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.

Analysis of Professional Development Plan Essay Example for Free

Analysis of Professional Development Plan Essay The definition of professional development varies in school districts and educators agree that the term is ever changing and involves the use of technology. Some educators have said that the term has an operational definition. In the article, key design factors in durable instructional technology professional development, author John Wells offers the following definition for educators within the context of the technological age:Professional development†¦goes beyond the term training with its implications of learning skills, and encompasses a definition that includes formal and informal means of helping teachers not only learn new skills, but also develop new insights into pedagogy and their own practices, and explore new or advanced understandings of content and resources. [This] definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving understanding about the use of technology to support inquiry-based learning (p.2). Professional development may encompass various characteristics such as goals and outcomes aligned to the districts, relevant topics in trainings, opportunities for staff collaboration, development maintained by an on-site coordinator, high quality and professional training and evaluations to determine effectiveness of program. James Polk, author of traits of effective teachers, states, â€Å"the need for a strong professional development program is well established in research† (p.2). Mr. Polk (2006) cites a recent study of factors contributing to three aspects of the teaching process that, â€Å"teachers ranked professional development in the top third of importance on each aspect† (p. 2). In analyzing the professional development plan of my school district, Richland County School District One, I noticed several issues that were identified by Mr. Polk. Mr. Polk outlined several problems associated with the traditional in-service programs that are deemed ineffective. Mr. Polk (2006) states that:assumptions, such as periodic in-service being sufficient to develop new teaching methods and improve practice, teachers being able to learn by listening to a speaker, and professional development being a luxury  rather than an integral part of district improvement, are all negating factors in the implementation of patronization of training programs (p. 2). Mr. Polk further identifies research-based, more effective assumptions such as professional development should be perpetual, and school change involves external and internal organizations and personal development. In professional development programs, the instructions to teacher should be demonstrated or modeled, practiced with feedback and professional development should be integrated into the daily life of teachers. Mr. Polk (2006) states that â€Å"if professional growth rests solely on bimonthly, two-hour in-service sessions after the students are dismissed early, then any training received will unlikely be reflected in student mastery† (p.2). Richland County School District One’s (RSDI) professional development program has several components such as the Plan Do Check Act (PDCA), Avatar, and classroom walkthrough. According to the Richland County School District One’s website, Plan Do Check Act is used in â€Å"designing curriculum and delivering classroom instruction, in providing student support services, staff goal setting and evaluation, developing any new program, product or process design, planning strategically and starting a new improvement project or implementing any change†. The Plan component is identifying the learning problem and gathering the needed data. The Do component is analyzing the causes and implementing the plan on a trial of pilot basis. The Check component of PDCA is gathering the data results of the solution and analyzing the data. The Act component is implementing the instruction for all students and modifying the improvement plan. Avatar is the district’s professional development management system that allows for teaches to sign up for trainings offered by the district. All the trainings are offered after school or in the summer; this contradicts the recommendation offered by Mr. Polk that professional development should be integrated into the daily life of the teacher during the school day. The classroom walkthrough team is a district employee, the principal, assistant principal, and the professional development on-site coordinator. The team conducts the classroom walkthrough by observing the instructional strategies of a teacher for a total of five to ten minutes. The teacher is not offered prior information or feedback on the classroom walkthrough to correct or enhance his instructional strategies. The Richland County School District One website offers the levels of engagement of the students who the team should identify during the walkthrough. The levels; Authentic Engagement, Ritual Engagement, Passive Compliance, Retreatism, and Rebellion and their definitions are cited on the web page but teachers would not know their level due to lack of communication from the classroom walkthrough team. The problem of the poor quality of professional development was identified in the South Carolina schools that I have researched. For example, in Richland County School District Two, the district’s professional development program mirrors Richland County School District One’s program by only focusing on providing monthly in-service trainings on half-days for students or summer in-service activities. Both districts also provide the occasional monthly state or national conference in the teacher’s subject area and online training, i.e. Educational Television. Richland County School District Two differs by offering their Richland School District Two’s Technology Education Collaboration Mentors Program. The program is for school-selected representatives from every school in the district. The program focuses on helping fellow staff members develop personal technology skills and integrate technology into their classroom. Besides this program, I was unable to find any difference from the two districts and the professional development training. Richland County School District One and District Two professional development programs consist of low quality training once a month, irrelevant topics, lack of feedback from teachers and administrators, and concepts but lack of implementation. The districts’ programs lack the scope, high quality, accessibility (besides the Avatar system in RSDI), relevancy, and feedback from students. The majority of the district’s professional development program is the poor quality program described by Mr. Polk; two-hour  in-service sessions after the students are dismissed early from school. Polk, J. (2006). Traits of effective teachers. Arts Education Policy Review, 107, p. 23-30. Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15, p. 101-123. www.richlandone.org/ipda/Training_Tools/pdca.htm and www.richland2.org Analysis of Professional Development Plan. (2016, Jul 04). 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BRL Hardys post-merger success Term Paper Example | Topics and Well Written Essays - 1750 words

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Events Planning and Management Essay Example for Free

Events Planning and Management Essay What is an EventSpecial or spectacular occasions where people gather together for a purpose whether they be to celebrate, educate, promote or commemorate. They are not the usual and ordinary activities that one engages in as part of his daily life Who is an Event PlannerAn event planner is, quite simply someone who organizes events. He is the person behind the scenes who gets the job done and make sure everything is done and done flawlessly to ensure successful staging of the event. He must be well versed and trained on the communication and organization aspects and requirements of the job. Event planners usually get their start doing, supplying or providing services in one or two particular aspect of an special events such as catering, floral arranging, entertaining and talent agents eg before they decide to plan entire events. Or they may also have started planning and coordinating events for companies they were employed with before deciding to go into the business for themselves Since events may vary in size, scope and complexity, it may require an event planner to do any number of different task but all with the end result of achieving a successful event Categories of EventsSocial Events- more on a local level, attendees are usually related and/or know each other on a more personal level. Care and caution must be taken as the event planner may find himself in the storm of a family event , as emotions often run high on these special occasions. Make sure everyone knows their role and exactly what’s expected of them. List of common social events: weddings, reunions, housewarming/blessings/holiday parties and dinners/birthday parties/bar or bat mitzvahs/baby showers/anniversary parties/bridal showers/stag parties, et al. Corporate Events- the term â€Å"corporate† includes not only companies but also charities and nonprofit organizations. Charities and nonprofit organizations host gala fundraisers, receptions and athletic competitions, among other events, to expand their public support base and raise funds. Companies host trade shows, conventions, company outings, holiday parties and meetings for their employees, staff, board members and stock holders. Some types of corporate events: Annual shareholder meetings, board meetings, client appreciation events, company socials (such as holiday parties, intramurals and sports events, company outings), groundbreaking ceremonies, incentive travel, open houses, new product launch, press briefings, staff training, union events/meetings et al Industry Events Industry events today are sophisticated affairs designed to inform, influence and form consensus on a specific issue or common topic. Industry specific events include: Conventions, association meetings, conferences, industry tradeshows, public exhibitions(bridal fairs, auto shows, home shows), symposiums et al Special Events – The term â€Å"special events† can describe a broad range of affairs which are big, national or local in scope such as major sporting events (palarong pambansa), major public events (EDSA Day celebration), major cultural and religious affairs ( Baguio mayflower festival, dinagyang, ati-atihan, sinulog festival), However special events may also be much smaller, specific and more private in scope. List of special events include the following: Award events, book launching, signing/author reading, CD release parties, charity fund raisers, children’s festival, ethnic celebrations, fashion shows, holiday special events, inauguration ball, music festival, parades, political forums or debates, restaurant openings, sporting event-car races, store grand openings STEPS IN EVENTS PLANNING 1. Client Consultation Whether you have your own event planning business or work full time planning events for one company you will work with clients. As a corporate events planner your internal clients will be other departments (HRD, Marketing, Operations etc). on the other hand if you are doing events planning independently you will be dealing with company representatives or in some cases the company officials themselves. In each case consultation will be of primary importance as these will determine the direction, objective and purpose and vision of the event. At the initial meeting do more listening than talking, pay careful attention to everything the client says, make notes or record the meeting(with clients permission), bring an assistant to make notes for you. When its your turn, ask the client to describe their vision for the event. Then from broad ideas, you will refine the vision as you move through the planning process. Questions such as those below will help the events planner to begin to visualize the event and serve as the foundation for all the work to come. Things to discus with the client: What kind of event do you want What do you hope to accomplish When is the event to be held Who are expected to attend What is the budget At the end of the consultation you should have a clear picture of what your client envisions for their event and be able to form a clear, concise â€Å"mission statement† or objective. Other things to discus: who will be involved in the planning process, who will be the key decision makers, and how information should flow during the planning stage. This is precisely to anticipate and eliminate possible roadblocks as you can before you reach them since as the events planner it is your responsibility to take charge of planning. After the initial meeting and while it is still fresh on the mind of both parties (planner and client) summarize the discussion in writing and send a copy to the client if possible on the same day or soon after. 2. Set Objectives The best and most successful events have a clear purpose or objective. Event planners can avail of the SMART method for setting strategic objectives: Specific- What is the specific result of you event Measurable- Outcome should be measurable accurately Attainable- Given the existing budget and resources and constraint, is the objective attainable Relevant- Do the people involved have the authority, the skill and the resources needed to meet the objective? Is the objective important to the organization or individual? Time- Based- Is there a start and end point to the objective? Setting smart objectives will not only make the planning easier but will help measure the success of the event and create a positive experience for all involved. 3. Choose a Date and a Location At this planning stage, preferred date should be decided upon. Client will often but not always come with a date in mind for the event. If they don’t, it will be your job to help pick a suitable date. But whether you do the setting of the date or not you need to consider the following before choosing the date or accepting the client. Things to consider when choosing a date: Consider your availability Consider other events in the area Consider the season and usual weather in the chosen location Consider your suppliers Consider other related events Consider other holidays Consider your time needs 4. Decide Who to Invite Your client needs to give you an idea of who they want to attend their event before you can begin to formulate a plan to attract the target audience or plan activities. The following data or information are required (depending on the type of event) How many people are to be invited Will spouses or children also attend Demographics of the target audience (eg. Gender, median age, ethnic background, income bracket) Common or shared interest What payback does the client expect Where are the attendees coming from (travel arrangement, customs and traditions) 5. Create Your Theme The most memorable events have a cohesive theme that runs through-out, from initial publicity to printed invitations to decor and right through to the entertainment and final applause. One of the biggest advantages of a strong theme is its usefulness in helping you make decisions throughout the event process. Once a theme has been decided on, print materials such as invitations, banners, place cards, brochures, advertising and websites can be designed. Where to get ideas for a great theme Brainstorm Events Industry Current Events and Trends Adding a Musical Touch 6. Set the Event Agenda After the date, guest list, the theme and setting of the smart objectives , its time to set the agenda for the event. Whether its a simple house blessing or a three day corporate event, its important to layout the entire schedule. Include adequate time for arrival, socializing, speeches, awards/games, food, etc. â€Å"Visualize† the event and run through the entire program from start to finish. Make notes of all you might need such as materials, services, special arrangements, eg. Create a list of vendors and suppliers to contact and task to be done. GETTING ORGANIZED As an event planner, you will need a variety of organizational tools that will help you keep track of all the many details involved in organizing the event and ensuring an orderly and systematic execution of plans aimed towards making the event successful 1. Establish an Event Committee Although it is a given that you will do all the planning and planning of the event yourself, in most cases, you will work with a group of people who are expected to make the event successful Choose a select group of key people to form an Events Committee Assign specific task to each committee member Regular committee meeting Document everything 2. Create a Timeline Schedule Base your timeline on factors such as The size of the event The location The time of year The number of people involved in the planning Develop an outline of specific tasks, deadlines and responsibilities 3. Adding Detail As you start developing your checklist, add as much detail as possible for each item. For example under the â€Å"Assigned tasks for day of event† list the specific task that needs to be assigned such driving to airport pick up, supervising set up, leading briefing sessions with speakers, seating, greeting, supervising set up of luncheon, etc. Once you have develop the checklist, assign target dates to each item, It is a good idea to work backwards from your event date 4. Critical Path ( Assignment of Task) A critical path lists each of the tasks that needs to be accomplished; who is responsible for it and the deadline by which it will be done. It is used as a guide map for the event to assist when delegating responsibilities and show whether you are on track. 5. Budgets Creating a budget is an important ingredient in a successful event. Once you have created a timeline schedule and critical path, you can come up with a list of estimated expenses such as venue rental, food, transportation, accommodations, audio-visual equipment, printed materials and gifts. Get price quotations from your suppliers to find out how much a particular item costs You will also need to include your own fee and corporate clients may want to include any staff time they spend on the event as an expense. When planning a budget, include your potential revenue to offset the cost. For example, is the event a fundraiser? Is it a conference or convention that should aim to cover its own expenses? Attendance fees, sales of related materials, donations, ticket sales and sponsorships can all be good ways to raise revenues. After the event you should compare actual expenses and revenues to your budgeted amounts. This will help you determine if your objectives were met and it may assist in budgeting for future events. PREPARATION TIME FOR VARIOUS EVENTS TIMELINE SCHEDULE EVENT TYPE Recommended Preparation Time Wedding 3-6 months Parties (birthdays/anniversaries/debut) 1-3 months Seminars/Meetings 1-3 months Conference / Convention ~ Domestic ~ International 6months – 1year 1-2years Organized Tours / Field Trips 1-3 months Concerts 6months and above Festivals 6month-1year Exhibitions / Expositions ~ Domestic ~ International 6months-1year 1-2years Sales Bazaar (â€Å"tiange†, night market) 6months Competition / Contests 6months-1year Sport Festivals 6months-1year SAMPLE TIME ALLOCATION (More Than A Year Pre-planning Activity) Activity Period Announcement date location 52weeks before the event First press date 24-36weeks Publication 24th week Mailing of brochures 14-18th week Mailing of 2nd reminder 14th week Mailing of final reminder 8-12th week Mailing of final program 2-6 weeks Sample Budget Groundbreaking Ceremony Estimated Expenses Groundbreaking Site Tent 1,200. 00 Chairs600. 00 Banner600. 00 Podium Sign150. 00 Lights150. 00 Flowers600. 00 Shovels200. 00 Subtotal 3, 500. 00 Luncheon Expenses Lunch 12,000. 00 Rental of Civic Center 1,500. 00 Floral centerpieces600. 00 Gifts for dignitaries (6plaques) 2,000. 00 Gifts for guests (60 mini shovels) 1,600. 00 Information kit folders 1,500. 00 Printing of Fact Sheet 650. 00 Podium Sign 150. 00 Subtotal20, 000. 00 Other Expenses Services of Event Planner 10,000. 00 Long distance / Phone300. 00 Printing of Invitations 1,200. 00 Courier charges for invitations500. 00 Delivery of boxes to site500. 00 Photographer800. 00 Sound system 1,500. 00 Event Planner’s transportation600. 00 Rental of van/minibus 2,500. 00 News release 1,000. 00 Subtotal18,900 . 00 TOTAL ESTIMATED EXPENSES42, 400. 00 (taxes not included) Event Planning Budget Form EXPENSES Estimated Actual Site Venue or tent rental______________________ Tables and chairs______________________ Meals and beverages ______________________ Tableware rental______________________ Staging______________________ Audiovisual equipment______________________ Decorations______________________ Flowers______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Program Musicians______________________ Speakers______________________ Celebrities______________________ Entertainers______________________ Gifts______________________ Award______________________ Activities (e. g. golf)______________________ Other: ____________________________________________ ____________________________________________ Event Planning Budget Form (continued) EXPENSES Estimated Actual Printing and Promotion Printing invitations______________________ Mailing invitations______________________ Banners and signs ______________________ Printing tickets______________________ Event programs______________________ Name tags______________________ Shipping materials to venue______________________ Advertising______________________ Distribution of news release______________________ Media kits______________________ Long distance telephone______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Personnel Event Planner______________________ Staff salaries and benefits______________________ Registration______________________ Photographer______________________ Bartenders______________________ Security staff______________________ Set-up and tear down______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Event Planning Budget Form (continued) EXPENSES Estimated Actual Travel Airline tickets______________________ Hotel rooms______________________ Ground transportation ______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ Other Expenses Registration fees______________________ Ticket sales______________________ Sponsorships______________________ Advertising in event program______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ REVENUE Estimated Actual Registration fees______________________ Ticket sales______________________ Donations______________________ Sponsorships______________________ Advertising in event program ______________________ Other: ____________________________________________ ____________________________________________ ____________________________________________ COSTING OF A BIRTHDAY EVENT Profile: No. of Persons: 50 Time: 7pm-12mn (5hours) Site: Function Rooms 3 – Globe Telecom Plaza AT COST 1. Venue a. Function room rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2,300. 00 b. Electricity for 5hours†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 500. 00 c. Parking for ingress and egress†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100. 00 d. Move-in (refundable)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,500. 00 4,400. 00 2. Decor a. Balloons and Arrangement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2,500. 00 (free 50balloons/arched shape/2tower) b. Flowers and Arrangement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1,250. 00 (centerpiece for guests tables buffet table)3,750. 00 3. Invitations Giveaways a. Invitations (P25. 00 x 50)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1,250. 00 b. Angels (70 pcs at P23. 00 each)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,610. 00 2,860. 00 4. Tables and Chairs a. Rent for 6rounds tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 270. 00 (for 8persons at 45. 00 each table) b. Rent of chairs (5. 00 x 50)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 250. 00 c. Rent of buffet table (100. 00 x 5)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 500. 00 d. Table Napkin (5. 00 x 50)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 250. 00 e. Chair cover with ribbon (15. 00 x 50) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 750. 00 2,020. 00 5. Audio Equipment a. Rental†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000. 00 5,000. 00 6. Food (2 appetizers/ 5 courses / 2desserts/ bottomless drinks-tea/ softdrinks) a. Cost Breakdown 250. 00 rate per person 25. 00 10% service fee 275. 00 x 50 persons†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13,750. 00 13,750. 00 TOTAL 31,780. 00 YOUR COSTS CHECKLIST TYPE OF COST Details Examples FIXED COST Projection Screens, Video projectors, slide projector/OHP, video players(back-up player), preview monitor, LCD for Power point presentation, laser pointer, lectern monitors Sound Speakers, lectern microphones, tie-microphones, CD player, talkback system, mixer cabling, adaptors, music copyright or creation fees Speaker support Design, image production, print proofs, scriptwriting, speaker training, rehearsals Staging Design lecterns, backdrop, steps, dais, furnishings, graphics, carpeting, seating area, special construction, drop banners, room decorations, floor plan, revised lay-outs. Lighting Design, equipment hire, installation, crew, freight and transportation, rigging and de-rigging costs Crew/Staff Get-in crew, on-site crew, De-rigging crew, transportation per diems (allowance for sustenance) for each member, show caller, script assistant, live video crew, lighting director, sound technician, vision technician Fees and Insurance ‘Procedure’s fee, Project fee, contingency for administration cost, equipment insurance Invitations process Cost of advertising, posters, and follow-up activity, flyers, direct mail costs Function Rooms and Contracts VARIABLE COSTS Banqueting Food and Beverages Accommodation Types of accommodations and, inclusions Travel Types of transportations and inclusions Fees Porterage fees, gratuity fees, parking fees, service charges Decors/Giveaways Flowers, candles, souvenir items Insurance Surety bonds, cash bonds, personal accident insurance, travel insurance CONTIGENCY COSTS Contingency for direct costs Contingency for currency fluctuations Peso-dollar exchange rate TYPE OF COST DESCRIPTION LIKELY PERCENTAGE F I X E D C O S T S Production, staging outside speakers Invitation process, marketing, design Venue Agency fees Signage Security, car parking set-up Cabaret, entertainment Registration costs Utilities (telephone, faxes, e-mail) We weather back-up 35% Production Costs could be as much as 25% of direct costs V A R I A B L E C O S T S Meals, breaks Beverages Accommodation Travel Delegate print Table/room gifts Porterage, car parking per person Late bar drinks Insurance, purchase tax Gratuity Fees 50% CONTINGENCY 10% to cover all contingencies for direct costs Allowance for currency movements (for abroad) 15% TOTAL BUDGET 100% 6. Crisis and Back Up Planning Disasters and crises can range from relatively small (the guest of honor’s plane is delayed due to bad weather) to huge and seemingly insurmountable, like the heavy rains and flooding that tropical storm Ondoy brought in Sept. 2009 . A good event planner will be able to think on his or her feet for the small stuff, and have a solid crisis plan in place for dealing with the biggies. You can’t possibly expect to plan for every type of crisis, but a little advance planning will go along way to ensure that you can handle whatever comes your way. a. Maintenance Emergencies If your event takes place in hotel or convention facility you should discuss emergency plans with the Director of Sales and Maintenance Engineer. They should provide you with a contact at the site who will take care of any emergency or maintenance issues. If your event is being held in a private hall, find out who in their organization is responsible for facility maintenance and ask for someone to be available during your event. In your contact list, keep numbers of 24-hour locksmiths, plumbers and electricians. b. Medical Emergencies When planning a large outdoor festival or sporting event, it is advisable to have first aid personnel on hand for emergencies. Festival-goers may suffer from heat stroke (or hypothermia in a cold location), minor or major cuts, sunburn or food poisoning. It’s a good idea to include in your rental items a tent that can be used to shelter people fro the sun or cold while receiving treatment for minor injuries. Discuss option and get advice from your local ambulance volunteer force or contracted service providers. Be sure to include the local hospital, emergency line and non-emergency police number in your list of contacts. Organizing the Team for the Event Most events are organized through good team (2 or more persons working together) work. It is important that when tasks are allocated within a team the strengths of its members are put to good use. For example, it is no good asking someone to be the secretary who is has little skills in oral communications. The following are the roles that can be adopted in any event: Coordinator Secretary Treasurer Marketing/Promotion **The Number in the Team and their responsibilities will vary according to the scale of the event. It is important that all team members fully understand what their jobs entail and are aware of all the schedules and deadlines that have been agreed. It is much better to have someone in your team who is reliable rather than a â€Å"prima donna† who promises everything and delivers nothing. Planning Contributions to A Team Event Most events are not the result of one person’s work alone. Events are made through the concerted efforts of a group of people or a team who are working for the same general objective ~ to achieve a successful event. Within this team there will be a number of weakness in their areas of work. These skills, strengths and weaknesses should considered carefully when the various jobs within the team are allocated. Each team member will plan their own contribution to the event to be staged. The following details have to be considered: How one’s role in an event can support another’s and can support the objectives of the event How by adopting certain methods the resources available can be used to their maximum benefit What a person should do when something happens and their role does not go to plan Problems that may occur and how they could be handled effectively to try to reduce their impact on the event How staff and customers can be informed promptly and clearly of any changes which may affect them General guidelines for undertaking a role in an event Roles and Responsibilities of the Team The Coordinator (Chairperson) Overseas the Event Liaising with other members of the team Ensures that deadlines are met Raises any problems that may be occurring and finding solutions Chairs meetings of the event committee Ensures that everyone has a fair share of time to raise issues. Voice opinions etc. at meeting discuss issues Makes sure that the agenda for the meeting is covered Resolves any disagreements in the team regarding issues concerning the event through voting The Administrator Deals with correspondence, letters and other forms of communications Produces minutes of committee meetings Assist other members of the team with administrator The Financial Controller (Treasurer) Overseas all financial transactions Records financial transactions Holds the cheque book Sets-up a secure system using money available Produces income/expenditure accounts with receipts and others clearly documented Designs procedures for the secure holding of income before, during and after the event Ensures that the event meets the budget set The Publicity Officer Promotes the event Organizes promotional materials (ads, leaf- lets, brochures, flyers, etc) according to the scale of the event Liaising with outside agencies (eg. Local newspaper companies, radio/TV stations, etc. ) Organizes press coverage of the event The Facility Officer Finds and organizes the venue Organizes special tools and equipment needed in the event such as lighting fixtures, sound system etc Arranges for security Arranges for parking Arranges toilet facilities and waste disposal **Though each team member has his own set of res- ponsibilities, it is imperative that he communicate effectively with the others so that problems (should they arise) can be highlighted and dealt with as effectively as possible. After the Team has been organized, the following details will now be covered: Reason/s for holding the event Objectives to be attained Your target beneficiaries/market Period to hold the event Identifying the best site to hold the event The cost of the event including budget allocation The selling price of the event (per person/ per total package cost) The financial goal of the event ~ To raise money To make a profit To cover costs of the event A time-scale of how different tasks to be planned and implemented The need for good team effort, sticking to budgets and using resources available to their best advantages Efficient uses of communications between members Effective publicity Contingency plans Strategy for dealing with customers A good working environment friendly, support, etc Feedback to all contributions on the outcome of the event 3 PHASES OF EVENT MANAGEMENT 1. Pre~Event Phase (Preparation of Materials) Organization of the Team Venue/Site Selection Food Requirements Equipments Tools Preparation of Materials Decors/Artwork Communications Proposal Promotions Schedule of Activities (Program) Costing and Design 2. Actual Event Phase (Implementation Administrative Stage) Production of Materials Needed for the Event Promotions Rehearsal/ Final Briefing Decorations Registration The Output Security Participant’s Evaluation 3. Post Event Phase (Disposal Stage) Egress Evaluation Profitability of the Event Building your Budget Defining the budget is the first major challenge an event organizer faces as eh plans the event. An experienced organizer will know whether the budget is sufficient to do the job to the standard expected. Depending on the event you are organizing, compile a checklist of all costs that will be incurred in making the event happen. Classify costs accordingly: Fixed Costs Variable Costs Contingency Budget CO-PRENEURS OF AN EVENT ORGANIZER 1. Hotels and Other lodging Facilities 2. Travel Agents/Consultants 3. Caterers/ Food Establishment 4. Airline Companies and Other modes of Transportation 5. Artist 6. Audio/ Visuals Consultants 7. Other events specialist (wedding planner/meeting Planner/tour planner) 8. Entertainers/Talents 9. Professionals and consultants, EVALUATING THE EVENT Evaluation of any event is concerned with the feedback from the event – not just from those who organized or staffed the event but from anyone who played a part in it. This could include: Staff Organizers Clients/Visitors Volunteers Sponsors Officials And other co-preneurs of the event planner When an event is planned the purpose of the event is clearly defined. It is against this that the event should be evaluated. Evaluation does not just take place at the end of an event. It is an ongoing process which occurs throughout the event. During the planning stage everything to do with the event is monitored and if any problems appear, adjustments have to be made. It is through this process that the event is finally stage and organized to meet the objectives of the event. **The opportunity to review and evaluate the event is important as a learning exercise. If the event is to be stage again in the future it is an invaluable help as the thing that went well can be repeated and those things that were not too successful can be changed next time. GENERAL GUIDELINES FOR EVENTS BE PREPARED. As the Scout motto says! Good preparation is the foundation for a good event. If the team as a whole are well prepared this will set the tone for the event. BE CLEAR ABOUT YOUR OBJECTIVES. Make sure that the all team fully understand what is to be achieved by the staging of this event. If all team members are will informed, everyone will be working towards the same goal. WORKS AS A TEAM. Any good team builds on the strength of its members and is supportive and helpful to each other. To operate effectively the team should meet on a regular basis and be able to communicate with each other with relative and be able to communicate with each other with relative ease. A good team has a good team leader at its front. This team leader should be a good motivator who can generate enthusiasm and perseverance. REMEMBER CUSTOMER CARE. A smile of welcome costs nothing and will affect the way visitors feel about the event. Remember, even if your stand/ job in the event isn’t very busy do not sir around looking bored and uninterested – this is sure to put potential clients off. Try to be alert, ready for action and enthusiastic at all times. If clients enjoy the event they will come back and tell their friends. BE RECOGNIZABLE. More and more teams in organizations are adopting their own uniforms. These help the visitors as it makes the staff immediately recognizable from the clients. When you stage an event you should consider adopting a uniform for all the staff involved in the event. This does not have to be complicated or expensive . For example, the team may decide to wear black trousers and a white T-shirt. These are items of clothing that most people have in their wardrobes. Plain colored T-shirts are relatively inexpensive to purchase. You may have the name of your event on the front, or local screen printer would do this at a small cost. This creates a good image for the visitors of the event and is something the rest of the team can keep to remind them of the event in the future. KEEP TO SCHEDULES. Reliability, both within the team and within the event itself, sis important. The team should make sure the all deadlines are met if it is at all possible to do so. Punctuality should be important for all team meetings etc. If someone is always late for a meeting it is unsurprising that other team members act on their knowledge and turn up, not at the start time of befo