The Human Brain Is The Greatest Intellectual Quest Of All...

Introduction The human brain is a very complicated part of the human anatomy. Kanwisher states in an inaugural article, â€Å"Understanding the nature of the human mind is arguably the greatest intellectual quest of all time.† The impacts occur when during the embryo phase of life development. As I was reading the article, â€Å"Gall proposed that the brain is the seat of the mind, that the mind is composed of distinct mental faculties, and that each mental faculty reside in a specific rain organ† (Kanwisher, 2010). The brain, the main center of our body that controls the function of each part. In the early stage of life, babies begin to develop their basic functions that even though babies do not have the ability to communicate, they learn very quickly how to talk and walk. Babies can see and hear to recognize the sounds, and they have their own language. The development of new words and sounds critical in this beginning stage life. The human brains are all developed the same; howe ver, the early development phase if critical for building out capacity. The human brain is one of the most mysterious tissues, and the neurons send signals to each other across a tiny gap between them via spreading electrical messages across vast networks to make your brain do what it does. For instance, monolingual and bilingual speakers. The question is whether monolingual or bilingual children do better on their education; are there any impacts for bilingual children? Positive or negative? Due to theShow MoreRelatedUnderstanding The Nature Of The Human Mind Essay1115 Words   |  5 PagesIntroduction The human brain is a very complicated part of the human anatomy. Kanwisher states in an inaugural article, â€Å"Understanding the nature of the human mind is arguably the greatest intellectual quest of all time. It is also one of the most challenging, requiring the combined insights not only of psychologists, computer scientists, and neuroscientists but of thinkers in nearly every intellectual pursuit, from biology and mathematics to art and anthropology† (2010). The impacts occur whenRead MoreThe Progression Of Advanced Technology Single Handedly Alters Humans1378 Words   |  6 Pagestechnology single-handedly alters humans at a biological level and shifts  human intelligence into a new frontier. We now have instantaneous access to the internet through our smart-phones and tablets, and can approach any corner of the internet within seconds at virtually any geographical location thanks to the rapid advancement of technology. The internet is in essence giving us an almost infinite amount of knowledge at speeds faster than light, it has become one of the greatest tools for academic researchRead MoreThe Human Brain : A Very Complicated Part Of Human Anatomy Essay1234 Words   |  5 PagesThe human brain is a very complicated part of the human anatomy. Kanwisher states in an inaugural article, â€Å"Understanding the nature of the human mind is arguably the greatest intellectual quest of all time.† The impacts occur when during the embryo phase of life development. Brain is the operational center of a human body. As I was reading the article â€Å"functional specificity in the human brain: A window into the functional architecture of the mind†, â€Å"Gall proposed that the brain is the seat of theRead MoreThe Importance Of Reading Poetry1158 Words   |  5 Pagesbegin to reach out and explore other art forms. The appreciation of any art requires the same critical thinking and emotional awareness as poetry, making poetry a great first st ep toward enlightenment. Poetry has been known to unite readers and writers all over the world. While developing empathy poetry can trigger memories and to read poetry a reader must engage his feelings to receive the full effect. Discovering unknown passions and opening your imagination to a world outside of the normal can leadRead More Dr. Faustus Essay: The Tragic Downfall of Dr. Faustus1048 Words   |  5 Pagesand evil in these plays and their psychological implications reflect a historical background in which the church dominates the ethical and moral concepts of their time. Faustus defies societys norms and embraces the devil with courageous desperation, fully aware of the inevitable consequences, but incapable of being satisfied with his human limitations. nbsp; The play is divided into five acts, each of them representing a progressive stage of Faustus downfall, his moral and ethical decline.Read MoreThe World As Will And Representation1578 Words   |  7 Pageslike effort, desire, wanting, urging, and striving. Schopenhauer also contends that all nature, man included, is the manifestation of an endless will to life. Humans discover their suffering through will and want for more is what inspires this suffering. Discussion I concur with Schopenhauer’s claim that the world is motivated by a perpetual will that pushes people to pursue more at all times. He also argues that humans are naturally inquisitive because we cannot be contented with the basic knowledgeRead MoreThe Effects Of Drugs And Opiates On The Body1971 Words   |  8 Pagesfollowing paper I aim to highlight the roll of the brain in the body and it’s different parts that come together to form the most complex organ in the body and what drug use and abuse can do both in the short term and long term. The focus of this paper will be on two specific substances; cocaine and opiates. It will examine what each substance and does to the brain and what, if any, long term affects it has on the brain. As mentioned before the human brain is the most complex organ in the body that isRead MoreThe Odyssey And Oedipus The King : How Bonds And Abilities Shape Our Lives Essay1556 Words   |  7 Pagesdevelop and what drives our lives. In Odysseus and Laertes relationship, Odysseus seems to be his father’s pride and joy. During Odysseus’s absence Laertes practically withers away to nothing. The scene where Odysseus sees his father for the first time in twenty years displays the depth of their relationship: â€Å"He found his father alone on the vineyard terrace hoeing round a tree. He was wearing a filthy, patched and shabby tunic, a pair of stitched cowhide leggings strapped round his shins to protectRead MoreDr Maria Montessori1464 Words   |  6 Pagesahead of her time? * Dr. Maria Montessori was born in Italy in 1870. Most of her life was spent in Rome. Her  father Ale jandro was an accountant in government services. Her mother, Renilde , had good education for a woman of her time and was more open to the many transformations that affected daily life at the end of the 19th Century. Maria Montessori, an only child, she was a vivacious, strong-willed girl. Her mother  encouraged her curiosity, which the rigid schools of her time did not. MariaRead MorePhil 201 Study Guide Essay2453 Words   |  10 Pagesstudy philosophy. We will divide our discussion into 2 parts: (1) Why is it important for all persons in general and (2) Why is it specifically important for Christians to study philosophy? We begin, in true philosophic fashion, by examining the question itself: what we do mean by philosophy being important and we introduce the idea of the philosophic mindset. We then examine 5 reasons why it is important for all persons to adopt the philosop hic mindset. We will end by providing an overview of the different

Explore the ways Golding presents the relationship between Goody Pangall and Roger Mason Free Essays

The opening of the extract reveals that the relationship between the pair may not be mutual, and may appear to Goody to be threatening. This becomes apparent through the way in which her movements are described as being â€Å"brisk† yet â€Å"without much will to go forward†. This provokes the reader to fathom that there is some sort of aggressive energy between the duo, particularly when coupled with the projected image of â€Å"open terror† in her face. We will write a custom essay sample on Explore the ways Golding presents the relationship between Goody Pangall and Roger Mason or any similar topic only for you Order Now This may seem to be Golding’s method by which to foreshadow any abusive occurrences yet to come such as rape or violence. However, this whilst it may initially appear to be an abusive situation for Goody is infact quite the opposite as it is later revealed that her timid actions are not due to fear of an aggressor, but due to the â€Å"tent† which is said to be â€Å"feared† by them both. This â€Å"tent† as it is described is an invisible bond between the two, much like the â€Å"rope† which once tethered together Jocelin and Pangall. This bond however, unlike that between the two priests is almost self-enforcing as it confines them with each other and is described as having â€Å"shut them off† from the other characters. As this union between them is said to be â€Å"shut† it implies that the relationship is intended to remain private, which is unsurprising given the ideas and values of the time and their surroundings as it would be deemed strictly improper for this relationship to continue within the sanctity of the cathedral, and in particular is between two married people which even by modern standards is considered a taboo and so bears considerable stigma. The â€Å"tent† forms a palpable enclosure of secrecy in which the pair may act as they wish without being exposed, however the opaque exterior of the â€Å"tent† does not necessarily prevent their discovery as it has no barrier for sound, and under close and suspicious scrutiny becomes transparent, revealing their scandal. The â€Å"fear† expressed by Goody Pangall may also be a sign of guilt as it would be truly shameful for her affair to be unveiled, particularly by her husband. Also, the relationship between the pair is most likely based upon a physical attraction derived from the base instinct, lust. As such, the timing for the emergence of their relationship lends itself willingly to the overall plot as the stench of stagnant water and death emitted by the pit is symbolic of the Freudian id, as it is taken to be the more concealed and inviolable facet of the church due to its disruptive and disconcerting nature. As such, the surfacing of this illegitimate relationship has been timed well as it, like the stench is also likely to disrupt the already crumbling church community. Golding uses many alternative and diverse methods with which to present the affiliation between the couple. In this extract alone, he employs many techniques to present and investigate their association. The first apparent method is that of scrutinising observation from a distance, typically presented through the eyes of Jocelin, in a manner which literally means that the reader sees the world through his eyes. This is almost to be expected as Golding uses Jocelin as the focal point or foundation upon which the rest of the novel’s extreme depth and vision is constructed throughout the book. In this manner, the reader is introduced to the affair through the reactions and indignation of Jocelin. Read also Intro to Public Relations Notes However, Jocelin’s reactions must be taken with a hint of caution as it is obvious that he personally lusts after her and so is jealous of Pangall and now of Roger as his earlier comments such as â€Å"she is entirely woman† would indicate. However, it may be believed that the relationship is revealed or perhaps foreshadowed prior to the point of this extract as Jocelin forces the images to the back of his mind and so refuses to focus upon their implications, which allows him to evade any in depth thought or interpretation of previous situations which the reader may now link to the affair. Another method which Golding uses to present the relationship is simply that of narrative observation. This is employed towards the climax of the extract as the reader is no longer seeing the world from within Jocelin, but is being shown his reactions to it in order to interpret its meanings and implications. The relationship is clear and obvious in its existence and to Jocelin must have clear meanings as it is stated that â€Å"a strange certainty fell on Jocelin† as he spied upon the pair’s private meeting. In a somewhat removed and malignant manner, the climax of the relationship between the pair may prophesise and so foreshadows the end for Jocelin. This is due to the manner in which the death or eventual murder of Goody coupled with the severing of Jocelin from all other members of the church body such as Pangall as the â€Å"rope† which once â€Å"bound† them together has since been â€Å"cut†, even prior to his disappearance. In this manner it seems that all of Jocelin’s â€Å"old friends† now scorn or cease contact with him as a result of his blinding ambition. As such, once Goody is no longer alive for Jocelin to lust after and all others have deserted him, the eventual end of his life cannot be far off. Golding therefore uses an intense and diverse array of methods through which to display and enhance every facet of the relationship. As such allowing it to be interpreted and moulded by the reader so that it may be deemed to signify, any meanings ranging from the pedestrian to the fantastic. How to cite Explore the ways Golding presents the relationship between Goody Pangall and Roger Mason, Papers

Trans National Enterprises

Question: Describe about the company Trans National Enterprises who recently faces lots of problems in their rapid growth as well as profitability? Answer: Introduction In this particular assignment analyst tries to demonstrates the proper planning that will be helpful for the selected organization namely Trans National Enterprises. The company recently faces lots of problems in their rapid growth as well as profitability. The current conditions of the company is that high turnover rate of employee as well as the rate of absenteeism of employee also increase within the working environment of Trans-National Enterprise. This study firmly focused on developing the appropriate plan that help the organization in managing their work roster of 35 hour working in a week and meet the expectation of clients. 1. Development of plan for Trans National Enterprise In terms of settling and investigating their dispute in workforce for everyones satisfaction In order to mitigate the problems of Trans National Enterprise, organization has to develop the Fair Work Act 2009 within their business agreements with the employee. It helps in mitigating the problems of high turnover and employee absenteeism. This act also helps in resolving the dispute between the employee and employers (Bibb, Aparicio and Guardiet, 2014). Fair Work Act 2009 also develops the National Employment Standards for Trans National Enterprise and modern award within their workplace. Through developing the following process, this act contains the every dispute resolution clause for Trans National Enterprise Through this agreement, employees are able to meet with their supervisor directly for discuss the grievance Fair Work Act commission will directly involve if there is any dispute remains unresolved Employee as well as employers may attain other persons during the working process of Trans National Enterprise Following process will be the best solution for resolving dispute in the Trans National Enterprises workforce The latest trend of the human resource has proved to be fatal for the firm. It is identified that the staff turnover rate is on a rise with increase in absenteeism which has been a concern for the company management. Rise in the workplace disharmony has been a major issue for concern for the management of Transnational Enterprise as it impacts the productivity as well as entire performance of the firm (Donaghey et al. 2013). Also, the workforce often remains dissatisfied with the given work schedule. They have demanded for additional employees to be hired to reduce their working hours. They showed that the working hours had exceeded the latest award requirement that is around 35 hours a week. Incident Response Plan: Keller (2014) argued that incident response plan helps in designing the working process as well as procedure of the company in a suitable way that detect the problem and anticipate with the problems for making a proper decision in terms of mitigating the challenges. Therefore, in terms of mitigating the dispute that raises within the Trans National Enterprise, incident response plan helps in mitigating the problems through identifying the key approaches that creates high employee turnover and increase rate of employee absenteeism (Lieber, 2009). Through the incident response planning, organization is able to track the key problems within their working schedule and procedure that creates the high employee turnover and employee absenteeism. Following are the activities that helps in identifying the problems During the incident: This planning allows the management in designing the procedures and documentation of the employee during work. After the Incidents: After identifying the problems, managers are allowed to draft the problems for performing immediately with the raise problems. It is also allows the managers in developing the separate procedures for the separate functional areas. Before the Incident: This procedures allows the manager of Trans National Enterprise in preparing the plan according to incident. This procedures help in developing the appropriate planning such as training schedule, testing planning, business continuity planning, copies of service agreements, etc. 2. Desired negotiation outcomes, strategies and timeframes Negotiation Outcomes Roche, Teague and Colvin (2014) cited that best outcome regarding negotiation will be effective when the two or more parties feeling positive in order to make their objective successful. There are four keys that will be the supporting materials Avoid narrowing negotiation: Employee or the employers have to argue over the price of working hour clearly. This factor into the negotiation can allows in increasing servicing quality or the performance of employees at workplace of Trans National Enterprise Realization of other parties: It allows in developing the different things that make the attitude of the other parties according to requirement of the organization. It is also helps in gaining the attitude of the other parties. Believe Point: This make the parties for creating the goals who have not any goals or the knowledge of probability. Assumptions of the parties: Negotiate with the expectation and demands of the parties. Management can be able to assume the lowest as well as highest demands of the employee that helps in mitigating the challenges. Negotiation Strategies Negotiate Anything: Samuelson (2009) negotiation is the fair game in any kind of environment especially in the corporate sector. Managers of the employee have to negotiate with each other for making any kind of agreements before working as an employee. Always keep the poker face: Need to make the face cool and never display the unusual interests with the employee. It can also helps in mitigating the current dispute of Trans National Enterprise. Consecutively, an effective mechanism is to be built in terms of dispute-settlement amidst management and that of the employees. On other side, the workforces come under modern Award and possess accessibility towards dispute resolution framework as given by Fair Work Act (FWA) (Tumlin and Baldi, 2014). This would enable the firm to seek resolution prior to reaching Fair Work Commission. Time as a Tactic: Management have to engage employee with details analysis and taking time. Quick response can make difficult to increase the employees performance. It is to be considered that the workforce at the organization has been involved with real hard work and enabled the firm to perform excessively well in the competitive environment. At such a crisis situation, the management of the enterprise must conduct a thorough investigation within the matter which led to the decline of corporate performances. Timeframe 3. Specialists advice and Expectations (Internal and External) Proper understanding of issues with adequate knowledge of operations, labor laws, and work conditions would allow achievement of positive outcomes. In the proposal phase, initial statements from the two parties are to be submitted with suitable resolution. The session is named as brainstorming session. During the session, all representatives of the enterprise must lend their ears to the employees and empathize their situations (NOBLET and RODWELL, 2007). The management must treat the employees with assertiveness and all discussions are to be held for clarifying issues. Another important aspect is mutual understanding amidst management and employees. Lack of mutual trust would lead nowhere. The ground rules must be decided through discussion with other party. These ground rules will be used for guiding the negotiation process. 4. Documentation of Resolutions Recalling is the key declaration as well as the development of goals for the Trans National Enterprise that committed with special sessions and conference. Expression concern also helps in crippling the effects of poverty, disparity as well as inequality all over the world. Recognizing: the policies as well as the eradicating the poverty, recuing the poverty as well as inequality for the decent work. Recalling the outcome of the document high level meeting with the general assembly. 5. Implementation plan to investigate and settle the dispute Following is the implementation plan for investigate and settle the dispute of Trans National Enterprise Management or leaders of the company consensus about the criteria of measuring compliance Step and resources have to involves with the agreements between the employers and employee Need to involve the organizational structure with the agreements Explicit agreements have to be perfect with the authorities as well as specialists Need to accommodate the future changes for conflicting the parties ad making an agreements with the employees The foremost step within the dispute-settlement framework is that both employees and organizational management must coordinate with each other for identifying critical issues or problems. The problems are to be investigated as well as addressed timely. Attempts must be made to resolve the issues by allowing both the parties to come close and mutually discuss on the matters. Role of the leaders as well as supervisor have to be define clearly 6. Advice to MD if failure to abide Since the workers are not happy about the present working hours and besides, increased work pressure, the employees are to be treated carefully and gently. They must be addressed and provided opportunity to present their ideas and opinions which would enable the management to frame strategies according to it. The organizational representatives must present certain options to solve the issues. Each of the options is to be evaluated to enable taking of a final decision. Consensus may enable settlement of disputes amidst both the parties. Proceedings of every stage need to be recorded to refer in the future. It is also identified that employees are dissatisfied with work hours and had threatened the management to resign in mass in one months time if new recruits are not joined. In order that the firm does not incur loss in recruitment, it must seek for appointing moderate number of new workers for sharing of the responsibilities as well as work pressure. 7. Policy/procedure to identify and resolve future grievances Following are the procedures that need to follow for identify as well as resolve future grievances Employees have to submit the complaints or disputes in a timely manner Need to identify the persons that make the workplace uncomfortable Require to design the overview of the nonprofit materials and return back to the complaining party Employees to be involved in resolving disputes must be identified(van Dijke et al., 2013). The employees are to be trained regarding legislative measures of industrial dispute. Regular sessions are to be conducted for proper training and discussion. Different techniques for resolution of disputes are to be informed to employees for allowing them to take necessary steps All policies as well as legal procedures of Transnational Enterprise must be communicated to the employees (Wang and Barney, 2006) They need to be assessed once training is completed. Amendments within the legislative framework and policies of the firm need to be notified. 8. Recommendation on training to key employees The management of the organization namely Trans National Enterprise have to follow the below mentioned aspects in terms of providing training to their key employees that mitigate the disputes Identification of task and objectives: Management have to provide training to their employees through proper identification of work. Apart from that, they have to understand the specialization of the employee first and then provide the training according to their specialization. Available Support: Management have to provides available support during the development of performance objectives. It can help in delivering appropriate training to the employee for Trans National Enterprise. Degree of Importance: Management have to account the degree of importance that firmly associated with the job functions and task. They have to highlighted the recommendations of the training. Conclusion Negotiation, collective bargaining, mediation, conciliation, and arbitration: These are some common techniques to resolve disputes. The desired objective of the dispute-settlement process by addressing employee interests is to be considered. A negotiation team is to conduct the entire process. The participative representatives should possess sufficient knowledge and skills about negotiation. In the phase of preparation, both representatives should scrutinize personal situation for developing a proper understanding of the issue. Reference List Bibb, S., Aparicio, N. and Guardiet, J. (2014).Generation Y for rookies. London, United Kingdom: LID Publishing Ltd. Donaghey, J., Reinecke, J., Niforou, C. and Lawson, B. (2013). From Employment Relations to Consumption Relations: Balancing Labor Governance in Global Supply Chains.Human Resource Management, 53(2), pp.229-252. Keller, J. (2014).Transport Personnel Pro. Neenah: J.J. Keller Associates, Inc. Lieber, L. (2009). How to manage terminations and layoffs in a recession.Employ. Relat. Today, 36(1), pp.95-102. Roche, W., Teague, P. and Colvin, A. (2014).The Oxford handbook of conflict management in organizations. Oxford: Oxford University Press. Samuelson, K. (2009). Balancing control and autonomy to manage information flow and facilitate business improvements.Employ. Relat. Today, 36(3), pp.49-56. Tumlin, G. and Baldi, C. (2014). New Approaches to Manage Employee Complaints.Employment Relations Today, 40(4), pp.33-38.

Internship Handbook free essay sample

Internships for MPH students fulfill a critical need for their public health experience and help build our community, state, and nation’s public health workforce. The following information is designed to guide and provide accountability for preceptors and interns in the University of Missouri Master of Public Health Internship program. Thank you for agreeing to work with the Master of Public Health Program to help provide experience for our graduate students. We appreciate your input into planning experiences and your feedback about students’ progress. Sincerely, Kristofer J. 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. We will write a custom essay sample on Internship Handbook or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The core values of the University of Missouri (Respect, Responsibility, Discovery, Excellence) intersect with key public health values informing the program in several important ways: 1) Respect for the diversity of our students and for the communities they will serve, including an understanding of issues involving equity and the special needs of vulnerable populations, 2) The Responsibility of the academy to bring rigor and excellence to the training of both future and currently practicing public health professionals and to make research findings accessible for use in the development of public policy, 3) The value of promoting and supporting the innovative interdisciplinary Discovery that is a unique strength of the discipline of public health, and 4) The necessity of holding leaders of population-based efforts to improve health to the highest standards of Excellence, including professionalism, solid grounding in international and national codes of ethics, and respect for individual dignity, social justice, and fairness. -1- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Policy for Pre-requisites for the MPH Internship Before the beginning of an internship, the MPH student must have completed 21 hours of coursework in the Master of Public Health Program, which should include following courses: P_HLTH 7150 Principles of Public Health P_HLTH 150 Human Health and the Environment P_HLTH 8920 Social and Behavioral Sciences in Public Health and either F_C_MD 8420 Principles of Epidemiology or NURSE 8100 Epidemiology for Public Health Practice and either STAT 7020 Statistical Methods in the Health Sciences or STAT 7410 Biostatistics Subtotal Credit Hours Other Elective Credit Hours TOTAL 3 3 3 3 3 3 3 15 6 21 Pre-requisite Waiver Policy: Waivers for students who would like to start their internships prior to completion of all pre-requisites will be considered on an individual basis by the student’s Faculty Advisor, F ield Placement Coordinator, and the MPH Program Director. -2- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Student Checklist Preparing for internship: (3 months before internship) ? 1. Revise Resume: Include information on education, previous work experience, and career goals. Keep length to no more than two pages. Contact your Faculty Advisor or the Field Placement Coordinator for assistance, if needed. 2. Complete Self-Assessment Form: This will help you to identify competency areas you want to emphasize during your internship. Turn in the self-assessment to the Field Placement Coordinator. See Appendix 2. The Student Internship Interest form is also helpful and available in Appendix 3. 3. Consider Potential Internship Sites: With the assistance of your Faculty Advisor and/or the Field Placement Coordinator, develop a listing of potential internship sites. Considerations include: geographical location, interest areas, career goals, and learning objectives. Review the opportunities posted on the MPH Program website. http://publichealth. missouri. edu/students/Internship%20Opportunities. php 4. Meet with Your Faculty Advisor: Review potential internship opportunities, self-assessment, and interest areas with your Faculty Advisor and the Field Placement Coordinator as needed. (Special note: Your Faculty Advisor is identified in your https://myzou. missouri. edu account. ) 5. Contact Sites/Preceptors: Make contact with potential Preceptors to explore internship duties. Set up interviews (phone or in-person) and review information about the agency/organization. Treat contacts like job interviews; follow up with thank-you notes and inform the Preceptor promptly if you will be accepting the internship. 6. Finalize Internship Site and Preceptor: Contact your Faculty Advisor and the Field Placement Coordinator to finalize internship plans. ? ? ? ? ? Starting your internship: (within 2 weeks of starting internship) ? 7. Complete Statement of Purpose: Identify the MPH Program Competencies you plan to meet through your internship work, develop specific, time-sensitive, and measurable objectives, and estimate a timeline for completion. The Statement of Purpose must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 8. Complete Internship Agreement: Ask your Faculty Advisor and Preceptor to review your internship goals and objectives and complete the Internship Agreement. This document must be signed by the intern, Preceptor, and Faculty Advisor and returned to the Field Placement Coordinator at the start of the internship. 9. Complete Internship Log: Begin documenting hours and maintaining a record of activities on the Internship Log in Appendix 6. 10. Complete Field Practicum Agreement: Complete a Field Practicum Agreement if requested by the Field Placement Coordinator. These are needed for new and off-campus internship sites. See Appendix 4. ? ? ? Midterm: 11. Complete Internship Progress Report: Meet with your Preceptor about halfway through the internship to discuss progress. The intern and Preceptor must complete the Internship Progress Report and return it to the Field Placement Coordinator. -3- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures ? 12. Update Statement of Purpose: Update progress towards meeting objectives and timeline on the Statement of Purpose and return to the Field Placement Coordinator. Final: ? 13. Finalize Statement of Purpose: Complete the final column of the Statement of Purpose and address objectives that were met (or not met). This document must be signed by your Faculty Advisor, Preceptor, and the Field Placement Coordinator and turned into the Field Placement Coordinator. Complete all assigned internship activities within the internship period unless previous arrangements have been made. If it is clear that an internship-related student activity cannot be completed during the internship, discuss this with the Faculty Advisor as soon as possible. 14. Complete Student Evaluation of Internship: You must complete your Student Final Internship Evaluation within one week of completing the internship. Return the evaluation to the Field Placement Coordinator. A final grade will not be issued until the evaluation is received. 15. Request Preceptor Evaluation of Internship: Provide your Preceptor with a copy of the Preceptor Final Internship Evaluation and requests that it be completed and returned no later than one week following completion of the internship and turned in to the Field Placement Coordinator. 16. Finalize Internship Log: Finalize your log and turn in to the Field Placement Coordinator. 17. Complete Summary Report/Project: Submit a brief paper or report that summarizes your internship activities and accomplishments to your Faculty Advisor. See Guidelines for Final Paper. ? ? ? ? -4- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Sample Schedule All documentation should be turned in to the Field Placement Coordinator in her MPH Program office. I. Required documentation schedule for 360 hours of internship in one semester For this option, register for 6 credits in one semester for P_HLTH 8980 Public Health Internship. Previous Semester ? Self-assessment ? Internship interest form (optional) Start of Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement Midterm ? Internship Progress Report ? Updated Statement of Purpose Final ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) *II. Required documentation schedule for 360 hours of internship spanning 2 semesters For this option, enroll in P_HLTH 8980 Public Health Internship for two semesters and divide 6 credits between these two semesters (e. g. combination of 2-4, 3-3 or 1-5). Previous Semester ? Self-assessment ? Internship interest form (optional) Start of First Semester ? Internship Agreement ? Statement of Purpose ? Field Practicum Agreement End of First Semester ? Internship Progress Report, ? Updated Statement of Purpose End of Second Semester ? Finalized Statement of Purpose ? Student Evaluation ? Preceptor Evaluation ? Final Paper ? Internship Log (if needed) Work closely with/contact Academic Advisor *This option is particularly helpful for summer interns that will not complete their internships by the grading deadline in early August. This avoids having to enter an â€Å"incomplete† grade for the summer semester. Students completing their internships in the summer should register for 3 credits for the summer semester and 3 credits for the fall semester. -5- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Preceptor Expectations As you work with your student, please consider the following guidelines for the student experience: †¢ †¢ Provide an internship description well in advance for internship position advertisement. You may use our format for the advertisement (See Appendix 4). At the beginning of the internship, complete agency-student contract with student and Faculty Advisor. Determine semester meeting dates and times for routine meetings with your student. (Other meetings can be scheduled as needed throughout the semester). Specify orientation activities you want your student to complete early in their experience. Clarify call-in procedure if student will miss or be late to the assigned daily experience. Provide a list of resources that you use (e. g. pamphlets/brochures), information from other agencies, other staff resources, etc. for students to use during the semester to help with project work and/or understanding the work of public health agencies. Review student’s progress on their project and notify Field Placement Coordinator if there are any concerns. Notify Field Placement Coordinator regarding any problems or concerns regarding student’s behavior. Discuss and plan with the student the type of final report you expect on the project(s). We expect that students will customize this report to the needs of your project. This report is flexible and may include written summaries, data disk, survey tool, teaching materials, etc. – whatever best serves your needs and the project(s) needs. Complete an evaluation of the student at the end of the internship experience and email Field Placement Coordinator. Share with student as you feel appropriate. Document your work and time as a Preceptor according to your agency’s evaluation protocol. †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ _____________________________________________________________________________________ Project Selection We ask that preceptors and their agencies choose projects that they would like students to work on. When making choices for students, please consider the complexity of the project, time demands for the Preceptor and the student, timeliness of project deliverables, and feasibility for student the student to complete the work, e. g. working with outside collaborators, having adequate resources, and similar constraints. After selecting a project, list in detail the steps involved in project. The student is responsible for coordinating with the MPH Program Faculty Advisors about the project selection. -6- University of Missouri-Columbia Public Health Program 2010-2011 MPH Internship Procedures Student Expectations During this course, you will be gaining experience in a public health agency and working with a Preceptor on a specific project. The agency and the Preceptor are volunteering to assist you in meeting your educational goals. General student expectations for this experience are listed below: †¢ †¢ †¢ †¢ Contact the Preceptor/agency regularly to discuss progress on your project. Accomplish activities as stated in the Internship Statement of Purpose contract. Participate in activities offered by the Preceptor in addition to the work on your project. Inform the Preceptor/agency and clinical instructor about problems/issues related to population and/or project work. Any unresolved issues may be brought to your Faculty Advisor and the MPH Program Administrative Staff. Be responsive to Preceptor/agency requests. Demonstrate professional behaviors, including appropriate dress, language, punctuality, call-in procedure, and discussion with clients and health professionals. †¢ †¢ Preceptors will evaluate your performance based on these expectations. The internship is a pass/fail program. The work on your project must meet the needs of the agency/Preceptor for you to pass the internship. Faculty Advisor Expectations The Faculty Advisor is a very important academic figure during the internship process. He/she serves along with the Field Placement Coordinator as a bridge between the student and the Preceptor as needed. The role of the Faculty Advisor becomes more important when the student faces problems during the internship. He/she must work in conjunction with the Field Placement Coordinator to sort out any problematic issues. Further, considering development of the student and current competitive environment, the Faculty Advisor should be prepared to discuss the following with prospective interns: 1. Will this project be at graduate student level? 2. Is this project going to meet MPH Program Competencies (see Appendix 1)? 3. Will it lend itself to a capstone project? (This is not required but desirable for students who are seeking publications or PhD. ) -7- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP AGREEMENT UNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM STUDENT STATEMENT: I, ________________________________________ agree to perform my internship at the agency and with the Preceptor named below. I understand that in order to satisfy the internship requirement, my proposed project(s) must have the approval of the Preceptor and the Faculty Advisor. I have attached learning objectives and activities with this contract. I agree to complete all pre-internship requirements (readings, physical exams, background checks, etc. ) as requested by the sponsoring agency. I understand that I must complete approximately 360 clock hours to satisfy program requirements. This might be completed as a single full-time block (about 9 weeks at 40 hours per week) or part-time during the course of several months and up to one year. The current internship will be approximately _______ hours/week for _______ weeks. Compensation for this internship period will be $_________ per _________. I understand I may or may not receive compensation. I understand that if I do receive compensation, it will be from the agency and not from the University of Missouri. I understand that I may or may not be covered by the agency’s worker compensation benefit, and I agree to obtain health insurance in the event I will not be covered by the agency for worker’s compensation. I understand that the Preceptor and Faculty Advisor will evaluate my progress jointly. I will present all report materials in the format requested by the Preceptor and/or the Faculty Advisor. I understand that if my performance is not satisfactory, I may be re-assigned by the Faculty Advisor. I will complete all required evaluations and documentation as specified in the MPH Internship Procedures and submit them to the MPH Program Associate Director. I understand that a final grade will not be issued until the Faculty Advisor receives all paperwork. With respect to the agency, I agree to maintain privacy regarding any information with special confidentiality requirements (patient information, financial information, etc. ). Student Signature: _____________________________________________ Date: ___________________ Preceptor Signature: ____________________________________________________________________ (Title) Agency/Organization:________________________________________________Date:______________ Major Program Advisor Signature: _____________________________________Date:_______________ (If Needed) Dual Degree Advisor Signature: __________________________________________ Date: ___________ -8- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP STATEMENT OF PURPOSE UNIVERSITY OF MISSOURI MASTER OF PUBLIC HEALTH PROGRAM (Attach more information if needed) Instructions: 1. Complete the first three columns of the table at the start of the internship. Competencies may be selected with the help of the Faculty Advisor and Field Placement Coordinator and can be found in Appendix 1. 2. Objectives should be measurable and specific to the internship project (e. g. develop a survey for assessing barriers to breast-feeding in low-income women). 3. Once completed, the Statement of Purpose must be signed by the Faculty Advisor, Preceptor, and intern and a copy turned in to the Field Placement Coordinator. 4. At Midterm and Final, the objectives should be re-evaluated and addressed in the appropriate column. The overall purpose of my internship is: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION -9- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Page 2 MPH PROGRAM INTERNSHIP STATEMENT OF PURPOSE COMPETENCIES OBJECTIVES ESTIMATED COMPLETION DATE MIDTERM PROGRESS FINAL EVALUATION Preceptor: _________________ Date: _______ Midterm: _________________ Date: _______ Final: ____________________ Date: _______ Advisor: _______________ Date: __________ (At the start of internship) Student: _______________Date: ______ Field Placement Coordinator________ ____ Date:_______ Midterm: ______________ Date: _______ Final: _________________ Date: _______ Midterm: _____________________________Date:_________ Final: _________________________________Date:________ -10- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures INTERNSHIP PROGRESS REPORT Preceptor and Intern: Complete this form about halfway through the internship. Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211. Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ (Title) Period Covered by Progress Report: _____________________________through ___________________ Total Hours Worked to Date: ____________________________________________________________ Activities observed and/or participated in during this period: ___________________________________ _____________________________________________________________________________ ________ _____________________________________________________________________________________ A. Student Intern Comments: 1. Brief description of Internship to date: 2. Self-assessment of progress/accomplishments: -11- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures PRECEPTOR FINAL INTERNSHIP EVALUATION Preceptor: Complete this evaluation within one week following the completion of the internship. Please return the evaluation to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211. Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ Internship Dates: from _______________________________ through ___________________________ Please evaluate the intern’s performance and University of Missouri Master of Public Health Program faculty and staff participation during the internship period (please feel free to submit any additional attachments): 5 – Excellent 4 – Above Average 3 – Average 2 – Below Average 1- Needs Improvement NA – Not Applicable A. Internship Performance: Reliability (attendance, punctuality, etc. ) Initiative Organizational Skills Enthusiasm for Project(s) Time Management (completing projects, etc. ) Independence in Project(s) Team Skills Exercised Appropriate Judgment 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 NA NA NA NA NA NA NA NA Student competency goals (from Statement of Purpose) achieved 1_______________________________ 2_______________________________ 3_______________________________ 4_______________________________ 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 NA NA NA NA Additional comments: __________________________________________________________________ ____________________________________________________________________________________ (Signature of Preceptor) (Date) -12- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures STUDENT FINAL INTERNSHIP EVALUATION Return this form to the MPH Program Administrative Associate, University of Missouri Master of Public Health Program, 802 Lewis Hall, Columbia, MO 65211 within one week of completing the internship. Student Name: ________________________________________________________________________ Internship Site: _______________________________________________________________________ Preceptor: ___________________________________________________________________________ Internship Dates: from ________________________ through _____________________________ Please answer the following questions including the comments section. SA: Strongly Agree SD: Strongly Disagree A: Agree D: Disagree NA: Not Applicable 1. My internship contributed to the development of my career interests. 2. My internship provided me with new information and skills. 3. My internship provided an opportunity to use theory and/or information obtained in the classroom. 4. My internship activities were relevant to my learning objectives. 5. My preceptor was accessible to me and provided adequate supervision. . My preceptor provided information regarding agency policies and standards of practice. 7. My preceptor was knowledgeable in his/her area of responsibility. SA SA SA A A A D D D SD SD SD NA NA NA SA SA SA SA A A A A D D D D SD SD SD SD NA NA NA NA Comment: _________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ (Signature of Student) (Date) -13- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures Guidelines for Final Paper The student must submit to the Field Placement Coordinator a brief paper or report that summarizes internship activities and accomplishments. The format of the summary may vary, but it should sufficiently describe the scope of the intern’s activities and any special projects undertaken. Include views on the experience, achievement of learning objectives, strengths, and weaknesses. * †¢ †¢ †¢ †¢ 2-3 pages, not more than 1000 words. Use font of Times New Roman with size of 12. Double-spaced lines. Due one week after completion of internship. *In particular, please elaborate on one of the following cross-cutting competencies, stating how your internship experience has helped in achieving it. Use the basic concepts and skills involved in culturally appropriate community engagement and empowerment with diverse communities. Cite examples of situations where consideration of culture-specific needs resulted in a more effective modification or adaptation of a health intervention. Describe the attributes of leadership in public health. Apply social justice and human rights principles when addressing community needs. Embrace a definition of public health that captures the unique characteristics of the field (e. g. , population-focused, community-oriented, prevention-motivated and rooted in social justice) and how these contribute to professional practice. Distinguish between population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs. In collaboration with others, prioritize individual, organizational, and community concerns and resources for public health programs. Explain how the contexts of gender, race, poverty, history, migration, and culture are important in the design of interventions within public health systems. Analyze the effects of political, social and economic policies on public health systems at the local, state, national and international levels. -14- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 1 Competencies to Be Used for Internship Learning Objectives Biostatistics 1. Propose preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professionals and educated lay audiences. 3. Partner with communities to attach meaning to collected data. Epidemiology 1. Evaluate the integrity and comparability of data and identify gaps in data sources. 2. Select and define variables relevant to defined public health problems. 3. Obtain and interpret information regarding risks and benefits to the community. 4. Design and evaluate surveillance systems for microbiological hazards to human health of animal origin including new, emerging and re-emerging zoonotic diseases, foodborne diseases, and those due to antimicrobial resistant bacteria. 5. Communicate epidemiologic information to lay and professional audiences. Health Policy and Management 1. Differentiate and analyze the social determinants of health status. 2. Evaluate the effects of political, social, and economic policies on public health systems at the local, state, national, and international levels. 3. Use information technology to access, evaluate, and interpret data and influence public health policy. 4. Solicit and interpret input from individuals and organizations about public health issues and/or programs. 5. Design and adapt approaches to problems that take into account cultural differences. 6. Build and manage partnerships and work as an effective member of a diverse and/or interdisciplinary team. Social and Behavioral Science in Public Health 1. Analyze the causes of social and behavioral factors that affect health of individuals and populations. 2. Compare and contrast the effectiveness of social and behavioral models in addressing public health problems. 3. Evaluate the impact of social and behavioral science interventions and policies on public health programs and outcomes. 4. Establish targets and formulate interventions for social and behavioral science programs and/or policies. 5. Design public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. Environmental Health 1. Develop a testable model of environmental insult. 2. Outline a health impact assessment of a public policy proposal or infrastructure development proposal. 3. Effectively communicate about and manage environmental risks. 4. Interpret and construct logical arguments concerning the balance of individual and community risks, rights, and benefits. -15- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures 5. Identify, evaluate, and devise intervention strategies for the prevention and control of foodborne disease threats. 6. Provide health education and/or extension education services to a wide array of stakeholders including farmers, food processors, and the general public. 7. Conduct biomedical research and engage in production and control of biological products and medical devices. Communication 1. Collaborate with communication and informatics specialists in the process of design, implementation, and evaluation of public health information programs. 2. Use the media, advanced technologies, and community networks to communicate information. 3. Use informatics and communication methods to advocate clearly and effectively for community public health programs and policies. -16- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 2 SELF-ASSESSMENT OF EXPERIENCE/COMPETENCY Below you will find summarized versions of the competencies with which each MPH student, regardless of Emphasis Area, will be expected to graduate. The full, detailed list of competencies is available on the MPH Program website. The completion of this self-assessment will serve both as a guide for individuals in shaping their internship and capstone experiences and for the program as a whole, in evaluating and revising our curriculum. For each question, please record your answer on the attached answer sheet according to the following scale: 1. NO EXPERIENCE 2. AWARE 3. KNOWLEDGEABLE 4. PROFICIENT 5. N/A BIOSTATISTICS 1. Be able to identify data sources and apply descriptive and inferential methodologies for answering research questions, as well as describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. 2. Develop written and oral presentations based on statistical analyses for both public health professional and educated lay audiences while applying ethical principles to the collection, maintenance, use, and dissemination of data and information. ENVIRONMENTAL HEALTH SCIENCES 3. Analyze the impact of environmental and occupational hazards on population health. 4. Describe prevention, control, risk management, and communication strategies in relation to the issues of environmental justice and equity at local, national, and global levels. 5. Explain the physiological, psychosocial, biological, molecular, and toxicological effects of environmental and occupational insults on population health. EPIDEMIOLOGY 6. Describe and quantify health problems in terms of magnitude, person, time, and place in the community and understand the application of community-based participatory research. 7. Calculate basic epidemiology measures and evaluate the integrity and comparability of data. 8. Understand basic survey design, its ethical and legal principles, and analysis with appropriate epidemiological and inferential methods. (Continued†¦. ) -17- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures HEALTH POLICY AND MANAGEMENT 9. Describe the history, structure, and emerging advances in health care systems. Identify, differentiate, and describe the elements of the organization, financing, functioning, regulation, and delivery of health services and understand the consequences of changes to those systems, including unintended ones. 10. Understand the social determinants of health status and analyze the impact of political, social, legal, ethical, technological, cultural, and economic factors on public health policy and delivery systems at local, state, national, and international levels. 11. Articulate and analyze the principles of strategic planning, program development, budgeting, marketing, and evaluation through the use of quality and performance improvement tools and community and stakeholder participation. 12. Partner with communities to identify risks, enefits, and limitations of public health programs and recognize ethical, political, scientific, and economic issues arising from them. SOCIAL AND BEHAVIORAL SCIENCES 13. Understand the theories, concepts, and models of social and b ehavioral change and apply evidence-based quantitative and qualitative approaches for program planning, implementation, and evaluation of public health interventions at primary, secondary, and tertiary levels. 14. Differentiate between linguistic competence, cultural competency, and health literacy and understand the importance of cultural diversity in the development and implementation of community-based public health interventions. COMMUNICATION 15. Understand the role of public health communications in the dissemination of health information to diverse communities and demonstrate written, oral, and informatics skills that advocate clearly and effectively for public health programs and policies to both professional and lay audiences. 16. Collaborate with communication and informatics specialists in the process of design, implementation, and evaluation of public health programs. 17. Use the media, advanced technologies, and community networks to communicate information. Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ -18- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 3 Student Internship Interest Form Consider the following areas as a guide while preparing to select an internship. Write responses in the space provided if you wish to review this form with your Faculty Advisor or the Associate Director. SETTING/TYPE OF AGENCY: Types of agencies/organizations (e. g. hospital, health department, industry governmental agency, etc. ) that you believe would provide the kind of educational and professional experience you need: SKILLS: Any special skills you wish to use or develop during the internship: SUBJECT/CONTENT AREAS: Content areas (e. g. ealth promotion, infectious diseases, social issues, etc. ) in which you might like to work: LOCATION: List in order of preference the geographic location(s) you would prefer: SPECIAL POPULATIONS: Any special populations you would like to work with (e. g. , children, women, persons with disabilities, etc. ) PERSONA L NEEDS: Consider all personal needs that could constrain your placement at a particular site (e. g. accommodations needed as per ADA, religious considerations, etc. ) TIMING: Any preferences regarding timing, including work schedule requirements, time of year requirements, etc. FINANCIAL: Not all public health internships are paid. Do you need a paid internship? Yes/No OUT-OF-TOWN: Have you considered out-of-town internship (e. g. CDC)? If you are interested in an out-of-town internship, are you able to take care of transportation and housing during that time: Yes/No OTHER COMMENTS: Please provide any other information that would assist the MPH faculty in finding an appropriate internship for you. -19- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 4 INTERNSHIP DESCRIPTION FORM Agency: ______________________________________________________ Department name: _______________________________________________ Overview of the program: ________________________________________ Overview of the internship: _______________________________________ †¢ When are these positions offered? o Time frame: Open fromo Hours required: Location: On-site Vs Off-site Pay/ Stipend: Accommodation: Yes/No to- †¢ †¢ †¢ Qualifications: ___________________________________________________ Application deadlines: ___________________________________________ Travel: __________________________________________________________ Contact information: _____________________________________________ -20- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 5 Field Practicum Placement Agreement Between The Curators of the University of Missouri And This agreement is made on the day of , , between the Curators of the University of Missouri, for the Master of Public Health (MPH) Program, University of Missouri, hereinafter referred to as â€Å"the University† and hereinafter referred to as â€Å"the Agency†. It is mutually agreed by the University and the Agency that the practicum experience for students, in the field of Public Health, will be provided at the agency. The number of students assigned at a given time shall be determined by the Agency. Representatives of the Agency and the University shall cooperate in developing methods of instruction, objectives and other details of the field experience. The faculty of the University will assume responsibility for the selection and assignment of students to the learning experience. The students shall follow the Agency’s rules, regulations and procedures. If problems arise, the Field Placement Coordinator for the University shall be notified and representatives from the University and Agency will mutually handle such problems. Students will receive a thorough orientation to the Agency setting. University faculty members and Agency staff supervisors will evaluate the students’ performances by mutual consultation. The Agency will retain full responsibility for the clients of the Agency and will maintain administrative and professional supervision of students insofar as their presence affects the operation of the Agency and/or the direct or indirect provision of services for clients of the agency. The Agency shall be responsible for arranging immediate care in case of accident or illness of students but is not responsible for the costs involved, follow-up care or hospitalization. It is understood that assigned students are not University employees and therefore are not covered by Social Security, Unemployment compensation or Worker’s Compensation through the University. The University and the Agency do not and will not discriminate against any applicant for the field experience because of race, color, religion, sex, handicap, national origin, age, or status as a Vietnam era veteran. -21- University of Missouri Master of Public Health Program 010-2011 MPH Internship Procedures This agreement shall begin on the date set forth above in the initial paragraph of the Agreement and shall terminate on the 31st day of August, , provided, however, that the Agreement shall continue thereafter automatically for successive one-year terms running from September 1 to August 31, subjec t, however, to the right of either party to terminate the agreement, without liability or cause, at the end of the initial term or at the end of any subsequent annual term by giving the other party prior written notice no later than August 1st immediately preceding the beginning of the next successive annual term on September 1st. IN WITNESS WHEREOF, the parties hereto have caused this instrument to be duly executed by their properly authorized representatives. THE CURATORS OF THE UNIVERSITY OF MISSOURI Agency Name Signature Title Date Agency’s Mailing Address Phone Number _________________________________ __________________________________ __________________________________ ( ) __________________________ -22- University of Missouri Master of Public Health Program 2010-2011 MPH Internship Procedures APPENDIX 6 LOG OF HOURS (for University of Missouri Master of Public Health Program Internship) Intern: ________________________ Duration: ______________________ Preceptor:

Human Cogntive Architecture Pattern Recognition Essays

Human Cogntive Architecture Pattern Recognition Essays Human Cogntive Architecture Pattern Recognition Essay Human Cogntive Architecture Pattern Recognition Essay Essay Topic: A Very Old Man With Enormous Wings One may be tempted to suppose that we, who experience the world through vision, experience a very different world from the worlds expereinced by bats or dolphins, who rely more on hearing, dogs or rats who make greater use of smell †¦ or spiders or scorpoins who are attuned to mechanical variations. But at sufficiently abstract level, our worlds are all the same three dimensional Euclidean world Roger Shepard (Solso 1994) (73) Visual pattern recognition influences several areas -computer vision, machine learning, robotics, neuroscience, psychology, biological vision, AI, cognitive science, biological perception, visual arts and all aspects of or daily life (object recognition). This paper focuses on visual cognition and pattern recognition; as these influences the human cognitive architecture more than tactile and auditory pattern recognition. Pattern recognition is the key phenomenon in visual cognition it distinguishes human cognitive architecture and bridges top-down and bottom up information processing approach. It also connects inside with outside. Thus connecting human wetware (mind brain complex) to wide-ware of the world. I have used visual arts and illusion to explain pattern recognition because in spite of being abstract and illusive they present interesting good case for schema construction using top-down and bottom up processing. I claim that in pattern recognition top-down processing plays a critical role. This paper is divided into following section: Brain Visual System Complex, Visual Arts, Pattern Recogntion in Non Humans and Instructional implication has been explained using the theories of visual literacy. Brain Visual System Complex Evolutionary story Soslo has depicted 248 million years of organic evolution using 31 day January month of 2000. Insects, dinosaurs, reptiles evolved a well-developed eyes during this period. On January 31 at 11. 59 am human like form appeared and within last 10 minutes falls the entire history if visual arts (Solso 1994) (24). Human eyes are not the most complex visual system the eyes of simple insects are more complex they have many lenses and receptors, while we have just one lens with receptors. Evolutionary biology emphasises that brain and visual system have evolved together as a visual cognitive complex in human. While simple brained animals have complex optical system; it seems complex brain offsets the need of a complex visual system in humans (Solso 1994) (14). Based on Darwinian Evolutionary Theory- human capability to identify, recognise and differential patterns (like dark, from light, blues, from greens, straight lines from curved and moving objects from stationary) has significantly increased the chances of survival. Cognitive psychology elucidates that raw data of sensory signals is meaningless and random. But when these signals fall on a decoding visual system and brain complex they weave a rich pattern of meaningful relation. Most intriguing part is the corresponding, concurrent and complimentary evolution of sensory system, brain and the central nervous system (Solso 1994) (47) Search for meaningful pattern recognition involves at least three parameters: ? What is an object? ? Where is it? ? What is it doing? Pylyshyn elucidates that behind the â€Å"smart† functionality of the visual system is messy yet sophisticated hardware: As the light sensitive surface of the eye are two dimensional, so the sense of depth in visual system comes from the source of information. After ecades of research we now know that part of information of depth comes from the difference between the patterns the two eyes receive. With all our understanding of stereo vision we are still far removed from understanding how does this difference in 2d vision translates to 3d experience? A very small part fovea has sufficient acuity to recognise pattern. Moreover eyes focal length differs for different colours. There is a blind sp ot 10-13 degrees away from fovea. To add the mess the eyes are in constant motion jumping around in rapid saccades several times in each second. Retina our primary contact with the world is not uniform nor it is flat and has uneven distribution of cones rods. Lastly it is continuously smeared with the moving information. However brain builds a uniform, detailed, gapless, 3d-video patterns from the sketchy inputs in the face of such dynamic and impoverished information processing system. Pyhshyn claims strategies like focal attention play a critical role in connecting vision and cognition (Pylyshyn 2003) (5). Evolutionary biology favours the case that top-down processing in pattern recognition is the key distinguishing factor of human architecture. True believers in real patterns Looking at history from twelfth century till date we find philosophers and thinkers instinctively find patterns in chaos right. Plato, Pythogorus, Euclid, Ptolemy, Coprinicus, Newton, Einstein etc all the thinkers have been searching ways to establish order in chaos. It seems that we love to accept linearity, smoothness and stability in the face of the world that is largely unsmooth and random. But are we looking for real patterns and are these patterns inside or they are out side and how do we assign meaning to these patterns. As per Dennett We use folk psychology interpretation of each other as believers, intenders and the like – to predict what people will do next. .. Folk psychology helps us understand and empathise with the others, organise our memories, interpret our emotions and flavour our vision in thousand ways, but the heart of all these is enormous power that predictive folk psychology. Without the predictive power we could not have any interpersonal relations at all; human activity would be just so much like â€Å"Brownian motion† (Dennet 1991) Dennett presents a interesting story which aims to answer the above questions. He claims objective pattern â€Å"pops out† when we view the world through appropriate lenses. Like in the consequence of 2, 4, 6, 8,†¦Ã¢â‚¬ ¦. are different yet when seen through arithmetic lens the exhibit a common pattern add 2 pops out. Similarly intentional stance is the only lens that can help recognise real patterns (Clark 2001) (52-53). Dennett uses an John Conways game of life to highlight real patterns make available potent generalisations and predictions further claims that to miss a pattern is to miss some thing real and explanatory useful, even though every thing that occurs depends on the underlying simple rules (Clark 2001). 52-53) This elaborates the point the intentional stance is crucial for us to believe and attach meaning to pattens. True believers will always believe in real patterns. Intelligence of the human information processing system lies on our capability to recognise, predict and generalise real patterns. Visual Arts: Symbol manipulation Kose in paper summarises the views of these three thinkers. For all symbols gets meaning from convention. Goodman thinks denotation is the primary vehicle for representing. Gardener stresses on specific set of skills in rder to produce or read meaning with a particular symbols system. Cassier emphasis art objects derive meaning from the process of creation for him action and psychology of the artist is the key to understand. I feel representation is the core of cognitive architecture and symbolism is at the core of representation but it is difficult to take reductionist view. It does not seem relevant to elaborate this debate here. However the discussion brings three key concepts to focus: conventionality, specific skill set and artistic/aesthetic experience. All the three points are relevant to process of pattern recognition. Illusion: Limits of Pattern Recognition Solso surmises critical role of experience and top-down approach in view art. The viewing of art causes an immediate conscious experience in people. We see colours, shapes, contours, objects, distances, and interactions (among other things) and, when all of these impressions are sensed, the brain brings meaning and comprehension to the art object. †¦Our mind supplies reasonable inferences to our consciousness about a visual scene, which may be, in fact, absent in the object. We ‘see’ behind occluded objects, feel motion, and react emotionally to provocative themes even though these things may not literally exist. In the cognition of art, our past knowledge supplies consciousness with context. Experience colours art. We understand Picasso’s Guernica, Michelangelo’s, Sistine Chapel, and Rembrandt’s Self-portrait (1658) better because we can feel the intensity of women and children being victimized in the embittered Spanish Civil War, know the Biblical story of creation and man’s fall from grace, and comprehend the weathered features of an old man’s face (Solso 2000). A viewer’s intention in viewing art and personal history strongly influences what he or she looks at in an object. This, in turn, determines which patterns of neural activity are aroused. In addition to situational demands, each person views art with a unique personal history which biases his or her attentional focus - a Nebraska farmer might attend to different features in Grant Wood’s American Gothic than would a New York fashion designer (Solso 2000). E H Gombrich illustrates core of top-down approach and important element of cognitive architecture the guided projection: It is without the support from any structure that the beholder must mobilise his memory of the visible world and project it into the mosaic of strokes and the dabs on the canvas before him. It is here, therefore principle of guided projection reaches its climax. The image, it might be said had no firm anchorage left on the canvas it is only conjured up in our minds. The willing beholder responds to the artist’s suggestions because he enjoys the transformation that occurs in front of his eyes (Gombrich 1986). Artists use various cues to fool the system to activate the relevant schema in viewers mind using top-down processing. When the pattern recognition (perception) departs from the external world, to disagree with the physical reality, it means one is experiencing an illusion. However illusion differs from the truth (Gregory 1997). Pylyshyn starts his book Seeing and Visualising with a honest statement by Galeolio: â€Å"†¦. if the man had been born blind, philosophy would be more perfect, because it would be more perfect, because it would lack many false assumption that have been taken from the sense of sight. † (Pylyshyn 2003) ( Preface) Illusion expose limits or the leaky architecture of two complex structures brain and the visual system. Top-down processing: Pattern recognition of the objects involves knowledge of the world as the sensory data is impoverished and hardly relevant (Gregory 1997). Bottom up Processing: Pattern recognition of the objects uses information from the optic array, which contains sufficient information to guide behaviour. Evolution has produced organisms that are sensitive to the invariants in the optic array and does not require prior knowledge (Gregory 1997). These two approaches cause different type of illusions. Cognitive Illusion due top-down processing resulting in misrepresenting of knowledge. Physical Illusion due to the disturbance of light, between objects and the eyes, are different from illusions due to the disturbance of sensory signals of eye, though both might be classified as ‘physical’. Physical causes: In human vision ‘top-down’ seems to be more important than ‘bottom-up’. This might be because there are more downwards fibres from the cortex to the lateral geniculate bodies LGN ‘relay stations’ than bottom-up from the eyes (Gregory 1997). Classification Visual illusions can provide evidence of object knowledge and working rules for vision, but only when the phenomena are explained and classified (Gregory 1997). A tentative classification is presented, in terms of appearances and kinds of causes in Appendix B (Gregory 1997). Types of illusions: Gregory divides appearances of illusions into classes based on errors of language ambiguities, distortion, paradoxes and fictions. There seems to deeper connection in language and visual system. It kind of connects Chomkys deep structure and surface structures theory. Ambiguities Perception changes while the input from the eyes remain same. A retinal image is infinitely ambiguus which could respond to infinitely possibilities but we see only one (Gregory 1997). Paradox False assumptions creates paradox. Distortions Illusion due to distortion of retinal signals, perspective, brightness, colour. Fictions Suggests fictional forms Opt- Art The pictures are extremely distrubing, Jazzing, moving and generating ghostly shapes (Gregory 1997). Model to understand top-down and bottom-up processing To the ‘bottom-up’ signals and ‘top-down’ knowledge, Gregory adds ‘sideways’ rules. Both top-down and sideways are knowledge. These can be considered as ‘ins-and-outs’ of [pic] Tentative ‘flat box’ of’ vision. As usual, signals from the eyes and the other senses are ‘bottom-up’. Conceptual and perceptual object knowledge are shown in separate ‘top-down’ boxes. Knowledge as embodied in the general rules. is introduced ‘sideways’. Perceptual learning seems to work largely by feedback from behaviour (Gregory 1997). The historical study of systematic misperceptions (illusions), combined with a recent explosion of techniques to measure and stimulate neural activity, has provided a rich source for guiding neurobiological frameworks and experiments to better understand the cognitive architecture (Eagleman 2001). Arts Brain: Search for essentials E. H. Gomrich highlights Plato from Sohpists and makes strong point on the very basis of representation â€Å"that we make a house by the art of building, and by art of painting we make another house, a sort of man-made dreams (pin-ups and comics) produced for those who are awake? † (Gombrich 1986) Zeki claims that like brain visual arts is search for essential. The pre-eminent function of the brain is the acquisition of knowledge about the world around us. Just as brain searches for constancies and essentials, so does art (Zeki 2002) (Preface). .. the artist can find the models that he depicts in his mind, his inner vision, not the external world. When artists try to fool the brain and its record, they can only do so with respect to its stored memory. Even when they don’t know much about the brain, artists were and are aware of the reality of perception and the appearance of the painting (Zeki 2002). V. S. Ramachandran and William Hirstein while explaining Peak Shift Affect take different view, art is a process of selection and amplification of the essentials. The purpose of art, surely, is not merely to depict or represent reality (western art) - for that can be accomplished very easily with a camera- but to enhance, transcend, or indeed even to distort reality. The word ‘rasa’ (might be similar Platonic ideal form) appears repeatedly in Indian art manuals and has no literal translation, but roughly it means ‘the very essence of. ’ So a sculptor in India, for example, might try to portray the rasa of childhood (Plate 2), or the rasa of romantic love, or sexual ecstasy (Plate 3), or feminine grace and perfection (Plate 4). †¦the peak shift effect: If a rat is rewarded for discriminating a rectangle from a square, it will respond even more vigorously to a rectangle that is longer and skinnier that the prototype. An evocative sketch of a female nude may be one which selectively accentuates those feminine form-attributes that allow one to discriminate it from a male figure; Finally, given constraints on allocation of attentional resources, art is most appealing if it produces heightened activity in a single dimension (e. g. through the peak shift principle or through grouping) rather than redundant activation of multiple modules. Consider the way in which a skilled cartoonist produces a caricature of a famous face, say Nixon’s. What he does (unconsciously) is to take the average of all faces, subtract the average from Nixon’s face (to get the difference between Nixon’s face and all others) and then amplify the differences to produce a caricature. The final result, of course, is a drawing that is even more Nixon-like than the original (Hirstein 1999). ADD DIAGRAM 3 A circle represent the loaf of bread (they are round in Viena), a curve added on top will turn into a shopping bag, two little squiggles on its handle will shrink into a purse, now by adding a tail here was a cat (Gombrich 1986). Gombridge uses the simple drawing game to emphasize the power of metamorphosis. Once the tail is added the purse gets destroyed and cat is created; you cannot see the one without obliterating the other. This is simply highlights our capacity to recognise, amplify and generalise a pattern (Gombrich 1986). The way the language of art refers to the visible world is so obvious (due to bottom up processing) and so mysterious (top down processing) that is still largely unknown except to the artists (high-stung on visual schema) themselves who can use it as we use languages – without needing to know its rammar and syntax (Gombrich 1986). So we see Zeki’s focus on Inner Vision, Plato’s emphasis on dream, Ramchandran principle of peak shift affect and Gombridge drawing experiment. All point to the same core function of the brain, using top-down approach to recognise, predict, amplify and generalise the pattern. Schema Development Gombrich in his book Arts and Illusion att empts to address the issue of art universals (schema) and peculiarities (creativity) in artists using science, psychology, and philosophy. Core of his version his is the theory of schemata development and correction. This is derived from the idea that the artist begins not with his visual impression but with his idea or concept and that the artist uses adjusts this idea to fit, as well as it can, the object, landscape, or person before him or her. Gombrich calls this theory making and matching. E H Gombrich while highlighting F. C. Ayers point claims that no artist can imitate reality without schema: The trained drawer acquires a mass of schemata by which he can produce schema of an animal, flower or a house quickly upon the paper. This serves as a support for the representation of his memory images and he gradually modifies the schema until it corresponds to that with which he would express. Many drawers who are deficient in schemata and can draw well from another drawing cannot draw from the object. The dry psychological phenomenon formula correction can tell us a good deal, not only about the essential unit between medieval and post medieval but also of their vital difference. To Middle Ages schema is the image; to post medieval artists, it is the starting point of corrections, adaptation, the means to probe reality and to wrestle with the particular (Gombrich 1986). .. For it is not only the scientists of the stamp of Camper who can examine the schema and test its validity. Since the time Leonardo, at least, every great artist has done the same, consciously, unconsciously. Upto 19th century artist where more like trained drawers and focus was on universal features ideal pattern (schema). However in late 18t h and early 19th Century artists turned against the traditional methods. Gombrige classifies this period as struggle against schema (Gombrich 1986). Gmobridge mentions a statement by Constable who is the centre of the struggle for schemata. Constbale explains elegantly his position in the history of visual arts: I have endeavoured to draw a line between genuine arts (peculiarities or uniqueness) and the mannerism (traditional schemata), but even the greatest painters have never been wholly untainted by manner. Painting is science and should be pursued as the inquiry into the laws of nature. Why, then, may not landscape painting be considered a branch of natural philosophy, of which pictures are but experiments? (Gombrich 1986) Gombridge – To a see patch on a close canvas as a distant mountain is to transform it in according to its meaning. These transformation explain the paradox that world cannot look like a picture, but a picture can look like a world. †¦ it is not the ‘innocent eye’ but the inquiring mind that knows how to probe the ambiguities of vision. Gombrich brings an interesting point to notice- Art is a story of schema creation by trial error and testing. A search for consistencies through anticipation and testing. Bruman and Postman- All cognitive process are represent making a hypothesis (pattern) and matching (pattern) (Gombrich 1986). Nuerological basis for schema in Artist in brain The eye (and other sensory organs) and brain are now thought to be onceptually related. Many theorists suggest that the eye is an extension of the primary visual cortex. Most visual signals follow a well known neurological route (from the retina, to the lateral geniculate bodies, to the primary visual cortex in the occipital lobe) (Solso 2000). The study was conducted on distinguished portrait artists and a novice. The artist selected for this task, HO, is one of Britain’s most. The non-artist used in this study who served as a control subject (AH) was a graduate student in psychology at Stanford University; 32 years old, right handed male with no formal training in art (Solso 2000). Findings: Study suggest two main findings. First they confirm that an area of the brain frequently associated with facial identification was specifically activated. Second, the lower level of activation of the artist indicates that he may be more efficient in the processing of facial features than the novice (Solso 2000). Thus, these two main findings considered together suggest that an expert portrait artist, who frequently sees and draws faces, dedicates relatively less energy to the processing of faces and more to the processing of these features in terms of their associated correlates. In a phrase, the artist thinks portraits more than he ‘sees’ them. Thus we see pattern recognition is more case of schema construction using top-down processing. Aesthetics: Celebration of Pattern recognition: Geyer makes an interesting argument substantiating the point that aesthetic celebration of celebration of our capability of pattern recognition. Geyer highlights Gombrich to state a point that the act of pattern construction is what makes us perceivers rather than mere responders to the stimuli. Lettvin has done close examination of the frogs visual system in his paper â€Å"What the frogs eye tells the frogs brain† Geyers refers to this paper to summarise Frogs visual system: Frogs have four types of visual receptors in the retinas of their eyes. On type responds to large contrast differences, another to changes in contrast, the third to changes in light intensity, and the fourth responds to small, dark, circular objects which are moving toward the frog. This last receptor is called the â€Å"bug detector†, and when it is triggered the automatic response is for the frog’s tongue to shoot out and catch the triggering object (Geyer 1988). The frog does not decide whether it is hungry or even whether the object is a bug, but just shoots out its tongue. All of the frog’s visual processing is â€Å"peripheral, in the retina of the eye. This peripheral sensory apparatus is a rudimentary stimulus/response mechanism, as opposed to our complex, central interpreting system (Geyer 1988). This discussion re-inforces that Frog’s visual system far more complicated than humans while humans brain is far more complicated than Frogs. Concept of focal attention or instinct to search for order/structure and this seems to be unique feature of human eye-brain complex. Geyer claims that while perceiving an aesthetics experience one assumes, predicts and attempts to realize (invent or discover) a existing pattern, when the pattern is actually found the aesthetic inquiry and the experience ends. However, perception in general is a necessary function for human beings, and perception is a process of editing and ordering information from the senses. Thus seeking order is a biologically necessary operation, as essential to our survival as eating and reproducing. Aesthetic experience, as seeking order just for the sake of seeking order, is a celebration of perception. The pleasure in this experience is primal, as it is in eating when hungry and copulating. It is there to encourage a basic need. No wonder evolution has favored perception in the aesthetic phenomenon (Geyer 1988). Neurological basis for aesthetic being a function perceivers processing Using interesting experimental settings Rolf Reber, Nobert Schwarz and Piotr Winkielman propose that aesthetic pleasure is a function of the perceiver’s processing dynamics. They review variables known to influence aesthetic judgments, such as figural goodness, figure–ground contrast, stimulus repetition, symmetry, and prototypicality, and trace their effects to changes in processing fluency. The mail claim is against theories that trace aesthetic pleasure to objective stimulus features per se, they propose that beauty is grounded in the processing experiences of the perceiver, which are in part a function of stimulus properties (Processing Fluency and Aesthetic Pleasure: Is Beauty in the Perceiver’s Processing Experience? (Rolf Reber 2004) Pattern recognition might be the key phenomenon to understand aesthetic phenomenon for what it is. Pattern recognition in Non-human Pattern recognition and object parsing experiments in human the experiments were conducted on humans by XU Carey Welch 1999; Needham Baillergeon 1998 and Spelk in 1993. This experiment conducted on humans was taken as the base to comapre object parsing in adult Rheshus Monkey and human infants. Four experiments are investigating how semi-free-ranging rhesus monkeys form representation of and inferences about visible object presented under natural conditions. Experiments use methods in previous training is required by monkeys. Preferential looking experiments which are common in human infants were used to allows direct comparisons. Experiment displays testing infant’s sensitivity spatiotemporal temporal or featural information (Yuko Munakata 2001). Findings Sensitivity to hands: Humans infants take account of the human hands in analyzing the moti on and objects. However monkeys show no sensitivity to the moving hands. Because human infants are endowed with the capability to attend to the ways inanimate objects are manipulated by other humans. Object boundaries: Adult monkey and human infant above 11 months of age use featural Information processing model to perceive object boundaries. Experiment suggests that monkeys categories food such that they are likely to have â€Å"food kind† (color and shape perception) representations (Yuko Munakata 2001). Successful use of featural information model by monkeys casts doubt on the thesis representation of objects is uniquely human capability. It further seems that even animals do top-down conceptual based processing. Diagrams: logic of pattern recognition The are irregular presentation that artists have been using to create meaningful spatial representation. Now lets see what is the case with the regular patterns so called diagrams. This section looks at issue why do we sue diagrams. Proving theorem is geometry is efficient and easy using diagrams as they provide spatial representation to abstract problems. David Hilbert makes a claim that digram based Euclidean geometry makes hidden assumptions hence it is an effective device for geometrical problems. However the question the whether diagrams are merely heuristic or can provide rigorous means of proving theorem is still a debatable topic. Though claim from (Allewein and Barwise 1996) has revived the argument in favour of diagram as rigorous means of problem solving (Pylyshyn 2003). The Venn diagram representation of sets, illustrates that certain properties of the visual system (the ease with which we locate an element in particular region) can be exploited to facilitate reasoning. Such externalisation exploit the perceptual system to help us recognise patterns (Pylyshyn 2003). Gardener (1982) provides a fascinating discussion of diagrammatic inventions of Leonhard Euler, Sir William Hamilton, Allan Marquand, Johann Lambert, Charles Peirce Lewis Carrol (Charles Dodgson), and Gerrit Marie Mes. There is something obvious about the vision that provides functions that are not as readily available in other forms of reasoning. Vision provides primitive operation for a number of functions (shape recognition, detection of relational properties) The usefullness if diagrams, graphs, charts, and other visual devices relies on the fact that people are good at visually detecting certain geometrical relations. Diagrams enable visual system to keep track of where the information is located in the real world rather than encoding it all in memory argued strongly by O’ Regan (1992). While examing diagrams we don’t look for general properties but also at what properties hold the resulting construction (Pylyshyn 2003) (445) Involvement of visual system is more than goes beyond merely recognising that a certain pattern is present in a particular drawing (Pylyshyn 2003) (446). Spatial metaphors facilitate communication of complex idea and working through bastract problems as diagrams use external memory to represent spatial patterns . (Talmy 2000) (Pylyshyn 2003) (445) In a nutshell, drawing a diagram enables in principle to see the relationships that are entailed by what you recalled, however sparse the set of explicitly noticed relationships might be. In prevision sections I have explained that top down processing in pattern recognition involved in representing meaning in visual arts and also responsible for the break down of patterns in illusion. Even in the abstract process like aesthetic experience key phenomenon is top down processing in pattern recognition. Finally in logical or regular use of visuals is also governed by top-down processing and the key phenomenon is pattern recognition. Right stated by Descartes in 17th Century â€Å" †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬  Instructional Implication: Visuals Literacy â€Å"Visually literacy is training for visual thinking†. This concept has many interpretations and is influenced by various areas like visual language, perceptual and cultural coding, creativity, visual and verbal relationships, deconstructionism, social, theoretical foundations and research. This concept has significantly from 1960 onwards (Dwyer 1994). Visualisation as Rehearsal Rehearsal may be considered to be any activity which causes the learner to hold the information longer in the short term memory. Weinstin and Mayer 1986: Rehearsal strategies are desigined to repeat information while it is in short term memory (Dwyer 1994). Murray and Mosberg 1982 indicated that longer and individual can be involved in rehearsal activities (taking notes, inspecting and interacting with visuals etc) in which he/she is actively processing information, the greater is the possibility that this information will be moved to the long term memory and thus resulting in schema development (Dwyer 1994). Information processing approach focuses on how the human memory system acquires, transforms, compacts, elaborates, encodes, retrieves, and uses information (Dwyer 1994). Gregory in model to explain top- down processing role of side ways role and qualia while misses out on memory structures while Klatzky 1980 focuses on the process of patter recognition in context to memory structures but it misses out top-down and qualia. Hence I present an adapted model that best explains the process of pattern recognition. Adapted from Klatzky Model 1980 and Gregory model of Top-down and bottom up processing. Challenges in the use of visuals as instructional The objective of the instructional strategy should be to develop guidelines for effective use of different kinds of visualisations. To meet educational objectives, guidelines would possess high degree of predictability for the design and visualisation, to ensure that majority of learners receive the intended message in effective manner. This goal is not easy to achieve as due to different kind of illustrations (line drawings, detailed, shaded line drawings, drawings of models, realistic photographs) are not equally effective in achieving different educational objectives for students with different background studying in different cultural/learning settings (Dwyer 1994). Hence there need for effective visual testing. Visual testing Instructional environment purposely designed to facilitate student acquisition, storage and retrieval of designated information. Even though visualization is commonly used to facilitate student information acquisition, most of evaluation strategies currently used are of verbal pencil and paper type (Dwyer 1994). Dwyer and DeMel: â€Å" probably the oldest learning is that any change in the retrieval (evaluation) environment from that which occurred in the original learning environment produces marked decrements in learner performance. Thus most important steps in the research focusing on cognitive information acquisition is the development of instruction unit which contains several different levels of learning (facts, concepts, rule/procedures, problem solving strategies) and appropriate type of tests must be designed to measure the problem solving at each level. Instructional Consistency/ Congruency Canelos presents a useful conceptual rationale for the development o f instructional module for research purpose. The paradigm assumes a hierarchy of learning objectives. Students will not achieve the rules/principle level if they do not posses pre-requisite conceptual base. However if the students possess the conceptual base and the instructional environment does not bring does not bring together relevant concepts in a manner which facilitates rule / principle level integration, learning will not occur. The process of working with objectives, interaction and testing provides instructional congruency while instructional consistency aims to verify that the prerequisite kinds of learning are present; it also requires that the objectives for each category be stated specifically. This Unit development is critical as it alerts the researcher to the fact that the learner are going to be processing information at a different intellectual levels and that different type of instructional experiences need to developed to facilitate the different levels of learning. Visual literacy is becoming less complex as the basic notion of learning with the visuals is becomes more universally accepted. However the field is becoming complicated because of new theories, and new technologies but has a significant implication instruction (Dwyer 1994). Phases in learning Hierarchy and Instructional Consistency/ Congruency Matrix Conclusion I have explained three points first intentionality in pattern recognition makes us unlike the dust particles in Brownian motion. Second- Illusion are good example to understand the leaky architecture of the visual system and brain complex. I have explained that illusion might be caused due to physical causes that bottom up processing dominating or they can be due to cognitive factors that is top-down processing dominates. History of illusion gives insight into the neural basis of visual system. Third- I have explained aesthetic experience, as is the most evolved feature of human beings.