Molgaard, Craig A.

Stevens, Julie M.

English

University of Montana

University of MontanaScholarWorks at University of MontanaSyllabi Course Syllabi9-2013PUBH 511.50: History and Theory ofEpidemiology ICraig A. MolgaardUniversity of Montana - Missoula, craig.molgaard@umontana.eduJulie M. StevensUniversity of Montana - Missoula, julie.stevens@umontana.eduLet us know how access to this document benefits you.Follow this and additional works at: https://scholarworks.umt.edu/syllabiThis Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted forinclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contactscholarworks@mso.umt.edu.Recommended CitationMolgaard, Craig A. and Stevens, Julie M., "PUBH 511.50: History and Theory of Epidemiology I" (2013). Syllabi. 131.https://scholarworks.umt.edu/syllabi/131PU BH  511 H istory and Theory o f E pidem iology I Fall 2013Instructors: Craig A. Molgaard, Ph.D., M.P.H.Professor and ChairSchool of Public and Community Health Sciences College o f Health Professions and Biomedical Sciences The University o f Montana Skaggs 302406-243-44445 • craig.molgaard@umontana.eduJulie Stevens, M.P.H.Adjunct FacultySchool o f Public and Community Health Sciences Skaggs 301406-243-2571* iulie.stevens@umontana.eduFormat: Online seminar with Moodle 2. Emphasis on discussion board. Course procedures and expectations are those normally used in the online MPH program at the University o f Montana. If questions arise contact Julie Stevens, iulie.stevens@umontana.edu. or Tracy Jones a t tracv.iones@mso.umt.edu or (406)243-2571.For purposes of assignments and class activities, the week starts on Monday 12:01 a.m. and ends on Sunday at Midnight. Dr. Molgaard and Ms. Stevens will be available via email for all students. If you wish to speak with Dr. Molgaard or Ms. Stevens by telephone or in person, the easiest thing to do is to contact them by email and arrange a time to meet. They will make every attempt to reply to your email within twenty-four hours during weekdays.Moodle Help: UMOnline has made available an interactive tutorial for using Moodle 2 as a student. UMOnline 101 can be found at: iittns://umoniine.mrooms3.net/course/view.php?id=3927 .Additional Moodle resources can be foundat: http://umonline.umt.edii/Moodle%20Tip%20Sheets/tipsheetandvideosstudents.aspx.Required Texts:1. Barry, John. (2005) The Great Influenza: The Story o f the Deadliest Pandemic in History. Penguin Group USA Inc. New York.2. Bisgaard, Ears and Sondergaard, Leif (eds.). (2009) Living with the Black Death. University Press o f Southern Denmark, Gylling, Denmark.3. Cipolla, Carlo. (1992) Miasmas and Disease -  Public Health and the Environment in the Pre-Industrial Age. Yale University Press. New Haven.4. Cipolla, Carlo. (1993) Before the Industrial Revolution: European Society and Economy 1000-1700. W.W. Norton & Company. New York.5. Crosby, Molly Caldwell. (2006) The American Plague: The Untold Story o f Yellow Fever, The Epidemic That Shaped Our History. Penguin Group USA Inc. New York.6. Fenn, Elizabeth A. (2001) Pox Americana: The Great Smallpox Epidemic o f 1775-1782. Hill and Wang. New York.7. Johnson, Steven. (2006)The Ghost Map: The Story o f London's Most Terrifying Epidemic—and How It Changed Science, Cities, and the Modem World. Riverhead Books. New York.8. Kelly, John. (2005) The Great Mortality. Harper Collins Publishers Inc. New York.9. Rosenborg, Charles (1987) The Cholera Years: The United States in 1832, 1849, and 1866. Chicago: Chicago University PressOther readings as assigned will be available online via the Moodle 2 classroom.Course Description: This course covers the development and evolution o f epidemiology, the basic science of public health. Major schools of epidemiology from the Roman-Greek, Italian and English traditions will be compared and contrasted.Program Public Health Competencies Addressed in Course:*1. Prepare Community Data for Public Health Analyses and Assessments2. Contribute to Public Health Program and Policy Development3. Communicate in Public Health Settings4. Practice Public Health with People from Diverse Populations5. Collaborate with the Community in the Practice o f Public Health6. Base Public Health Practice on Scientific Evidence7. Participate in Financial Planning and Management of Public Health Units8. Exercise Public Health Leadership and Systems Thinking9. Respond to Public Health Issues in Rural Settings10. Uses Global Insight in Responding to Local Public Health Issues* For a listing of learning objectives corresponding to each competencysee http://publichealtli.health.umt.edii/sites/publichealth.healtli.umt.edii/liles/documents/CompetenciesStudentVersion. pdfOnline Format: Weekly participation in the discussion board will be based on the assigned readings. There will be two exams given throughout the semester, one at midterm and one final.Course Evaluation: Weekly postings to the discussion board 50%Midterm Exam 25%Final Exam 25%Course Schedule:I. The Roman-Greek Tradition and Theory: Weeks 1-2Readings and Concepts:Week 1Saracci. Introducing the History o f  Epidemiology. (Moodle 2)Hippocrates. On Airs, Water and Places. (Moodle 2)Homer. The Iliad. Book 1: Verses 10-68. (Moodle 2)Seife, Zero, the Biography o f a Dangerous Idea, Pp. 1-81, (Moodle 2)Week 2Galen. On Food and Diet. Chapters 2 and 5 (Electronic Book available through the Mansfield Library)To connect to this title, make sure you are logged on so that you can access university services, (http://onestop.umt.edu)Go to http://www.lib.umt.edu/and search fo r  “On Food and D iet”. Click on “Galen, on food  and diet [electronic resource] /M a rk  Grant. ” Click “Connect to this title online ”.Little, Lester. Plague and the End o f  Antiquity. (Moodle 2)i. Chapter 1: Life and Afterlife of the First Plague Pandemic. Pgs. 3-32 Chin. Control o f  Communicable Diseases Manual. Section on Plague. Pgs. 381- 387. (Moodle 2)II. The Early Christian Tradition and Theory: Weeks 3-5Readings and Concepts:McCormick, Michael. Origins o f  the European Economy: Communications and Commerce AD 300-900. Chapters 1, 3, and 4. (Moodle 2)Week 3Chapter 1: The End o f the Ancient Worldi. Long-Term Trends in the Late Roman Economyii. People and Foodiii. Population HealthWeek 4Chapter 3: Land River Communications in Late Antiquityi. Routes, Ships, Menii. Land Communications and the closing o f the overland corridorsiii. River Communications and the case of the Rhone routeWeek 5Chapter 4: Sea Change in Late Antiquityi. Transport and Commerceii. Public money and private shipsiii. Ports, ships, and cargoesiv. Secular change 1: the flow of goodsv. Secular change 2: the transformation o f late Roman shippingIII. The Italian Tradition and Theory: Weeks 6-8Readings and Concepts:Kelly. The Great Mortality (all)Cipolla. Before The Industrial Revolution.Week 6Part I: A static approximation1. Demand2. The Factors o f Production3. Productivity and ProductionWeek 7Part II: Toward a dynamic description4. The Urban Revolution: The Communes5. Population: Trends and Plagues6. Technology7. Enterprise, Credit, and Money8. Production, Incomes, and Consumption9. The Emergence o f the Modem Age10. The Changing Balance o f Economic Power in EuropeWeek 8Cipolla. Miasmas and Disease.1. The Health Boards in Italy and Epidemiological Concepts2. ‘Miasmas, Filth, and Rubbish’3. Medical Reports and the Florentine’s Health Magistrates4. Doctors, Diseases, and People5. ConclusionIV. Week 9: MIDTERMV. Weeks 10 -1 2  IV. The English And Scandinavian Traditions and Theories:Week 10 Johnson and Shephard on choleraJohnson. The Ghost Map1. The Night-Soil Men2. Eyes Sunk, Lips Dark Blue3. The Investigator4. That is to Say, Jo Has Not Yet Died5. All Smell is DiseaseShephard. John Snow, Anesthesiologist to a Queen and Epidemiologist to a Nation: A Biography (Moodle 2)Chapters 1-5Week 11 Johnson and Shephard on choleraJohnson. The Ghost Map6. Building the Case7. The Pump Handle8. The Ghost Map9. Broad Street RevisitedShephard. John Snow, Anesthesiologist to a Queen and Epidemiologist to a Nation: A Biography (Moodle 2)Chapters 6-9Lancaster, L. (2013) Celebrating statisticians: Florence Nightingale (Moodle 2)Eyler, JM (2004) Farr, William (1807-1833). Oxford Dictionary of National Biography. Oxford University Press. (Moodle 2)Week 12Panum on Measles, Snow on Cholera.http://www.childsurvival.net/?content=com articles&artid=215 Panum, PL. (1847) Observations Made During The Epidemic o f  Measles On the Faroe Islands In The Year 1846. Bibliothek for Laeger. CopenhagenBisgaard, Lars and Sondergaard (eds.) Living with the Black Death (Moodle 2)VI. The American Traditions and Theories, Weeks 13-15 Week 13Fenn. Pox Americana: The Great Smallpox Epidemic o f1 775-1782. Rosenborg. The Cholera Years: The United States in 1832, 1849 and 1866Crosby. The American Plague: The Untold Ston: o f  Yellow Fever, The Epidemic That Shaped Our History>Week 14 (Thanksgiving Break)Barry. The Great Influenza: The Story o f  the Deadliest Pandemic in HistoryParts I-IVWeek 15Barry. The Great Influenza: The Story o f  the Deadliest Pandemic in HistoryParts V-XVII. Summary, Conclusions, Final Exam: Week 16Plagiarism: All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The Code is available for review online at http ://life .umt. edu/vnsa/student conduct.oho .Plagiarism is the representing o f another's work as one's own. It is a particularly intolerable offense in the academic community and is strictly forbidden. Students who plagiarize may fail the course and may be remanded to Academic Court for possible suspension or expulsion. (See UM Student Conduct Code).Students must always be very careful to acknowledge any kind o f borrowing that is included in their work. This means not only borrowed wording but also ideas. Acknowledgment o f whatever is not one's own original work is the proper and honest use o f sources. Failure to acknowledge whatever is not one's own original work is plagiarism. (Source: http://libguides.lib.umt.edu/plagiarism~iAccommodation: In accordance with University o f M ontana's mission to provide equal educational opportunities for all students, necessary accommodations for students with disabilities will be made whenever possible. If you require accommodations, please provide written information regarding your disability from the Disability Services as soon as possible so that accommodations can be made.Discussion RubricCriteria Excellent-100% Adequate- 70% Inadequate- 50% No posting- 0%Quality and relevance of thinking and analysis.Response displays an understanding of the specific topic, comments of others and completion of assigned reading.Response displays some understanding of the discussion topic or comments by others.Response displays only a little understanding of the discussion topic or comments by others.Degree of participationPosts on multiple days during the week and at least 3 times per discussion question.Responses are vague. All posts within 24 hours, and less 3 times per discussion question.Does not interact with other students.Quality of writing Ideas and opinions are expressed in a clear, concise manner (no longer than 50 words), and are relevant to the topic. Responses are free of grammatical, spelling, or punctuation errors (Note: You can edit your post for up to 30 minutes after you submit it). The style of writing contributes to open, honestcommunication.Responses generally connect to the topic and are usually free of grammatical, spelling, or punctuation errors. The style of writing generally contributes to open, honest communication.Responses have unclear connection to the topic and/or frequently contain obvious grammatical, spelling or punctuation errors. The style of writing does not contribute to open, honest communication.Connection toprofessionalpracticeEvidence of strong reflective thought pertaining to personal perspectives and professional development. Reflective statements go beyond what takes place in the classroom to include a theoretical rationale underlying the use of specific information materials. Ideas are supported by evidence-based resources (note:Evidence of reflective thought pertaining to personal perspectives and professional development. Reflective statements contain some of the theoretical rationale underlying the use of specific information materials.Little or no evidence of reflective thought pertaining to personal perspectives and professional development. Few, if any, reflective statements go beyond what takes place in the classroom. Little, if any, theoretical rationale underlying the use of specific information or materials.Wikipedia does not count).

PUBH 511.50: History and Theory of Epidemiology I

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi 1-2013 PUBH 511.50: History and Theory of Epidemiology Craig A. Molgaard University of Montana - Missoula, craig.molgaard@umontana.edu Julie M. Stevens University of Montana - Missoula, julie.stevens@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Molgaard, Craig A. and Stevens, Julie M., "PUBH 511.50: History and Theory of Epidemiology" (2013). Syllabi. 815. https://scholarworks.umt.edu/syllabi/815 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. PUBH 511 History and Theory of Epidemiology Spring 2013  Instructors: Craig A. Molgaard, Ph.D., M.P.H.                      Professor and Chair                      School of Public and Community Health Sciences                      College of Health Professions and Biomedical Sciences                      The University of Montana          Skaggs 302          406-243-44445 • craig.molgaard@umontana.edu            Julie Stevens, M.P.H.           Adjunct Faculty           School of Public and Community Health Sciences           Skaggs 301                                406-243-2571• julie.stevens@umontana.edu  Format: Online with Moodle. Course procedures and expectations are those normally used in the online MPH program at the University of Montana. If questions arise contact Julie Stevens, julie.stevens@umontana.edu, or Tracy Jones at tracy.jones@mso.umt.edu or (406)243-2571.  For purposes of assignments and class activities, the week starts on Monday 12:01 a.m. and ends on Sunday at Midnight. Dr. Molgaard and Ms. Stevens will be available via email for all students. If you wish to speak with Dr. Molgaard or Ms. Stevens by telephone or in person, the easiest thing to do is to contact them by email and arrange a time to meet. They will make every attempt to reply to your email within twenty-four hours during weekdays.   Moodle Help: UMOnline has made available an interactive tutorial for using Moodle as a student. UMOnline 101 can be found at: https://umonline.mrooms3.net/course/view.php?id=3927 .Additional Moodle resources can be found at: http://umonline.umt.edu/Moodle%20Tip%20Sheets/tipsheetandvideosstudents.aspx.  Required Texts: 1. Barry, John. (2005) The Great Influenza: The Story of the Deadliest Pandemic in History. Penguin Group USA Inc. New York. 2. Cipolla, Carlo. (1992) Miasmas and Disease – Public Health and the Environment in the Pre-Industrial Age. Yale University Press. New Haven. 3.  Cipolla, Carlo. (1979) Faith, Reason, and the Plague: A Tuscan Story of the Seventeenth Century. Harvestor Press, Brighton, Great Britain. 4. Cipolla, Carlo. (1993) Before the Industrial Revolution: European Society and Economy 1000-1700. W.W. Norton & Company. New York. 5. Crosby, Molly Caldwell. (2006) The American Plague: The Untold Story of Yellow Fever, The Epidemic That Shaped Our History. Penguin Group USA Inc. New York.  6. Fenn, Elizabeth A. (2001) Pox Americana: The Great Smallpox Epidemic of 1775-1782. Hill and Wang. New York.  7. Johnson, Steven. (2006)The Ghost Map: The Story of London's Most Terrifying Epidemic--and How It Changed Science, Cities, and the Modern World. Riverhead Books. New York. 8. Kelly, John. (2005) The Great Mortality. Harper Collins Publishers Inc. New York.  Other readings as assigned will be available online via the Moodle classroom. Course Description: This course covers the development and evolution of epidemiology, the basic science of public health. Major schools of epidemiology from the Roman-Greek, Italian and English traditions will be compared and contrasted.  Program Public Health Competencies Addressed in Course:* 1. Prepare Community Data for Public Health Analyses and Assessments 2. Contribute to Public Health Program and Policy Development  3. Communicate in Public Health Settings 4. Practice Public Health with People from Diverse Populations 5. Collaborate with the Community in the Practice of Public Health 6. Base Public Health Practice on Scientific Evidence 7. Participate in Financial Planning and Management of Public Health Units 8. Exercise Public Health Leadership and Systems Thinking 9. Respond to Public Health Issues in Rural Settings 10. Uses Global Insight in Responding to Local Public Health Issues * For a listing of learning objectives corresponding to each competency see http://publichealth.health.umt.edu/sites/publichealth.health.umt.edu/files/documents/CompetenciesStudentVersion.pdf  Online Format: Weekly participation in the discussion board will be based on the assigned readings. There will be two exams given throughout the semester, one at midterm and one final.   Course Evaluation:  Weekly postings to the discussion board  50%        Midterm Exam      25%    Final Exam      25%     Course Schedule:  I. The Roman-Greek Tradition and Theory: Weeks 1-2  Readings and Concepts:  Week 1 Saracci. Introducing the History of Epidemiology. (Moodle)  Hippocrates. On Airs, Water and Places. (Moodle)  Homer. The Iliad. Book 1: Verses 10-68. (Moodle)   Week 2 Galen. On Food and Diet. Chapters 2 and 5 (Electronic Book available through the Mansfield Library)  To connect to this title, make sure you are logged on so that you can access university services. (http://onestop.umt.edu)  Go to http://www.lib.umt.edu/ and search for “On Food and Diet”. Click on “Galen, on food and diet [electronic resource] / Mark Grant.” Click “Connect to this title online”.   Little, Lester. Plague and the End of Antiquity. (Moodle)   i. Chapter 1: Life and Afterlife of the First Plague Pandemic. Pgs. 3-32  Chin. Control of Communicable Diseases Manual. Section on Plague. Pgs. 381- 387.(Moodle)  II. The Early Christian Tradition and Theory: Weeks 3-5  Readings and Concepts:  McCormick, Michael. Origins of the European Economy: Communications and Commerce AD 300-900. Chapters 1, 3, and 4. (Moodle)  Week 3 Chapter 1: The End of the Ancient World i. Long-Term Trends in the Late Roman Economy ii. People and Food iii. Population Health  Week 4 Chapter 3: Land River Communications in Late Antiquity i. Routes, Ships, Men ii. Land Communications and the closing of the overland corridors iii. River Communications and the case of the Rhone route  Week 5 Chapter 4: Sea Change in Late Antiquity i. Transport and Commerce ii. Public money and private ships iii. Ports, ships, and cargoes iv. Secular change 1: the flow of goods v. Secular change 2: the transformation of late Roman shipping   III. The Italian Tradition and Theory: Weeks 6-11, Midterm, Week 9  Readings and Concepts:  Kelly. The Great Mortality (all) Cipolla. Before The Industrial Revolution.  Week 6 Part I: A static approximation 1. Demand 2. The Factors of Production 3. Productivity and Production  Week 7 Part II: Toward a dynamic description 4. The Urban Revolution: The Communes 5. Population: Trends and Plagues    6. Technology    7. Enterprise, Credit, and Money    8. Production, Incomes, and Consumption    9. The Emergence of the Modern Age    10. The Changing Balance of Economic Power in Europe    Week 8   Cipolla. Miasmas and Disease.    1. The Health Boards in Italy and Epidemiological Concepts    2. ‘Miasmas, Filth, and Rubbish’    3. Medical Reports and the Florentine’s Health Magistrates    4. Doctors, Diseases, and People    5. Conclusion    Week 9 (MIDTERM)   Cipolla. Fighting the Plague in Seventeenth Century Italy. (Moodle)    Chapter 1: Theory, Observation, and Policy   Week 10: SPRING BREAK      Week 11   Cipolla. Faith, Reason, and the Plague.     IV. The English Tradition and Theory: Weeks 12-13   Readings and Concepts:   Johnson. The Ghost Map.      Week 12    1. The Night-Soil Men    2. Eyes Sunk, Lips Dark Blue    3. The Investigator    4. That is to Say, Jo Has Not Yet Died    5. All Smell is Disease    Week 13    6. Building the Case    7. The Pump Handle    8. The Ghost Map    9. Broad Street Revisited            V. The American Tradition and Theory, Weeks 14 and 15                                                   Week 14   Fenn. Pox Americana: The Great Smallpox Epidemic of 1775-1782.                           Crosby.The American Plague: The Untold Story of Yellow Fever, The                           Epidemic That Shaped Our History    Week 15 Barry. The Great Influenza: The Story of the Deadliest Pandemic in History  V. Summary, Conclusions, Final Exam: Week 16   Plagiarism: All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The Code is available for review online at http://life.umt.edu/vpsa/student_conduct.php . Plagiarism is the representing of another's work as one's own. It is a particularly intolerable offense in the academic community and is strictly forbidden. Students who plagiarize may fail the course and may be remanded to Academic Court for possible suspension or expulsion. (See UM Student Conduct Code).  Students must always be very careful to acknowledge any kind of borrowing that is included in their work. This means not only borrowed wording but also ideas. Acknowledgment of whatever is not one's own original work is the proper and honest use of sources. Failure to acknowledge whatever is not one's own original work is plagiarism. (Source: http://libguides.lib.umt.edu/plagiarism)  Accommodation: In accordance with University of Montana’s mission to provide equal educational opportunities for all students, necessary accommodations for students with disabilities will be made whenever possible. If you require accommodations, please provide written information regarding your disability from the Disability Services as soon as possible so that accommodations can be made.                                 Discussion Rubric  Criteria Excellent- 100% Adequate- 70% Inadequate- 50% No posting- 0% Quality and relevance of thinking and analysis.  Response displays an understanding of the specific topic, comments of others and completion of assigned reading.    Response displays some understanding of the discussion topic or comments by others.  Response displays only a little understanding of the discussion topic or comments by others.   Degree of participation Posts on multiple days during the week and at least 3 times per discussion question. Responses are vague. All posts within 24 hours, and less  3 times per discussion question. Does not interact with other students.   Quality of writing Ideas and opinions are expressed in a clear, concise manner (no longer than 50 words), and are relevant to the topic. Responses are free of grammatical, spelling, or punctuation errors (Note: You can edit your post for up to 30 minutes after you submit it). The style of writing contributes to open, honest communication.  Responses generally connect to the topic and are usually free of grammatical, spelling, or punctuation errors. The style of writing generally contributes to open, honest communication.  Responses have unclear connection to the topic and/or frequently contain obvious grammatical, spelling or punctuation errors. The style of writing does not contribute to open, honest communication.   Connection to professional practice Evidence of strong reflective thought pertaining to personal perspectives and professional development. Reflective statements go beyond what takes place in the classroom to include a theoretical rationale underlying the use of specific information materials. Ideas are supported by evidence-based resources (note: Wikipedia does not count).  Evidence of reflective thought pertaining to personal perspectives and professional development. Reflective statements contain some of the theoretical rationale underlying the use of specific information materials.  Little or no evidence of reflective thought pertaining to personal perspectives and professional development. Few, if any, reflective statements go beyond what takes place in the classroom. Little, if any, theoretical rationale underlying the use of specific information or materials.    

PUBH 511.50: History and Theory of Epidemiology

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PUBH 511.50: History and Theory of Epidemiology

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