Contact address: Shinohara nishi machi 25-7, Kouhoku-ku, Yokohama 222-0025, Japan
accredit
Accredited Universities of Sovereign Nations recognises the following Masters degree in Bioethics.
American University of Sovereign Nations (AUSN)
The course descriptions below have been provided by American University of Sovereign Nations on 11 July 2020. Please visit their website: American University of Sovereign Nations https://ausovereignnations.org/mbgph/
Required Core Competencies and the Syllabus of Courses are provided in the linked pdf file. Further information on Admissions, Scholarships, other Degrees, dissertation titles, the Modality of the Lectures, Credit Transfer, and general information are provided on the AUSN website.
Please contact provost@aussovereignnations.org
Master of Bioethics and Global Public Health (MBGPH)
The Master of Bioethics and Global Public Health Program is an academic master’s degree program intended to provide academically qualified individuals who are dedicated to enhancing the status and quality of life of all global communities, the basic competent knowledge and creative and critical-thinking ability to improve global health.The MBGPH is the most popular degree program at AUSN because many AUSN faculty are global leaders in this field. The MBGPH course prepares students for roles as health professionals and community leaders in a multiethnic community, by sharing a cross-cultural perspective of bioethics through the diverse international advisory and adjunct faculty. The program draws upon the wide international experience of the resident and visiting faculty, as well as their multidisciplinary qualifications, to offer a cross-cultural program that has rapidly become the largest bioethics graduate degree program to be offered globally. The program assists in the training of leaders who can assist people to rediscover their indigenous values and apply these to contemporary moral dilemmas of medicine, science and technology and the environment, with the wisdom that cross-cultural faculty can provide. Intensive trainings are held in Asia, the Americas, Africa and Europe.
Vision
The Vision of the AUSN MBGPH Program is to be the Master of Bioethics degree program of choice for those individuals who are committed to learning inter-cultural bioethics applicable for community, global leadership, and are dedicated to promoting ethical public policy and practices, and protecting the well-being of the environment and public of all nations and all peoples.
Program Description
The MBGPH course will prepare students for roles as health professionals and community leaders in a multiethnic community, by sharing a cross-cultural perspective of bioethics through the diverse international advisory and adjunct faculty. The program draws upon the wide international experience of the faculty, as well as their multidisciplinary qualifications, to offer a cross-cultural program that is arguably the most international bioethics degree program to be offered in the USA. The program assists in the training of leaders who can assist people to rediscover their indigenous values and apply these to contemporary moral dilemmas of medicine, science and technology and the environment, with the wisdom that cross-cultural faculty can provide (See Alumni name list and thesis topic lists).
Statement of Purpose
The purpose of the AUSH MBGPH program of study is two-fold. First, upon successful completion of the AUSN MBGPH Program and master of its required competencies, graduate students are prepared to work in the fields of bioethics, as well as public health, and influence and improve community health outcomes by working for academic institutions, think tanks, public health agencies, non-governmental organizations, hospitals, medical centers, clinics, nursing homes or rehabilitation centers. That is where the alumni work.
Second, the AUSN MBGPH program is offered to existing professionals (e.g., Professors, RN, MD, JD, Hospital Administrators, Healthcare CEO’s, Engineers, Teachers, etc.) who benefit from the added knowledge and expertise with respect to bioethics, public health, the health management of populations, and the management of hospitals, medical centers, surgery centers, clinics, nursing homes, environment management, etc.; in those circumstances the MBGPH will enhance their career goals and aspirations.
Bioethics is Love of Life for Our Ethical Future
Bioethics is both a word and a concept. The word comes to us only from 1927 (Jahr, F. 1927. Bioethical responsibilities to plants and animals; Potter, V.R. Bioethics: Bridge to the Future 1970), yet the concept comes from human heritage thousands of years old. It is the concept of love, balancing benefits and risks of choices and decisions. This heritage can be seen in all cultures, religions, and in ancient writings from around the world. The MBGPH course will prepare students for roles as professionals and community leaders in a multiethnic community, by sharing a cross-cultural perspective of bioethics through the diverse international faculty.
There are at least four strategies that thinking persons need as professional ethical decision-makers, and the course will nurture all of these aspects:
Mission
The Mission of the American University of Sovereign Nations (AUSN) Master of Bioethics and Global Public Health (MBGPH) Program is to promote the ethical reasoning of all peoples, by providing essential competent graduate education, knowledge, skills, research, service, creative and analytical critical thinking ability, and leadership to those graduate students who are dedicated to enhancing the quality of life of all global communities.
Values
Because bioethics and global public health are inherently multi-disciplinary you can learn from many fields. , and concern the , the values that guide the AUSN MBGPH Program include the following:
Accreditation of Degrees of Graduates
The following AUSN MBGPH graduates have been accredited by Accredited Universities of Sovereign Nations.
End-of-life care in the adult intensive care unit: Attitude and practices of critical care of physicians and nurses, Dr. Shahanaz Chowdhury, Bangladesh (Awarded by AUSN on 6 November 2015 in St. Paul's University Quezon City, Philippines)
Fortune Telling as Mental Health Support, Ms. Ananya Tritipthumrongchok, Thailand (Awarded by AUSN on 6 November 2015 in St. Paul's University Quezon City, Philippines)
Informed consent in dental practice in Bangladesh – A survey on dental practitioners’ knowledge, attitudes and awareness, Dr. Shahana Dastagir, Bangladesh (Awarded by AUSN on 6 November 2015 in St. Paul's University Quezon City, Philippines)
A Critical Assessment of the Ethical Approaches to Environmental Legislation in Bangladesh with an Emphasis on Biodiversity, Mr. Jobair Alam, Bangladesh (Awarded by AUSN on 6 November 2015 in St. Paul's University Quezon City, Philippines)
The Socio-Economic Conditions of Rag Pickers In Tripur City, Tamilnadu, A.Sebastian Mahimairaj, India (Awarded by AUSN on 6 November 2015 in St. Paul's University Quezon City, Philippines)
Ethical Dilemmas of Delegating the Public Use of Force to Private Companies: Blackwater and Other Private Security Companies Operating in Iraq During Gulf War II (GWII), Mr. Leonard H. Le Blanc III, USA (Awarded by AUSN on 7 December 2015 in Kumamoto University, Japan)
An Islamic (Shia) Perspective on Good vs. Evil, Peace, Conflict and the Apocalypse, Mr. Arif Hossain, Bangladesh (Awarded by AUSN on 7 December 2015 in Kumamoto University, Japan)
Oak Flat is our Holy Ground: Interviews with Members of Occupation Oak Flats, Ms. Lian D’Avignon, San Carlos Apache Nation, USA (Awarded by AUSN on 29 January 2016 in AUSN, Scottsdale, Salt River Pima Maricopa Indian Community, Arizona, USA)
Comparison of Ethical Values of Children and Youth in Nepal and Mexico, Mr. Rimesh Khanal, Nepal (Awarded by AUSN on 4 February 2016 in Chulalongkorn University, Thailand)
A Comparative Study of Refugee Syrian School Children in Turkey, Lebanon, Jordan, Iraq and Egypt: Out-Of-School Children that led to the ‘Lost Generation’, Ms. Lana A. Issa Al-Shareeda le Blanc, Iraq (Awarded by AUSN on 4 February 2016 in Chulalongkorn University, Thailand)
Self-efficacy of Vocational Health School Students in Conducting Double Education System in Public Health in Bogor District West Java, Indonesia, Mr. Muslihudin Sharbinie, Indonesia (Awarded by AUSN on 4 February 2016 in Chulalongkorn University, Thailand)
Practices of Traditional Medical Practitioners in Bataan, the Philippines, Dr. Angelica Baylon, the Philippines (Awarded by AUSN on 4 February 2016 in Chulalongkorn University, Thailand)
Ethical and public health issues of chemicals in foods in Bangladesh, Muhammad Ziaul Huq, Bangladesh (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
Juvenile delinquency influenced by familial environment, Maruf Hassan Pulok, Bangladesh (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
Improved Lifestyle of Child Domestic Workers: Decreases Street Beggars in Bangladesh, Tarana Ahmed, Bangladesh (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
A study on service availability and readiness assessment of non communicable diseases using the WHO tool for Gazipur District in Bangladesh, Dr. Mohammad Rashedul Islam, Bangladesh (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
Desires of Parents regarding Gender of Children: A Study of a Village in Northern Bangladesh, Dr. Wardatul Akmam, Bangladesh (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
Assessing Quality of Life of the Rural Elderly in Bangladesh, Dr. Md Fakrul Islam, (Awarded by AUSN on 13 February 2016 in The Press Institute, Bangladesh)
Earth System Ethics: A Systems Approach to Ethics for Our World, Ms. Laura Ballantyne-Brodie, Australia (Awarded by AUSN on 13 May 2016 in AUSN, Scottsdale, Salt River Pima Maricopa Indian Community, Arizona, USA)
Water Ethics in India, Dr. Rhyddhi Chakoborty, India (Awarded by AUSN on 13 May 2016 in AUSN, Scottsdale, Salt River Pima Maricopa Indian Community, Arizona, USA)
Food safety knowledge, attitudes and practices among consumers in developing countries, Olumide Odeyami, Nigeria (Awarded by AUSN on 13 May 2016 in AUSN, Scottsdale, Salt River Pima Maricopa Indian Community, Arizona, USA)
The Status of the Third Gender in Tamil Literature and the Current Scenario in Selected Districts of South Tamil Nadu, Dr. Michael Anjello Rajan, India (Awarded by AUSN on 13 May 2016 in AUSN, Scottsdale, Salt River Pima Maricopa Indian Community, Arizona, USA)
Herding Cats: An Ethical Review for Pre-hospital Emergency Triage, Triage Systems, Tools and Algorithms, Dr. Hasan Erbay, Turkey (Awarded by AUSN on 5 June 2016 in Gulhane Military Academy of Medicine, Ankara, Turkey)
Pharmaceutical Incentives and Medical Ethics: Attitudes of Future Doctors of Bangladesh, Dr. Tonmoy Biswas, Bangladesh (Awarded by AUSN on 17 July 2016 in AUSN, San Carlos Apache Nation, Arizona, USA)
Student Stress in Elementary and Middle Schools, Lalitha Murali, USA (Awarded by AUSN on 24 July 2016 in AUSN, San Carlos Apache Nation, Arizona, USA)
Linkages of Outcomes in Success and Educational Achievement in Native American Communities, Lata Sitake, Dakota Nation/Tonga (Awarded by AUSN on 15 October 2016 in AUSN, San Carlos Apache Nation, Arizona, USA)
Ethical Analysis and Situation of Teenage Pregnancy in Irisan Baguio City, Feby Basco Lunag, The Philippines (Awarded by AUSN on 4 November 2016 in the Maritime Academy of Asia and the Pacific (MAAP), Philippines)
Ethical Issues of Family Presence in the ICU and During Resuscitation, Joella Molina Estrada, The Philippines (Awarded by AUSN on 4 November 2016 in the Maritime Academy of Asia and the Pacific (MAAP), Philippines)
Ethical concerns on the implementation of Solo Parent Act (RA 8972) in the Philippines - Ariel Calugay Bacani, The Philippines (Awarded by AUSN on 4 November 2016 in the Maritime Academy of Asia and the Pacific (MAAP), Philippines)
Abortion law in Muslim communities: Lack of a comprehensive perspective on harmful pregnancy, Saeideh Sayari, Iran (Awarded by AUSN on 10 November 2016 in Perdana University, Malaysia)
Blindness as disability: Issues in relationship with human rights and human dignity, Abbas Kharabi Masouleh, Iran (Awarded by AUSN on 10 November 2016 in Perdana University, Malaysia)
Nurturing Medical Student’s Empathy and Compassion throughout Community Service Program, Tamjida Ahmad, Bangladesh (Awarded by AUSN on 10 November 2016 in Perdana University, Malaysia)
Perception of the Workforce in an Academic Setting as AUSN: How five generations work together, Margaret Columba M. Baylon, The Philippines (Awarded by AUSN on 10 November 2016 in Perdana University, Malaysia)
Nurturing Medical Student’s Empathy and Compassion throughout Community Service Program, Dyah Woro Dwi Lestari, Indonesia (Awarded by AUSN on 13 November 2016 in Gadjah Mada University, Indonesia)
Exploration of Experience of Javanese People with Schizophrenia with History of Having Involuntary Treatment in Psychiatric Management, Frilya Rachma Putri, Indonesia (Awarded by AUSN on 13 November 2016 in Gadjah Mada University, Indonesia)
Exploration study on Nursing students’ first experiences in conducting phenomenological qualitative research among people and families with vulnerabilities in Indonesia, Septi Dewi Rachmawati, Indonesia (Awarded by AUSN on 13 November 2016 in Gadjah Mada University, Indonesia)
Indigenous Peoples' Movements in Nepal (1990-2015), Dolma Lama, Nepal (Awarded by AUSN on 21 March 2017 in AUSN, San Carlos Apache Nation, Arizona, USA)
An Ethical and Scientific Analysis of the Potential Utilization of Nuclear Reactors for Energy Production in Developing Countries, Ya Min Thu, Myanmar (Awarded by AUSN on 25 January 2017 in Chulalongkorn University, Thailand)
Laudato Si: Awareness, Perspectives, and Consequences on Environmental morale and motivation in a Catholic University, Chadwick Bastida Tan, the Philippines (Awarded by AUSN on 28 January 2017 in Manila, Philippines)
Awareness of Ethics Among Medical Doctors in Bangladesh, Dr. Mahmood-Uz-Jahan, Bangladesh (Awarded by AUSN on 16 July 2017 in Directorate General for Health Sciences, Bangladesh)
Can happiness be taught? Results of Mindfulness training among teachers in the San Carlos Apache Tribe Headstart program, Dr. Lara López Hernáez, Spain (Awarded by AUSN on 5 August 2017 in AUSN, San Carlos Apache Nation, Arizona, USA)
Is Social Capital a Protective Factor Against Prescription and Illicit Drug Overdose Death?, Carmela M. Roybal, Tewa Nation, USA (Awarded by AUSN on 3 September 2017 in AUSN, San Carlos Apache Nation, Arizona, USA)
Bioengineering and Ecosystem Modification to Reduce runoff in disturbed lands and Mitigate Disasters, Ranjan Aryal, Nepal (Awarded by AUSN on 5 October 2017 in AUSN, San Carlos Apache Nation, Arizona, USA)
Integrating bioethics, religious and cultural values to construct ethical policy and educational strategies in Malaysia, Mohd Salim Mohammad, Malaysia (Awarded by AUSN on 25 October 2017 in Yonsei University, Republic of Korea)
Exploration of the Breaking Bad News Process: Doctor’s Experiences in Banyumas Regency, Indonesia, Miko Ferine, Indonesia (Awarded by AUSN on 25 October 2017 in Yonsei University, Republic of Korea)
Ethical and Moral Considerations for Road Safety in Bangladesh, Tanya Ahmad, Bangladesh (Awarded by AUSN on 3 December 2017 in Directorate General for Health Sciences, Bangladesh)
Ethics and Risk Factors for Esophageal Cancer and Awareness of Cancer Related Health Services Among Adults in Rural Kilimanjaro, Tanzania: A Prerequisite for Cancer Down Staging, Dr. Josephine Joseph Mwakisambwe, Tanzania (Awarded by AUSN on 19 January 2018 in AUSN, San Carlos Apache Nation, Arizona, USA)
Social justice advocacy and its challenges: Case study of International African volunteers serving in the Asia-Pacific Region, Bellarmee Lumbwe Milosi, Democratic Republic of Congo (Awarded by AUSN on 19 January 2018 in AUSN, San Carlos Apache Nation, Arizona, USA)
Bases of Early Marriage and Consequences on the Well-being of Mother and Child in Jhirubas, Palpa, Nepal, Bikash Thapa, Nepal (Awarded by AUSN on 3 March 2018 in Kathmandu, Nepal)
Environmental Effects on Immunization Programs in Baglung District, Nepal, Ramji Sapkota, Nepal (Awarded by AUSN on 3 March 2018 in Kathmandu, Nepal)
Designing an experience to recall positive memories in order to improve mental health, Tayebeh Kharestani, Iran (Awarded by AUSN on 5 March 2018 in Chulalongkorn University, Thailand)
Redignifing the Concept of Latin American Migrants entering into the United States of America, Parivash Malekshamran Garza, Mexico (Awarded by AUSN on 17 March 2018 in AUSN, San Carlos Apache Nation, Arizona, USA)
Ethical Issues Relating to Sexual and Reproductive Knowledge Seekng Bahaviour of Adolescents in Bangladesh, Rajib Biswas, Bangladesh (Awarded by AUSN on 4 August 2018 in the Heart Foundation, Bangladesh)
A Study of the Ethics of Body Commodification, Elderly Care, Vulnerability and Organ Donation in the Context of Health Care in Indonesia - Yeremias Jena, Indonesia (Awarded by AUSN on 5 February 2019 in Catholic University of Indonesia Atma Jaya, Indonesia)
Accessible Tourism as a Driver of Economic Growth, Environmental and Social Equity, Charlotte Omayan Gapasin, Qatar (Awarded by AUSN on 15 April 2019 in Istanbul University, Turkey)
An Analysis of Gender Mainstreaming in General Santos City, the Philippines, Ronnie John D. Barrientos (Awarded by AUSN on 9 May 2019 in AUSN, San Carlos Apache Nation, Arizona, USA)
Bioethics and Community Engagement to enhance Community Health within Mozambican Communities: Case study of Cabo Delgado Province, Atanasio Fabrino (Awarded by AUSN on 16 April 2020 in AUSN, San Carlos Apache Nation, Arizona, USA)
Ms. Mahta Baratipour, Designer and Artist (CCP; MBGPH - An Exploration of Some Ethical and Social Implications of Art) (Awarded by AUSN on 15 Sepetmber 2021 in AUSN, San Carlos Apache Nation, Arizona, USA)
MBGPH Core Curriculum
Compulsory Courses (Total 26 credit hours compulsory)
Core Concepts in Bioethics and Cultural Frameworks (3 credit hours)
Environmental Ethics (3 credit hours)
Essentials of Public Health (3 credit hours)
Ethics of Science and Technology (3 credit hours)
Global Public Health and Peace (2 credit hours)
Human Research Subject Protection (3 credit hours)
MBGPH Thesis and Public Defense (6 credit hours)
Public Health Law, Ethics and Policy Analysis (3 credit hours)
Choose a minimum of 6 credit hours from these:
Ability Studies (3 credit hours)
Applied Bioethics Research Seminar (2 credit hours)
Applied Public Health Seminar (2 credit hours)
Bioethics and Genetics (3 credit hours)
Bioethics and Values Education (3 credit hours)
Molecular Biology and Bioethics (2 credit hours)
Biosystematics and Biosphere (2 credit hours)
Biological Structures and Functions/Life Studies (2 credit hours)
Developmental and Educational Psychology (3 credit hours)
Indigenous Knowledge Systems in Public Health Care (3 credit hours)
Indigenous Traditions and Bioethics (3 credit hours)
Social Psychology (3 credit hours)
Sustainability Science (3 credit hours)
MBGPH Course Descriptions
Ability Studies
Ability Studies investigates in general how ability expectation (want stage) and ableism (need stage) hierarchies and preferences come to pass and the impact of such hierarchies and preferences. Ability Studies investigates: (a) the social, cultural, legal, political, ethical and other considerations by which any given abilitymay be judged, which leads to favoring one ability over another; (b) the impact and consequence of favoring certain abilities and rejecting others; (c) the consequences of ableism in its different forms, and its relationship with and impact on other isms.
The academic field of disability studies investigates the negative con sequences people experience whose body linked abilities are seen as not measuring up to the species-typical norm. However, although ableism was developed to make visible disablism (the lack of support and active disablement by the ones who see themselves as able) disabled people experience, the cultural reality of ability expectations (want stage) and ableism (need stage) goes far beyond h ow it is used within disability studies and by disabled activists. Individuals, house holds, communities, groups, sectors, regions and countries make daily numerous decisions based on ability expectations: some perceive the ability to protect ones privacy as important while others do not; some perceive the ability to buy a house as essential, while others do not; some cherish being competitive, productive or efficient, while others do not; some find the ability to consume essential; some the ability to live in a harmonious equitable society, while others do not. When ability expectations (want stage) morph into a sentiment where a given ability is seen as essential and one starts judging oneself and others based on an ability seen as essential, we have reached the stage of ableism (need stage). Ability expectations and ableism lead to an ability based and ability justified understanding of among others ones relationship with others of ones species, other species such as animals and nature. Within the disability arena the term ableism is used in a negative way. However ableism does not have to be negative: it simply indicates that one has certain ability expectations. A society could decide that the harmonious interaction of animals, humans and the environment is an essential ability of a functioning society, and this could be perceived as positive. This course will cover various topics through an ability expectation and ableism lens.
Applied Bioethics Research Seminar
The purpose of this course is to have the student engage with the community and to conduct research on a pertinent bioethics topic. The Applied Seminar is intended to give students the opportunity to spend time practicing newly acquired ethical decision making skills and knowledge, as well as to explore new or different areas of interest. Students should properly identify the stakeholders as related to their topic or policy issue and the impact of potential scenarios on each major stakeholder. The final report and the presentation should include, de minimis: Financial issues (cost and benefit to stakeholders); Delivery issues (demographic considerations); Evaluation (frequency, methods, cost). The final written report should be approximately 10-15 pages, exclusive of a one page Executive Summary. The supporting documents should be included in the appendices part of the report. The report should contain sound organizational structure, such as the following major components: I. Introduction / Background; II. Blend of Literature Review and Industry Comparisons; III. Presentation of the current situation with supporting data; IV. Possible Alternative Solutions with Feasibility and Consequences; V. Conclusions.
Bioethics and Genetics
This course considers the ethical, legal and regulatory issues that underlie clinical and population genetics such as basic genetics and molecular biology, DNA science, genomics and proteomics. There will be discussion of gene therapy, stem cell research and cloning; what limitations should be imposed on experimental genetic and cell therapies; public health policies for screening genetic diseases among the population; privacy interests concerning identifiable genetic data; duties to warn of genetic related conditions. This will include discussions of privacy, discrimination; civil and criminal confinement; and special populations. There will be discussion of indigenous populations and genetic histories, in the broader concept of identity. This course will also examines the legal, regulatory, scientific, policy and ethical aspects of biotechnology and genetically engineered plants and animals.
Core Concepts in Bioethics and Cultural Frameworks
This course addresses the foundations and principles of bioethics across the world. It will introduce descriptive, prescriptive, interactive and practical bioethics, through the principles accepted in the Universal Declaration on Bioethics and Hu man Rights (extending the UNESCO Core Curriculum in Bioethics). Some particular themes that see different policies between countries and over time will be introduced, such as the refusal of life-sustaining treatment, physician-assisted suicide, organ transplantation, abortion, the balance between individual liberty and protection of the public health, access to health care and rationing of health care .
This course will include discussions of theories in bioethics; patients’ rights and duties, informed consent, confidentiality, ethical issues in medical research, the initiation and termination of medical treatment, euthanasia, abortion, and the allocation of medical resources; bioethics and the ethics of science and technology; environmental ethics; genetics; medical ethics; reproduction; neurosciences; an d social ethics. Common topics include including doctor-patient relationships, privacy/confidentiality, issues of life and death and distribution of health care resources. This course will consider culture and religion on issues such as the right to health care, end-of-life care, the definition of death, organ procurement and transplantation, assisted reproductive technologies, abortion, genetic testing, embryonic stem cell research, cloning, and research with human subjects. Gender and women studies will also be introduced with cross-cultural comparisons.
Developmental and Educational Psychology
This course provides an overview of current research and theory about human development. A) Students are expected to gain an understanding of the main classical theories on human developmental. B) It will enhance students’ understanding of significant developmental changes that occur over the life span: physical, cognitive, and personal- social developmental transitions; C) Students must know some problems arising in development and some educational intervention programs; and D) Some research techniques used in this area.
Environmental Ethics
This course will examine environmental ethics, which is critical for the survival of many local communities living in fragile communities, as well as the global com munity. Water ethics will be explored, especially with the sensitive desert environment around the campus. Community engagement methods related to mining, energy production, clean-up of polluted sites, and shared resources will be examined. There will be consideration of the value of biodiversity and different worl d-views and cosmologies that people have that influence their relationships to nature. The question of ownership of common and shared resources will be mad e. There will be consideration of animal rights, industrial agriculture, organic farming, farming subsidies, externalization of environmental costs and benefits in industry, energy sources, and global environmental treaties and principles. There will be discussion of international relations and ozone depletion and global climate change. Along with the Convention on Protection of World Heritage, and the Convention on Biological Diversity. Traditional medicines and conservation of genetic resources will be discussed.
Essentials of Public Health
The purpose of this course is to provide the student with the essential principles and foundations of public health so that the student can understand the field of public health and how it works through its federal, state and local public health system. It provides the student with the concepts and tools for measuring health and disease in populations, characterizing the relationship of the public health system with medical care and other elements of the overall health system. Because the purpose of this course is to provide the student with the essential principles and foundations of public health so that the student can understand the field of public health and how it works through its federal, state and local public health system; and this course provides the student with the concepts and tools necessary for measuring health and disease in populations, characterizing the relationship of the public health system with medical care and other elements of the overall health system, the necessary subjects and topics which shall be considered include: A Brief History of Public Health in the United States; Understanding and Measuring Health in the United States; Measuring Health, Illness, and Disease and Influences on Health; Analyzing Health Problems for Causative Factors; Economic Dimensions of Health Outcomes; Prevention and Health Services; Understanding American Government and Public Health and Public Health Law, and the roles of Federal Health Agencies; State Health Agencies; Local Public Health Organizations; and Intergovernmental Relationships; Understanding the Public Health Work and Public Health Workers; Size and Distribution of the Public Health Workforce; Composition of the Public Health Workforce; Public Health Worker Ethics, Skills, and Competencies; Characteristics of Public Health Occupations; Public Health Roles in Emergency Preparedness and Response; National Public Health Preparedness and Response Coordination; State and Local Preparedness Coordination; State and Local Bioterrorism Preparedness; Understanding Epidemiology and Disease Control; Occupational Classification; Public Health Practice Profile; Important and Essential Duties; Understanding Public Health Education and Information; Occupational Classification; Public Health Practice Profile and their Important and Essential Duties; Understanding Public Health Program Occupations; Public Health Program Specialists and Coordinators; Public Health Emergency Preparedness and Response Coordinators; Public Health Policy Analysts; Public Health Information Specialists and Analysts; Community Outreach and Other Technical Occupations; Understanding the Public Health Workforce Growth and the Public Health Workforce Distribution and Composition, Public Health Workforce Skills and Competencies.
Ethics of Science and Technology
Topics that will be covered include ethics of science and technology, excluding genetic technology. There will be particular discussion of nanotechnology ethics, including environmental and health impacts. Information ethics including artificial intelligence, the singularity, cyborgs, privacy, databases and materials sciences will be introduced. Engineering ethics and disaster ethics will be included, along with questions of how to decide professional responsibility for scientists. The use of science and technology in determining public health policies will be discuss ed.
Global Public Health and Peace
The purpose of this course is to provide the student with the essential principles and foundations of global public health public and for the student to understand how those principles related to general public health and their relations to peace. This course addresses the foundations and principles of international public health and global health. Commonly addressed topics include: why study global health? health, public health, and global Health; critical global health concepts; the Millennium Development Goals; health determinants, measurements, and trends; the importance of measuring health status; the determinants of health; key health indicators; understanding and measuring the burden of disease; health, education, the economy, and poverty; health, productivity, and earnings; health, the costs of illness, and poverty; health expenditure and health outcomes; human rights and global health; an introduction to health systems; the concept of culture and the importance of culture to health; the importance of nutrition; the determinants of nutritional status; nutritional needs through the life cycle; the importance and determinants of women’s health; the burden of health conditions for females; the costs and consequences of women’s health problems; the importance of child health; the burden of disease of child health; infections diseases and their impact to the burden of disease; the importance and burden of non-communicable diseases and unintentional injuries; the characteristics of natural disasters the characteristics of complex emergencies; the health burden of natural disasters; the importance of natural disasters and complex emergencies to global health; the health effects of complex humanitarian emergencies; cooperating to improve global health; trends in global health efforts; science, technology, and the public’s health; constraints to applying science and technology to global health problems. Numerous United Nations and World Health Organization documents are reviewed and studied; as are databases from UNESCO.
Human Research Subject Protection
This course will examine fundamental issues in the ethics of human subjects research, and the regulation of human research subject protection internationally. Topical discussions will include ethics and morality in science; the historical development of human research protection, science in society; scientific integrity; misconduct; whistleblowing; conflicts of interest; collegiality, publication and authorship; peer review; human experimentation and regulations (HHS, FDA), Institutional Review Boards; informed consent, waivers, vulnerable populations; privacy and the confidentiality of records.
Indigenous Knowledge Systems in Public Health Care
The aims and objectives of this module include the following: (i) to consolidate and deepen/enrich students’ knowledge and skills in Indigenous Knowledge Systems (IKS)-based medical and health sciences; (ii) to examine misconceptions created and propagated by Eurocentricism on traditional medical and health care practices by inculcating knowledge and awareness among students and researchers of medical and health sciences on the efficacy of indigenous health care systems as knowledge systems on their own merit, i.e. with their own ways of knowing, knowledge production and value systems; (iii) to prepare postgraduate students of medical and health sciences with a multi-inter-trans-disciplinary approach including involvement of indigenous knowledge holders and practitioners in research and curriculum delivery.
MBGPH Thesis & Public Defense
The objective of this course is to have the student complete his / her preparation of the foundational sections of their MBGPH Thesis and to prepare for a Public Defense. This MBGPH Thesis course is intended to guide the student in the final preparation and completion of the final stages of their MBGPH Thesis. Great care and detail is taken to review and explain thoroughly, within the construct of the MBGPH Thesis, the design, organization, research, detailed literature bibliography, conclusions, recommendations, and final preparation of the MBGPH Thesis. Additionally the student will write out anticipated questions and answers which will likely appear in any public defense of such a Thesis. This is an intensive writing and research course.
Public Health Law, Ethics & Policy Analysis
The purpose of this course is to present the student the essential principles of public health law, public health ethics, and health policy, and for the student to understand their critical nature and application in general public health. This is survey type course which covers the essential subject areas of public health law, ethics and policy analysis. Accordingly, pertinent legal subject areas will include: Understanding the Role of and Conceptualizing Health Policy and Law Policy and the Policymaking Process; Law and the Legal System; Overview of the Health Care System; Public Health Institutions and Systems; Individual Rights in Health Care and Public Health; Understanding Health Insurance; Health Economics in a Health Policy Context; National Health Reform; Government Health Insurance Programs: Medicaid, CHIP, and Medicare; Health Care Quality Policy and Law; Public Health Preparedness Policy; The Art of Structuring and Writing a Health Policy Analysis. Ethics subject areas in this course shall include: Contemporary Ethical Dilemmas; End-of-Life Dilemmas; Health Care Ethics Committee; Development of Law; Introduction to Law; Government, Ethics, and the Law; Organizational Ethics and the Law; Health Care Professionals’ Ethical and Legal Issues; Physicians’ Ethical and Legal Issues; Employee Rights and Responsibilities; Patient Consent; Patient Abuse; Patient Rights and Responsibilities.
Social Psychology
Social psychology is the scientific study of human behavior within a social and cultural context. It focuses on how individuals act, think, and feel within various social and group settings. Social psychology also researches social perception, social interaction, and social influence.
- Social perception: our perception of groups, individuals, and ourselves.
- Social interaction: relationships (interpersonal), altruism, and aggressive behaviour.
- Social influence: attitudes, conformity, and group processes.
Social psychology applied in the context of online communities is a relatively new phenomenon. As the use of the internet has allowed individuals to socialize using different mediums, the interactions between individuals and social groups continues to evolve. Additionally, the internet connects individuals from various cultures that introduce new social etiquettes that would otherwise have been unexplored. Laws that govern a society are often influenced by the social accepted behaviors and ideas of the members living within that society. The application of social psychology can provide insight into how a society chooses to create, revise, and disregard laws based on socially acceptable ideations at any given time. The educational system also is a reflection of the social norms within a given society. Social influences include how one is educated; who is educated; and the reason for such education. Finally, individuals with disabilities and the implications related to those with individuals can be further explored within the field of social psychology. Such exploration can include laws passed social barriers; and social attitudes as it relates to individuals with disabilities.
Sustainability Science
The course will introduce the emerging science of sustainability.
The objectives of this course are for the student to learn to look at sustainability as an emergent problem arising from the interactions between human and environmental systems.
This course delves into the core theories of sustainability science, an emerging interdisciplinary field of problem-driven approach to knowledge and theory development dealing with the interactions between human and environmental systems. The underlying core concept that unifies this emerging field of inquiry is the challenge of sustainability, how to improve the wellbeing of present and future generations, by paying particular attention to both inter- and intra-generational equity, in ways that do not breach planetary boundaries so as to conserve the planet’s life support systems over the long term.
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