Download ANT 2331 GLOBAL HEALTH THROUGH THE EYES OF LONDON

ANT 2331 GLOBAL HEALTH THROUGH THE EYES OF LONDON
Linda M. Whiteford, Ph.D., MPH, Summer 2012 Syllabus
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3 weeks in London
3 credits (45 contact hours) 6 hours of contact hours for 5 days each week
will fulfill a General Education requirement
will fulfill a study abroad requirement
optional week-end activities such as a trip to Oxford, Bath or Cambridge (not included in course fees)
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This course is part of the University of South Florida’s Foundations of Knowledge and Learning (FKL)
Core Curriculum. It is certified for Human and Cultural Diversity in a Global Context Core Area and for
the following dimensions: Critical Thinking, Inquiry-based Learning, Global Context, and Human and
Cultural Diversity. Students enrolled in this course will be asked to participate in the USF General
Education assessment effort. This might involve submitting copies of writing assignments for review,
responding to surveys, or participating in other measurements designed to assess the FKL Core
Curriculum learning outcomes.
Course materials will be digitized
whenever possible and available
EQUIRED ATERIAL
on jump drives.
R
M
 WHO publications various available on-line
 Litsios, Socrates
2001 Plague Legends: From the Miasmas of Hippocrates to the
**Microbes of Pasteur. Science & Humanities Press, Chesterfield, MO.
 Desowitz, Robert
1981 New Guinea Tapeworms and Jewish Grandmothers: Tales
**of Parasites and People. Norton & Company, Inc., New York, NY.
 Whiteford, Linda M. and Robert T. Trotter
2008 Ethics and Anthropological Research and Practice.
**Waveland Press, Inc., Long Grove, CA.
RECOMMENDED MATERIAL
 Levine, Ruth
2007 Case Studies in Global Health: Millions
**Saved. Jones & Bartlett Publishers, Burlington, MA.
 Leadership Skill- building materials
GRADING
{
50% = Participation
Class discussions: 20%
Site Visits: 20%
Skill-building workshops: 10%
25% = Daily journal
25% = Business Plan
Written Paper: 15%
Presentation: 20%
A = 90-100% (“excellent”)
B = 80-89% (“good”)
C = 70-79% (“average”)
D = 60-69% (“poor”)
F = <60% (“failing”)
All scores will be rounded to the nearest whole
integer at the end of the course. (Example: 89.5
or higher will round up to an ‘A and 89.49 or
lower rounds down to a ‘B’.)
PARTICIPATION
Participation in class discussions, site visits, and skill-building workshops includes reading the
assigned material before attending the classes, museum visits, and workshops; attending the classes,
visits and workshops, and actively participating in the discussions and activities.
DAILY JOURNAL
Written commentary in a daily journal that includes:
 Reflections on visits, lectures, group project development, and other aspects of the course on global
**health that the student finds significant, transformative, challenging, inspiring, or worthy of further
**exploration;
 Brief analysis of how global health issues might be manifested within the student’s chosen
**disciplinary field; the evolution of their individual exploration of career opportunities, and how one
**might pursue career development in this field.
BUSINESS PLAN
Development of a business plan for a team project that will address a real world problem related to the
Grand Challenge of Global Health. Students will:
 Identify the nature and context of the problem based on what they have learned in the program;
 Isolate a particular aspect of the problem on which to focus;
 Identify a collaborating community organization (either local or global) for the implementation of the
**project;
 Develop specific objectives and strategies to address the identified challenge.
 Identify key contacts and partners that will be crucial in making the project a success.
 Create a realistic and comprehensive budget and identify potential sources of financial support.
 Devise a method for measuring progress and identify metrics to measure project outcomes;
 Set up a month-by-month timeline of goals and benchmarks;
 Present their project proposals to their counterparts in the class and defend their intended approach.
COURSE TOPICS
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The global context of disease
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The role of history and culture in the spread of disease
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Environmental, human and insect vectors of disease
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Disaster mitigation, reduction and recovery
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Global mobility and disease change
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Zoonotic and botanical health interventions
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Forensic science in a multicultural global city
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Ethics and community observation.
STUDENT OUTCOMES
After the successful completion of this course the student will be able to:
 Identify the local and global influences and perspectives that shape
**and help define human diversity with regard to global health issues
 Assess the different causes of disease (social, environmental, biological, economic, etc.)
 Analyze the ways in which differences of access and equity in healthcare are
**accorded to individuals and groups in various contexts and how such variations
**influence how they might experience the world in terms of wellness.
 Cite a range of potential career paths across a variety of
**disciplines that address the challenges of global health
 Synthesize new information into their respective disciplinary orientations
 Apply new concepts to new situations or different venues
 Evaluate the efficacy of proposed strategies to translate knowledge into effective action.
COURSE DESCRIPTION
Royal Albert Hall
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This course is designed to provide students with the academic knowledge, professional
leadership skills, and personal experiences to assess and potentially pursue a range of
emerging career paths in fields of growing global importance;
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Using global health as a lens, this course will introduce students to some critical and
complex interdisciplinary challenges that are likely to shape the world in the future. It
combines classroom and experiential learning while accessing the extraordinary resources
of a major global capital city—London;
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Through interactive learning strategies, site visits, and seminars with guest experts from
government, the private sector, and non-governmental agencies, the program uses a
problem-based, active learning model;
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In addition to providing a solid historical and theoretical understanding of the complex
challenges of global health, this approach provides a foundation for developing selfreflective, analytical, culturally appropriate leadership skills enabling students to effect
positive change within a globally diverse setting, either at home or elsewhere in the world.
COURSE OBJECTIVES
The course is designed to meet the following learning objectives:
 Understand the global context of disease
!
 Understand contemporary theories for studying the prevention and treatment of diseases
 Understand contemporary theories for studying illness
**experiences from a cross-cultural perspective
 Think critically about the ways in which disease spreads in
**different historical, cultural, and environmental contexts
 Develop potential solutions or potential intervention
**programs for addressing global health problems
 Create a business plan for a potential project on your chosen topic
METHODOLOGY
Through interactive learning strategies, site visits, and seminars with guest experts from government,
the private sector, and non-governmental agencies, the program uses a problem-based, active learning
model. In addition to providing a solid historical and theoretical understanding of the complex
challenges of global health, this approach provides a foundation for developing self-reflective,
analytical, culturally appropriate leadership skills enabling students to effect positive change within a
globally diverse setting, either at home or elsewhere in the world.
QUESTS
Participants visit a range of London neighborhoods to understand the complex, multiethnic urban
environment by meeting with its leaders. On their return, they will analyze and reassess their own place
in the new environment.
ACTION LEARNING GROUPS
Participants form small groups over the length of the course. They meet regularly to discuss their own
actual leadership challenges and work on them together. This is a particularly powerful experience
given the diversity within the group. It guarantees that very different approaches and perspectives will
be considered.
SIMULATION
A simulation experience is tailored to the local situation and topic. The aim is to challenge participants
to work out how the microcosm of the place in which they are based works and how the many
stakeholders interconnect. From this they must negotiate partnerships that will benefit the place as a
whole. Contributors from many sectors join in to offer insights and question assumptions.
DIVERSITY EXERCISE
The diversity exercise is a structured group activity that uses deliberately contentious statements to get
the group expressing different opinions. The exercise is designed to reveal different points of view,
how leaders respond to difference and how one overcomes personal biases in different situations. As
participants often work in groups, individual learning logs, storytelling and 360 feedback are used to
help students assess learning.
MASTER CLASSES
An opportunity for participants to ask tough questions and interview role models and experts in
different areas of leadership from a variety of sectors within the London area. Students can gain insight
into new career paths and explore ways to prepare for professional roles related to this broad and
complex field.
CLASS SCHEDULE
MON. t MAY 28
topic:
Orientation &
City Tour
activity:
City tour
location:
Classroom and
city tour (INTO)
activity:
Inaugural Master
Class
location:
INTO Classroom
(LMW)
reading:
WHO publications
online
City of London
Museum (LMW)
London Guide
location:
INTO Classroom
(LMW)
reading:
New Guinea
Tapeworms… (all)
TUES. t MAY 29
topic:
“Global Health” –
what is it and how
is it defined?
Why are we in
London?
WED. t MAY 30
topic:
Beliefs of cause and
cure/vectors and
viruses
activity:
Master Class
Guided outside
activity
Medicine at Tooting
Tooting Walking Tour
Visit to St. George’s
College of Medicine.
(PK)
THUR. t MAY 31
topic:
Leadership Skills
workshop
activity:
Master Class:
In-class activities
location:
INTO Classroom
(JB)
reading:
TBA
location:
Wellcome Museum
(LMW) and Wellcome
Museum docent
reading:
Ethics for
Anthropological
Research (all)
Student observations
FRI. t JUN. 1
topic:
History of Infectious
Disease – From
Miasmas to Microbes
activity:
Lecture (LMW) and
Guided outside
activity
Plague Legends
Prologue and
Introduction Part I
CLASS SCHEDULE CONT.
SAT. t JUN. 2
Free day!
Broad Street Pump
SUN. t JUN. 3
Free day!
MON. t JUN. 4
topic:
History of Infectious
Disease – From
Miasmas to Microbes
activity:
Master Class;
In-class activities
location:
INTO Classroom
(guest speaker: PK)
reading:
Plague Legends:
Origen of Epidemics;
Germs of Contagions:
Epidemic Constitution
location:
The London
Medical Examiner’s
office (PK)
reading:
Plague Legends:
Part II (all)
location:
Classroom (LMW)
reading:
Plague Legends:
Part III (all)
Student observations;
London walking tour: Team development
Bank Street Pump
(Cholera)
TUES. t JUN. 5
topic:
Infectious and
Contagious Global
Diseases: Disease
Profiles
activity:
Community and
Guided activity
WED. t JUN. 6
topic:
activity:
Infectious and
Master Class
Contagious Global
Diseases: 18th and 19th
Century History
London Walking tour
Broad Street Pump
(Cholera) Walking
Tour
CLASS SCHEDULE CONT.
THUR. t JUN. 7
topic:
Case Studies in
Global Health
(Ruth Levine)
activity:
Community and
Guided activity
location:
The Institute for
Global Health
Innovation Imperial
College, London
(LMW)
reading:
Global Health (Ruth
Levine) foreword,
ch.1-4
activity:
Master Class
and individual and
team work
location:
INTO Classroom (JB)
reading:
TBA
FRI. t JUN. 8
topic:
Leadership Skills
Workshop; How to
conceptualize and
write a business plan
SAT. t JUN. 9
Free day!
Science Museum, 4th
and 5th floors (optional
but encouraged)
SUN. t JUN. 10
Free day!
Science Museum
MON. t JUN. 11
topic:
Case Studies in
Global Health
(Ruth Levine)
activity:
Master Class
In class activities
Student observations
location:
INTO Classroom
(KP) or other
location TBD
reading:
Global Health (Ruth
Levine); Ch. 5-8, 9-14
CLASS SCHEDULE CONT.
TUES. t
JUN. 12
topic:
Case Studies in
Global Health
(Ruth Levine)
activity:
Master Class
location:
INTO Classroom
(LMW)
reading:
Global Health (Ruth
Levine); Ch. 15- 20
In class activities
Museum visit
Student observations
WED. t JUN. 13
topic:
Leadership skills
workshop and
development of a
business plan
activity:
Lecture and
Guided activity
location:
INTO Classroom (JB)
reading:
TBA
activity:
Individual and
team activities
location:
Outside of classroom
(LMW)
reading:
none
activity:
Judging team
presentations
location:
INTO Classroom
reading:
none
THUR. t JUN. 14
topic:
Team preparation of
business plans and
presentation
FRI. t JUN. 15
topic:
Final team
presentations
Farewell dinner!!!
London City Hall and the Tower Bridge
COURSE POLICIES
DISABILITY POLICY
According to university policy, “students with disabilities who require reasonable accommodation in order to
meet the academic requirements of the USF System or to participate in activities or services must request an
accommodation in writing from the students’ campus office of Students with Disabilities Services (SDS). Such
requests must be accompanied by documentation of disability and an explanation of any documentation related to
the need for the particular accommodation requested. SDS is responsible for approval of submitted
documentation”. The student should also contact the instructor to discuss their specific needs.
RELIGIOUS OBSERVANCES
According to university policy, “students are expected to notify their instructors at the beginning of each
academic term if they intend to be absent for a class or announced examination, in accordance with this policy.
Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be
given reasonable opportunities to make up any work missed”. In this course, students must notify the instructor on
the second day of class if they will miss any class or assignment during the semester. They will then be given
instructions on how to make up the work.
S/U GRADING
Request for S/U grading must be received by the instructor no later than the third class session. An S grade will
be considered the equivalent of an A, B, or C. A grade of U will be equivalent to a D or F.
INCOMPLETES
Incomplete grades will be granted only for specific missing assignments and only if the student negotiates a
contract with the instructor to complete the missing work before the last day of class. Incompletes will be
offered at the sole discretion of the instructor and the instructor has the right to request documentation of the
reasons why an incomplete is sought. If an agreement is not reached and the student does not turn in the missing
work before the established deadline, an incomplete grade will not be granted.
LECTURE NOTES
The sale of notes or tapes from this class is strictly prohibited.
Houses of Parliament, Big Ben and Westminster
Abbey as seen from the London Eye
COURSE POLICIES, CONT.
ACADEMIC DISHONESTY & PLAGIARISM
USF defines plagiarism as “the appropriation of another person’s ideas, processes, results, or words without
giving appropriate credit.” It is your responsibility to read and understand the university’s policy on academic
dishonesty (http://www.ugs.usf.edu/catalogs/0809/adadap.htm). By enrolling in this course, you agree to follow
university policy on this matter. The instructor reserves the right to submit assignments through SafeAssign in
order to detect cases of plagiarism. Any student who plagiarizes will receive an automatic grade of “FF” for the
course.
ACADEMIC DISRUPTION
Academic disruption is defined as “the act or words of a student in a classroom or teaching environment which in
the reasonable estimation of a faculty member: a) directs attention from the academic matters at hand, such as
noisy distractions; persistent, disrespectful or abusive interruptions of lecture, exam or academic discussions, or
b) presents a danger to the health, safety or well being of the faculty member or students”
(http://www.ugs.usf.edu/catalogs/0607/adadap.htm). Policies regarding disruption are covered in the University
catalogue and the Student Code of Conduct. For the purposes of this class, the instructor will follow these policies
(http://www.ugs.usf.edu/catalogs/0607/adadap.htm).
LATE WORK
If a student fails to complete in-class and homework or out of class assignments according to the time stipulated by
the instructor, the student will not be able to make up the work unless the absence is justified and documented
(i.e. doctor’s note). The student will then have a maximum of one week (starting on the date the class was missed)
to turn in the work. In the event that the student’s absence is unexcused, late work will not be accepted.
RESPECT
It is expected that students will conduct themselves with respect towards their fellow students and the instructor. If
you attend class, do not arrive late or leave early. The use of cellular phones and pagers during class is strictly
prohibited. When sending emails to the instructor, make sure you address the email correctly and use a formal
respectful tone.
The instructor reserves the right to make changes to
the course schedule and content. All changes will be
announced in class.
The London Eye