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In September 2003, the Association of Schools of Public Health administered an online survey to representatives of all 33 accredited US schools of public health. The survey assessed the extent to which the schools were offering curriculum content in the 8 areas recommended by the Institute of Medicine: communication, community-based participatory research, cultural competence, ethics, genomics, global health, informatics, and law/policy. Findings indicated that, for the most part, schools of public health are offering content in these areas through many approaches and have incorporated various aspects of a broad-based ecological approach to public health education and training. The findings also suggested the possible need for greater content in genomics, informatics, community-based participatory research, and cultural competence.

Objectives: In 2014, the National Board of Public Health Examiners performed a job task analysis (JTA) to revise the Certified in Public Health (CPH) examination. The objectives of this study were to describe the development, administration, and results of the JTA survey; to present an analysis of the survey results; and to review the implications of this first-ever public health JTA.

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Purpose – Unlike other health professions, there has historically been no licensing, registration, or certification of public health practitioners to demonstrate their qualification to the public and employers. The purpose of this paper is to outline the rationale for developing public health workforce certification, describes the certification process developed by the National Board of Public Health Examiners (NBPHE), and explains how it is affecting public health education and practice. Design/methodology/approach – This paper is a narrative review from records of NBPHE. Findings – The Association of Schools and Programs of Public Health commissioned a formal study of health worker credentialing in 1989 and created a task force in 1999 to determine the need for public health credentialing. Based on input from public health leaders and stakeholders, the NBPHE was formed in 2005 to offer the Certified in Public Health (CPH) examination. The first CPH examination was administered in 2008. Uptake of the CPH was strong the first year (693 examinees), dropped by nearly half (369 examinees) in the second year, and then increased each year through 2015. Part of the increase may be due to eligibility revisions for taking the CPH examination. Eligibility for taking the CPH examination was revised in 2010 to include graduate students in public health and in 2015 to include candidates with a bachelor degree from any field and at least five years of work experience in public health. The NBPHE is piloting open professional eligibility for candidates with no formal education in public health and at least five year’s public health work experience. Schools and programs of public health accredited by the Council on Education for Public Health (CEPH) view the CPH examination as a useful tool in curriculum assessment and improvement and for maintaining CEPH accreditation. Several schools and programs of public health have begun requiring all graduate students to take the CPH examination. The CPH credential is also increasingly being used as a hiring factor among employers. Originality/value – NBPHE’s CPH credential is unique in the world. Foreign students graduating with American public health degrees have been taking the exam before returning to leadership roles in their own country. The CPH program described can serve as a model for other nations.

An inspiring leader. A modest man of oversized accomplishments. A visionary with the passion, intellect, and character to move conversation into action. Those are among the encomiums voiced by the colleagues and friends of Harrison Spencer upon his untimely death last August at the age of 71, as they recalled an exceptional life of dedication and a career that stretched from Atlanta to Africa, Geneva to London, San Salvador to New Orleans, and ultimately to Washington, DC. ''Harrison is best described as a problem solver,'' said Georges Benjamin, MD, executive director of the American Public Health Association. ''Fifteen minutes with him on a curbside was in many ways worth hours of discussion with other people.'' Stellar educational credentials helped shape Spencer's thinking: undergraduate work at Haverford College; a medical degree from the Johns Hopkins University School of Medicine; a master's degree in public health from the University of California, Berkeley, School of Public Health; and a diploma in tropical medicine and health from the London School of Hygiene & Tropical Medicine. Two years of training at the Epidemic Intelligence Service of the Centers for Disease Control and Prevention (CDC) reinforced his lifelong commitment to building a healthier planet. The depth of Spencer's talent was further honed in leadership positions of increasing responsibility. He held impressive titles at some of the world's finest institutions, served on numerous committees and boards, and earned membership in many prestigious professional societies. But ultimately, it was his personal style that gave him so much influence. He knew that to build an organization or transform a field, he had to bring the right people along. ''It was never about Harrison. It was always about what he was doing in collaboration with others,'' said William Roper, MD, MPH, dean of the School of Medicine and vice chancellor for medical affairs at the University of North Carolina at Chapel Hill. ''He was the model of a servant leader,

In this paper Allison Foster (Rootstein Hopkins Foundation Archive Cataloguer) and Jack Maynard (Rootstein Hopkins Foundation Conservator) discuss the processes and challenges faced by them when cataloguing, digitising and preserving the Audio Arts Archive held at Tate Archive and the future plans and legacy of the project