Browsing by Subject "capstone"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Documenting and Understanding the Link between Climate Change and Sexual and Reproductive Health Rights Using a Case Study in Buikwe District, Uganda
    (2023-05-05) Buetow, Kristyn A; Kubrom, Selam Y; Shannon-Tamrat, Sisay E; Walkenhorst, Megan E
    The University of Minnesota Humphrey School of Public Affairs, in partnership with Regenerate Africa, collaborated on a study with two main objectives: 1. Conduct an assessment of Uganda´s capacity for integration of Sexual and Reproductive Health and Rights in the National Adaptation Plan processes 2. Document and understand the linkage and interconnectedness of Sexual and Reproductive Health and Rights/Family Planning and climate change. Researchers conducted 12 Key Informant Interviews and eight Focus Group Discussions with various expert stakeholders. The Focus Group Discussions were conducted within two communities of Ssi-Bukunja Sub-County, Buikwe District and shaped the case study model. The case study findings were then extrapolated to the larger Ugandan context by speaking to key informants in the Buikwe District and beyond. This report aims to provide Regenerate Africa and other key stakeholders with evidence on the link between climate change and Sexual and Reproductive Health and Rights/Family Planning in Uganda, and to apply this link to policy recommendations. The policy recommendations in this report are intended to be used in the comprehensive National Adaptation Plan for Uganda, which currently lacks a focus on Sexual and Reproductive Health and Rights/Family Planning. In addition, some recommendations are specific to local government, healthcare, and Civil Society Organizations. The Regenerate Africa team will disseminate this study’s findings and the findings of their larger study to policymakers and leaders of the other organizations mentioned. This report is intended to inspire more research with the inclusion of other communities throughout Uganda who have valuable insights on this topic. This project also marks the first capstone collaboration between the University of Minnesota Humphrey School of Public Affairs and Regenerate Africa, and encourages the continuation of this relationship.
  • Thumbnail Image
    Item
    Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum: Critical Issues in Designing and Implementing a Student Research Program
    (University of Minnesota, College of Pharmacy, 2013) Vaidean, Georgeta D.; Vansai, Sandeep S.; Moore, Ronnie J.; Feldman, Stuart
    While student-driven research has been credited with many learning benefits, few schools of pharmacy require such activities. Professional organizations repeatedly urge for incorporating research content in schools’ curricula, yet no guiding principles or recommendations currently exist to guide such implementation efforts. This paper provides an overview of the critical issues, guiding principles, benefits and challenges encountered in designing and implementing a required, research program in the Pharm.D. curriculum. Several critical issues are reviewed: goals, unitary focus and expectations, structure and deliverables, time and curricular integration, monitoring and institutional oversight, outcomes measurement, resources, students and faculty response, and dissemination. These general critical issues are then discussed as implemented in the student research program at Touro College of Pharmacy-New York. Different schools can address these core issues, based on their academic milieu. This paper invites an inter-institutional dialogue for the pursuit of successful incorporation of student scientific inquiry in the core curriculum.