In this course, we will seek to interpret capitalism using ideas from biological evolution: firms pursuing varied strategies and facing extinction when those strategies fail are analogous to organisms struggling for survival in nature. For this reason, it is less concerned with ultimate judgment of capitalism than with the ways it can be shaped to fit our more specific objectives Š—– for the natural environment, public health, alleviation of poverty, and development of human potential in every child. Each book we read will be explicitly or implicitly an argument about good and bad consequences of capitalism.

The Center for Health and Health Care in Schools supports the good health of children and adolescents by working with parents, teachers, health professionals and school administrators to strengthen successful health programs at school.This web site combines information on key school health issues with guidance on organizational and financing challenges. High-quality school health programs are the most direct, efficient ways to assure that all children get the help they need to lead healthy and productive lives.

This activity engages students in the analysis of climate data to first find areas in the southern United States that are now close to having conditions in which the malaria parasite and its mosquito hosts thrive and then attempt to forecast when areas might become climatically suitable.

This video illustrates conditions under which two infectious diseases - cholera and dengue fever - flourish, and how climate change is likely to exacerbate those conditions. Note: you may need to scroll down the Changing Planet video page to get to this video.

Using the American Civil War as a baseline, the course considers what it means to become “modern” by exploring the war’s material and manpower needs, associated key technologies, and how both influenced the United States’ entrance into the age of “Big Business.” Readings include material on steam transportation, telegraphic communications, arms production, naval innovation, food processing, medicine, public health, management methods, and the mass production of everything from underwear to uniforms—all essential ingredients of modernity. Students taking the graduate version must complete additional assignments.

This video documents the effects of increasing global temperatures on biodiversity (changes in distribution, range, and numbers) and human populations. Adaptations to climate change are also outlined.

This Jigsaw exercise has students discuss radio stories from the Yale Climate Connections (YCC) project as a team to deepen their thinking around climate change issues.

SYNOPSIS: In this lesson, students explore how climate change is impacting public health in New Jersey, understand the difference between climate mitigation and climate adaptation, and create a video advocating for a climate adaptation strategy related to public health in New Jersey.

SCIENTIST NOTES: This lesson challenges students to consider the impacts of climate change on public health. The video defines public health in simple terms and how it affects and will affect students’ lives. Students are then encouraged to discuss how some of the quotes from the video make them feel and to investigate how climate change is linked to public health and justice. The differences between climate mitigation and climate adaptation are outlined, and sources are provided for further investigation. The lesson also includes links to credible sources to help students with their investigation. Students are encouraged to use their creative thinking skills to create a short video about climate adaptation strategies that could benefit New Jersey. This is a good lesson to challenge students' critical thinking and creative skills.

POSITIVES:
-Students collaborate with their peers to create short videos as the assessment in this lesson.
-Students get voice and choice as they select a climate adaptation strategy that matters the most to them.
-If you teach multiple classes, you may be able to share the videos from all of your classes with all of your students.

ADDITIONAL PREREQUISITES:
-Students should have access to the Teacher Slideshow on their own devices in order to explore example climate adaptation strategies, access links, and conduct research.
-There may be student confusion when explaining the difference between climate mitigation and climate adaptation. Students may need more guidance as they choose their climate adaptation strategy. For example, students may gravitate toward "more renewable energy" or "more electric cars." Both of these are examples of climate mitigation strategies. Guide them toward climate adaptation strategies instead.
-Some students may select climate adaptation strategies that are not directly related to public health. This may include building sea walls or planting more drought-resistant crops. These are climate adaptation strategies, but they are not directly related to public health.
-Students can use the examples of how climate change impacts public health in New Jersey on the Teacher Slideshow to brainstorm ideas when choosing a climate adaptation strategy.

DIFFERENTIATION:
-It may be best to group students of mixed ability. Conducting research for their videos might be the trickiest part of the lesson, and students with strong research skills and media literacy may be able to guide their groups.
-Students can take turns being the videographer for their group.
-You may require all students to have speaking roles in their videos. One student may also be the designated videographer for the group.
-You can have students write scripts for their videos before recording. Other groups, however, may simply want to record their videos over and over again until they get a good take.
-Students can record their videos on school-approved devices like laptops, iPads, or iPods. If these devices are not available, it may be necessary to have students use their personal devices.

Through this lesson plan your students will learn that human induced climate change causes biodiversity disturbances and could be responsible for the increased risk of animal virus spillover into human populations. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Biological and Environmental Sciences. The lab allows students to explore the impact of climate change on an organism of their choice by doing a diachronic analysis of data from Global Biodiversity Information Facility (GBIF).

This short video addresses the effects of heat waves on human populations, with Black residents of Milwaukee, Wisconsin, as the visual subjects. The narrative is done by a young spoken- word artist.

D-Lab: Water, Climate Change, and Health is a project-based, experiential, and transdisciplinary course. Together with peers and experts, we will explore the vitally important interface of water, climate change, and health. This course addresses mitigation and adaptation to climate change as it pertains to water and health. Water-borne illness, malnutrition, and vector-borne diseases represent the top three causes of morbidity and mortality in regions of our focus. Students submit a term project, setting the stage for a lifelong commitment to communicating climate science to a broad public.

D-Lab: Water, Climate Change, and Health is a project-based, experiential, and transdisciplinary course. Together with peers and experts, we will explore the vitally important interface of water, climate change, and health. This course addresses mitigation and adaptation to climate change as it pertains to water and health. Water-borne illness, malnutrition, and vector-borne diseases represent the top three causes of morbidity and mortality in regions of our focus. Students submit a term project, setting the stage for a lifelong commitment to communicating climate science to a broad public.

This course focuses on disseminating Water, Sanitation and Hygiene (WASH) or water/environment innovations in developing countries and underserved communities worldwide. It emphasizes core WASH and water/environment principles, culture-specific solutions, tools for start-ups, appropriate and sustainable technologies, behavior change, social marketing, building partnerships, and the theory and practice of innovation diffusion.

This course focuses on disseminating Water, Sanitation and Hygiene (WASH) or water/environment innovations in developing countries and underserved communities worldwide. It emphasizes core WASH and water/environment principles, culture-specific solutions, tools for start-ups, appropriate and sustainable technologies, behavior change, social marketing, building partnerships, and the theory and practice of innovation diffusion.

This resource has students role-play an Indigenous climate summit. It includes handouts about each Indigenous group and their concerns about climate change.

Drug Use and Misuse: A Community Health Perspective provides students with an introduction to the biological, psychological, and legal aspects of drug use and misuse through the lens of community health and discusses the impact of drug use and misuse on community health. The book contains eight distinct chapters addressing the background of drug use and misuse, including key terms, as well as an introduction to different categories of drugs including gateway drugs, opioids, and prescription drugs, and a conclusion that describes evidence-based prevention and treatment models. Originally developed for use in the popular undergraduate survey course “Drug Use and Abuse” taught at the University of Illinois Urbana-Champaign, the book is aimed at students learning about community health and the effects of drug use in a variety of contexts, such as survey courses for pharmacology, psychology, or public health.

This highly informative site explores five different ecosystems and the public health issues that have arisen in each. Students can explore the different ways that ecosystem services that address air quality, heat hazard mitigation, recreation and physical activity, water hazard mitigation, and water quality impact many health conditions.

This multidisciplinary seminar addresses fundamental issues in global health faced by community-based healthcare programs in developing countries. Students will broadly explore topics with expert lecturers and guided readings. Topics will be further illuminated with case studies from healthcare programs in urban centers of Zambia. Multidisciplinary teams will be formed to develop feasible solutions to specific health challenges posed in the case studies and encouraged to pursue their ideas beyond the seminar. Possible global health topics include community-based AIDS/HIV management, maternity care, health diagnostics, and information technology in patient management and tracking. Students from Medicine, Public Health, Engineering, Management, and Social Sciences are encouraged to enroll. No specific background experience is expected, but students should have some relevant skills or experiences.

This course consists of an international analysis of the impact of epidemic diseases on western society and culture from the bubonic plague to HIV/AIDS and the recent experience of SARS and swine flu. Leading themes include: infectious disease and its impact on society; the development of public health measures; the role of medical ethics; the genre of plague literature; the social reactions of mass hysteria and violence; the rise of the germ theory of disease; the development of tropical medicine; a comparison of the social, cultural, and historical impact of major infectious diseases; and the issue of emerging and re-emerging diseases.

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught in Autumn Semester 2009/10

The 'Evaluation Techniques' module is one of the core modules taught on the Masters in Public Health which is offered by the Division of Epidemiology and Public Health at The University of Nottingham. This resource includes an overview of the module, a recommended reading list that supports the module and 3 of the 7 lectures that are delivered.

Suitable for study at Masters Level.

Dr Puja R Myles, School of Community Health Sciences - Epidemiology an Public Health

Dr. Puja Myles is an Associate Professor of Health Protection and Epidemiology at the University of Nottingham. She trained as a dentist at Panjab University, India and worked as a dentist in India before completing her specialist training in Public Health in the East Midlands. She completed a doctorate in Epidemiology at the University of Nottingham. She is currently part of the Health Protection Research Group at Nottingham and her research is primarily in respiratory disease epidemiology. She is also interested in evaluation methods and is currently involved in some public health service evaluations.