1. Based on the presentations of our first 4 speakers/topics, generate a list of 5 distinct themes that have emerged from the work we have done with our speakers thus far. (Note, that each theme should be supported by content provided by at least 3 of the speakers). State the theme and briefly explain (2 sentences minimum) your meaning behind it.
1. Public health encompasses more than infectious diseases
• All our speakers have focused on topics that did not encompass the stereotypical view on public health (e.g., the CDC monitoring the flu or Ebola). The speakers demonstrated that public health involves a variety of topics such as modeling (Dr. Welsh), workers’ health (Dr. Chosewood), crisis communication (Mr. Wuichet), and health literacy (Dr. Parker). Public health encompasses different angles of people’s lives and not just merely in times of outbreaks.
2. Public health work is welcoming of a liberal arts education
• From the materials we have used to prepare for the speakers, it is evident that public health work involves deep analysis of problems and teamwork, which are key components of a liberal arts education. All the speakers provided an in-depth look into their topic (i.e., they went past the surface level issues of their topic). For example, when Dr. Chosewood discussed workers’ health, he did not just discuss workplace
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Laypeople and government officials want to know specific numbers in order to make choices about their lifestyles or legislation, respectively. For example, Dr. Parker provided percentages of people who had low health literacy in order to indicate that health literacy is a problem that needs attention. Additionally, Dr. Chosewood provided statistics about number of workplace injuries and the costs associated with workplace injury. Dr. Welsh makes models, which are supposed to estimate numbers of illnesses, exposure to a particular substance,
3) Which one of those below is not used to define a profession? A profession
This paper focuses on describing the BSPH interdisciplinary and cross-cutting competencies that comprises the frameworks of public health, communication in public health practices, diversity and culture, and professionalism. The frameworks of public health practices focuses on the prevention of diseases and the health of the various communities. Public health officials seek to conduct research to enhance prevention. Officials also focus on investigating the public health problem that allows them to detect and control infectious diseases that may affect the health of a population. Investigating the problems may also aid in determining the magnitude, scope, and the characteristics of a public health threat. Planning, implementing, and
This will always be my strength, my true comparative advantage. Moreover, with my experience and education, I feel that I can become a successful public health professional through the Doctorate of Public Health Program at the University of South Florida. Over the course of my professional and educational career I have been fortunate enough to acquire a wealth of experiences that have led me to pursue an advanced degree in Public Health. My interdisciplinary training in planning and public health at Florida State University as well as my professional experience with the Florida Department of Health make me an excellent candidate for The University of South Florida’s Doctorate of Public Health Program.
The Public Health Associate Program would help me fulfill these goals by providing a unique on-the-job experience and competency development so that I could successfully fill a role in public health, management or community development in the future. In reviewing the program’s curriculum domains and competencies,
‘Public health is everyone’s business’ illustrates Jones (2012, p.2). The Faculty of Public Health regard public health as a combination of health protection, health advancement and promoting health (Griffiths and Dark, 2006, cited in Jones, 2012, p.6).
My unwavering interest in infectious diseases began in middle school when I read the book, The Hot Zone, by Richard Preston that intricately describes the Ebola virus. While the description of how the virus destroys the human body are unpleasant, this virus fascinated me. Consequently, in my spare time I read about other infectious diseases, such as cholera and tuberculosis, on Wikipedia and other web pages for my personal enjoyment. Years later, I participated in Princeton Model Congress in high school where I first learned about public health. Participants made mock congressional bills to be passed in a congress comprised of high school and college students in order to implement a national change. My mock bill advocated for the incorporation of HIV tests within annual physicals. The purpose of this bill was to ensure that more people became knowledgeable about their status and with this knowledge, HIV positive individuals can receive care faster and take proactive measures to prevent infecting others with this virus. As I researched various facts about the HIV epidemic and how HIV impacts communities in Washington, D.C., my interest in public health evolved even though I did not know of the official name, public health. At the time, I wanted to be a lawyer and averted from anything science or math related. Yet, I cared about my community and I wanted to make a difference. I rediscovered my interest in public health in college as a biology major.
Critical thinking means to think correctly in to find knowledge that is relevant and reliable. In terms of a liberal arts education critical thinking is crucial because a liberal arts education teaches students skills that are needed in the rapidly changing world that usually requires a lifetime of self-learning and understanding. Critical thinking is something that people usually must learn on their own; however, as a liberal arts school it is taught, so we have a better understanding of thinking critically.
I have always been aware of global issues and needing to understand what is happening in the world has always been important to me. However, I never understood global concerns through a health paradigm. Many of the concepts presented in this course were not new to me, as I have been an active participant in global issues and organizations, such as Spread the Net Campaign to end malaria, as well as many different human rights causes. However, the new insight I gained was in regards to
Public Health is an interesting topic. Many people may not understand the purpose of Public health, it is a fairly new field although it has been around since the 1800’s. Before being introduced to the the field, I was clueless and never knew such a subject existed. Going into college with dubious decisions on my major within the pre-med program I knew I wanted to help people and the society, but was unsure what to major in.
The representation of people and disease shapes public perception through the channels and ways it is represented. The public health system plays a role of representing disease to the public in a way that informs people of the risks and the steps to prevention of disease. It is important that the public health system focuses the representation of disease on particular groups in society who are particularly. The spread of disease is becoming represented as a consequence of globalisation. Disease becomes represented as something that needs to be contained within boarders, rather than stopping the spread between people.
In fact, new schools and programs of public health are developing yearly and the amount of prospective public health employees increased by sixty-nine percent in one era. In the year 2011 for example, the number of prospective employees grew from 5,747 in the year 2001 to 9,717. However, only seventeen percent of state public health employees have official training in public health (Yeager et al., 2016). Subsequently, the crisis of the health workforce has emphasized the necessity for more health care professionals and this requirement has driven an increased interest in professional health education. This also includes individuals pursuing masters of public health (MPH) courses, and this change created an impact on the workplace and the region (Zwanikken et al.,
My first introduction to the public health was in a class with visiting professor, Former Surgeon General Dr. Regina Benjamin. As I listened to experts speak about
All of which appears during the film that collective behavior, crowd psychology, bafflement, helplessness, outrage, conspiracy, and disclosure of a pandemic outbreak could in fact occur in today’s society. Although the opposite occurred in the film of the roles of local and state health officials, they are normally at the front line of defense during an outbreak. In addition, communication among all organizations in the film and in real life is critical. In this instance, communication, aided in the treatment, vaccination processes, research and scientific approaches, and solutions for public, healthcare, and government organizations to successfully put into place isolation and quarantine
The significance of risk communication as a public health leader (PHL) provides an avenue to alert the public on the reduction of possible life threatens to various health epidemics. A public health leader provides the leadership task to communicate by planning, evaluating, and directing multiple levels risk health programs (Community Health Director, 2004). An establishment of preventative programs to communication risk ensures adequate information communicates appropriately, and language preference are materialistically cultural sensitive to the proficiency of the community (Vaughn & Tinker, 2009). Furthermore, a PHL serves as a liaison in representing their target population before health officials to assure understanding increase enhancing
The public health practitioner that I interviewed is Mr. Raed Mansour. Mr. Mansour is the Executive Assistant to the Commissioner of the Chicago Department of Public Health. Mr. Mansour is also the Chicago Department of Public Health Innovation Projects Lead. The interview took place at CDPH, DePaul Center, 333 S. State Street, Suite 200, Chicago, IL 60604, on Thursday Sep 24, 2015 3pm – 6pm (CDT). Initially, Mr. Mansour scheduled an hour of time for this interview, however, as our rich discussion evolved, Mr. Mansour re-scheduled his remaining tasks for the remainder of the work day. This allowed for me to gain even more insight into his work and working in public health.