Syllabus

Schedule

Course Weeks

Each week opens on Wednesday at 12:01 AM Eastern Time. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.

Week 1:	Aug 31 – Sep 7
Week 2:	Sep 7 – Sep 14
Week 3:	Sep 14 – Sep 21
Week 4:	Sep 21 – Sep 28
Week 5:	Sep 28 – Oct 5
Week 6:	Oct 5 – Oct 12
Week 7:	Oct 12 – Oct 19
Week 8:	Oct 19 – Oct 23

Weekly Schedule

Week 1
Global Health in Transition
Week 1 will discuss the Millennium Development Goals (MDGs); Sustainable Development Goals (SDGs); and how globalization affects health outcomes. Students will also learn some of the major causes of morbidity and mortality in the world today and in the future, in view of the epidemiologic transition.

Learning Objectives

• Describe several ways globalization affects health outcomes and why global cooperation is needed in order to improve global health.
• Describe some of the causes of morbidity and mortality in the world today and in the future, in view of the epidemiologic transition.
• Describe some of the MDGs and SDGs.

Readings and Viewings

• Merson: Read the Introduction, Chapter 1 & Chapter 18
• Koplan J, Bond T, Merson M, Reddy K, et al. Towards a common definition of global health. Lancet. 2009;373(9679):1993-1995.

Websites

• Post-2015: A New Sustainable Development Agenda http://www.undp.org/content/undp/en/home/mdgoverview
  • Click on each of the SDG links along the lower right sidebar of the page.
    Below the video, click the link for Millennium Development Goals. On the new page,  
• Millennium Development Goals http://www.undp.org/content/undp/en/home/sdgoverview/mdg_goals.html
  • Click on each of the 8 MDGs one at a time.  For each, read “Where do we stand?” Additionally, along the right sidebar, scroll down to see the Targets for the MDG and click the “Show Indicators” link.)

Lecture

• Lecture Week 1: Global Health Surveillance and Data Use

Assignments

• Forum Discussion
  • Original Contribution
    • First, please introduce yourself. Include information about who you are, what you do, and what you hope to get out of the course. Second, answer the question, “How do you think your own specific field of work or interest within public health is being influenced by globalization? Is it being influenced in a positive or negative way?”  Due Sunday by 11:59 PM
  • Response Post
    • Respond to the original contribution of at least one colleague. First, comment on their introduction (perhaps you have something in common or have questions about their role in public health). Second, respond to their answer regarding how their public health field or interest is being influenced by globalization. What thoughts or ideas can you add? Due Wednesday by 11:59 PM

• Open Book Quiz #1
  • Due Wednesday by 11:59 PM

Week 2
Population and Reproductive Health
This module will describe some causes and consequences of human population growth. It will also discuss some of the socio-cultural reasons and health disparities that adversely impact the maternal mortality ratio in developing countries.

Learning Objectives

• Describe some causes and consequences of human population growth.
• Describe some of the socio-cultural reasons and health disparities which adversely impact the maternal mortality ratio in developing countries.

Readings and Viewings

• Merson: Chapter 4
• Say L, Chou D, Gemmill A, et al. Global causes of maternal death: a WHO systematic analysis. The Lancet Global Health. 2014;2(6):e323-e333. http://www.sciencedirect.com/science/article/pii/S2214109X1470227X Accessed July 25, 2016.

Websites

• Together We Can Save Mothers (Partners in Health) http://www.pih.org/media/together-we-can-save-mothers
• World Development Report 2009: Reshaping Economic Geography (World Bank) http://www.youtube.com/watch?v=P6ihEQtCSss
• Maternal waiting home key to safe childbirth in Chiapas (Partners in Health) http://www.sciencedirect.com/science/article/pii/S2214109X1470227X

Lecture

• Lecture Week 2: Population and Reproductive Health

Assignments

• Forum Discussion
  • Original Contribution 
    • The World Development Report 2009: Reshaping Economic Geography argues that the most effective policies for promoting long-term growth are those that facilitate geographic concentration and economic integration, both within and across countries. Do you agree or disagree? Explain. How would you rate this video? Strengths and weaknesses? Due Sunday by 11:59 PM
  • Response Post 
    • Reply to the original contribution of at least one colleague. Where do you agree or disagree with their explanation? With their rating of the video? Due Wednesday by 11:59 PM

• Essay
  • SDG #3 states: By 2030, reduce the global maternal mortality ratio to less than 70 per 100 000 births, with no country having a maternal mortality rate of more than twice the global average.
    • Do you think SDG #3 will be reached by 2030? Why or why not? Incorporate all of the module’s materials in your explanation and conclude with three recommendations. [Please be concise; bullets permitted; 2 pages maximum] Due Wednesday by 11:59 PM

Week 3
Infectious Diseases
Week 3 discusses some of the main infectious agents and vectors responsible for the world’s leading infectious diseases. It also describes ways in which environmental degradation can increase the spread of infectious diseases.

Learning Objectives

• Describe ways in which environmental degradation can increase the spread of infectious diseases.
• Describe some of the main infectious agents and vectors responsible for the world’s leading infectious diseases.

Readings and Viewings

• Merson: Chapter 5
• Martin K, Mullan Z, Horton R. Human health and environmental sustainability: the 21st century’s grand challenges. The Lancet Global Health. 2016; 4(S1-S2). http://www.thelancet.com/journals/langlo/article/PIIS2214-109X(16)30001-8/fulltext 
• Heffernan C. Climate change and infectious disease: time for a new normal? The Lancet Infectious Diseases. 2015; 15(2):143-144. http://www.thelancet.com/journals/laninf/article/PIIS1473-3099(14)71077-1/abstract

Videos

• Combating Malaria in Ghana (UNICEF) http://www.youtube.com/watch?v=5VeL-yU-QfY&feature=related
• Ghana Black Stars in United Against Malaria Cheer Song (Vocies for a Malaria-Free Future) http://www.youtube.com/watch?v=yjNwj39vnwQ

Lecture

• Lecture Week 3: Infectious Diseases

Assignments

• Forum Discussion
  • Original Contribution
    • This week’s discussion prompt has three parts. Due Sunday by 11:59 PM
      • Part 1: In the two videos for this week, what are three strategies promoted to help prevent and control malaria in Ghana?
      • Part 2: Are there other prevention and control strategies for malaria which are missing or you would recommend? List at least three.
      • Part 3: Would you recommend another spokesperson than the Ghana Black Stars? Explain why you would continue to recommend the Ghana Black Stars or another spokesperson.
  • Response Post
    • Comment on a colleague’s responses to parts 2 and 3 of the prompt. What are your thoughts about the missing strategies they identify or the recommendations they make? Do you agree with their recommendation to replace or continue with the Ghana Black Stars as spokesperson? Due Wednesday by 11:59 PM
• Open Book Quiz #2
  • Due Wednesday by 11:59 PM

Week 4

The assignment this week is to complete the online course, Preparedness & Community Response to Pandemics. Please upload your course map and certificate of completion.

Note: With instructor permission, you may choose to complete the following series of courses as an alternative. Please insert all certificates or screenshots that show completion in one document and upload that single file. 

1. University at Albany’s Center for Public Health Preparedness. Zoonosis, Preparedness, and Public Health. Available at http://www.ualbanycphp.org/learning/registration/tab.cfm?course=ZOO&s=Overview. Updated April 2015. Accessed July 27, 2016. Estimated time to complete this course is 3 hours. 
2. University of Minnesota Center for Infectious Disease Research and Policy. Avian Influenza in Humans: Detection, Prevention, and Control. Available at http://www.cidrap.umn.edu/ongoing-programs/influenza-training/avian-influenza-training/avian-influenza-humans-2. Accessed August 2, 2016. Estimated time to complete is 1 hour. 
3. University of Minnesota. Applying Ethical Frameworks During Severe Pandemic Influenza. Available at http://learning.umn.edu/search/publicCourseSearchDetails.do?method=load&courseId=1724361&selectedProgramAreaId=18870&selectedProgramStreamId=18871. Published October 2015. Accessed July 27, 2016. Estimated time to complete is 0.75 hour.
4. Johns Hopkins Bloomberg School of Public Health. How Do Virus Epidemics Emerge? Available at http://www.jhsph.edu/research/centers-and-institutes/johns-hopkins-center-for-public-health-preparedness/training/online/how_virus_emerge.html. Accessed July 27, 2016. Estimated time to complete is 0.75 hour.

Week 5
Nutrition and Food Security
Students will learn how to describe the nutrition transition and some of the major factors changing dietary patterns in low and middle income countries.

Learning Objectives

• Describe the nutrition transition and some of the major factors changing dietary patterns in low and middle income countries.
• Describe some ways in which food and water security are threatened in the world today.

Readings and Viewings

• Merson: Chapter 6
• Popkin BM, Adair LS, Ng SW. Global nutrition transition and the pandemic of obesity in developing countries. Nutrition Reviews. 2012;70(1):3-21. http://www.ncbi.nlm.nih.gov/pubmed/22221213
• Brown L. Could food shortages bring down civilization? Sci Am. 2009;300(5);50-57. http://www.earth-policy.org/images/uploads/press_room/SciAm-final.pdf

Websites

• How a Village In Kenya Changed with the Climate (World Food Programme) http://www.wfp.org/videos/how-village-kenya-changed-climate
• World Food Programme 2015 Hunger Map https://www.wfp.org/content/hunger-map-2015 

Lecture:

• Lecture Week 5: Nutrition and Food Security

Assignment

• Open Book Quiz #3
  • Due Wednesday by 11:59 PM

Week 6
Chronic Diseases and Risks
After completing Module 6, students will be able to describe the increasing rates of non-communicable (or chronic) diseases, and some of the socio-economic, behavioral, and environmental factors responsible for these chronic conditions.

Learning Objective

• Describe the increasing rates of non-communicable (or chronic) diseases, and some of the socio-economic, behavioral, and environmental factors responsible for these chronic conditions.

Readings and Viewings

• Merson: Chapter 7

Video

• Treating NCIDs-PIH Rwanda (Partners in Health) http://www.youtube.com/watch?v=nMlPKkL4iC4.

Lecture:

• Lecture Week 6: Chronic Diseases and Risks

Assignments:

• Forum Discussion
  • Original Contribution
    • One weakness of the MDGs was that they neglected non-communicable, chronic diseases. Have the SDGs made any progress in this area? Give examples to to support your position. Also, propose or revise a SDG that addresses a non-communicable disease, and justify why you think this SDG is necessary. (Use disease burden data, such as DALYs, mortality and morbidity data.) Due Sunday by 11:59 PM
  • Response Post
    • Respond to a colleague who proposed a different SDG. Persuade them to make your SDG a priority. Due Wednesday by 11:59 PM
• Open Book Quiz #4
  • Due Wednesday by 11:59 PM

Week 7
Environmental Health—Moving toward a less consumptive economy
Week 7 describes some ways in which food and water security are threatened in the world today. Students will also discuss climate change and the need for advocacy.

Learning Objectives

• Describe some ways in which food and water security are threatened in the world today.
• Discuss ways in which sustainability and a greener community impact local, national and global health.

Readings and Viewings

• Merson: Chapter 10
• Rogers P. Facing the freshwater crisis. Sci Am. 2008;299(2)46-53. http://palgrave.nature.com/scientificamerican/journal/v299/n2/full/scientificamerican0808-46.html
• The Editors. Living on a new earth. Sci Am.2010;302(4):53-68. http://www.nature.com/scientificamerican/journal/v302/n4/full/scientificamerican0410-53.html
• Krueger J, Biedrzycki P, Hoverter SP. Human health impacts of climate change: Implications for the practice and law of public health. Journal of Law, Medicine & Ethics.2015;43(1 supp):79-82. http://lme.sagepub.com/content/43/1_suppl/79.long
• Narain JP. Unravelling the health impact of climate change. Indian Journal of Medical Research. 2016; 143(1): 1-3. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4822347/
• Note: Week 3 readings from The Lancet are also relevant this week.

Videos

• Water and Sanitation: A Partnership for Change (IFRC). This video shows the International Federation Global Water and Sanitation Initiative (GWSI) in action at the Zambia Red Cross Society “Rural Water Supply Sanitation and Hygiene Promotion Project” http://www.youtube.com:/watch?v=A5HZsQoulUA
• UNICEF World Water Day http://www.youtube.com/watch?v=wXR4Z_NBD-E

Lecture:

• Lecture Week 7: Environmental Health

Assignments

• Forum Discussion
  • Original Contribution
    • Based on the SDGs and readings on climate change and health, write a letter to a state or federal legislator, convincing him or her why climate change must be addressed. Discuss health implications. Focus on a specific climate change issue in your state or region and what the Congress person can do to help mitigate its impact and prevent diseases or other health complications. Persuade him or her that state, national and global cooperation is needed. Also, quote a SDG and explain how your argument applies to the SDG. Use epidemiological data and scientific evidence to make your argument.
    • Include references.
    • Maximum 350 words (not including references).
  • Response Post
    • Respond to the original contribution of a colleague. Play the role of the legislator receiving the letter. Explain why you are not yet ready to make a decision. Include additional information you would want to make your decision. 

The following samples, guides, and templates are available as examples:

• APHA Health Reform Advocacy Toolkit (see section 6- Writing to Your Policymaker)
• APHA: Letters to Congress and federal agencies
• NASBHC: Tips for Writing to Your Legislators

• Open Book Quiz #5
  • Due by Wednesday at 11:59 PM

Week 8

Learning Objective

Describe some of the socio-cultural reasons and health disparities which adversely impact children’t health in developing countries.

Reading

• Merson: Chapter 11, pp. 565-566; 579-581; 592-594

Assignment

• Complete the online module, Diarrheal Disease https://globalhealthlearning.org/course/diarrheal-disease
• Upload the certificate of completion for this course or a screenshot of the page that confirms your completion of the final exam and score. 

Due Sunday by 11:59 PM

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Public Health page

UNE Libraries:

• Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
• Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:

• UNE Student Academic Success Center

Information Technology Services (ITS)

• ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AMA Writing Style Statement

The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Students are responsible for submitting work by the date indicated in Brightspace.

Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.

Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.