S MESSAGE .............................................. 4 TRIPLE AIM READY ..................................................... 6 SERVING the POPULATION ......................................... 8 PARTNERS in HEALTH ................................................10 POPULATION HEALTH ...............................................12 FRANKLIN FELLOW: Vanessa Rose, CMS ’19 .......................... 15 INTERPROFESSIONAL EDUCATION .........................16 GLOBAL HEALTH ........................................................18 SUCCESS in ALLIANCE .............................................. 20 FRANKLIN FELLOW: Allen Wiemer, CHP ’17 .........................22 DISCOVERY of KNOWLEDGE .................................... 24 RESEARCH PARK on the HORIZON ........................... 26 ADVANCING the TREATMENT of TBI ........................29 FRANKLIN FELLOW: Kalpit Shah, PhD ’16 ............................ 31 DEDICATION to IMPROVING WELLNESS .................32 -
Public Health Education for Medical Students
Public Health Education for Medical Students A guide for medical schools On behalf of Academic Departments of Public Health in the United Kingdom Original authors Chappel D, Maudsley G, Bhopal R, Ebrahim S, (for the Heads of Academic Departments of Public Health in the United Kingdom (HOADs) following a workshop in Newcastle, in May 1996, for members of those departments). Re-edited by Stephen Gillam and Gillian Maudsley for HOADs following a workshop in London, in May 2007, for members of those departments. Published in Cambridge, February 2008 by the Department of Public Health and Primary Care, University of Cambridge Printed by University Printing Services, Cambridge University Press ISBN 978 0 9558611 0 9 It is normally necessary for written permission for copying to be obtained in advance from a publisher. The normal requirements are waived here and it is not necessary to write to the Department of Public Health and Primary Care for permission for an individual teacher to make copies for use within his or her own institution but please acknowledge the original source. Introduction In 2003, the General Medical Council (GMC) published an updated version of Tomorrow’s Doctors: recommendations on undergraduate medical education (1). It stated that: “The health and safety of the public must be an important part of the curriculum”, and that: “Learning opportunities must help students explore knowledge, and evaluate and integrate evidence critically”. In relation to the health of the public in the curriculum: “graduates must understand the issues and techniques involved in studying the effect of diseases on communities and individuals, including: a. -
THE CAMPUS of Allegheny College
THE CAMPUS of Allegheny College Volume 107, Number 23 Meadville, Pa. Published Since 1876 May 1, 1984 Back To The "Good Old Days"? "OPOOMOVIOMPSWA Alcohol Policies Proposed 010:00404- , by Arsen Kashkashian regard to the proposal said, endowment) just so students can Asst. News Editor "Right now students are running break the law." out of time to formulate a Under the new policy, 21 "All of our concern on the response before the trustee year olds would be able to drink alcohol question for the past meeting. Each day that passes on campus. Their drinking four or five years has been to by, the less effective our would be regulated but they try step by step to make Alle- response will be and that is would have the right. Also, gheny more consistent with state something we have to worry students would be able to drink law," Dean Skinner said in a about." quietly in their own rooms. The Campus interview. ASG has formed a committee administration does not want to In an effort to acheive this to review the proposals when invade the sanctity of the dorm goal, proposals to revise the they are relesased. The corn- room. alcohol policy have been sent to mittee, which is completely Dean Skinner said, "Will President David Baily Harned student oriented, will submit a there be drinking? Sure there who will review them and decide student response to the will be. Even back in the good which to recommend. proposed policy. old days, there was drinking at Dean Skinner would not give One of the reasons for the Allegheny College. -
Oklahoma Academic Standards for Health Education
Oklahoma Academic Standards for Health Education Introduction The overarching goal of school health education in Oklahoma is to ensure that school aged youth become health literate individuals who possess the skills, knowledge and dispositions to lead healthy active lives. The health education content standards and respective grade level-specific performance outcomes presented here provide the expectations that school programs and services will set for all Oklahoma students. The compilations of the standards are from extensive collaboration and research by three committees (Executive, Writing and Drafting). The committees had representatives from Oklahoma physical education/health teachers, principals, university physical education/health professors, parents and state agency representatives. The research consisted of reviewing evidenced based materials, including research of other state and national standards. Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health. An effective health education program offers all students the opportunity to gain the needed skillfulness, knowledge and dispositions toward healthy lifestyles. -
International Events.Qxd
Contents 5 7 14 Bilateral ....................................................................................................................................................... 3 Culture ......................................................................................................................................................... 11 Feature ......................................................................................................................................................... 21 Travel ........................................................................................................................................................... 22 Health ........................................................................................................................................................... 26 Hindi Section ............................................................................................................................................... 27 Children’s Corner ....................................................................................................................................... 28 AMRIT Vol. 5 Issue 2, October - November 2017 Bi-monthly Journal of the Embassy of India, Hungary Editor in Chief: Rahul Chhabra Editor: TPS Rawat Support team: András Havas, Anna Simon, Anita Adamecz, Eszter Berki, Jasna Omerovic, Klaudia Kovács, S.K. Khanna, Amrit is a bi-monthly journal N. Venkataraman, Vijay Khanduja published by the Embassy of India, Budapest. It is available online on the Contributors: -
The Big Lie” Feedback Responses
2016 Two More Chains Fall Issue “The Big Lie” Feedback Responses Do you agree or disagree Please elaborate on why you What’s the next step? How do we bring opposing with “The Big Lie” agree or disagree. views together? concepts? Why? 1. (Respondent selected “Other” for job position.) [No Input] Learn how to read wildfires. Agree. Underestimating potential leads to Based on “Personal Experience.” accidents. 2. Firefighter I have over 33 years’ experience working We need to discuss revising the entry level training programs to Agree. for All Risk Fire Departments in California include this information and focus more on the intent of the Fire Based on “Personal Experience.” including CAL FIRE. Qualified as DIVS, Orders (not just memorizing) what they really mean—and how to SOFR, STCR, FAL1 to name a few. mitigate risk to acceptable levels before we engage. Through this experience and studies I What happened to S-133 and S-134? Have these course been have long ago formed the following eliminated and if so why? opinions: With the risk management process, we seek to mitigate risk, but cannot always remove risk. Therefore, manage the risk and decide if the mitigations are acceptable before we engage. I also agree that there is a culture to memorize and recognize the Standard Fire Orders, but in practice the culture does not fully support following the orders or complying with the intent of the orders. With this type of culture, we often set ourselves up for the opportunity to experience catastrophic results. 1 Do you agree or disagree Please elaborate on why you What’s the next step? How do we bring opposing with “The Big Lie” agree or disagree. -
Education on Sexual and Reproductive Health Building Partnerships with and for Youth
Education on Sexual and Reproductive Health Building partnerships with and for youth Interview with UNFPA ‘Lack of effective curricula and learning/teaching materials on comprehensive sexuality education’ - This has been identified as one of the primary challenges when it comes to youth and education on sexual and reproductive health based on preliminary results coming into the United Nations survey on the development of a System Wide Action Plan on Youth. Education on sexual and reproductive health has been identified as key priority for the Secretary-General in the development of a System Wide Action Plan on Youth. With the survey still open (see how you can participate below), we took a moment to sit down with UNFPA (United Nations Population Fund) to learn more about how the UN and other stakeholders can partner with and for young people in overcoming challenges in this area. After reading the interview, why not take a moment to sit down and take our survey on the development of the Plan: http://social.un.org/index/Home/tabid/40/news/295/Default.aspx Above, some preliminary responses on the key challenges in the area of youth and education on sexual and reproductive health, as identified in the ongoing survey on the development of a System Wide Action Plan on Youth. Interview What are the key issues in the area of education on sexual and reproductive health with regard to youth? The most effective programmes in education on sexual and reproductive health are those that help to reduce misinformation and provide correct information, to clarify values and reinforce positive attitudes, and to strengthen decision-making and communication skills. -
Songs by Title
Karaoke Song Book Songs by Title Title Artist Title Artist #1 Nelly 18 And Life Skid Row #1 Crush Garbage 18 'til I Die Adams, Bryan #Dream Lennon, John 18 Yellow Roses Darin, Bobby (doo Wop) That Thing Parody 19 2000 Gorillaz (I Hate) Everything About You Three Days Grace 19 2000 Gorrilaz (I Would Do) Anything For Love Meatloaf 19 Somethin' Mark Wills (If You're Not In It For Love) I'm Outta Here Twain, Shania 19 Somethin' Wills, Mark (I'm Not Your) Steppin' Stone Monkees, The 19 SOMETHING WILLS,MARK (Now & Then) There's A Fool Such As I Presley, Elvis 192000 Gorillaz (Our Love) Don't Throw It All Away Andy Gibb 1969 Stegall, Keith (Sitting On The) Dock Of The Bay Redding, Otis 1979 Smashing Pumpkins (Theme From) The Monkees Monkees, The 1982 Randy Travis (you Drive Me) Crazy Britney Spears 1982 Travis, Randy (Your Love Has Lifted Me) Higher And Higher Coolidge, Rita 1985 BOWLING FOR SOUP 03 Bonnie & Clyde Jay Z & Beyonce 1985 Bowling For Soup 03 Bonnie & Clyde Jay Z & Beyonce Knowles 1985 BOWLING FOR SOUP '03 Bonnie & Clyde Jay Z & Beyonce Knowles 1985 Bowling For Soup 03 Bonnie And Clyde Jay Z & Beyonce 1999 Prince 1 2 3 Estefan, Gloria 1999 Prince & Revolution 1 Thing Amerie 1999 Wilkinsons, The 1, 2, 3, 4, Sumpin' New Coolio 19Th Nervous Breakdown Rolling Stones, The 1,2 STEP CIARA & M. ELLIOTT 2 Become 1 Jewel 10 Days Late Third Eye Blind 2 Become 1 Spice Girls 10 Min Sorry We've Stopped Taking Requests 2 Become 1 Spice Girls, The 10 Min The Karaoke Show Is Over 2 Become One SPICE GIRLS 10 Min Welcome To Karaoke Show 2 Faced Louise 10 Out Of 10 Louchie Lou 2 Find U Jewel 10 Rounds With Jose Cuervo Byrd, Tracy 2 For The Show Trooper 10 Seconds Down Sugar Ray 2 Legit 2 Quit Hammer, M.C. -
Accidents Will Happen
ACCIDENTS WILL HAPPEN A review of military drone crash data as the UK considers allowing large military drone flights in its airspace Note: The term ‘drone’ is used interchangeably with ‘Unmanned Aerial Vehicle (UAV)’ Drone Wars UK is a small British NGO established in 2010 to undertake research and advocacy around the use of armed drones. We believe that the growing use of remotely-controlled, armed unmanned systems is encouraging and enabling a lowering of the threshold for the use of lethal force as well as eroding well established human rights norms. While some argue that the technology itself is neutral, we believe that drones are a danger to global peace and security. We have seen over the past decade that once these systems are in the armoury, the temptation to use them becomes great, even beyond the constraints of international law. As more countries develop or acquire this technology, the danger to global peace and security grows. Published by Drone Wars UK Drone Wars UK Written by Chris Cole Peace House, 19 Paradise Street June 2019 Oxford, OX1 1LD Designed: Chris Woodward www.dronewars.net www.chriswoodwarddesign.co.uk [email protected] Drone Wars UK | Accidents Will Happen | 3 Contents Executive Summary 5 1 Introduction 7 2 Drone Crash Data 9 2.1 An overview of the data 3 Analysis by operators 13 3.1 The United States 3.1.1 US official crash statistics 3.1.2 Where US drones have crashed 3.2 Europe 3.2.1 The UK 3.2.2 Other European countries 3.3 Other countries 4 Examining the causes of drone crashes 23 4.1 Mechanical failure 4.2 Electrical failure 4.3 Engine failure 4.4 Pilot error 4.5 Lost link 4.6 Other causes 5 Comment: Opening of UK airspace to large military drones 33 5.1 Recommendations Drone Crash Dataset 2008–2019 37 4 | Drone Wars UK | Accidents Will Happen Drone Wars UK | Accidents Will Happen | 5 Executive summary • The Ministry of Defence (MoD) is procuring up to twenty-six of the newest version of the Predator Unmanned Aerial Vehicle (UAV) from US manufacturer General Atomics. -
Terrorist Campaign Continues
-W* S »^> • ' horned...page 5 Partly sunny by Wednesday — See page 2 ■ ' • f f " ' Terrorist campaign continues With the outbreak of bombings in Autos burn West Germany and Peru, a State Department official said it was a “ bizarre weekend," but added there at U.S. base was no evidence the attacks were part of a new terrorist campaign against the United States. in Germany Police in both West Germany and Peru searched for leftist suspects, although no group in either country By United Press International claimed responsibility for the bom Herald photo by Tarquinio bings. Montero" (left) of the American Field Service Program to the Eight automobiles were set on fire West German police launched a Manchester High School student Tania Gembala (right) in and destioyed at an American manhunt for wanted terrorist Chris troduces exchange students Elllen van der Wee of Holland In school. military housing area early today in tian Klar, who they said may have the Youth for Understanding program (right) and Fanny the second attack on an American entered the Ramstein base before installation in West Germany in two the bombing. They said maps and in days, the U.S. Army said. formation on security at the base Short summer In Frankfurt this morning an w ere found last y e a r in the annex to a Social Democratic Party Heidelberg apartment of terrorists headquarters also was set on fire by Julian Plambeck and Rolf Behr terrorists in a campaign against after they died in an auto accident. American nuclear arms in Western The bomb, placed under or inside Europe. -
40041819.Pdf
SomeDilemmas in the Development of Social Work Education in Hungary Istvan Budai A thesissubmitted in partial fulfilment of the requirementsof BournemouthUniversity for the degreeof Doctor of Philosophy January2004 B ournemouthUniversity This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and due acknowledgement must always be made of the use of any material contained in, or derived from, this thesis. Abstract Some dilemmas in the development of social work education in Hungary. The research investigates and presents the development and dilemmas confronting social services, social work education schools, social workers, educators, students and employers in Hungary since the 1980s and, in particular, the impact of educational approaches. The aims are to explore the development of social work education, to contribute to the research of the social work education, to the ongoing professionalisation of the social work, vocation and services. in Hungary and to promote the development of the scientific basis of social work, its services and its education. The purpose of this research is to promote the place and role of the social work education in Hungary and to examine the position of Hungarian social work education in European dimension. The research gives an understanding and interpretation of the dilemmas in the framework of social work education, furthermore an outline of the social-societal context of Hungarian social work education. The researcher investigated this theme as a leader and teacher of social work education in Hungary by literature, references and symptoms of social work and social work education practice.