How does hershey view modern science

On Earth Day , Hershey launched Green Teams , which are a group of passionate Hershey employees from all levels that come together out of a shared interest in environmental sustainability and in improving sustainability at Hershey and in the communities where we operate. Science-based targets are not about what Hershey can do for the world and are instead about what the world needs from Hershey.

Now is the right time to take stock of our impacts and co-collaborate on solutions to future-proof our growth and ensure we are around for the next years. Close Menu. We know the impact that our actions can have on our environment and our planet, which is why in January , Hershey committed to the Science Based Target Initiative.

In order to accomplish this goal, we must together across the business and look across our entire value chain to determine how we can most efficiently accomplish our SBTi. Foundational material will include integrative physiology of these organs. The students will develop the ability to differentially diagnose, describe treatments, and review management of nutritional disorders and support as well as diseases of the GI organs and liver.

The pathogenesis, pathology, differential diagnosis, clinical course and complications of GI and liver diseases will be covered, along with aspects of clinical management, especially the pharmacology of drugs used to treat them. The course will augment large-group classroom learning opportunities with problem-based learning, wet laboratory and simulation laboratory experiences.

This exam allows students to practice and demonstrate clinical skills in a standardized medical scenario. Students have the opportunity to demonstrate competency in communication, history taking, physical examination, clinical reasoning, medical knowledge, and integration of these skills. It is meant to be a fair and accurate way to assess competence, as well as identify areas that need more work and practice.

The pathogenesis, pathology, differential diagnosis, clinical course, and complications of GI and liver diseases will be covered along with aspects of clinical management, especially the pharmacology of drugs used to treat them.

Medical Ethics and Professionalism provides students with a framework for decision making in the face of common ethical challenges and addresses issues involving autonomy, informed consent, advance care planning, medical mistakes and truth-telling. This longitudinal course spans the full medical school experience with the main focus in Phases 1 and 2. In this new health systems component, students will experience a new Science of Health Systems curriculum, where they will learn the foundations of health systems, health care delivery, financing, insurance, population and public health, socio-ecological medicine, quality, safety, value, and teamwork and leadership.

Additionally, students will serve as patient navigators within the health system. Both the curriculum and patient navigator experience will allow students to develop the knowledge, skills, and attitudes to function effectively amid the complexities of an evolving health system. The goal of this course is to learn about the general principles, physiology actions, causes and consequences of insufficiency or excess chemical messengers that function as hormones.

These principles are then incorporated into the anatomy, histology and physiology of the female and male reproductive system, including pregnancy.

Basic disease processes and therapeutics, including pharmacology, are also covered. Communication focuses on exploring assumptions and biases that impact communication and communicating in dyads, teams, and larger systems. NBS incorporates basic neuroanatomy, neurophysiology, neurology, neuropathology, neuropharmacology, anesthesia, ophthalmology, radiology, behavioral science, and psychiatry.

The goal is for students to understand the structure of the human nervous system, the biological mechanisms that underlie the functions of the nervous system, the neural basis of behavior, and the diagnosis, pathology and treatment of diseases that affect the nervous system by incorporating these topics with clinical relevance.

The course also includes pathology wet labs and Neurology Day, where students interact in small groups with 14 patients who have various neurological disorders. Beginning in mid-February Required core clinical clerkships begin toward the end of Year 2. Clerkships are taught in three blocks. See clerkship details here. Select Fridays during clerkships, mid-February of Year 2 through January of Year 3 The Humanities in Clerkships curriculum is part of a broader Humanities stripe across the entire Penn State curriculum and provides an opportunity for students to talk candidly about their personal challenges and perspectives as they move through their clinical clerkships.

The sessions take place on designated Fridays during the course of the clerkship year. Health systems is embedded in the clerkships; there is an in-depth focus on health systems in the health equity clerkship. Required core clinical clerkships begin toward the end of Year 2 and continue in Year 3. The Kienle Group curriculum is part of a broader Humanities stripe across the entire Penn State curriculum and provides an opportunity for students to talk candidly about their personal challenges and perspectives as they move through their clinical clerkships.

The dorsal stream shown in green below emanates from the visual cortex to the top and sides of the brain and recognizes where objects are located in space.

It's thanks to the dorsal stream that we see the little flag on top of the brown triangle. The ventral stream, on the other hand in purple , projects from the visual cortex to the underside of the brain. This pathway makes sense of the brown triangle and little flag and recognizes it as something we've seen before: a Hershey Kiss. How does it do that, though? Actually, this ventral stream communicates with other areas of the brain responsible for attention, memory, and salience.

In other words, we recognize the image as a Kiss because of its iconic shape, the way it stands out next to the text of the logo and, most importantly, because we have memories of seeing the candy before. For the same reasons, we also recognize the image as a poo emoji because of its silhouette, color, and because we've used it in text messages.

Now here's a fun fact: I actually don't have a smartphone shocking, right? So in addition to being surrounded by chocolate paraphernalia everyday in my town, my brain didn't already have a sense of the poo emoji, so I wasn't phased by the image.

Not until the eyes were Photoshopped on, anyway. Perhaps there's no better indication of our modern world than comparing a year-old candy to a steaming pile of poo with eyeballs that we send to our friends through cyberspace. September 05, By: Jordan Gaines Lewis. Aa Aa Aa.