講義名 経済特殊講義Ⅲ（Global health（英））　≪◇学部≫
講義開講時期 前期
曜日･時限 水３
単位数 2

担当教員
氏名
齋藤　安彦

学習目標(到達目標) By the end of this course, students can 1) describe the concept of global health, 2) understand the concept of health, 3) understand summary measures of population health, 4) observe differences in health among sub-populations and across countries, and 5) describe social determinants of health.
授業概要(教育目的) This course provides an overview of "Global Health." As the results of globalization, we seem to observe large inequalities in health within individual countries and across countries. We examine the current state of health in the world and explore factors affecting inequalities in health.
授業計画表
 
回項目内容
第1回Introduction to global healthObjective: Explain overview of the course and discuss definition of global health
Reading: Koplan JP, Bond TC, Merson MH, et al. Towards a common definition of global health. Lancet, 373(9679):1993–1995, 2009.
http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(09)60332-9/fulltext

Assignment for Week 2: Pick one country of interest and find information on health. Write a short report on the health of the particular country you chose. (Less than 1 page, double spaced)
第2回Health status in the past and presentObjective: Observe present health status and past trends in health status in different parts of the world
Reading: Omran AR. The epidemiologic transition: A theory of the epidemiology of population change. The Milbank Memorial Fund Quarterly, 49(4): 509-538, 1971.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690264/
Review:　Read and understand the materials used in the class.
第3回Demographic, epidemiologic, and nutritional transitionObjective: Introduce and discuss three theories related to population change
Reading: Notestein, Frank W. (1964). "Population Growth and Economic Development." Colombo. Reprinted in Population and Development Review 9 (1983): 345–360.
http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=5f382f4f-3dfa-40bd-a335-a8f20e6ffe8b%40sessionmgr4009
Review:　Read and understand the materials used in the class.
第4回Concept of healthObjective: Introduce concepts used to define health
"Health" was defined by WHO in 1946. However, health can be defined in many ways. Now the concept of health is moving toward the idea of functioning as defined by the International Classification of Functioning.
Reading: Verbrugge LM and Jette AM. The disablement process. Social Science & Medicine, 38 (1): 1-14, 1994.
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/31841/0000788.pdf?sequence=1&isAllowed=y
Review:　Read and understand the materials used in the class.
第5回Trends in three aspects of healthObjective: Examine trends in the different aspects of health
At least 3 aspects of health can be identified. Each aspect of health may have different trends over time.
Reading: Freedman, Crimmins, Schoeni, et al. Resolving inconsistencies in trends in old-age disability: Report from a technical working group. Demography, 41: 417–441, 2004.
https://scholar.google.com/scholar_lookup?title=Resolving%20inconsistencies%20in%20trends%20in%20old-age%20disability%3A%20Report%20from%20a%20technical%20working%20group&author=VA.%20Freedman&author=E.%20Crimmins&author=RF.%20Schoeni&author=BC.%20Spillman&author=H.%20Aykan&author=E.%20Kramarow&author=T.%20Waldmann&journal=Demography&volume=41&pages=417-441&publication_year=2004
Additional reading: Freedman, Spillman, Andreski, et al. Trends in late-life activity limitations in the United States: An update from five national surveys. Demography, 50(2): 661–671, 2013.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3586750/
第6回Future trends in health: Three hypothesesObjective: Introduce and discuss health hypotheses
Fries introduced the "Compression of Morbidity" Hypothesis. Including his work, three hypotheses have been put forth.
Reading: Fries J. Aging, natural health, and the compression of morbidity. New England Journal of Medicine, 303: 130–135, 1980.
http://www.nejm.org/doi/full/10.1056/NEJM199804093381506
Review:　Read and understand the materials used in the class.
第7回Mortality and life expectancyObjective: Discuss trends in mortality and life expectancy around the world, introduce the relationship between mortality rates and life expectancy in the life table method, and take a look at how mortality and life expectancy used to be used as a measure of population health.
Reading: Read from 3.0 to 3.2
https://www.measureevaluation.org/resources/training/online-courses-and-resources/non-certificate-courses-and-mini-tutorials/multiple-decrement-life-tables/lesson-3
Review:　Read and understand the materials used in the class.
第8回Summary measures of population healthObjective: Introduce and discuss indicators of health and introduce several summary measures of population health to understand how defining health is one thing and measuring the defined health is another
Reading: Saito Y, Robine J-M, Crimmins EM. The methods and materials of health expectancy. Statistical Journal of the IAOS, 30 (3): 209-223, 2014.
https://content.iospress.com/download/statistical-journal-of-the-iaos/sji00840?id=statistical-journal-of-the-iaos%2Fsji00840
Review:　Read and understand the materials used in the class.
第9回Health expectancyObjective: Discuss concept and calculation methods of health expectancy, a summary measure of population health
Reading: (Read summary and example 1 of) Jagger C, Van Oyen H, and Robine J-M (2014). Health expectancy calculation by the Sullivan Method: A practical guide (4th Edition). UK: Institute for Ageing, Newcastle University.
http://www.eurohex.eu/pdf/Sullivan_guide_pre%20final_oct%202014.pdf

Assignment for Week 10: Pick one country of interest and compute healthy life expectancy by sex. Compare the results by sex and write a short report on the comparison. (Less than 1 page, double spaced)
第10回Global Burden of DiseaseObjective: Cover topics related to DALY (Disability Adjusted Life Year) and estimates of health expectancy
The Global Burden of Disease (GBD) project supported by WHO and the World Bank invented a measure of quality-adjusted person years called Disability Adjusted Life Year (DALY). With this tool, the GBD assesses the burden of diseases world-wide. Based on DALY, researchers also estimate health expectancy.
Reading: Solomon JA, Wang H, Freeman MK, et al. Healthy life expectancy for 187 countries, 1990–2010: A systematic analysis for the global burden of disease study 2010. Lancet, 380: 2144–2162, 2012.
http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(12)61690-0/fulltext
Review:　Read and understand the materials used in the class.
第11回Inequalities in health within a countryObjective: Discuss inequalities in health as they relate to sub-populations
We can observe inequalities in health within a country among sub-populations differentiated from each other by personal characteristics or regional location.
Reading: Crimmins EM and Saito Y. Trends in healthy life expectancy in the United States, 1970–1990: Gender, racial, and educational differences. Social Science & Medicine, 52: 1629–1641, 2001.
http://www.eurohex.eu/bibliography/pdf/Crimmins_SocSciMed_2001-3553355778/Crimmins_SocSciMed_2001.pdf
Additional reading: Chan A, Zimmer Z, and Saito Y. Gender differentials in disability and mortality transitions: The case of older adults in Japan. Journal of Aging and Health, 23(8): 1285-1308, 2011.
https://pdfs.semanticscholar.org/785d/a6723251ade151c9b4237d466406583a7508.pdf
Review:　Read and understand the materials used in the class.
第12回Inequalities in health across countriesObjective: Introduce inequalities in health across countries.
Reading: Jagger C, Gillies C, Moscone F, et al. Inequalities in healthy life years in the 25 countries of the European Union in 2005: A cross-national meta-regression analysis. Lancet, 372: 2124–2131, 2008.
http://www.eurohex.eu/bibliography/pdf/Jagger_Lancet_2008-0969906434/Jagger_Lancet_2008.pdf
Review:　Read and understand the materials used in the class.
第13回Social determinants of healthObjective: Examine and discuss the factors affecting health status and changes in health
Reading: Marmot M. Social determinants of health inequality. Lancet, 365 (9464): 1099–1104, 19 March 2005.
http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(05)71146-6.pdf
Review:　Read and understand the materials used in the class.
第14回Other factors affecting changes in global healthObjective: Examine the effect of climate change and migration on global health
Readings: Robine J-M, Hermann FR, Arai Y, et al. Exploring the impact of climate on human longevity. Experimental Gerontology, 47(9):660-671, 2012.
You may not be able to down load this article but you can read this article online.
https://www.sciencedirect.com/science/article/pii/S0531556512001234?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb

Kyriakos S. Markides, Karl Eschbach; Aging, Migration, and Mortality: Current Status of Research on the Hispanic Paradox, The Journals of Gerontology: Series B, Volume 60, Issue Special_Issue_2, 1 October 2005, Pages S68–S75
https://academic.oup.com/psychsocgerontology/article/60/Special_Issue_2/S68/2965177
Review:　Read and understand the materials used in the class.
第15回Summary of the courseObjective: Review of the course and overall discussion
授業形式 The class is mainly conducted by lectures. However, the students' active participation in the classroom discussion is essential.
評価方法
定期試験 レポート 小テスト 授業への
参画度 		その他 合計
60% 20% 0% 10% 10% 100%
評価の特記事項 Active participation in the discussion shares 10% of your grade.
テキスト No textbook will be used. Reading assignments are already specified in the syllabus.
参考文献 See contents.
オフィスアワー(授業相談) Please make an appointment for questions and consultation regarding the course. My contact information will be given at the first lecture.
事前学習の内容など，学生へのメッセージ Please attend the first class if you consider to take this course.