Part 1: Leadership
- Discuss each of your leadership styles (see resources in Week 1 slides), and why you selected them. Which do you currently possess, and which do you hope to develop? Reflect on the range of leadership styles shared by your cohort in the Week 2 Padlet (see the comments you posted for classmates, at minimum your group members).
- Refine your leadership philosophy (see resources in Week 1 slides, be sure to use that format as your basis). Explain which aspects of your philosophy you currently possess, and which you hope to develop. Reflect on how your philosophy is similar to or different from that of your peers (see the comments you posted for classmates, at minimum your group members).
- Define what professionalism means to you as a developing public health professional (from your perspective). What aspects of professionalism are you currently proficient in, and which do you hope to develop?
- Construct an Eisenhower matrix for any current responsibilities in your life. Share one for your personal or professional life (doing both will lead to clutter. Try to include 8 or fewer tasks in each quadrant. Here is a helpful resource that will walk you through this: https://www.eisenhower.me/eisenhower-matrix/ (Links to an external site.) . Reflect on whether you think this might be a valuable tool for helping you to prioritize tasks.
- Which of the 10 leadership (area D) and 9 management (area H) MPH competencies do you feel you have experience in? Which do you need to develop? (see Ch 1 of the book).
- Locate job descriptions for one job that you can apply to upon graduation, and one that represents your dream role (perhaps a few promotions later). For each role, provide the job title, a link to the job description, a brief description in your words of the key responsibilities, and the qualifications you will need.
Part 2: Progress towards learning outcomes
- Progress to date: Reflect on Student learning outcomes for Weeks 1 (1, 2, 10) and 2 (4,8). Make sure you are looking at the outcomes, not the objectives (see syllabus). Explain how you have taken steps to make progress towards fulfilling each outcome by citing evidence from your assignments (what are you now able to do, and how did you demonstrate that?). Please do this for each of the 5 learning objectives.
- Room for improvement: How can you continue to improve in each of these areas? Identify one goal for each of the 5 learning objectives, and provide a resource you can use to further develop your skills in this area (you may refer to
treated more leniently in the Criminal Justice System due to the fact they are not considered as being capable of being criminally motivated, and thus are reluctant to sentence them as harshly as men. Elizabeth Stanko (1994) argued that male violence is ‘downplayed’ and ‘normalised’ as it is difficult for people to accept women’s violence, despite any mitigating factors that may exist. With regards to the data and evidence discussed in this section, it appears that if a woman is violent, she becomes an aberration in the eyes of not only the jury, but also the media and the general public too. Undoubtedly, women who commit violent crimes should too be punished for their actions, however why should it be that women are subject to longer sentences than men for the same type of crime, or even a lesser crime, simply because they are classed as ‘doubly evil’ in the eyes of society? This implies that there are gendered perceptions not only surrounding violence, but also women and men, and if equality is to exist within the Criminal Justice System, then these disparities should be addressed. Gender bias against men The graph below shows the prison population of England and Wales, starting from the 20th Century to 2014. As mentioned previously, there are 20.6 times as many men than women in prison. Although it has been proven that men commit far more crimes than women, 20 times more seems like an extremely large difference. In order to gauge the number of crimes that each gender has committed, it is necessary to explore the number of sentences that have passed on a yearly basis, in other words, the number of cases that go to court where the verdict is guilty and a sentence is obligatory. The table below shows that in England and Wales there have been over three times more men sentenced per year than women, and the ratio has fallen between 2006 and 2012. However, this incites a>GET ANSWER