public health
Aayushi.Potla
KINE5370-Su2022Syllabus-5.docxKINE 5370 Global Health
Summer 2022
Instructor Information
Instructor(s)
Laura Phipps, DrPH, MPH, CPH, RS
Office Number
PEB 304
Office Telephone Number
817-272-5481
Email Address:
[email protected]
Office Hours
By appointment.
Course Information
Section Information
KINE 3354, Section 001
Time and Place of Class Meetings
MTWTh, 8:00 – 10:00 a.m.; meeting days as noted on Canvas
Description of Course Content:
As demonstrated with the recent COVID-19 pandemic, today’s public health practice requires an awareness of health threats beyond U.S. borders. “Global health” implies health concerns and solutions that are shared worldwide. In this course, from a graduate level perspective, you will study global health priorities among different populations, cultures, and health systems. You will examine health challenges and disease threats faced in resource-constrained countries, and the roles of health determinants, socioeconomics and health equity in improving health outcomes. In addition, you will learn and apply the foundational elements of global health, including globalization and health, water, sanitation, the burden of infectious and chronic diseases, human rights and global health partnerships.
In this course, we will look at the historical, social, environmental, economic and political forces that have shaped today’s global health policies, programs and organizations. We will seek to understand the context of global health to better understand disease and illness at both the individual and societal levels and to evaluate the next steps that should be taken to address health issues. Many programs and initiatives undertaken by richer countries to help poorer countries have done more harm than good, but it does not have to be this way. We will explore ways in which health programs can be locally sustainable and ultimately improve the social and physical structures of the community.
Student Learning Outcomes:
Upon completion of this course, students should be able to:
· Discuss how globalization has changed disease patterns and transmission.
· Describe the impact of social determinants of health (SDOHs) on global diseases and health outcomes.
· Explain the global 2030 Sustainable Development Goals and the effects of SDOHs on attaining the SDGs.
· Evaluate the ethical factors and sustainability of programs and policies implemented in poorer communities.
· Explain the key characteristics of major health systems in the world and their relationship to health care financing and access to care.
· Discuss the biosocial approach perspective for global health.
· Describe the international infrastructure of global health and role of global health leader organizations in health outcomes.
· Describe the burden of infectious disease by global region.
· Explain importance and challenges of global health partnerships and non-governmental organizations in disease prevention and control.
· Research, format and write global health assessments and other global health documents.
Required Book:
** IMPORTANT NOTE: You will need to purchase the required book as an online text through Perusall, as you and your colleagues will collaboratively annotate the text throughout the course. The link to buy the book is in Canvas; you can access the link to the first chapter in Module 1.
The book costs $14.98 for 180-day online access.
“In Turning the World Upside Down Nigel Crisp argued that the most affluent and powerful countries in the world can learn a great deal about health from lower income countries with their different insights and experiences and their ability to innovate free from vested interests and received wisdom.
In Turning the World Upside Down Again, he argues that they need to go further and listen to and learn from disempowered communities in their own countries. He describes how combining the learning from different countries and communities can lead us to a new ecologically based vision for health and new and practical ways of improving health for ourselves, our communities and our planet.
This second edition, 12 years after the first, is extensively re-written and fully updated, drawing on examples from around the world and reflecting what has already been learned from the COVID-19 pandemic and from the onset of climate change.
Turning the World Upside Down Again continues the search for understanding begun in the first edition and describes how western scientific medicine, which has served us so well in the 20th Century, must adapt and evolve further and faster to cope with the demands of the 21st Century.”
Recommended Books:
Farmer, P., Kleinman, A., Kim, J., & Basilico, M. Reimagining Global Health: An Introduction. Oakland, California: University of California Press, 2013. ISBN: 9780520271999
Bringing together the experience, perspective and expertise of Paul Farmer, Jim Yong Kim, and Arthur Kleinman, Reimagining Global Health provides an original, compelling introduction to the field of global health. Drawn from a Harvard course developed by their student Matthew Basilico, this work provides an accessible and engaging framework for the study of global health. Insisting on an approach that is historically deep and geographically broad, the authors underline the importance of a transdisciplinary approach, and offer a highly readable distillation of several historical and ethnographic perspectives of contemporary global health problems.
Packard, Randall M. A History of Global Health: Interventions into the Lives of Other Peoples. Baltimore, Maryland: Johns Hopkins University Press, 2016. ISBN-13: 978-1421420332
In A History of Global Health, Randall M. Packard argues that global-health initiatives have saved millions of lives but have had limited impact on the overall health of people living in underdeveloped areas, where health-care workers are poorly paid, infrastructure and basic supplies such as disposable gloves, syringes, and bandages are lacking, and little effort has been made to address the underlying social and economic determinants of ill health. Global-health campaigns have relied on the application of biomedical technologies―vaccines, insecticide-treated nets, vitamin A capsules―to attack specific health problems but have failed to invest in building lasting infrastructure for managing the ongoing health problems of local populations.
Nading, Alex M. Mosquito Trails: Ecology, Health, and the Politics of Entanglement. Oakland, California: University of California Press, 2014. ISBN-13: 978-0520282629
Drawing on two years of ethnographic research in urban Nicaragua and challenging current global health approaches to animal-borne illness, Mosquito Trails tells the story of a group of community health workers who struggle to come to terms with dengue epidemics amid poverty, political change, and economic upheaval. Blending theory from medical anthropology, political ecology, and science and technology studies, Nading develops the concept of “the politics of entanglement” to describe how Nicaraguans strive to remain alive to the world around them despite global health strategies that seek to insulate them from their environments. This innovative ethnography illustrates the continued significance of local environmental histories, politics, and household dynamics to the making and unmaking of a global pandemic.
Recommended especially for graduate students who want to: 1.) work directly among at-risk populations within a community; and 2.) understand, engage with, and improve the tangled connections between social, cultural, and political causes of disease and health disparity at the boots-on-the-ground level.
Technology Requirements
It is a requirement and responsibility of each student to have access to a computer and a high-speed Internet connection on a daily basis. Review UT Arlington’s hardware recommendations: http://www.uta.edu/oit/cs/hardware/student-laptop-recommend.php and Canvas browser requirements: https://uta.instructure.com/courses/17157#https://uta.instructure.com/courses/17157
You will use your NetID and password to login to Canvas at https://elearn.uta.edu/. It is your responsibility to become familiar with Canvas and how to access course components. There are several Canvas resources for students including https://www.uta.edu/provost/Canvas/canvas-students/index.php
This course requires the use of word processing and presentation software that is compatible with Microsoft Office formats. Students may purchase this software (in person or by mail) at a significant discount from the UT Arlington bookstore http://www.uta.edu/bookstore.
Descriptions of major assignments and examinations
· Perusall book discussions:
With Perusall, you can discuss the concepts and events in the required course books in the style of a book club or book discussion group, but your discussion is conducted remotely, on your own time, and online.
Perusall is an online platform in which you and your colleagues will collaboratively annotate the required books on your own several times a week. Collaboration can provide you with help whenever you need it, make learning more enjoyable, enable you to help others (which research shows is also a great way for you to learn), and enhance discussions during class.
If you have a question or information to share about a passage in the readings, highlight the text and type in a comment as an annotation. You can also respond to a classmate’s annotation in discussion threads in real time or upvote questions you find helpful. Good annotations contribute to the class by stimulating discussion, explaining your thought processes, helping others, and drawing attention to good points. (Adapted from Perusall.com)
_______________
When we come together for class, we will all be able to draw from the comments and questions posed by you and your colleagues during our conversations for more informed and richer discussions.
You can directly access the book Turning the World Upside Down: The search for global health in the 21st Century by Nigel Crisp on Perusall through links in the Canvas Modules. You will need to register and rent the books the first time you access the website.
· Analytical discussion points:
Below are some ideas of what to look for and comment on in the text to help jump start your conversation. Note that you can post observations that do not fall under any the following categories.
1. Major themes and arguments.
· Which statement(s) do you think encapsulate the overarching argument posited by the author in a particular section? Does this argument support or contradict other concepts in the book?
· Under what conditions would you agree or disagree with the thesis/theses underlying a major argument?
· Did the author successfully justify major arguments with evidence and/or reason? Why or why not?
2. Connections & examples .
· How does a concept or viewpoint support or undermine a viewpoint in an assigned journal article or other text?
· How does a concept or viewpoint exemplify or contradict a different situation in the field?
· How does a concept or event relate to your Humanitarian Crisis Project country or crisis?
· How does a statement or event in the text relate to one of your personal or professional experiences?
3. Questions that came up during the reading of the text. For example:
· Clarifying question about an unclear point regarding an argument or idea in the text.
· Reflective question regarding a given idea that explores such topics as underlying reasons for an event or perspective, potential consequences, apparent contradictions, etc.
· Challenging question you want to pose to your colleagues for their perspectives.
4. Consequences
· Why do you think a key action that produced significant improvements in health was successful? What was accounted for that worked in this case?
· In what ways did an action have unintended environmental, social, political, or economic consequences that negatively impacted health? What do you think was missing? What should have happened or what external factor should have been considered?
5. Affirmative analysis . For example:
· On which points do you agree with the author, and why?
· What significant ideas or facts did the author introduce to you? If applicable, how do they relate to your career?
· Which arguments or events do you consider to be particularly germane to the thesis of the chapter? Why?
· Where did the author provide you with a new or alternative perspective on an issue? How did your perspective change?
6. Critical analysis . For example:
· On which point(s) do you disagree with the author, and why?
· Where does the author appear to present a point with questionable accuracy or logic? What perspective is missing?
· Where does the author present an argument that appears to be based on unwarranted assumptions or bias? What background information is missing?
· Does a statement contradict (or appear to contradict) a different or more supported viewpoint? Are the viewpoints irreconcilable, or are there contextual nuances that might justify the contradictions?
· Peer responses on Perusall :
The best feature of Perusall is the opportunity to dialogue with your colleagues about the concepts, viewpoints and events presented in the text. You can have multi-level conversations about the author’s and your colleagues’ ideas. Use your discussion responses to provide professional feedback for your colleagues' questions, comments and reasoning, as you will need to do as a practitioner in the field.
You could:
· Answer clarifying questions or provide your perspective on reflective and challenging questions posed by your colleagues.
· Respond to statements that you agree with for which you can provide additional support and perspective.
· Provide an alternative perspective on a concept you either disagree with or that you consider to be more nuanced than your peer indicated and could change under different conditions.
· Give real-world examples that support or contradict a given statement.
· Ask follow-up questions, either a clarifying question for the author or a reflective or challenging question you want to pose to your group members for their perspectives.
You can notify the original poster with an @____, which is particularly useful when answering a question as it will trigger an e-mail to the original poster. The poster is then able to respond in turn without leaving the e-mail platform.
Note that along with posting full responses, you can acknowledge your colleagues and their ideas with short phrases, #______, memes and emojis.
Overall scoring will be based on the top five comments you post for each chapter of the book. Insightful comments (along the lines of the descriptions above) spread throughout the chapter will receive full credit. Additional comments are encouraged for interaction with your colleagues and will not affect the score.
· Humanitarian Crisis Project
You will gain practical experience in global health assessments by developing a fact sheet, public health situation analysis and technical brief that will be similar to those developed and used by the Humanitarian Coordinator (HC) for a Humanitarian Country Team (HCT) of a resource-poor low/middle-income country.
“The Humanitarian Country Team (HCT) is a strategic and operational decision-making and oversight forum established and led by the HC. Composition includes representatives from the UN, IOM, international NGOs, the Red Cross/Red Crescent Movement…. The HCT is responsible for agreeing on common strategic issues related to humanitarian action.
The HCT, under the leadership of the Humanitarian Coordinator (HC) is the centrepiece of the humanitarian coordination architecture. A well-functioning HCT that is timely, effective and efficient, and contributes to longer-term recovery will alleviate human suffering and protect the lives, livelihoods and dignity of populations in need.” (https://www.humanitarianresponse.info/en/operations/cameroon/humanitarian-country-team-hct)
You will act as an international advocate for victims of a humanitarian crisis by researching the crisis, assessing the people’s most critical needs and designing an action to address a specific humanitarian need. Consider these deliverables being presented to fellow humanitarian actors and NGO leadership to educate them regarding the current crisis situation and ultimately prioritize and target humanitarian resources and funding. Each of the deliverables below will overlap and build on the knowledge you gained, research you conducted and sources you used in the previous assignment.
Country & Crisis
Research and choose a long-term humanitarian crisis in a resource-poor, middle- or low-income country. Note that many humanitarian crises are the result of armed conflict and/or slow-onset natural disasters. This is the country and humanitarian crisis on which you will focus for your deliverables for the Humanitarian Crisis Project.
Record your choice on the class MS Teams site on the form posted in the channel entitled “Humanitarian Crisis Project.”
Country & Crisis Overview Fact Sheet
You will submit a 2-page fact sheet of your country and crisis on a discussion board for your colleagues. This will provide your colleagues with a fact sheet/cheat sheet that gives background information and context to the humanitarian response recommendations you will present at a later date. The research you conduct for the fact sheet can also be used as foundational work for your Public Health Situation Analysis.
The fact sheet should include helpful graphics, charts and maps as applicable to the information. Text should be written in text boxes for quick visual access. A template for the fact sheet is on Canvas (adapted from https://science.tamu.edu/about/deans-office/communications/toolbox/fact-sheets/). The color, format, headings, etc. should be modified to suit your needs. The fact sheet should reflect what you think your colleagues should know to understand the impact of the crisis on the people in that country and include such information as:
1. Brief overview of the country’s demographic information, particularly as relevant to the crisis.
2. Main characteristics of the region’s humanitarian crisis.
3. Brief overview of the country’s economic status and, as applicable, general effect(s) on the crisis.
4. Brief overview of the country’s history and/or political structure and, as applicable, general effect(s) on the crisis.
5. Map(s) portraying the location affected by the crisis and the area you will focus on for your humanitarian crisis project.
6. Additional background information, statistics, etc. as you deem appropriate.
Facts should be followed by a superscript citation number. The list of references should be on a separate page from the fact sheet. All specific facts, graphics and maps must be appropriately and correctly cited.
You will sign up for a day to share your fact sheet and give a 5-10 minute overview of your country and its humanitarian crisis at the beginning of a class session.
Public Health Situation Analysis
You will utilize the short form of the World Health Organization (WHO) Public Health Situation Analysis official document to conduct a thorough analysis of a humanitarian crisis in a limited-resource country and a public health needs assessment. You will gain experience using secondary data sources and databases to collect information. The WHO template and instructions are on Canvas and will be discussed in class.
You will be able to use the information and sources gathered for your PHSA in your technical brief. The brief's rubric is in the Canvas Modules.
Note that the target sector for the technical brief refers to a sector of concern that you believe significantly impacts the health of the target population; it should come from the "3. Health Status and Threats" list in your PHSA (e.g., vaccination coverage, malnutrition and child health, NCDs, etc.). You may choose to target a sector that is not in the Health Status list (e.g., housing, food security, nutrition, transportation, infrastructure, etc.) and include it in the PHSA list under "Other."
Humanitarian Action Technical Brief
Suppose that, as your country’s HC, you have been charged to make evidence-based recommendations on the development of a program to address a critical health problem. From your Public Health Situation Analysis, choose the sector that you think currently has the highest needs and would provide the most ROI for invested time, funding, and attention. Develop a technical brief describing a program that addresses these needs.
The following is a guide to the content of your technical brief:
Section I: Overview of Crisis.
Include SDOHs and relevant historical, environmental, social and political context. Expand on information previously provided in the fact sheet. Include a map of the crisis region(s) and applicable graphs.
Section II: Target Sector and Population
Provide an overview and then more specific, regional information regarding the sector that your humanitarian action will target. Why will this sector most influence the health and well-being of the target population? What is the relationship between this sector and health, and what are the primary factors that have caused problems found in this sector?
Section III: Stakeholder Analysis
Who are the local, regional, national and international leaders and agencies that influence this sector? Which NGOs are involved and what are their roles? How are the NGOs connected – are there political influences, alliances, or competitive factors that other humanitarian actors should be aware of? Who are the most powerful stakeholders? Conversely, which stakeholders may be highly affected but not influential? A stakeholder analysis table would be beneficial to you and your audience.
Section IV: Current Humanitarian Response
Describe the major humanitarian response activities that are currently being done to address the problems in this sector of the humanitarian crisis. Explain evidence-based interventions that currently address this problem in your chosen setting. Be as specific as you can. What does the literature suggest about the efficacy of these interventions for this problem in a resource-poor setting?
Section V: Recommended Humanitarian Action
Evidence-based conclusions and recommendations: based on your understanding of the problem and what you now know about possible interventions, describe what you would recommend as the best evidence-based action and specifically state your reasons for this. Given what is being done now, what alternative action might you propose for this problem, or, what might you do differently to optimize the effectiveness of existing interventions? You should evaluate, compare, and contrast the existing interventions as the basis for proposing an optimum effective intervention. Discuss any potential barriers to implementation anticipated in your chosen setting and suggestions on how to overcome these. End with a concluding paragraph that summarizes the need for your action plan.
Technical Brief format:
· The brief must include major sections and subsection headings to structure your essay in the order specified above.
· The text should reference multiple relevant and clearly labeled graphics for clarity.
· The paper should be 2,500 words, single-spaced, 11-point, with 1-inch margins on all sides. The word requirement does not include the cover page, graphs or illustrations, or references. Include page numbers on each page.
· The technical brief should have at least 15 citations from peer-reviewed journals and other sources such as books and reputable websites such as the WHO, CDC, PAHO, etc.
· All content should be given a proper citation using an official citation style such as the American Medical Association, Biology Editors Association, American Psychological Association, etc.
· This paper is a professional document so it needs to be free of grammatical and spelling errors. It must use a technical writing style as exemplified by recently published public health articles and articles sponsored by international agencies. If needed, please visit the UTA Writing Center for help with writing. You should be prepared to write multiple drafts of the paper before you submit it. Please start the writing process early in the course.
Humanitarian Action Technical Brief presentation
On the last day of class, you will give an online presentation to your colleagues as though to fellow humanitarian leaders, advocating for your country’s people in crisis and providing evidence for the need for supportive funding and resources for the actions you chose to target in your technical brief. The presentation should last ~15 minutes and consist primarily of compelling and informative graphics—e.g., photographs, charts, maps—and short, sharp bullet points with limited text. You want to create a powerful, influential presentation.
Grading Policy :
To maintain a class culture of consistency that is fair and allows students to be confident with what to expect, everyone will be held to the same due dates and standards. There will be no make-up tests or quizzes except in the case of a university-approved excused absence with appropriate documentation or with instructor approval. Late assignments will be accepted with an 11% penalty automatically applied by Canvas for each day past the due date.
Note that there are no extra credit points at the end of the semester. You will need to turn in assignments on time and participate in the class consistently throughout the semester to earn a good final grade. If you find that you have missed two assignments or classes within a short time frame, this should be a red flag for you to evaluate if something needs to be adjusted. If you have a commitment that will not allow you to consistently engage with this class, it may be best to take the class in a future semester.
· Technical Problems:
Turning in a blank assignment, the wrong assignment, or an assignment in an unreadable format on Canvas before the due date will be subject to a 3-day late penalty (33%) point deduction. It is understood that honest mistakes can be made, which is why the assignment will still be accepted; however, it is your academic responsibility to double-check every submission to ensure that it is correct and readable.
· Participation:
You are expected to substantively participate in course discussions and other learning activities. It is expected that students will: a) actively share thoughts and ideas, b) integrate course materials into discussions, and c) share pertinent personal/professional experiences.
Because of the interactive nature of the class, your class participation is calculated into your grade not simply because of the information you gain by attending the class but because of the opportunities for you to benefit the class through your engagement with the course topics and your colleagues. This class is not just a place for you to pick up knowledge but to sharpen your professional skills by actively contributing to the discussion and the knowledge gained by your colleagues through your questions, comments and valuable observations informed by your background and experiences.
Likewise, in-class activities are designed for you to practice applying course concepts to field situations in a small-group setting, to demonstrate your ability to apply the concepts, and to build your colleagues’ professional thought processes with your insights and unique perspectives. Your active participation in one of these small-group collaborations is documented by taking a picture of the handout with your name on it and uploading the picture to the appropriate in-class assignment page on Canvas. You should confirm that the picture of a small-group handout with your name on it is properly uploaded before leaving the classroom.
Grading:
All students:
Students are expected to keep track of their performance throughout the semester and seek guidance from available sources (including the instructor and teaching assistant) if their performance drops below satisfactory levels; see “Student Support Services,” below.
Expectations for Out-of-Class Study: Beyond the time required to attend each class meeting, students enrolled in this course should expect to spend at least an additional 20 hours per week of their own time in course-related activities, including reading required materials, completing assignments, preparing for exams, etc., due to the condensed nature of this course.
Grade Grievances: Any appeal of a grade in this course must follow the procedures and deadlines for grade-related grievances as published in the current University Catalog.
Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/).
Disability Accommodations: UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAA), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) www.uta.edu/disability or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability.
Counseling and Psychological Services, (CAPS) www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.
Non-Discrimination Policy: The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit uta.edu/eos .
Title IX Policy: The University of Texas at Arlington (“University”) is committed to maintaining a learning and working environment that is free from discrimination based on sex in accordance with Title IX of the Higher Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of sex in educational programs or activities; Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits sex discrimination in employment; and the Campus Sexual Violence Elimination Act (SaVE Act). Sexual misconduct is a form of sex discrimination and will not be tolerated. For information regarding Title IX, visit www.uta.edu/titleIX or contact Ms. Jean Hood, Vice President and Title IX Coordinator at (817) 272-7091 or [email protected].
Academic Integrity: Students enrolled all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:
I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.
I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.
UT Arlington faculty members may employ the Honor Code in their courses by having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.
Plagiarism: What is considered plagiarism? Here are some examples:
· Copying and pasting information from a website or another source, then revising it so it sounds like your original idea.
· Doing an assignment /essay/take home test with another student then submitting separate assignments that contain the same ideas, language, phrases, etc.
· Quoting a passage without quotation marks or citations, so that it looks like your own.
· Paraphrasing a passage without citing it, so that it looks like your own.
· Hiring another person to do your work for you, or purchasing a paper through any of the on- or off-line sources.
Copying another student’s paper or any portion of it is plagiarism. Copying a portion of published material (e.g., books or journals) without adequately documenting the source is plagiarism.
If the author’s ideas are rephrased, by transposing words or expressing the same idea using different words, the idea must be attributed to the author by proper referencing giving the author’s name and date of publication via in-text citation, according to APA format. In addition, authors whose words or ideas have been used in the preparation of a paper or exam must be listed in the references cited at the end of the paper or exam question. Students are expected to review the plagiarism module from the UT Arlington Central Library via http://library.uta.edu/plagiarism/index.html.
In this course and in all BSPH program courses, a student who commits plagiarism, either intentionally or involuntarily, will be referred to the UTA Office of Community Standards (OCS) for their review process. If the student is found responsible for plagiarism, the assignment in question will receive an automatic zero. If the OCS does not complete the review process prior to the end of the course, the student will receive an “Incomplete” grade until the review process is completed.
Unicheck is an electronic system which helps to identify plagiarized assignments. All student assignments are subject to being submitted to Unicheck at any time to evaluate for plagiarism. Plagiarism may also be determined by reviewing references directly and does not require the use of Unicheck.
Classroom Behavior: Participation is important to the success of this course. To be able to fully participate, read the assigned material prior to class so you can be prepared to discuss the information in class. Respectful interactions are expected. Disrespect for others will not be tolerated. We can disagree with each other’s opinions during class discussion and still be respectful.
E-mails to the instructor should be written in a professional manner. The course title should be referenced in the e-mail, the instructor should be addressed by name and the closing should include your name.
Electronic Communication: UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.
Campus Carry: Effective August 1, 2016, the Campus Carry law (Senate Bill 11) allows those licensed individuals to carry a concealed handgun in buildings on public university campuses, except in locations the University establishes as prohibited. Under the new law, openly carrying handguns is not allowed on college campuses. For more information, visit http://www.uta.edu/news/info/campus-carry/
Student Feedback Survey: At the end of each term, students enrolled in face-to-face and online classes categorized as “lecture,” “seminar,” or “laboratory” are directed to complete an online Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback via the SFS database is aggregated with that of other students enrolled in the course. Students’ anonymity will be protected to the extent that the law allows. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law and aggregate results are posted online. Data from SFS is also used for faculty and program evaluations. For more information, visit http://www.uta.edu/sfs.
Emergency Exit Procedures: Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is to the right of the room. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.
Student Support Services: [Required for all undergraduate courses] UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to [email protected], or view the information at http://www.uta.edu/universitycollege/resources/index.php.
The IDEAS Center (2nd Floor of Central Library) offers free tutoring to all students with a focus on transfer students, sophomores, veterans and others undergoing a transition to UT Arlington. To schedule an appointment with a peer tutor or mentor email [email protected] or call (817) 272-6593.
The English Writing Center (411LIBR): The Writing Center Offers free tutoring in 20-, 40-, or 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Our hours are 9 am to 8 pm Mon.-Thurs., 9 am-3 pm Fri. and Noon-6 pm Sat. and Sun. Register and make appointments online at http://uta.mywconline.com. Classroom Visits, workshops, and specialized services for graduate students are also available. Please see www.uta.edu/owl for detailed information on all our programs and services.
The Library’s 2nd floor Academic Plaza offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation. http://library.uta.edu/academic-plaza
Resources helpful to students for research and citing APA sources:
· Public Health Guide http://libguides.uta.edu/publichealth - explains how to create a plan for finding literature and which databases they should search.
· APA Guide http://libguides.uta.edu/apa - created for UTA-specific questions about use of APA and includes quick answers and short video introductions to concepts.
Below is the expected schedule for our course this semester; final reading selections and assignments are listed in the Canvas Modules and Assignments pages. Additional guest speakers may be added to the schedule as available.
** Note that the written schedule below contains anticipated readings, assignments, and due dates. These elements may change as needed. You are responsible to complete the reading selections, assignments and due dates posted on Canvas.
2
KINE 5370 Course Schedule, Summer 2022
TENTATIVE
As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. –Dr. Phipps
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Date |
Topic(s) |
Readings & Assignments Due *Refer to Canvas for final assignments and due dates |
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MODULE 2 – Global Health Issues · What are the most pressing health problems in developing countries and what needs to be done to combat them? |
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Monday July 18 |
· WASH (Water, Sanitation, Hygiene) issues · Vector-borne & infectious diseases · Chronic disease · Water & solid waste disposal · Nutrition
· Wednesday: Case Study – Tobacco Control in South Africa
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· Refer to Canvas, Week 2 Module for readings
· TWUDA Perusall Discussion, Chap. 2-3, due Friday, July 15, 11:59 p.m · Humanitarian Crisis: Country & Crisis, due Sunday, July 17, 11:59 p.m. [on MS Teams]
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Wednesday July 20 (no in-class session) |
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· Case Study #1: Tobacco Control in South Africa & questions, due Thursday, July 21, 11:59 p.m.
· TWUDA Perusall Discussion, Chap. 4 & 5, due Wednesday, July 20, 11:59 p.m. |
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Date |
Topic(s) |
Readings & Assignments Due *Refer to Canvas for final assignments and due dates |
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MODULE 3: Biosocial Approach to Global Health · How should historical, cultural, economic, political, and social forces be factored into the development and implementation of a health program or policy? |
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Monday July 25
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· Social Determinants of Health (SDOHs) · Effects of SDOHs on health outcomes · Biosocial approach framework · Ethical issues in global health
· Wednesday: Humanitarian Crisis Country Overview presentations (round robin) |
· Refer to Canvas, Week 3 Module for readings
· Humanitarian Crisis: Country Overview Fact Sheet, due Sunday, July 24, 11:59 p.m. · TWUDA Perusall Discussion, Chap. 6 & 7, due Monday, July 25, 11:59 p.m.
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Wednesday July 27 |
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MODULE 4: Global Healthcare Delivery Systems & Leadership |
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How can various ways in which healthcare services are delivered to and accessed by individuals both improve and weaken health outcomes? |
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Date |
Topic(s) |
Readings & Assignments Due *Refer to Canvas for final assignments and due dates |
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Monday Aug. 1 |
· International healthcare systems · National healthcare models · International infrastructure of global health · Global health leader organizations · Local health leadership decision-making
· Wednesday: Case study – Iran’s Triangular Clinic |
· Refer to Canvas, Module 4 for readings
· TWUDA Perusall Discussion, Chap. 8 & 9, due Saturday, July 30, 11:59 p.m.
* Humanitarian crisis country overview presentations, as needed
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Wednesday Aug. 3 (no in-class session) |
· |
· Case Study #2: Iran’s Triangular Clinic & questions, due Thursday, August 4, 11:59 p.m. |
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Date |
Topic(s) |
Readings & Assignments Due *Refer to Canvas for final assignments and due dates |
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MODULE 5: Partnerships, Programs & Research · How should international collaborations, programs and research projects be designed so they are sustainable and do not harm the communities they are trying to help? |
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Monday Aug. 8
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· Global health partnerships · International collaboration · Sustainable program design & implementation
· Monday & Wednesday: Humanitarian Response Technical Brief, Pecha Kucha presentations |
· Refer to Canvas, Module 5 for Assigned Readings
· TWUDA Perusall Discussion, Chap. 10 & 11, due Thursday, Aug. 4, 11:59 p.m. · Humanitarian Crisis: Public Health Situation Analysis, due Friday, Aug. 5, 11:59 p.m.
· Humanitarian Action Technical Brief summary, due Sunday, Aug. 7, 11:59 p.m.
· TWUDA Perusall Reading, Chap. 12 & 13, Reflection due Tuesday, Aug. 9, 11:59 p.m. |
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Wednesday Aug. 10
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· Humanitarian Action Technical Brief presentation peer evaluations, due Thursday, Aug. 11, 11:59 p.m. · Humanitarian Action Technical Brief, due Thursday, Aug. 11, 11:59 p.m. |
Emergency Phone Numbers: In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. Non-emergency number 817-272-3381
STUDENT RESOURCES
Library Home Page library.uta.edu
Academic Help
Academic Plaza Consultation Services library.uta.edu/academic-plaza
Ask Us ask.uta.edu/
Library Tutorials library.uta.edu/how-to
Subject and Course Research Guides libguides.uta.edu
Subject Librarians library.uta.edu/subject-librarians
Writing Center http://www.uta.edu/owl/
Public Health Guide http://libguides.uta.edu/publichealth - explains how to create a plan for finding literature and which databases to search.
APA Guide http://libguides.uta.edu/apa - created for UTA-specific questions about use of APA and includes quick answers and short video introductions to concepts.
Resources
A to Z List of Library Databases libguides.uta.edu/az.php
Course Reserves pulse.uta.edu/vwebv/enterCourseReserve.do
FabLab fablab.uta.edu/
Special Collections library.uta.edu/special-collections
Study Room Reservations openroom.uta.edu/
