1. An organizational overview of the agency/organization and include the population served, public health services offered, and role of the Preceptor within the organization.   2. The title and a desc

* ** ************** ******** ** *** ******************* *** ******* *** ********** served public ****** ******** ******* and **** ** *** Preceptor ****** *** organizationSisterLove Inc (SIL) *** *********** ** **** ****** *** height ** the **** ******** in America *** ************ was ********* ******* ** a ********* ******* ** ****** ********* ***** African American women ** Atlanta Volunteers in the ************ had * ******** understanding ** *** cultural ****** *** ******** ****** that ***** ******* ******** ***** in Atlanta **** **** ***** ** educate them ***** ******** ********** self-help and **** ******** ********** ******** ** do” *** ******* ******** ************* *** **** ******** ******* **** ********** *** ********** inhibiting ***** ********* ****** ** ******* and ********** ********** *** ********* ***** at ********* *** ******* ****** ******** ** **** ********** ***** *** inception *** ************ *** ******* ** ******* the severe implications ** HIV/AIDS ** **************** ******** by ********** ************ health ******** through access to information ********** *** ***************** *** *** the first organization in Georgia ** ***** solely ** *** ***** of ***** ***** *** organization ********** ******* ** the needs ** ***** ***** living **** *** *** ***** ****** minorities ** ********* ****** ****** services ******* from ****** ******** *** research ** ******** *** ******** ************ *********** ** human ****** **** ********* *** ************ ******* ** **** ******* *** ******* ********* ********* ** ***** ***** ** Atlanta ********* *** ************ *********** ********* ************ *** ******* *** ***** ***** living with *** targeted local initiatives ** also has * ****** *** ******** ******* **** ********* for ***** ****** ********* a ******** ******* to determine emerging ****** ************* *** long-term ****** of *** ************ The ****** health s ******** ******** ** *** **** **** ******** ** *********** *********** and acknowledging ****** ***** Black ***** ****** **** HIVThe preceptor role for **** ******* requires an individual **** ******** knowledge ** *** ******** ** *** local level Ms Africa ********* will **** **** **** *** to *** ******** ** *** ********* ******** ********* *** ********** *** *** ** *** **************** *********** *********** ****** ****** ** 2018 *** has since ********* *** *********** ********* ** *** *** ********* ** ******** issues ********* *** target ********** ***************** *** ** ****** ** a licensed minister *** Executive ****** *** **** **** ****** her ** ******** and ****** **** ***** ******* American ***** living **** *** *** coordinates *** ******* ********** and education *** ******* public policy ***** on *** position at *** **** the ***** ** ****** *** *********** to ******** ****** outcomes *** Black ***** ****** **** *** *** had *** ******** ******* ********* *** **** **** six ******* *** ***** *** * *********** ** *** ******* **** *** **** **** ** ** **** ********* experience ****** ******* *** purpose ***** *** ************* project ***** is “Empowering Black ***** to ******* ******** through ********** *** Reduction of **** Behavior” This ************ **** ** ********* ****** to HIV ********** ******** for ***** ***** in ******* ********** awareness ******* education mobilizing ******* ********* action *** ********** ******* evidence-based recommendations and *********** *** *********** ** structured ************ intervention ******** *** ******* **** be *********** **** ************* ********* *********** ** ********* ****** health **** ** ******* ******** ****** to ******* **** and *** ********* ** ****** ** the prevalence ** ******** ***** ***** womenThe ******* ** ******* ** ******** to inform ********** *********** ********* ******** *** ******* ******** ***** ****** ** Atlanta **** **** **** *** backbone of *** ****** project because ***** ******* ********** such ** ******* population ********** ***** ******** **** ********* *** ****** empowerment **** ** *********** ********* *********** will ** pivotal ** ******* population prevention ***** *** identifying how ** ****** **** behaviors The ******* further aims to ******* *** ****** needs ** **** ********** ******* data ******** from *** ********* *********** ******** ** ******* robust generalizable ******* ************ *** program will take ** * ********* ******** ************ ******** ** ******** ******** ********** ***** ******* ******** ***** **** ** ************ ********* and community ********** Gender *********** ******* **** ****** ** ********* *** ****** ****** ** ****** *** ****** ** ********** among ***** women living **** HIV ********* ******* **** ****** *** ************ ******* aims to ******* testing *** ********* across ******* for ***** women *** ********* SIL’s ******* ***** objectives ******* linking ***** women in ******* ********* **** *** ******** ** ******** ******* care *** ************* *** ******** ****** to PrEp *** ***** ** **** risk Additionally it aims to ******* ************* ***** Black ***** *** **** withdrawn from ******* **** *** ******** reasons ** ********** ******** **** ** systemic and ********** ****** in the ****** ******* ****** *************** *************** ********** activities **** as ****** ************ ******* ******** *** extensive ****** ********* will **** be ********** ** *** project ** providers ** ***** ******** **** be considered *** ************ *** ******** ********* ********** **** **** ********** ** understanding *** ************ ******** in Georgia3 If applicable ** **** *** **** **** project *********** community-based approaches ** ****** health ******** (community ******** in ******** ******* *** *********** *** problem *** ********* **** ****************** program ************ *************** ********** ** ****** ****** ********* ******* * needs ********** *** ********** *** community ***** ********** **** be ******** ** outlining the factors **** interact ** ******* healthy *********** ********** with *** ***** Black ***** ** ******* The ******* ******* **** ******* ******** * community **** ** which ****** **** ** ************ and implemented ********* a ********** ********* *********** ******** **** be ********* *** ***** ************ with local health ********* local ***** leaders living **** *** ********* ******* ********* ****** centers *** beauty ***** ********* ** ****** et ** ****** beauty ***** **** a ******* **** ** *** ******* ******** social ******* *** are **** ******* to ************ ******** ******** ****** **** ********** *** ********* health ***** assessment **** ***** on *********** the health gaps ** ***** ***** ****** aged ******* ** ***** ** ** yearsFurther ********* ********** **** ** ******** through a ***** scope ** ******** ******** ** ****** awareness ***** behavioral **** ******* *** HIV/AIDS the significance ** ************** ********** adherence *** ********** Key ***** **** *** ***** Atlanta community **** ** ******** ** ******* a ********* ******* tool ** ******** ********* ******** social *** ************* ************* *** *** prevention *** ******** to ********** ********* *** ****** **** **** ** ********* based ** the insights ****** **** the ********* assessment *** *** ******** ** outreach ******** to ******** access to ****** precautions **** as **** *** ********* material ********* safe *** ********* ** al ***** Training will ** essential *** ************ of *** project ************** ****** ** maximize ******** ********** *** ********* communication and ************ ******** the overall ****** ** *** proposed ******* The ********* **** ** considered * key stakeholder ** *** *********** *********** implementation *** evaluationEmpowerment ***** **** **** ** ******** ****** ******* These zones will ** **** ** develop awareness ********* ***** ** *** social *** ******** ************ of ***** women ** *** region They will include awareness ** risk ********* *** ******** ********** ********** *** virus ********** *** ***** living **** *** ****** ***** *** ********* environments ********* women’s self-help ****** ****** ******* are *********** *** ** ***** invaluable ***** for ****** ********* *** primarily ********* ******* and ******* * ***** of ****** *** *** ****** ********** ************ leaders ****** ***** ******** **** ** ********** *** ** ******* cases ******* on how ** educate Black women on ******** ********* et al 2020) *********** materials distributed ****** ***** areas ******* ********* *** *********** to ********* health ***** and will ** ******* ********** by health ********* *********** ******* the ******* ** ********** ******** *** ********* a multilayered ************ ******** ** ****** the ******* ******* dimensions ** ******** among Black women in ******** * detailed ******** ******** *** ********** of *** ******** *** ***** ** practicum ********** **** *** 9-week practicum ********* ******* ******** ****** ** ***** *** **** ** **** the ******** *********** **** **** * ******* ** ** hours per **** ** ******** ** **** *** ******** *********** ** **** ***** *** *** **** ***** ** **** ***** *** *** ***** **** ***** ** least 120 ***** ***** **** of anticipated ******** **************** ******************************** 1 12Review ** program activities objectives ********* *** *************** *** program processes **** *** preceptorStaff orientation *** *********** **** *** ********* needs ************************ ** zones *** sources *** **** collectionFormulation ** **** collection plan for relevant *********** ** *** *********** significance ** *** prevalence among Black women ** ************* ******** *** **** on *** **** ******* ********* *** ********** ********** *** Black ***** ** AtlantaWeek 2 12Analyze **** **** the ******* ********** ** Public ****** *** ******* **** ****** ** ****** *********** ************ and the ********* ****** ** *** ***** Black ********** out ** ********** ********** *** ********* outreach to conduct *** needs assessmentReview weekly ******** with *** preceptorWeek 3 12Begin ** collect **** from secondary ******* ********* structured interviews ********** questionnaires ******* *** ********************** **** ********** materials ** ******** ***** and **************** ** on the ************ ** ******* and questionnairesReview weekly ******** **** *** ************* **************** ****** with the social and ******** ******** of ***** ********* ************* *** **** ** ****** and society in *********** population ******* ********* and *********** ** HIVSelect primary **** ******* ** ****** ************** ********** **** ** *** state and ***** levels ** ******* ******* ************ *** ************* ** ******** *** ******** *** ******************* ************ ** ********** workers *** ****** ***** ************** * ****** understanding of *** **** and ***** ** ****** ******* ** ***** women living **** *** **** these **************** ****** progress **** *** preceptorWeek *********** surveys *** ************** ** ******** similar ****** barriers and impacts ** ******** *************** statistical ******** ***** on **** ************************* * ***** ** * ********* ****** **** ***** ** ******** from statistical ************** ****** ******** **** *** ************* 7 12Structure intervention ******* ************** ******** partnerships **** *********** ******* ** ******* with **** infection clustersEngage * ******** ********** ******** *** ******** ********* **** ** ********* kits free HIV ******* prEp and antiretroviral ************** 8 12Train ********* ******** ******* with **** **** * ********* ** provide *** ********* ** *********** *********** a *********** curriculum with * ********* *** *** ********* ** relevant ***************** ****** messages *** ***** ********* ************ and implement ***** ************* ******** ** the ******* **** ********* ******* *** ******************* ********* ********** *** implement ************ *** *********** ***** ** *** ************* ****** ******** with *** ************* ************* * comprehensive ****** ** ********** cultural *** economic barriers to health *** ***** ***** ** AtlantaFormulate ******** ****** *************** and ******* *** improved health outcomes *** the ****************** *** project ** ******* feedback from the ************ ***** ****** ****** **** ************ ** *** anticipate addressing ******* **** ********* ******** Please *** *** ********* ********* and follow the instructions ** well ** *** ****** **** *** **** below simply ******** **** ********* ** ***** **** **** you **** ******************* **************** must ****** * ************ competencies ** be **** ****** ***** practicumStudent ****** 1Apply *************** ******* ** *** ****** ** ******** *** ********** ** ****** health ***************** ************ *** *********** **** ********** ******* *********** for ***** public ****** ***************** quantitative *** *********** data using ************* *********** ************** programming *** ******** ** *********************** ******* of **** ******** *** public health research policy or ****************** *** organization ********* *** ******** ** ****** **** public health and regulatory systems across ******** and international ****************** *** ***** ** ***** structural **** ****** inequalities and racism ********* health *** create ********** to ********* ****** equity ** organizations ********* *** ******** levels 7Assess population ***** ****** *** capacities that ****** ************** ************** awareness ** cultural values *** ********* ** *** ****** or implementation ** public ****** ******** ** ***************** a population-based ****** ******* ******* or intervention 10Explain ***** ********** and tools of ****** *** resource ******************** methods ** ******** ****** ****** ******************* multiple dimensions ** *** policy-making ******* ********* the roles of ****** *** ******************* ********** ** ******** ************ *** ***** ********** *** ************ *** influencing ****** ****** ******************** *** ********* ****** ** ******** ******** *** ******** **** **** ******* ****** ** ******* *********************** policies for ***** ****** ** ****** ****** *** ****** *************** ********** of ********** ********** and ********** ***** ******* ******** * ****** ********** ****** ********* ************* *** guiding ******** *************** negotiation and ********* ****** ** ******* ************ or ********* ******************** ************* strategies *** different audience *** ********************** audience-appropriate public health ******* both ** writing *** ******* oral ************************ the ********** ** cultural ********** ** ************* ****** ****** content 21Perform *********** ** ****************** ************** ******* thinking ***** ** a public health ********************** ************************* ********** **** **** ** ******** *** ******** of ******** ************ to ******* the ********* ***** ********** *** disseminate ******** **** this process Information ********** is * ******** link ****** the ******* ****** healthcare ****** ** particular ********* **** ****** *********** ** guiding *********** and ************ specialists ** ********* ********** * **** ** ******* ******** ******** ** *** CDC ** ********* *** *************** ***** ** ******** ************ ******** **** as ** and **** ******* ********** **** the ***** ******* ** ** ***** **** ****** *** CDC ** presented **** ********** studies *** ** ******* *********** ********* ** region ************ and **** ******* Using **** **** compared to *********** gained ******* the community assessment will ***** *** ******* ********* ************** ********** conducted *** engagement processes ***** and *********** public ****** *********** is ********* in *************** ******* ****** **** ****** ********** and ************** efficientConcentration ********** ****** project comprises ****** *** ********** perspectives ** HIV intervention ***** ***** women A *********** ***** of **** ******* ** ********** ******* and ******** ************** approaches their ************* ********** ****** ************ *** ****** structures ********* ********** ***** ********** **** ******* ** **** unique ******** into *** successful ************** of *** different ********** ******** ** the ******* ** **** help me ******** gaps in ********* that I *** ***** ****** *** ********* ********** ***** gaps ** ********* **** ******** *** ****** *********** ************* *** interventions ** * ******* ****** ****** *********** *** potentially address ***** ******* ******* to HIV/AIDS **** ** ****** ********** and systemic racism ********* ********* **** ************** *** the ********* ** ******* goals ** ****** and ******** ************ ****** the ******* ******** community in ************ **** public ****** core competencies **** **** student ***** to **** ******* completion ** the ******* practicum ******* are:Core ************ ** ****** ****** ********* ************ skills necessary for ******* *** ************* ** *** ***** Completing *** ******* ********* ******* will ****** me ** acquire **** ********* *** ********** ****** *** ** the ********* **** ********** ********* *** ********** *** interpretation ** **** **** *** *** dissemination Similarly * **** **** **** ****** development *** program planning ****** ********** **** regulation recommendations *** project structuring ***** ** the ***** assessment ******* * **** **** ******* extensive ************* skills especially during *** ******* ******** ***** ***** ********** ********** with ***** ************ **** ** ***** ****** ****** ****** **** ** developed gradually ** *** ******* ******* ** ****** healthcare *********** among ***** women in ******* ******* **** ******** ********* *********** ****** ********* **** ********** **** ***** ************ **** ** ********* leaders Black ***** *** beauty *********** *********** of **** you **** student) ***** **** ** **** upon ********** ** **** ********** want to gain a ****** understanding ** ****** ******** *********** by ******* American ***** in ******* *** state’s **** ** *********** ***** ********** *** the association between ****** **** ** ************ ******** *** *** Adult ***** ***** have unique life *********** that influence ***** attitudes ******* and *********** about ******** *** ************ ********* **** ** ** *** ** **** ***** depression * want ** ******** *** **** ******* ****** behind *** growing ******** epidemic among Black women ** Atlanta ********* *** ********* where ********* clusters are *********** *** *** ********** ******* for these ************ (Poteat ** ** ***** Similarly * **** ** understand how ***** ****** ****** prevention and *** relationship ******* health ******** ********** *** ************** ******* ********** ********* ** ********** *** project * want ** be ****** placed to **** improvements ** ****** ************* aimed ** ********** ******* ****** ****** ******** ** interdependent ******* **** ****** to have an ******** ****** ** ******** *** ************ population ******* **** want ** ******* ** ******* ecological *********** ** ******** ***** ******* ******** ***** *** ***** ****** ********** *** ************ of ******** ******* such ** childhood ****** ***** **** *** ********* ***** resulting **** ********** have **** linked ** ***** ******** ****** ******* ********** **** ** diabetes ******* *** ************ I **** ** ******** how ******** **** other ******** ********** cope **** HIV/AIDS *** ***** health barriers ********* ****** ***** contexts Interactional *** relationship contexts *** **** pivotal ** ********** **** ***** more comprehensively I **** to ********* *** **** ******* gender-based violence *** ******* ******** ********* ******* ** increased prevalence *** mortalities * also **** ** learn *** *** ******* ****** *** cultural ******** ****** ********** ****** *** ****** ******** utilization ****** the region among ***** womenFinally * **** to ******** ****** *** cultural ******* **** ********* the ******* ************* ** African American ***** in ******* ********* the ********* ** ******* ** prompting ***** ** ****** **** healthcare *********** and services Family **** *** however an essential ********* ** consideration ** * ********** ******** ************ ******* *** **** the necessity *** understanding *** ****** ******* ****** **** group Racial and ****** ********** **** lack ********** ** the ******* ********** ****** providing ** *********** ** **** their trust ******* *********** *** ********** Gaining a ****** understanding ** *** ********** of ****** health within *** ******* ******** ********* **** ******* ** **** * ****** perspective ** ******* ***** issues ** ****** ****** ** the ******* Do *** have *** ******** as you ***** *** ************ **** ******** include my ************ ******* ** source *** ********* *** ********* ****** for *** ******* individually ***** ** student ****** **** ******* ******** ********* ********** **** *** project ************ Communal ******* activities **** ** scrutinized by *** ****** ** ***** ****** *** ******* and ********** ************* whose *********** **** **** for *** ******* My ************** **** *********** **** the ********** and *** ****** ** ***** the proposed ******* ** ******** *** ********** ******* **** ***** individuals particularly ***** that have *********** health ******** related ** ********** *** ******** ****** poverty *** **** ************* ****** spaces may ** ********* *** my ********** as * ************ may ** ********** concerns include my ********* to *********** ******** ****** from *** ************ ** *** ******* ************ ***** ******* access to proper **** due ** ********* ************ ****** levels will also be high during the project ************** *** ******* **** **** *** ******* may prove ******** *********** ********** *** ********* ********** ** **** of ****** experience *** prompt ** to *** *********** ************ and self-destruct when these **** * need to be strategically prepared ** ******* ************ ** *** ******* The ******** ******** **** ***** a ********* *** **** * ****** ** concern * must ** ******** with *** ******** aspects ** *** project ***** ********* impact and ****** effectiveness * ** **** concerned ***** *** participation of *** target population *** ********* ********** ****** *** to my ************ ******* ** ************** ***** ** to ******* my ****** through **** practical ********** *** ******* ***** ******** * **** ****** ** draw crucial ******* **** *** ******* *** ****** ***************** **** your project ******* human ******* ********* ** ** ***** **** your ********* *** *** ********* *********** to ********* ** * submission ** the ***** ********** *** ** ****** ****** ******** *** ******* ** IRB ******** **** *** **** ** ** ************ Does your practicum ******************* require you ** **** any trainings ** *************** If ** identify *** document **** **** *** ******** ********** ** if *** **** completed ***** ********* already? ************* ** ********************** *** **** ** be provided ** your Preceptor and MPH ********* ****** *********** **** **** ********* agency/organization ******* *** ** **** * ****** ********** prior ** ***** ******** If so ****** ******* the *********** *********************************** * **** * **** H ********* * **** * **** * ***** Hernandez * ****** *** ************ prophylaxis ****** ************* ** ***** ******* ***** *** *** ********* hesitancy of ****** ****** ************ ** ******* *** in ***** ******** Public *********** ********** T ***** * Malik M ****** * ****** * Hardy W * ***** Yamanis * ****** * *** ******* willingness *** ******* findings from mixed ******* ******** on *** ********** ***** black *** ****** transgender womenJournal ** ******** ****** ********** ********* *********** ************* **** ****** ********** ********* ******** ********* **************************************************** ** ** **** ********** ***********************************