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ANT 2331 GLOBAL HEALTH THROUGH THE EYES OF LONDON Linda M. Whiteford, Ph.D., MPH, Summer 2012 Syllabus 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) 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 The global context of disease The role of history and culture in the spread of disease Environmental, human and insect vectors of disease Disaster mitigation, reduction and recovery Global mobility and disease change Zoonotic and botanical health interventions Forensic science in a multicultural global city 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 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; 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; 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 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