The course probes the formation of social policy in the United States from its very first cultural and religious roots. Starting with the transition from hunter-gatherer groups to agrarian villages, the course will examine the passage of the Poor Laws that shaped social policy through the colonial period until the beginnings of the 20th century, when the challenge of making the industrial city livable gave rise to the development of the welfare state. As part of this transformation, the provider of social welfare shifted from the local community to the state to the federal government. The course ends with an exploration of the debate regarding the role of government in the late 20th century: should it foster entitlements or self-sufficiency? This course addresses issues of power, oppression, and white supremacy. The course is part of a sequence in social policy that has an HONORS TRACK. This track will prepare the learner for masters-level work in policy, which involves reading the literature, writing concise summaries and probing critiques. Over the sequence the learner will develop a policy analysis that will create a foundation for professional policy analyst assignments.

Why are some groups healthier than others, and how do these differences emerge and persist over the life course? How do social policies (e.g., housing, transportation, employment) relate to health and health inequalities? Why are there health disparities even in countries that have free universal health care? This course will address conceptual models for understanding health disparities in the US and internationally, how population science identifies the main sources of these disparities, and how public health can inform policy efforts to address these disparities. After taking this course, you will be able to identify ways in which conditions in the healthcare setting and at work, school, and home influence health; identify models for considering how the social context provides both sources of stress and sources of support for health; and explain how social and physical environments, including schools and workplaces, the healthcare system, and neighborhoods, shape health and health inequalities over the life course.

This course is intended to serve as an introduction to population health from both the vantage point of both public health and healthcare. We will examine the key components of community health needs assessments, how they are used, and how to compare population health assessments across subpopulations and time. We will also explore the epidemiological sources and criteria by which to select high quality data sources to estimate population health indicators and to select evidence-based interventions to improve population health. Finally, we will design multi sector collaborations that support the phases of population health improvement. As a survey of the population health, the course provides an overview for students wishing no more than an introduction to the field, as well as good grounding for students who wish to pursue additional coursework in population health. After taking this course, you will be able to: - Explain differences between population health assessments for public health and healthcare. - Outline the key components of community health needs assessments (CHNA). - Compare how public health and healthcare will use a CHNA to improve population health. - Identify key population health indicators for social determinants of health. - Identify key population health indicators for mental health and opioid abuse. - Categorize data sources by epidemiologic criteria. - Analyze differences between subpopulations and across time trends. - Formulate multi sector collaborations that support population health improvement. - Outline a plan for population health improvement. - Evaluate evidence-based interventions based on epidemiologic criteria and community suitability.

Course 5 discusses policies in four areas: housing, education, healthcare, and immigration, with an optional fifth module in child protection. This course addresses issues of power, oppression, and white supremacy. -First we’ll look at housing policy, with its contrasting supports for homeowners and renters. -Then we’ll interpret the structure that provides education and examine debates about its future. -The third module will differentiate the issues in the U.S. healthcare system and develop the structure of public healthcare programs. -Next, the course will lay out immigration policies and weigh the push and pull of the debate about immigration reform. -The optional fifth module traces the child protection system its beginnings to the present day and appraises the failures and strengths of the system. The course is part of a sequence in social policy that has an HONORS TRACK. This track will prepare the learner for masters-level work in policy, which involves reading the literature, writing concise summaries and probing critiques. Over the sequence the learner will develop a policy analysis that will create a foundation for professional policy analyst assignments.

The Public Health Approach course is the first instalment of the wider Foundations of Public Health Practice specialisation from Imperial College London's Global Master of Public Health (MPH). The scope and content of this course has been developed from the ground up by a combined team of academics and practitioners drawing on decades of real-world public health experience as well as deep academic knowledge. Through short video lectures, practitioner interviews and a wide range of interactive activities, learners will be immersed in the world of public health practice. Designed for those new to the discipline, over four modules (intended for four weeks of learning), learners will become familiar with the scope, origins, ethics, principles and paradigms of public health practice. But there is also important foundational content for those coming from more experienced practitioner backgrounds. The 'Public Health Approach' is a phrase that is used widely to describe an up-stream, preventive, values-driven and evidence-based approach to improving population health. By the end of this course, learners will be confident with identifying and describing a wide range of public health challenges using the language and reference points of the public health profession. The subsequent courses require the knowledge from this course, as learners will be introduced to the public health toolkit of health needs assessment and evaluation, before taking deeper dives into behaviour change and health protection.

This web-based video course focuses on the importance of prevention and risk reduction in decreasing cancer occurrences. All learners will need to watch the video modules, read associated articles, and achieve a passing score of 80% on quizzes in order to complete the course. After completing the course, learners will receive a link to claim continuing medical and nursing education credit. DESCRIPTION Next Generation Choices Foundation (NGCF or Less Cancer), lesscancer.org, in conjunction with the University of Virginia and American University, promotes a prevention paradigm for addressing the alarming trend of increasing cancer incidences and raises awareness of cancer prevention to make risk reduction and prevention a vital part of the cancer paradigm for all people. This is a departure from previous treatment-focused approaches that talked about beating, conquering, or curing cancer. Many cancers are preventable by reducing risk factors, such as PFAS and lead corrosion in water supply and infrastructure, use of tobacco products, ultraviolet light exposure, asbestos exposure, specific contaminants and pollution sources, disparities and inequities, and promoting healthy lifestyle choices, such as diet, exercise, and nutrition. Visit the FAQs below for important information regarding 1) Activity faculty and their credentials; 2) Accreditation and Credit Designation statements; 3) Commercial support disclosure statement; 4) Disclosure of financial relationships for every person in control of activity content and their role in the activity; 5) Date of original release and Termination or expiration date.

Epidemiology is often described as the cornerstone science and public health and public health surveillance is a cornerstone of epidemiology. This course will help you build your technical awareness and skills for working with a variety of surveillance systems. Along the way, we'll focus on system objectives, data reporting, the core surveillance attributes, and performance assessment. This course is designed for public health practitioners and anyone who wants to learn more about the basics of public health surveillance. If you develop or implement surveillance systems or aspire to do so or use the data resulting from surveillance, then this course is for you. It's s also for people who are interested in understanding more about this fundamental epidemiologic tool and public health practice.

The Center for Humanitarian Emergencies is a partnership between CDC's Emergency Response and Recovery Branch and the Rollins School of Public Health that drives global collaboration, research and evidence based training to improve the lives and well-being of populations impacted by humanitarian emergencies. - Center for Humanitarian Emergencies: http://www.che.emory.edu/ - CDC's Emergency Response and Recovery Branch: http://www.cdc.gov/globalhealth/healthprotection/errb/index.html This course covers the technical and management principles that are the basis of planning, implementing, and evaluating health programs for acutely displaced populations in developing countries. The emphasis is on refugees in camp situations. The course includes modules on assessment, nutrition, epidemiology of major health problems, surveillance, and program management in the context of an international relief operation. Course Objectives Upon completion of this course, learners will be able to: 1. Describe a complex humanitarian crisis in terms of magnitude, person, time and place. 2. Calculate basic epidemiology measures. 3. Evaluate the strengths and limitations of epidemiological data within the context of CHE. 4. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the community being served. 5. Identify internal and external problems that may affect the delivery of essential public health services in a CHE. 6. Identify the different technical areas in a public health response in CHEs.

Evidence shows that 1 life is saved for every 10-20 Extreme Risk Protection Orders (ERPOs) issued. ERPOs are legally issued civil orders that allow people on the front lines to ask a court to prevent a person at imminent risk of harm to themselves or others from purchasing or possessing firearms during a critical period of risk. As of October 2020, ERPO laws have been enacted by nineteen states and the District of Columbia and while some aspects differ by state, the general process for applying and issuing ERPOs are quite similar. In this Teach-Out, a team of public health, policy, and medical experts will each provide a unique perspective to: 1. Define what ERPO laws are and how they work; 2. Share scientific evidence supporting ERPO laws as a public health approach to preventing gun violence and suicide; 3. Describe specific considerations for those eligible to petition for (aka those who ask the court to issue) ERPOs on behalf of an individual—including law enforcement, health professionals, and personal family members; 4. Discuss the legal process for passing, implementing, and enforcing ERPO laws; 5. Recommend specific call to action activities for learners designed to encourage policy makers to implement ERPO laws in states without them and strengthen existing ERPO laws in states that already have them; and 6. Provide opportunities for learners to engage in civil discourse and collective action to increase awareness about ERPOs and empower learners to advocate for ERPO laws to reduce and prevent gun violence in our communities.

SARS-CoV-2, the virus that causes COVID-19, poses a high risk for senior housing communities and the people who live and work there. The COVID-19 response has largely focused on nursing homes, leaving independent living communities serving older adults in the United States with fragmented guidance on how to respond to COVID-19 challenges. This course provides comprehensive instruction and resources for property owners and managers, senior housing staff, service coordinators and providers, community housing leaders, and other senior housing stakeholders to build upon their emergency preparedness and response strategies related to COVID-19. The course lectures, interviews, and assignments are largely geared toward federally-subsidized, multifamily senior housing providers, but the material is relevant for all senior housing providers. Learners will hear from experts about best practices to prevent COVID-19 outbreaks and promote well-being. Topics discussed include unique challenges for senior housing communities, development of emergency preparedness plans, outbreak prevention, and coronavirus-adapted housing operations. The course also covers strategies for communicating with stakeholders, promoting pandemic-safe behavior on site, and leveraging health departments and other agency resources, including a collection of resources for COVID-19 vaccination guidance. Learners are encouraged to concurrently develop and enhance their own community’s policies, procedures, and practices. This course was developed in partnership with the Baltimore City Health Department.