Travel Health Guidelines for Students Studying Abroad

Study-abroad programs offer students an exciting opportunity for learning and cultural exchange. Study-abroad programs are increasing in availability and geographic diversity; thus, students can expect to deal with cultures and environments that are very different from their own.

Students may be at increased risk of illness or injury due to these cultural and environmental differences, such as climate extremes, the presence of certain insects, inadequate sanitation, and poorly lit roads. Travel to developing regions of the world, especially for a period of several weeks or months, can be particularly challenging.

Few events can negatively impact the travel experience more than becoming sick or being injured while far away from home. To reduce health risks while studying abroad, the Centers for Disease Control and Prevention (CDC) recommends the following general guidelines for students:

Before travel

• Be sure to check with a health-care provider to make sure you are up-to-date with all routine vaccinations (i.e., measles, mumps, rubella, tetanus, diphtheria, pertussis, hepatitis A and B, meningitis, influenza, and polio). Diseases such as measles and mumps remain common in many parts of the world, including some developed countries.


• See a health-care provider or a travel medicine specialist, ideally 4-6 weeks before travel, to get any additional vaccinations, medications, or information you may need to stay healthy abroad. If it is less than 4 weeks before travel, you should still see a health-care provider since there may be some vaccinations, medications, or prevention information that could be beneficial to you. The section of the CDC Travelers' Health website entitled Travel Medicine Clinics has information about locating a travel medicine specialist or a travel clinic.


• It is especially important that you consult a health-care provider who specializes in travel medicine if you have a complicated travel itinerary (e.g., travel to rural areas of developing countries) or have a current medical condition that will need to be managed while abroad.


• Visit CDC's Travelers' Health website to educate yourself about any disease risks and preventive measures for the countries where you plan to study. If you are visting a developing country, you are at greater risk for illness or injury than those who travel to developed countries (e.g., Canada, Australia, New Zealand, Japan, and Western Europe), where the health risks are similar to those found in the United States.


• Prepare a travel health kit that includes
  
  
  
  • an ample supply of your prescribed medications in their original, clearly labeled containers (copies of all prescriptions should be carried, including the generic names for medications, and a note from the prescribing physician on letterhead stationery for controlled substances and injectable medications);
  
  
  • an antidiarrheal medication;
  
  
  • alcohol-based hand gel (containing at least 60% alcohol);
  
  
  • an antibiotic for self-treatment of most causes of acute bacterial illness;
  
  
  • a thermometer;
  
  
  • insect repellent containing at least 30% DEET if you plan to study in or visit a tropical or subtropical area;
  
  
  • the name and telephone number of your primary health-care provider;
  
  
  • a copy of your vaccination record.
  
  
  
  


• Familiarize yourself with basic first aid so you can self-treat minor injuries.


• Learn how to swim if you are inexperienced and plan to participate in recreational water activities while abroad.


• Consider a health insurance plan or additional insurance that covers medical evacuation in case you become sick or injured, if your plan does not already offer this service. Information about medical evacuation services is provided on the U.S. Department of State web page, Medical Information for Americans Traveling Abroad


• Identify in-country health-care resources in advance of your trip in case of a medical emergency. This is especially important if you have a pre-existing medical condition. The U.S. Department of State provides links to U.S. Embassy or Consulate websites for the country or countries you are visiting that can assist in locating Doctors/Hospitals Abroad. Several private travel medicine organizations provide assistance in locating medical care abroad; see Seeking Health Care Abroad in CDC Health Information for International Travel 2008.


• Register with the U.S. Department of State’s Travel Registration website, so the U.S. Embassy or Consulate in your destination country knows of your whereabouts in the case of an emergency when it might be necessary for a consular officer to contact you. This registration is especially important if you plan to stay abroad for longer than one month, if you will be visiting a country that has an unstable political climate, or if there is a natural disaster, such as an earthquake or hurricane.

While residing abroad
To reduce your risk of illness

• In developing areas, boil your water or drink only bottled water or carbonated (bubbly) drinks from cans or bottles with intact seals. Do not drink tap water or fountain drinks or add ice to beverages. Avoid eating salads, fresh vegetables and fruits you cannot peel yourself, and unpasteurized dairy products.


• Eat only food that has been fully cooked and served hot, and avoid food from street vendors. If living with a host family, discuss any food allergies or dietary preferences in advance.


• Do not touch animals, including domestic pets, and especially do not touch monkeys, dogs, and cats, to avoid bites and serious diseases (such as rabies and plague). If you are bitten or scratched by any animal, get medical attention right away, and immediately clean the wound well with large amounts of soap and water and a povidone-iodine solution, such as Betadine®, if available.


• Wash your hands often with soap and water, especially before meals and after going to the bathroom. If soap and water are not available and your hands are not visibly dirty, use an alcohol-based hand gel (containing at least 60% alcohol) to clean your hands. Cleaning your hands often with soap and water removes potentially infectious material from your skin and helps prevent disease transmission.


• If visiting an area where there is risk of malaria, use insect repellent and a mosquito net for sleeping, wear long-sleeved shirts and long pants outdoors between dusk and dawn, and make sure to take your malaria prevention medication before, during, and after your trip, as directed.


• If you are visiting a country that has experienced an avian flu (bird flu) outbreak, avoid poultry farms, bird markets, and other places where live poultry is raised or kept. For more information, see the Outbreak Notice: Guidelines and Recommendations, Interim Guidance about Avian Influenza A (H5N1) for U.S. Citizens Living Abroad.


• Be aware that sexually transmitted diseases (STDs), including HIV/AIDS, are among the most common infections worldwide. The most reliable way to avoid transmission of sexually transmitted diseases is to abstain from sexual activity or to be in a long-term mutually monogamous relationship. For people whose sexual behaviors place them at risk for STDs, correct and consistent use of latex or polyurethane condoms when engaging in sexual activity can greatly reduce a person’s risk of acquiring or transmitting STDs, including HIV infection. For more information see Sexually Transmitted Diseases.

For your safety

• Automobile accidents are the leading cause of preventable deaths in travelers. Wear your seat belt and follow the local customs and laws regarding pedestrian safety and vehicle speed. Remember to check on what side of the road people drive, because this may differ in the country or countries you will be visiting. Use helmets when riding bicycles and motorcycles.


• Remember not to drink alcoholic beverages and drive. The most important risk factor for road traffic injuries is the presence of alcohol in the blood of a driver or pedestrian who is injured.


• Be aware of the cultural impact of being involved in or causing an accident that includes injury to the local population. In unfamiliar or foreign environments, utilize a local driver. It is important to note the legal age for driving varies by country.


• Swim in well–maintained, chlorinated pools, and only if you are an experienced swimmer. Drowning is also a leading cause of death in travelers.


• If visiting an area which has risk of water-borne infections (i.e., schistosomiasis), do not swim in lakes or streams or other fresh bodies of water.


• When spending time outdoors, wear sunblock for protection from harmful effects of UV sun rays. This is especially important if you are visiting tropical areas or areas in high altitudes. See Sunburn and Skin Cancer Questions and Answers for more information.


• To prevent infections such as HIV and hepatitis B, avoid receiving tattoos, body piercings, or injections.

After your return

On return from study abroad, if you are not feeling well or have been injured, get medical attention, including psychological support and counseling, if necessary.

• It is especially important for you to get health care if you have a fever, rash, cough or difficulty breathing, or any other unusual symptoms.

If you are returning from malaria-risk areas and become sick with a fever or flu-like illness, for up to 1 year after your return, get immediate medical attention and be sure to tell the doctor or health-care provider your travel history.

Opportunities in Speech & Hearing Science

Speech disorders can arise in various parts of the nervous system and muscles and other apparatus involved in speech. These may lead to inability to communicate effectively. Some of these disorders however are disturbances of language rather than of speech since they result from an impaired ability to understand or to form words in the language centres of the brain rather than from any defect in the apparatus of speech production. People with speech and language disorders can be helped by speech therapy. Hearing impairment (deafness) may be complete or partial inability to hear.

Total deafness is usually congenital. Mutism – refusal or inability to speak – is a symptom off profound congenital deafness. Rehabilitation professionals in this field help people with three inter-related problems of speaking, language, and hearing. There are three types of professionals – speech and language therapists, audiologists, and teachers for the hearing impaired. Speech therapists diagnose and evaluate the individuals, speech and language abilities and plan treatment programmes to restore or develop patient’s communication skill. Audiologists are concerned with the prevention of hearing impairment.

Speech and hearing science is the study of normal functioning and disorders of the auditory system, the speech mechanism, and language processing. It is a diverse field with connections to a number of other disciplines, including anatomy, physiology, psychology, linguistics, medicine, and education. Students pursuing a major in speech and hearing science are introduced both to basic and applied research and to clinical applications. Ultimate career paths can include speech science, hearing Science, speech-language pathology, or audiology.

Hearing, speech, and language scientists study such topics as sound localization, speech perception, and language learning in both normal and impaired persons. Their research may be basic in nature or may be more applied, as in studies of the effectiveness of clinical hearing aids or voice therapies.

Speech-language pathology and audiology are concerned with evaluation, treatment, and research in human communication and its disorders. Speech-language pathologists assess and treat persons of all ages with speech, language, voice, and fluency disorders. They also may work with people who have oral motor problems that cause eating and swallowing difficulties. For individuals with little or no speech, speech-language pathologists select alternative communication systems, including automated devices and sign language, and teach their use.

Audiologists specialize in prevention, identification, assessment, and rehabilitation of hearing disorders. When a hearing loss exists, they determine the nature and extent of the hearing loss and recommend appropriate treatment, including hearing aids or other assistive devices. Audiologists also test noise levels in workplaces and conduct hearing protection programs.

For more info visit http://www.employmentnews.gov.in/career_details-career-opportunity-in-speech-hearing-science-232.html

Career Discussion Tips

“Career discussions” are essential to career management. This website provides a great deal of information on careers, and links you to a lot of internet-based tools and resources. But the real mover of most career management comes in career discussions. Planning and carrying out a discussion of career issues can be challenging. Everyone means to do it, but often the career discussion becomes a few minutes tacked onto the annual performance review. So just what makes for a really useful conversation about your career? In this article we’ll look first at who career conversations can be held with, and then share tips for how to set them up. In part 2, we’ll look at tips for conducting the discussion itself.

Career discussions can be held with a wide variety of people. There’s really no limit…the list of useful people should begin with your immediate supervisor or manager, but can include other people in your area’s management team. Really, anyone who can give you useful guidance or answer your questions is a potential career advisor. This can include people such as formal or informal mentors, counselors, coaches, and Human Resource Management and Development Specialist within HR. People who know you well from other parts of your life can provide advice, as can other NASA people who you believe to have information that could be useful. The key is not who or where people are, but rather what they can say that will help you move forward.

Having said that, there are some basic tips that apply to setting up any useful career discussion:

Complete relevant self-assessments
Knowing yourself and your needs and wants is the first step in career self-management. Don’t approach help-providers with a totally blank slate on which you want them to write their thoughts. Rather, explore through instruments, feedback and counseling just who you are, what you have to offer, and some preliminary thoughts about what you want. Asking for feedback and reaction on these can be a good starting point.

Print out or send ahead any relevant documents
Much career-related data can be shared usefully ahead of time. Various forms and other pieces of feedback that you may have collected can be printed out and taken along (e.g., Individual Development Plan, mission statements, career goals, etc.). You might have to explain some of these in order for your guide to truly understand them. Or, you can offer to send them on ahead for him or her to read.

Determine and communicate the focus of your conversation
Career discussions work best when they have a definite purpose. While people may be helpful, it can be confusing to try responding to very general wishes to “give me some feedback,” or “help me think things through.” Depending on where you are in the career self-management process, you might want to focus on: interpreting feedback results, gathering information on options, getting feedback on a first draft career goal, or learning another person’s experience in a new role you’re considering. Clarity and specificity make it easier for people to help.

Determine outcomes
Related to the previous point is the need to have in mind a particular outcome from the career discussion. Based on where your focus will be, consider just what you want to get by the end of the conversation. This could be “a thumbs up or down judgement on my new career goal,” or “a list of other people who have made the change I’m considering,” or “suggestions for how I should develop the skills I need for that new position.” Knowing where you’re going will make it easier to set up and manage the conversation.

Schedule a time free of interruptions
Everyone’s busy. Some of the people who can help you most will be especially busy. The nature of career conversations makes it important to have uninterrupted, dedicated time. With people in management roles, you might want to ask for time away from their office, so there will be no interruptions. Depending on who you’re meeting with, meetings in the cafeteria might be useful (although they also can involve distractions). In any case, ask for some dedicated time.

Things to remember before and after your exams.

What are the most important things to do the night before an exam?
Don’t skip meals. Food is fuel for the brain, so make sure you get enough of it. Get some sleep, so you’re not tired for the big day. Get some fresh air and exercise.

What should I do on the morning of the exam?

• Eat breakfast – it’s hard to concentrate on an empty stomach.


• Give yourself plenty of time to get to the exam.


• Read all the instructions carefully when you’re in the exam room, and make sure that you understand the question before you start to answer it.


• For essay questions, write a plan first to help make sure you don’t miss anything out. Don’t spend too long on any one question – although it makes sense to spend longer on a question with 20 marks than one with only two.

Golden rules for revision

• Keep the noise down. Find yourself a quiet place to work and take regular breaks to keep your mind fresh.


• Reminders. Write important points, facts and formulae on sheets of paper and stick them by your bed, in the bathroom, on the fridge - anywhere you’ll see them regularly so they will sink in.


• Test yourself. Sit down and test yourself with past exam papers and try them against the clock.


• Highlight. The first time you read something, highlight the most important points. Use different colours and symbols to help you remember the important facts.


• Break it down. Summarise or break down whole chapters and subjects onto cards or single sheets of A4.


• Plan it. No matter how clever you are, the odd hour slotted round the TV or sports practice isn’t enough. Before you start, draw up a revision plan and keep to it. Give each subject a decent amount of time.


• Tape it. You could try putting important information on tape – some people find this helps them remember.

Life after exams
It’s important to keep things in perspective when you’re waiting for your exam grades. Yes, it’s great if you do get the grades you want, but it’s not the end of the world if you don’t. Remember, you can retake them next year. There’s always the option of taking them again later in your career.

Think positive! If you believe you’re going to succeed, you probably will.

Choosing the best career that suits you

What are they and why do I need them?
Qualifications prove you've acquired knowledge or developed skills. They're documents that prove your achievements. For some careers like medicine and law, it's essential you have specific qualifications. For others, such as journalism, it helps to have a particular qualification.

You'll need qualifications to get onto certain courses. Most universities set entry requirements for degree courses. Mature entrants don't always need formal qualifications, but need evidence of recent study, relevant work experience or professional qualifications.

What type of course should I do?
There are work-related (vocational) and academic courses; and practical and theoretical courses. Further education colleges offer academic courses and work-related courses. Universities offer higher education qualifications, such as academic first degrees, and higher degrees, and the more vocational BTEC Higher National Diplomas.

For plumbing, a vocational course is essential. For teaching you need a degree. However, for many jobs, you have a choice between academic and vocational courses. A vocational course is better if you like doing things and learning practical skills. You might prefer an academic course if you like researching, analyzing and presenting arguments.

Which type of study would suit me best?
Do you prefer on-the-job training - or do you prefer to research and gather facts? Do you like working in a group covering the same topics and working towards the same goal?

If you want to work on your own, at your own pace, an open or distance learning course might suit you. You study from home, with the help of tuition packs, computers and tutor support via telephone or e-mail. You can speed through the course or take your time. But you do need self-discipline and motivation.

What about my financial circumstances?
Be realistic about the costs. Can you afford to give up work and study full-time? Full-time study will usually affect your financial and personal circumstances the most. Investigate sources of funding. Funding for adult, further and higher education is complicated. It depends on the type of course and your personal circumstances. Work out your outgoings - mortgage, rent, bills etc. Review your assets and income, (house, savings, partner's income) and see what your budget is.
There are hidden costs too such as daily travel, books, equipment, and money for trips. Think about equipment - will you need a computer for example?

How can I be sure I'm making the right choice?
Be realistic about your chances of success. It's easy to make snap decisions about wanting to change career. If you've not been in education for a while think about a course to ease you back in. Be clear of your goal. If you've decided on a particular job, get an idea of what the job's about and if you'll like it. Read careers information, buy trade magazines, and speak to people currently working in the job.

This research is well worth it. It's better to take your time rather than doing a course that leads to a job you might not really want. You'll ensure that you don't waste any time or money.