Introduction to Global Health

ASB 294/ 394

Study Abroad in New Zealand Version

Summer 2007

Course Description

This 3-credit introductory course uses perspectives from anthropology and related social and health sciences to understand global health challenges and their solutions. In this sense, ‘global’ means ways of thinking about health and wellbeing that can incorporate all cultures, all places, and all time. Here we use the New Zealand case, including by comparison the US, to explore such issues as how culture impacts the risk for and expression of disease, how we can recognize the differential impact of disease on populations, the causes and consequences of the massive health inequities we observe in the world today, and how large scale transnational processes (such as global history, migration, environmental degradation, and rapid social change) play out on the ground in the health of local communities.

Course Texts.

New Zealand Health and Disability Sector Overview. 2003. Available as a free downloadable pdf.

Davis, P., and K. Dew. 1999. Health and Society in Aotearoa New Zealand. Oxford University Press.

Students should also read King’s Penguin History of New Zealand for background.

Coursework and Assessment

Analysis of Health Care Systems(25% of final grade)

Service Learning (15% of grade)

Reflection Statement (60% of final grade)

Analysis of Health Care Systems: Present an analysis of the health care system in New Zealand compared to that in the US either as a country or in relation to a specific state. In addition to describing the differences of the systems, they should also be evaluated in terms of such factors as the composition of the national population, physical geography, and prevailing disease profiles. Pay attention to issues of ethnic differences and disparities in health profiles. Max 6 pages, including diagrams.

Service Learning: Each student must complete six hours of community participatory service learning related to health while in New Zealand, and will submit a feedback report on the experience.

Final exam. The final examis a take-home reflection statement (expected length, 6-10 pages). This is a personalized and synthetic (but properly referenced and argued) document based on lectures, readings, and your own experience and observations such as while working on modules, in field site visits, and during service learning, as to the question: How does the NZ case help us think differently about health in the US? In preparing this assignment, it is extremely helpful if you keep a journal of your thoughts, reactions, and experiences related to the course. To anchor your discussion when you prepare your final statement, you might want to select one or two basic issues to discuss – for example, the inequities across or within nations in access to health care, the lower status of women and how it affects their health, health issues related to immigrant status or indigenous peoples, or minority access to health care.

Final grades are assessed as:

A89.5-100

B79.5-89.4

C69.5-79.4

D49.5-69.4

Fail<49.5

There is no grading ‘on the curve.’ If you get at total score of 89.5/100 or above for the whole semester, you are guaranteed to get an A for the course. And, if everyone in the class gets over 90 points total in the semester, everyone will get an A and we will be delighted.

Classroom Policies

Academic Honesty:

Students are responsible for their own academic behavior, and for making themselves fully aware of the University’s policies: Academic dishonesty includes using the uncredited work of others, but also tolerating or assisting dishonesty in others. The use of cooperative teams of students in instructional settings is widely considered a very effective way to promote student learning, and can also significantly enhance students’ enjoyment and sense of involvement in their education. It therefore has very high pedagogic value, and that is why we will be using it in this course. However, we are very aware that a main challenge is that it demands students apply high standards of respect for other students contributions, time, and effort.

This syllabus is a general guide only – deviations may occur and should be expected.