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Examines the various biological agents that terrorists could use against food or water supplies.

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This course looks at medicine from a cross-cultural perspective, focusing on the human, as opposed to biological, side of things. Students learn how to analyze various kinds of medical practice as cultural systems. Particular emphasis is placed on Western (bio-) medicine; students examine how biomedicine constructs disease, health, body, an

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This course addresses the challenges of defining a relationship between exposure to environmental chemicals and human disease. Course topics include epidemiological approaches to understanding disease causation; biostatistical methods; evaluation of human exposure to chemicals, and their internal distribution, metabolism, reactions with cel

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This course focuses on the fundamentals of tissue and organ response to injury from a molecular and cellular perspective. There is a special emphasis on disease states that bridge infection, inflammation, immunity, and cancer. The systems approach to pathophysiology includes lectures, critical evaluation of recent scientific papers, and stu

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This course provides a foundation for understanding the relationship between molecular biology, developmental biology, genetics, genomics, bioinformatics, and medicine. It develops explicit connections between basic research, medical understanding, and the perspective of patients. Principles of human genetics are reviewed. We translate clin

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This course will survey the conditions of material life and the changing social and economic relations in medieval Europe with reference to the comparative context of contemporary Islamic, Chinese, and central Asian experiences. The subject covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, l

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This course does not seek to provide answers to ethical questions. Instead, the course hopes to teach students two things. First, how do you recognize ethical or moral problems in science and medicine? When something does not feel right (whether cloning, or failing to clone) — what exactly is the nature of the discomfort? What kind of tensi

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This course examines the growing importance of medicine in culture, economics and politics. It uses an historical approach to examine the changing patterns of disease, the causes of morbidity and mortality, the evolution of medical theory and practice, the development of hospitals and the medical profession, the rise of the biomedical resea

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D-Lab Health provides a multidisciplinary approach to global health technology design via guest lectures and a major project based on fieldwork. We will explore the current state of global health challenges and learn how to design medical technologies that address those problems. Students may travel to Nicaragua during spring break to work with health professionals, using medical technology design kits to gain field experience for their device challenge. As a final class deliverable, you will create a product design solution to address challenges observed in the field. The resulting designs are prototyped in the summer for continued evaluation and testing.

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This multidisciplinary seminar addresses fundamental issues in global health faced by community-based healthcare programs in developing countries. Students will broadly explore topics with expert lecturers and guided readings. Topics will be further illuminated with case studies from healthcare programs in urban centers of Zambia. Multidisciplinary teams will be formed to develop feasible solutions to specific health challenges posed in the case studies and encouraged to pursue their ideas beyond the seminar. Possible global health topics include community-based AIDS/HIV management, maternity care, health diagnostics, and information technology in patient management and tracking. Students from Medicine, Public Health, Engineering, Management, and Social Sciences are encouraged to enroll. No specific background experience is expected, but students should have some relevant skills or experiences.

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This course offers an introduction to differing conceptions of disease, health, and healing throughout American history, the changing role and image of medicine and medical professionals in American life, and the changing social and cultural meanings and entanglements of medical science and practice throughout American history. This course was also cross-listed as AMST 30372, HESB 30435, HPS 93753, and STV 30126.

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The course learning objectives for Veterinary Respiratory Pathophysiology are: To review the basics of respiratory physiology and structure as a background for understanding abnormal lung function during pathological states. To develop an organized approach for evaluation of the veterinary patient with respiratory disease, including understanding the range of diagnostic methods available (from least-most invasive), learning to interpret results and understand possible complications. To present in detail the various agents of respiratory system disease, including infectious agents, immune and inflammatory mechanisms, and neoplastic transformation. To consider in detail the interaction of these disease-causing agents with major regions of the respiratory system: the upper respiratory tract, the airways, the vasculature, the parenchyma, and the pleura and mediastinum. To describe the state-of-the-art in pulmonary function testing in veterinary patients, including contemporary methods and interpretation. To consider in detail the range of respiratory disease and pathophysiology in major species groups of veterinary patients, including small animals, horses, cattle, swine and small ruminants, and laboratory animals. To integrate through case discussions in the clinical-pathologic conference (CPC) the pathophysiologic principles and case management. This will include group discussion of diagnostic methods, patient assessment, and pathophysiology.

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This course is designed to challenge and encourage you, as veterinary students, to explore the relationships between population health and public health, animal health and human health, and clinical and population-based health practice. In general, we will confine our discussions in this course to veterinary public health in the United States except when it easier to illustrate a point or concept using an example from elsewhere. We veterinarians do not typically speak the language of public health. To that end, I've integrated two frameworks into the course this year. The first is the Ten Essential Public Health Services (EPHS), the framework that currently defines what public health does in the United States. The second is the model Public Health/Preventive Medicine Curriculum of the American College of Veterinary Preventive Medicine (ACVPM), prepared by Dr. Vicky Fogelman for the AVMA. That curriculum comprises six broad topics - food safety, zoonoses, foreign animal diseases, environmental health, community health, and epidemiology and biostatistics. Each course topic includes one EPHS and related sections of the ACVPM. I've chosen to illustrate each course topic using examples relevant to the practice of veterinary medicine, and these examples range from E. coli 0157:H7 prevention and control to Hurricane Katrina's aftermath to the development of administrative policies and laws to the delivery of rabies vaccinations in the US and less industrialized countries. This course makes generous use of references that are in the public domain, often on government websites. Other internal references will also be used.

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