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Presented by: D. Kacher http://fojailnohel.wordpress.com/2009/04/26/global-health/
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• An inquiry course that allows students to:
explore track & analyze
- the most common global health problems & - evaluate their connection to populations & environment
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malaria!
cholera!
hepatitis!typhoid!
tuberculosis!rotavirus!
cancer!
shigellosis!
onchocerciasis!
cardiovascular disease!
HIV/AIDS!
dengue fever!
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• health care systems around the world
• teaming & collaboration • giving professional presentations over various
research topics
• globalization and health • cutting-edge biotechnology
& engineering
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• To help students: – gain an understanding of variations of health &
global disease patterns – Explore health disparities between countries &
medical technology to resolve these problems
– make multidisciplinary connections
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Health Science Bio-
engineering
Public Health Path/o
Gov / Economics
Geography
Cultural Anthropology History
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projects!presentations!
activities!
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• Each learning unit begins with teacher giving a “mini-lecture” - (foundation information)
…cancer…staging…grading…cellsuicide
yada,yada,yada…
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• After lecture, students divided into research groups & given a research question • Students also have research rubric to follow
for each topic (evaluation rubric) • For instance: - Topic of study: Cancer - Big research question: What cancer has
highest incidence rate in Brazil ? - How does the Brazilians’ rate of this ca
compare with other countries? - What factors contribute to the high rate?
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Find out that cervical cancer has higher incidence in Brazil than any other country in world�
Compares rates of specific cancers in various populations
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Rubric questions students need to address:
Population density?
Country where disease is prevalent?
Rural or urban area?
Country’s infrastructure? Economic status
of country?
General health of affected population?
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Another investigative topic example:
• Most diarrhea-related deaths occur in children in developing countries Number of those deaths is equivalent to: 20 jumbo jets crashing with no survivors-- every day for a year.
Discussions questions to ask students: How is diarrhea treated in developed countries? How is it treated in developing countries?
Diarrheal diseases Student foundation information would include:
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Their big investigative question:
• What are some simple, cost effective ways to prevent & treat diarrheal diseases in developing countries?
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Through their investigation they will find information over:
oral rehydration mixture • 1 liter (approximately 4 cups) boiled water • 1 teaspoon salt • 8 teaspoons sugar
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other ways to deal with this problem - better packaging/distribution rehydration mix - grass-root education - sources for clean water - new technology (water filters, vaccines)
Students continuation collaboration and look for:
www.pbs.org/.../i/video/dis_oraltherapy_lg.jpg
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• Each student group is given a timeline for completion of an end-of-year project
• The project: – a medical technology prototype that can be
engineered to help resolve medical problems in developing countries.
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• Directing students to related journal articles to augment understanding of assigned topic
• Facilitating students with their activities, investigations, projects, & presentations
• Evaluating each stage of investigative work
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• Can use online web-sharing site: – Del.icio.us – Digg – Diigo
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My teacher/student web sharing site
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• Teachers RESIST! • Remember this is a student investigative course
• You can give them ideas or examples to jump-start a project
• After that, they need to work through any questions they encounter.
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PEIMS # 13020900
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• Use HST World Health Research PEIMS # & • follow those TEKS
• Use STEM’s Research & Design PEIMS # 13037200 • Can still follow World Health Research TEKS • Student’s projects follow scientific method • incorporate 40% lab/fieldwork
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• It’s multidisciplinary – allows students to make connections between
disciplines • Promotes – student inquiry skills, – problem solving, – teamwork, – presentation proficiency & – an understanding of our global society
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• Any science or HST teacher with a background in or strong interest in:
– public health / epidemiology – biomedical engineering &
technology – global events – people from different
cultures www.addictionrecov.org
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• Rice University - Beyond Traditional Borders: - Workshop: Bioengineering & World Health - Month-long summer workshop - Curriculum/Lesson Plans/Activities - Stipend - http://cohesion.rice.edu/collaborations/btb/
programs.cfm?doc_id=9299#mshs
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• Center for Disease Control & Prevention (CDC) - Workshop: Teach Epidemiology - Week-long summer workshop - Curriculum/Lesson Plans/Activities - Good if you want to use the epidemiology
towards 40% lab for science course. - http://www.cdc.gov/gcc/exhibit/teacher.htm
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World Health Research Lesson Plans at our Texas Health Science web site: http://www.texashste.com/
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• Ms. Kacher’s Webpage http://www.quia.com/pages/dkacher/
dhsteachershare -or google
kacher quia
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