SPH 566- Course Syllabus 2014 Spring Intercession Apr 22, 2015
Health, Community and Development SPH 566 Course Syllabus Term: Spring Intercession (Mon., May 4-June 10, 2015)
(eClass-Learning)
Instructor: Kyle Whitfield, PhD, MCIP, RPP (Reg. Professional Planner) Associate Professor, Faculty of Extension Cross-Appointed to the School of Public Health, University of Alberta Instructors Contact: Enterprise Square, Room 2-215, 10230 Jasper Ave. Edmonton, Alberta T5J 4P6 Canada Ph: (780) 492-0165 Email:
[email protected] Office hours: Available via email and/or telephone and/or in person.
Course Description This graduate course uses an ecological framework to explore three major theoretical and very practical concepts: health, community and also development. Use of this type of a framework allows us to see all three as interconnected in some manner. But, it also allows us to see the disconnection and separateness of each. In this course, we attempt to tease out these relationships asking such questions as: are they always connected? Is there value in this connection? Under what circumstances are they not connected? And what are the implications of their connectedness and sometimes lack of connection? Health is defined using a social determinants view (http://www.thecanadianfacts.org/the_canadian_facts.pdf). ‘Community’ is viewed broadly as a group working together with a common interest and the phenomenon of ‘development’ is critically analyzed, asking such questions as: does it always mean ‘improvement’? What is the ultimate aim of development and from whose perspective and who gains and who is harmed from ‘development’? Major concepts within the modules of this course that we work at dissecting are: community development and community planning as a model for health improvement; health equity and its associated issues and contexts such as health disparities and related inequities; considerations related to planning a “just” city; citizenship, using a social citizenship framework leading us into exploring social justice and its implications for community development in a health promotion context. Here we also explore the notion of place using a settings framework (Poland, Krupa and McCall, 2009). Inquiry into all of these issues brings us to the major question: how do we craft a better future for health, community and development, considering both their connectedness and disconnection? The continuous cycle of ‘theory to practice-then back again to practice and then theory’ is a core teaching and learning strategy used in this course. Also used throughout the whole course is inquiry-based teaching which is a method that asks us to pose questions to our ongoing assumptions as one way to deepen our learning. Use of case examples will also help to strengthen both of these approaches. There are five learning units/modules guiding the course content: Unit/Module 1: Theoretical Underpinnings of Health, Community and Development Unit/Module 2: Health Inequality, Injustice and Disparity: Implications for Equity in Development Unit/Module 3: Planning the Healthy and “Just” City while Critically Analyzing “Development” Unit/Module 4: Citizenship, Social Citizenship and Citizen Engagement in Community Development Unit/Module 5: Critically Assessing Health, Community and Development to Craft a Much Better Future
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Public Health Competencies Addressed The most significant Masters of Public Health core competencies fostered in this course are: • Basics of public health • Knowledge generation and translation • Professional and leadership skills • Health policy and management • Health social sciences •
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The most significant Health Promotion specialization competencies fostered in this course are: Basics of public health - Public health concepts and issues - Health equity - Global health and societal justice Knowledge generation and translation - Epistemology - Knowledge generation Professional and leadership skills - Self-management - Engagement - Leadership - Problem solving - Interpersonal skills - Health policy and management - Health management Health social sciences - Key concepts of health and implications for health strategies - Key theories in the social and behavioral disciplines - Role of social and community factors in public health problems and solutions - Individual, organizational and community capacity change in environments and health
Course-at-a-Glance: Learning Unit begins and ends: Unit 1-Theoretical Underpinnings of Health, Community and Development-Monday May 4 – Sunday May 10 Unit 2-Health Inequality, Injustice and Disparity: Implications for Equitable Development-Monday May 11- Sunday May 17 Unit 3-Planning the Healthy and “Just” City while Critically Analyzing “Development”- Monday May 18- Sunday May 24 Unit 4-Citizenship, Social Citizenship and Citizen Engagement in Community Development- Monday May 25- Sunday May 31 Unit 5- Critically Assessing Health, Community & Development to Craft a Much Better Future-Monday June 1- Sunday June 7 Unit 5 Continuation-
Monday June 8-Wed. June 10
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Assignments and Course Components 1. Position Paper Due…Monday May 11, 2015 2. Initial & Response On-line Discussion Postings Due Dates… Learning Module
Student group i.e. 2-3 facilitation of Module
Date that Learning Module begins and Student Facilitation Group to post your first guiding questions to the class:
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K.Whitfield
Mon., May 4
Tues, May 5
Friday May 8
2
Student Group A
Mon., May 11
Tues. May 12
Friday May 15
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Student Group B
Mon., May 18
Tues., May 19
Friday May 22
4
Student Group C
Mon., May 25
Tues. May 26
Friday May 29
5
Student Group D
Mon., June 1
Tues. June 2
Friday June 5
All
Mon., June 8
Tues. June 9 (Course officially ends Wed. June 10 )
Friday June 12LAST POSTINGS
5 Continues
Initial Posting due by each student... that week’s module topic
Response Posting due by each student... re. that week’s module topic
3. Student group facilitation of Module i.e. 2-3 students -See Table above and Sign Up Sheet in e-Class 4. Essay Outline and Essay Due - Final Essay Outline………. Friday June 5 - Final Essay……………… Wednesday June 17 5. e-Class Live Sessions in “Real” Time: Session 1: e-Class Live Monday May 11, 5:00 p.m.- 6:15 MST (Edmonton time) -Meet and greet - Reflection and discussion of Unit 1 - Presentation by Dr. Whitfield re. theoretical underpinning of health, community and development - Course overview Session 2- e-Class Live Wed. May 20, 5:00 p.m. 6:00-6:15 MST (Edmonton time) -Guest presenter, Dr. Kristof Van Assche, Associate Professor, Faculty of Extension, University of Alberta -Dr. Van Assche will facilitate a discussion about key critical development issues and questions surrounding “Planning the Healthy and “Just” City while Critically Analyzing “Development”. 4
Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Biography: The research interests of Dr. Van Assche are related to: innovation and evolution in governance; environmental policy & natural resource governance; rural development; spatial planning & design; institutional design in/and transitional societies; and theory of development and planning. Kristof Van Assche is interested in evolution and innovation in governance, with focus areas in spatial, environmental and development policy. He worked in various countries and often combines fieldwork with theoretical reflection: systems theories, post- structuralism, institutionalism and others. With regards to planning, he is especially interested in the way planning is embedded in society, and how the steering and molding of communities and territories in and by planning is subjected to the forces that bind together law, economy, politics in specific patterns: what counts as planning, who is planning and what can be planned is the product of a co- evolution of rules and roles in governance. Geographically, his work covers Europe, Central Asia and the Americas. His personal www is: http://easweb.eas.ualberta.ca/page/directory/?person=kristv Session 3: e-Class Live Monday May 25, 5:00 p.m.-6:30 MST (Edmonton time) - Presentation and Discussion of Unit 4 Session 4: e-Class Live Monday June 8, 5:00 p.m.- 6:30 MST (Edmonton time) -Discussion of Unit 5 - Course synthesis of “Health, Community and Development” - Focus of discussion-the future of health, community and development (for a much better future) - E-wine & cheese or E-latte & biscotti - Open discussion of course evaluation.
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Detailed Description of Assignments Assignment No. 1.
Assignment
% of total mark /10
Position/Opinion Paper
Due Date Monday May 11
The purpose of a position paper is to present your position/your opinion about a topic or issue. It is not a research paper grounded in scholarly or research-based evidence. Therefore, this assignment asks you to write about YOUR position, opinion and view about the following: What is your understanding of (your position on) the association, connection and relationship between health (as you define it), community (as you define it) and development (as you define it)? Some example questions to ask yourself to prompt your thinking might be: - if health, community and development do overlap, how and in what context? (an example might be helpful here) - if they are not integrated or you don’t see that they overlap, in what ways are they separate and distinct? and, what factors might be contributing to this? - what do you conclude about the degree to which there is or is not any integration between health (as you define it), community (as you define it) and development (as you define it)? You are permitted to only use 2 references for this paper (but they are not required). Maximum 3 pages, (1.5 space. 12 pt. font Times New Roman) i.e. under 1000 words. No title page required. Since it is still a formal “paper”, you need to use essay style e.g. introduction, body, conclusion (the use of sub-headings are acceptable and encouraged). See: Criteria/rubric for assessing term papers/essays Helpful references re. Writing a Position Paper: http://en.wikipedia.org/wiki/Position_paper
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
2.
On-line discussion entries Two discussion entries per week (minimum) for 5 weeks. Weekly entries /5.
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A minimum of two entries x weekly
You are expected to log into the course discussion forums daily and make at least two entries related to each Learning Unit, that is, 1 initial post and 1 response post, at minimum. When making an entry, consider the following guidelines: • One initial posting (appx.300-400 words) • One major response to a colleague (appx.200 words) • Respond to postings or queries by the Instructor. • Your entries are expected to be grounded in: your own experience, entries from other students and the course content provided. The purpose of this expectation is to work at evolving your knowledge and synthesizing these three information sources. • Read and respond to some of the messages posted by your colleagues as you wish. • Ask questions of one another based on content from the readings. Help one another by questioning your assumptions. • Some questions to ask while going through the Course Content are: What is being said by the author? What did I find interesting? What did I find puzzling - unexpected problems or issues? What does this mean for practice? What questions was I left with about issue x? What do I think about the way I am approaching the issue, subject or topic? What other resources interested or inspired me (photos, visuals, etc)? Did anything trouble me-if so what and why? Do I find myself quite critical of similar issues whenever they arise-if so, why? Is there a pattern developing? 3.
See: Marking Rubric for On-line Discussions Facilitation/moderation of a weekly on line discussion (in pairs or in 3’s) Your role for the week is to facilitate the on-line discussion between and amongst class participants. In groups of two or three you will be facilitating/moderating a weekly topic (Sign up in E-Class Sign up sheet). This will entail:
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a) /10 a) Questions: As a group/pairs, establish one or two inquirybased questions that are pertinent to the content that will guide the discussion during the week; you can also be creative and use additional facilitation activities i.e video but not required. You will be graded on your teams overall online facilitation experience.
a) Questions to student colleagues throughout the week.
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
b) Summary: At the end of your moderating/facilitating role e.g. by Monday or Tuesday(latest) i. Summarize what activities and discussion mechanisms took place, as well as the key learnings (from all students) about the week’s content and the on-line discussion. (It is helpful to return to the guiding questions to help summarize the weekly content and learnings). ii. Compile three critical questions that seem to remain about this topic. iii. Post these three remaining questions in that weeks discussion using “Facilitator Summary” as the Subject.
c) Individual reflection: Immediately after completing your Moderator/Facilitator role, individually describe in a paragraph or two your work together as a group/community—that is, how well you worked together as a team (e.g. degree of equal work load) and what you learned about your role as a facilitator. Please submit this via the eClass assignment tool by the Monday following your facilitation week.
b) /10
b) Summary of key issues and key questions arising from that Module due to all student colleagues by Monday or Tuesday after facilitation ends. (1 page, 2 max)
c) /5
c) Individual reflection on self (and partner) due the Monday following your week of moderation (which ends Sunday).
*See Guidelines on Facilitating On-line Discussions 4.
Final Essay Outline Creating an outline for your essay will make the development and completion of your essay MUCH easier (I promise!).
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Friday June 5
-Basic Outlining: http://www.lib.jjay.cuny.edu/research/outlining.html - Research Paper Tips: http://library.concordia.ca/help/howto/researchpaper.html
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
5.
Essay
/25
Wednesday June 17
Write an essay using your choice of a topic relevant to this course or using one of the module themes. The over arching aim of the essay is to demonstrate, using research based evidence, some integration and a relationship between health, community and development relevant to your topic. You are to describe the nature or type of this integrated relationship and offer evidence to demonstrate that relationship type. (See case study examples from Instructor). You can also discuss the implications re. your topic when integration of these three do not occur i.e. when development fails, what is the impact on your topic? So, your paper explores the pros of the integration of health, community and development, re. your chosen topic and the cons or problems, related to your topic, when health, community and development are not well integrated or don’t work well together. Format: The term paper is in an essay format. (Refer to “Criteria for assessing term papers/essays A+ to A-”). The introduction should creatively set up the topic, thesis and argument and you must have a thesis question. Such as: ‘this paper will be responding to the question- in what ways are[your topic] integrated when using a health, community and development framework and what are the consequences or implications when they are not integrated?’ The thesis question should be original; it must offer accurate interpretations and criticisms/critiques to establish a unique point of view, and demonstrate a thorough analysis of the interpretation. The background must provide useful contextual issues and focus on the specific topic(s). The research must be dense and detailed, contain crucial and current sources, and be based on scholarly research, convey a full range of research (i.e. old and new, from a few disciplines), interrogate information from the sources critically, and display evidence of the pros and cons to reinforce your points. You should aim to synthesize this evidence. Your argument needs to display pro and con arguments that challenge and support but answer your thesis question. It needs to always connect detailed sources, examples and/or statistics to the argument and juxtapose theories (relevant to health, community and development). Your conclusion needs to be insightful and logical based on a summary of your key points and provide a closure statement that is superior. Finally, it should be free of errors and a pleasure to read.
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
I highly recommend that you ask another person in the course to proofread your paper. It should be between 4000-5000 words. (1.5 line space, not including references, 12 pt font, Time New Roman). Title page required. References required. APA citation style. -‐ http://owl.english.purdue.edu/owl/resource/544/01/ -‐ http://owl.english.purdue.edu/owl/resource/544/02/ * See Essay Marking Rubric
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Course Schedule (Monday May 4, 2015- Wed. June 10, 2015) Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
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Course Begins UNIT 1 (May 4-May 10) Theoretical Underpinnings of Health, Community & Development Moderator; K.Whitfield Sign up for Facilitator/Moderat or Role Post your Bios and a picture of you (if you like)
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11 DUE: Position/ Opinion Paper Session 1: e-Class Live 5:00 p.m.- 6:15 MST (Edmonton time)
Your Final Essay - start thinking about your final essay topic
UNIT 2 (May 11-May 17) Health Inequality, Injustice and Disparity: Implications for Equity in Development Student Group A
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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HOLIDAY Victoria Day Unit 3 May18-May 24 Planning the Healthy and “Just” City while Critically Analyzing “Development”
20 E-class Session 2e-Class Live 5:00 p.m. 6:00-6:15 MST (Edmonton time) -Guest presenter, Dr. Kristof Van Assche,
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23 Anonymo us, MidPoint Course feedback
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5 DUE Final Essay Outline
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May 23May 30
Student Group B
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25 E-class Session 3: e-Class Live 5:00 p.m.-6:30 MST (Edmonton time)
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Final Essay Topic - what is your final topic for your essay?
Unit 4 May 25-May 31 Citizenship, Social Citizenship and Citizen Engagement in Community Health Planning
Student Group C 31
JUNE 1
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Unit 5 June 1-7 Critically Assessing Health, Community and Development to Craft a Much Better Future
3 Final Essay - Decide on your final essay
Student Group D 12
Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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E-Class Session 4: e-Class Live 5:00 p.m.- 6:30 MST (Edmonton time)
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10 Course Official End Date
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17 DUE Final Essay
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13 ReminderPlease fill in formal course evaluations (they will be emailed to you by Test Scoring Services, University of Alberta)
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
DESCRIPTION OF LEARNING MODULES AND COURSE CONTENT UNIT 1: THEORETICAL UNDERPINNINGS IN HEALTH, COMMUNITY AND DEVELOPMENT (Monday May 4- Sunday May 10, 2015) Goal The purpose of this first module is to examine several concepts and theories in which health, community and development are grounded. Each of these fields- Health- Community-Development, may historically be viewed as separate and unique fields of study, scholarship and practice, and this course will show that there are many overlaps, associations and ways in which each complement one another. Simply, health impacts community which impacts development. And development impacts health which impacts community. And, community impacts health which can impact development. All three sentences are true and have merit. Of course, many factors influence how they relate. Questions about their intersections might be: what type of development?, whose health? what aspects of health? which communities and community? defined by whom? and based on what criteria? In this first unit of the course, we will try to dissect some of these ideas to find where there may be strong intersections and where there still might be gaps. Here, health is defined broadly, using the Social Determinants of Health (SDOH). In this model of health, there are twelve components that are determinants of “health”: income and social status, employment, education, social environments, physical environments, healthy child development, personal health practices and coping skills, health services, social support networks, biology and genetic endowment, gender and culture. According to the World Health Organization (WHO) the SDOH “are the circumstances in which people are born, grow up, live, work and age, and the systems put in place to deal with illness. These circumstances are in turn shaped by a wider set of forces: economics, social policies, and politics” (http://www.who.int/social_determinants/en/, Accessed 04-01-2010). In this first Module, health is critically explored by Packard, Brown, Berkelman, Frumkin, (2004) in Emerging Illnesses and Society. Their critique of illness and disease in Chapter 1 is a good grounding for examining the many issues relevant to health and health promotion. The work of Dr. Rebecca Solnt is amazing. A lot of her work looks as community resiliency after communities have been through natural disasters like Katrina, for example. Her introductory chapter to this book A Paradise Built in Hell: The Extraordinary Communities that Arise in Disaster (2009) make us ask questions about how communities evolve, are created due to circumstance, how they change, how they might be perceived- making us wonder about the geographical community versus those communities that are built and fostered out of need. Solnts’ work is truly exemplary! I encourage you to seek out her many other books. Issues relevant to development will be addressed throughout the course but the Health in the Post-2015 UN Development Agenda: Thematic Think Piece (2012) views development from a wide angle that includes health and, at times, consideration to community. I suggest it as a grounding document to look at development from a global level. The video Surviving Progress, which you will only be able to see a small portion, complements the UN report while The Egg, helps to synthesize issues relevant to health, community and development.
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Content: Readings& Resources • Raphael D. Social Determinants of Health: The Canadian Facts (Podcast 3:59 min; Summary ½ page; Book: READ CH. 1 ONLY) http://www.thecanadianfacts.org/ •
* Packard, R., Brown, P., Berkelman, R., Frumkin, H. (2004) Introduction: Emerging illnesses and society: Negotiating the public health agenda. In Packard, R., Brown, P., Berkelman, R., Frumkin, H., Emerging Illnesses and Society. (pp. 1-35).Baltimore: John Hopkins University Press. *(pdf file) (35 pages)
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*Solnt, R. (2009) Love and lifeboats. In Solnt, R., A Paradise Built in Hell. New York: The Penguin Group. (pp. 267-281) *(pdf file) . (14 pages)
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UNAIDS, UNICEF, UNFPA and WHO (2013) Health in the post-2015 UN development agenda: Thematic Think Piece p. 1-17 (17 pages) http://www.un.org/millenniumgoals/pdf/Think%20Pieces/8_health.pdf
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NFB Film: Canada Vignette: The Egg. (by Robert Belisle and Jean Francois Pouliot, 1979). In this animated short from the Canada Vignette series, learn how societies in evolution are often in danger of self-destruction. (1 min.) http://www.nfb.ca/film/canada_vignettes_the_egg/
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Video: Crooks, H. and Mathieu, R. (2012) Surviving Progress. (Condensed Version) (8:48 min.) http://www.youtube.com/watch?v=3DuampumYoc
UNIT 2: HEALTH INEQUALITY, INJUSTICE AND DISPARITY: IMPLICATIONS FOR EQUITY IN DEVELOPMENT. (Monday May 11- Sunday May 17, 2015) __________________________________________________________________________________________ Goal There are several goals to this learning unit/module. As well as defining these terms “inequality”, “injustice” and “disparity”, used in a health context, Diaz-Roux (2012) describes four conceptual models used in the study of health disparities. Knowledge of these models helps understand why certain criteria i.e. race, income, are used to name existing health inequalities. It also links us back to the SDOH model. Beiser and Stewart (2005) give a brief and succinct picture of some of Canada’s key health disparities that came out of an International Think Tank in 2003. an exciting document “hot off the press” is McInturff’s report on The Best and the Worst Place[es] to be a Woman in Canada (2014). I offer it here as a reading because it uses a number of interesting characteristics that are expressive of “inequality” but as it relates to gender. It isn’t necessary to get caught up in the actual city rankings but the methods the author uses to arrive at the rankings. Finally, I included the work 15
Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
of Putland, Baum, and Ziersch (2011) as the article describes health inequalities from the view of lay people and not expert health researchers. This is an important distinction in the health equity literature. Important to this module are a number of brief videos that give you a good “real life” view of health disparities and the impacts on the daily lives of people. For example, The Remaining Light: A film about how we care for seniors is a highly provocative and a startling film about how we treat older adults in Canada today. The two video clips about Eugenics in Western Canada where, in Alberta thousands of women and some men too were sterilized as a result of the Legislative Assembly of Alberta enacting the Sexual Sterilization Act in 1928. This Act allowed for the sterilization of people with mental disabilities to prevent the transmission of “undesirable traits” to their offspring. Other videos like Street Health Stories convey this same bleak but very real picture. Content: Readings & Resources • Diez-Roux, A. (2012) Conceptual approaches to the study of health disparities. Annual Review of Public Health. 33, pp. 41-56. (15 pages) http://www.annualreviews.org.login.ezproxy.library.ualberta.ca/doi/abs/10.1146/annurev-publhealth031811-124534 •
Beiser, M., and Stewart, M.(2005) Reducing health disparities: A priority for Canada. Canadian Journal of Public Health. Mar/Apr 2005. Vol. 96-99; pp. S4 (4 pages) http://journal.cpha.ca/index.php/cjph/article/view/1496/1685
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McInturff, K. (2014) The Best and the Worst Place for Women in Canada: An Index of Gender Equality in Canada’s Twenty Largest Metropolitan Areas. READ P. 5-10 ONLY (5 pages) https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2014/04/be st_and_worst_place_to_be_a_woman_in_canada.pdf
• Putland, C., Baum, F. and Ziersch, A. (2011) From causes to solutions - insights from lay knowledge about health inequalities. BMC Public Health. 11:67, (10 pages) http://www.biomedcentral.com/content/pdf/1471-2458-11-67.pdf Video examples of health inequalities, injustice and disparities-Watch 3 or more. • Podcast- Raphael, D (2013) D. Raphael talks about health inequalities: i.e. what they are, how government policies influence whether we improve a nation’s health or make it worse. (37:16 min.) http://www.podsocs.com/podcast/health-inequalities/ “The Remaining Light: A film about how we care for seniors” (Canada) http://www.policyalternatives.ca/projects/seniors-care (28:20 min.)
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Global Wealth Inequality - What you never knew you never knew (wealth related inequality) http://www.youtube.com/watch?v=uWSxzjyMNpU&feature=share (3:51 min.)
Living Archives Project on Eugenics “The Eugenics Archives” http://eugenicsarchive.ca/
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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HealthJusticeRadio: “Not every public health disaster can be described in numbers” Posted on October 6, 2011. http://healthjusticeradio.com/2011/10/06/not-every-public-health-disaster-can-be-describedin-numbers/ (4:43 min.) National Film Board “Street Health Stories” (by Katerina Cizek, 2007) http://www.nfb.ca/film/street_health_stories/ (9:16 min.)
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Oppressed Majority (11 min.)
http://www.youtube.com/verify_age?next_url=/watch%3Fv%3DV4UWxlVvT1A
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The Equity Channel Website Connecting people for fair health http://www.equitychannel.net/
A2-B-C is a Documentary/ 71 min/ Japan/ 2013. [it describes how]Eighteen months after the nuclear meltdown in Fukushima, children who were not evacuated are found to have thyroid cysts and nodules. See the trailer: http://www.a2documentary.com/ •
In the Grey Zone is a Documentary/ 89 min/ Japan/ 2012.The children of Minamisoma City, Fukushima, living inside the radiation zone head back to school after the nuclear meltdown. See the trailer: http://www.documentingian.com/inthegreyzone/ •
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Optional/FYI Guirguis-Younger, M., Hwang, S.W., and McNeil, R. (2014) Homelessness & Health in Canada, University of Ottawa Press (This book is available in open access as part of a new initiative of the University of Ottawa Press. This is the first edited book published in Canada exclusively devoted to the health of homeless populations. Covering a wide range of topics from youth homelessness to end-of-life care, the individual chapters strive to outline policy and practice recommendations to respond to this ongoing public health crisis. This book is divided into three distinct but complimentary sections. In the first section, contributors explore how homelessness affects the health of particular homeless populations, focusing on the experiences of homeless youth, immigrants, refugees and people of Aboriginal ancestry. In the second section, contributors investigate how housing and public health policy, as well as programmatic responses, can address various health challenges experienced by those who are homeless. In the final section, contributors highlight innovative Canadian interventions that have shown promise in improving the health of those impacted by homelessness. You can access this book for free in PDF format at the following sites: University of Ottawa Press: http://goo.gl/4tMVHv and Homeless Hub: http://goo.gl/oBrGUw )
“The 1% Taking the Cake” (Mar. 12, 2015) Brief description of inequity and the rich poor division. http://zedbooks.blogspot.ca/2015/03/the-1-taking-cake.html (1 page)
Equity Channel
. Connecting people for fair health 17
Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
UNIT 3 PLANNING THE HEALTHY AND “JUST” CITY WHILE CRITICALLY ANALYZING “DEVELOPMENT” Monday May 18- Sunday May 24, 2015 Goal This is an exciting module; one that poses many questions. The healthy cities movement, approximately 30 years in the making continues to evolve. You will see this by reading the UCL Lancet Commissions’ (2012) article, Shaping cities for health: complexity and the planning of urban environments in the 21st century that health issues relevant to the urban environment remain in a state of crisis- some issues more than others. Crawford (2010) in Health at the Heart of Spatial Planning, reminds us that urban planning, development and health all evolved for the same reasons-overcrowding and lack of sanitation infrastructure. She sets up the special issue of this journal (which explores health and urban planning in 5 articles) by providing an overview of all five articles (NOTE: You are asked to read 1 article of your choosing). You will love the National Film Boards A Short History of the High Rise. I encourage you to interact with it- as its designed. Deep and evolutionary surrounding what we currently refer to as ‘development’, will amaze you and may even inspire you. Notice and document the questions that arise for you- especially after reading the UCL Lancet Commission’s(2012) article. Finally, Dr. Susan Feinstein’s article The Just City, brings us to question of justice and injustice, ethics, morals and values. I offer two additional Optional articles to you, for your information. Content: Readings & Resources • Crawford, J. (2010) Health at the Heart of Spatial Planning. Planning Theory and Practice. 11(1) p. 91-92. NOTE: This entire journal issue is dedicated to exploring the intersections between urban planning and health. There are 5 articles in total-I ask you to choose 1....or, more, if you choose http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/14649350903537956 •
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UCL Lancet Commission (2012) Shaping cities for health: complexity and the planning of urban environments in the 21st century. 379, p. 2070-2108. (30 pages) http://ac.els-cdn.com/S0140673612604358/1-s2.0-S0140673612604358-main.pdf?_tid=fc518cfc-c4c911e3-bcbb-00000aab0f6b&acdnat=1397585935_8a058a3b194301bfd4baecce4272102b
National Film Board of Canada. A Short History of the High Rise. http://highrise.nfb.ca/shorthistory/ •
Fainstein, S. (2013) The just city. International Journal of Urban Sciences, 18:1, p. 1-18 http://www.tandfonline.com/doi/pdf/10.1080/12265934.2013.834643 (18 pages)
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Canada Centre for Policy Alternatives (2014, May 13)World Urban Forum 7: Policy Lessons from Colombia. Manitoba, p. 1-2. www.policyalternatives.ca/manitoba (2 pages)
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The Network City http://www.biourbanism.org/network-city/
(3 pages)
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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Optional/FYI • Marie-Williams, L. (2013) Getting to Know the Built Environment as a Complex System-Seeking Higher Ground Towards Healthier City-Building-Part One (13 pages) http://www.wellesleyinstitute.com/publication/seeking-higher-ground-towards-healthier-city-building-partone/ Pitter, J. (2014) Designing Cities that Positively Impact Mental Health. Spacer Magazine. http://spacing.ca/toronto/2014/03/20/designing-cities-positively-impact-mental-health/
UNIT 4: CITIZENSHIP, SOCIAL CITIZENSHIP AND CITIZEN ENGAGEMENT IN COMMUNTY HEALTH PLANNING Monday May 25- Sunday May 31, 2015 Goal The overarching theme of this module/learning unit is citizen engagement. As described by Milton, Attree, French, Povall, Whitehead and Popay (2011) it is central to promote health and reduce health inequalities (which connects us to Module 3). Most valuable about this article is that it offers a systematic review (which entails the use of a very rigorous methodology) of the research evidence that explores the impact of citizen participation. Although a somewhat older document, I find the work by Laverack and Labonte (2000) always essential to any discussion about citizen engagement in a health planning context; their evaluation of a top down and bottom-up approach is helpful when exploring ways to operationalize empowerment. Content: Readings& Resources Milton, B. Attree, P. French, B. Povall, S. Whitehead, M. and Popay, J. (2012) The impact of community engagement on health and social outcomes: A Systematic review. Community Development Journal. Oxford University Press. 47(3) p. 316-334. (18 pages) http://cdj.oxfordjournals.org.login.ezproxy.library.ualberta.ca/content/47/3/316.full.pdf+html •
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Laverack, G. and Labonte, R. (2000) A planning framework for community empowerment goals within health promotion. Health Policy and Planning 15(3)p. 255-262. (7pages) http://heapol.oxfordjournals.org.login.ezproxy.library.ualberta.ca/content/15/3/255.full.pdf+html?sid=c9c ba383-2949-47cd-abf0-b385a3d2f11c Hjersted, T. (2013) People Are Waking Up
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http://www.filmsforaction.org/articles/people_are_waking_up/
South, J. White, J. and Gamsu, M. (2013) Lay health workers in practice. People Centred Public Health: The Policy Press: Bristol. p. 31-44 (13 pages)
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(2.5 pages)
NFB Film “Citizen Harold” (by Hugh Foulds, 1971, http://www.nfb.ca/film/citizen_harold/ (8:37 min.) •
CITIZENShift: Media for Social Change: “How to make development effective”. With rising 19
Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
poverty rates across Canada and much of the industrialized world, this is an increasingly popular theme. A look at the increasing gap between the haves and have-nots through media projects and poems from people who want to see poverty and homelessness become a thing of the past. http://citizenshift.org/node/30864&term_tid=51 (5:23 min.) UNIT 5: CRITICALLY ASSESSING HEALTH, COMMUNITY AND DEVELOPMENT: CRAFTING A MUCH BETTER FUTURE Monday June 1-Sunday June 7, 2015 Goal The goal of this last module is to ask key questions about how to assess and measure quality in health, community and development and then to consider solutions, or approaches that will improve the future. The kind of questions being asked are some of the following: How do we determine if betterment, or improvement has taken place-essentially- has development occurred? And if so, according to whom and using what criteria? Some evaluation or measurement tools explored here are: well-being indicators, a happiness index and a settings approach. Finally, Rebecca Solnt (2009) offers tremendous insight into our future as the “social animals, hungry for connection, as well as for purpose and meaning” that we are (p. 305). Content: Readings& Resources • Poland, B., Krupa, G., and McCall, D. (2009) Settings for Health Promotion: An Analytic Framework to Guide Intervention Design and Implementation. Health Promotion Practice 10: 505. http://hpp.sagepub.com/content/10/4/505.full.pdf+html (13 pages) •
Canadian Index of Well-being. (2011) How are Canadians Really doing? Highlights: Canadian Index of Well-being 1.0. Waterloo, ON: Canadian Index of Wellbeing and University of Waterloo. Canadian Index of Well-being: http://ciw.ca/en/ http://uwaterloo.ca/canadian-index-wellbeing/sites/ca.canadian-indexwellbeing/files/uploads/files/CIW2012-HowAreCanadiansReallyDoing-23Oct2012_0.pdf
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CIVICUS (n.d.) Civil Society Index http://civicus.org/csi/
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NFB-Crooks, H. and Mathieu, R. (2011) Surviving Progress. https://www.nfb.ca/film/surviving-progress (83:36 min.) *Solnt, R. (2009) Epilogue: The doorway in the ruins. In Solnt, R., A Paradise Built in Hell. (pp. 305-313). New York: The Penguin Group. *(pdf file)
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
Optional/FYI • Wilkinson, R.G. and Pickett, K. (2009) The Spirit Level: Why More Equal Societies Almost Always Do Better. Penguin Books: UK. YouTube: Spirit Level, Part 1 http://www.youtube.com/watch?v=zxwEzReinv4&feature=related (12:30 min.) YouTube: Spirit Level, Part 2 http://www.youtube.com/watch?v=cCr2Y6IZXMA&feature=relmfu (13:46 min.) YouTube: Spirit Level, Part 3 http://www.youtube.com/watch?v=46uKiGKtkWM&feature=relmfu (11:07 min.) •
Cox, D., Frere, M. West, S. and Wiseman, J. (2010) Developing and using local community wellbeing indicators: Learning from the experience of Community Indicators Victoria. Australian Journal of Social Issues. 45(1). http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1e12d694-bce0-4bf1-919bfb8ebc88546c%40sessionmgr114&vid=1&hid=125
Poverty simulation shows how poverty hurts everyone http://uofa.ualberta.ca/news-and-events/newsarticles/2014/october/poverty-simulation-shows-how-poverty-hurtseveryone
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Case Examples and Supplemental Resources • Institute for Development Studies http://www.ids.ac.uk/ • National Collaborating Centre for Determinants of Health http://www.nccdh.ca/ • INVOLVE: Promoting public involvement in NHS, public health and social care research. www.invo.org.uk (an excellent regular free newsletter). • Canadian Women’s Health Network http://www.cwhn.ca/en • Euro Health Net: http://www.eurohealthnet.eu./. This new Website showcases health promotion work carried out by the membership and network of EuroHealthNet, with the aim of improving the health of European citizens by striving for greater health equity between and within countries. EuroHealthNet acts by supporting projects and policy development together with its members • Robert Wood Johnson Foundation http://www.rwjf.org/about/ • The Canadian Best Practices Portal (“the Portal”), launched by the Public Health Agency of Canada, is an online tool that links public health practitioners to well evaluated and effective interventions for chronic disease prevention and health promotion. The Portal acts as a single point of access to evidencebased best practices. The Portal (http://www.phac.gc.ca/cbpp) is a virtual front door to community and population health interventions that have been evaluated, shown to be successful, and have the potential to be adapted and replicated by other public health practitioners working in similar fields. Portal interventions are selected based on consistent criteria and expert review. • The Institute for Studies in Global Prosperity (ISGP) is a non-profit organization that is dedicated to building capacity in individuals, groups and institutions to contribute to contemporary discourses concerned with the betterment of society within a conceptual framework that draws on both science and religion as two complementary systems of knowledge and practice. The Institute does this by creating Course Syllabus (Course Content) 21 SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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learning environments in which participants can come together to study, reflect and consult. It further explores principles, concepts, and approaches that are relevant to the advancement of civilization, and facilitates the generation and systematization of knowledge that is instrumental to effecting positive transformation in society. http://www.globalprosperity.org/ • About Canada (health) series: http://www.fernwoodpublishing.ca/category/About-Canada • Institute of Wellbeing- Canadian Index of Wellbeing: http://www.ciw.ca/en/AboutTheInstitute.aspx • Poverty and Policy in Canada: Implications for Health and Quality of Life by Dennis Raphael. Foreword by Jack Layton, http://tinyurl.com/2hg2df • Staying Alive: Critical Perspectives on Health, Illness, and Health Care, edited by Dennis Raphael, Toba Bryant, and Marcia Rioux Foreword by Gary Teeple http://tinyurl.com/2zqrox • Social Determinants of Health: Canadian Perspectives, edited by Dennis Raphael Foreword by Roy Romanow http://tinyurl.com/yptzae Lecture/Podcast: The Politics of Population Health (by Dr. Dennis Raphael, 45 min.) http://msl.stream.yorku.ca/mediasite/viewer/?peid=ac604170-9ccc-4268-a1af-9a9e04b28e1d Tamarack Institute of community building http://www.tamarackcommunity.ca. Excellent case examples, education session via telephone. Further links to community development/community capacity building sites: http://www.cedworks.com/links.html Social Research and Demonstration Corp. –newsletter: http://www.srdc.org/lww/en_index.asp The Wellesley Institute: a Toronto-based non-profit and non-partisan research and policy institute. Our focus is on developing research and community-based policy solutions to the problems of urban health and health disparities. http://www.wellesleyinstitute.com/ Centre for Community Based Research (CCBR) is focused on strengthening communities through social research. CCBR believes in the power of knowledge to impact positive social change. CCBR is an independent, non-profit organization located in Kitchener, Ontario. We receive no core funding, relying on an entrepreneurial spirit in collaboration with our many partners to start new projects. http://www.communitybasedresearch.ca/Page/View/Contact_Us National Collaborating Centre for Public Health in Canada: The six National Collaborating Centres (NCCs) for Public Health promote and improve the use of scientific research and other knowledge to strengthen public health practices and policies in Canada. They identify knowledge gaps, foster networks and translate existing knowledge to produce and exchange relevant, accessible, and evidence-informed products with researchers, practitioners, and policy makers. http://www.nccph.ca/en/home.aspx National Collaborating Centre for Methods and Tools: aims to enhance evidence-informed public health (EIPH) practice and policy by providing leadership and expertise in sharing what works in public health at http://www.nccmt.ca/. Hofrichter, R. and Bhatia, R. (Eds.) (2010) Tackling Health Inequities Through Public Health Practice: Theory to Action: A Project of the National Association of County and City Health Officials (Paperback) The UCL (University College London) Institute for Health Equity http://www.instituteofhealthequity.org/
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
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Course Syllabus (Course Content) SPH 566, Spring 2015 Health, Community and Development – (Instructor: Dr. K.Whitfield) School of Public Health, University of Alberta
