FALL 2011: PM 525 CULTURE AND HEALTH: AN INTERNATIONAL PERSPECTIVE Mondays 2:00-5:30pm Class location: TBD – Soto Building, HSC Campus

Faculty: Lourdes Báezconde-Garbanati, Ph.D., M.P.H. Email: [email protected] Office Hours: By appointment Location of Office hours: Soto building, HSC campus

COURSE DESCRIPTION: In this course, we will examine the ways in which culture affects health, focusing on cultural perspectives on health behavior, disease, treatment, coping, and healing. We review culture and cultural beliefs within various populations and social determinants of health. We specifically focus on health as determined by socioeconomic status, education, religion, lifestyle, and gender. We critically analyze the role of politics and policy in health and decision making for populations at risk, taking different perspectives. Using the international setting as a backdrop, the course covers topics in international variations in health problems and health behavior as well as cultural approaches to health promotion. We look at issues of culture within a health disparities framework, including a view of displaced or marginalized populations in a global context. We examine international rates of diseases such as cardiovascular illnesses, cancer, HIV/AIDS, emerging and infectious diseases, substance abuse, and both undernutrition and obesity in different regions of the world. Other topics covered in this class include the role of spirituality in health, alternative medicine, and a wide range of cultural viewpoints in relation to general emotional and physical health. We emphasize the role of human rights in public health.

COURSE OBJECTIVES: 1. Describe variations in major health problems as they affect different regions of the world 2. Interpret disease prevalence in relation to culture and economics 3. Discuss the effects of culture on lifestyle behaviors and views of health and illness 4. Apply integrative and culturally sensitive approaches to health promotion practice 5. Identify how certain cultural beliefs and practices affect health and disease ecology and how environmental issues, such as climate change impacts varied population groups worldwide 6. Translate learned concepts and principles to improve communication among members of ethnically and culturally or religious diverse communities 7. Summarize the role of cultural factors in disease acquisition, interpretation and care seeking behaviors 8. Apply theoretical orientations and acquired skills when working with individuals from diverse communities and cultures and within an international setting

Course topics by week & assignment due dates: Week 1 – August 22: Overview – Culture and Health; Methods Introductions, Review of syllabus and course assignments, expectations Week 2 – August 29: Causation, Global Context and skills building tools COMMUNITY DIAGNOSTIC #1: Community and group Selection Conducting an Environmental Scans and ethnographies Week 3 – September 5: LABOR DAY – NO CLASS – UNIVERSITY HOLIDAY Week 4 – September 12: Human Rights around the world; Culture and Gender issues Week 5 – September 19: Humanitarian Emergencies, Population displacement; mental health 2

Week 6 – September 26: COMMUNITY DIAGNOSTIC # 2: Field Research – GROUPS FIELD WORK Community Site Diagnostic project - field research day (conduct environmental scans in the field) Week 7 – October 3: Alternative and Complementary Medicine 1 pg proposal for Community Assessment/Diagnostic Project due TODAY (hardcopy and electronic; please post on BLACKBOARD) Week 8 – October 10: Infectious & Emerging Diseases Term paper abstract due (hardcopy and electronic copies due) Week 9 - October 17: Chronic Disease –Role of Life style and Culture LAST DAY TO TURN IN IRB CERTIFICATES Week 10 – October 24: COMMUNITY DIAGNOSTIC #3: Research On site Community Diagnostic project - field research day (Collect data) Week 11 – October 31: Nutrition and Physical Activity –Role of Life Style and Culture Week 12 - November 7: Tobacco, Alcohol, and other Drugs Week 13 – November 14: Cancer Control: Innovations in Culturally Tailored Ed. Interventions Week 14 - November 21: Threats to culture (Violence); (If we have many presentations – we will initiate presentations on this day) Week 15 – November 28th Presentation Day Community Assessment/Diagnostic presentations (hardcopy and electronic copies due; please place presentations on blackboard; please bring CDs or Flash drives if you have video for professors) Week 16 - December 5: Final Term papers due by Midnight (hardcopy and electronic versions, please post on Blackboard)

LEARNING METHODS TO BE USED: (THIS ALLOWS FOR MULTIPLE LEARNING STYLES): 1. Lectures 2. Reading assignments and related discussion 3. Class presentations 4. Skills building exercises 5. Written papers and other materials Films and guest speakers will be added depending upon time and availability

STRUCTURE OF CLASS (MAY VARY ACCORDING TO TOPIC COVERED): 30- 45 minute interactive lecture 1 hour discussion led by student facilitators of the week 1 hour skills-building exercises, students interactive discussions, additional topic lectures, videos or guest speakers ½ hour politics of health (current events, open discussion) as time permits

CLASS REQUIREMENTS

This class has four main requirements: 1. – Individual term paper – International in scope 2. – Group project – conducting community field research among a foreign born community 3. –Facilitation of one set of class readings 4. - Participation in class discussions

PM 525 – Culture and Health: An International Perspective Fall 2011 3

EVALUATION METHODS/CRITERIA AND PERCENT OF GRADE

TERM PAPER – INDIVIDUAL PROJECT:

Students will write a comprehensive (term) paper (10 pages double spaced) to discuss a health related topic that significantly affects an ethnic or cultural group outside of the United States. Please follow American Psychological Association (APA) standard for paper writing). The paper must have an international focus with the group under study living outside of the U.S. Papers must cover the following topics in this order.

IMPORTANT: PLEASE FOLLOW THIS STRUCTURE, ORDER AND HEADINGS 1. History and culture and demographics of group being studied. A brief overview to set the stage. 1 page. 2. Disease etiology/description of health condition. 1.5 pages. 3. Description of cultural beliefs regarding the disease/condition, its transmission, and its treatment/remedies. Very important to address cultural aspects. 4. What Works? Summarize from the literature types of interventions that have worked for this population in the past. If none exist, justify why you selected your method(s). 5. Develop a plan for health education/intervention culturally/lifestyle appropriate for the community under study. Students will vary in their experience but may draw from the literature to develop and support the health education/intervention of choice. Health Education plan must contain: Objective/s; Activities; Evaluation

Students will develop a detailed outline and a short abstract in narrative form of their proposed paper. On October 10, 2011, a 1 page abstract, providing a brief summary of the key points to be covered in the term paper is due. The abstract must contain in a briefly summarized way the following: Group/County of Study; Health Condition; Cultural Beliefs; What Works: Preliminary Health Education Plan. The final paper is due on Monday, December 5, 2011 BY MIDNIGHT – no exceptions.

35% - Term Paper – DUE DECEMBER 5th, 2011 Evaluation criteria: 10 pages double spaced not including references, APA style for references; follow outline described above Contains history, demographics and cultural description of group under study Describe health condition from a public health perspective Not a clinical perspective Description of cultural beliefs regarding disease/condition, transmission, treatment, remedies What works? Preferred learning styles/educational methods (past or current used with group studied) Description of plan for health education/intervention that is culturally/lifestyle appropriate: Objective, Activities, Evaluation Overall integration of paper components Clarity and thoroughness of writing Insight into challenges associated with intervention development, implementation, evaluation, etc. Innovation and appropriateness of intervention(s) based on description of group and challenges, etc. December 5, 2011 due date - Received paper in electronic and hard files received by due date Make sure you receive confirmation that your paper has been received by at least one of the instructors and the TA

PM 525 – Culture and Health: An International Perspective Fall 2011 4

10% - Abstract of Term Paper Evaluation criteria: Written abstract is complete (contains at least one line on each section) Abstract was clearly international in scope Cultural elements to be address in paper were identified Abstract was well thought out, theme of paper was evident (not expected to be complete at this point) Abstract no more than 350 words – single spaced October 10, 2011 due date – Due date for abstract met Total

COMMUNITY ASSESSMENT/DIAGNOSTIC TEAM PROJECT –DUE NOVEMBER 28 (IF CLASS IS LARGE WE WILL EXTEND INTO NOV. 21ST WITH A LOTERY SYSTEM)

IRB- HUMAN SUBJECTS - REQUIREMENT Note: All students will need to take the Human Protections Training course through USC and obtain a certificate indicating successful completion of the course. Please email a copy of your certificate to instructor and/or TA so he /she can check you off the list by no later than October 17th, 2011.

All students are expected to have completed the IRB Human Subjects certification course with USC. If you have already completed this previously, please hand in your certification of completion to the TA and/or the Instructor. The course is available on line and takes approximately 2 hours to complete. All students are expected to hand in their certificate of completion of IRB/HS before initiating their field research/community diagnostic project data collection. Even if you are not the person responsible for collecting data, you will be responsible for having completed the on line course. REMEMBER- All IRB- HS course certifications are due no later than October 24th, 2011. Please provide electronic or hard copies to the TA and/or Instructor.

TEAM FORMATION The class will form into teams of 3-4 students to conduct community assessments/diagnostics of an ethnic/cultural community in greater Los Angeles. Teams can use different community assessment diagnostic tools and formats presented in class or outside of class as well as ethnographic and qualitative methods. A mix of methods, creativity and innovativeness is encouraged. Teams will need to select a specific ethnic/cultural community in the greater Los Angeles area with a high concentration of immigrants (i.e. Koreatown, Chinatown, East LA, Little Saigon, Armenian community, Little India). The community should include a high concentration of ethnic restaurants, stores, health care providers, cultural associations, religious organizations, and community centers that cater to the chosen ethnic/cultural group.

FIELD RESEARCH Two field research days are anticipated: September 26th and October 24th

On September 26th students are expected to meet with their teams in their community settings to begin formalizing plans for their field research experience. No formal class time is anticipated on this day, unless otherwise notified by instructor. It is a day to conduct field research at your selected site.

Once again, on October 24th students are expected to meet with their teams to continue progress on their field experience, to collect data, make videos of area, or other related activities. No formal class time in Alhambra is anticipated on this day, unless otherwise notified by instructor.

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COMMUNITY PROJECT PROPOSAL Teams will turn in a 1-page proposal outlining the community chosen, the team members, and the methods chosen, sample of interview questions for the community assessment/diagnostic on October 3rd.

FORMAL GROUP PRESENTATION IN CLASS OF COMMUNITY PROJECT Teams will give a class presentation of their assessment/diagnostic during class on November 28th. If class is large and we need more time for presentations, we will expand and initiate presentations on Nov. 21 – presentation dates for each group will be determined by a lottery system.. The presentations should be conducted in panel format and should be no longer than 45 minutes in length per team (30 minute presentation and 15 minute discussion). This of course will depend on size of class. If more individuals sign up for class than usual, we will have more groups or more people within each group and will need to redistribute the time. So times could vary with up to 1 hour with fewer groups or be reduced to 20 minutes if it is a very large class. Once times are set, time must be strictly adhered to so please time your presentations beforehand. In addition to the assessment, the presentation should include comments about the differences/similarities of working in the ethnic/cultural community in the U.S. versus working in the country of origin. Teams should prepare audiovisuals aids for their presentations, and should be prepared to turn them in for grading purposes. Timeslots and dates will be chosen by a lottery system - drawing numbers. Students are responsible for making sure they all have a timeslot. Every student is expected to present as part of a panel. We will structure these as an APHA verbal presentation in a panel format.

20% - Community Assessment/Diagnostic Team Project: Evaluation criteria Population under study (both US and country of origin) clearly defined Health problem/issue under study and its relevance clearly defined Clarity of assessment/diagnostic objectives Description and appropriateness of selected methodology Clear presentation of differences/similarities working with community in U.S. versus country of origin Presentation of data with study findings/conclusion October 3rd, 2011 due date – 1 page proposal handed in by team outlining community chosen, team members, methods, interview questions received by due date

15% - Community Joint Presentation: Evaluation criteria Oral and visual presentation to class Clarity of topic Participation by all group members (each student will be asked to rate the contribution of his/her group members to insure that there was uniform effort) Integration and thoroughness of presentation by group members Creativity, innovativeness Copies of presentation were handed in to instructors November 28th 2011. - Class presentation

STUDENT FACILITATION OF READINGS

DISCUSSION FACILITATOR:

PM 525 – Culture and Health: An International Perspective Fall 2011 6

Students in groups of two to three will act as discussion leaders/facilitators for one class session during the semester. A sign-up sheet will be passed out during the first class meeting for sign ups. If you are not present at this meeting, you are responsible for making sure you are assigned to any given week to present. The discussion facilitators will come to class prepared to lead the class in a discussion of that particular week’s readings, and will have questions prepared to begin the discussion. The facilitators should post/or email their questions to the class the Thursday before their session. All students should come prepared for the discussion. The discussion facilitators should develop questions that will generate ideas rather than require a right or wrong answers or yes or no responses. Facilitators will be prepared to keep the class actively engaged in the discussion of the readings. OK to be creative in how this is done. The discussion should be a critical assessment of the assigned articles and chapters providing a clear understanding of the key points, relevant research, and appropriateness of the evidence presented. The text contains discussion questions at the end of each chapter that you are welcome to use as is or modify. All students in the class should be prepared to actively participate in the discussion. Each facilitator will share equally in the time and work for the class session. Approximately 45-60 minutes will be allotted each week for the facilitator discussion session.

10% - Discussion Facilitator: Evaluation criteria Questions prepared sent to class Thursday prior to the facilitation Questions generated discussion versus yes or no answers Questions/discussion led to key points in the articles Questions/discussion led to critical assessment of the articles Facilitator engaged the class to participate

CLASS PARTICIPATION: Students are expected to attend and actively participate in each class through questions, discussion, and suggestions. Students must participate not only when it is their turn to be discussion facilitator but also in regular class discussions. Credit will be given both for attending and contributing to each class. Absences will be considered excused only with the instructor’s approval.

10% - Class Participation: Evaluation criteria Regular attendance Regular contributions to class discussion Provided original contributions to the discussion (e.g. personal, professional, info from other classes) Input to class discussions demonstrated weekly reading assignments had been read and understood Introduced questions/issues that stimulated class discussion Made suggestions to other students during presentation of their outlines, abstracts, and term paper topics

TEXTBOOK: Merson, Michael H., Black, Robert E., & Mills, Anne J. (2006). International Public Health: Disease, programs, systems and policies. Second Edition. London, UK, Jones and Bartlett Publishers, Inc. ISBN-13:978-0-7637-2967. Text will be available in the bookstore, also available on Amazon.com

ADDITIONAL CLASS READINGS We will provide a reading list so that students can obtain required readings online.

Please note that additional readings may be assigned or substituted at a later date.

PM 525 – Culture and Health: An International Perspective Fall 2011 7

COURSE OUTLINE:

Week 1: August 22 Introductions, Class overview & syllabus review, review of assignments Community Diagnostic, course expectations Culture / Methods -Perspectives on global health (IRB and consent cover for Community Assessment/Diagnostic Project)

Topics: o Definition of culture, health, lifestyle, and quality of life from different cultural perspectives. o Methods for understanding cultural influences on health behavior. Topics are presented within the context of global influences and global responses in health, and consider the globalization of disease (i.e., putting health on the global agenda).

Readings: Unger, J.B., Cruz, T., Shakib, S., Mock, J., Shields, A., Baezconde-Garbanati, L., Palmer, P., Cruz, J.D., Edsall, E.W., Gritz, E.R., Glynn, T., & Johnson, C.A. Exploring the cultural context of tobacco use: A transdisciplinary framework. Nicotine & Tobacco Research, 5(Suppl 1), S101-S117, 2003.

Text: Chapter 1 – Measures of Health and Disease in Populations, pp.1-38 Chapter 15 – Globalization and Health, pp. 682-704 No class discussion of readings for week 1 only. These readings will serve as an orientation. ______

Week 2: August 29th Causation / Context

COMMUNITY DIAGNOSTIC # 1: Community and Group Selection – in class (TA responsible) Topics: o Concepts of causation across cultures. o Contextual factors (environmental factors, sociopolitical factor) and their effects on health.

Readings: Kaplan, G.A. (1996). People and places: contrasting perspectives on the association between social class and health. International Journal of Health Services, 26: 507-519.

Murray, C.J.L. & Lopez, A.D. (1997). Global mortality, disability, and the contribution of risk factors: Global Burden of Disease Study. Lancet, 349:1436-1442.

Text: Chapter 9 - Environmental Health, pp. 393-437 Chapter 14 – Global Cooperation in International Public Health, pp. 649-674

Students will have 15 minutes at the end of class to discuss their interest in ethnic groups for the Community Diagnostic project.

FIRST WEEK OF STUDENTS FACILITATION

PM 525 – Culture and Health: An International Perspective Fall 2011 8

Week 3 – September 5th LABOR DAY – NO CLASS – UNIVERSITY HOLIDAY

Week 4: September 12

Human Rights around the world; Culture and Gender issues Human Rights and Culture & Reproductive Health

Topics: o Cultural Sensitivity, Human Rights, and Public Health, Health as a Social Justice Issue o Reproductive Health

Readings: Human Rights Office of the High Commissioner for Human Rights. (1979) Fact Sheet No. 23: Harmful traditional practices affecting the health of women and children. Convention on the elimination of all forms of discrimination against women (art. 5 [a]), adopted by General Assembly resolution 34/180 of 18 December 1979.

Snow, R.C. (2001). Female genital cutting: distinguishing the rights from the health agenda. Tropical Medicine and International Health, 6(2): 89-91.

United Nations. (1948). Universal Declaration of Human Rights. Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948

Text: Chapter 3: Reproductive Health, pp. 71-114

Week 5: September 19 – Humanitarian Emergencies and Population Displacement – Mental Health

Mental Health & Peace and Health & Disasters & Humanitarian Emergencies, population displacement

Topics: o The importance of mental health issues in the context of public health o The impact of conflict, war, and other humanitarian natural on public health and affected populations o Population displacement in view of man-made or natural disasters/ response

Readings: SUDAN- POST-CONFLICT ENVIRONMENTAL ASSESSMENT: Population displacement and the environment 100 • United Nations Environment Programme • http://postconflict.unep.ch/publications/sudan/05_displacement.pdf

Text: Chapter 7 – Unintentional Injuries and Violence, pp. 323 Chapter 8 – Mental Health, pp. 355-377 Chapter 10 - Complex Emergencies, pp. 445-502

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Week 6: September 26 – COMMUNITY DIAGNOSTIC – FIELD RESEARCH DAY NO IN CLASS MEETING – FIELD RESEARCH DAY

Week 7: October 3

COMMUNITY DIAGNOSTIC 1 PAGE PROPOSAL DUE TODAY

Alternative and Complementary Medicine

Topics: o The integration of traditional and western systems of medicine

Readings: Bodeker, G. & Kronenberg, F. (2002). A public health agenda for traditional, complementary, and alternative medicine. American Journal of Public Health, 92(10): 1582-1591.

Fink, S. (2002). International efforts spotlight traditional, complementary, and alternative medicine. American Journal of Public Health, 92(11): 1734-1739.

Janes, C.R. (1999). The health transition, global modernity and the crisis of traditional medicine: the Tibetan case. Social Science and Medicine, 48(12): 1803-1820.

Shaikh BT, Hatcher J. Complementary and Alternative Medicine in Pakistan: Prospects and Limitations. Evid Based Complement Alternat Med. 2006 Jun; 2(2):139-142.

Text: Chapter 2 – Culture, Behavior, Health, pp. 43-64

Week 8: October 10

ASSIGNMENT: INDIVIDUAL TERM PAPER OUTLINES DUE TODAY (HARD COPY AND ELECTRONIC COPIES DUE) – MAKE SURE YOU READ CAREFULLY THE SYLLABUS FOR WHAT IS EXPECTED.

Infectious & Emerging diseases

o An international perspective on infectious diseases. Poverty, education, political priorities in relation to infectious disease will be discussed.

Readings: Shr-Jie Wang*1, Mimoza Salihu2, Feride Rushiti1, Labinot Bala3 and Jens Modvig1R Survivors of the war in the Northern Kosovo:violence exposure, risk factors and public health effects of an ethnic conflict; Conflict and Health 2010, 4:11;http://www.conflictandhealth.com/content/4/1/11; http://www.conflictandhealth.com/content/pdf/1752-1505-4-11.pdf

Roberts, L. (2004). Polio: The final assault? Science, 303(5666): 1960-1968.

PM 525 – Culture and Health: An International Perspective Fall 2011 10

Desai, V.K., Kapadia, S. J., Kuman, P., & Nirupam, S. (2003). Study of measles incidence and vaccination coverage in slums of Surat city. Indian Journal of Community Medicine, 28(1): 10-14.

Kaljee LM, Genberg B, Riel R, Cole M, Tho le H, Thoa le TK, Stanton B, Li X, Minh TT. Effectiveness of a theory-based risk reduction HIV prevention program for rural Vietnamese adolescents. AIDS Educ Prev. 2006 Jun;17(3):185-99.

Text: Chapter 4, Infectious Disease, pp. 127-177

Week 9: October 17

TWO DIFFERENT GROUPS SHOULD SIGN UP FOR FACILITATION THIS WEEK ONE ON DIABETES AND ONE ON CARDIOVASCULAR DISEASE

Chronic Disease: Diabetes & Cardiovascular Disease (situation around the world): The role of Lifestyle and Culture

Topics: o Chronic disease and possible links between culture and lifestyle o Variables such as SES, education, political priorities, and health behavior in relation to cardiovascular illnesses will be reviewed.

Readings: Diabetes McKinlay, J., & Marceau, L. (2000). US Public Health and the 21st century: Diabetes mellitus. The Lancet, 356: 757-761.

Oomen, J.S., Owen, L.S., & Suggs, L.S. (1999). Culture counts: why current treatment models fail Hispanic women with type 2 diabetes. Diabetes Educator, 25(2): 220-225.

Vinicor, F. (1998). The public health burden of diabetes and the reality of limits. Diabetes Care, 21(3): C15-C18.

Yudkin, J.S. (2000). Insulin for the world’s poorest countries. Lancet, 355(9207): 919-921.

Readings: Cardiovascular disease Feigin, V.L., Wiebers, D.O., Nikitin, Y.P., O’Fallon, W.M. & Whisnant, J.P. (1995). Stroke epidemiology in Novosibirsk, Russia: a population-based study. Mayo Clinic Proceedings, 70(9): 847- 52.

Nakayama, T., Date, C., Yokoyama, T., Yoshiike, N., Yamaguchi, M. & Tanaka, H. (1997). A 15.5-year follow-up study of stroke in a Japanese provincial city. The Shibata Study. Stroke, 28(1): 45-52.

Weidner, Gerdi (2000). Why do men get more heart disease than women? An international perspective. Journal of American College Health, 48(6): 291-4.

Text: Chapter 6, Chronic Diseases and Risks, pp. 273-312 ______

Week 10: October 24 PM 525 – Culture and Health: An International Perspective Fall 2011 11

COMMUNITY DIAGNOSTIC # #: FIELD RESEARCH COMMUNITY FIELD RESEARCH DAY – TIME TO MEET WITH YOUR GROUP IN YOUR CHOSEN COMMUNITY

Week 11: October 31st – Nutrition and Physical Activity

Topics: o Cross-cultural perspectives on diet, food beliefs, and health & o International perspectives on physical activity and health.

Readings: Pobocik, R.S., Montgomery, D., & Gemlo, L.R. (1998). Modification of a school-based nutrition education curriculum to be culturally relevant for Western Pacific Islanders. Journal of Nutrition Education, 30(3), 164-169.

Zimmet, P. & Thomas, C.R. (2003). Genotype, obesity and cardiovascular disease - has technical and social advancement outstripped evolution? Journal of Internal Medicine, 254 (2), 114-125.

Monteiro, C. A., Moura, E. C., Conde, W. L.. Socioeconomic status and obesity in adult populations of developing countries: A review. Bull World Health Organ, Dec. 2004, Vol.82, No.12, P.940-946.

Text: Chapter 5, Nutrition, pp. 187-236

______

Week 9: November 7

Alcohol, Tobacco, Drug Use

Topics: o The prevalence and impact of substance use on global public health o Cultural issues with regard to intervention and prevention

Readings: Amos, A., & Haglund, M. (2000). From social taboo to “torch of freedom”: the marketing of cigarettes to women. Tobacco Control, 9: 3-8.

Center for Disease Control. (1999). Illegal sales of cigarettes to minors –Ciudad Juarez, Mexico; El Paso, Texas; and Las Cruces, New Mexico, 1999. Morbidity and Mortality Weekly Report, 48(19): 394-398.

Bennett, L.A., Campillo, C., Chandrashekar, C.R., & Gureje, O. (1998). Alcoholic beverage consumption in India, Mexico, and Nigeria: A cross-cultural comparison. Alcohol Health & Research World, 22(4): 243-252.

Kulsudjarit, K. Drug problem in southeast and southwest Asia. Ann N Y Acad Sci. 2004 Oct; 1025:446- 57.

McArdle, P., Wiegersma, A., Gilvarry, E., McCarthy, S., Fitzgerald, M., Kolte, B., Brinkley, A., Blom, M., Stoeckel, I., Pierolini, A., Michels, I., Johnson, R. & Quensel, S. (2000). International variations in

PM 525 – Culture and Health: An International Perspective Fall 2011 12 youth drug use: The effect of individual behaviours, peer and family influences, and geographical location. European Addiction Research, 6:163-169.

Warner KE. The role of research in international tobacco control. Am J Public Health. 2006 Jun;95(6):976-84.

Text: None ______

Week 13: November 14

Cancer Control – Innovations in Community Interventions

Topics: o Cancer, socioeconomic status, education, political priorities and health behavior in relation to cancer etiology will be examined.

Guest Speaker: Lihua Liu, Cancer and Demographic profiles

Readings: Cancer Control Jones, S.B. (1999). Cancer in the developing world: a call to action. British Medical Journal, 319: 505- 508.

Writing Group for the Women’s Health Initiative Investigators. (2002). Risk and Benefits of Estrogen Plus Progestin in Healthy Postmenopausal Women: Principal Results from the Women’s Health Initiative Randomized Controlled Trial. Journal of the American Medical Association, 288 (3): 321-333.

Ailinger, R.L. & Dear, M.R. (1997). Latino immigrants’ explanatory models of tuberculosis infection. Qualitative Health Research, 7(4): 521-531.

Kettler, H.E. & Modi, R. (2001). Building local research and development capacity for the prevention and cure of neglected diseases: The case of India. Bulletin of the World Health Organization, 79(8): 742- 747.

Text: None

______

Week 14 - November 21 st THREATS TO CULTURE

Perspectives on threats to culture, ethnic conflict and health. Historical examples of cultural threats; current threats to cultural groups worldwide.

Armelagos GJ, Brown PJ, Turner B. Evolutionary, historical and political economic perspectives on health and disease. Soc Sci Med. 2006 Aug; 61(4):755-65. Epub 2004 Nov 26.

Landes, M. Can context justify an ethical double standard for clinical research in developing countries? Global Health. 2006 Jul 26; 1(1):11.

PM 525 – Culture and Health: An International Perspective Fall 2011 13

Mays, Vickie M.; Bullock, Merry; Rosenzweig, Mark R.; Wessells, Michael. Ethnic conflict: Global challenges and psychological perspectives. American Psychologist, Vol 53(7), Jul 1998, 737-742. doi: 10.1037/0003-066X.53.7.737

Group presentations if needed

______

Week 15: November 28 th - Group Presentations Community Diagnostic Presentations ______

Week 16: December 5th Term paper due – please send electronic files – CONFIRM RECEIPT OF TERM PAPER E-FILE– (Student is responsible if we do not receive it) Make sure you post your paper on Blackboard- ALSO drop off ONE hard copy paper file of term paper in main Instructors mailbox. ______

PM 525 – Culture and Health: An International Perspective Fall 2011