The CUNY School of Public HealthHunter College

PH 755.02 [12213] Urban Health & Society

Fall 2013I. Course Information

Catalogue description: Examines the impact of social and political forces on the health of urban populations and describes roles for and history of public

health professionals in promoting health of urban communities.

Course Meets: Wednesdays, 6:05 – 7:50PMSIlberman Building, Room 329

Instructor: Meredith (D’Amore) Manze, PhD, MPHEmail:Phone: Office: Room 523, Silberman BuildingOffice Hours: Wednesdays 4-5:30PM, and by appointmentRequired Book: *Freudenberg, N, Galea, S and Vlahov, D, (Eds.) Cities and the Health of

the Public, Nashville, TN: Vanderbilt University Press, 2006, ISBN: 0- 8265-1512-6.

*All additional required readings will be posted in BlackBoard. These readings are listed under their respective classes in this syllabus.

II. Program Competencies & Course Objectives

Program Competencies Course Learning Objectives SessionsSocial and Behavioral Sciences

This course will help you to achieve the following competencies which are expected of [either “all” MPH graduates or MPH graduates in your specialization track]:

After successfully completing this course you are expected to be able to :

Competencies and learning objectives will be addressed as part of the following course sessions:

1. Apply the core functions of PH practice (assessment, policy development, and assurance)

Analyze the impact of individual, organizational, community, national, and global trends and interdependencies on public health related problems and systems.

Identify beliefs, assets, and needs at the individual, interpersonal, organization, community, and policy levels that inform public health interventions.

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Assess opportunities and challenges of applying a systems approach to addressing public health problems.

2. Understand basic theories, concepts, models and methods from a range of core and related disciplines and apply them to the design of PH research, policy, and practice

Identify basic social and behavioral theories, concepts, and models that explain differences in the distribution of health and illness in the United States (including multiple perspectives on the meaning of key social concepts such as race, class, ethnicity, gender, and disability).

Describe leading theories of individual, interpersonal, group, organizational, and community-level change.

Describe the strengths and limitations of social and behavior-based interventions and policies for improving the health of urban populations.

Identify strategies to reduce disparities in health.

2, 3, 7, 8, 12

4. Interpret and apply the PH literature.

Retrieve relevant materials, summarize and identify a topic for further exploration over the semester.

Find conflicting interpretations of the same phenomenon and use examples to support your case.

Research various intervention strategies to address a specific PH problem

All

6. Communicate PH information verbally and in

Diagnose strengths and problems of urban

14, 15

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writing communities. Identify organizations that

can play a role in health promotion and disease prevention within urban communities.

Assess available resources for health promotion and disease prevention within urban communities.

Describe the roles of various systems (e.g. schools, health care, environmental protection, criminal justice, food and nutrition) in promoting health and preventing disease among urban populations.

7. Explain key social, behavioral, biomedical and environmental determinants of and inequities in health and disease across the lifespan in urban settings

Describe specific pathways by which urban living affects health across the lifespan.

Identify major economic, political, and environmental forces that shape the health of U.S. urban populations.

Describe the influence of behavioral, interpersonal, community, economic, sociocultural, and policy factors on health behaviors and health.

Assess the cultural beliefs of various urban populations and describe their impact on health and disease.

Analyze the impact of class, race, ethnicity, gender and sexual preference on the health status and needs of urban populations.

2,3, 4, 5, 6, 7, 8, 9

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III. Explanation of Assignments

Your understanding of the course material will be evaluated through the following:1. Literature Review Paper: Analysis of an issue of public health significance (individual and group

project)

This assignment will consist of three steps:

a) Public Health Brief: Individual assignment, due on September 25th

In this two-page assignment, students will state the significance of the topic selected by their groups, particularly regarding its relevance from an urban health perspective. Please note that this is an individual assignment. Therefore, each student in each group has to submit two pages on the topic selected by their groups. In this way, students will be working on one single topic during the semester, rather than on different ones. This individual assignment will help students practice their writing skills and clarify their own ideas about the subject of interest. Ask yourself: Why am I interested in this topic? What would I like to find out about it? Why is this topic relevant from a public health perspective?

Students must include a minimum of five (5) references in the Public Health Brief and demonstrate a general understanding of the literature on the issue selected and justify its importance from an urban health perspective. All papers should be typed, double-spaced, spell-checked and proofread. Please use one inch margins all around and Times New Roman 12-point font. This assignment is due in hard copy, in class, on September 25th.

b) Collaborative Public Health Literature Review, first version: Group assignment, due on October 30th

In this group assignment, students will summarize and discuss key aspects related to their selected public health issue addressed in the literature. A review article consists of selecting a public health problem, reviewing what is currently known and what is still being asked about the problem in the scientific literature, including conflicting findings and gaps that may exist, and building an argument that will lead to a set of suggestions and recommendations. Students will write a critical summary of the key ideas, concepts and theories and properly cite each source.

A minimum of 10 references should be cited in this report, including both books and peer-reviewed articles. The structure of this review article should include at least the following components: (1) abstract; (2) introduction; (3) argument/subtopics; (4) discussion/concluding remarks; and (5) literature cited. Papers should be between 6 and 8 pages in length, not including abstract, references, tables or figures. This assignment is due in hard copy, in class, on October 30th.

b) Literature Review, final version: Group assignment, due on December 18th

The final literature review will be an improved version of the first, which will take into account the instructor’s suggestions as well as incorporate ongoing (i.e., updated) analysis of the existing literature

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on the subject selected. Students must also incorporate the public health concepts discussed in the second half of the semester into the paper. Papers should be between 8 and 10 pages in length, not including abstract, references, tables, or figures. This assignment is due in hard copy, in class, on December 18th

2. Library Assignment (due on or before October 23rd) The purpose of this assignment is to assist students in mastering information literacy research andcitation skills, which will help them to identify appropriate resources for writing professional papers. The library assignment is mandatory for all students enrolled in the MPH program and currently taking PH 755. This assignment involves a two-step process:

a) All MPH students taking PH755 semester must attend a two-session library session. The library sessions will provide students an opportunity to learn and practice the skills needed to complete the library assignment. Each session will be offered during dates listed below. Students should e-mail Prof. John Pell (jpell@hunter.cuny.eduH) to reserve a place for the library sessions. It is recommended to do so early so you can get your ideal choice, as there will be only 15 students per class. Dates for Sessions I and II are listed below:

Session I Dates:

TUE September 3: 6-8 PM [SB C05]WED September 4: 3-5 PM [SB C05]WED September 4: 6-8 PM [SB C05]THR September 5: 3-5 PM [SB C05]SAT September 7: 11-1PM [SB C05]TUE September 17: 6-8PM [SB C05]

Session II Dates:

TUE September 10: 6-8PM [SB C05]WED September 11: 3-5PM [SB C05]WED September 11: 6-8PM [SB C05]THR September 12: 3-5PM [SB C05]SAT September 14: 11-1PM [SB C05]THR September 19: 3-5PM [SB C05]

b) Library Assignment After attending the library sessions, students will complete a written library assignment. The satisfactory completion of this report will count for 10 percent of each student’s grade for the PH 755 class. Professors Mason Brown and John Pell will be the instructors in charge of the library sessions and will grade all assignments. Therefore, students’ assignments must be submitted electronically to the professor with whom they took the library sessions from (mbr0010@hunter.cuny.edu or jpell@hunter.cuny.edu ) on or before October 23rd. Please write “Library Assignment” in the subject heading of your email. Failure to submit the assignment on time will result in a grade of zero.

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Professors Pell and Brown will be available to meet with students who require additional help to complete the report satisfactorily. Please contact them directly if you have any questions about the assignment and/or if you want to set an appointment with either of them.

3. Midterm Exam (take home, due on November 13th)For this assignment students will provide essay answers to two questions from a list of questions that will address the content of all previous class sessions. The list of questions will be made available on-line the week prior to the midterm exam’s due date. Students may refer to any of the class readings, class discussions and additional references that may be suited to the topic under consideration. Critical analysis of the literature, as well as evidence of thorough knowledge of the subject matter, is expected. Students are required to work independently on this exam; this is not a group project. This assignment must be submitted in hard copy at the start of class on the due date, November 13th.

4. Oral Assignmentsa) Class attendance and participation. Students are expected to attend class regularly and to be active, informed participants in all discussions. As well, each student will be responsible for co-presenting the readings for the week one time during the semester. Students presenting on a given day should coordinate presentation of readings. Presentation of readings should not be long – 10 minutes max each student. Students should briefly review each article, making specific note of key background information presented in the articles, research questions, findings, methods, and recommendations. In addition, students should pose 2-3 substantive questions to the class to kick off our group discussion.

b) Simulated public testimonies (group projects to be presented on December 11th and December 18th)Oral presentations will take the form of a Simulated Public Testimony. The goal of a public testimony is to present evidence about a topic and deliver an argument for action, most often to influence policy decisions in question. Your group will present evidence on your group paper topic and provide arguments for public health action to address the problem. Students will present as a group on the same day, but each group member will present and be graded separately. Each group member will present a 5-minute oral presentation; once all group members have presented the group will be allowed a 5-minute Q&A session. As in real public testimonies, presentations on individual sub-topics should be coordinated; although they are not always coordinated, they are much stronger when they are. Each group member should present a unique testimony and not repeat information that another group member discusses. Students will be graded by both the instructor and their peers (students who are not presenting on that particular day will serve as panel members and be responsible for grading student performances and asking informed, constructive questions of the presenters). Below are the main components of the presentation that each group should plan to address. It is not recommended that they do so, but students may use PowerPoint slides for their presentations. NOTE: If planning to use PowerPoint, students should load all group members’ presentations into the same file so we can save time during the presentation.

Following is a suggestion for coordinating public testimonies:

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(1) First group member starts with an issue introduction: This should be a brief summary of the issue addressed for your review article which highlights the public health relevance of the issue. Do not get bogged down with too many background details; assume we have basic knowledge of the gravity of most public health problems and how most diseases are transmitted (e.g., if your issue is HIV/AIDS, do not discuss basic ways HIV is transmitted unless it is especially important to your subtopics addressed).

(2) Next, group members discuss at least one main subtopic each, including review findings and implications: Describe the main subtopics/issues addressed in your paper. Include relevant evidence from your review and offer specific suggestions for implications, e.g., what are specific action steps you would recommend; provide any insight into interventions, policies or programs which could be implemented.

(3) The final group member finishes with a brief conclusion: Provide a brief, clear, concise concluding statement that summarizes the group’s major argument for action.

IV. Grading Policy and Due Dates

Assignment Group/Individual Due date(s) Percent of Final Grade

Class attendance and participation in class & on-line

Individual All Sessions 10%

Public Health Brief Individual Sept. 25 10%Library Assignment Individual Oct. 23 10%Collaborative public health review article, 1st version

Group Oct. 30 15%

Midterm Exam Individual Nov. 13 20%Oral Presentations: Public Testimonies Group Dec. 11/ Dec.

1810%

Collaborative public health review article, final version

Group Dec. 18 25%

The grading scale follows the 2006-2009 Graduate catalog as follows:A+ 97.5%-100% B- 80.0 – 82.4%A 92.5 – 97.4% C+ 77.5 – 79.9% A- 90.0 – 92.4% C 72.5 – 77.4%B+ 87.5 – 89.9% C- 70.0 – 72.4%B 82.5 – 87.4% F 0.0 – 69.9%

V. Course PoliciesAttendance and class participation: Regular attendance and active, informed participation in discussions and exercises based on a critical reading of the assigned articles and text is required. The

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instructor may distribute short assignments before sessions to guide students; students are strongly encouraged to refer to these assignments when doing weekly required readings.

Enrollment in BlackBoard: All students must enroll in BlackBoard. BlackBoard will be used on a routine basis as a learning tool to distribute course materials, as well as to facilitate communication with the instructor and classmates.

Lateness and absence: Timely arrival in class is expected. Please inform me in advance if you anticipate being late or absent. Students are responsible for class content and assignments even if they miss a class. Excessive lateness and absences will be noted and reflected in your final grade.

Assigned readings: All readings for each class will be completed before the sessions they have been assigned for.

Guidelines for written assignments: Learning to express ideas in a clear and concise way requires practice; therefore, this course will provide students with diverse written assignments during the term. Start working on papers early and seek feedback from your instructor throughout the process.

All papers should be typed, double-spaced, spell-checked and proofread. Please use Times New Roman, 12 point font, with one inch margins all around. Please do not submit papers in folders or binders. Staple all assignments in the upper left-hand corner of the paper. For identification purposes, please include your name, title of the assignment, course, term, and date. Hard copies are required for all assignments and must be submitted at the beginning of class on their respective due dates.

Use only AMA (American Medical Association) style for citing references. The American Journal of Public Health uses the AMA format. You can also consult these guidelines: http://libguides.library.hunter.cuny.edu/content.php?pid=128257&sid=1573515

Due dates and completion of assignments: Assignments are due at the beginning of the date indicated in the syllabus; two points will be deducted for each day an assignment is late. If a student anticipates the need to turn in work late, please negotiate an acceptable submission plan with the instructor in advance of the established due date. In case of emergencies, please contact the instructor immediately.

Classroom community, culture & conduct: The classroom is a community. Respectful interaction with classmates, the instructor and guests is expected at all times. Public health deals with controversial issues from multiple perspectives and consideration of these issues may cause disagreements among us or may evoke strong personal feelings, depending on our individual experiences, histories, identities and worldviews. Therefore, in all of interactions and communications, it is important that students strive to demonstrate mutual respect for one another and for any course guests and members of the community with whom they come into contact.

Please avoid crosstalk, text messaging, and turn off (or set to vibrate) cell phones etc., anything that can be distracting and take away from a climate of mutual learning or attentive listening and participation. Student announcements of related events and opportunities of interest to students may be made at the end of the class. Students should let the instructor know if they have an announcement to make. Feel free to bring refreshments to class for yourself and/or others; but please help clean up afterwards.

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Email correspondence: Direct any inquiries to the instructor via e-mail. A response can be expected within 24 hours Mon – Thur and within 48 hours on a weekend or during holiday breaks.

VI. Institutional Policies

Accessibility: Support services and accommodations are available to provide students with disabilities greater accessibility to the academic environment. Those eligible include students with mobility, visual and hearing impairments. It also included students with learning disabilities, psychiatric disorders or any medical condition that limits one or more of life’s basic functions. The Office of Disabled Students is located in Student Services, 1128 East Building, 68th Street Campus, (212) 772-4857/TTY (212) 650-3230. For more information visit: http://www.hunter.cuny.edu/studentservices/access). If a student has special accommodations that are necessary for class sessions, exams or presentations, please let the instructor know at the beginning of the semester.

Academic Integrity: Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on exams, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. For more information, visit: http://www.hunter.cuny.edu/studentservices/advising/policies-sub/policies-academic-integrity .

Help with research and writing: Feedback will be given on the quality of all written assignments. If you require further assistance with improving your writing skills, consider visiting the Student Reading and Writing Center on the main campus. For more information, visit http://rwc.hunter.cuny.edu/ .

Last day to drop the course without the grade of “W” will be Tuesday, September 17th. Hunter has three types of grades of withdrawal: W, WA, and WU. There may be serious academic and financial consequences associated with course withdrawal. Discuss your situation with an Advisor in the Office of Student Services, 1119 East Building or in the Office of Financial Aid, Room 241 North Building. http://www.hunter.cuny.edu/studentservices/advising/policies-sub/policies-course-withdrawal.

Grade of Incomplete: Incomplete final grades will not be granted unless the request is justified by legitimate and documented emergencies. The granting of an INCOMPLETE is at the discretion of the instructor. Only students averaging C or above in the course are eligible to request an incomplete course grade. According to Hunter regulations, there is no absolute right to a grade of incomplete. In the case that an incomplete grade is granted, the student must negotiate and prepare a signed contract with the instructor specifying the terms and timeline for completion of all outstanding work. The student will not be permitted to register for classes in the upcoming semester unless this contract is on file in the UPH office and the instructor advises the Program Director when the INCOMPLETE has been resolved.

Grade appeals: When a student considers a final course grade unsatisfactory, the student should first confer with the instructor. Please consult with the instructor within the first three weeks of the following semester. If the student is still not satisfied, s/he should promptly contact the department chair in writing giving the factual reasons and basis for the complaint. Students have the right to

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request in writing that the chair appoint a student as a member to the department/school Grade Appeals Committee. This appeal at the department/school level must be submitted within the first five weeks of the semester following receipt of the grade. For further guidance, please refer to the “College-wide Grade Appeals Procedures” adopted by the Senate in fall 1985. Copies of this procedure may be obtained in the Senate Office, the Office of Student Services, or departmental offices. For more information, visit: h ttp://www.hunter.cuny.edu/studentservices/advising/policies-sub/policies- academic-appeals .

VII. Session Schedule and Assigned Readings

Session 1. August 28. Introductions and Overview: An urban public health frameworkRequired readings:Galea S, Freudenberg N, Vlahov D. A framework for the study of urban health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 3-18.

September 4th - No class. HUNTER CLOSED.

Session 2. September 11. The social determinants of health and health disparitiesRequired readings:Phelan JC, Link BG, Tehranifar T. Social condition as fundamental causes of health inequalities: Theory, Evidence & Policy Implications. Journal of Health and Social Behavior. 2010.51 Suppl:S28-40.

Robert SA, Booske BS. US opinions on health determinants and social policy as health policy. American Journal of Public Health. 2011; 101(9):1655-1663.

Optional readings:Geronimus AT. To mitigate, resist, or undo: Addressing structural influences on the health of urban populations. American Journal of Public Health. 2000; 90(6): 867-872.

U.S. News & World Report. Health disparities persist in U.S., Report says. Available at: http://health.usnews.com/health-news/family-health/heart/articles/2011/01/13/health-disparities-persist-in-us-report-shows . Accessed on August 15, 2011.

Websites to browse:Centers for Disease Control and Prevention. Health disparities. Available at: http://www.cdc.gov/omhd/topic/healthdisparities.html World Health Organization. Social determinants of health. Available at: http://www.who.int/social_determinants/en/

Session 3 September 11. Research on urban health: Theoretical & methodological foundationsRequired readings:

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Galea S, Schulz A. Methodological considerations in the study of urban health: How do we best assess how cities affect health? In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 277-293.

Krieger, N. Theories for social epidemiology in the 21st century: An ecosocial perspective. International Journal of Epidemiology. 2001; 30: 669-677.

Optional Readings:Morgan, DF. Practical strategies for combining qualitative and quantitative methods: Applications to health research. Qualitative Health Research. 1998; 8(3): 362-376.

Schwartz S, Carpenter KM. The right answer for the wrong question: Consequences of type III error for public health research. American Journal of Public Health. 1999; 89(8): 1175-1180.

Session 4: September 25. Historical perspectives on urban public healthRequired readings:Alcabes P. Introduction. The origins of dread. In: Dread: How Fear and Fantasy Have Fueled Epidemics from the Black Death to Avian Flu. Cambridge MA: Public Affairs, 2009: 1-4.

Colgrove J. The McKeown Thesis: A historical controversy and its enduring influence. American Journal of Public Health. 2002: 92(5): 725-729.

Kraut A. Plagues and prejudice: nativism’s construction of disease in nineteenth and twentieth century New York. In: Rosner D, editor. Hives of Sickness: Public Health and Epidemics in New York City. New Brunswick: Rutgers University Press, 1995: 65-90.

Rosner, D. Public health in U.S. cities: A historical perspective. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006:129-142.

Szreter S. The McKeown thesis: Rethinking McKeown: The relationship between public health and social change. American Journal of Public Health. 2002; 95(2):722-725.

Websites to browse:Centers for Disease Control and Prevention. CDC Timeline. Available at:http://www.cdc.gov/about/history/timeline.htm

US Department of Health and Human Services. History of the US Public Health Service Commissioned Corps. Available at: http://www.usphs.gov/aboutus/history.aspx

Assignment due: Public health brief

Session 5: October 2. The urban physical and occupational environment.Assignment due: Collaborative public health literature review article, first draft

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Required readings: Buchanan S. Day labor and occupational health: Time to take a closer look. New Solutions. 2004; 14: 253-260.

Duneier M. Sidewalk. New York: Farrar, Straus and Giroux; 1999:43-80.

Klitzman S, Matte TD, Kass DE. The urban physical environment and its effects on health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006:61-84.

McCauley LA. Immigrant workers in the United States: recent trends, vulnerable populations, and challenges for occupational health. AAOHN Journal: Official Journal of the American Association of Occupational Health Nurses. 2005; 3(7):313-319.

Please also take a look at:Substance Abuse and Mental Health Services Administration (SAMHSA). Depression among adults employed full-time, by occupational category. The NSDUH Report. 2007, October 11. Available at: http://www.oas.samhsa.gov/2k7/depression/occupation.htm

Session 6. October 9. The urban social environmentRequired readings:

Coutts A, Kawachi I. The urban social environment and its effects on health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 49-60.

Klinenberg E. Dying alone: The social production of urban isolation. Ethnography. 2001;2(4):501-531.

Litt JS, Soobader MJ, Turbin MS, et al. The influence of social involvement, neighborhood aesthetics, and community garden participation on fruit and vegetable consumption. American Journal of Public Health. 2011; 101(8): 1466-1473.

Whitehead M, Diderichsen F. Social capital and health: tip-toeing through the minefield of evidence. Lancet. 2001; 358: 156-166.

Session 7. October 16. Social inequalities and healthRequired readings: Asian Communities for Reproductive Justice. A New Vision for Advancing Our Movement for Reproductive Rights, Reproductive Health and Reproductive Justice. Oakland, CA: Asian Communities for Reproductive Justice, 2005.

Dressler WW, Oths KS, Gravlee CC. Race and ethnicity in public health: Models to explain health disparities. Annual Review of Anthropology. 2005 (34): 231-252.

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Erwin PC. Poverty in America: How public health practice can make a difference. American Journal of Public Health. 2008; 98(9): 1570-1572.

Golembeski C, Fullilove R. Criminal (in)justice in the city and its associated health consequences. American Journal of Public Health. 2008; 98(1): S185-S190.

LaVeist T, Pollack K, Thorpe R, Fesahazion, Gaskin D. Place, not race: Disparities dissipate in Southwest Baltimore when blacks and whites live under similar conditions. Health Affairs 2011; 30 (10): 1880-1887.

Williams DR and Collins C. Racial residential segregation: A fundamental cause of racial disparities in health. Public Health Reports. 2001; 116: 404-416.

Session 8. October 23. The impact of urbanization, migration and suburbanization on healthRequired readings:Freudenberg N, Galea S, Vlahov D. Changing living conditions; changing health: U.S. cities since World War II. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 19-45.

Frumkin H. Cities, suburbs, and urban sprawl: Their impact on health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 143-175.

Fullilove MT. Root shock: The consequences of African American dispossession. Journal of Urban Health. 2001; 78 (1):72-80.

Fullilove MT. Fifty ways to destroy a city: Undermining the social foundation of health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 176-193.

Optional reading:Packer G. The megacity. New Yorker. 2006, November 13; 82(37): 62-75.

Website to browse:

Population Reference Bureau. Human Population: Urbanization. Available at: http://www.prb.org/Educators/TeachersGuides/HumanPopulation/Urbanization.aspx

Library assignment due by October 23rd _____________________________________________________________________________________

Session 9: October 30. Urban public health nutritionRequired readings:Dorfman L, Wallack L. Moving nutrition upstream: The case for reframing obesity. Journal of Nutrition Education and Behavior. 2007;39:S45-S50.

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Kwate NOA, Yau CY, Loh JM and Williams D. Inequality in obesigenic environments: Fast food density in New York City. Health & Place. 2009;15:364-373.

Nestle M, Jacobson MF. Halting the obesity epidemic: A public health policy approach. Public Health Reports. 2000; 115(1): 12-24.

Yeh MC, Katz DL. Food, nutrition and the health of urban populations. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006:106-125.

Please also take a look at:Michael Pollan's overview of how the food system developed into its present state and how people are trying to change it. http://michaelpollan.com/articles-archive/the-food-movement-rising/htm

Tom Forster's overview of the US Farm Bill, the every-5-year federal legislation that sets food policy in the US. http://www.foodsystemsnyc.org/articles/farm-bill-march-2011  

FIRST VERSION OF LITERATURE REVIEW PAPER DUE _____________________________________________________________________________________

Session 10. November 6. Global perspectives on urban health Required readings:Harhay M. Water stress and water scarcity: A global problem. American Journal of Public Health. 2011;101(8):1348-1349.

McGranahan G, Satterthwaite D. A developing world perspective: Health and deficiencies in provision for water and sanitation in urban areas of Africa, Asia, and Latin America and the Caribbean. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006:194-208.

Sontag D. In Haiti, global failures on a cholera epidemic. New York Times, March 31, 2012. [http://www.nytimes.com/2012/04/01/world/americas/haitis-cholera-outraced-the-experts-and-tainted-the-un.html?nl=todaysheadlines&emc=edit_th_20120401&_r=0].

MIDTERM EXAM DISTRIBUTED

Session 11. November 13. Current issue: Housing and urban healthRequired readings:

Bashir SA. Home is where the harm is: Inadequate housing as a public health crisis. American Journal of Public Health. 2002; 92(5): 733-738.

Clark WAV. Changing residential preferences across income, education, and age. Urban Affairs Review. 2009; 44(3): 334-355.

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Debbink MP, Bader MD. Racial residential segregation and low birthweight in Michigan’s metropolitan areas. American Journal of Public Health. 2011; 101(9): 1714-1720.

Klinenberg E. Adaptation: How can cities be climate-proofed? New Yorker, January 7, 2013, p.32.

MIDTERM EXAM DUE_____________________________________________________________________________________

Session 12. November 20. From cultural differences to cultural meaningful frameworksRequired readings:

Bender D. E. et al. Improving access for Latino immigrants: Evaluation of language training adapted to the needs of health professionals. Journal of Immigrant Health. 2004; 6(4): 197-209.

Ito KL. Health culture and the clinical encounter: Vietnamese refugees’ responses to preventive drug treatment of inactive tuberculosis. Medical Anthropology Quarterly. 1999; 13(3):338-364.

Viladrich A, Ming-Chin Y, Bruning N, Weiss R. Do real women have curves? Paradoxical body images among Latinas in New York City. Journal of Immigrant and Minority Health, 2009; 11:20-28._____________________________________________________________________________________

Session 13. December 4. Urban public health interventions and community health programsRequired readings:

Freudenberg, N. Interventions to improve urban health. In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006:294-326.

Johnson K. Schools restore fresh cooking to the cafeteria. New York Times. August 16, 2011:A16.

Koh HK, Oppenheimer SC, Massin-Short, SB, et al. Translating research evidence into practice to reduce health disparities: A social determinants approach. American Journal of Public Health. 2010;100(S1):S72-S80.

Richie B, Freudenberg N, Page J. Reintegrating women leaving jail into urban communities: A description of a model program. Journal of Urban Health. 2001;78:290-303.

Shea S, Basch ChE, Wechsler H, Lantigua R. The Washington Heights-Inwood Healthy Heart Program: A 6-year report from the field. American Journal of Public Health. 1996; 86(2):166-171.Stokols D. Translating social ecological theory into guidelines for community health promotion. American Journal of Health Promotion. 1996; 10(4): 282-298.

Please also take a look at:Mayor Bloomberg, Deputy Mayor Gibbs, Speaker Quinn, Council Member Brewer, Health Commissioner Farley and Parks Commissioner Benepe announce NYC public parks, beaches and pedestrian plazas are

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now smoke-free. Available at: http://www.nyc.gov/ . Accessed Aug. 15, 2011. (please search the site by the title above).

NYC Department of Health and Mental Hygiene. Health department reports more than 600,000 HIV tests conducted through The Bronx Knows initiative. Available at: http://www.nyc.gov/html/doh/html/pr2011/pr014-11.shtml Accessed on August 15, 2011._____________________________________________________________________________________

Session 14. December 11. Simulated Public Testimonies IRequired reading:Institute of Medicine. Who will keep the public healthy? Educating public health professionals for the 21st century. Brief Report. The National Academy of Sciences, 2002._____________________________________________________________________________________

Session 15. December 18. Simulated Public Testimonies II, wrap-upRequired reading:Vlahov D, Galea S, Freudenberg N. Creating healthier cities: Where do we go from here? In: Freudenberg N, Galea S, Vlahov D, eds. Cities and the Health of the Public. Nashville, TN: Vanderbilt University Press; 2006: 327-344.

FINAL COLLABORATIVE PUBLIC HEALTH LITERATURE REVIEW ARITLCE DUE_____________________________________________________________________________________

VIII. Course Schedule at a GlanceSession Date Topic Readings and Assignments1. Aug 28 Introductions &

Overview of Course:An urban public health framework

Required reading:Cities and the Health of the Public [hereafter, CHP]: Galea et al. - Chapter 1

NO CLASS – Sept 4

HUNTER COLLEGE CLOSED

2. Sept 11 Theoretical Foundations: The social determinants of disease

Required readings:Robert & Booske (2011); Link & Phelan (1995)Optional readings:Geronimus (2000); US News & World Report (2011); Browse: CDC; WHO website

3. Sept 18 Theory & Practice of Urban Public Health Research

Required readings: CHP: Galea & Schulz – Chapter 14; Krieger (2001); Optional readings:Morgan (1998); Schwartz & Carpenter (1999)

4. Sept 25 Historical Perspectives Required readings:

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on Urban Public Health Alcabes (2009); Colgrove (2002); Kraut (1995); CHP: Rosner- Chapter 7; Szreter (2002)Browse: CDC; DHHSPUBLIC HEALTH BRIEF DUE

5. Oct 2 The Urban Physical & Occupational Environment

Required readings:Buchanan (2004), Duneier (1999); CHP: Klitzman- Chapter 4; McCauley (05)Browse: SAMHSA

6. Oct 9 The Social Environment Required readings:CHP: Coutts & Kawachi, Chapter 3; Klinenberg (2001); Litt (2011); Whitehead (2001)LAST DAY FOR LIBRARY ASSIGNMENT

7. Oct 16 Social Inequalities & Health

Asian Communities for Reproductive Justice (ACRJ); Dressler et al (2005); Erwin (2008); Golembeski (2008); LaViest (2011); Williams & Collins (2001)

8. Oct 23 The Impact of Urbanization, Migration & Suburbanization on Health

Required readings: CHP : Freudenberg et al - Chapter 2; CHP: Frumkin - Chapter 8; CHP: Fullilove- Chapter 9; Fullilove 2001Optional reading: Packer (2006)Browse: PRB

9. Oct 30 Public Health Nutrition Required readings:Dorfman & Wallack (07); Kwate et al (09); Nestle & Jacobson (2000); CHP: Yeh & Katz – Chapter 6; Michael Pollack website; segments of Farm Bill (available on-line)FIRST VERSION, LITERATURE REVIEW PAPER DUE

10. Nov 6 Global Perspectives Required readings:Harhay (2011); CHP: McGranahan & Satterthwaite - Chapter 10; Sontag (2012)MIDTERM EXAM DISTRIBUTED

11. Nov 13 Current Issues: Housing & Urban Health

Required Readings: Bashir (2002); Clark (2009); Debbink (2011); Klinenberg (2013)MIDTERM EXAM DUE

12. Nov 20 From Cultural Differences to Cultural Meaningful Frameworks

Required readings:Bender et al (2004); Ito (1999); Viladrich et al. (2009)

NO CLASS – Nov 27

CLASSES FOLLOW A FRIDAY SCHEDULE

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13. Dec 4 Public Health Interventions & Community Health Programs

Required readings:CHP: Freudenberg – Chapter 15; Johnson (2011); Koh (2010); Richie et al (2001); Shea et al (1996); Stokols (1996)Browse: Mayor Bloomberg & NYC DOHMH web sites (available on-line)

14. Dec 11 Oral Presentations I Required reading:IOM (2002)

15. Dec 18 Oral Presentations IILast Class

Required reading:CHP: Vlahov et al – Chapter 16

FINAL LITERATURE REVIEW PAPER DUE

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