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Each of the schools must accept the student for admission. Acceptance into one school. The program prepares graduates for a number of roles in both public and private sector organizations including the marketing of products or services to seniors, human resource development with older workers and retirement benefits. Gerontology Requirements. The Master of Science in Gerontology requires 3. M. S. Required courses include: all required courses in an MBA program; MOR 5. Competitive Advantage Through People (3); one marketing elective chosen from among MKT 5. Marketing and Consumer Research, MKT 5. Consumer Behavior and MKT 5. Marketing Strategy and Policy (3); and additional graduate business electives sufficient to bring the total units completed in the Marshall School of Business to at least 4. Dual degree students may not count courses taken outside the School of Business toward the 4. Program Adaptation. The USC Davis School of Gerontology will waive 1. GERO 5. 93 Research Methods (4 units) and GERO 5. Case Studies in Leadership and Change Management (4 units), which are required in the regular M. S. Students will be exposed to research and professional issues in business administration course work. This special dual degree. Industrial and Systems Engineering. Undergraduate Programs; Graduate Programs; Dual/Joint. Master of Real Estate Development dual degree program. USC Gould School of Law (213. USC Gould maintains dual degree programs with the graduate. The dual degree programs are based on the premise that some. International Relations and USC Law School. School of Philosophy offers a dual-degree of J.D. 2016 University of Southern California School of. Gould School of Law Degree Programs Dual Degrees. Requirements for this dual degree program are listed in the USC Price School of Public Policy section of this. These dual-degree programs. Four-Year JD/ MBA Joint Degree Program. In 1970, the Law School and the graduate division of. Juris Doctor Degree; Dual Degrees; LL.Gerontology and Pharmacy. The emerging impact of the elderly on the health care system has created a need for health care providers who understand the unique needs of the elderly. As drug therapy remains the primary therapeutic option for chronic disease, the demand for prescription drugs will continue to rise. There is a demand for pharmacists who are equipped to meet the pharmaceutical care needs of this population. Geriatric pharmacy is recognized as a specialty, with board certification through the Commission for Certification in Geriatric Pharmacy. The Pharm. D./M. S., Gerontology program will provide extensive education and training in the unique health care needs of older adults. It will allow student pharmacists with a career interest in geriatrics or gerontology to work with health care planning or delivery organizations to develop and implement progressive pharmaceutical care programs for the elderly. Application and Admissions Requirements. Students who intend to pursue the dual Pharm. D./MSG degree must be accepted by both programs. This includes having completed a baccalaureate degree from an accredited college or university with a minimum G. P. A. Students will not be given special consideration for admission to either program because they are applying for the dual degree. Students may apply to the dual Pharm. D./M. S. First, they may apply at the time they submit their Pharm. D. Students, who elect this approach, must identify themselves on both applications as potential dual degree students. Students who are admitted to both programs will be offered admission to the Pharm. D. Second, students can apply to the dual degree by submitting an application to the M. S. Students, who elect this approach, must apply through the School of Pharmacy. Students accepted to the dual degree program must maintain a minimum 3. G. P. A. Students must complete 3. Gerontology units as indicated. See the Price School of Public Policy, for course requirements. Gerontology and Health Administration. Students can specialize in health care administration (profit and non- profit) through the dual degree with the Price School of Public Policy. See the Price School of Public Policy, for course requirements. Gerontology and Planning. The M. S./MPl dual degree is one of few in the nation which combines the knowledge of the older population with the skills needed to plan services for older people. The MPl prepares the graduate for the responsibilities involved in development of public and private institutions and programs. See the Price School of Public Policy for course requirement. Gerontology and Law. The M. S./J. D. The program prepares graduates for a number of roles in both public and private sector organizations. Students are required to complete 1. The first year is devoted to required law courses, and the second, third and fourth years combine gerontology and law courses. To earn the J. D., all students (including dual degree students) must complete 3. USC after the first year. The associate dean may make exceptions to the rule for. See the Gould School of Law for course requirements. Gerontology and Social Work. The M. S./MSW dual degree offers the student interested in direct service or community organization the credentials most valued in clinical and therapeutic practice. Taken in connection with the social work degree, the M. S. During the summer session, courses are taken in the USC Davis School of Gerontology. Second year courses are taken in both schools and fieldwork during the second year is taken in the School of Gerontology. The research course is taken through the School of Social Work in the student. The School of Gerontology will waive GERO 5. Case Studies in Leadership and Change Management (4 units) and GERO 5. Integrating Gerontology: A. All students are required to take SOWK 6. Leadership in the Social Work Profession and Organizations: Theory and Practice. Required courses are selected based on the chosen concentration as follows: Health. Units. SOWK 6. 31. Advanced Theories and Clinical Interventions in Health Care. SOWK 6. 32. Program Planning and Evaluation in Health Care. SOWK 6. 36. Policy in the Health Care Sector. Units. SOWK 6. 71. Micro Practice and Evaluation in Work- Related Environments. SOWK 6. 72. Context and Policies of Social Work Practice in Work Environments. SOWK 6. 73. Macro Practice and Evaluation in Work- Related Environments. Mental Health. Units. SOWK 6. 05. Human Development and Mental Health. SOWK 6. 25. Evaluation of Research: Mental Health. SOWK 6. 45. Clinical Practice in Mental Health Settings. Administration (COPA)Units. SOWK 6. 29. Evaluation of Research: Community Organization, Planning and Administration. SOWK 6. 39. Social Policy for Managers, Planners, and Community Organizers. SOWK 6. 48. Management for Community and Social Services. Course selection is done only with an academic adviser. The research course is taken through the School of Social Work in the student. The School of Social Work waives 1. Joint & Dual Degrees . SLS courses)JD Units. SLS courses. 31 from non- SLS courses (i. Stanford GSB courses)Total Units. Time to Complete. Stanford GSB Residency. In addition to satisfying the SLS residency requirement, you must complete five quarters of residency, i. Stanford GSB. Residency starts accruing when you begin the Management Perspectives course in the Autumn quarter. Paths to Completing the Program. 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All download links are direct full download from publisher sites or their selected mirrors. Preventing Chronic Disease . Waterman, MPH; Patience White, MD, MA; Rebecca J. Cleveland, Ph. D; Leigh F. Callahan, Ph. DSuggested citation for this article: Wyatt B, Mingo CA, Waterman MB, White P, Cleveland RJ, Callahan LF. Impact of the Arthritis Foundation’s Walk With Ease Program on Arthritis Symptoms in African Americans. SOUTH DAYTONA, FLORIDA - March 2011: Premier Care in Bathing (Premier Care) is pleased to announce their membership in The Arthritis Foundation's Ease-Of-Use Program. Premier Care's line of walk-in baths and showers is the. The Arthritis Foundation’s Ease-of-Use program encourages manufacturers to design user-friendly products and packing. The Arthritis Society is proud to announce that our “Arthritis Friendly Products” program is now “Ease of Use”. This change harmonizes the Canadian program with a comparable program run the Arthritis Foundation in. Products carrying the Arthritis Foundation's Ease-of-Use Commendation logo, like these Fiskars Titanium Easy Action Scissors, are easier to use for people living with arthritis. Health.com Twisting off the top of a. Trade-In Program; Community. The Arthritis Foundation is the leading nonprofit organization dedicated to the prevention, control and cure of arthritis in the United States. The physical activity programs listed below are proven to improve the. Walk with Ease is a community-based walking program developed by the Arthritis Foundation. Clarity is the only company that has been recognized by the Arthritis Foundation with an Ease-of-Use. Foundation's Ease-of-Use Commendation program was created to. Arthritis Foundation Walk With Ease. As a Walk With Ease Program Leader, you’ll help arthritis pain suffers build confidence in their ability to be physically active. Your phone number is requiredUse this format. Culturally appealing arthritis interventions ultimately may increase the use of existing arthritis. The Arthritis Foundation’s WWE program. Prev Chronic Dis 2. DOI. http: //dx. doi. PEER REVIEWEDAbstract. Introduction. Inadequate program design and lack of access to evidence- based programs are major barriers to the management of chronic diseases such as arthritis, particularly for African Americans. This study evaluates the effectiveness of the Arthritis Foundation’s Walk With Ease Program (WWE) in a subsample of African Americans who were part of a larger study that established evidence of the program’s efficacy. Methods. Participants were African Americans (N = 1. WWE program. Arthritis- related symptoms (ie, pain, fatigue, stiffness; measured using visual analog scales) were assessed at baseline, 6 weeks, and 1 year. Independent samples t tests were conducted to examine group differences (ie, self- directed vs group) in arthritis- related symptoms at baseline, and paired sample t tests were conducted to examine differences over time (ie, baseline to 6 weeks and baseline to 1 year) in symptoms. Satisfaction was examined by descriptive statistics. Results. Younger, more educated individuals chose the self- directed format (P < . P = . 0. 08; respectively). After the 6- week intervention, participants reported a decrease in pain (P < . P = . 0. 02), and stiffness (P < . At 1 year, the decrease in pain (P = . P = . 0. 02) remained constant. Overall, participants were satisfied with both program formats. Conclusion. The individualized and group formats of the WWE program improved arthritis- related pain, fatigue, and stiffness in African Americans. Culturally appealing arthritis interventions ultimately may increase the use of existing arthritis interventions. Top of Page. Introduction. Arthritis, the leading cause of disability in the United States, affects almost 5. Americans (1) and continues to be a growing public health concern. Arthritis, like most chronic conditions, disproportionately affects African Americans (2–4). Individuals with arthritis often experience pain, fatigue, stiffness, and activity limitations resulting in poor quality of health. African Americans experience these symptoms at a higher rate and with greater severity than whites (5–7). Therefore, identifying ways to minimize the negative impact of arthritis among African Americans is critical. Evidence- based arthritis interventions (eg, Arthritis- Self Management Program . However, most research on intervention programs for people with arthritis has been conducted predominantly among white populations with limited focus on African Americans (9,1. Few arthritis intervention studies that include African Americans examined preferences (1. Because of the paucity of research in this area, this study was undertaken to further the research by examining the effectiveness of the Arthritis Foundation’s Walk With Ease program among African Americans. Specifically, our study is focused on a subset of the parent study population that was used to establish evidence of effectiveness for WWE in general (1. To date, no studies have focused on African Americans in this particular intervention program. Currently, WWE is delivered in 2 formats (self- directed or instructor- led group) (1. The primary objectives of this study were to 1) examine the effectiveness of the WWE program on improving the most common arthritis symptoms (pain, fatigue, and stiffness) in African Americans irrespective of delivery format, and 2) assess the target audience’s acceptability of and satisfaction with both the self- directed and instructor- led group WWE program. Although data from the parent study preclude the ability to examine effectiveness of WWE by delivery format in this population, our secondary objective is to examine differences in intervention delivery format selection across demographic variables and arthritis symptoms. Top of Page. Methods. The Arthritis Foundation’s WWE program, currently offered in 2 formats (ie, self- directed or instructor- led group), is a community- based 6- week program for adults with arthritis. The program focuses on setting goals, developing action plans, identifying motivational strategies, and building one’s confidence to increase physical activity as a way to minimize arthritis- related symptoms. Participants in the self- directed program are provided with the WWE workbook as a guide to navigate the 6- week program on their own. Participants in the instructor- led group program attend a class that meets 3 times a week for 1 hour, taught by lay leaders who have received a certification after attending a 1- day Arthritis Foundation Leader Training course. Participants in the parent study included 4. North Carolina counties (1. Eligible participants included individuals aged 1. English. Participants chose either the self- directed or group program. Baseline assessments were collected starting in June 2. Performance and self- reported outcomes were assessed at baseline and 6 weeks, and self- reported outcomes again at 1- year follow- up. The focus of this substudy is on the 1. African American and completed the self- reported assessments. The method used to select participants from the original WWE cohort for the purpose of this study is delineated (Figure). Additional details of the total sample have been reported elsewhere (1. Figure. Walk With Ease (WWE) Participant Selection (African Americans). Sites included senior centers, churches, community/health wellness centers, employers, and departments or councils on aging. To protect the privacy of participants where only 1 or 2 participants signed up, we do not provide detailed information by site. At baseline, each participant who provided written informed consent completed a self- report survey (on paper or computer- based), and a series of performance- based tests administered by a trained research team member was included in the study. Six- week follow- up assessments were conducted at each of the community sites, where participants completed the same initial tests and survey and a written satisfaction survey comprising closed and open- ended questions about their experience. One year after completion, participants were mailed surveys assessing their self- reported outcomes only, to evaluate long- term effects of the program. For the purposes of this study, we focus on self- report survey data only. All procedures for the parent study were approved by the University of North Carolina, Chapel Hill Biomedical Institutional Review Board, and by the Institutional Review Board of George Washington University for the substudy. Measures. Demographics. Demographic information included race, age, education, sex, body mass index (BMI), health status, and comorbid conditions. Race was assessed by asking participants, “What is your race/ethnicity?” Age was measured as a continuous variable by using participant self- reported date of birth and later stratified into 3 categories (< 6. Education was assessed on the basis of the response to “What is the highest degree or level of school you have completed?” Responses were later dichotomized (having a high school education or less and having more than a high school education). BMI (kg/m. 2) was a continuous measure that was calculated by using self- reported height and weight and later dichotomized as less than 3. Health status was assessed by asking participants to rate their health in general as excellent, good, fair, or poor (1. Participants were asked to report to each condition they had from a list of 1. Comorbid conditions represent the sum of all self- reported conditions not related to arthritis. To account for factors that may influence differences, demographic variables were included as covariates (1. All baseline and 6- week data were collected at the Assessment Center, a component of the National Institutes of Health Patient- Reported Outcomes Measurement Information System (PROMIS) initiative (1. Arthritis symptoms. Pain, fatigue, and stiffness were measured by using visual analog scales (VAS) (2. VAS is a validated tool used to measure self- reported pain in participants and shows significant, reproducible findings across various longitudinal studies (2. Participants were asked to indicate a spot on a 1. For each arthritis- related symptom (ie, pain, fatigue, and stiffness), the VAS is anchored with descriptors “no (symptom)” and “(symptom) as bad as it could be or is a major problem.” The VAS was then measured in millimeters from the left anchor to the point marked by the participant. Higher VAS scores (0–1. With pain, fatigue, and stiffness serving as the most common arthritis- related symptoms, these VAS variables were chosen to account for effectiveness of this substudy. Satisfaction. Participants in both self- directed and group delivery formats were surveyed about their overall satisfaction with WWE. The survey assessed satisfaction and acceptability of information, tools, workbook, program presentation, value, or benefit. The survey questions were formatted differently depending on the type of program (ie, self- directed or group); however, answers were standardized for comparison of overall satisfaction. For example, in the group format, participants were asked: “Overall, to what extent are you satisfied with this program? We found a minimal detectable difference (MDD) of 6. This difference approaches the recommended VAS pain MDD range of 7 to 3. All analyses were conducted using SAS version 9. Descriptive statistics for demographic and outcome variables (ie, pain, fatigue, stiffness) were calculated separately for both the self- directed and group walking formats to provide a summary of the sample distribution at baseline. Differences in delivery formats were examined by using t tests and . Limbajul Vorbirii Arta Conversatiei Pdf WriterAllan- Pease- 3- Abilitati- de- Comunicare- . You can download the paper by clicking the button above. Limbajul Vorbirii Arta Conversatiei Pdf DownloadPrimul articol va fi o scurta introducere despre arta dialogului, despre limbajul corporal si transmiterea. Download as PDF File (.pdf), Text File (.txt). 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