This document provides an overview of One Health core competencies developed by the Global OHCC Working Group as part of USAID's RESPOND Initiative. It outlines seven domains of competencies - Management, Culture and Beliefs, Values and Ethics, Collaboration and Partnership, Leadership, Communication, and Systems Thinking. For each domain, it lists subdomains and provides examples of competencies. The document is intended to guide curriculum development and mapping to incorporate One Health approaches.
Hyatt ohcc curriculum workshop september 2013 day oneindohun
This document provides an agenda and background information for a workshop on developing a One Health core competency framework. The workshop will bring together participants from universities and organizations in Vietnam and the broader Southeast Asia region to review existing One Health competencies, expand and map competencies to curricula, and identify gaps to address. The goal is to prepare future professionals with the collaborative skills needed to protect human, animal, and environmental health.
Hyatt ohcc curriculum workshop september 2013 day threeindohun
This document provides an overview and agenda for a workshop on integrating One Health core competencies (OHCCs) into university course curriculums. The workshop will guide participants through ranking OHCCs by skill level, identifying opportunities to incorporate competencies into existing course syllabi, developing learning objectives and assessments, and designing course modules. Participants will work in small groups on mapping specific competencies to their courses at novice, mid-level, and expert skill levels. The goal is to help participants begin the process of fully integrating OHCCs into their teaching to strengthen One Health education.
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
Day 3 session 1 atcom module – narratives & reflectionsatyajit saha
The document summarizes a workshop on medical education technologies focusing on the ATCOM module for teaching attitudes and communication skills. It discusses objectives of demonstrating the module's abilities for writing narratives and reflections. It covers topics like what narratives and reflections are, the current education system, and how ATCOM can be incorporated into modern medical education. The workshop demonstrates the hierarchy of learning attitudes from basic awareness to internalization. It also addresses the importance of effective communication, including it being a two-way process, in medical education and practice.
The document discusses trends in medical education and proposes solutions to current issues. It suggests implementing an e-learning platform called UGMed to deliver the entire MBBS curriculum through digital lectures and interactive modules. This would make learning more student-centered and address problems like lack of clinical skills training and inadequate coverage of topics. Medical informatics education is also emphasized to help students learn to effectively use technology for evidence-based practice.
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
Hyatt ohcc curriculum workshop september 2013 day oneindohun
This document provides an agenda and background information for a workshop on developing a One Health core competency framework. The workshop will bring together participants from universities and organizations in Vietnam and the broader Southeast Asia region to review existing One Health competencies, expand and map competencies to curricula, and identify gaps to address. The goal is to prepare future professionals with the collaborative skills needed to protect human, animal, and environmental health.
Hyatt ohcc curriculum workshop september 2013 day threeindohun
This document provides an overview and agenda for a workshop on integrating One Health core competencies (OHCCs) into university course curriculums. The workshop will guide participants through ranking OHCCs by skill level, identifying opportunities to incorporate competencies into existing course syllabi, developing learning objectives and assessments, and designing course modules. Participants will work in small groups on mapping specific competencies to their courses at novice, mid-level, and expert skill levels. The goal is to help participants begin the process of fully integrating OHCCs into their teaching to strengthen One Health education.
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
the session on Networking talks about the various ways of establishing a community of good practice, how medical networking is achieved, & utility of medical networking & SWOT in Medical education units
Day 3 session 1 atcom module – narratives & reflectionsatyajit saha
The document summarizes a workshop on medical education technologies focusing on the ATCOM module for teaching attitudes and communication skills. It discusses objectives of demonstrating the module's abilities for writing narratives and reflections. It covers topics like what narratives and reflections are, the current education system, and how ATCOM can be incorporated into modern medical education. The workshop demonstrates the hierarchy of learning attitudes from basic awareness to internalization. It also addresses the importance of effective communication, including it being a two-way process, in medical education and practice.
The document discusses trends in medical education and proposes solutions to current issues. It suggests implementing an e-learning platform called UGMed to deliver the entire MBBS curriculum through digital lectures and interactive modules. This would make learning more student-centered and address problems like lack of clinical skills training and inadequate coverage of topics. Medical informatics education is also emphasized to help students learn to effectively use technology for evidence-based practice.
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
Please do each part on separate attachement (do them individually .docxstilliegeorgiana
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Please do each part on separate attachement (do them individually .docxcherry686017
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import.
This document summarizes six case studies on adaptive management conducted by the ADAPT partnership between the International Rescue Committee and Mercy Corps. The case studies looked at humanitarian and development programs across different sectors, contexts, and levels of stability. They found that adaptive programs which allowed flexibility, learning, and adaptation were better able to deliver results in complex environments. Key themes included the need for procedures and staff to be flexible and adaptable, and the tensions between results-based management and adaptive approaches. The document aims to share lessons from these cases to advance effective aid delivery.
Marshalling the Evidence of Governance Contributions to Health System Perform...HFG Project
There is a lack of evidence and understanding of the dynamics of interventions and contexts in which improved health system governance can contribute to improved health outcomes. As donors and governments increase their emphasis on improving the accountability and transparency of health systems, there is an ever increasing need for this evidence. Governance interventions could then more effectively contribute to measurable improvements in health
outcomes such as reduction in maternal or child mortality, or increased coverage of HIV/AIDS treatment.
On September 14, 2016 the USAID Health Finance and Governance Project (HFG) supported the USAID Office of Health Systems (OHS) and WHO to co-sponsor a workshop to launch a major initiative to marshal the evidence of how health governance contributes to health system performance and ultimately health outcomes. The marshaling of evidence activity will culminate in a high level international event in June 2017 to share knowledge and foster dialogue between donors, researchers, health governance practitioners, and policy makers.
The event brings together important USAID and WHO initiatives to elevate the importance of health governance. The HFG workshop included 35 health and governance professionals from across USAID (OHS, the Center of Excellence for Democracy, Rights and Governance, and the Bureau for Economic Growth, Education and Environment), the WHO, World Bank, academic partners, and implementing partners to launch the marshaling the evidence effort.
NURS 4020 CU Improvement Plan Tool Kit Quality of Care.docxstirlingvwriters
This improvement plan tool kit aims to enable nurses to implement and sustain safety improvement measures in a geropsychiatric unit. The tool kit is organized into four categories containing three annotated resources each: general organizational safety and quality best practices, environmental safety and quality risks, staff-led preventive strategies, and best practices for reporting and improving environmental safety issues. The resources include articles, books, and studies that provide strategies to reduce falls and medical errors through reflective practice, guidelines adherence, teamwork, infrastructure changes, and alert systems. The tool kit is designed to support nurses in understanding how to analyze unit safety, implement evidence-based practices, and ensure long-term sustainability of improvements.
Health Improvement Tool and Quality of Care and Patient Safety.docxbkbk37
The document discusses the development of an online resource toolkit to support a safety improvement initiative pertaining to medication administration. It provides instructions for nursing students to create a Google Sites toolkit with at least 12 annotated resources organized into 4 categories: general organizational safety practices, environmental safety risks, staff preventative strategies, and best practices for reporting safety issues. The toolkit aims to help nurses implement and sustain safety improvements by providing relevant resources on topics like quality improvement models, teamwork strategies, and fall prevention methods.
Part 1 advocacy and policy reform compare and contrast three nuPOLY33
This document provides guidelines for a course reflection assignment in NUR3655. It outlines the purpose, course outcomes, requirements, and grading criteria for a reflective essay where students will:
1) Reflect on course readings, discussions and activities regarding preparedness in specific BSN competencies related to healthcare policy and advocacy.
2) Include a self-assessment of skills, knowledge and abilities gained in three to six pages using examples from the course to support assertions about selected competencies.
3) Conclude by summarizing benefits of pertinent BSN competencies pertaining to evidence-based practice.
The reflection will be graded on introduction, reflection content, conclusion, writing clarity, and APA format.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Goals, Objectives and Competencies FormPractical Experience Sit.docxwhittemorelucilla
Goals, Objectives and Competencies Form
Practical Experience Site: Food Safety and Inspection- Inspecting work site dining facilities and food truck vendors
Section 1: Overview of your project
Briefly describe your project(s) including purpose and expected outcomes. (~200 words)
Section 2. Goals and Objectives (example attached)
List your goals for the Practical Experience. Goals should include what you want to achieve by the end of the Practical Experience (e.g. better collaboration among providers for dental services; greater participation by employees in worksite wellness initiatives, etc.). There should only be one goal for each project.
For each goal, list 1-3 objectives. Objectives should be measurable and may include specific deliverables that you will be working on as part of your Practical Experience. Include a date for the completion of each objective. Objectives should be SMART: Specific, Measurable, Achievable, Results-focused, and (realistically) Time-bound. Objectives may include specific deliverables (e.g. products) that students will be working on as part of the practicum project. Students should describe tasks needed to complete the objective(s) and include the approximate completion date. Tasks must support each objective and the objectives must support the goal.
Goal
Objectives
Tasks
Completion Date
Objective 1.1
Objective 1.2
Objective 1.3
Section 2: Competencies
Instructions: List at least four (4) specific competencies (see next page for a list of competencies) that you expect to gain from your experience. You must choose at least two (2) Foundational Competencies andtwo (2) Program Competencies. Note: You and your preceptor will be asked to rate how well you were able to meet these competencies so they should be the competencies most relevant to your project(s). Be sure to list specific competencies and not just the general topic area.
Competency
1:
Competency
2:
Competency
3:
Competency
4:
Competency
5:
Competencies
1. Synthesize and incorporate scientific evidence into professional writing
2. Search databases and critically analyze peer reviewed literature
3. Develop strategies for qualitative and quantitative data management.
4. Evaluate the use of financial resources and management techniques by public health programs to achieve goals and sustainability.
5. Describe the use of technological applications in health interventions
MPH Foundational Competencies
Evidence-based Approaches to Public Health
1. Apply epidemiological methods to the breadth of settings and situations in public health practice
2. Select quantitative and qualitative data collection methods appropriate for a given public health context
3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate
4. Interpret results of data analysis for public health research, policy or practice
Public Health & Health Care Systems
5. Compar ...
This document provides an overview and agenda for training modules on monitoring and evaluation of Population, Health and Environment (PHE) programs. It outlines 7 training modules that cover topics such as conceptual and logic model frameworks, indicators, evaluation design, and more. The target audience is staff involved in monitoring and evaluation of integrated PHE programs. The objectives are to increase understanding of monitoring and evaluation approaches for PHE programs and to gain experience designing M&E plans for such programs. Learning methods include lectures, exercises, small group work and presentations.
BUSI 730Real World Application Planning and Decision Making AVannaSchrader3
BUSI 730
Real World Application: Planning and Decision Making Assignment Instructions
Overview
This assignment provides students with an opportunity to utilize their knowledge of planning and decision making by applying a specific cost technique / concept to a selected organization. Students will combine knowledge obtained from the textbook, peer-reviewed journal articles, and Discussion: Planning and Decision Making in applying the selected technique / concept to the organization and showing how it improves / impacts the organizations strategic allocation of financial resources.
Instructions
Select 1 of the 2 techniques/concepts discussedin yourDiscussion: Planning and Decision Making thread and develop a real-world application paper. Select a company that you work for now or have worked for in the past, or a company in your community of which you have sufficient knowledge. Show how the selected technique/concept would be applied to that particular business in its strategic allocation of financial resources. Your paper must be in current APA format and must include references from at least 7 peer-reviewed journal articles. The paper must be at least 5–6 pages, not including the title page and reference page.
Submit your Real World Application: Planning and Decision Making Assignment by 11:59 p.m. (ET) on Sunday of Module 4.
1) The title slide does not count as a content slide- you need 5 full slides (and that is only a minimum - why not go the extra mile and do 6 slides to be sure to do well) plus your reference slide
2) When covering a geographic region that means you should include information on the entire region- not only 1 country. Here is an excellent example of a slide that focuses on a region for MCH from a student in your class:
3) Peer reviews must be done in the RUBRIC- per assignment guidance and notices in order for Canvas to record them. You can get help on this from Canvas support if you can't follow the guidance.
4) Answer ALL of the questions/ focus on all areas detailed in the assignment guidance- see here:
· Slides 1-2) the country and regional disease rates: morbidity and mortality due to the disease
· Slide 2-3) the realities of programming to address the disease burden: What programs are implemented? What are their impact?;
· Slide 3) the political landscape and multiple perspectives regarding the disease burden: What do Ministers of Health, Politicians, Doctors think of the disease and the health system or country's ability to address it ;
· Slide 4- 5) health technologies to reduce the disease burden; and, national and global level implications around that disease burden. (what will happen with the disease in the future? Will it spread or increase morbidity and mortality in the next 5 years, in 10 years? What is the potential for it to increase in more countries due to global travel? Is it a threat to national security in some countries?
· Slide 6) minimum 5 numbered references and links to original sources of ...
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses One Health challenges and initiatives in Indonesia. It notes that countries are interdependent and diseases do not respect borders in the modern world. Southeast Asia faces challenges like limited human resources and funding dedicated to One Health. Indonesia has taken steps to implement One Health, including establishing the Indonesia One Health University Network (INDOHUN) in 2012 to promote One Health across disciplines and sectors. INDOHUN aims to unite health sectors in Indonesia and build the One Health concept, and has conducted various workshops and trainings on developing One Health curriculum and competencies.
The INDOHUN Annual Meeting will take place from April 8-10, 2014. The meeting will review and evaluate previous INDOHUN activities, report on ongoing progress, and inform members about future plans. INDOHUN members will participate in the 3-day meeting to discuss the organization's programs, activities, and progress over the past year.
The One Health Short Course will be held from February 12-14, 2014. The objectives are to implement the results of a curriculum mapping workshop on One Health, disseminate the One Health concept to broader audiences like students and faculty, and evaluate how the wider community responds to the One Health concept. The course will have international speakers on One Health and representatives from USAID-RESPOND, and will involve students, faculty, and other health practitioners over the 3 day period.
The document outlines an INDOHUN Curriculum Mapping Workshop held in Makassar, Indonesia from October 3-5, 2013. The workshop aimed to develop One Health modules to be implemented in the participants' home institutions by bringing together Vice Deans for Academic Affairs or Academic Managers from INDOHUN member universities. Participants would work on mapping curriculums to incorporate One Health concepts across different disciplines to advance the goal of the Indonesia One Health University Network.
The first symposium of INDOHUN was successfully held on May 3 – 4 2012, in Sanur Paradise Hotel, Bali, Indonesia. This was the first INDOHUN symposium which was attended from various disciplines and organizations.
More Related Content
Similar to Respond global oh core competency report
Please do each part on separate attachement (do them individually .docxstilliegeorgiana
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Please do each part on separate attachement (do them individually .docxcherry686017
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import.
This document summarizes six case studies on adaptive management conducted by the ADAPT partnership between the International Rescue Committee and Mercy Corps. The case studies looked at humanitarian and development programs across different sectors, contexts, and levels of stability. They found that adaptive programs which allowed flexibility, learning, and adaptation were better able to deliver results in complex environments. Key themes included the need for procedures and staff to be flexible and adaptable, and the tensions between results-based management and adaptive approaches. The document aims to share lessons from these cases to advance effective aid delivery.
Marshalling the Evidence of Governance Contributions to Health System Perform...HFG Project
There is a lack of evidence and understanding of the dynamics of interventions and contexts in which improved health system governance can contribute to improved health outcomes. As donors and governments increase their emphasis on improving the accountability and transparency of health systems, there is an ever increasing need for this evidence. Governance interventions could then more effectively contribute to measurable improvements in health
outcomes such as reduction in maternal or child mortality, or increased coverage of HIV/AIDS treatment.
On September 14, 2016 the USAID Health Finance and Governance Project (HFG) supported the USAID Office of Health Systems (OHS) and WHO to co-sponsor a workshop to launch a major initiative to marshal the evidence of how health governance contributes to health system performance and ultimately health outcomes. The marshaling of evidence activity will culminate in a high level international event in June 2017 to share knowledge and foster dialogue between donors, researchers, health governance practitioners, and policy makers.
The event brings together important USAID and WHO initiatives to elevate the importance of health governance. The HFG workshop included 35 health and governance professionals from across USAID (OHS, the Center of Excellence for Democracy, Rights and Governance, and the Bureau for Economic Growth, Education and Environment), the WHO, World Bank, academic partners, and implementing partners to launch the marshaling the evidence effort.
NURS 4020 CU Improvement Plan Tool Kit Quality of Care.docxstirlingvwriters
This improvement plan tool kit aims to enable nurses to implement and sustain safety improvement measures in a geropsychiatric unit. The tool kit is organized into four categories containing three annotated resources each: general organizational safety and quality best practices, environmental safety and quality risks, staff-led preventive strategies, and best practices for reporting and improving environmental safety issues. The resources include articles, books, and studies that provide strategies to reduce falls and medical errors through reflective practice, guidelines adherence, teamwork, infrastructure changes, and alert systems. The tool kit is designed to support nurses in understanding how to analyze unit safety, implement evidence-based practices, and ensure long-term sustainability of improvements.
Health Improvement Tool and Quality of Care and Patient Safety.docxbkbk37
The document discusses the development of an online resource toolkit to support a safety improvement initiative pertaining to medication administration. It provides instructions for nursing students to create a Google Sites toolkit with at least 12 annotated resources organized into 4 categories: general organizational safety practices, environmental safety risks, staff preventative strategies, and best practices for reporting safety issues. The toolkit aims to help nurses implement and sustain safety improvements by providing relevant resources on topics like quality improvement models, teamwork strategies, and fall prevention methods.
Part 1 advocacy and policy reform compare and contrast three nuPOLY33
This document provides guidelines for a course reflection assignment in NUR3655. It outlines the purpose, course outcomes, requirements, and grading criteria for a reflective essay where students will:
1) Reflect on course readings, discussions and activities regarding preparedness in specific BSN competencies related to healthcare policy and advocacy.
2) Include a self-assessment of skills, knowledge and abilities gained in three to six pages using examples from the course to support assertions about selected competencies.
3) Conclude by summarizing benefits of pertinent BSN competencies pertaining to evidence-based practice.
The reflection will be graded on introduction, reflection content, conclusion, writing clarity, and APA format.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Goals, Objectives and Competencies FormPractical Experience Sit.docxwhittemorelucilla
Goals, Objectives and Competencies Form
Practical Experience Site: Food Safety and Inspection- Inspecting work site dining facilities and food truck vendors
Section 1: Overview of your project
Briefly describe your project(s) including purpose and expected outcomes. (~200 words)
Section 2. Goals and Objectives (example attached)
List your goals for the Practical Experience. Goals should include what you want to achieve by the end of the Practical Experience (e.g. better collaboration among providers for dental services; greater participation by employees in worksite wellness initiatives, etc.). There should only be one goal for each project.
For each goal, list 1-3 objectives. Objectives should be measurable and may include specific deliverables that you will be working on as part of your Practical Experience. Include a date for the completion of each objective. Objectives should be SMART: Specific, Measurable, Achievable, Results-focused, and (realistically) Time-bound. Objectives may include specific deliverables (e.g. products) that students will be working on as part of the practicum project. Students should describe tasks needed to complete the objective(s) and include the approximate completion date. Tasks must support each objective and the objectives must support the goal.
Goal
Objectives
Tasks
Completion Date
Objective 1.1
Objective 1.2
Objective 1.3
Section 2: Competencies
Instructions: List at least four (4) specific competencies (see next page for a list of competencies) that you expect to gain from your experience. You must choose at least two (2) Foundational Competencies andtwo (2) Program Competencies. Note: You and your preceptor will be asked to rate how well you were able to meet these competencies so they should be the competencies most relevant to your project(s). Be sure to list specific competencies and not just the general topic area.
Competency
1:
Competency
2:
Competency
3:
Competency
4:
Competency
5:
Competencies
1. Synthesize and incorporate scientific evidence into professional writing
2. Search databases and critically analyze peer reviewed literature
3. Develop strategies for qualitative and quantitative data management.
4. Evaluate the use of financial resources and management techniques by public health programs to achieve goals and sustainability.
5. Describe the use of technological applications in health interventions
MPH Foundational Competencies
Evidence-based Approaches to Public Health
1. Apply epidemiological methods to the breadth of settings and situations in public health practice
2. Select quantitative and qualitative data collection methods appropriate for a given public health context
3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate
4. Interpret results of data analysis for public health research, policy or practice
Public Health & Health Care Systems
5. Compar ...
This document provides an overview and agenda for training modules on monitoring and evaluation of Population, Health and Environment (PHE) programs. It outlines 7 training modules that cover topics such as conceptual and logic model frameworks, indicators, evaluation design, and more. The target audience is staff involved in monitoring and evaluation of integrated PHE programs. The objectives are to increase understanding of monitoring and evaluation approaches for PHE programs and to gain experience designing M&E plans for such programs. Learning methods include lectures, exercises, small group work and presentations.
BUSI 730Real World Application Planning and Decision Making AVannaSchrader3
BUSI 730
Real World Application: Planning and Decision Making Assignment Instructions
Overview
This assignment provides students with an opportunity to utilize their knowledge of planning and decision making by applying a specific cost technique / concept to a selected organization. Students will combine knowledge obtained from the textbook, peer-reviewed journal articles, and Discussion: Planning and Decision Making in applying the selected technique / concept to the organization and showing how it improves / impacts the organizations strategic allocation of financial resources.
Instructions
Select 1 of the 2 techniques/concepts discussedin yourDiscussion: Planning and Decision Making thread and develop a real-world application paper. Select a company that you work for now or have worked for in the past, or a company in your community of which you have sufficient knowledge. Show how the selected technique/concept would be applied to that particular business in its strategic allocation of financial resources. Your paper must be in current APA format and must include references from at least 7 peer-reviewed journal articles. The paper must be at least 5–6 pages, not including the title page and reference page.
Submit your Real World Application: Planning and Decision Making Assignment by 11:59 p.m. (ET) on Sunday of Module 4.
1) The title slide does not count as a content slide- you need 5 full slides (and that is only a minimum - why not go the extra mile and do 6 slides to be sure to do well) plus your reference slide
2) When covering a geographic region that means you should include information on the entire region- not only 1 country. Here is an excellent example of a slide that focuses on a region for MCH from a student in your class:
3) Peer reviews must be done in the RUBRIC- per assignment guidance and notices in order for Canvas to record them. You can get help on this from Canvas support if you can't follow the guidance.
4) Answer ALL of the questions/ focus on all areas detailed in the assignment guidance- see here:
· Slides 1-2) the country and regional disease rates: morbidity and mortality due to the disease
· Slide 2-3) the realities of programming to address the disease burden: What programs are implemented? What are their impact?;
· Slide 3) the political landscape and multiple perspectives regarding the disease burden: What do Ministers of Health, Politicians, Doctors think of the disease and the health system or country's ability to address it ;
· Slide 4- 5) health technologies to reduce the disease burden; and, national and global level implications around that disease burden. (what will happen with the disease in the future? Will it spread or increase morbidity and mortality in the next 5 years, in 10 years? What is the potential for it to increase in more countries due to global travel? Is it a threat to national security in some countries?
· Slide 6) minimum 5 numbered references and links to original sources of ...
1INTERPERSONAL RELATIONS2 1 Aggression and Violence.docxfelicidaddinwoodie
1
INTERPERSONAL RELATIONS
2
1: Aggression and Violence
Aggression is, “an act or behavior that intentionally hurts another person, either physically or psychologically” (Matsumoto & Juang, 2008, p. 389). While some expressions of aggression are universal, cross-cultural differences exist in the type and level of aggression that are considered to be legally or socially sanctioned. There have been multiple reasons proposed by theorists to explain these cultural differences in the type (verbal, physical, etc.) and level of aggression expressed across cultures.
For this Discussion,review this week’s Learning Resources. Select a culture and consider how this culture expresses aggression.
With these thoughts in mind:
a brief description of the culture you selected. Provide an example of a behavior that may be perceived as aggressive by culture you selected and explain why. Then, provide an example of a behavior that may be perceived as aggressive across most cultures and explain why. Finally explain how socially sanctioned violence is acceptable within certain cultures. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Attribution
“Not only do people bolster beliefs in their ability to control in response to successful control of an event but also they hold an unwarranted belief that they can control chance events,” states Yamaguchi (Matsumoto (Ed.), 2001, pp. 226–227) in the course text. While members of all cultures have the goal of protecting self-image following failures, differences exist among cultures in terms of the attributions made for the failure and success of a task. Thus, while the self-serving bias is universally applied, the specific attributions made differ cross-culturally. In some cultures, it is assumed that failure is attributable to situational factors while others assume dispositional factors.
Differences also exist in how the failure or success of another individual is attributed. Consider the relevance of attributions for success and failure for the scholar-practitioner working in a multicultural environment or in a global company. How would knowledge of how individuals’ attribute their own or others failure impact a team, classroom, or organization?
For this Discussion, imagine that a group of business people from two different cultures (one from a collectivistic culture and another from an individualistic culture) work together on a business project, and at the end, the project fails. Consider how people from individualistic and collectivistic cultures respond to failure and the factors to which they would most likely attribute their failures.
With these thoughts in mind:
a brief comparison of the similarities and differences of attribution styles in individualistic and collectivistic cultures. Then provide an example of a group situation in which a proj ...
Similar to Respond global oh core competency report (13)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses One Health challenges and initiatives in Indonesia. It notes that countries are interdependent and diseases do not respect borders in the modern world. Southeast Asia faces challenges like limited human resources and funding dedicated to One Health. Indonesia has taken steps to implement One Health, including establishing the Indonesia One Health University Network (INDOHUN) in 2012 to promote One Health across disciplines and sectors. INDOHUN aims to unite health sectors in Indonesia and build the One Health concept, and has conducted various workshops and trainings on developing One Health curriculum and competencies.
The INDOHUN Annual Meeting will take place from April 8-10, 2014. The meeting will review and evaluate previous INDOHUN activities, report on ongoing progress, and inform members about future plans. INDOHUN members will participate in the 3-day meeting to discuss the organization's programs, activities, and progress over the past year.
The One Health Short Course will be held from February 12-14, 2014. The objectives are to implement the results of a curriculum mapping workshop on One Health, disseminate the One Health concept to broader audiences like students and faculty, and evaluate how the wider community responds to the One Health concept. The course will have international speakers on One Health and representatives from USAID-RESPOND, and will involve students, faculty, and other health practitioners over the 3 day period.
The document outlines an INDOHUN Curriculum Mapping Workshop held in Makassar, Indonesia from October 3-5, 2013. The workshop aimed to develop One Health modules to be implemented in the participants' home institutions by bringing together Vice Deans for Academic Affairs or Academic Managers from INDOHUN member universities. Participants would work on mapping curriculums to incorporate One Health concepts across different disciplines to advance the goal of the Indonesia One Health University Network.
The first symposium of INDOHUN was successfully held on May 3 – 4 2012, in Sanur Paradise Hotel, Bali, Indonesia. This was the first INDOHUN symposium which was attended from various disciplines and organizations.
This document provides details about a global young leaders program focused on One Health held in East Kalimantan, Indonesia from January 10-18, 2014. The program aimed to build nationalism and awareness of One Health concepts among 100 students from universities in Indonesia, Malaysia, Vietnam and Thailand. It included seminars on One Health, leadership training, cultural learning, and field trips to meet local leaders and communities. The schedule spanned 9 days with activities like character building, discussions, health promotion training, high school visits, and an award ceremony. The program was facilitated by lecturers from various universities and included participants from government ministries, NGOs and media organizations.
Improvement of Public Awareness to Foodborne Diseases and Other Zoonotic Diseases through ‘Abdi Nusantara’ Student Community Service Program
Bondowoso, 6-8 November 2013
One Health Capacity Building Workshop was held from March 19-21, 2014 in Yogyakarta, Indonesia. The workshop aimed to promote the One Health approach through training programs by describing its basic principles, participatory learning processes, and designing training programs. It also sought to broaden understanding of emerging zoonotic diseases and pandemic threats among One Health Cadres and future leaders through discussions of key elements of One Health approaches and their application. The workshop was attended by university staff from One Health member institutions as well as other universities in Yogyakarta, Central Java, East Java, and Bali regions.
Strengthening Disease Surveillance System through Empowering Community Awareness and Capacity Building on Public Health and Veterinary Institutions
West Java, 3-5 March 2014
Enhancement Comprehensive Working Comm to Achieve OHindohun
This document outlines activities to implement the One Health concept from universities to communities in Indonesia. It describes training held in 2013 to educate staff and students on One Health, the creation of standard procedures on disease prevention and case management, and ongoing student community service programs to apply the procedures in local communities. The goal is to improve health and economic outcomes through multidisciplinary collaboration and a One Health approach integrating human, animal, and environmental health.
The document summarizes the activities at the 2013 Indonesian Public Health Association (IPHA) National Conference, which focused on introducing the One Health concept. The conference included keynote speeches and panels on One Health, as well as a training session that covered the One Health paradigm, challenges, network development, and disease prevention collaboration across human, animal, and environmental health. The goal was to spread awareness of the One Health approach among government agencies, academics, and professional associations in Indonesia.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
1. Please know that any use or reproduction of content must
systematically and clearly state the following copyright:
Indonesia One Health University Network (INDOHUN)
2. +-
ONE HEALTH
CORE COMPETENCY DOMAINS,
SUBDOMAINS, AND COMPETENCY
EXAMPLES
GLOBAL OHCC WORKING GROUP
USAID RESPOND INITIATIVE
EMERGING PANDEMIC THREATS PROGRAM
28 FEBRUARY 2013
This publication was produced for review by the United States Agency for International
Development. It was prepared by the RESPOND team.
I
3. Project Title:
RESPOND
Sponsoring USAID Office:
GH/HIDN/API
Award number:
GHN-A-00-09-00015-00
Award recipient:
DAI
Date of Publication:
February 28, 2013
The authors’ views expressed in this publication do not necessarily reflect the views of the United States
Agency for International Development or the United States Government.
II
4. TABLE OF CONTENTS
PREFACE .................................................................................................................. 1
DEFINITIONS AND COMMENTS ON KEY TERMS .................................................. 2
USAID EMERGING PANDEMIC THREATS: ONE HEALTH CORE COMPETENCY
FRAMEWORK OVERVIEW ....................................................................................... 3
ONE HEALTH CORE COMPETENCIES ......................................................................... 3
EMPLOYING THE ONE HEALTH CORE COMPETENCY FRAMEWORK: CURRICULUM
DEVELOPMENT AND MAPPING ................................................................................... 4
OHCC DOMAINS, SUBDOMAINS, AND COMPETENCY EXAMPLES .................... 5
DOMAIN: MANAGEMENT ........................................................................................... 5
DOMAIN: CULTURE AND BELIEFS .............................................................................. 6
DOMAIN: VALUES AND ETHICS.................................................................................. 7
DOMAIN: COLLABORATION AND PARTNERSHIP ........................................................... 9
DOMAIN: LEADERSHIP ............................................................................................ 11
DOMAIN: COMMUNICATION ..................................................................................... 13
DOMAIN: SYSTEMS THINKING ................................................................................. 14
THE GLOBAL OHCC WORKING GROUP MEMBERS IN ALPHABETICAL ORDER
................................................................................................................................. 15
III
5. PREFACE
What is this document, and how do I use it?
The following document is a product of the Global One Health Core Competencies (OHCC)
Working Group as part of the global RESPOND Initiative, USAID Emerging Pandemic Threats
Program. The Working Group met several times between November 2011 and December
2012. The proceedings of each Working Group meeting are captured in other documents.
The purpose of this document is to summarize the Global OHCC Working Group’s guiding
framework for OHCC curriculum mapping, curriculum development, and other faculty or staff
development and training activities that can be customized to an audience’s needs, regardless
of sector.
Contents of this document include: 1) definitions and comments on key terms used in the
document, 2) a 2-page Overview that can be used as an introduction for potential audiences, 3)
the seven Global Working Group OHCC Domains and corresponding examples of Subdomains
and Sample Competencies that support effective One Health approaches, and 4) the Global
OHCC Working Group member list.
While the OHCC Domain categories (starting on page 5) are meant to remain relatively fixed,
the corresponding subdomains may change or be amended according to the specific
requirements of the target group being trained. Each subdomain, in turn, is followed by
examples of competencies that fall under that subdomain category. The first “Competency”
example following each subdomain illustrates a One Health approach—how that competency is
different when one considers effective One Health practices. The “Other Example
Competencies” are in draft form and are intended as starting material to be used in workshop
exercises to develop competencies more specific to One Health.
Our working group recognizes that there are many organizations and groups currently working
in the One Health area, each with their own approach. We feel that we have much in common,
and much that we can learn from each other as we build upon each other’s work. In that spirit,
we encourage others to use what is helpful to further our common goal—truly global health.
The Global OHCC Working Group
1
6. DEFINITIONS AND COMMENTS ON KEY TERMS
Domains (nouns) represent a set of competencies that are grouped together in a logical
category; domains are intended to be stable over time, are critical for curriculum
mapping and development activities, and are most useful when agreed upon by partners
to enable co-development and open sharing of subsequent resources.
Domain definitions reflect what is necessary in an effective OH approach in that
domain, even if it is not necessarily specific to OH.
Subdomains (nouns) illustrate what areas can be included within each domain; faculty
will likely identify additional subdomains during development activities.
Sample Competencies (start with a verb) illustrate a measurable knowledge, skill, or
behavior that every member of an effective One Health team must demonstrate; these
competencies illustrate what is necessary in a OH approach within that subdomain, even
if not specific to OH; faculty will identify competencies that are important to their specific
program outcome goals.
Clarification of multidisciplinarity, interdisciplinarity, and transdiscipinarity*
Multidisciplinarity draws on knowledge from different disciplines but stays within their
boundaries.
Interdisciplinarity analyzes, synthesizes and harmonizes links between disciplines into a
coordinated and coherent whole.
Transdisciplinarity integrates the natural, social and health sciences in a humanities
context, and transcends their traditional boundaries.
The three terms refer to the involvement of multiple disciplines to varying degrees on the same
continuum. The common words for multidisciplinary, interdisciplinary and transdisciplinary are
additive, interactive, and holistic, respectively. With their own specific meanings, these terms
should not be used interchangeably. The more general term “multipledisciplinary” is suggested
for when the nature of involvement of multiple disciplines is unknown or unspecified.
*Directly from: Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research,
services, education and policy: 1. Definitions, objectives, and evidence of effectiveness
Bernard C.K. Choi, PhD, MSc, Anita W.P. Pak, PhD, MA, Med. Clin Invest Med 2006; 29 (6):
351. http://courseweb.edteched.uottawa.ca/pop8910/PDF%20Files/Choi_Multidisciplinary.pdf
Definitions For Sectors/Organizations
Public sector: https://global.theiia.org/standardsguidance/Public%20Documents/Public%20Sector%20Definition.pdf
Third sector: http://www.emes.net/index.php?id=235
2
7. USAID EMERGING PANDEMIC THREATS: ONE HEALTH CORE COMPETENCY FRAMEWORK OVERVIEW
ONE HEALTH CORE COMPETENCY FRAMEWORK OVERVIEW
The speed with which diseases of animal origin that pose a risk to humans--including HIV/AIDS, severe acute
respiratory syndrome (SARS), H5N1 avian influenza, and the 2009 H1N1 influenza virus--emerge and spread
across our interconnected globe presents enormous public health, economic, and development concerns. This
threat underscores the need for a comprehensive, proactive approach that draws on a wide array of technical
resources to build sound detection and response capacity. USAID's Emerging Pandemic Threats (EPT)
program focuses resources on detecting dangerous pathogens at an early stage, building appropriate
laboratory capacity to support surveillance, responding in an appropriate and timely manner, strengthening
national and local response capacities, and educating at-risk populations on how to prevent exposure to these
dangerous pathogens. The EPT program is managed by USAID with technical support from the U.S. Centers
for Disease Control and Prevention and the United States Department of Agriculture.
The RESPOND project within USAID’s EPT program builds on the successes of the Agency's programs in
disease surveillance, training, and outbreak response and over 30 years of experience in building long-term
capacities in health training through international networks and partnerships between U.S. and local academic
institutions. The project is focused on the development of outbreak investigation and response training that
merges animal, human, and environmental health dynamics into a comprehensive capacity for disease
detection and control.
ONE HEALTH CORE COMPETENCIES
The One Health Core Competency (OHCC) initiative has involved U.S. partner organizations, the South East
Asia One Health University Network (SEAOHUN), and the One Health Central and East Africa (OHCEA)
university network in building a competency framework on which both in-service and pre-service curricula can
be designed and initiated. The OHCC framework encompasses three levels of program and curriculum
development: 1) country level competencies to facilitate curriculum development to meet the needs of
institutions and programs within a specific country, 2) regional competencies to facilitate coordination of
curriculum development within a regional network such as SEAOHUN or OHCEA, and 3) global competencies
to facilitate sharing curriculum development across regional and network boundaries. Within this framework
core competencies are defined as knowledge, behaviors, and attitudes needed by every member of a One
Health outbreak team for prevention, surveillance, or response. Table One shows the current list of OHCC
Domains from the Global, and Regional (SEAOHUN and OHCEA) RESPOND working groups.
Table One: Draft OHCC Domains as of December 17, 2012
GLOBAL
SEAOHUN
OHCEA
Management
Communication and Informatics
Culture and Beliefs
Leadership
Collaboration and Partnership
Values and Ethics
Management
Communication and Informatics
Culture and Beliefs
Leadership
Collaboration and Partnership
Values and Ethics
Management
Communication
Culture, Beliefs, and Gender
Leadership
Collaboration and Partnership
Values and Ethics
Systems Thinking
Systems Thinking
Systems Thinking
Policy and Advocacy
Research
3
8. EMPLOYING THE ONE HEALTH CORE COMPETENCY FRAMEWORK: CURRICULUM DEVELOPMENT AND
MAPPING
At the country or institution level, the OHCC Framework is useful in assessing curricula used to train One
Health professionals. To operationalize the OHCC Framework, it is best to involve both faculty and
administrators in the process of a local strengths/needs assessment, followed by mapping the OHCC domains
to existing curricula to determine where enhancements are desired. The more challenging task lies in how to
design and implement One Health competencies within overcrowded and restricted curricula. For example,
while the Management Domain may already exist in a current curriculum, it may not include competencies that
pertain directly to One Health training. Given the range of curricular restrictions at any particular institution, the
process of integrating the Management Domain’s competencies will take considerable thought and planning.
Faculty will need to determine whether integration of new modules versus development of new courses will be
the most time and cost efficient method to implement a curriculum based on the OHCCs. Faculty development
programs that focus on course design and more active teaching methodologies will enhance the success of the
process. Figure One presents a schematic of the desired outcome where course content, be it in-service
training or pre-service programming, is developed using the OHCC framework. Specific learning objectives are
linked to the One Health Core Competency Framework described above and guide the development of content
and training methods that are integrated into curricula.
Figure One: Employing the OHCC Framework in Curriculum Development
4
9. OHCC DOMAINS, SUBDOMAINS, AND COMPETENCY EXAMPLES
DOMAIN: MANAGEMENT
Includes competencies that enable partners to plan, design, implement, and evaluate
programs across disciplines and sectors in order to maximize effectiveness of action and
desired One Health outcomes
Subdomain: Planning
Competency:
Assess resource needs for accomplishment of your roles and responsibilities in managing a One
Health intervention (prevention, surveillance, or outbreak)
Other Example Competencies:
Contribute to interdisciplinary planning
Subdomain: Design
Competency:
Develop surveillance initiatives for zoonotic infectious disease
Other Example Competencies:
Understand one’s roles and responsibilities within a One Health team
Create team management and planning protocols
Develop outbreak response programs and plans
Subdomain: Implementation
Competency:
Manage effective use of one’s time and resources as part of a One Health team
Other Example Competencies:
Prioritize tasks in one’s own role responsibilities within an interdisciplinary team
Demonstrate ability to work together as a team to improvise when the anticipated resources are
not available or the situation changes
Subdomain: Evaluation
Competency:
Specify metrics to support the evaluation of an effort to respond to a zoonotic disease threat
5
10. DOMAIN: CULTURE AND BELIEFS
Includes competencies focusing on effective communication and interactions through the
understanding of diverse social norms, roles, and practices of individuals, communities, and
organizations that impact an intended One Health outcome
Subdomain: Cultural Sensitivity
Competency:
Interact with team members from various backgrounds (cultures, disciplines, etc) during the
outbreak response
Other Example Competencies:
Demonstrate familiarity with local languages, practices, and customs of the affected outbreak
area
Identify common and specific (local/regional) cultural sensitivity issues
Optimize cultural diversity in team building and networking
Subdomain: Belief Systems
Competency:
Distinguish between different existing belief systems and spiritual practices among various
ethnic groups involved in outbreak areas
Other Example Competencies:
Acquire and use knowledge of diversity principles to identify common ideas and beliefs of those
involved in responding to an outbreak
Adapt disease management to cultures, beliefs, and practices
6
11. DOMAIN: VALUES AND ETHICS
Includes competencies that enable partners to identify and respond with respect and fairness
across all disciplines and sectors to One Health issues in diverse human, animal, and
ecosystem contexts, and promote accountability for the full impact of decisions on the
integrated system at local, national, and international levels
Subdomain: Respect and Fairness for Individuals
Competency:
Demonstrate willingness to listen to and recognize individuals from other disciplines and sectors,
and to change ideas, opinions, or approaches based on resulting new information or situations
Other Example Competencies:
Behave in an honest, fair, and ethical manner
Treat others fairly and with respect
Take responsibility for own work, including problems and issues, and openly admit mistakes
Use applicable professional standards and established procedures, policies, and/or legislation
when taking action and making decisions
Demonstrate willingness to change ideas, perceptions, or opinions based on new information or
situations
Identify different ethical aspects of a situation when making decisions
Identify competing values when selecting approaches or recommendations for dealing with a
situation
Identify ethical dilemmas and conflict of interest situations and take action to avoid and prevent
them
Subdomain: Respect and Fairness in Teams
Competency:
Identify the different ethical aspects of decisions including dilemmas and conflict of interest that
exist across disciplines and sectors, and take account of these when making decisions about
team actions
Other Example Competencies:
Actively seek to learn from others
Foster a climate of trust within the team
Promote personal accountability in practice
Actively support other team members, and show willingness to share skills, knowledge,
expertise, and time
Interact with others fairly and objectively
Advise others in maintaining fair and consistent dealings with others and in dealing with ethical
dilemmas
Deal directly and constructively with lapses of integrity (e.g., intervene in a timely fashion to
remind others of the need to respect the dignity of others)
Identify underlying issues that impact negatively on people and take appropriate action to rectify
the issues (e.g., systemic discrimination)
7
12. Subdomain: Respect and Fairness between Organizations
Competency:
Ensure that decisions take into account ethics and values of all the organizations and
stakeholders involved in One Health actions
Other Example Competencies:
Define, communicate, and consistently exemplify the organization’s values and ethics
Ensure that standards and safeguards are in place to protect the organization’s integrity (e.g.,
professional standards for financial reporting, integrity/ security of information systems)
Subdomain: Accountability for Full Impact
Competency:
Recognize and admit when unintended consequences result from a lack of understanding of
disciplinary differences and develop plans for improvement in future actions
Other Example Competencies:
Implement processes and structures to deal with difficulties in confidentiality and/or security
8
13. DOMAIN: COLLABORATION AND PARTNERSHIP
Includes competencies that identify, recruit, work with, and sustain the willingness and ability
of a diverse range of stakeholders to work effectively to advance One Health
Subdomain: Stakeholder Identification
Competency:
Promote inclusion of representatives of diverse constituencies across human, animal,
environmental health and other One Health relevant disciplines in collaborations/partnerships
Other Example Competencies:
Take a broad view of the potential stakeholders and the roles they might play, both now and in
the future, in a One Health approach to meeting the objectives of the collaboration/partnership.
Respect and leverage diversity
Understand each potential stakeholder’s value, motivation, legitimacy, willingness to engage,
and necessity to the collaboration/partnership
Subdomain: Stakeholder Recruitment
Competency:
Contact potential stakeholders and clearly articulate the needs, interests, and objectives of the
One Health collaboration/partnership, the alignment these with each stakeholder’s objectives,
and the expected commitments required of participating stakeholders
Other Example Competencies:
Tell the stories of One Health success in a compelling manner, and tell them in a manner that
illustrates the complementarity between stakeholder’s motivation and the objectives of the
approach
Strategically select the stakeholders that are necessary and sufficient to accomplish the
objectives
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14. Subdomain: Stakeholder Roles
Competency:
Share vision, power, responsibility, accountability and credit among human, animal,
environmental health and other participants
Other Example Competencies:
Listen, speak and write to be understood by all (i.e. avoid jargon, acronyms, and other discipline
and sector-specific language or behaviors.)
Recognize and demonstrate respect for others’ expertise, professional abilities, perspectives and
cultures
Demonstrate empathy and seek to understand the motivation of others
Create an environment that fosters innovation and creativity
Develop procedures and processes for joint analysis, planning, communication, and commitment
of decisions into action to achieve common goals
Clearly define joint expectations, commitments, roles, responsibilities and time lines
Communicate transparently on decisions taken, lessons learned and ongoing progress and
challenges
Ensure information is accessible to everyone and keep stakeholders informed through a variety
of communication strategies (e.g., regular stakeholder meetings, distribution of minutes, etc.)
Proactively plan to manage conflict, and collaboratively resolve conflict
Recognize the potential benefit of conflict as a catalyst for improvement and change; leverage
positive aspects of conflict while ameliorating the negative aspects
Subdomain: Stakeholder Retention
Competency:
Ensure that individuals and organizations continue to understand the alignment of the goals and
objectives of the collaboration/partnership with their own and to recognize the benefits of the
collaboration/partnership
Other Example Competencies:
Reinforce the goals and objectives of the collaboration/partnership (results driven)
Maintain trust and transparency, ensure that all voices are heard
Recognize and remove barriers to collaboration and progress
Recognize, congratulate and reward contributing individuals and organizations
Maintain positive attitudes and working environments
Celebrate successful milestones and benchmarks towards achieving the goals and objectives
Individuals and/or organizations recognize when involvement is no longer necessary or
productive, either replacing individual representatives or withdrawing the organization from the
collaboration/partnership
Explore and understand the motivation behind withdrawal or replacement of a stakeholder’s
representative, and take any corrective actions necessary
Seek opportunities to transfer information and knowledge among stakeholders and to the wider
public
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15. DOMAIN: LEADERSHIP
Includes competencies that focus on creating shared visions, championing collaborative
solutions through critical and strategic decision- making, and energizing commitment to
transdisciplinary approaches for One Health challenges.
Subdomain: Strategic and Critical Thinking
Competency:
Evaluate project, team, and event performance, outcomes, and impact to implement continuous
improvement
Other Example Competencies:
Formulate objectives, priorities, and strategies for OH teams and organizations
Implement continuous improvement in OH teams, organizations, and strategies
Design a strategic plan based on situational analysis
Subdomain: Shared Visions
Competency:
Demonstrate ability to advocate, create partnerships, and foster collaboration in OH teams
Other Example Competencies:
Create and communicate a shared vision across sectors and disciplines
Promote mutual respect between different professionals in a OH team
Utilize change management strategies to guide people or teams to accept new ideas
Subdomain: Decision Making
Competency:
Make informed decisions in order to move forward after collaboration or consensus building by
multidisciplinary team
Subdomain: Collaborative Solutions
Competency:
Facilitate cooperation, mutual trust, team function, and commitment throughout an outbreak
response
Other Example Competencies:
Lead efforts in implementation of a collaborative response to a OH challenge
Develop an integrative vision
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16. Subdomain: Team Commitment
Competency:
Motivate the outbreak team to work together to achieve the agreed upon goals of the team
Other Example Competencies:
Create the environment leading to engagement and commitment by team members
Energize commitment to goals across sectors and disciplines
Mobilize, coach, and mentor others from a variety of disciplines
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17. DOMAIN: COMMUNICATION
Includes competencies that foster effective communication and information sharing across
disciplines and sectors.
Subdomain: Communication Management
Competency:
Listen to others and communicate in a manner that fosters open communication to support and
enable a One Health response
Other Example Competencies:
Communicate effectively with the media and public
Identify who the designated spokesperson(s) are for particular issues
Demonstrate ability to communicate risk at multiple levels
Subdomain: Information Management
Competency:
Analyze lessons learned in the field in a way that other team members can understand how they
are relevant to a zoonotic disease threat
Other Example Competencies:
Use fundamental IT methods and demonstrate willingness to learn new technologies as needed
Collect, manage, organize, and report data to ensure that each person in the team has the
information they need to do their job
Know government, industry, and academic policies on releasing and sharing information
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18. DOMAIN: SYSTEMS THINKING
Includes competencies that recognize how elements influence and interact with one another
within a whole that results from the dynamic interdependencies among human, animal,
environmental, and ecological systems, and how these interdependencies affect the
relationships among individuals, groups, organizations, and communities
Subdomain: Systems Knowledge
Competency:
Provide examples of integrated complex systems that include human, animal, environmental,
and ecological components, and identify key characteristics, elements, and integration points
where individual system components (e.g. social networks, organizations, government,
communities, ecosystems) interact
Other Example Competencies:
Explain how the contexts of gender, culture, beliefs, history, etc. are important in the design of
interventions within One Health systems
Subdomain: Systems Management
Competency:
Demonstrate the ability to integrate information across disciplines and sectors to determine and
mitigate potential unintended consequences of planned interventions in a complex system
Other Example Competencies:
Provide an example of unintended consequences produced by changes in one part of a One
Health system
Analyze the effects of political, social, and economic policies on One Health systems at the local,
state, national, and international levels
Analyze the impact of global trends and interdependencies on One Health related problems and
systems
Subdomain: Systems Evaluation and Improvement
Competency:
Illustrate how both intended and unintended changes in One Health systems (including input,
processes, and output) can be measured and analyzed for future improvement
Other Example Competencies:
Provide examples of essential feedback loops to support an effective One Health system
Assess strengths and weaknesses of applying the systems approach to One Health problems
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19. THE GLOBAL OHCC WORKING GROUP MEMBERS
(in alphabetical order)
Joseph F. Annelli, USDA, Stone Mountain
Nelva Bryant, CDC
Kira Christian, CDC
Nancy Claxton, TRG, RESPOND
Ricardo Echalar, FHI 360, PREVENT
David Elkins, DAI, RESPOND
Michele Evering-Watley, CDC
Graeme Frelick, TRG
Anahit Gevorgyan, DAI
Karin Hamilton, University of Minnesota, RESPOND
Rob Henry, USAID, RESPOND
Raymond R. Hyatt, Tufts University, RESPOND
Patrice N. Klein, USDA, USAID EPT
Mary Y. Lee, Tufts University, RESPOND, OHCC technical lead
Joann Lindenmayer, Tufts University, RESPOND
Margaret Morehouse, TRG, RESPOND
Stephen S. Morse, Columbia University & University of California Davis, PREDICT
Felicia Nutter, Tufts University, RESPOND
Debra Olson, University of Minnesota, RESPOND
Linda Olson Keller, University of Minnesota, RESPOND
Katey Pelican, University of Minnesota, RESPOND
Donna Qualters, Tufts University, RESPOND
Robert Ryan-Silva, DAI, RESPOND
Leslie Zucker, TRG, RESPOND
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