ASB 301 Study Guide: Module Discussions, Assignments, Research Projects, and Global Health History Instructions

Introduction

This guide offers a complete overview of ASB 301: Global Health History, covering all major discussions, assignments, and research projects. It provides step-by-step instructions, example responses, and useful tips to help students confidently complete each module. For additional support, students can access History Homework Help to get expert guidance on assignments and research related to global health history.

ASB 301 MODULE 1: DiSCUSSION 1

Instructions of ASB 301 Module 1: Discussion 1

Discussion

Discussion Prompt

1. What is your major, and where are you from?
2. What type of career do you see yourself in after you are finished with your education?  (Note: It is okay not to be sure at this point, but for the exercise, please present one possibility.)
3. How might issues related to the global history of health play into your chosen career path? (Note: We will be discussing in this module the breadth of the global history of health, though for this post, we do not expect students to have a fully-formed understanding of this broad topic. Rather, we want to get an insight into how you perceive the global history of health issues– and how they affect our lives– before beginning this course.)

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one Discussion Post (approximately 50-150 words).

•       This post should be in its thread.
•       To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

•       These responses are graded on a pass/fail basis.
•       To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Introduction Guide ASB 301 Module 1: Discussion 1

The purpose of this How-To ASB 301 Guide is to assist you in answering ASB 301 Module 1: Discussion 1 in relation to the questions of global health history. These instructions allow you to compose smart, brief responses to peer posts.

What is your major, and where are you from?

Major and Origin

To start ASB 301 Module 1: Discussion 1, we have to first briefly introduce ourselves. We can add our name and where we are from. Make this section as short as possible to maintain classmates’ interest.

•       Begin by simply naming your major. If your major is broad, narrow it down by mentioning what you are interested in or focused on within that major.
•       Mention where you are from, a country or city of your origin. It can give context on how your background might change the perspective with which you approach global health issues.

Example

My concentration is in global health history and public health policies. I come from Nairobi, Kenya, and with that, I bring a background in understanding the complexities of health disparities and solutions.

What type of career do you see yourself in after your education?

Future Career Vision

In this section of ASB 301 Module 1: Discussion 1, your career vision is briefly discussed. It doesn’t have to be lengthy, but it should clearly explain your professional aspirations.

•       Define the career you can see yourself in after finishing your education. If you know the job titles you are interested in, list them.
•       Be realistic, but do not be too realistic; leave room for aspirational goals. It is ambitious but also practical.

Example

Upon graduating, I intend to pursue a career in public health generally and hope to work with international organizations such as the World Health Organization or UNICEF, specifically. My vision is to add to the creation and realization of global health policy to diminish health inequities and to enhance access to healthcare on a global scale. This career path puts together my passion for social justice with my academic background and gives me the opportunity to have a direct role in global health challenges.

How might issues related to the global history of health play into your chosen career path?

The Connection Between Global Health History and Career

The second part of Module 1 Discussion requires you to critically analyze what health history means for your practice in the future. Keep your explanation simple.

•       Briefly look over how the history of global health could influence or cross with your career of choice. Reflect on broad themes like pandemics, healthcare advancements, and public health policies.
•       It is not necessary to go into complicated details. Instead, consider broader ways that historical health issues might influence or inform your career field.

Example

In my career in international health policy, it will be crucial to understand the globe of health as a matter of world history, and in the past pandemics and public health policies. From history, I will draw lessons for my efforts, forming resilient healthcare systems and policies that anticipate inequities that will inevitably arise in healthcare. This historical insight will make it possible for me to participate in ways that allow the world to avoid future health crises.

Respond to your classmates’ initial posts.

Peer Response

Responding to peers is one of the vital parts of ASB 301 Module 1: Discussion 1. At least two peer responses are needed. I will write one example post. 

Example

Response 1

Hey Max, great post! I found it insightful the way you connected financial significance globally with health through economic policies. Deciding how to use financial tools to respond to health crises can be exciting. Furthermore, personal digital finance solutions should also be considered when looking at how digital finance solutions could be incorporated into future health initiatives.

Closing

Using this How‑To Owlisdom Guide, you can answer ASB 301 Module 1: Discussion 1 questions thoroughly and thoughtfully and participate in meaningful discussions with other students. Bear in mind that you are to reflect upon your career aspirations and then consider the larger historical context of global health. Good luck!

ASB 301 MODULE 2 DiSCUSSION: Paleo Health

Instructions for ASB 301 Module 2 Discussion

Discussion Prompt

1. Name one specific concept you learned about health and human origins from the course materials (readings, lectures, videos) that you found particularly intriguing. Describe the concept in your own words. Examples might include an idea from Darwinian medicine, a method used to reconstruct a particular aspect of health in the past, or the specific results or conclusions drawn from a particular study.
2. Tell us what about this concept you find particularly interesting.
3. What effect (if any) do you predict this concept could have in the future for current health issues? If you don’t have a prediction, what more would you like to know about the concept? For example, what question(s) would you ask a researcher working on that topic?

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one Discussion Post (approximately 50-150 words).

•       This post should be in its own thread.
•       To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial post that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

•       These responses are graded on a pass/fail basis.
•       To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

ASB 301 Module 2 Discussion: Paleo Health

This How–To ASB 301 Guide is meant to help students be successful with an assignment that covers the global history of health. The ASB 301 Module 2 Discussion: Paleo Health allows you to explore and articulate your understanding of some of the concepts covered under the course materials, gauge the intriguing aspects you see, and imagine their future impacts or additional inquiries. This How-To Owlisdom Guide will help you through each section of the assignment and give you clear, concise instructions to guarantee professionalism and thoroughness in addressing your requirements.

Describe one concept from health and human origins that we learned through reading, video, and lectures that you thought was most intriguing. Explain it in your own words. Examples might be ideas from Darwinian medicine, a technique used to rebuild a particular component of health in the past, or the particular effects or inferences from a specific study.

Understanding and Describing Health Concepts

In the ASB 301 Module 2 Discussion: Paleo Health, we will cover our definition of health concepts and choose some interesting health concepts.

•       Review your course materials thoroughly to see which concept of health and human origins captures or intrigues you.
•       Pick a topic with enough info to describe and analyze it accurately.
•       Explain the concept in your own words without delay. Try to keep your paragraph around 100–150 words long. Ensure that your description includes basic principles and features unique to the idea.

Example

One of the most interesting ideas I have come across in our study of health and human origins is that of Darwinian medicine. Darwinian medicine (also known as evolutionary medicine) examines the role of evolution in the genesis of disease and health issues. The intriguing factor about this approach is that it uses principles of natural selection and evolutionary theory to explain why some health conditions exist and how they have evolved along with humans.

Tell us what about this concept you find particularly interesting.

Analyzing Interest in the Concept

We will then discuss why we chose the selected health concept and what we like about it.

•       Think about why this idea stuck out to you. Is it this complicated? Or the application? Or the influence on how we understand human health?
•       Write at least two things that interest you about the concept.
•       Elaborate on these aspects and explain why they are important in studying health in the historical or contemporary context.

Example

I am especially interested in Darwinian medicine because it has a very novel way of looking at common diseases. It questions the usual biomedical standpoint by arguing that some qualities that make us susceptible to disease may have actually been adaptive in past ecological situations. For example, traits that make us predisposed to diabetes or obesity could have been beneficial in environments where food was scarce, plumping up stores for leaner times. Secondly, Darwinian medicine helps us understand why one person may not respond to certain treatments similarly to the next person, why our evolutionary history matters to individual medical outcomes.

This is important because it widens our view of health from proximate causes to more evolutionary foundations. It makes us reevaluate how we can best prevent and treat diseases in a framework that more closely fits our biological history.

What effect (if any) do you predict this concept could have in the future for current health issues? If you don’t have a prediction, what more would you like to know about the concept? For example, what question(s) would you ask a researcher working on that topic?

Future Implications and Inquiries

For this section of ASB 301 Module 2 Discussion: In Paleo Health, we will talk about the future effects of the chosen concept.

•       Discuss any possible effects this idea might have on health issues that exist now or in the future. Be speculative, but be logical.
•       If your prediction is hard, make the impact you wish to see or theorize.
•       Then, think of the things you still want to learn about the concept. Think of 2-3 questions you would want to ask an expert or a researcher in the field.

Example

Darwinian medicine could be useful for tackling big global health problems. From an evolutionary point of view, disease definition would help us better prevent diseases by considering the history of human evolution. For example, it might allow treatments that adapt themselves to evolutionary backgrounds particular to individuals, increasing the efficiency of the treatment.

However, there are still many questions I would like to explore about Darwinian medicine. For example:

1. How can we introduce evolutionary biology more thoroughly into current medical training and practice?
2. What are the possible risks that applying an evolutionary perspective to complex diseases could oversimplify their causes?
3. What might evolutionary medicine contribute to solving global health crises, including antibiotic resistance or the new emergence of viruses?

As researchers move toward the application of historical insights to modern health problems, these would be important questions. It would guarantee that our medical practice would advance iteratively along with our biological understanding of the human.

Students will respond to the prompt by creating one Discussion Post (50-150 words). This should be in its thread. The second requirement is that in response to two other peers’ initial posts, students will post a response that is no more than 50-100 words and critical or substantive (e.g., exemplar, critique, question).

Peer Responses

Responding to peers is vital to the ASB 301 Module 2 Discussion: Paleo Health. Three peer responses are required. For instance, I will give one example post. Below are some points you can remember when writing your peer responses.

•       You should type 50 to 100 words in response to other students’ comments.
•       Try to contribute value through encouragement, critique, or asking questions that help the development of further reflection.
•       Choose responses conducive to providing a new perspective or constructively challenging their views.

Example

Response 01

Hi Sam, nice post! Your treatment of Darwinian medicine is inspiring to the extent that evolutionary theory can explain modern diseases. It’s incredible how these traits that once served us well can now contribute to health issues. Though we can identify special features of individuals based on their evolutionary background, how should we be thinking about the ethical implications of categorizing people by their evolutionary backgrounds in personalized medicine? This might lend itself to some type of genetic determinism in healthcare choices. This could further this discussion and, at the same time, open a discussion of possible ethical concerns of broadly applying Darwinian medicine.

Response 02

We have been tasked with writing three peer responses. I have followed the given instructions in one response. By following these instructions, you will have no trouble writing Peer Responses to the Module 2 Discussion.

Closing

By completing this assignment, you shall be better able to understand the intricate link between the understanding of societal health in historical terms and the challenges of modern health. By participating thoughtfully in the material and with your peers, your understanding of the intricacies of health studies and your ability to analytically read cold historical data and predictions will improve. This guide to ASB 301 should serve as a roadmap to getting through the assignment quickly and efficiently so you can achieve all educational objectives with clarity and depth.

ASB 301 MODULE 2 ASSIGNMENT 1: You Be the Bioarcheologist

Instructions for ASB 301 Module 2 Assignment 1

Overview:

The purpose of this assignment is to practice creating research questions and hypotheses using multiple sources of data. In studying the history of health, we rely almost entirely on inductive reasoning, bringing together a range of evidence to create the best set of explanations. Hypotheses are used to lay out several explanations so they can be tested systematically against the evidence. In this assignment, you will pretend to be a bioarchaeologist hired to generate good hypotheses for a museum seeking to learn more about the history of health in Britain.

Anticipated Time Required: 4-5 hours

Instructions

1. Read these instructions to the end. Then return to step 2 to get started.
   2. Watch the Assignment 1 Introduction video below. (5 min)
   3. Listen to the Presentation of Bioarchaeological Data at Berkchister video below. (20 min). PDF of PowerPoint

Actions

Note: The presentation below includes images of skeletal remains. For students unable to view images of skeletal remains due to religious and cultural beliefs, please use this PDF without images of skeletal remains

Actions

. and the video transcript

Actions
4. To situate the data from Berkchister in the broader historical context of Britain, read Roberts and Cox (2007).

Actions

. focusing especially on p. 149–153. (20-30 min)
5. Review the Module 2 lecture on Research Design. (20 min)
6. Download and fill in the Assignment 1 Answer Sheet

Actions

.Be sure to review the Assignment 1 Rubric so that you know how points will be assigned. (3-4 hours)
7. Turn in the completed assignment sheet. Title your assignment file using LastnameFirstname_Assignment1.doc and ensure your file is in .doc, .docx, .txt, or .pdf format. Click the Submit Assignment button above to submit.

Introduction to ASB 301 Module 2 Assignment 1: You Be the Bioarcheologist

This How-To ASB 301 Guide aims to assist students in developing research questions and hypotheses from bioarcheological data. As part of the ASB 301 Module 2 Assignment 1, you, the Bioarcheologist, will take on the role of a bioarcheologist and use evidence from the Berkchister data to investigate historical health trends in Britain. The goal is to systematically test the evidence against various explanations while gaining insight into health dynamics.

Hypothesis #1

We will begin ASB 301 Module 2 Assignment 1: You Be the Bioarcheologist. After the analysis, form the first hypothesis.

•       Identifying Evidence: Find indicators of changes in health outcomes over time in Berkchister data. Write this evidence out in a sentence.
•       Formulating Research Question: Formulate a question about how changes in health outcomes are affected by factors such as social conditions, environment, and population demographics.
•       Crafting Hypothesis: With the evidence available, hypothesize a specific direction of the relationship. Do not form a null hypothesis.

Example

Evidence Identified

When the Berkchister data are examined, there is evidence of a dramatic increase in signs of malnutrition through the prevalence of rickets. Results show a shift from 0% in Mesolithic samples (Level VI) to 12% Neolithic samples (Level IV).

Research Question Formulated

How does rickets increase through time from Level VI to Level IV correlate with dietary changes by agricultural activities?

Hypothesis Crafted

The shift from a hunter-gatherer to an agricultural way of life, accompanied by a decrease in dietary diversity and an increase in dietary dependence on crop-based diets, also contributed to the increased incidence of vitamin D deficiency and consequent rise in the occurrence of rickets from Level VI to Level IV.

Hypothesis #2

Next, we will craft the second hypothesis as we did for Hypothesis 01.

•       Identifying Evidence: Find another data set depicting the health changes. Explicit yourself in your documentation.
•       Formulating Research Question: Develop another research question that explores the relationship between external factors and health changes in more detail.
•       Crafting Hypothesis: Write down a hypothesis of the expected relationship in a direction.

Example

Evidence Identified

A rise in evidence of respiratory diseases is revealed by analysis, increasing from 0% incidence in the Mesolithic samples (Level VI) to 3.5% in the Bronze Age ones (Level III).

Research Question Formulated

What is the relationship between the rise in respiratory diseases from Level VI to Level III and changes in living conditions (increased indoor smoke exposure from new heating and cooking methods)?

Hypothesis Crafted

Increased indoor smoke exposure may have been a factor when communities made the transition from hunting and gathering to settled living with enclosed dwellings and fire-based heating and cooking systems between the Mesolithic and Bronze Age, and with it, respiratory diseases may have increased.

Part II: Summary Report

•       Analyzing Trends in Health: Give an overview of the trends gathered from the Berkchister Parish site.
•       Examine whether health has improved, deteriorated, or not changed.
•       Discussing Contributory Factors: Analyze social, environmental, cultural, or demographic factors that may have influenced those health trends.
•       Cite your reading from the module accordingly.

Example

Summary

Analysis of the Berkchister Parish data suggests that, over time, there was a general decline in general health standards in terms of the change from hunting and gathering to more settled agricultural societies. Diseases consistent with changes in diet (rickets) and living conditions (respiratory diseases) each increased markedly.

The agricultural shift has resulted in major dietary changes, including decreased dietary diversity and increasing reliance on staple crops that are often lacking in the requisite nutrients, leading to malnutrition and conditions such as rickets. At the same time, the adoption of new heating and cooking technologies in more enclosed living environments probably increased the exposure to indoor smoke, which aggravated respiratory conditions. The broader historical context of these health trends is supplied by the agricultural and dietary practices, as well as sedentary lifestyles, mentioned as a key factor for increased disease prevalence resulting from these environmental changes discussed in “Roberts and Cox (2007).”

This summary demonstrates the intricate interrelationship between cultural evolution, environmental modifications, and health outcomes, and shows how bioarcheological research can disentangle these intricate associations. This assignment also helps students learn how historical shifts in lifestyle can affect health, and the need to use several types of data and to develop coherent hypotheses in bioarcheological studies.

Instructional Tips

•       Ensure that you know what the whole assignment is about before you start.
•       Watch the videos and read the materials on introductory and data presentation topics.
•       Review the relevant literature that you should be familiar with to understand the historical context.
•       Review research design principles to strengthen your analysis.
•       Make sure you review and complete your assignment before submitting it.

Closing

In ASB 301 Module 2 Assignment 1, you will be the Bioarcheologist and will complete a bioarcheological research project in which you will have to integrate historical data with theoretical frameworks to form hypotheses that the bioarcheological data can then inform to see if there is evidence of past health trends. By following this How To Owlisdom Guide, you will refine your analytical skills and gain deep insights into the historical factors that play a role in health.

ASB 301 MODULE 3 DISCUSSION: Farming Revolutions

Instructions for ASB 301 Module 3 Discussion

Discussion Prompt

1. What implications do you think the transition from hunting and gathering to agriculture has for current global health issues? Why?
2. What implications do you think the agricultural yield revolution has for current global health issues? Why?

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one Discussion Post (approximately 50–150 words).

•       This post should be in its own thread.
•       To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial posts that are no more than 50–100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

•       These responses are graded on a pass/fail basis.
•       To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Introduction to ASB 301 Module 3 Discussion on Farming Revolutions

This How-To ASB 301 guide is a piece that will help meaningfully address the important human history transition—the shift from hunting and gathering to agriculture and the revolution in agricultural yields—and how it relates to current global health issues. With dissected historical transitions, you will examine how these game-changing moments shaped modern health landscapes and equip you to consider the broader ramifications of the historical and contemporary health challenges.

What implications do you think the transition from hunting and gathering to agriculture has for current global health issues? Why?

Transition from Hunting and Gathering to Agriculture

To start the ASB 301 Module 3 Discussion: Farming Revolutions, we will discuss the shift from hunting and gathering to agriculture.

•       Review how people transitioned from hunting and gathering to agriculture. Instead, it is important to focus on the reasons for this transition and the areas where it first began.
•       Consider the potential changes to one’s diet, the pattern of disease, and the population density over this shift.
•       Think about how prolonged sedentary lifestyles and diets of agriculture have affected modern health problems, with overweight, diabetes, and heart disease.
•       Explain how the agricultural introduction to humans may have given rise to and spread infectious diseases due to increased human and animal domestication.

Example

The transition from hunting and gathering to agriculture, dubbed the Neolithic Revolution, altered things at a fundamental level and set the stage for many current global wellbeing issues. Around 10,000 years ago, this pivotal change arrived when humans started to domesticate plants and animals and build permanent communities.

The transition in diet itself carries one huge health implication. When agricultural societies cultivated grains such as wheat or barley, they ate a carbohydrate-rich diet, whilst hunter-gatherer societies ate a protein-rich diet. The long-term implications of this dietary shift are that societies with high carbohydrate diets are on the rise are becoming greatly affected by modern health issues such as obesity, diabetes, and heart disease.

What implications do you think the agricultural yield revolution has for global health issues? Why?

Implications of the Agricultural Yield Revolution

We then discuss the implications of the agricultural yield revolution.

•       Look at the key features of the Green Revolution, also called the agricultural yield revolution. Part of this revolution was the early introduction of high-yielding crop varieties, chemical fertilizers, and pesticides. 
•       Analyse what the ever-increasing agricultural productivity means for global food security and its contribution (or lack thereof) towards reducing or increasing malnutrition and its related health issues.
•       The environmental and health consequences of intensive farming, such as pesticide exposure and land degradation, and their relation to modern concerns.

Additionally, human populations became denser in agricultural societies as people lived in a particular area to farm. The increased population density allowed the spread of infectious diseases. The domestication of animals also helped to provide new ways in which diseases could jump from animals to humans, a process known as zoonosis, of which there continue to be significant concerns in global health.

These trends intensified in the mid-20th century with the Agricultural Yield Revolution, the infamous Green Revolution. It was a time of the introduction of high-yield crop varieties and the massive utilization of chemical fertilizers and pesticides to increase food production and feed a growing world population. This revolution greatly increased food security and decreased famines, but had unexpected health and environmental costs.

Farmers now work with many chemicals, leaving them exposed to a variety of pesticides, and the statistics on health dangers related to pesticides are way out of line. Land degradation because of overuse and depleting natural resources leads to malnutrition, which, over time, reduces land productivity.

The initial shift to agriculture and the agricultural yield revolution have greatly shaped our modern global health issues. They emphasise the interplay between agricultural practices and health and the requirement for sustainable practices that meet human health and the environment.

Students must post responses to two classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

Peer Response

Responding to peers is vital to the ASB 301 Module 3 Discussion: Farming Revolutions. You will need at least two peer responses. I will give you one example post. Things to remember while writing your peer responses are below.

•       Make sure your responses are concise (50 to 100 words) about the topic and answer, giving substantial content that introduces brand new insights or angles.
•       Try to pose the probing questions, point out the critiques, or compare it to another historical event.
•       Thoroughly read classmates’ posts to get an idea of their views.
•       Introduce new perspectives into the discussion, for example, responding to posts that invoke your findings or that vary considerably from your findings.

Example

Response 01

Hey Alex, great post. You have fully analyzed the Green Revolution’s role in global food security. Your increased production is linked, at least in potential, to possible adverse health effects because of chemical use. You have made some sensible points about how a transition to agriculture brought with it health implications, with a higher rise (relative to the scale of humans’ carbohydrate intake), carbohydrate consumption leading to obesity and diabetes. Another thing to mention is that a regular farm supply of food may have resulted in an increase in life expectancy and well-being generally in this time.

Response 02

You are supposed to write two peer responses. I have responded to the given instructions in one go. These instructions will help you write your peer responses to Module 3 Discussion without putting in too much effort.

Closing

Successfully engaging with the ASB 301 Module 3 Discussion: Farming Revolutions explores how human behavior and technological changes have led to modern global health. In analyzing the agricultural yield revolution and the transition to agriculture, you will find some insights into the messiness of the relationship between history and health and how historical context is essential to understanding contemporary health issues. This Owlisdom guide will aid you in approaching your analysis critically and meaningfully interacting with your peers to enrich the collective learning experience.

ASB 301 MODULE 3 ASSIGNMENT 2 – You Be the Historian

Instructions for ASB 301 Module 3 Assignment 2

Overview

Through this assignment, you will become familiar with primary sources and how to critically assess them to conclude disease in the global history of humankind. Original historical documents serve as a key source of information for understanding health in the past. To make inferences about the past from these documents, researchers must carefully analyze, compare, and contrast different types of sources. In this assignment, you will pretend to be a historian hired by a university research team to investigate historical primary sources related to a specific infectious disease as part of an international collaborative project focused on the global history of infectious disease.
Anticipated Time Required: 4-5 hours

Instructions

1. Read these instructions to the end. Then return to Step 2 to get started.
2. Watch the Assignment 2 Introduction Video. (12 min) PDF file of Slides

Actions
3. Choose one of the following infectious diseases listed below:

-Leprosy
-Malaria
-Smallpox
-Syphilis (also called ‘yaws’ or ‘treponematosis’)
-Tuberculosis (also called ‘consumption’)
-Yellow fever (also called ‘yellow jack’ or ‘yellow plague’)

1. Use the World Digital LibraryLinks to an external site. (https://www.loc.gov/collections/world-digital-libraryLinks to an external site.) to search for three primary source documents that mention the disease you chose in Step 3. Find passages of text that provide historical information about the disease. Look specifically for excerpts that describe beliefs about the disease, descriptions of the effects of the disease, and/or responses to and treatments for the disease. (1 hour)
2. Download and fill in the Assignment 2 Answer Sheet

Actions

Be sure to view the Assignment 2 Rubric so that you know how points will be assigned. (3-4 hours)

1. Turn in the completed assignment sheet. Title your assignment using LastnameFirstname_Assignment2.doc and ensure your file is in a .doc, .docx, .txt, or .pdf format. Click the Submit Assignment button above to submit.

Example documents for students having difficulties accessing or using the World Digital Library website:
These documents contain the search term smallpox or smallpox.

Introduction to ASB 301 Module 3 Assignment 2: You Be the Historian

The aim of this How To ASB 301 Guide will be to help students work through how to create research questions and hypotheses by analysing paleopathological literature. The ASB 301 Module 3 Assignment 2 – You Be the Historian is designed to help you develop inductive reasoning skills, synthesise evidence, and construct testable hypotheses. As a bioarcheologist, you will explore historical health patterns and help to understand how social, environmental, and demographic factors influence how people have fared in terms of their health in Britain.

NOTE: We will get a template to work on ASB 301 Module 3 Assignment 2—You Be the Historian. Arizona State University is an example to show what I am using.

Locating a Peer-Reviewed Article

The solved template for part one of the ASB 301 Module 3 Assignment 2: You Be the Historian will be posted by me for you. 

•       Look through academic databases like JSTOR, PubMed, or Google Scholar and find a peer-reviewed, empirical paper on coastal health and disease in former populations through paleopathology.
•       Make sure that the article contains a detailed account description of data collection methods and results.

Identifying Central Research Questions

•       Read the abstract and introduction of your selected article carefully to find the main research questions of your article.
•       These questions should be written down in your own words, or if you are quoting, with quotation marks and page numbers.

Listing Methods Utilized

•       Look at the data section of the article.
•       Briefly list and describe the different ways in which data is collected, including skeletal analysis, radiographic imaging, and isotopic analysis.

Describing Main Results

•       Pinpoint the main results of the study.
•       Write it down in your own words, thinking about your understanding of the two main results that you selected.

Describing the Main Conclusion

•       Either read the discussion or the conclusion of the article.
•       State the main conclusion and describe it in your own words, but not exactly the authors’ words.

Evaluating the Study’s Results and Conclusions

•       Think about how the study’s findings and conclusions expand our knowledge of how health and disease were understood during the past.
•       Discuss in 4-6 sentences how these findings extend knowledge about social inequalities and health.

Evaluating the Limitations of the Study

•       Learn to identify the limitations of skeletal evidence using course materials on paleopathology.
•       Write these limitations in 4-6 sentences, and describe how these apply to the study’s conclusions you chose.

Discussing Additional Lines of Evidence

•       Consult course materials related to the study of health and sickness in the past.
•       Think and create with other lines of evidence used in the study, or brainstorm two other types of evidence that would make the conclusions stronger.
•       Talk about which lines of evidence are supportive or contradictory of the paleopathological evidence.

Example

Closing

The ASB 301 Module 3 Assignment 2 – You Be the Historian—will help develop critical analytical skills as you examine and assess historical health research. Step by step, you will learn to synthesize evidence, construct hypotheses, and come to terms with the subtlety of making sense of health trends in ancient populations. In this exercise, you will get better at critically assessing scientific studies of past societies. This How-To Owlisdom Guide will allow you to follow a systematic approach to the assignment; that is, each section will be treated with clear, coherent, well-supported arguments. This systematic approach will enable you to effectively complete the assignment and understand the complexities of studying global health history.

ASB 301 MODULE 4 DISCUSSION: Outbreak!

 Instructions for ASB 301 Module 4 Discussion: Outbreak!

Discussion Prompt

1. Tell us which past pandemic or epidemic you think led to the most important public health transformation or other social response. Cite specific examples from the course materials as evidence to support your argument.
2. What, if anything, might we (as individuals or as local communities, or as a larger society) learn from past social responses to pandemics that can help us navigate our current experience of a historic pandemic?

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one Discussion Post (approximately 50-150 words).

• This post should be in its own thread.
• To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

• These responses are graded on a pass/fail basis.
• To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Introduction to ASB 301 Module 4 Discussion on Outbreak!

The ASB 301 Module 4 Discussion: Outbreak! takes a historical pandemic or epidemic and attempts to uncover some profound public health transformation or social response. You will also think back on these past events and apply those lessons to today’s pandemic challenges. This How-To ASB 301 Guide will help you systematically approach each part of the ASB 301 Module 4 Discussion: Outbreak!

Selecting a Past Pandemic or Epidemic

We will select a pandemic to start the ASB 301 Module 4 Discussion: Outbreak!

I select the Pandemic of 2020 ( COVID-19).

• Research and Identify: Select a time period where an epidemic or pandemic impacted public health or the whole society.
• Criteria for Selection: Think it through by considering what the long-term effect on the public health policy that can influence social structure can be.
• Review Course Materials: Look through the course’s lectures, readings, and other resources.
• Select Relevant Examples: Examples that show the effect that a chosen pandemic had on public health and social responses are selected.
• Cite Properly: Write according to your instructor’s required citation format (APA, MLA, etc.).
  

Example

I have chosen the COVID-19 pandemic of 2020 for this discussion. Unlike all other pandemics, this unprecedented pandemic has brought an unprecedented pattern of transmission and an unprecedented public health and social impact. The novel coronavirus SARS-CoV-2 that causes the COVID-19 pandemic began late 2019 and spread quickly around the world, causing a major impact on public health and social norms (Hsu et al., 2020). Millions of infections and deaths throughout the world make the scope of COVID-19 unparalleled in recent history. It is a critical subject for analysis primarily because of its long-term effects on public health policies and social structures, and its mortality rate. For instance, the pandemic has fuelled widespread overtake to remote work, excessive hygiene protocols in open areas, and the reorganization of healthcare systems to prioritize the response to COVID-19.

Tell us which past pandemic or epidemic led to the most critical public health transformation or other social response. Cite specific examples from the course materials as evidence to support your argument.

Analyzing Public Health Transformation or Social Response

We then move on to analyze the change in public health.

• Define Key Transformations: Look for major shifts in public health polices or social behaviors resulting from the pandemic.
• Use Evidence: Find specific examples and data in the course materials supporting your analysis.
• Be Analytical: Analyse why these transformations mattered and how they solved the problems of coping with the pandemic.

Example

The extensive impact of COVID-19 on multiple sectors is highlighted in the course materials. For instance, it included lectures on global health responses and readings on pandemic preparedness, which gave some insights into the complex consequences of the pandemic. For example, one important instance is the speed at which vaccines have developed and been executed (Adil et al., 2021). For vaccine development and mass vaccination campaigns, and the overall process, the scale and speed is unprecedented, and represent a significant improvement in our public health responses. Coursework materials should be properly cited according to APA guidelines. An example is ‘The rapid development of COVID-19 vaccines is a major milestone in public health as a successful demonstration of rapid response in future pandemics’ (Sriram & Insel, 2021).

However, the COVID-19 pandemic is beginning a critical transformation in public health and social responses. Major changes are in place, such as the use of telehealth services, widespread use of personal protective equipment (PPE), as well as social distancing. This has transformed the healthcare delivery landscape and life, social interaction. The providers of telehealth services have expanded so patients can get medical care without in-person appointments in person. The shift has increased access to health care, especially for remote or hard-to-reach populations. Telehealth also contributed to reducing the burden on hospitals and clinics by lowering the number of physical contacts needed among healthcare providers and patients.

Learning from Past Social Responses

In this section, we will explore what we learned from past social responses.

• Identify Lessons: Think about previous social approaches to pandemics and draw lessons we can learn from them.
• Apply to Current Context: Talk about how these lessons would be applicable during the current pandemic.
• Example: Show the potential of community solidarity from the AIDS crisis to provide the architecture of social support during COVID-19.
• Contextualize Lessons: Link past lessons, in some way, to certain aspects of the current pandemic.
• Propose Actions: Suggest how such lessons can constrain individuals, communities or societies to practical measures.
• Use Evidence: Show your suggestions with examples from historical and current examples.

Example

The pandemic has valuable lessons to be learned from past social responses to pandemics. The most important lesson we have learned from the HIV/AIDS crisis is the key to community solidarity and networks. The applicability of these elements to the COVID-19 crisis is clear. During COVID-19, community support mechanisms like mutual aid groups have been highly important. With these groups, resources, and above all, solidarity are offered to those in need, fostering resilience. Community organizations were important to the provision of care and to advocacy for patients during the HIV/AIDS crisis. Similarly, mutual aid groups and volunteer networks took shape around the country to help vulnerable populations during COVID-19. Such experience underscores the great power afforded by the actions of the community, as well as the fact that so many individuals can indeed count on making a difference in a time of crisis. (To et al., 2021). The study showed that local-level initiatives are important in managing public health crises. It can strengthen local public health infrastructure and, as a result, community resilience and response capabilities. Actions that are practical include increased community health education, investments in local healthcare, and increasing volunteerism. But these actions can form the basis for a powerful public health system able to respond to future pandemics. Strong local public health infrastructure is shown by historical successes, such as setting up community health centers in past epidemics. It underscores the security and stability that a firm local health system offers in times of crisis. (Sriram & Insel, 2021).

Finally, the COVID-19 pandemic has been a catalyst for major public health transformations and a reminder of community responses. Learning from past pandemics and using those lessons to deal with today’s and the future public health challenges can help societies deal with ongoing and potential future public health challenges. An effective public health system can only be made resilient with investment in local health infrastructure and support in the community. In summary, the pandemic has underlined the need for rapid response, that of community solidarity, as well as the critical role that local health infrastructure plays in crisis management.

Students must post a response to two other classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

Peer Responses

Responding to peers is one of the vital parts of the ASB 301 Module 4 Discussion: Outbreak!. It is necessary to at least provide two peer responses. So I will provide one example post. Note the points below; you can write your peer responses by keeping these points in mind.

• Read Classmates’ Posts: Look at the first posts made by your classmates carefully.
• Engage Critically: You could give constructive feedback, question or give more insights.
• Keep it Brief: Be sure your responses are short (50 to 100 words), and directly relate to the content of this original post.
• Pass/Fail Criteria: Try to get the grading criteria by achieving meaningful engagement.

Example

Response 01

Hey Sara, nice post! The COVID impact analysis is comprehensive. This is particularly relevant when it comes to expanding telehealth, which has expanded healthcare access, especially in remote areas. Your discussion of community solidarity and support mechanisms parallels the success of the salvage strategies employed during the early days of the HIV Aids crisis, and the lessons need not be relearned. Two key steps toward building a resilient system are to increase local public health infrastructure and promote volunteerism. These are good measures for excellent crisis management and pandemic preparedness, you pointed out.

Response 02

We are supposed to write two peer responses. I have made one response to the given instructions. With these instructions, you can easily write Module 4 discussion peer responses.

Closing

The ASB 301 Module 4 Discussion: Outbreak! takes a deep dive into historical pandemics to help you understand their transformative influence on public health and society. Looking back at these past events and learning lessons to understand the present and future health crises will help you have a standpoint that takes advantage of the current and future health crises. Peer responses also improve the learning experience when classmates are engaged in an intimate discussion around critical points. Using this How-To Owlisdom Guide and following it will allow you to systematically and effectively carry out the ASB 301 Module 4 Discussion of the global history of health, backed by materials from the course and critical engagement.

References

Adil, M. T., Rahman, R., Whitelaw, D., Jain, V., Al-Taan, O., Rashid, F., Munasinghe, A., & Jambulingam, P. (2021). SARS-CoV-2 and the pandemic of COVID-19. Postgraduate Medical Journal, 97(1144), 110–116. https://bibliotekanauki.pl/articles/2131478 

Hsu, L. Y., Chia, P. Y., & Lim, J. F. (2020). The novel coronavirus (SARS-CoV-2) pandemic. Ann Acad Med Singap, 49(3), 105–107. https://www.annals.edu.sg/pdf/49VolNo3Mar2020/V49N3p105.pdf 

Sriram, K., & Insel, P. A. (2021). Inflammation and thrombosis in COVID-19 pathophysiology: Proteinase-activated and purinergic receptors as drivers and candidate therapeutic targets. Physiological Reviews, 101(2), 545–567. https://www.sciencedirect.com/science/article/pii/S2468867323000408 

To, K. K.-W., Sridhar, S., Chiu, K. H.-Y., Hung, D. L.-L., Li, X., Hung, I. F.-N., Tam, A. R., Chung, T. W.-H., Chan, J. F.-W., & Zhang, A. J.-X. (2021). Lessons learned one year after SARS-CoV-2 emergence leading to the COVID-19 pandemic. Emerging Microbes & Infections, 10(1), 507–535.

ASB 301 MODULE 5 DISCUSSION: Clash of Continents

Instructions for ASB 301 Module 5 Discussion

Discussion Prompt

1. Choose a topic discussed in the module and use the ASU Libraries website to locate a scholarly research article that describes the results of a study related to your chosen topic.

• Use this library tutorial for help locating a scholarly research article in a research database. (Additional tutorials that may be of interest for other class projects are available here.)

Using your own words, briefly describe (1) the purpose of the research study described in your chosen article and (2) the conclusions of the study. How, in your opinion, does this research study contribute to our understanding of the impact of historic processes of globalization on health risks and responses? List the citation and URL link to your chosen article.

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one Discussion Post (approximately 50–150 words).

• This post should be in its thread.
• To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial posts that are no more than 50–100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

• These responses are graded on a pass/fail basis.
• To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Introduction to ASB 301 Module 5 Discussion on Clash of Continents

In the ASB 301 Module 5 Discussion: Clash of Continents, we attempt to increase your understanding of the field of global health history through the analysis of a scholarly research article relating to a topic covered in the module. On the ASU Libraries website, you will find a relevant article, describe its purpose and conclusions, and explain why it contributes to our understanding of how globalization affects health risks and responses. You will also interact with your classmates through thoughtful peer responses.

Choose a topic discussed in the module and use the ASU Libraries website to locate a scholarly research article that describes the results of a study related to your chosen subject. Use this library tutorial to help locate a scholarly research article in a research database. (Additional tutorials that may be of interest for other class projects are available here.)

Choosing a Topic

To start the ASB 301 Module 5 Discussion: Clash of Continents, we will pick a subject from the module content that you will be interested in. Make sure there’s enough scholarly research to provide a good analysis. The topics may include historical pandemics, how diseases spread in trade, and how colonialism changed health.

• Determine important topics talked about.
• Select a subject for which there is plenty of research from academia.
• Go to the ASU Libraries website.
• Use appropriate keywords for your chosen topic.
• Filters are applied to pick up only the peer-reviewed and recent articles.
• If you have difficulty, please use the library tutorial.

Example

For deciding the subject to discuss in this discussion, I have opted for historical pandemics with reference to the impact of the 1918 Influenza Pandemic on global health (Taubenberger and Morens, 2020). There is an impressive scholarly research base on this topic, and great detail on how pandemics have shaped health responses and policy worldwide. I searched the ASU Libraries website with filters to be sure that the articles were recent and peer-reviewed. I used keywords like 1918 Influenza Pandemic, global health impact, and historical pandemics to limit my search.

Using your own words, briefly describe (1) the purpose of the research study described in your chosen article and (2) the study’s conclusions.

Describing the Research Study

Next, we will look at the results and discussion section of the article.

• What is the main goal of the research study? Explain that in your own words.
• This is where you identify which research question(s) or hypothesis(es) you will research.
• The main goals and aims of the study are noted. Summarize in 2–3 sentences.
• Explain the research findings and conclusions.
• Emphasize key points of findings and their implications.

Example

The chosen article is “The 1918 Influenza Pandemic: Back to the Future?” by Unwin and Robert J. (Unwin, 2021). The purpose of this research study is to identify the worldwide effect of the 1918-1919 Influenza Pandemic, also known as the Spanish Flu (Taubenberger & Morens, 2020). The researchers aim to learn the mortality rate, how the disease has spread, and how responses were made by public health.

We conclude that the 1918 Influenza Pandemic had a hugely disruptive global effect, killing an estimated 50 million people. The research showed how global transportation networks helped the virus quickly spread and how there were not enough medical interventions. In this context, the study underscores the role of the pandemic in molding existing public health policies and responses to future health emergencies.

How, in your opinion, does this research study contribute to our understanding of the impact of historical processes of globalization on health risks and responses? List the citation and URL link to your chosen article.

Analyzing the Study’s Contribution

In this section, we will assess the value added by research on health risks and responses to globalization. Please provide a complete citation and URL to your selected article.

• Think about the historical processes of globalization that you have studied in the module.
• Explore how these processes explain the findings in this study.
• Discuss how the contributions of the study are significant to the field.
• Cite sources in the appropriate citation style (e.g., APA, MLA), as your instructor requires.
• The URL link includes direct access to the article.
  

Example

This research study greatly expands our knowledge of the effect of historical globalization processes on health risks and responses. The example of the 1918 Influenza Pandemic notes that, by the early twentieth century, the world was already closely interconnected, and the virus spread quickly enough to showcase vulnerabilities of the global health systems (Unwin 2021). The studies found that international cooperation and strong public health infrastructure can blunt the impact of pandemics.

This study examines the effects of the 1918 pandemic, analyzes the global impact, and provides valuable historical information for current health policy and responses. It underscores the need for preparedness and cooperation in relation to maintaining health in a more and more globalized society. Moreover, the research offers insights into the long-term impacts of pandemics on the structure of economic and societal arrangements, which again illustrates the need for elaborate health strategies.

Finally, the research on the 1918 Influenza Pandemic gives a very important point of view on historical processes of globalization and how they have influenced health (Unwin, 2021). The study also improves our knowledge of previous health crises and informs public health strategies at present and in the future. Examining historical pandemics helps us to prepare for and respond to global health threats in an interconnected world. Participating in scholarly research and using it to make informed judgments about the subject matter of the worldwide history of health creates a much more nuanced and detailed historical understanding.

Students must post a response to two other classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

Peer Responses

Responding to peers is one of the vital parts of the ASB 301 Module 5 Discussion: Clash of Continents. At least two peer responses need to be provided. I will give one example post. Keeping the points below in mind, you can write your peer responses.

• Interact with the posts of your classmates critically and substantively.
• Read posts from two other classmates.
• Responses should be between 50 and 100 words.
• Respond to their idea via example, critique, or question.
  

Example

Response 01

Hi Ben, great post! What I like about your post is how the impact of the 1918 Influenza Pandemic on global health was glaringly shown. An especially insightful focus on the propagation that is quickened by global transportation networks, and which soon afterward forms the basis of modern public health policies. You are right to note the necessity of international cooperation and robust public health infrastructures to be prepared to fight future pandemics. As with the rest of health strategies, this study’s historical perspective enhances our understanding of current health strategies and their development. It gives a valuable context in which we can examine contemporary health crises. Excellent work!

Response 02

There are two peer responses we are supposed to write. In one of my responses, I have already dealt with the instructions given. After following these instructions, you’ll be able to write your peer responses to Module 35 Discussion effortlessly.

Closing

The ASB 301 Module 5 Discussion: Clash of Continents enriches your research skills and lays out how to interpret the impact of globalization on health. Through engaging with scholarly articles and your peer, you will understand better historical health processes and their contemporary implications. Don’t forget that your perspectives and opinions are important when contributing to a discussion. Following this How-To ASB 301 Guide will prepare you to complete the assignment successfully and learn a lot about global health history.

References

Taubenberger, J. K., & Morens, D. M. (2020). The 1918 influenza pandemic and its legacy. Cold Spring Harbor Perspectives in Medicine, 10(10), a038695. https://www.researchgate.net/publication/338146500_The_1918_Influenza_Pandemic_and_Its_Legacy 

Unwin, R. J. (2021). The 1918 Influenza Pandemic: Back to the Future? Kidney and Blood Pressure Research, 46(5), 639–646.

ASB 301 MODULE 5 ASSIGNMENT 3 – You Design the Research

Instructions of ASB 301 Module 5 Assignment 3

Overview

Congratulations! The university research team you worked with on Assignment 2 was so impressed with your historical document analysis that they’ve decided to give you a promotion. They want you to design a research project for the team studying the global history of infectious disease. To do this, you’ll need to do a bit more background investigation of the disease you chose for Assignment 2 and combine this new information with your conclusions from that assignment to design a research study.

Anticipated Time Required: 4-5 hours

Instructions

• 1. Read these instructions to the end. Then return to Step 2 to get started.
  2. Watch the Assignment 3 Introduction lecture. (5 min) PDF of slides
• Actions
  3. Find the disease you chose for Assignment 2 below and read the provided clinical and paleopathological information about that disease. (1 hour)
• -Leprosy: Lynnerup and Boldsen 2011, p. 535–549.
• Actions
•  – Weblink
  -Malaria: Aufderheide and Rodriguez Martin 1998, p. 228–23
• Actions
  -Smallpox:  Aufderheide and Rodriguez Martin 1998, p. 201-207
• Actions
  -Syphilis: Meyer et al. 2002
  Download Meyer et al. 2002-Tuberculosis: Roberts 2011, p. 507–534.
• Actions
  -Yellow fever: Monath 2001
• Actions
• 4. Review your graded Assignment 2 Answer Sheet. Do not worry if your Assignment 2 graded document is not yet available. You will use only your original Assignment 2 answers as you complete Assignment 3. (30 min)
• 5. Download and fill in the Assignment 3 Answer Sheet
• Actions
• . Be sure to view the Assignment 3 Rubric so that you know how points will be assigned. (3-4 hours)
• 6. Turn in your completed assignment sheet. Title your assignment using LastnameFirstname_Assignment3.doc and ensure your file is in .doc, .docx, .txt, or .pdf format. Click the Submit Assignment button above to submit.

Rubric

• Assignment 3 Rubric

Introduction to ASB 301 Module 5 Assignment 3 – You Design the Research 

This assignment is about designing a research study of global health history based on previous research on infectious diseases. It is all about brainstorming new insights, inventing research questions, and designing a full study investigating one of those questions. In this ASB 301 guide, you will find step-by-step instructions on tackling each part of the assignment.

NOTE: Now we will have an assignment template doing the ASB 301 Module 5 Assignment 3 – You Design the Research. For example, I am using the ASU template.

Part 1: Brainstorming

Reviewing Previous Work and Materials

• Step 1: You can watch the assignment introduction video to see what the goals and requirements are.
• Step 2: Read the provided material about the infectious disease you selected in Assignment 2.
• Step 3: Check your answer sheet for Assignment 2. You can use your original answers for this assignment even if this has not been graded yet.

Example

Information #1

By the early 1800s, the smallpox vaccine was widely used (p. 206). I read Livingstone and Livingstone (1865) without knowing the smallpox vaccine was already in place during their expeditions to Africa, where they documented the Makololo people reporting deaths just from the smallpox amongst them. By showing that vaccination efforts were earlier and more widespread than I realized, this information turned my previous thoughts on the disease upside down.

Information #2

The spread of the Black Death in the 14th century is referred to as the role of the trade routes (p. 315). I first thought the disease spread mostly through local outbreaks. Yet this new information is important to stress the role of international trade in spreading the plague changed my thoughts on its global effects.

Information #3

Since the early 20th century, advances in genetic mutation understanding of the influenza virus have been substantial (p. 147). I had thought that the origin and evolution of influenza genes were less known than its historical impact. But the more we learn about the virus, the more it becomes clear that scientific advancements are enabling us to better understand the virus’s history and to map out how the virus mutates.

Identifying New Insights

• Step 4: List three new things learned from the above reading that provide new information compared to your conclusions in Assignment 2.
• Step 5: Explain how each piece of information changes or is added to your previous understanding. The page number is included for reference.

Formulating New Questions

• Step 6: Design one question for each piece of new information about global health history.
• Step 7: Each question must, therefore, be clear and specific and relate to new insights (or learning) you found.

Example

Question #1

When was the smallpox vaccine created in Europe in the early 19th century first available in Africa?

Question #2

Did the international trade routes help the Black Death spread through the 14th century?

Question #3

Which early 20th-century genetic mutations in the influenza virus were found, and what impact did these have later in modern virology?

Part 2: Study Design

Choosing a Research Question

• Step 8: Choose one of the three questions you came up with in Part 1 for your study.

Defining the Geographic Focus

• Step 9: Establish the geographic area (or areas) of your study. Tell us how this area interests you and how it relates to your research question.

Identifying Types of Evidence

• Step 10: Determine what kind of evidence you will need, such as paleopathological data, ancient DNA, or historical documents.
• Step 11: Explain why your evidence will help you answer your research question.

Collaborating with Experts

• Step 12: Name all the kinds of experts (for example, archaeologists, paleopathologists, and historians) with whom you will have to work to obtain the evidence.
• Step 13: Why are these experts required for your research?

Comparing Evidence

• Step 14: Explain how you can compare different types of evidence. This step stresses the importance of using a multidisciplinary approach.

Considering Social and Political Factors

• Step 15: Find out the important social and political factors important to your research area. How might these factors impact your outcomes?

Considering Environmental Factors

• Step 16: Determine environmental factors that need to be taken into account in your study. Talk about what their potential impact on the health outcomes you are looking into.

Anticipating Results

• Step 17: Forecast the outcomes you believe you will uncover based upon your study layout. Why are these anticipated results important?

Example

Chosen Question

What was the effect of international trade routes upon the spread of Black Death in the 14th century?

Geographic Focus

The primary scope of this focus will be Europe and Asia and areas around the Silk Road and trade ports such as Constantinople and Venice. They are chosen because these are historically places of significant trade hubs in the 14th century.

Types of Evidence

Historical trade records, archaeological evidence of the plague victims, and genetic studies of Yersinia pestis (the bacteria that cause the plague) on ancient DNA samples are the evidence that is necessary. This type of evidence will give it an all-encompassing perspective of how trade route promotion caused the spread of the disease.

Types of Experts

Working historians of medieval trade, archaeologists of 14th century Europe and Asia, and geneticists able to analyse ancient DNA will all be involved in the collaboration. It is essential that these experts be obtained and explain the multidisciplinary evidence required for this study.

Comparing Evidence

Synthesis of historical records, archaeological evidence, and genetic information will allow one to compare different types of evidence. A comprehensive understanding of the spread of the Black Death will be achieved by this multidisciplinary approach.

Social and Political Factors

Population movements, urbanization, and the role of merchants and traders are social factors. Political factors include different empires and states' policies whose trade route they controlled. These are the factors that I hold as essential, for they moved people and goods, which determined the spread of the plague.

Environmental Factors

Climate, geography, rodents, and fleas (plague vectors) will be considered. The spread and persistence of the disease very much played out on these factors.

Anticipated Results

The study is expected to find a deep connection between the major merchant trade routes and the epidemiology of the Black Death, pointing out that the merchants and trade network served as important vectors for the disease. It will reinforce the linked nature of medieval societies and the effect of global commerce upon public well-being.

Closing

Following this How-To Owlisdom Guide, you will create a complete research study on global health history, enhancing the work you have already done with your research. The ASB 301 Module 5 Assignment 3 – You Design the Research allows you to learn more about existing historical health issues and helps you sharpen your research and analytical skills. To achieve a robust and credible study, be sure to critically evaluate all sources and evidence.

ASB 301 MODULE 6 DISCUSSION: Health in the City

Instructions for ASB 301 Module 6 Discussion

Discussion Prompt

1. Watch the assigned documentary video by the BBC titled “Filthy Cities: Industrial New York.”
2. Imagine you are an inhabitant in 19th-century industrial New York. Describe your occupation (e.g., slum landlord, politician, butcher, carriage driver, etc.) and your daily activities that pose potential health risks to yourself or others. 
3. In your response posts, reply to the posts of two students with a different occupation than yours. In your reply, politely suggest ways they can change their activities or behavior to diminish health risks to themselves or others.

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one discussion post (approximately 50–150 words).

• This post should be in its own thread.
• To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial posts that are no more than 50–100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

• These responses are graded on a pass/fail basis.
• To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Introduction to ASB 301 Module 6 Discussion on Health in the City

This assignment involves exploring the health challenges of 19th-century industrial New York as portrayed in the BBC documentary “Filthy Cities: Industrial New York.” Imagine being an inhabitant of a specific occupation, describing your daily activities and associated health risks, and replying to other peers’ posts by suggesting ways to reduce these risks.

Watch the assigned documentary video by the BBC titled “Filthy Cities: Industrial New York.”

Watching the Documentary

To start the ASB 301 Module 6 Discussion, we’ll watch the BBC Documentary on Health in the City. 

• Find the Documentary: Find the BBC documentary ‘Filthy Cities: Industrial New York’ on a streaming site or on the link provided.
• Observe: Keep an eye on the living conditions, occupation, and health problems that are drawn.
• Take Notes: Record important points of various occupations and health risks in industrial New York.
  

Example

Watching the BBC documentary “Filthy Cities: Industrial New York” gave me a vivid understanding of abject conditions in 19th-century New York City (BBC, 2017). During this period, I was imagining myself as a politician and was very much aware of the challenges and health risks that defined daily life.

Imagine you are an inhabitant of 19th-century industrial New York. Describe your occupation (e.g., slum landlord, politician, butcher, carriage driver, etc.) and your daily activities that pose potential health risks to yourself or others.

Imagining Life in 19th-Century Industrial New York

After we watch the documentary, we will analyze and get to understand the video.

• Contextual Understanding: Use the documentary and the supplementary readings to understand the broader context of industrial New York.
• Visualize Daily Life: Thinking about daily New Yorker experiences at that time will highlight the state of the environment, social conditions, and general health risks.

Example

During the 19th century, in industrial New York, all I could do as a politician is interact with the public, handle civic problems, and maneuver the labyrinth of American politics to impose laws and policies. I arise early and start my day in noisy, stuffy, open-air settings with meetings of the numerous stakeholders with whom I am in contact each day, such as businesses, fellow politicians and my constituents. Such interactions mostly take place in unsanitary environments and thereby further spread diseases.

My main task is addressing the public’s fast-growing concerns about sanitation and public health. Industrial New York suffers from problems with waste management, inadequate sewage, and widespread pollution. This garbage is littered on the streets and in the air, for the factories give off a thick smoke which is very harmful to all of us, including myself. I get exposed to these unsanitary conditions that I’ve just described as a politician in my daily commutes and public engagements.

Additionally, the poor living conditions, due to the overcrowded nature of many tenements, serve as a health hazard. New Yorkers are crowded into cramped, poorly ventilated apartments without clean water or proper sanitation. These conditions are conducive to spreading of the infectious diseases such as cholera, tuberculosis, and typhoid fever. In my role as a public figure, I have visited these tenements repeatedly to make sense of my constituents’ plight and risk being infected with these sicknesses.

Describing Your Occupation

In this section of Module 6 Discussion, we will discuss the chosen occupation.

• Choosing an Occupation: Choose an occupation for 19th-century industrial New York (e.g., slum landlord, politician, butcher, carriage driver).
• Detailing Daily Activities: State what daily tasks and routines your occupation entails.
• Identifying Health Risks: Tell us what health risks these activities may pose to you or others. List in sanitation, exposure to pollutants, and living conditions.

Example

Very striking in the documentary was the focus on the rampant spread of diseases because of poor sanitation. There was not a lot of clean drinking water, and industrial waste and human excrement contaminated water sources. An advocacy for improved sanitation systems – especially on how these wastes should be disposed of properly and a whole sewage system installed- is an important part of the work I can do as a Politician. But these attempts are usually countered by powerful industrialists who put profit before public health, financial interests.

In addition, the documentary highlights occupational hazard health risks. Dangerous working conditions, such as long hours, few safety measures, and dangerous substances, plague factory workers, most of whom comprise my constituents. Therefore, in my capacity as a politician, I am duty bound to fight for reforms and better working conditions to preserve these vulnerable workers despite opposition from the factory owners.

To sum up, the 19th-century industrial life for a politician in New York is a tight-knit network of public health problems, political debacles, and economic interests. Each time they expose themselves to everyday health risks, for instance, to unsanitary conditions and to infectious diseases. By advocacy and policymaking, my aim is to address issues in relation to these challenges while improving the living standards for all New Yorkers, further contemplating the degree to which industrialization has damaged public health.

In your response posts, reply to the posts of two students with a different occupation than yours. In your reply, politely suggest ways to change their activities or behavior to diminish health risks to themselves or others.

Peer Responses

Responding to peers is one of the vital parts of the ASB 301 Module 6 Discussion: Health in the City. We should provide at least two peer responses. Lastly, I will give a single example post. The points below can help you write your peer responses.

• Analyzing Peer Posts: Choose two peers who have chosen an occupation different from yours and read their posts.
• Suggesting Health Improvements: In a polite way, suggest practical ways of changing their activities or actions to reduce health risks. 

Example

Response 01

Hey Max, nice post! It’s very insightful about the dire conditions that 19th-century New York’s politicians suffered. To reduce exposure to health risks and limit the spread of disease, make the case for cleaner, well-ventilated meeting spaces. On top of that, more regulatory policies on waste management and air pollution can enhance public health and reduce your chances of catching airborne diseases from poor sanitation while commuting to work or attending public events, as well.

Response 02

We’re supposed to write two peer responses. According to the given instructions, I have responded very well. After following these instructions, writing peer responses to the Module 6 Discussion will not be a problem for you.

Closing

In the ASB 301 Module 6 Discussion: Health in the City, you will discover the historical health problems in industrial New York and how various occupations influenced these issues. Getting involved with your peers will help you to understand how different experiences affected health outcomes and make you think critically about how health was improved in a historical context.

Following this How-To ASB 301 Guide will allow you to analyze and communicate the health risks of various professions in industrial New York, contributing to a greater understanding of historical public health issues.

References

BBC, A. M. (Director). (2017, January 13). Filthy Cities- Industrial New York-HD. https://vimeo.com/199364552

ASB 301 MODULE 7 DiSCUSSION: Constructing Health

Instructions for ASB 301 Module 7 Discussion

Discussion Prompt

1. Tell us about a medical treatment or remedy that is popular in your culture today that you think may one day change with future changes in (social, religious, technological, etc.) concepts or beliefs.
2. Describe a hypothetical scenario in which changing concepts about a disease or condition lead to changes in its treatment.

Directions and Grading Criteria

Post #1 (10 points): In response to the prompt, students will make one discussion post (approximately 50–150 words).

• This post should be in its own thread.
• To earn full points, posts must (1) adhere to the word limits and (2) be relevant to the discussion topic.

Posts #2 and #3 (10 points total): Students must post a response to two other classmates’ initial post that are no more than 50–100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

• These responses are graded on a pass/fail basis.
• To pass and earn full points, responses must (1) adhere to the word limit and (2) engage critically or substantively with the initial post to which it is responding.

Constructing Health – Introduction to ASB 301 Module 7 Discussion

The ASB 301 Module 7 Discussion: Constructing Health, imagine a modern medical treatment or remedy of your culture judged popular today, but if we were to change our society, our religion, or our technology, how might it change? You will also engage with what your peers have written in describing a hypothetical scenario in which these changes would play out. Follow this How-To ASB 301 Guide for each part of the assignment.

Tell us about a medical treatment or remedy popular in your culture today that you think may one day change with future changes in (social, religious, technological, etc.) concepts or beliefs.

Describing Current Medical Treatment or Remedy

We can begin our ASB 301 Week 7 Discussion by identifying a Popular Treatment or Remedy.

• Pick a widely known and used medical treatment or herbal remedy in your culture. Make sure it has a real cultural significance.
• Explain very briefly the treatment or remedy, its components, mode of administration, and traditional practices.
• Explain why this treatment or remedy is important to your culture. You must look at its historical background, social acceptance, and some religious or traditional beliefs associated with its use.
• Give examples or anecdotes about how culturally relevant this is. That will aid us in knowing its importance.

Example

Turmeric milk, or turmeric combined with milk, is a melange of turmeric powder and warm milk enriched with black pepper, honey, or ginger, or simply with no additions, in my culture, and is more than a drink—it is a tradition. Believed to have many health benefits, such as boosting immunity and reducing inflammation, it is normally taken before going to bed for good overall health properties.

Turmeric is very significant to my people and also to the culture, for our medicine tradition as well as in our day-to-day life. For centuries, it has been used in Ayurvedic practice, and it is renowned for its anti-inflammatory, antioxidant, and antimicrobial properties. Turmeric milk is socially accepted across all demographics – children, older people, etc. – and is suggested by family elders and holistic health practitioners. It is also a religious point of note because turmeric is regarded as sacred in many religious ceremonies and is supposed to purify and heal.

Many people in my community will tell you about some personal experiences that turmeric milk has been good for. Turmeric milk taken during cold and flu seasons is a common practice, and many people say it works to ease cold and sore throat symptoms. It is a staple of many home remedies, to the point that its cultural relevance can’t be denied.

Describe a hypothetical scenario in which changing concepts about the disease or condition lead to changes in its treatment.

Hypothetical Scenario

We will then envision changes in the future by presenting a hypothetical situation.

• For the treatment or remedy you described, find where there is the potential for future changes to social, religious, or technological concepts that may affect the use of the treatment or remedy. Think about how these advances or shifts in these areas could modify public perception and practice.
• Describe a specific change. For example, a technological breakthrough signifies a better practical option, a social switch that changes health practices, or a religious movement that gives an alternative reading of existing beliefs.
• Explain how these future changes could replace or supplement the current treatment or remedy. List possible advantages and disadvantages of this change.
• Design a detailed fictional scenario by showing the transition. Make the reader describe how people would adjust to this new way and what elements would lead to its embrace or rejection.

Example

Several social, religious and technological changes that can influence the use of turmeric milk doesn’t end there. For instance, they pointed to the possibility that advanced pharmacological treatments might be developed from the active ingredient in turmeric, curcumin. Thanks to current and future research and technological advances in biotechnology, scientists may find more effective ways to gather and utilize curcumin, perhaps allowing scientists to create more powerful curcumin-based supplements or medications.

For example, you have a technological advancement where you are all of a sudden able to synthesize this curcumin pill that has better bioavailability and potency than regular milk of turmeric milk. The pill just became a lot more practical, and we might shift public perception and practice. This change offers the advantage of standardized dosage, better efficacy, and it is convenience. For example, there could also be negative effects from turmeric milk: the loss of cultural practices and the holistic benefits from consuming it in its traditional way.

Another example of the transition is that in a detailed hypothetical scenario, healthcare providers would be suggesting patients take curcumin pills instead of using traditional remedies. However, initially, people who appreciate cultural tradition may oppose it, but with time since a new treatment is shown to have proved medical benefits, it may be accepted. The acceptance drivers could be due to the endorsement by medical professionals, to have the medicine’s efficacy validated by clinical studies, and to the fact that they fit a busy modern world. Alternatively, some might hold fast to their cultural practices and deem the new method to be suspicious, refusing to use pharmaceutical interventions.

Finally, it appears that turmeric milk, which now has cultural importance, may change tomorrow with the advancement of social, religious ,and technological state. It will be essential to strike a balance between progress and cultural preservation by embracing new methods alongside old traditions.

Students must post a response to two other classmates’ initial posts that are no more than 50-100 words and engage in critical or substantive ways with the initial post (e.g., exemplar, critique, question).

Peer Response

Responding to peers is one of the vital parts of the ASB 301 Module 7 Discussion: Constructing Health. At least we need to provide two peer responses. I’ll pick one example post. The points below can be kept in mind while you write your peer responses.

• Carefully read at least two of your classmates’ initial posts. Listen to their descriptions and ‘what if’ scenarios.
• Respond with 50-100 words. Be brief, yet make sure it contains meaning.
• Engage critically or substantively with their posts. You can do this by: 
• Pointing out solid points or insights (exemplar).
• Giving constructive critique of others’ actions or alternate points of view (critique).
• Problems can be started by asking probing questions that stimulate deeper thinking or elaboration (question).
• Make sure that you say something meaningful. Don’t use simple agreements or simple compliments that you can just drop off immediately.

Example

Response 01

Hey Sam, nice post! Thanks for your post on turmeric milk. Traditional turmeric milk has been rapidly replaced by curcumin pills because of the potential to improve bioavailability and potency through technology. But it’s important to maintain that cultural balance with modern medical practices. It may take time, but the pull of curcumin pills’ proven efficacy and ease of use may eventually ensure more widespread adoption, a perfect combination of tradition and innovation in healthcare.

Response 02

We need to write two peer responses. For one response, I have addressed the given instructions. After going through these instructions, it can be easy for you to write your peer responses to the Module 3 Discussion.

Closing

Completing the ASB 301 Module 7 Discussion: Through Constructing Health, you will gain a deeper appreciation of the changing nature of medical treatment and remedies in the presence of cultural context. Understanding how cultural, social, and technological factors influence health practices will be further developed through future changes that you predict and your engagement with your peers. Following this How-To Owlisdom Guide, you can walk toward and discuss the growing changes in the type of medical treatments and remedies in your culture, how to predict future changes, and how to participate in the discussion with your peers.