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INDV 103: Structural and Behavioral Determinants of Health
LEC #s (4+ sections, 112 or greater total enrollment cap)
Lecture Instructor, Time & Location
Scott C. Carvajal, Ph.D., MPH
Associate Professor of Public Health
Faculty Affiliate, Psychology &
Latin American Studies
E-mail: carvajal@arizona.edu
Phone: 626-9026
Office: Drachman Hall A254
Office hours: TBA
Lecture offered M/W, 50 minutes,
location TBA
Section Instructors, Time & Location
TBA Graduate Teaching Assistant
Section A (up to 28 students; Friday 50 minutes, TBA)
Section B (up to 28 students; Friday 50 minutes, TBA)
TBA Graduate Teaching Assistant
Section C (up to 28 students; Friday 50 minutes, TBA)
Section D (up to 28 students; Friday 50 minutes, TBA)
TBA Graduate Teaching Assistant (optional)
Sections E+ (additional GTAs depending on class enrollment
above 112, .25 GRA needed per 28 students added to the
enrollment cap)
Honors Section Z (up to 20 eligible honors students--held in the
same time slot on Friday as the M/W Lecture, .25 GRA needed)
COURSE DESCRIPTION: Recognizing that persons have a major impact on their own health, yet societal,
environmental and institutional factors largely explain between and within nation disparities in health, this
course sets out to explore health determinants from multiple perspectives. Topics addressed include the role
of individual, social, institutional and cultural factors in impacting chronic disease, infectious disease and
health promotion. This course approaches these topics with the recognition that sources of health inequities
and methods to promote health are complex and under debate. These include: ways to change individuals’
health behaviors (such as through education, incentives, prohibitions); means to address societal inequities
known to impact health such as in education, economic resources, policies and access to care; government
funding allocations for health research and programs, and; the impact of stigma and oppression in various
historical health-related threats or events, and how that may have shaped communities, institutions, and/or
policymakers’ responses to them.
Social science conceptualization of race/ethnicity, gender, class and sexuality are explicitly conceptualized in
this course. Further, they are discussed as interlinked with historically and currently stigmatized victims of
diseases or adverse events (e.g., The Plague, Leprosy, Smallpox, Syphilis, HIV/AIDS, certain natural
disasters, and specific workplace hazards) and to structural impediments to lessoning their health
consequences. Please also note this course is interactive, all course-related and respectfully communicated
questions and comments are welcome from the students during lecture, and such involvement is imperative
during discussion sections. In addition, because of the sensitive nature of some of the topics students may
also ask questions or make comments for class discussion (if appropriate and respectful) through the
Desire2Learn (D2L) web-based course management system that will accompany this class:
http://d2l.arizona.edu/. Using this system is required for the class as in addition to gradebook feature, future
course assignments/readings will be disseminated there, for turning in homework to your section instructors,
and for completing self-assessments of health behaviors and health beliefs. If you have difficulty accessing
or using the system, please go to http://help.d2l.arizona.edu/StudentTools/Tipsheet/StudentTipSheet.htm.
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About Gen Ed status: This course is a designed as a General Education (Gen Ed) Tier I course for the
University http://web.arizona.edu/~uge/gened/nutshell.htm. As such this course is intended to provide a
breadth of knowledge as a balance and complement to the depth provided by the major. This course is
designed to accomplish several goals: first, to afford students the opportunity to learn how different
disciplines define, acquire and organize knowledge; second, to provide a basis for an examination of values;
third, to develop analytic, synthetic, linguistic, computational and technological skills useful for lifelong
learning; and finally, to provide a common foundation for wide-ranging dialogue with peers on issues of
significance. Taken together, these experiences are aimed to encourage you to develop a critical and
inquiring attitude, an appreciation of complexity and ambiguity, a tolerance for and empathy with persons of
different backgrounds or values and a deepened sense of self. In short, as a General Education course a goal
is to further prepare students to respond more fully and effectively to an increasingly complex world.
Additionally, as an eligible writing intensive course, please make use of the Writing Skills Improvement
Program. This program offers workshops for all students and individualized tutoring for eligible students,
please consider using this valuable service program. For details of this program or more information go to:
http://info-center.ccit.arizona.edu/~wsip/
PREREQUISITES: none
LECTURES: Monday and Wednesdays (50 minute block), Room TBA. Lecture class time will reflect a
blend of instructor presentations that closely correspond to the topics in the readings, guest speakers,
interactive activities, and educational media to more fully explore various course themes. Some media are
too lengthy to be completed in lecture but will be available via web streaming. You are responsible
(including exam questions) for all materials and information from the lectures regardless of whether they are
detailed in the assigned readings (likewise materials in the readings but not covered in lectures or discussion
sections may be on exams). Class participation and attendance is important and will be accounted for in
determining the final grade for this course. Three or more unexcused absences in lecture or discussion will
place you in jeopardy of an administrative drop action (class expulsion). Lectures will not be posted to D2L.
Students should take thorough notes. There is a NO LAPTOP policy in this course unless arrangements are
made through the Disability Resource Center and approved by the instructor. Please bring your readings and
documents to class.
REQUIRED MEDIA VIEWING OUTSIDE OF LECTURE. At times video or other media materials will
be too lengthy for full presentation in lecture, or be in addition to lecture. These materials are required to be
viewed in full, and will be available through library e-reserve Streaming Video links included on the course
D2L page. Please see the notes below from the UA Library Electronic Reserves Service, not being able to
access these materials will not excuse you of being expected to complete these assignments:
Students can access these streamed videos from almost any desktop on campus with an internet connection.
Please note campus wireless may be unreliable for streaming. For copyright reasons, links to the videos
must be secured behind a password-protected course management system like D2L
(http://www.d2l.arizona.edu). Off-campus access is limited to those students who have a fast internet
connection (3.0mb/sec or better) and have installed VPN software on their computers (and then use the VPN
software to connect to the internet). This software is easily acquired through the university at no cost here:
https://sitelicense.arizona.edu/vpn/. For questions or help on installing VPN, contact OSCR at 626-TECH or
go to http://www.oscr.arizona.edu.If students want to watch video streams from home, they should verify
they can access the streaming video links well in advance of any assignments. They can try some test links
here. If students have problems accessing links from home, please have them call 621-6438 or email
askddt@u.library.arizona.edu.
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ATTENDANCE, PARTICIPATION, QUIZZES AND ASSIGNMENTS. This course incorporates
lectures and student discussions (50 minute block, Fridays TBA) of the readings and lectures. Attendance at
lectures and discussions are mandatory. Repeated absences will result in a loss of participation points. Also,
repeated tardiness will be counted as absences. Students are expected to contribute actively to classroom
discussions. Class participation is important and will be accounted for in determining the final grade in this
course. Unannounced brief quizzes in lecture or discussion on the readings are included in this course
component. Half of points of this course component (out of 10 points) will be determined and updated the
week of the mid-term, half will be determined after the midterm. Please note NO late or emailed assignments
will be accepted and you must submit all assignments to D2L by 9 am on Friday mornings (or before the 1st
discussion section starts, whichever is earlier).
REQUIRED TEXTS:
LaVeist, T.A. (2005). Minority Populations and Health: An Introduction to Health Disparities in the
United States Jossey-Bass: San Francisco, CA. 368 pages. ISBN: 978-0-7879-6413-9. (offered at UA
Bookstore)
Additional required (See COURSE SCHEDULE AND PLAN) readings, media and materials will be
provided for viewing and downloading through D2L. Students are expected to complete the assigned
readings in advance of each class and quizzes on them will be unannounced.
EXAMS: (120 total points) There will be two multiple choice exams, the midterm (60 points/questions) and
the final exam (60 points/questions). The midterm exam will be on <date on or before the 8the week of
class>, the final exam is scheduled to take place in the classroom at the time established in the final exam
schedule http://www.registrar.arizona.edu/schedules/finals.htm. Make up exams will not be given unless
excused prior to the exam date by your section instructor, and only for an official reason. Exam questions
will include instructor lecture, guest lecture, media (in class and that assigned out of class) or other
discussion material not detailed in the readings, as well as any material in the assigned readings (need not be
addressed specifically in lecture or discussion). The final exam will primarily focus on material after the
midterm, however selected emphasized topics during the midterm results review discussion will also be
included.
CLASS COMMENTARIES: (20 total points) To assist in comprehension of readings and facilitate
discussion, students will respond to instructor provided questions that involve lecture themes, guest lectures,
class videos, and/or assigned readings by composing a 2 page analysis or critique. These comment papers
must have 1-inch margins, Times New Roman, 12 point font. Assignments must be submitted through D2L
by 9 am on Friday mornings before all discussion sections. NO late or emailed assignments will be
accepted. You will complete a minimum of 5 comment papers over the course of the semester. At least 3
opportunities will be before the midterm and 3 after the mid-term; each paper is worth 4 points. The five
highest will be the basis for the commentary grade Commentaries will always be due before the next Friday
discussion sections begin (9:00am) post the activity was announced. Further details regarding the expected
structure and grading scheme will be provided to you by your discussion section instructor.
SERVICE LEARNING PROJECT (SLP) AND REPORT: (40 total points) Service-learning has been
increasingly recognized among educators and policy makers as a means to bring about positive social change
and facilitate experiential learning. In employing this approach, two major goals are pursued: (1) to increase
the number of students engaged in service-learning and (2) to assure an ethical and effective service learning
experience for all those involved in the service-learning process.
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PROCESS:
1.
By the third week of discussion, students are to have submitted a commentary about their views on
health issues (see Commentary #1, assigned WEEK 2 in the following COURSE PLAN), and will have
section instructor feedback and subsequent thematic discussion and personal reflection.
2.
Students are to review the student, local, national or global organizations involved in a broad range of
public health or community wellness-related activities from a list to be posted on D2L; Alternatively,
students may search the internet, the community, or your university for community organizations that might
be of interest and relevant to course themes. On the fifth week of the semester, in your discussion section,
students will be asked to make a selection.
3.
Students will complete a minimum of 10 hours of service at their selected organization over the
course of the semester and have an organizational leader or coordinator verify attendance on a signature card.
4.
Students will write a 5-7 page report discussing their experience. In the report, students will describe
their organization, the activity they participated in, make connections to (citing) course readings, and reflect
on their experience. Your section instructor will provide details on how this report should be constructed
through D2L and in the discussion section.
5.
When you submit your final paper you must also submit your attendance card which should contain
signatures verifying your time, dates of attendance, & contact information of organization
6.
At the end of the semester you will briefly present your project in your discussion sections
NOTE: Attending meetings or attending an event will not be counted as participation for the service learning
project. Examples of participation include, but are not limited to the following: preparing health related
materials and pamphlets for public distribution; tutoring/mentoring; public education; distributing or
designing posters; transporting supplies, tabling, organizing files and telephone banking involved with a
public health-related event. If further clarification is needed, please engage your section instructor. Students
should remember many agencies you might serve involve many regular volunteers and are focused on
serving the community--while you will be offering your time and service, you will also be requesting time
and commitments from them to facilitate this exchange. Any reports from agency representatives about
unprofessional conduct in seeking placement, or in lack of following through with your commitments, will
result in a grade reduction from one letter grade on your SLP to the forfeit of the entire 40 SLP points
possible, depending on the severity of the action as determined by your section instructor.
TOTAL ASSIGNMENTS’ POINTS: (OUT OF 200)
Midterm Exam
60
Final Exam
60
Commentaries
Service Learning Project
Participation/Attendance/Quizzes
20
40
20
GRADES: Your letter grade will be determined based on the following point totals or corresponding
percentages:
Points
%
Grade
180 & above
> 90 =
A
160-179
> 80 =
B
140-159
> 70 =
C
120-139
> 60 =
D
Below 119
< 59 =
F
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A Note on Grading: Family Education Rights and Privacy Act (FERPA) states that grades cannot be sent to
students via email. Please do not ask your section instructor to send any of your grades via email at any
point during the semester. We are unable to do so, even after final grades are entered. Please use the secure
gradebook through D2L to examine your grades and attend your section instructors’ office hours if there are
particular questions about grading or your assignments.
CONTACTING THE SECTION AND LECTURE INSTRUCTORS: The instructors will utilize news
page on D2L as well as the D2L email system to communicate with and contact students. Students are
encouraged to check their D2L email accounts on a consistent basis. It is recommended students take
advantage of the forwarding system D2L offers so that emails are sent to the email.arizona accounts. Please
keep in mind that many of the instructors have other class, family and/or work commitments that end later
than 7pm, so emails sent after that time are unlikely to be responded to until the next day. When emailing,
students are expected to be respectful and courteous. Please note that the instructors will not be using the
paging system that D2L offers, as such, please do not page the instructors and expect a response to these
messages. All personal inquiries about your grades or absences should be communicated with your section
instructor (and after checking your gradebook through D2L), who has full authority on such matters and is in
control of each section’s associated University gradebook.
STUDENT CONDUCT & ACADEMIC INTEGRITY: Please turn off all cell phones, PDAs etc. before
class. There is a NO LAPTOP policy for this class, unless arrangements are made through the Disability
Resource Center or your discussion section instructors, students are not allowed to use laptops during lecture
or discussion sections. Students who talk on cell phones, text message, play on their laptop, check email,
eat, read newspaper, leave class early or arrive late, or engage in any other disruptive behaviors will be asked
to leave the class. These are considered disruptive behaviors as per the Code of Conduct Guidelines which
can be accessed at the following address: http://web.arizona.edu/~policy/disrupt.shtml. The first incident a
student is removed from class for such a disruption will result in a 10 point deduction from the final course
points earned; a second offense would result in a notification to the Dean of Students and/or an
administrative drop from the class.
Each student is expected to abide to the University of Arizona’s Code of Academic Integrity. Please review
the Student Code of Conduct: http://dos.web.arizona.edu/uapolicies/. As outlined in the University Of
Arizona Code Of Academic Integrity, cheating will not be tolerated. In addition to the issues discussed in
the code, you should be especially cautious of plagiarism. Plagiarism is the copying of other people’s work
without giving them credit. If you turn in a paper that is copied from another published work or another
student’s paper you are guilty of plagiarism. If any two students have duplicated or nearly duplicate work,
both will receive an F in the class, and the case will be referred to the University Of Arizona Office Of
Student Affairs. As long as you produce independent work, give proper recognition of sources, and do not
share your paper with other students, there is no risk for plagiarism.
HONORS OPTION. This course offers an option for students enrolled in the honors college. Eligible
students may enroll in the designated honors discussion section, or, if that is not available, an honors contract
to be signed by the student and instructor(s) will be created. In addition, with sustained guidance by the
lecture instructor as well as the discussion instructor, honors students write an 8-10 page research paper or
external (outside of syllabus materials) literature review on a course theme in place of the five minimum
short commentary papers required of the larger class. The lecture instructor will also grade the final honors
paper. For further details please contact the lecture instructor and/or honors discussion section instructor.
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COURSE SCHEDULE AND PLAN (detailed instructor/academic programs version with comments in red
italics [grey in black & white copy])
Part A: Brief History and Some Basic Concepts in Public Health and Health Promotion
WEEK 1: (dates TBA)
Lecture and Discussion Topics: Course overview and current topic(s) of emphasis. (Include a brief
discussion of what are/is Health Behaviors, Epidemiology, Risk/Protective Factors, Disease, Morbidity &
Mortality and some central organizations involved in public health such as the CDC, NIH, WHO and
other health focused organizations (local government, NGOs, etc)
Read: Douglass, J. (2009). “The Rise of Multidisciplinary Public Health” (or alternative)
http://www.sagepub.com/upm-data/29201_02_Douglas_et_al_Ch_01.pdf.
Read: (current event/topic linked reading TBA: examples could include readings on infectious (e.g., HIV,
Influenza) or chronic disease (e.g., diabetes) pandemics, health care reform, public health response to
recent natural disaster, etc)
Other assignment: Take survey #1, the anonymous “Assessing Your Health and Health and Beliefs
Survey” through D2L. (see sample after the course plan)
WEEK2: (dates TBA)
Lecture and Discussion Topics: Young adult and adolescent health: the role of lifestyle and behavior.
(sub-topics: Alcohol, tobacco & other drugs; drinking & driving; aggression & violence; sexual behavior;
healthy eating; physical activity; mental health; and STD screening)
Read: CDC (2010). Executive Summary—Improving the Health of Adolescents & Young
Adults: A Guide for States and Communities. (or alternative)
http://nahic.ucsf.edu/downloads/niiah/execsum.pdf
Read: Westerners 'are more promiscuous’ from BBC press release
http://news.bbc.co.uk/2/hi/health/6101970.stm & "Panel 1: Key Messages", on pages 1-2 from the Full
Report of the study: <full report via D2l>
Guest Speaker, Lee Ann Hamilton, M.Ed, “Campus Health at the UA” (To discuss health & risk
behaviors of UA students, what you can do to stay healthy, and services provided at campus health.)
Commentary #1 due (e.g., What is health to you? Who is responsible for one’s health? What does a
health disparity mean to you?)
WEEK3: (dates TBA)
Lecture and Discussion Topics: Chronic disease, infectious diseases, and preventable mortality in the
United States. (sub-topics: screening and management of diabetes, heart disease and cancer; also discuss
how people tend to under-estimate most major health risks and over-estimate the threat of many
statistically low-risk health threats)
Update of in class survey #1 results. (The first part will be comparing class empirical data to data from
campus wide health surveys—and potentially address such issues as response rate and response bias in
scientific surveys. Next, is a discussion based on class data and how can students’ interpret their own data
[note: only the students know their own responses] data that will also intersects with the themes of what is
health, wellness, and are individuals’ culpable for them. From previous experience it is expected that the
majority of class will report that their health is near “optimal” when asked about their general health. Yet
it will be expected that over 95% of the class will not meet all CDC recommendations for healthy eating,
exercise, refraining from TOD & alcohol related problem, and age/behavioral appropriate screening. This
activity is expected to lead to increased insight into persons own health status, and greater understanding
of others’ health challenges and threats. Students will also be reminded of campus health physical and
mental health services and that contact information for them is available on the D2L cite)
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Read: LaVeist (2005). Chapter 9: Behavior and Health.
Read: CDC (2009). The Power of Prevention http://www.cdc.gov/chronicdisease/pdf/2009-Power-ofPrevention.pdf
Streamed Video. Thomas Friedan on Charlie Rose
http://video.google.com/videoplay?docid=7710881394745813800#. (Thomas Friedan is now head of the
CDC. He was formerly NYC Health Commissioner when this interview was done, and he describes the
political and structural impediments to introducing aggressive policies with regard to smoke free
workplaces, HIV testing of expectant mothers, employing needle exchange programs for injection drug
users, and banning transfats from restaurants. He discusses the roles of cities like NY as a laboratory of
public health science, as well as posits the type of preventive efforts & policies [e.g., high enough taxes to
change the costs of health vs unhealthy food] that he believes are needed to reverse the national obesity
epidemic. )
WEEK4: (dates TBA)
Lecture and Discussion Topics: Pandemics as a shaping force in world history and culture.
Read: Stine, G.J. (2009). AIDS Update 2009: An Annual Overview of Acquired Immune Deficiency
Syndrome. McGraw-Hill. Pages ix-29 available in D2L.
Guest Speaker: Volunteer Educator from the Southern Arizona AIDS Foundation: “HIV 101”
Commentary #2 due (e.g., Describe what you learned from one of the guest speakers, what challenged
your previous thinking or surprised you about what they discussed)
WEEK5: (dates TBA)
Lecture and Discussion Topics: The Game Changer: How HIV/AIDS challenged the consensus of
modern medicine and science’s view of the threat of infectious disease within first world nations.
Read: Stine, G.J. (2010). AIDS Update 2010: An Annual Overview of Acquired Immune Deficiency
Syndrome. McGraw-Hill. Pages 31-46 available in D2L.
Begin Video “And the Band Played On” (1993) (Describes history of the HIV/AIDS pandemic and the
governments, health care systems, and the public’s responses. Includes illustrations of the role of
stigmatized victims—association of the disease to gay men and injection drug users-- in such responses.
The last segment is to be completed via streaming video).
WEEK6: (dates TBA)
Lecture and Discussion Topics: Epidemiology concepts and common health metrics for societies and
groups.
Read: LaVeist (2005). Chapter 4: The Epidemiological Profile of Racial/Ethnic Minorities Behavior
Other preparation: “And the Band Played On” to have been completed through streaming video on
D2L.
Guest Speaker: Volunteer Educator from the Southern Arizona AIDS Foundation: “Living with HIV”
Commentary #3 due (Example: What are the roles of individuals, governments and communities with
regard to the HIV/AIDS epidemic. Use examples from information in the readings, and video or guest
speakers)
WEEK7: (dates TBA)
Lecture and Discussion Topics: Current pandemics, health threats, government funding and the
scientific/public health readiness to respond.
Read: <updated influenza or other emergency preparedness reports from the CDC or WHO>
Video: Influenza 1918 (or alternative) (Describes the worst disease outbreak in American history and one
of the worst pandemics in world history. This virus was responsible for more US deaths than both world
wars. Also brings to light current and future risk from new animal-human cross-over viral strains)
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WEEK8: (dates TBA)
Notes: Midterm is Monday. Materials to be covered include all D2L linked articles, and all class
presentations/lectures/videos. Following the midterm will be a review of the exam (Wed) and final
conclusions from Part A. Student points update (out of 82 possible) will be available on the D2L
gradebook by 9:00PM on (TH). Last day to drop without Deans’ approval is Friday of this week
Part B: Structural Determinants of Global Health and Unites States Health Disparities
WEEK9: (dates TBA)
Lecture and Discussion Topics: Global and national health inequities from the perspective of the
Commission on Social Determinants of Health of the World Health Organization. (Focus on
differences between nations and the role of income, education & access to care; concepts of social justice;
role of early child development; impact of globalization & economic expansion on health—particularly
for developing and undeveloped nations; role of worker protections, position on universal health care,
gender equity, and civil society).
Read: “Closing the Gap in a Generation: Health Equity Through Action on the Social Determinants of
Health” http://whqlibdoc.who.int/hq/2008/WHO_IER_CSDH_08.1_eng.pdf
(pages intro through 13)
Streaming video excerpts from Sex, Drugs & Democracy (Netherlands produced) (or alternative.)
(describes contrasting policies, rights and restrictions within developed nations with regard to various
potentially health-related behaviors and systems: such as those applied to substance use and abuse,
prostitution, incarceration, private firearm ownership, sex education in schools, universal health care,
and hate speech. Also highlights the difference between harm reduction vs prohibition approaches to
health promotion.)
WEEK10: (dates TBA)
Lecture and Discussion Topics: Global and national health inequities from the perspective
Commission on Social Determinants of Health of the World Health Organization. (continued)
Read: “Closing the Gap in a Generation: Health Equity Through Action on the Social Determinants of
Health” http://whqlibdoc.who.int/hq/2008/WHO_IER_CSDH_08.1_eng.pdf
(pages 14-37/conclusion)
Video: “A Closer Walk” (or alternative) (Highlights HIV/AIDS crisis in three regions of the world,
societal and individual risk factors, stigma for women victims in particular, preventive strategies, and
humanitarian responses)
WEEK11: (dates TBA)
Lecture and Discussion Topics: Race/ethnicity and health in the United States
Read: LaVeist (2005). Introduction through Chapter 1 (through page 12). “Historical aspects of
race/ethnicity and health”
Read: LaVeist (2005). Chapter 2. “Conceptual issues in race/ethnicity and health” (pages 15-29)
Commentary #4 due (e.g., What do you see the role of the Unites States in impacting health crises
elsewhere. Describe a current global health crisis, your recommended strategy/response, and discuss your
reasons [humanitarian, economic, security/peace, national self-interest] for your positions.)
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Guest lecture: Student organization and student opportunities for involvement panel (Three to five
student representatives for organizations that address national and global health issues will provide short
presentations about their organizations and short Q & A [e.g., what has being involved in those
organizations meant to them, shaped their views and career goals]. This activity is important because
many of course topics are “macro” with potentially seemingly insurmountable economic and structural
challenges, while this activity reinforces the service learning component and shows where students are
currently engaged in a wide range of health issues with such challenges. Examples of organizations to
recruit for participation could include: AIDS Safe; Arizona Model United Nations; Change for
Change/Resplandor International; Chicanos/Latinos for Community Medicine; Delta Sigma Theta; Don't
Forget the Children; Engineers Without Borders; Global Health Alliance; Global Medical Brigades at the
University of Arizona; International Student Volunteers; Muralcles; New Abolitionists; Resuscitation
Education Group, Social Justice League; STAND: A Student Anti-Genocide Coalition; Student
Emergency Medical Services at the University of Arizona, Students for Organ Donation, Support for
International Change; Supporting Kids In Need; UNICEF; Vagina Warriors; Youth Against Cancer, or
returning Peace Corps Educational Volunteers. This list will be reviewed yearly, and organizations open
to all undergraduate majors, with a primary focus on community/global service or with special interest
directly tied to a health topic, will be considered.)
WEEK12: (dates TBA)
Lecture and Discussion Topics: Race/ethnicity and health in the United States (continued)
Read: LaVeist (2005). Chapter 3. “The demography of American racial/ethnic minorities” (pages 30-50)
Read: LaVeist (2005). Chapter 14. “Addressing disparities in health and health care”(pages 283-296)
Video: Tuskegee syphilis experiment video (likely either “The Deadly Deception” (1993) or “Miss Evers'
Boys” (1997), if the latter completion will be out of class via streaming video. This experiment/study
(1932-1972) has had a profound influence on science practices, ethics and perceptions in the African
American community toward the government, disease and health research)
WEEK13: (dates TBA)
Lecture and Discussion Topics: African American health disparities
Read: LaVeist (2005). Chapter 10. “African American health issues”(pages 205-222)
Video: When the Levee Broke (1996)(or alternative) (Documents Hurricane Katrina the most deadly
natural disaster in the United States in the last 80 years. Explores such issues as the role of local and
federal decision making, preparedness and response by businesses and the public before, during and
after; racism and classism as shaping influences also discussed. Segments after part 1 to be viewed via
streaming video outside of class. This material is crucial as it describes a major media covered event that
is perhaps more salient to current undergraduates)
WEEK14: (dates TBA)
Lecture and Discussion Topics: Native American health disparities
Read: LaVeist (2005). Chapter 11. “American Indian and Alaska Native health issues”(pages 223-241)
Commentary #5 due (e.g., Describe a health disparity affecting a US under-representing minority group
& explain how historical events related to governmental policies or enforcement practices contributed to
this disparity. Use readings from the previous weeks or next week along with other course materials to
support your position)
Video: PBS (2008) “Unnatural Causes: Is Inequality making us Sick? Part 4: Bad Sugar” (Explores the
epidemic trends of diabetes (among the most severe in the world) in the Tohono O’odham and other
Southern Arizona tribes and explores causes such as the role of poverty, detrimental US government
history/policy decisions, and the introduction of a Westernized diet)
Brief Oral Presentation of SLP in Discussion Section, group 1 (2-3 minutes per student max)
INDV 103:Carvajal (lead contact)
draft 3/8/2016)
page 10
WEEK15: (dates TBA)
Lecture and Discussion Topics: Latino/Latina and Mexican-American health disparities
Present results and discussion from Survey #2
Read: LaVeist (2005). Chapter 13. “Hispanic/Latino health issues”(pages 260-280)
Video: “Harvest of Shame” (1960). (Edward R. Murrow’s account of the health hazards and lack of basic
protections in migrant farm work, and illuminating the need for subsequent worker protections. Other
options: “Salt of the Earth” (1953) (rights and worker protections largely from feminist and Mexican
American perspectives on a mining strike in New Mexico; or the “Wrath of Grapes” (1989) on the
dangers of pesticides to farm workers, community, and consumers.
Commentary #6 (optional if the five previous commentaries have been completed) due (have students
re-read their 1st commentary and think about their views on what is health, who is responsible for health,
and health disparities. In what ways have their beliefs stayed the same or changed)
Other assignment: Take survey #2, the anonymous “Re-Assessing Your Health and Health and Beliefs
Survey” through D2L. (see sample after the course plan)
Brief Oral Presentation of SLP in Discussion Section, group 2 (2-3 minutes per student max)
WEEK16: Recent topic: Does relative wealth or relative equality determine the health status
differences within developed nations? (Present and discuss emerging evidence that within 1st world
countries, comparative national markers of health status is more tied to income equity than per capita or
aggregate income). Discussion of Survey #2 results. (analyze and discuss results from the second survey
and compare/contrast findings with the survey conducted at the beginning of the class—how has the class
changed, are their consistent health behaviors and risk behaviors for the class as a whole) Review in
preparation of the final exam. (The final focuses on class lecture /readings/ materials presented post
Midterm. However select main topics/points identified in the Midterm review will be included.)
Read: “The end of an era” & “Poverty or inequality?” From Wilkinson, R. & Pickett, K (2009). “The
Spirit Level” (pages 1-30 available through D2L)
Video: PBS (2008) “Unnatural Causes: Is Inequality making us Sick? Part 1: In Sickness and In
Wealth” (Explores the connections between “healthy bodies, healthy bank accounts and skin color”. Uses
examples within the United States and some comparative across nations.)
(SLP report due the last day of class)
OTHER DATES: Final Exam at the main classroom; see final exam guide for the date
http://www.registrar.arizona.edu/schedules/finals.htm.). All grades will be available <3 days after the final
exam date>.