Professional Documents
Culture Documents
of Public Health
University of South Florida
Department of Global Health
Syllabus
Course Name: Public Health Emergencies in Large Populations (PHELP)
Prefix & Number: PHC 4188
Section: .001 Ref# 22597
Semester: Spring, 2015
Course
Description:
Credit hours:
Pre-Requisites:
N/A
Co-Requisites:
N/A
Location:
CPH 2016
Instructor
Information:
Instructor 1
Instructor 2
Instructor 3
Required
Materials:
Recommended
Materials:
Syllabus
Page 1
Syllabus
Page 2
Syllabus
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1. Class Participation. Each week the course instructor will provide lectures on the readings and
provide their insights and perspectives on the material. It is strongly encouraged that students be
prepared to ask questions, make comments, and provide their own insights and experiences to
supplement the material.
Students are expected to actively engage in class discussions and class activities about the
assigned readings and related concepts. Students participation will be evaluated in terms of the
following: (a) attendance (b) apparent thoughtfulness of comments; (c) active engagement during
class activities; and (d) ability to keep an open mind, even when discussing controversial viewpoints.
2. Skill-building Activities. A majority of the class meetings will include a segment devoted to skill
building instruction and exercises. These skill building exercises are designed to provide students
with an introduction to the tools needed for developing the competences needed to respond to
public health emergencies.
There will be four in-class assignments where the students will be placed into groups to complete an
activity. The group tasks will be to discuss key topics and identify problem solving ideas to share
with the class. Activities will be distributed and explained in class.
Skill-building Activities will account for 15% of your final grade.
3. Homework Assignments. Each week take-home questions will be given to students in
correlation with the readings, videos or case studies that are assigned. These questions are
designed to encourage the students to think about key elements pertaining to the readings and will
prepare students for the exams. Instructions and any additional materials required to complete each
homework assignment will be posted on Canvas.
Homework Assignments will account for 33% of your final grade.
4. Exams. There will be two exams in this course (a Mid-term & a Final exam) that will be comprised
of true/false, multiple-choice, short-answer, and/or essay questions. Each exam will only include the
subject matter listed prior to the exam date on the syllabus and is not cumulative. Exam materials
will include information from the textbook, handouts, videos, and class lectures/slides/discussions.
Exams will account for 52% of your final grade.
Syllabus
Page 4
This course meets the following competencies for Global Disaster Management and
Humanitarian Assistance
Competency
Learning Objectives
Assessment Strategies
1, 2, 4, 10
1-4
1-10
1-4
Syllabus
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Number of
Points per
Assignment
Total # of
Points for the
Semester
Percentage of
Total Grade
Homework
Assignments
13
10 points
130 points
33%
Skill-building
Activities (In-class)
15 points
60 points
15%
Mid-term Exam
100 points
100 points
26%
Final Exam
100 points
100 points
26%
Total
390 points
100%
Students are advised to pay careful attention to directions for each assignment.
Student grades will be updated regularly on Canvas. It is the students responsibility to
monitor their grades to ensure that they are aware of their progress in this course.
Late Assignments: All assignments must be turned in by the due date on the
course schedule, unless otherwise notified by the instructor. No makeup of missed
work will be allowed. Failure to complete any assignment will not constitute an
excuse for being assigned an "I" grade in the course. Exceptions to this policy will
be made only in the case of severe illness, documented family emergency, or
similar problem.
Syllabus
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Permission to Use
Lectures:
Instructors
Expectations:
Preparation. Students are expected to stay current on course readings and course
content. Assigned material for each Section should be read prior to class. Students
are expected to check on Canvas on a regular basis for updates and reminders.
Participation. Active participation and attendance is expected. Active participation
includes attentiveness and engagement in classroom discussions and/or skill-building
activities. Participation in discussions requires maturity and thought. Students should
treat each other with respect and kindness.
Incomplete Policy:
Sensitivity to Diversity. Students should remember that others in the group may
differ in cultural background, sexual orientation, and/or gender identity or gender
expression and should be careful about making insensitive or careless remarks.
COPH policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html
N/A
Class Participation:
Each week the course instructor will provide lectures on the readings and provide their
insights and perspectives on the material. It is strongly encouraged that students be
prepared to ask questions, make comments, and provide their own insights and
experiences to supplement the material.
Students are expected to actively engage in class discussions and class activities
about the assigned readings and related concepts. The goal of class participation is to
promote open discussion and express varying viewpoints. Class participation will be
evaluated and affect a students final grade. Students should remain respectful of all
people in the classroom, both students and the instructor, during class discussions.
Disrespectful communication to others will not be tolerated.
Syllabus
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Date
Assignment Due
Topic/Questions to Address
(Prior to Class)
5 January
o
o
o
o
o
12 January
19 January
26 January
No Class
HW Section 3:
Developing an
Assessment Checklist
What is surveillance?
How does the collection of information important in humanitarian emergencies and
disaster management?
What types of data collection are used?
Who is needed in developing an assessment team? What is needed for that team
to accomplish their goals?
Learn about the basic planning cycle for the initial assessment.
What questions will need to be asked when conducting the assessment?
Skill-building Activity #1
2 February
9 February
HW Section 4:
Sheltering & Site Planning
Journal Assignment
HW Section 5:
Environmental Health:
o
o
o
o
o
Syllabus
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HW Section 6:
Communicable Diseases:
o
o
o
o
o
o
Skill-building Activity #2
23 February
HW Section 7:
Mental Health:
o
o
o
o
o
o
2 March
9 March
16 March
Who am I? Explore your personality. Be clear about your values and beliefs.
How do you provide comfort and support following disaster or public health
emergency?
What do refugees and victims of disaster have to face? What is the impact of high
levels of stress?
Be able to identify signs of stress. What should public health workers watch for
when working with survivors of traumatic incidents?
UNHCR and their views on Mental Health
Case Study: Rwanda & Abu Ghraib
Skill-building Activity #3
23 March
HW Section 9:
Current Events and
Implementing Healthcare
Services
Syllabus
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6 April
HW Section 10:
Questions for Guest
Speaker
HW Section 11:
Understanding Agencies
Working in Emergency
Response Assignment
What are our basic human rights? What is the history behind human rights law?
What is International Humanitarian Law?
What is the International Criminal Court?
Case Studies: Violations of Human Rights
Skill-building Activity #4
13 April
HW Section 12:
Military Intervention in
Humanitarian Operations
Discussion
20 April
HW Section 13:
Resettlement and Ethics
Assignment
27 April
Final Exam (100pts)
Syllabus
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Cahill, K. M. (Ed.). (2003a). Emergency Relief Operations. New York: Fordham University Press.
Davis, J. & Lambert, R. (2002). Engineering in Emergencies: A Practical Guide for Relief Workers. London: Intermediate
Technology Publications.
Medecins Sans Frontieres. (1997). Refugee Health: An Approach to Emergency Situations. London: MacMillan Education Ltd.
Medecins Sans Frontieres. (2006). Rapid Health Assessment of Refugee or Displaced Populations. (3*ed.)
Medecins Sans Frontieres. (2010). Public Health Engineering in Precarious Situations. (2*ed.)
Noji, E. K. & Toole, M. J. (1997). The Historical Development of Public Health Responses to Disasters. Disasters, 21(4), 366376.
Noji, E. K. & Toole, M. J. (1997). The Public Health Consequences of Disasters. Ch. 20, 419-442.
Oxfam. (1994). Health Care for Refugees and Displaced Populations. Assessment and Planning.
Perrin, P. (1996). War and public health: Handbook on War and Public Health. Geneva: International Committee of the Red Cross.
Redlener, Irwin, & Reilly, M. J. (13 Dec 2012). Lessons from Sandy- Preparing Health Systems for Future Disasters. The
New England Journal of Medicine, 367(24) 2269-2271
Roberts, L., Chartier, Y., Chartier, O., Malenga, G., Toole, M. & Rodka, H. (2001). Keeping Clean Water Clean in a Malawi Refugee
Camp: A Randomized Intervention Trial. Bulletin of the World Health Organization, 79(4), 280-287.
Smith, M., & Reed, R. (1991). Water and Sanitation for Disasters. Tropical Doctor, 21(1), 30-37.
World Food Program. (2002). Emergency Field Operations Pocketbook.
Website List
http://www.forcedmigration.org/
http://www.sphereproject.org/
http://www.unhcr.org/
http://www.phe.gov/emergency/events/sandy/Pages/default.aspx
http://www.icrc.org/eng/
Syllabus
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Definitions and Responses: How do we define a disaster? Definitions used in disaster management. What is a complex
humanitarian emergency? Who is a refugee? Who looks after refugees and internally displaced persons?
Disaster Management: How best to prepare a response to an emergency? What are the expected hazards? Who are in
the vulnerable populations? What is the magnitude of risk?
Conducting Assessments. Populations affected by emergencies have urgent public health needs. Predicting and
measuring these needs are critical to an effective response effort. Identifying at risk populations.
Responding to Needs: Priority of needs must be determined and urgent needs met as quickly as possible. Yet,
effectiveness must be achieved and long-term outcomes considered.
Environmental Health. Epidemics are common in emergencies because environmental health is frequently of inferior
quality than in normal conditions. Basic public health actions can prevent outbreaks if appropriate measures are put into
place early.
Food and Nutrition. In emergencies the greatest need is often food. Yet, knowing what supplies are appropriate and
distributing them equitably are frequently difficult.
Information and Surveillance. The health status of populations affected by disasters must be monitored in order to
improve decision-making.
Communicable Diseases. Populations displaced in emergencies are often at risk of disease, both pre-existing, and those
arising from a new or altered environment.
Reproductive Health. Refugees have different reproductive health needs from other populations. Some groups are
increasingly at risk from HIV.
Humanitarian Ethics. Maintaining neutrality, humanity, impartiality, independence and assuring equity in access to
services is an ethical issue in emergencies.
International Humanitarian Law. Humanitarian measures are guided by the Geneva conventions, which protect the
safety of civilians, non-combatants and health workers in a conflict.
Human Rights and Human Security. Violation of basic human rights is often the basis for loss of human security and
livelihoods. Awareness may prevent many abuses. Security issues also exist for the humanitarian aid worker operating in
the field.
Syllabus
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Student Conduct:
Disruption of
Academic
Process/Academic
Integrity of Students:
Academic
Dishonesty/
Plagiarism:
Plagiarism will not be tolerated and is grounds for failure. (Refer to USF Academic
Integrity of Student Policy): http://www.grad.usf.edu/plagiarism.php
http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.025.pdf
Cheating Statement:
The USF College of Public Health expects students to maintain academic honesty
in all courses. By virtue of being registered in a Public Health course, students
agree to refrain from cheating. If cheating in any form (academic dishonesty) is
detected, appropriate action will be taken. (Refer to USF Academic Integrity of
Students Policy). http://usfweb2.usf.edu/ethics/ai5/01.html
Undergraduate
Academic Policies
and Procedures:
http://www.ugs.usf.edu/pdf/cat1112/08acapol.pdf
Syllabus
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Students in need of academic accommodations for a disability may consult with the
office of Services for Students with Disabilities to arrange appropriate
accommodations. Students are required to give reasonable notice (typically 5
working days) prior to requesting an accommodation.
Students with Disabilities Services: http://www.sds.usf.edu/
Students: http://www.sds.usf.edu/students.asp
Faculty: http://www.sds.usf.edu/faculty.asp
Holidays and
Religious
Observances:
http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
Emergency
Preparedness:
Student Grievance
Procedure:
STUDENT RESOURCES
Library Resources:
http://guides.lib.usf.edu/CitingSources
Syllabus
Tutorial: http://eta.health.usf.edu/publichealth/APApresentation/player.html
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http://eta.health.usf.edu/publichealth/standards/syllabus/Online_Netiquette.pdf
http://health.usf.edu/publichealth/eta/pdf/MyUSF_Email.pdf
Canvas Tutorials:
http://health.usf.edu/publichealth/eta/student_resources.html
Syllabus
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