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Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework.
Based on a Navy SEAL's inspiring graduation speech, this #1 New York Times bestseller of powerful life lessons "should be read by every leader in America" (Wall Street Journal). If you want to change the world, start off by making your bed. On May 17, 2014, Admiral William H. McRaven addressed the graduating class of the University of Texas at Austin on their Commencement day. Taking inspiration from the university's slogan, "What starts here changes the world," he shared the ten principles he learned during Navy Seal training that helped him overcome challenges not only in his training and long Naval career, but also throughout his life; and he explained how anyone can use these basic lessons to change themselves-and the world-for the better. Admiral McRaven's original speech went viral with over 10 million views. Building on the core tenets laid out in his speech, McRaven now recounts tales from his own life and from those of people he encountered during his military service who dealt with hardship and made tough decisions with determination, compassion, honor, and courage. Told with great humility and optimism, this timeless book provides simple wisdom, practical advice, and words of encouragement that will inspire readers to achieve more, even in life's darkest moments. "Powerful." --USA Today "Full of captivating personal anecdotes from inside the national security vault." --Washington Post "Superb, smart, and succinct." --Forbes
How to Succeed in Your First Job Part One of a three-part series of a series of practical guidebooks on work transitions. These new books guide new hires-and their managers-step by step through the "breaking-in" process that is absolutely essential for helping new employees thrive. It is relatively easy to get new hires to be competent to perform the basic tasks they were hired to do. But success on the job is due to much more than that. It comes from understanding how the organization really works-the unique aspects of how things get done in that particular organization. And it comes from learning how to "fit in"-knowing how to get accepted, get respected, and earn credibility. The three books in the series are: How to Succeed in Your First Job: Tips for New College Graduates Helping Your New Employee Succeed: Tips for Managers of New College Graduates So, You're New Again: How to Succeed When You Change Jobs Built around author Ed Holton's dynamic 12-step process-extensively field-tested and firmly grounded in research-these three volumes give new college graduates and their supervisors, as well as seasoned professionals who've changed jobs, essential insights and tools for mastering a variety of transition challenges. Given the high costs associated with new employee turnover, no organization can afford to leave the new employee assimilation process to chance. Corporate human resources directors, managers of new employees, individual employees making job transitions, and career counselors alike will find powerful and practical new ideas and tools in these essential handbooks.
The book witnesses and chronicles the 90 years wherein the University of Hong Kong and its graduates were intimately engaged in the development of Hong Kong.
American higher education is more expensive than ever and the rewards seem to be diminishing daily. Sociologist Tim Clydesdale s new book, however, offers some rare good news: when colleges and universities meaningfully engage their organizational histories to launch sustained conversations with students about questions of purpose, the result is a rise in overall campus engagement and recalibration of post-college trajectories that set graduates on journeys of significance and impact. The book is based on a study of programs launched at 88 colleges and universities that invited students, faculty, staff, and administrators to incorporate questions of meaning and purpose into the undergraduate experience. The results were so positive that Clydesdale came away from the study arguing that every campus (religious or not) should engage students in a broad conversation about what it means to live an examined life. This conversation needs to be creative, intentional, systematic, and wide-ranging, he says, because for too long this core liberal educational task has been relegated to the margins, and its attendant religious or spiritual discourse banished from classrooms and quads, to the detriment of higher education s virtually universal mission: graduates marked by thoughtfulness, productivity, and engaged citizenship."
Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.
Don't wait for someone else to manage your career. The days of HR-sponsored development plans are over. Managing your career--and the skills you need to be successful--is your responsibility. If you're looking to push yourself to the next level, it can be hard to determine where to start. The HBR Guide to Your Professional Growth will be your coach, transforming your abstract hopes and ideas into a concrete action plan. No matter where you are in your career, this guide will help you: Assess your current skills--and acquire new ones Elicit feedback you can use Set meaningful--and achievable--goals Make time for learning Play to your strengths Identify your next challenge Arm yourself with the advice you need to succeed on the job, from a source you trust. Packed with how-to essentials from leading experts, the HBR Guides provide smart answers to your most pressing work challenges.
Henry O. Pollak Chairman of the International Program Committee Bell Laboratories Murray Hill, New Jersey, USA The Fourth International Congress on Mathematics Education was held in Berkeley, California, USA, August 10-16, 1980. Previous Congresses were held in Lyons in 1969, Exeter in 1972, and Karlsruhe in 1976. Attendance at Berkeley was about 1800 full and 500 associate members from about 90 countries; at least half of these come from outside of North America. About 450 persons participated in the program either as speakers or as presiders; approximately 40 percent of these came from the U.S. or Canada. There were four plenary addresses; they were delivered by Hans Freudenthal on major problems of mathematics education, Hermina Sinclair on the relationship between the learning of language and of mathematics, Seymour Papert on the computer as carrier of mathematical culture, and Hua Loo-Keng on popularising and applying mathematical methods. Gearge Polya was the honorary president of the Congress; illness prevented his planned attendence but he sent a brief presentation entitled, "Mathematics Improves the Mind". There was a full program of speakers, panelists, debates, miniconferences, and meetings of working and study groups. In addition, 18 major projects from around the world were invited to make presentations, and various groups representing special areas of concern had the opportunity to meet and to plan their future activities.