HUMAN SCIENCES:FROM CELLS TO SOCIETIES SCIE1000 代写

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University of Melbourne

Faculty of Science

HUMAN SCIENCES: FROM CELLS TO SOCIETIES

(SCIE1000 0) 4)

SUBJECT OUTLINE

2017

Semester 2

Subject Coordinator

Celia McMichael

celia.mcmichael@unimelb.edu.au

Room 1.17, 221 Bouverie St

Phone: 8344 6704

Staff

Co-ordinator, Lecturer: Dr Celia McMichael (Geography)

Lecturer: Assoc. Prof. Vicki Lawson (Biomedicine/Pathology)

Lecturer: Prof. Nick Haslam (Psychology)

Lecturer: Prof. Mark Elgar (Biology: Evolution and Behaviour Group)

Lecturer: Dr. Nick Golding (Evolutionary Ecology)

Subject structure

This is a 12-week subject. Each week, students are expected to attend:

• One 2 hour lecture per week (12 in total)

• One 1-2 hour lecture/seminar per week (12 in total).

Lecture/seminar times and venues

• Thursdays: 11am – 1pm

Venue: Physics South-L108 (Laby Theatre)

• Fridays: 12:00pm – 2:00pm

Venue: Elisabeth Murdoch-G06 (Theatre A)

Weekly readings are listed in this subject outline and are available on the LMS. Each week there

are one to two required readings (listed in bold).

Overview

Why do we have pandemics?

Pandemics refer to diseases that extend across large geographic areas, are spread via transmission

between places (by people, enteric organisms, and vectors), have high rates of transmission and

minimal population immunity, cause serious symptomatic illness, are (sometimes) new/novel, and

are infectious. Pandemics include HIV/AIDS, cholera, influenza, plague, and West Nile disease. The

term pandemic has also been used to describe non-infectious diseases, such as obesity, that

represent a high global burden of disease and are geographically extensive. Pandemic threats are a

major global concern.

Determinants of pandemics operate at the micro level (e.g. cells) through to the macro level (e.g.

societies, environments). Causes of pandemics include, for example: emergence of pathogens and

human-to-human transmission; use or misuse of antimicrobials; changes in pathogen-host-

environment interactions; and ecological, behavioural, or socioeconomic changes that support the

emergence/spread of disease. Understanding, prevention and control of pandemics requires multi-

disciplinary work and collaboration.

In this subject we consider the insight of different disciplines for understanding and responding to

pandemics, including evolutionary ecology, biomedicine, psychology and health geography. Cases

and examples of pandemics will be drawn from around the world and across time.

In the final week of semester, the views of ‘the human’ that are held by the four disciplines will be

compared and contrasted, in light of what has been revealed in studying pandemics. This concluding

discussion will demonstrate the aspects of the human to which each discipline gives priority, and at

which scales.

Subject Objectives:

At the completion of this subject, students will have:

• Understanding of the varied manner in which scientific disciplines understand ‘the human’ -

at the scales of the cell, body and society - and how this can form a multi-faceted ‘human

sciences’ perspective.

• Knowledge of the ways in which four disciplines – Evolutionary Ecology, Biomedicine,

Psychology and Geography - contribute to a ‘human sciences’ perspective to pandemics.

• Capacity to define, describe, and explain the concept of pandemics.

• Familiarity with key historical and modern pandemics.

Skills:

At the completion of the subject students should have developed the following skills:

1. critical analysis

2. cross-disciplinary thinking

3. capacity to apply theory and concepts to practical examples

SUBJECT AT A GLANCE

Wk. Date “Discipline” Topic

1 27 July Multi. Why do pandemics occur?

28 July Biomed Infectious disease case study investigation/activity

2 3 Aug Geog. Introduction to key global pandemics

4 Aug Biomed. Determinants of pandemics (“pandemics in a test tube”)

3 10 Aug Evol. ecol Transmission dynamics

11 Aug Evol. ecol Transmission dynamics

4 17 Aug Evol. ecol Resistance and virulence

18 Aug Evol. ecol Resistance and virulence

5 24 Aug Biomed. Biomedicine: infectious disease and pandemics

25 Aug Biomed. Test weeks 3-4; scenario-based learning/biomed focus

6 31 Aug Biomed. Examples/attributes of pandemics

1 Sept Biomed. Scenario-based learning/biomed

7 7 Sept Psych. Pandemics and insights from psychology

8 Sept Psych. Test weeks 5-6; scenario-based learning/psych focus

8 14 Sept Psych. Pandemics: evidence & answers from psychology

15 Sept Psych. Pandemics: evidence & answers from psychology

9 21 Sept Geog. Pandemics in place and space; insights from geography

22 Sept Geog. Test weeks 7-8; scenario-based learning/geog focus

NON-TEACHING PERIOD

10 5 Oct Geog. Understanding pandemics through health geography

6 Oct Geog. Pandemics and place: micro and macro perspectives

11 12 Oct Multi Understanding pandemics through a multidisciplinary lens

13 Oct Geog. Test weeks 9-10; discuss assignment

12 19 Oct Multi Pandemics past and future: human science perspective

20 Oct Geog. Critical reflection: inter-disciplinary views of infectious disease

- 30 Oct - Major Essay/Assignment due

ASSESSMENT

1) Four in-class multiple choice tests: 40% (4 x 10%).

DUE DATE: Tests will be held IN-CLASS on 25 August, 8 September, 22 September, and 13 October.

Each test will consist of 20-30 multiple choice questions and will cover the previous two weeks’

readings/lectures.

PLEASE BRING: your student number, a black pencil, an eraser.

2) Major Essay/Assignment: 60%

DUE DATE: 30 October 2017, 11:59pm

WORD LENGTH: 2,000 words maximum plus references

REFERENCING: 8+ references are expected.

SUBMISSION: Submit your essay using the Turn-it-in Link on LMS

MARKING: The marking rubric (provided on LMS) outlines the primary criteria for marking this

assignment. You are expected to utilise perspectives from core disciplines (biomedicine,

evolutionary ecology, psychology, geography).

TOPIC: Consider the following scenario (note: Agouti virus is not an actual virus)

The recent Agouti virus outbreak in East Asia is a population health emergency of international

concern. It has already resulted in over 12,000 cases in East Asia. In recent weeks, three cases of

Agouti virus have been identified in South America, and two in Australia. Early symptoms of the virus

include fatigue, fever, nausea, vomiting, diarrhoea and muscular aches. More advanced symptoms

appear between 4 to 10 days. The virus can cause haemorrhagic fever. There is no specific

treatment for the virus, but early diagnosis and hospitalisation can aid recovery. The disease has an

estimated case fatality rate of 20%. Rates of Agouti virus mutation are high: their genomes can

accrue genetic differences while spreading geographically; the virus is able to adapt rapidly to novel

environments with the potential to alter sensitivity to immune responses.

Humans can contact the infection if they are exposed to infected saliva, faeces and urine from

rodents or contaminated dust where infected rodents live; rodents are the primary reservoirs

worldwide. Wild rodent hosts are most frequently found in rural or semi-rural areas. The outbreak

in East Asia was preceded by an unusually wet conditions caused by a strong La Niña event. The rains

boosted the food supply available to rodents (insects, vegetation) leading to 10-fold increase in their

population.

Agouti virus has devastated individuals, families and communities, increased burden on essential

health services, and isolated affected populations. Factors that affect exposure to the virus include

farm work, herding, sleeping on the ground and poor housing conditions that increase contact

between humans and rodents.

QUESTION: Examine how each of the four disciplines – evolutionary ecology, biomedicine,

psychology, geography – might understand the causes of the “Agouti virus” and contribute to

aspects of prevention, treatment and control. Discuss the value of a multi-disciplinary approach to

this pandemic threat.

Week 1 (Multidisciplinary)

In this subject – cells to societies – we will be drawing on insights from evolutionary ecology,

biomedicine, psychology and geography in order to understand the question ‘why do we have

pandemics?’ In this first week, we explore the concept of pandemics, discuss the need for

multidisciplinary perspectives and collaboration in understanding and responding to pandemics, and

introduce the idea of human sciences.

Reading:

Morens, D., Folkers, G.K., Fauci, A. 2009. What is a pandemic? The Journal of Infectious Diseases,

200: 1018-21. Available at http://jid.oxfordjournals.org/content/200/7/1018.full

Week 2 (Multidisciplinary)

We introduce key pandemics – both historic and current – such as the Black Death, Spanish Flu, and

HIV/AIDS and zoonotic infections (i.e. a disease that can be spread between animals and humans).

We note the significance of clinical, scientific, psychological, socio-cultural and environmental factors

in terms of understanding and responding to (global) infectious diseases.

Reading:

Armelagos, G.J., Brown, P., Turner, B (2005) Evolutionary, historical and political economic

perspectives on health and disease. Social Science and Medicine, 61: 755-765.

Week 3 (Evolutionary Ecology; transmission dynamics)

This week we will look at pandemics from the perspective of ecological dynamics. The rate of spread of

an infectious disease depends on some key parameters - like how many people are infected by each case

and how quickly cases recover. If we understand the transmission cycle and know these parameters, we

can use population dynamics to anticipate whether an outbreak is likely to lead to a pandemic, and what

we need to do to stop it.

Reading:

Heesterbeek, H., Anderson, R. M., Andreasen, V., Bansal, S. et al. (2015). Modeling infectious disease

dynamics in the complex landscape of global health. Science, 347(6227), 4339–4339.

Week 4 (Evolutionary Ecology; resistance and virulence)

Eminent biologist and theist Theodosius Dobzhansky’s observation that “nothing in biology makes

sense except in the light of evolution” is especially relevant to understanding the relationships

between humans and pathogens. This week provides an introduction to Darwin’s simple, but

frequently misunderstood, explanation of the evolution of adaptation by natural selection, and an

account of its remarkable success in explaining the diversity of life. The theory will then be applied

to two adaptations that are of critical interest to studies of disease – antimicrobial resistance and

pathogen virulence – and how ideas derived from evolutionary theory might help mitigate these

challenges.

Reading:

Dobzhansky, T. 1973. Nothing in biology makes sense except in the light of evolution. American

Biology Teacher 35 (3): 125–129.

Stearns, S. 2012. Evolutionary medicine: its scope, interest and potential. Proceedings of the Royal

Society B 279: 4305–4321.

Week 5 (Biomedicine)

This week provides an introduction to biomedical understanding of infectious disease. Disease

occurs when structure (anatomy) and function (physiology and biochemistry) are impaired. The

immune system (immunology) defends our bodies from infection (microbiology) and disease

(pathology). Diseases can be prevented, treated or cured (pharmacology).

Reading:

Kumar et al. (eds) 2013. General Pathology of Infectious Disease. In Robbins Basic Pathology, 9 th

edition. Philadelphia: Elsevier Saunders.

Week 6 (Biomedicine)

This week considers biomedical perspectives as to the attributes of pandemics. We consider the

attributes of the organism and host that contribute to pandemics using examples from historical and

contemporary pandemics.

Reading:

Maher, B. & Butler, D. 2009. Swine flu: one killer virus, three key questions. Nature, 462: 154-157.

Week 7 (Psychology)

This week we explore the role of cognition in responses to pandemics. Using HIV/AIDS as a primary

example, we explore how people perceive risk and the common biases associated with risk

perception. We also discuss decision biases such as unrealistic optimism that may lead people to

behave irrationally in the face of disease risks, and how they may impede efforts to control

infections. The role of cognitive change in efforts to prevent infection and promote positive health

behaviour change will also be discussed.

Reading:

Fisher, W. A., Fisher, J. D., & Shuper, P. A. (2014). Social psychology and the fight against AIDS: An

information-motivation-behavioral skills model for the prediction and promotion of health

behavior change. Advances in Experimental Social Psychology, 105-193. [read only pp. 105-157)

Week 8 (Psychology)

This week our attention shifts to emotional and social dimensions of reactions to pandemics. We

explore the role of attitudes and emotions such as fear and disgust in responses to threats of

infection and examine the stigma attached to infected persons. The concept of the “behavioural

immune system” will be introduced. Using examples from HIV/AIDS, SARS and Ebola we explore how

stigma and disgust may have evolved as a response to pathogens. Special emphasis will be placed in

the fascinating psychology of disgust, which is arguably an emotion that arose as a disease-

avoidance mechanism. Finally, social processes involved in infectious disease transmission will be

examined via research on social networks.

Reading:

Oaten, M., Stevenson, R. J., & Case, T. I. (2009). Disgust as a disease-avoidance mechanism.

Psychological Bulletin, 135, 303-321.

Schaller, M., & Park, J. H. (2011). The behavioral immune system (and why it matters). Current

Directions in Psychological Sciences, 20, 99-103.

Week 9 (Geography; global themes)

Infectious diseases pose challenges for understanding the web of causation, including their

geographic, social, economic, and environmental determinants. In this week, we consider health

geography and large-scale drivers of infectious disease and pandemics: population mobility, human-

environment interactions, health-care access, and poverty/inequality.

Reading:

Mayer, Jonathon (2000) Geography, ecology and emerging infectious diseases. Social Science and

Medicine, 50(7-8): 937-952

Famer, P (1996) Social Inequalities and Emerging Infectious Diseases. Emerging Infectious Diseases

2(4): 259-269

Week 10 (Geography; local perspectives)

In this week we consider examples of geographic research on infectious diseases. We focus on the

‘local’, and examine the ways in which socio-cultural experiences, localised experiences of health

care access, stigma, and changes to everyday life shape understanding and responses to infectious

disease and epidemics/pandemics.

Reading:

Colin McFarlane, Renu Desai & Steve Graham (2014) Informal Urban Sanitation: Everyday Life,

Poverty, and Comparison, Annals of the Association of American Geographers, 104(5): 989-1011.

Week 11 (Multidisciplinary)

In this week, we consider infectious disease epidemics/pandemic threats – with a focus on zoonotic

diseases. We analyse them from a human sciences perspective, asking questions from different

disciplinary perspectives.

Reading:

Cascio, A., Bosilkovski, M., Rodriguez-Morales, A.J., Pappas, G. 2011. The socio-ecology of zoonotic

infections. Clinical Microbiology and Infection, 17: 336–342

David Nabarro, Chadia Wannous (2016) The Links Between Public and Ecosystem Health in Light of

the Recent Ebola Outbreaks and Pandemic Emergence. EcoHealth. Available at:

http://link.springer.com/article/10.1007/s10393-016-1123-y/fulltext.html

Week 12 (Multidisciplinary)

In this final week we consider infectious disease from a multi-disciplinary/human sciences

perspective. Infectious diseases have caused deadly pandemics such as the Black Death pandemic in

the fourteenth century (bubonic/pneumonic plague), and HIV/AIDS. They are often biological

expressions of social inequalities. While some are becoming better controlled, it is highly unlikely we

can eliminate most emerging infectious diseases. Global and local responses will need multi-

disciplinary insight in order to curtail the epidemic and pandemic potential of infectious disease.

Reading:

Morens DM, Fauci AS (2013) Emerging Infectious Diseases: Threats to Human Health and Global

Stability. PLoS Pathog 9(7): e1003467. doi:10.1371/journal.ppat.1003467

Jones, K.E., Patel, N., Levy, M.A. Storeygard, A., Balk, D., Gittleman, J.L. & Daszak, P. (2008) Global

trends in emerging infectious diseases. Nature, 451: 990-993.

Other relevant references:

HUMAN SCIENCES:FROM CELLS TO SOCIETIES SCIE1000 代写

Dibble, C., Wardell, S., Carle, K. (2007) ‘Simulating pandemic influenza risks of US cities’, Simulation Conference

(Winter), pp 1548 – 1550

Bossak, Brian and Welford, Mark (2010) ‘Spatio-temporal attributes of pandemic and epidemic diseases’,

Geography Compass, 4(8), 1084-1096

Craddock, S. (2000) ‘Disease, social identity and risk: rethinking the geography of AIDS’, Transactions of the

Institute of British Geographers 25(2), 153-168

Gould, W., and Woods, R. (2003) ‘Population geography and HIV/AIDS: the challenge of a “wholly exceptional”

disease’, Scottish Geographical Journal, 119(3), 265-281

Hunter, Mark (2007) ‘The changing political economy of sex in South Africa: the significance of unemployment

and inequalities to the scale of the AIDS pandemic’, Social Science and Medicine, 64(3), 689-700

Johnson, Niall (2006) Britain and the 1918/19 Influenza Pandemic: A Dark Epilogue. London, Routledge

Gostin, L.O., Lucey, D., Phelan, A. (2014) The Ebola Epidemic: A Global Health Emergency. JAMA 312(11): 1095-

1096

Hay, S., Battle, K.E., Pigott, D.M. et al. (2013) Global mapping of infectious disease. Philos Trans R Soc Lond B

Biol Sci. 368(1614): 20120250.

Hunter, Mark (2011) ‘Beyond the male migrant: South Africa’s long history of health geography and the

contemporary AIDS pandemic’, Health and Place 16(1), 25-33

Linard, C and Tatem, A. (2012) Large-scale spatial population databases in infectious disease research.

International Journal of Health Geographics. 11:7 DOI: 10.1186/1476-072X-11-7

Morse, Stephen (2007) ‘Pandemic influenza: studying the lessons of history’, PNAS (Proceedings of National

Academy of Science), 104(18), 7313-14

Pain, Rachel, Smith, Susan (eds) (2008) Fear: Critical Geographies and Everyday Life. Ashgate, Aldershot UK. (ch

6 by Ingram is about pandemics)

Pybus OG, Tatem AJ, Lemey P (2015) Virus evolution and transmission in an ever more connected world Proc

Biol Sci. Dec 22; 282(1821):20142878. doi: 10.1098/rspb.2014.2878.

Phillips, H., Killingray, D (2003) eds The Spanish Flu Pandemic of 1918-19: New Perspectives. London,

Routledge

Reid, Ann et al. (2004) ‘Evidence of an absence: the genetic origins of the 1918 pandemic influenza virus’,

Nature Review Microbiology, 2, 909-914

Richard, SA et al. (2009) ‘A comparative study of the 1918-1920 influenza pandemic in Japan, USA and UK:

mortality, impact and implications for pandemic planning’, Epidemiology and Infection, 137(8), 1062-72

Robson, E. et al. (2006) ‘Young caregivers in the context of the HIV/AIDS pandemic in sub-Saharan Africa’,

Population, Space and Place 12(2), 93-111

Veterinarians without borders (2010) One Health for One World. Available at:

http://www.onehealthinitiative.com/publications/OHOW_Compendium_Case_Studies.pdf

Wallace RG, Kock R, Bergmann L, Gilbert M, Hogerwerf L, Pittiglio C, Mattioli R, Wallace R. (2016) Did

Neoliberalizing West African Forests Produce a New Niche for Ebola? Int J Health Serv. 46(1):149-65.

Other relevant resources

Centralized information system for infectious diseases (CISID). http://data.euro.who.int/cisid/

Global Health Atlas. http://apps.who.int/globalatlas/

World Bank Health Nutrition Population Statistics. http://databank.worldbank.org/data/databases/infectious-

diseases

EXTENSIONS FOR MAJOR ESSAY

The topic for assignments and their submission dates are notified at the start of teaching and

extensions will not normally be permitted. However, if the need arises - e.g. medical reasons or any

other circumstances outside the control of the student – an application (with documentation) for an

extension of up to one week should be made directly to Dr Celia McMichael

(celia.mcmichael@unimelb.edu.au) before the due date for that assignment. For Special

Consideration, if a longer extension is required, please refer to the Student Portal (or see

http://students.unimelb.edu.au/admin/special).

PENALTIES FOR LATE SUBMISSION OF MAJOR ESSAY

Standard penalties will apply for late submission for essays/assignments, unless an extension has

been granted: the mark awarded for the student’s work will be reduced by 10% for each day the

work is late. Essays submitted later than 5 days after the due date will not be marked, therefore

receiving no marks.

RULES FOR SUBMISSION OF MAJOR ESSAY

The Major Essay must be submitted via the Turn-It-In link on LMS.

SPECIAL CONSIDERATION FOR IN-CLASS TESTS

Students are required to complete all in-class tests. If you are unable to attend a test, you must send

an email directly to Dr Celia McMichael (celia.mcmichael@unimelb.edu.au) before the test. Students

who are not granted special consideration will be awarded 0% for that test. For students who are

granted special consideration: upon missing one test, will be marked out of 90 (i.e. can still

hypothetically get 100% by getting 90/90); upon missing two or more tests, will be assigned an

alternative assessment piece worth 10% at the end of semester (week 12) that may comprise a short

essay and/or multiple choice test (and they will be marked out of 90).

WRITING

Students needing assistance with writing should contact the academic skills unit.

http://www.services.unimelb.edu.au/asu/.

ATTENDANCE

It is expected that you attend lectures and seminars as scheduled throughout semester unless there

are exceptional circumstances. If you miss a lecture/seminar please make a time to listen to the

lecture recordings later in the week.

CHEATING AND PLAGIARISM

It is University policy that cheating by students in any form is not permitted, and that work

submitted for assessment purposes must be the independent work of the student concerned (or,

where joint work is specifically permitted, the joint work of the students concerned). This is in

keeping with the rules made by University Council under Regulation 12.2.10.R1.

See: http://www.services.unimelb.edu.au/plagiarism/plagiarism.html for details.

LEAVE OF ABSENCE AND WITHDRAWAL FROM SUBJECTS

To withdraw from a subject or take a leave of absence from a course, a student must complete the

appropriate form and return it to the Faculty of Science Student Centre before the census dates

detailed in the next section. Failure to withdraw officially from a subject will result in the student

being given a ‘Fail’ grade as well as financial liability for the fees of the subject.

HUMAN SCIENCES:FROM CELLS TO SOCIETIES SCIE1000 代写