Public Health Exams

STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Department of Public Health
PBHE698
Comprehensive Examination in Public Health
0 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all MPH course work
Table of Contents
Instructor Information Evaluation Procedures

Course Description & Scope Course Outline & Weekly Lessons
Course Objectives Policies
Course Materials Academic Services
Instructor Information
Instructor:
Email:
Table of Contents
Course Description & Scope

PBHE 698 Comprehensive Examination in Public Health (no credit)
The last step in the pursuit of an MPH in Public Health is passing the comprehensive examination. The
examination ensures that the student has mastered the research skills and substantive content expected of a
professional in the Public Health field. PBHE 698 includes an intensive review of the textbooks, lesson
handouts, other readings, course notes, etc., from the student‘s required, core, major, and elective courses.
The questions answered in the comprehensive examination will be tailored for each student based on their
MPH program and concentration.
Table of Contents
Course Objectives
Students may be tested on any of the required/core learning objectives (outcomes) for the MPH in Public
Health learning objectives. These include:
1. Critically analyze the scope, capabilities, and limitations of public health systems in the
United States.
2. Analyze the fundamental theories and philosophies of public health administration, policy-
making, and implementation outcomes in emergency and disaster management and general
health care administration.
3. Interpret and evaluate the literature, research, and practices in public health and its
administration.
4. Examine public health in the context of legislation and emerging issues.
5. Evaluate and use macro- and micro-economic analyses of public health to design, manage,
and implement cost effective organizational practices in public health.
6. Examine and evaluate the theories and practices surrounding disease and disease
transmission, rates and proportions associated with different forms of outbreak, and
epidemiological risk-management methods and measures.
Table of Contents
Course Materials
Students are responsible for the information contained in all required texts from their required, core,
major, and elective courses in the MPH degree program.
Table of Contents
Evaluation Procedures
Students will answer four essay questions that will be graded as follows:
1. ―Pass with Distinction‖ – This grade is assigned to essay answers that clearly demonstrate an
understanding of the issue beyond what is typically expected of graduate students.
2. ―Pass‖ – This grade is assigned for essays that meet the requirements for a graduate-level essay.
3. ―Fail‖ – This grade is assigned for essays that clearly do not meet the requirements for a graduate-
level essay.
Note: Standards for essay question evaluation will follow the Rubric Evaluation standards uploaded
under Course Materials.
The course final grade will be assigned as follows:
1. Students who pass three questions ―with distinction,‖ and the fourth with a ―pass,‖ will pass the
comprehensive examination ―with distinction.‖
2. Students who pass three questions with at least a ―pass‖ will pass the examination, which allows
for one ―fail‖ on the four examination questions.
3. Students who fail two or more questions will fail the examination. The highest evaluation that
may be obtained on a second attempt at the comprehensive examination is ―Pass.‖
Please see the student handbook to reference the University‘s grading scale.
Table of Contents
For this course, students will begin preparation for as well as take their comprehensive exams.
Below you will find some guidelines to prepare for the Comprehensive Examination. Please add
your own ideas as you review these suggestions.
Get Organized:
Go through all of your notes and handouts and establish a need-to-study pile and a do-not-need to
study pile. If you have any flashcards or articles from any of your classes, put them in the need-to-
study pile. They will definitely come in handy.
Establish a Study Group:
Although this may be difficult to do, you can handle this process by using e-mail. The group can not
only help with studying information, but also with discussion concerns about the examination. Each
of you probably have had different instructors, therefore, the some of the materials you have may
differ. Courses do have the objectives covered, but there are ‗extras‘ from each instructor which can
be shared.
Ask Questions:
Do not be afraid to ask questions. Taking ax examination like this can be a scary thing and a great
way to lessen your fears is to ask a lot of questions. Ask your classmates to help if you do not
understand something. Ask me to assist and conduct the review of the questions so that you can
better understand the requirements.
Write Sample Essays:
Set aside time each week or day to write a sample essay. You may also use the mock answer
discussion board space to pace yourself. Take this process seriously – set up a workspace, set a
time and pick a question. I find that doing these 45 minutes could be challenging. In fact, I find that
the hardest part of the essay portions of the examination is beating the clock. Stretch for a few
minutes after 45 minutes of sitting. This will ‗generate‘ fresh ideas.
Be sure to read the questions carefully and answer them completely. You can write a fantastic essay
but if it does not address the question it will not pass.
Do not try to cover too many points in your essays. Use specifics, facts, defined points, examples as
much as possible. You do not have to know the exact date of a theory or model developed, but you
do need to have an idea of approximately when, by whom, the reasons, etc.
Opinions – be careful to use your opinion by professing it. If you add your ideas in an essay toward
the end then start with: ‗In my opinion…‘, or ‗Based on person experience….‘ In that way, the
specifics of the essay will not run into your opinions.
Take Care of Yourself:
Do what you need to stay healthy. Eat well, drink lots of water and get plenty of sleep in the week
before and during the examination. You should be doing this all the time, but I know how hectic life
can be. As I said before, you have the information that you need in your head. If you have been
meeting in a study group or exchanging ideas throughout the program, then you have learned on
how to express key points that you have studied.
The above are the steps I thought would be helpful to you. I wish you the best of luck to you with
the Comprehensive Examination and all your future endeavors.
Dr. Jackson
Requirements:
1. Begin the course with an intensive study (15-20 hours each week) of textbooks,
lesson handouts, miscellaneous readings, course notes, etc., from your required,
core, major, and elective courses in your MPH program. In the first few weeks of
study the student should concentrate on understanding the major theoretical
frameworks and research methods material presented during their program. At
this point, the student should try not to memorize definitions, lists, or other
detailed material presented in the readings.
2. The questions for the exam will be selected from the pool listed in the discussion
space and below.
3. Begin to search for an Exam Proctor. This is VERY IMPORTANT!! Students
must have a proctor to administer the examination.
4. Continue with the intensive study (15-20 hours each week) of textbooks, lesson
handouts, miscellaneous readings, course notes, etc., from your required, core,
major, and elective courses in your program. Also, post your answers to the mock
question discussion board.
5. Once you have located your proctor and scheduled a date, send me an e-mail. This
email should contain the proctor‘s name, email address, phone number and
scheduled exam date. Please only email me this information once your date has
been solidified.
6. Once you email me this information, I will email your proctor your questions the
day before your scheduled exam date. Therefore, it is imperative that you provide
me with this information in a timely fashion so your proctor can receive your
questions.
7. Be sure that you have arranged a location and set aside eight hours to take your
exam. You must schedule your examination at least two weeks before the end of
the semester if you would like your grade, transcripts, and graduation documents
ready by the end of the semester.
8. The examination consists four (4) questions. The examination must be taken in
one day of 6 examination hours (roughly 1 1/2 hours per question). A break may
be arranged midway during the examination. Students unable to type or who
otherwise may not be able to meet the examination requirements, should contact
the instructor well before the examination day to make alternative arrangements.
9. After you have completed the exam, your proctor will be required to email me
your answer. Please be sure your proctor saves your answers on a jump drive, CD
or desktop on the day of the exam so they can be emailed to me!
FAQs (Frequently Asked Questions) about your comprehensive exams:

1. Do I need to cite and/provide a reference page when I take my exam?
a. No. You do not need to cite nor provide a reference page for your exam
questions.
2. I did not take some of the courses listed on the syllabus. How will the instructor
select my questions?
a. At the time you email your instructor your proctor information, you may
email the instructor the courses you have taken (only the courses areas
listed below are needed) to ensure the instructor provides you with the
appropriate questions.
3. What is the format for my questions (e.g. double spaced, font size, page length)?
a. Each answer should be no less than two and no more than 5 pages in
length. Students should double space their answers, use at least 12 pt. font
in Arial or Times New Roman font style.
4. How and when will I know if I passed or failed the exam?
a. Your instructor will provide you feedback via email on the status of your
exam no later than the end of Week 7
5. Do I have to post an outline to the discussion forum?
a. No. Discussion forum participation is completely optional and is presented
as a study resource for students to share and exchange ideas with one
another.
6. What is the grading system for this course?
a. You may receive one of the following grades for your exam (as outlined in
the APUS Student Handbook:
PD = "Passed Exam with Distinction" = passes 3 of 4 questions "with
distinction," and passes the fourth question.
P = "Passed the Exam" = passes 3 of 4 questions.
FAIL = "Failed the Exam" = fails 2 or more questions.
A student who fails the graduate comprehensive exam will be given one
chance to retake the exam with a different faculty member. Each attempt
will be a separate registration. Failure on the second exam will prohibit
the student from having his/her graduate degree conferred. A student
who fails the first exam cannot receive a grade of "Pass with
Distinction" on the second exam.
If a student is found to have plagiarized on the Comprehensive Exam, a
grade of FAIL is given for this exam. The student then has two options:
To accept the grade and not receive their degree. A letter of academic
completion may be provided, but a degree will not be conferred.
To retake the exam at an APUS site (Charles Town, WV or Manassas,
VA with a Program Manager or Marketing Site Representative) on an
APUS laptop computer disconnected from the internet. New questions
will be offered and this exam will be graded by a professor other than
that from the first exam attempt. The student must pass this second
exam to have his/her degree conferred.
7. I am not sure who I can use as a proctor. Can I use my co-worker?

a. It is not advised that a co-worker serve as your proctor; a supervisor would
be a more suitable proctor. The APUS Student Handbook states the
following about locating an appropriate proctor:
Locating a proctor.
A proctor can be a local college or university administrator or faculty
member, a school superintendent or principal, a school or public librarian,
a military base education officer, or any other professional who accepts
the task and is approved by the University. Your professor may call your
proctor at any time during the semester to verify the information you have
entered. Your professor may also email your proctor special exam
instructions along with the exam password.
The proctor will need an email address….If this is absolutely impossible,

the student and the professor may be able to determine alternative options
— e.g., having the proctor print out the exam for the student to take and
then mailing it to the professor, having the proctor closely monitor the
student as s/he takes it on a laptop and then sending it to the professor via
email, or some other solution agreed to by professor, student, and proctor.
Setting a Date
The student and proctor will need to agree upon a scheduled
date to take the exam. The exam must be taken before the
end of the semester, unless alternative arrangements have been
approved by the professor.
Weekly Lesson Schedule: For this course, you will not be encouraged to post
sample 1-page outlines of how you will answer each comprehensive exam
questions (with sources in proper APA format). Please take this opportunity to
provide feedback to your peers and ask questions. I will not be grading your
answers, but instead, I will be providing you with guidance and
recommendations. Please see the tentative course schedule below:
Course Outline
Module Topic(s) Assignment(s)
Discussion Board Questions:

Compare the United States public health system with any other country of your
choice. Be careful not to confuse public health with privatized medicine. This
comparison should include both similarities and differences. In stating each
similarity or difference, explain in detail -- for each -- why you consider one
country's system better than the other’s. Your answer should include an
itemized explanation of the major legal, economic, and administrative choices
a typical health care administrator must make to optimize the delivery of a
public health, based on limited resources and competitive priorities.
Comparative Public Health
Questions 2. Compare and contrast the “free market” public health care system in the
United States with that of a country – such as England or Canada – that
1 has a “socialistic“(universal) public health care system. To compare
You may not take means to state the similarities. To contrast means to state the differences.
the exam at this ***Do not forget to find a Also explain any historical background, including a detailed explanation of
proctor and have them how and why each country developed the system that now exists. In other
point complete the Proctor words, how did each country get to where it is today in terms of its public
Form*** health system? Finally, explain in detail which of the two systems would
be best in the United States. In this part of your answer, you are allowed
to explain any changes that you think are necessary to make the system
more efficient. For example, you might take the position of supporting
universal health care in the United States, but you can and should state
any changes that would make it more efficient. The same allowance is
made if you support the free market system in the United States.
Post outline for questions on Discussion Board & feel free to

respond to other postings
1. You are the Chief of Epidemiology for the Centers for Disease Control
and Prevention. You get a legitimate report from a foreign country that is
Epidemiology Questions has just proven the existence of a totally new strain of a virulent influenza.
2 Believe that this virus will make its way to the United States within three
You may not take ***Do not forget to find a months. Explain in detail the research methodology (the type of clinical
proctor and have them study) from beginning to end that you will use to verify the existence of
the exam at this this influenza in the United States. Then, explain how you would alert and
point complete the Proctor coordinate the various major entities in our public health system to
Form*** prepare the system to deal with the prevention of this feared epidemic in
the United States. You should make an assumption as to those who
would mostly likely be at risk in developing this flu. This part of your
answer should include the issues of supply/demand of a vaccine which
will only be able to inoculate 50 (fifty) percent of those you determine to
be mostly likely at risk. Also explain the legal implications of an expected
death rate of 1 (one) percent of all those inoculated.
2. You are to take the position that you believe either there is, or is not a
current epidemic of the disease called obesity. In your answer, you must
give a definition of the word disease. Do NOT use Wikipedia or a general
dictionary – the source must be a legitimate medical entity (such as the
Mayo Clinic or the CDC) or text (such as Taber’s Cyclopedic Medical
Dictionary). The same applies to the word “epidemic.” Then, explain how
a disease is proven to exist; how it is measured (i.e.: BMI, percent body
fat, skin-fold caliper, blood test, other clinical exam, etc.); and whether
that measurement is all-inclusive or has exceptions (what are the
exceptions?) Next, explain how the disease is “caught,” how it is
transmitted, how it is treated, and how it can be prevented. Once you
have given the definition of disease and epidemic, give historical
validation in terms of numbers that would prove or disprove the existence
of an epidemic. For example, give the numbers for the last 10 years as to
the number of cases of obesity and prove that the numbers do or do not
show an epidemic, according to your definition of the word “epidemic.”


1. A terrorist group is reported to have genetically engineered a new
strain of botulinus toxins, which means they can wreak havoc on the
citizens of the United States by releasing this agent against humans.
This group of terrorists operates in any country you select. Explain
how you might work with public health and political officials in that
country to prevent the terrorists from "exporting" the botulism to the
United States. Then, explain in specific detail the various elements of
statistics you would use to prove the existence and potential morbidity
and mortality of the botulism should it arrive in the United States,
including descriptive statistics, probability, statistical inference, and
Public Health Questions forecasting.
3
You may take the ***Do not forget to find a 2. You are a senior public health official in a major city in the United
States. Your boss tells you that you have 90 days in which to develop
exam after this proctor and have them a program to improve the health of the lower socio-economic
point (week 6) complete the Proctor disadvantaged children living in the inner-city. Explain how you
Form*** would measure the current health status of those children, so that you
can have a baseline with which to compare improvements in their
health as a result of your program. Be specific. Include such
measures as immunization against childhood diseases, diet and
nutrition, physical activity, etc. Next, explain how you would suggest
these base measurements be improved. Don’t just respond, for
example, that “I would improve their diet.” Explain the how for each of
the base measurements. State where you are going to get the
people to perform the measurements and implement your program.
Assume that you do not have everybody you need already employed
in those positions. Finally, explain in detail how your program would
be funded, including funding for educational materials, salaries,
transportation, using the media, etc.

Discussion Board Questions (select your area):
1. As the CEO of the largest public hospital in the United States, you
have convened a conference of health care attorneys and hospital
CEOs. The purpose of the conference is to deal with a bill introduced
in the U.S. Senate. This bill would make it legal in all 50 states for
public health physicians to practice physician-assisted suicide, if
requested by the patient or patient's health care proxy. You may --
and should -- state here the exact wording of the bill, and proceed
from there. Pick one of the two following choices:
1. If you are opposed to such a bill becoming a law, state and
explain in detail the steps you would take to prevent such a bill
from becoming a law;
2. If you support such a bill, state and explain in detail the steps you
would take to ensure such a bill becoming a law.
You are to include a cost/benefit analysis to society of such a practice
becoming a common occurrence. You are to include the legal issues
involve and any possible implications on the health care insurance
industry in reimbursing the physicians for their services. Then, assume
Legal Environment of the bill does become a law. Discuss the steps you would take to
4 Healthcare Questions prevent or ensure, as far as legally possible, the implementation of the
You may take the OR practice of physician-assisted suicide, nationwide.
Healthcare Administration
exam after this 2. You are a public health official who is concerned about the aging of the
Questions population of the United States, and all the health-care problems
point OR inherent in these older people. State the age group that is to be
Emergency Management included in the definition of “older people.” Choose any five health-care
Questions issues you wish that you feel are the most serious health-care issues to
this group. For each of the five, explain why you selected them, how
many in the group are affected, what you plan to do to improve the
situation, and how this is to be accomplished. In your answers, you
must use the legal system as the main method for attaining your goals.
By legal system, you may include the writing of new laws by local, state
and federal legislators; the modifying of existing administrative laws for
government programs; punishments for non-compliance, etc. You must
be able to distinguish case law from administrative law through
interpretations by state and federal courts.
OR
1. You are the CEO of a major, private, urban hospital. Explain your
workings with the physicians who will be hired to work in your hospital.
In your answer, include:
- Where and how you would advertise for openings for physicians;
- Whether the physicians should be hired as employees or independent
contractors;
- What you expect in terms of professional licensing of physicians;
- How you would determine their compensation;
- What privileges the physicians will have in your hospital;
- What you expect in the quality of these physicians in terms of their
activities in your hospital;
- How you measure the quality of care provided by physicians in your
hospital;
- How and why you would terminate the relationship between a
physician and the hospital.
2. You are the CEO of a major, not-for-profit, rural hospital. You want to
build an addition to your existing facility that would double the square
footage that you now have in the facility. Assume you need $50 million
for the expansion. Explain the steps of the financing process, beginning
with the creation of the finance team. State and explain the various
means by which you could raise the capital needed for the expansion
(such as pooled financing, tax-exempt bonds, joint ventures, etc.). In
light of the current economy, interest rates, etc., pick the one – or
combination – method to raise the capital and explain why you chose
the one, or the combination.
OR
1. You are the senior public health official for the State of Florida. One of
your responsibilities is dealing with a massive hurricane. The
Governor of Florida directs you to come up with a plan on how to deal
with a hurricane with the size and potential force of Katrina. Assume
a major hurricane of the size and potential destructive force is bearing
down on Miami. Your plan is in place. State who you would work with,
from other state and federal agencies and what their duties and
responsibilities should be. Explain how you would expect to
coordinate rescue efforts and shelter for those who cannot, or will not,
evacuate. Explain in detail the sequence of how your plan is
supposed to work. By “sequence,” think the time line. It should begin
when the hurricane makes land fall, and continue through seven
calendar days after the hurricane has departed the area.
2. You are an Emergency Management System (EMS) Branch Director

under the Incident Management System (IMS) that has responsibility
for the greater Chicago metro area. Your responsibility is
communications. You have just been informed that terrorists are
going to blow up the Sears Tower. You are to take this threat
seriously. You do not know if this will be done by some explosive
device, ramming a plane into it, or some other means. Your boss
wants a briefing on the operational capabilities of your Branch.
Specifically, your boss wants to know:
1. What equipment you have
2. Who will handle or be in charge of that equipment
3. How you are going to schedule shifts, assuming the event

needs communications for five (5) calendar days
4. What communications equipment should NOT be used
5. How you will deal with the media
6. What security systems you have in place, so your

communications can only be heard by those whom you
wish to be heard, and not compromised
7. What is the logistical system in place to supply and
replenish any equipment or parts necessary?
You are to write out that briefing. Do so now.

5 Exam Completion Good luck and take this time to finish last minute studying
/Additional Prep and prepare to take your exam!
Table of Contents
Policies
Please see the Student Handbook to reference all University policies. Quick links to
frequently asked question about policies are listed below.
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
WRITING EXPECTATIONS
All written submissions should be submitted in a font and page set-up that is readable
and neat. Each assignment must have the students name, date and assignment
included in either a title page or on the first page of the assignment. It is
recommended that students try to adhere to a consistent format, which is described
below.
 Typewritten in double-spaced format with a readable style and font and

submitted inside the electronic classroom (unless classroom access is not
possible and other arrangements have been approved by the professor).
 Arial 11 or 12-point font or Times New Roman styles.
 Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable
accommodation being made for special situations and online submission
variances.
CITATION AND REFERENCE STYLE
Assignments completed in a narrative essay or composition format must follow APA

guidelines. This course will require students to use the citation and reference style
established by the American Psychological Association (APA), in which case students
should follow the guidelines set forth in Publication Manual of the American
Psychological Association (6th ed.). (2001). Washington, D.C.: American
Psychological Association.
LATE ASSIGNMENTS
Students are expected to submit classroom assignments by the posted due date and to
complete the course according to the published class schedule. As adults, students,
and working professionals I understand you must manage competing demands on your
time. Should you need additional time to complete an assignment please contact me
before the due date so we can discuss the situation and determine an acceptable
resolution. Routine submission of late assignments is unacceptable and may result in
points deducted from your final course grade.
DISABILITY ACCOMMODATIONS
This institution complies with the Americans with Disabilities Act, Section 504 of the
Rehabilitation Act, and state and local requirements regarding students with disabilities.
In compliance with federal and state regulations, reasonable accommodations are
provided to qualified students with disabilities.
A request for accommodation is deemed reasonable if the request:
 is based on documented individual needs.

 does not compromise essential requirements of a course or program.
 does not impose an undue financial or administrative burden upon APUS.
A qualified student can, with or without reasonable accommodations, perform the

essential functions of program or course requirements. The essential requirements of an
academic course or program need not be modified to accommodate an individual with a
disability.
Final responsibility for selection of the most appropriate accommodation rests with the
University's Disability Support Services Committee and is determined on an individual
case-by-case basis, based on the nature of the student's disability. Students are
encouraged email registrar@apus.edu to discuss potential academic accommodations
and begin the review process. It is the student's responsibility to:
 follow the accommodation procedure outlined in this section,

 identify the disability to the staff and/or faculty of the university,
 provide (and incur expense for) current appropriate documentation of
disability and accommodation needed from a qualified medical or other
licensed professional, and
 request specific accommodations or services.
NETIQUETTE
Online universities promote the advance of knowledge through positive and

constructive debate--both inside and outside the classroom. Discussions on the
Internet, however, can occasionally degenerate into needless insults and ―flaming.‖
Such activity and the loss of good manners are not acceptable in a university setting--
basic academic rules of good behavior and proper ―Netiquette‖ must persist.
Remember that you are in a place for the fun and excitement of learning that does not
include descent to personal attacks, or student attempts to stifle the discussion of
others.
 Technology Limitations: While you should feel free to explore the full-range
of creative composition in your formal papers, keep e-mail layouts simple. The
Educator classroom may not fully support MIME or HTML encoded messages,
which means that bold face, italics, underlining, and a variety of color-coding
or other visual effects will not translate in your e-mail messages.
 Humor Note: Despite the best of intentions, jokes and--especially--satire can
easily get lost or taken seriously. If you feel the need for humor, you may wish
to add ―emoticons‖ to help alert your readers: ;-), : ), 
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of this particular group.
Online Library
APUS ONLINE LIBRARY & LEARNING RESOURCES
The APUS Online Library is available to enrolled students and faculty from inside the
electronic campus. This is your starting point for access to online books, subscription
periodicals, and Web resources that are designed to support your classes and generally
not available through search engines on the open Web. In addition, the Center provides
access to special learning resources, which the University has contracted to assist with
your studies. Questions can be directed to orc@apus.edu.
 Charles Town Library and Inter Library Loan: The University maintains a
special library with a limited number of supporting volumes, collection of our
professors‘ publication, and services to search and borrow research books and
articles from other libraries.
 Electronic Books: You can use the online library to uncover and download over
50,000 titles, which have been scanned and made available in electronic format.
 Electronic Journals: The University provides access to over 12,000 journals,
which are available in electronic form and only through limited subscription
services.
 Turnitin.com: Turnitin.com is a tool to improve student research skills that also
detect plagiarism. Turnitin.com provides resources on developing topics and
assignments that encourage and guide students in producing papers that are
intellectually honest, original in thought, and clear in expression. This tool helps
ensure a culture of adherence to the University's standards for intellectual
honesty. Turnitin.com also reviews students' papers for matches with Internet
materials and with thousands of student papers in its database, and returns an
Originality Report to instructors and/or students.
 Smarthinking: Students have access to 10 free hours of tutoring service per year
through Smarthinking. Tutoring is available in the following subjects: math (basic
math through advanced calculus), science (biology, chemistry, and physics),
accounting, statistics, economics, Spanish, writing, grammar, and more.
Additional information is located in the Online Research Center. From the ORC
home page, click on either the ―Writing Center‖ or ―Tutoring Center‖ and then
click ―Smarthinking.‖ All login information is available.
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STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a

Department of Public Health

Instructor Information Evaluation Procedures

Course Description & Scope

The course final grade will be assigned as follows:

Establish a Study Group:

Write Sample Essays:

Take Care of Yourself:

FAQs (Frequently Asked Questions) about your comprehensive exams:

7. I am not sure who I can use as a proctor. Can I use my co-worker?

The proctor will need an email address….If this is absolutely impossible,

Module Topic(s) Assignment(s)

Discussion Board Questions:

Post outline for questions on Discussion Board & feel free to

Post outline for questions on Discussion Board & feel free to

Discussion Board Questions:

Post outline for questions on Discussion Board & feel free to

Discussion Board Questions (select your area):

2. You are an Emergency Management System (EMS) Branch Director

1. What equipment you have

2. Who will handle or be in charge of that equipment

3. How you are going to schedule shifts, assuming the event

4. What communications equipment should NOT be used

5. How you will deal with the media

6. What security systems you have in place, so your

You are to write out that briefing. Do so now.

Post outline for questions on Discussion Board & feel free to

 Typewritten in double-spaced format with a readable style and font and

CITATION AND REFERENCE STYLE

Assignments completed in a narrative essay or composition format must follow APA

A request for accommodation is deemed reasonable if the request:

 is based on documented individual needs.

A qualified student can, with or without reasonable accommodations, perform the

 follow the accommodation procedure outlined in this section,

Online universities promote the advance of knowledge through positive and

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