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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
An essential introduction to global health in the modern world
Foundations for Global Health Practice offers a comprehensive introduction to global health with a focus on ethical engagement and participatory approaches. With a multi-sectoral perspective grounded in Sustainable Development Goals, the text prepares students for engagement in health care and public health and goes beyond traditional global health texts to include chapters on mental health, agriculture and nutrition, water and sanitation, and climate change. In addition to presenting core concepts, the book outlines principles for practice that enable students and faculty to plan and prepare for fieldwork in global health. The book also offers perspectives from global health practitioners from a range of disciplinary and geographic perspectives.
Exercises, readings, discussion guides and information about global health competencies and careers facilitate personal discernment and enable students to systematically develop their own professional goals and strategies for enriching, respectful, and ethical global health engagement.
- Understand the essential concepts, systems, and principles of global health
- Engage in up-to-date discussion of global health challenges and solutions
- Learn practical skills for engagement in health care and beyond
- Explore individual values and what it means to be an agent for change
Prevention, cooperation, equity, and social justice are the central themes of global health, a field that emphasizes the interdisciplinary, cross-sector, and cross-boundary nature of health care on a global scale. As the world becomes ever smaller and society becomes more and more interconnected, the broad view becomes as critical as the granular nature of practice. Foundations for Global Health Practice provides a complete and highly relevant introduction to this rich and rewarding field.
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FOUNDATIONS FOR GLOBAL HEALTH PRACTICE
LORI DIPRETE BROWN
This edition first published 2018.
© 2018 John Wiley and Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Lori DiPrete Brown to be identified as the author of this work has been asserted in accordance with law.
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Library of Congress Cataloging-in-Publication Data
Names: DiPrete Brown, Lori, 1961- editor.
Title: Foundations for global health practice/[edited] by Lori DiPrete Brown.
Description: Hoboken, NJ : Wiley, 2017. | Includes bibliographical references
and index. |
Identifiers: LCCN 2017036459 (print) | LCCN 2017037373 (ebook) | ISBN
9781118603802 (pdf) | ISBN 9781118603635 (epub) | ISBN 9781118505564
(paper)
Subjects: | MESH: Global Health
Classification: LCC RA441 (ebook) | LCC RA441 (print) | NLM WA 530.1 | DDC
362.1--dc23
LC record available at https://lccn.loc.gov/2017036459
Cover images: ©everything possible/Shutterstock; ©studiocasper/iStockphoto
Cover design by Wiley
To the many people around the world who have welcomed me into their communities and their lives, shown me how small the world is, reminded me what is just, and revealed to me what is possible.
To my students who have made me a teacher and will rewrite this book someday.
To Kirk, Evan, Elise, and Kristen with so much love and gratitude.
CONTENTS
Preface
References
About the Author
Contributors
Acknowledgments
Introduction
Part One Global Health Concepts
Chapter 1 Developing a Global Perspective
Sharing Perspectives in a Diverse Learning Community
Sources of Global Health Information
Literature and the Arts
Chapter Summary
Review Questions
Key Terms
References
Chapter 2 What Is Global Health?
Global Health: An Evolving Concept
Definitions of Global Health
What Are the Challenges to Human Health?
Measuring Global Health Status
Social Determinants of Health and the Social-Ecological Model
Chapter Summary
Review Questions
Key Terms
References
Chapter 3 Global Health Care Systems and Universal Health Care
Health Systems and How They Work
Universal Health Care
Chapter Summary
Review Questions
Key Terms
References
Chapter 4 Global Health Policy and the Sustainable Development Goals
From Alma-Ata to the Millennium Development Goals
The Sustainable Development Goals
Chapter Summary
Key Terms
Exercise: Young Leaders Speak Out
Review Questions
References
Chapter 5 Global Health Challenges for the 21st Century
What Is the Global Burden of Disease?
How to Access and Use GBD Findings
Main Findings from the GBD Study
Using the GBD to Inform Health Policy in the Coming Years
Chapter Summary
Key Terms
Review Questions
Suggested Reading
References
Chapter 6 The Right to Health and a Framework Convention on Global Health
The Right to Health
A Framework Convention on Global Health
Precedents and Examples of Governance for Global Health
Chapter Summary
Key Terms
Review Questions
Suggested Reading
References
Chapter 7 Global Mental Health, Behavioral Medicine, and Wellness
Defining Global Mental Health, Behavioral Medicine, and Wellness
Burden of Illness and the Treatment Gap: The Need for Integration
Gaps in Governance, Policies, and Financing: The Need for Systems
Strategies for Program Design and Sustained Service Delivery: The Need to Strengthen Existing Health Systems
Global Health Worker Wellness: The Need for Professional and Personal Development
Conclusion
Chapter Summary
Review Questions
Key Terms
References
Chapter 8 Water, Sanitation, Hygiene, and Health
Water, Sanitation, and Hygiene: Contextual Considerations
Chapter Summary
Key Terms
Review Questions
Suggested Reading
References
Chapter 9 Food, Agriculture, and Nutrition
Global Food System, Local Solutions
The Farm Spectrum
Introduction to Food Security
Waste and Wealth
Agricultural Technology and Public Health
Sustainability and Equity: Highlights from Successful Programs
Chapter Summary
Key Terms
Review Questions
Exercise: Thinking Critically about Genetically Engineered Crops
Suggested Reading
References
Chapter 10 Climate and Health
What Is Climate Change?
Public Health Risks of Climate Change
Public Health Responses to Climate Change
Chapter Summary
Key Terms
Review Questions
References
Chapter 11 Information Communication Technology and Health
The Landscape
Considerations
Conclusion
Chapter Summary
Key Terms
Review Questions
References
Chapter 12 Scaling Up in Global Health
What Is Scale-Up?
The Story of BRAC: Experiences in Successfully Scaling Up Public Health Programs
Engaging in Global Health Practice with Scale in Mind
Chapter Summary
Key Terms
Review Questions
References
Part Two Global Health Practice
Chapter 13 Global Health Experiences
Global Health Experiences: A Focus on Learning
Types of Global Health Experiences
Applying for and Funding Global Health Experiences
Chapter Summary
Activity: Develop a Country Profile
Key Terms
Suggested Reading and Resources
References
Chapter 14 Global Health Competencies for the Health Sciences
Background
Levels of Experience and Training
Timing of Experience
Scope of Practice
Additional Competencies
Chapter Summary
Case Study for Group Discussion
Key Terms
Suggested Resources
References
Chapter 15 Working with Communities
Community-Based Participatory Research: Core Concepts
Insights for CBPR Practice: A Case Study from Ecuador
CBPR Methods and Global Health: A Mixed-Methods Approach
Chapter Summary
Review Questions
Key Terms
References
Chapter 16 Transformative Engagement and Leadership for Global Health
A Framework for Transformative Leadership
Three Lenses of Reflection and Discernment
Historical and Cultural Context of Your Leadership
Centrality of Relationship
Skills of Transformative Engagement and Leadership
Practicing Transformative Engagement and Leadership: A Three-Part Exercise
Chapter Summary
Key Terms
Review Questions
Suggested Reading
References
Chapter 17 Guidelines for Planning a Global Health Learning Experience
Elements of a Global Health Field Course
Case Example: Nepal Global Field Course
Chapter Summary
Key Terms
Suggested Reading
Chapter 18 Navigating Global Health for Student Organizations
Students as Global Health Partners
Student Organizations and Harnessing the Power of Partnership
Structures of Accountability
Chapter Summary
Review Questions
Key Terms
Recommended Reading
References
Chapter 19 Planning for Health and Safety
Before You Go
While You Are There
Chapter Summary
Key Terms
Discussion and Practice Assignment
Suggested Reading
References
Chapter 20 Global Health Professional Skills and Careers
What Are the Various Careers in Global Health?
What Does Success Look Like?
What Are Employers Looking For?
How to Build Your Skills for the Road Ahead
Chapter Summary
Discussion Questions
Activity: Skills Inventory
Key Terms
Suggested Reading
References
Part Three Global Health Perspectives
Chapter 21 So You Want to Save the World? First, You’ve Got to Know It
References
Chapter 22 Since You Asked
Honduras
Nicaragua
Guatemala
Your First Global Health Experience
Chapter 23 Leadership Lessons from the Last Mile
Walking “the Last Mile” with Daisy Duarte in Mozambique
Leadership Lessons
Recommended Reading
Chapter 24 How Global Health Identity Politics Harms Local Communities
Ebola Orphans in Africa Do Not Need Saviors
What It Means to Be an Orphan
Rethinking How to Provide Aid
Community versus Institution
Implications for the Future
References
Chapter 25 Gender and Community Well-Being
Come on a Journey to Lunga Lunga
The Situation upon Arrival
Women as Agents
What Can Be Done?
What Happened: The Surface and the Layers
A Model to Replicate: Health by All Means
Key Terms
Recommended Reading
References
Notes
Chapter 26 Strengthening Immunization Programs
Herd Immunity and Immunization Goals
Decision Making and Vaccine Hesitancy
Vaccine Access
Vaccine Development
Suggested Reading
References
Chapter 27 HIV: US to Global Perspectives
HIV Background
Strategies for Ending HIV
Working in HIV Globally and Locally
Suggested Reading
References
Chapter 28 Tuberculosis and the Long and Winding Road toward a Global Health Career
Recommended Reading
References
Chapter 29 Linking Research to Applied Field work
From Basic to Applied Research: The Public Health Laboratory Scientist
Public Health Laboratory in a Resource-Limited Setting
Conclusion
Recommended Reading
References
Chapter 30 A Call to Surgeons to Advance Global Health
Addressing the Surgical Workforce Shortage
The Way Forward: Partnerships
Recommended Reading
References
Chapter 31 Stories and Balance
Devastating Impacts
Balance
Recommended Reading
References
Chapter 32 The Global Burden of Avoidable Childhood Blindness
Discussion Questions
Recommended Reading
References
Chapter 33 Global Health Nursing
Global Perspective of Nursing
Contributions
Challenges
Resources
Insights
Reflective Questions
Suggested Reading
References
Chapter 34 Contributions of Pharmacists in Global Public Health
Suggested Reading
References
Chapter 35 Reflections and Stepping-Stones to a Career in Global Health
Family and Values
Medical School and Residency
Early International Experience
Negotiating Professional Responsibilities
Stepping-Stones
Chapter 36 Global Health and Education
Suggested Reading and Resources
References
Chapter 37 The Importance of Narrative to Global Health Research and Practice
References
Chapter 38 The Urban Opportunity for Global Health
Recommended Reading
References
Chapter 39 Building Effective Health Systems in Transitional Societies
Investments and Impacts in Health
Successful Practices: Health Extension Workers in Ethiopia
Successful Practices: Decentralization, Access, and Coordination in Rwanda
Ongoing Efforts in South Sudan
Lessons for South Sudan and Other Transitional Societies
References
Chapter 40 Grand Challenges in Global Health and the Role of Universities
Universities as Partners in Global Health
The Consortium of Universities for Global Health
A Triple Challenge
Addressing the Neglected Foundation of Development
Priorities for Action
Action for Trainees in Global Health
Action for Academic Institutions
Conclusion
References
Glossary
Index
EULA
List of Tables
Chapter 2
Table 2.1
Chapter 7
Table 7.1
Chapter 11
Table 11.1
List of Illustrations
Chapter 2
FIGURE 2.1
Vital Signs for Human and Planetary Well-Being: Achieving a Sustainable Balance
FIGURE 2.2
The Institute of Medicine Social-Ecological Model
Chapter 3
FIGURE 3.1
WHO Health System Building Blocks
FIGURE 3.2
The Flagship Framework
Chapter 4
FIGURE 4.1
Health and the SDG Agenda
Chapter 5
FIGURE 5.1
Leading Causes of Early Death and Disability among Women Ages 15 to 49 in Low Socio-demographic Index (SDI) Countries, 1990–2015
FIGURE 5.2
Early Death and Disability from Interpersonal Violence across Mexican States, 2015
FIGURE 5.3
Early Death and Disability Due to Neonatal Disorders, 1990 and 2015
FIGURE 5.4
Causes of Death per 100,000, Global, 1990 and 2015
FIGURE 5.5
Causes of YLLs per 100,000, Global, 1990 and 2015
FIGURE 5.6
Causes of YLDs per 100,000, Global, 1990 and 2015
FIGURE 5.7
Causes of DALYs per 100,000, Global, 1990 and 2015
FIGURE 5.8
Risk Factors by Attributable DALYs, 2015, and Percentage Change in Summary Exposure Value, 1990–2015
FIGURE 5.9
DALYs per 100,000, 2015
Chapter 8
FIGURE 8.1
Four Critical Components of Water- and Sanitation-Related Health
FIGURE 8.2
Surface Water Source in Rural Uganda
FIGURE 8.3
Variation in Water Treatment Systems
Chapter 9
FIGURE 9.1
The Agricultural Spectrum, a Generalized View of Farming Systems
FIGURE 9.2
A Visualization of Food Losses throughout an Agricultural Value Chain
Chapter 16
FIGURE 16.1
Action and Reflection
Chapter 20
FIGURE 20.1
Top Nonclinical Skills
FIGURE 20.2
Why Are Candidates without Global Experience Selected?
FIGURE 20.3
What Do Employers Look for in Domestic Job Applicants?
Guide
Cover
Table of Contents
Preface
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PREFACE
Foundations for Global Health Practice began in 2006, in a small seminar room at the University of Wisconsin School of Medicine and Public Health in Madison, Wisconsin. I had come to academia relatively recently after working in the field of global health and development for the first 15 years of my career. A group of globally oriented educators from medicine, nursing, pharmacy, veterinary medicine, and public health, who were in the early stages of developing the global health enterprise at UW–Madison, encouraged me to teach a practical elective about global health fieldwork for their students.
The goal of the course was ambitious. Students came to the first class prepared to share their global health aspirations, and by the final class they were to present plans for how they would act on these goals through field study, research, or service. As we all quickly learned, for students to achieve these goals, they not only needed to receive good orientation on the foundations for global health practice from me as a teacher and experienced practitioner but also had to work together in teams with common interests and diverse skills and experiences, and they had to be proactive about their own learning. Over the years, the course engaged students from a broad range of fields—the previously mentioned health science professions, as well as agriculture, engineering, women’s studies, nutrition, public policy, human ecology, and environmental studies.
In 2010, global health education efforts at UW–Madison extended to include a program of study for undergraduates. In my role with our campus Global Health Institute, I had the privilege of drawing lessons from our graduate education efforts to develop a curriculum for undergraduates in partnership with the College of Agriculture and Life Sciences. These curriculum development efforts had a profound effect on this book. The highly subscribed program has allowed me to work with hundreds of undergraduates over the past seven years. Their questions, insights, energy, and sheer numbers have been both exhausting and sustaining, and theirs were the faces in my mind as I worked on this book.
Andy Pasternak, senior editor at Jossey-Bass, approached me about this project at a time when the global health field was evolving quickly, and important goals for undergraduate education were being defined. The revision and renewal of the Millennium Development Goals as Sustainable Development Goals were in sight, governments around the world were embracing a Health in All Policies approach, the private sector was engaging in global health in new ways, and the conversation about linking environmental sustainability, ecosystem health, and planetary health had begun in earnest. These developments are reflected and represented in this book.
Beyond meeting academic standards, I have tried to make this a book that prepares students to enter this conversation as authentic scholars, professionals, and citizens. The core pedagogical principles are place-based knowledge; evidence-based practice; respectful dialogue; and diversity in terms of culture, identity, and academic discipline.
The expert voices included in this book represent leading universities, government, civil society, the private sector, and young leaders from around the world. This is intended to be the beginning of an increasingly inclusive conversation that can happen around the book in colleges and universities across the country. My hope is that instructors will use this as a framework and then include additional voices from their home institutions, local communities, and international partners.
How can course instructors use this book? This book enables faculty members from a variety of fields to lead an interdisciplinary global health course. Part 1 provides core content and framework, and part 3 provides essays and suggested reading to support guest lectures or special interests of students. The book can also support instructors who are interested in developing an immersive learning component of the course, or a summer experience with and for students. Part 2 can be used to guide this planning process, to do globally contextualized work in the local community or in communities around the world. Finally, the book provides support to instructors and academic advisors who are involved in helping students who are seeking internships, job placement, and graduate study.
How does this book fit into academic programs? This book is aligned with current competency frameworks for undergraduate public health education (Riegelman & Albertine, 2008) and civic competencies for undergraduates (Liberal Education and America’s Promise, 2007; National Task Force on Civic Learning and Democratic Engagement, 2012). It can be used in undergraduate courses on global health and can fit well into undergraduate global health or public health majors, minors, and certificate programs. It can also be the basis for an elective course in majors such as agriculture, nutrition, engineering, nursing, social work, psychology, engineering, and education.
This book can also be used in the first year of public health master’s programs to meet breadth requirements related to global health, and meets many accreditation criteria for these programs (Council on Education for Public Health, 2016). It can also support electives in health professions programs such as medicine, nursing, pharmacy, veterinary medicine, social work, public policy, and environmental studies. It is particularly useful to support students in developing graduate-level internships that are globally oriented.
A note to students: Whether your global health study is a first step toward a global health career or simply an interesting elective, I hope this book helps you develop a plan for lifelong global awareness and engagement. I hope that you have great conversations with your classmates that lead to friendships based on shared values and purpose; that you learn about other parts of your state, nation, and the world; and that in so doing you come to new insights about yourself and the places you call home. I hope that you will develop lifelong practices that reflect evidence-based inquiry, perspective taking, and a concern for the collective good, so that you can contribute to health and well-being in your own life, in your community, and in our world.
—Lori DiPrete Brown
References
Council on Education for Public Health. (2016, October).
Accreditation criteria: Schools of public health and public health programs
. Silver Spring, MD: Author.
Liberal Education and America’s Promise. (2007).
College learning for the new global century
. Washington, DC: Association of American Colleges and Universities.
National Task Force on Civic Learning and Democratic Engagement. (2012).
A crucible moment: College learning and democracy’s future
. Washington, DC: Association of American Colleges and Universities.
Riegelman, R., & Albertine, S.
Recommendations for undergraduate public health education
. (2008). Washington, DC: Association of American Colleges and Universities.
ABOUT THE AUTHOR
Lori DiPrete Brown, MS, MTS
Lori DiPrete Brown has been engaged in global health education at the University of Wisconsin–Madison for 14 years, where she serves as a distinguished faculty associate in the School of Medicine and Public Health as the associate director for education and engagement for the Global Health Institute at UW–Madison. DiPrete Brown began her career as a Peace Corps volunteer in Honduras, where she lived and worked in a residential program for teenage girls who had been orphaned or abandoned during childhood. Her subsequent global health practice, research, teaching, writing, and public speaking have focused on providing quality health care and social services that address the needs of women, children, and all people who are in highly vulnerable situations. DiPrete Brown has collaborated with international agencies including the US Peace Corps, USAID, the Pan American Health Organization, WHO, Care, and Save the Children. She has worked to strengthen systems of care in 15 countries around the world, including Costa Rica, Guatemala, Nicaragua, Chile, Mexico, Ecuador, Cameroon, and Ethiopia. DiPrete Brown holds degrees from Yale University, the Harvard School of Public Health, and the Harvard Divinity School. In 2012, she was awarded the UW School of Medicine and Public Health Dean’s Teaching Award for her role in teaching and experiential learning in the health sciences. In 2016, she was awarded the Women’s Philanthropy Council Champion Award for her efforts in advancing the status of women and gender issues at the University of Wisconsin–Madison. She blogs about global health and social change, and has written a novel about her work with young women titled Caminata: A Journey. Blog: http://globalhealthreflections .wordpress.com
CONTRIBUTORS
Araceli Alonso, PhD
Dr. Araceli Alonso is affiliated with the Department of Gender and Women’s Studies and the School of Medicine and Public Health at University of Wisconsin–Madison, where she teaches global women’s health and women’s rights. She is also the founder and director of Health by All Means (HbAM), a global health initiative that started as Health by Motorbike (HbM), which provides a culturally and geographically sensitive model of integrated health promotion and disease prevention for women and girls living in remote and isolated communities around the world. Alonso is codirector of the UNESCO Chair on Gender, Well-Being and a Culture of Peace at the University of Wisconsin–Madison. She is also the director for gender, health, and clinical practice for UW’s 4W Women and Wellbeing Initiative, where she directs STREETS (Social Transformation to End the Sexual Exploitation of Women and Children).
Fernanda Alonso, LLM, LLB
Fernanda Alonso is an associate at the O’Neill Institute. She holds a master of laws in global health law from Georgetown University and a bachelor of laws from the Instituto Tecnológico Autónomo de México (ITAM), Mexico City. Prior to joining the O’Neill Institute, Fernanda was the coordinator of the Drug Policy Program at the Centro de Investigación y Docencia Económicas (CIDE) in Aguascalientes, Mexico. There, she participated in legislative and policy projects for the Mexican government as well as in researching drug policy issues in Latin America. She also has experience as a legal policy advisor in other substance-control areas, including tobacco control and alcohol and food regulation.
Michele Joseph Aquino, MS
Michele Aquino is a food scientist and sustainability specialist with expertise in agriculture and food manufacturing. After serving as an agriculture extension volunteer in the US Peace Corps, Michele completed graduate studies in sustainability management at the Earth Institute at Columbia University. At the time of this writing, Michele holds a private sector position working on global procurement strategy for organic and non-GMO foods. Michele also volunteers with a nonprofit organization that offers consulting for food and agriculture sector small businesses in developing economies.
James Kassaga Arinaitwe, MPH, MA
James Kassaga Arinaitwe is a global health and education advocate from Uganda. He is the cofounder and CEO of Teach For Uganda (TFU), a local nongovernmental organization that empowers young Ugandans to transform the nation’s struggling education system. Prior to TFU, Kassaga worked for the Carter Center, Global Health Corps, Educate!, and BRAC. He’s an Aspen Institute New Voices fellow, an Acumen global fellow, and a fellow at the African Leadership Network. Kassaga is an alumni of the Global Health Corps fellowship. His writings have been featured in Al Jazeera, NPR, Devex, the Guardian, and the New York Times. He is a graduate of Florida State University’s College of Public Health & Policy and the SIT Graduate Institute’s MA program in sustainable development and international policy. Website: http://www.jameskarinaitwe.com/writing/
Ana Ayala, JD, LLM
Ana Ayala is the director of the global health law LLM Program at the O’Neill Institute for National and Global Health Law at Georgetown University. She focuses her work on global health security, which includes training legal, medical, and public health professionals to strengthen governments’ ability to manage public health risks, and facilitating Global Health Security Agenda implementation through law.
Alexis Barnes, MIPH
Alexis Barnes, the director of learning and training for GlobeMed, has been coordinating GlobeMed’s education platform since January 2014. She has a diverse background working in various sectors of global development, including a position within the Chilean Ministry of Education, consulting for a capacity-building project in Uganda, and working in the International Grants Department for a public health organization. Most recently, Alexis completed a Global Health Corps fellowship in Uganda, working as a program manager for the Mpoma Community HIV/AIDS Initiative. That experience, coupled with a master’s degree in international public health, drives her passion to be part of a movement and generation tackling underlying causes of social injustice.
Linda C. Baumann, PhD, RN, FAAN
Linda Baumann is a professor emerita of the University of Wisconsin–Madison School of Nursing and School of Medicine and Public Health, and a fellow of the American Academy of Nursing and the Society of Behavioral Medicine. She received a BSN and MS in nursing from the University of Michigan and her PhD in psychology from the University of Wisconsin–Madison. Her expertise is in community health nursing, health behavior, and global health. Her research examines how beliefs about health and illness influence self-care behaviors, especially to promote diabetes self-care. She is a founding member of the UW–Madison Center for Global Studies and has led student field courses to Uganda, Cuba, Central America, and Thailand; she currently teaches in the masters of public health program. Professor Baumann has served as a consultant to the World Bank in Vietnam and in the West Bank for health workforce issues and health science programs. She is a Paul G. Rogers Society Global Health Research Ambassador and in 2012 was appointed to serve a four- year term on the US Preventive Services Task Force (https://www. uspreventiveservicestaskforce.org/).
Sophie Broach
Sophie Broach is currently pursuing an MA in Global Affairs at Yale University’s Jackson Institute. Previously, she worked in Laos for two years as an associate technical advisor for Population Services International, where she supported reproductive health and nutrition projects. She has also worked at the nonprofit Verité, where she carried out research on labor abuses, including violations of occupational safety and health standards. She holds a BA from Yale University.
Evan DiPrete Brown
Evan DiPrete Brown graduated from Yale University with a degree in history. He is currently pursuing an MA in social sciences at the University of Chicago. His research focuses on sport, society, and culture.
Richard Cash, MD
Dr. Richard Cash is a senior lecturer on global health in the Department of Global Health and Population at the Harvard T.H. Chan School of Public Health (HSPH). Cash and his colleagues conducted the first clinical trials of oral rehydration therapy in adult and pediatric cholera patients and patients with other infectious causes of diarrhea. For this work, he was presented the Prince Mahidol Award in 2006 and the Fries Prize in 2011. Other interests include scaling up health programs (as described in the book From One to Many), and health education and the development of public health institutions in LMICs. Cash is a visiting professor at a number of institutions in South and East Asia. He is also interested in research ethics in LMICs, and has conducted more than 60 workshops on research ethics in 15 countries.
James F. Cleary, MD, FAChPM
Dr. Jim Cleary is a medical oncologist and palliative care physician trained at the University of Adelaide and the Royal Adelaide Hospital Australia. Since joining the University of Wisconsin–Madison faculty in 1995, he has been promoted to professor based on his development of clinical, education, and research programs in palliative care. His major focus is now on addressing the global lack of access to opioids in his work as director of the Pain and Policy Studies Group (PPSG) of the WHO Collaborating Center on Pain Policy and Palliative Care. PPSG interacts with over 40 countries and has been integrally involved in the International Pain Policy fellowship. Cleary serves on the Lancet Commission on Global Pain and Palliative Care and serves as chair for the American Society of Medical Oncology, where he collaborated on the development of resource-stratified guidelines on palliative care.
James Conway, MD
Dr. James Conway is a professor of pediatrics at the University of Wisconsin–Madison School of Medicine and Public Health, where he serves as director of the pediatric infectious diseases fellowship and as associate director for health sciences in the Global Health Institute. He has spent his career working and advocating for the prevention of vaccine-preventable disease, in the United States and abroad. He is a fellow of the American Academy of Pediatrics (AAP), and received an AAP Special Achievement Award in 2009 for his immunization projects. His interests include vaccine effectiveness, managing vaccine hesitancy, HPV vaccine initiatives, and the use of immunization registries. He is currently engaged in a new CDC/AAP collaboration, training pediatricians around the world as vaccine advocates.
Mary Crave, PhD
Dr. Mary Crave has worked with extension and outreach programs at county, state, national, and international levels for 40 years. Her current focuses are on teaching outreach educators how to plan, teach, and evaluate programs, especially related to women and girls in agriculture, women’s well-being, food security, participatory approaches, and youth development—in Africa and with the University of Wisconsin Extension. She credits her 10 years as a 4-H member in Wisconsin for not only introducing her to her profession but also making her the confident leader she is today. Crave holds degrees from the University of Wisconsin–Stout and the University of Wisconsin–Madison.
C. Perry Dougherty
Rev. C. Perry Dougherty is the executive director of Still Harbor, a group of spiritual leaders committed to offering comprehensive chaplaincy programs for social justice service and advocacy organizations. She is also an instructor at Harvard T.H. Chan School of Public Health and editor of Anchor magazine. She has more than 10 years of experience in organizational training and development. Perry brings an informed perspective on ministry, social justice, pedagogy, and learning to her work as a chaplain, facilitator, teacher, and writer. Perry is an ordained interfaith minister.
Devy Emperador, MPH
Devy Emperador is a global public health professional experienced in infectious disease research, laboratory capacity building, and project management in Sub-Saharan Africa. She served as a Global Health Corps fellow with the Infectious Diseases Institute in Uganda, a research fellow with the Division of Viral Diseases at the CDC in Atlanta, and a laboratory coordinator with the 2014–2015 CDC Ebola response in Sierra Leone. She joined University of California, San Francisco, in 2016 to manage a research trial that looks to improve HIV/AIDS testing and treatment adherence in southwestern Uganda. Devy is a graduate of Dickinson College and the UC Berkeley School of Public Health.
Jessica Evert, MD
Dr. Jessica Evert straddles international education and the medical profession. She served as the medical director of Child Family Health International from 2008 to 2013, when she was appointed to the executive director role. Evert is a member of faculty in the Department of Family and Community Medicine at the University of California, San Francisco, where she instructs in global health and community-based underserved care, and helped develop, as well as completed, the Global Health Clinical Scholars residency track. Evert is a graduate of the Ohio State University College of Medicine and is a longtime advocate for health-related international education quality and ethical standards.
Eric A. Friedman, JD
Eric A. Friedman works at the O’Neill Institute for National and Global Health Law at Georgetown University, where he is project leader for the Platform for a Framework Convention on Global Health (FCGH), advocating for a global treaty grounded in the human right to health and aimed at closing health inequities. Along with the FCGH, he works on other right-to-health and global health projects. Before joining the O’Neill Institute, Eric was senior global health policy advisor at Physicians for Human Rights, where he focused on health systems, the global shortage of health workers, and HIV/AIDS. He holds a law degree from Yale Law School.
Sophia Friedson-Ridenour, PhD
Sophia Friedson-Ridenour holds a PhD from the University of Wisconsin–Madison in educational policy studies with a specialization in international and comparative education and a country expertise in Ghana, West Africa. Trained as an ethnographer, she collaborates with and works on multidisciplinary and mixed-methods projects across a range of sectors in international development, including education, health, agriculture, entrepreneurship, and governance. Thematically, her research across these sectors has focused on issues of one health, women and girls’ inclusion and empowerment, community participation, global development policies, governance, and studying midlevel bureaucrats and middle-level actors. She has worked for the Center for Research on Gender and Women at UW–Madison and the African Gender Innovation Lab at the World Bank, and has collaborated on multiple research projects with scholars and practitioners from the Global Health Institute at UW–Madison.
Angelina Gordon, MA
Angelina Gordon is director of communications, outreach, and diversity at the Global Health Fellows Program (GHFP) II, and oversees the communications and inclusion strategies that demonstrate USAID’s thought-leadership in workforce development. She leads the project’s outreach and diversity efforts by producing multimedia products for key audiences, including communities underrepresented in global health. Angelina previously served as knowledge management specialist with the Feed the Future Global Initiative, as well as senior specialist in knowledge management and documentation at Save the Children US. There she created the organization’s first knowledge management strategy, which is still utilized. Angelina has worked in Africa and the Middle East and holds an MA in international development policy from Georgetown University.
Katarina M. Grande, MPH
Katarina M. Grande is a public health practitioner focusing primarily on infectious disease surveillance, structural interventions, systemic poverty research, and HIV/AIDS program management. Globally, Katarina has worked with the CDC and PEPFAR in Tanzania, a USAID project as a Global Health Corps fellow in Uganda, and an NIH research project in Malawi. Locally, she has worked for multiple city and state public health departments. She holds a BS in journalism and an MPH in environmental and global health. She currently works at the Wisconsin Division of Public Health’s AIDS/HIV program as an epidemiologist.
Cindy Haq, MD
Dr. Cindy Haq is a professor of family medicine and community health at the University of Wisconsin School of Medicine and Public Health. She is a champion for health equity and leads medical education programs to prepare health professionals to serve medically underserved communities. Haq has developed programs in Pakistan, Uganda, and Ethiopia and with governmental and nongovernmental organizations. She was the founding director of the UW Center for Global Health. She leads Training in Urban Medicine and Public Health (TRIUMPH) in Milwaukee, Wisconsin, to prepare medical students to become community-engaged physician leaders. She is a mother, grandmother, and teacher who delights in nurturing others to reach their highest potential.
Luxme Hariharan, MD, MPH
Luxme Hariharan is a pediatric ophthalmologist who completed her ophthalmology training at the University of Pennsylvania and pediatric fellowships at the Bascom Palmer Eye Institute in Miami, Florida, and the Children’s Hospital Los Angeles. She also has an MPH from Johns Hopkins, with an emphasis in global health and child health policy. Luxme’s mission is to make sure that every child worldwide has the opportunity to develop his or her full visual potential and beyond. She is achieving this by bridging clinical and surgical care with policy, advocacy, and legislation for childhood blindness prevention both locally and globally.
Andrew Hennessy-Strahs, JD
Andrew Hennessy-Strahs is a graduate of the UHC Chapel Hill School of Law, and is now an LLM student at Georgetown University Law Center. His interests include access to medicine and innovation of new medicines. He hopes to use an interdisciplinary approach to communicate with all stakeholders, across science, law, economics, and sociology.
Carrie Hessler-Radelet, MS
Carrie Hessler-Radelet, the 19th director of the Peace Corps, was sworn in on June 25, 2014. Prior to this, she served as the agency’s acting director and deputy director from 2010 to 2014. A member of a four-generation Peace Corps family, Hessler-Radelet began her career in international development as a Peace Corps volunteer in Western Samoa (1981–1983), teaching secondary school with her husband, Steve Radelet. She went on to spend more than two decades working in public health, focusing on HIV/AIDS and maternal and child health. During her time at the Peace Corps, Hessler-Radelet has led historic reforms to modernize and strengthen the agency to meet the challenges and opportunities of the 21st century. She spearheaded sweeping efforts to revitalize the volunteer recruitment, application, and selection process, resulting in record-breaking application numbers in 2015. Hessler-Radelet has also been instrumental in forging innovative strategic partnerships, such as Let Girls Learn, a powerful whole-of-government collaboration with First Lady Michelle Obama to expand access to education for adolescent girls around the world, and the Global Health Service Partnership, which sends physicians and nurses to teach in developing countries. Hessler-Radelet holds an MS in health policy and management from the Harvard School of Public Health and a BA in political science from Boston University. She and her husband have two children.
Eric Hettler, PE
Eric Hettler is a water resources engineering professional who has worked on complex water-related projects in North America and East Africa. He has experience working for both consulting engineering firms and international NGOs. His expertise includes the design and implementation of rural water supply and point-of-use water treatment programs and the planning and modeling of watershed-level projects. Hettler received his BS degree in civil engineering from Colorado State University, and he received his MS in civil engineering with an emphasis in water resources from the University of Minnesota. He was recently awarded his PE license from the National Society of Professional Engineers.
Laura E. Jacobson, MPH
Laura Jacobson received an MPH and certificate in global health from the University of Wisconsin–Madison. There she conducted qualitative research in rural Uganda on the role of mobile phone technology in strengthening the health system. In addition, she has contributed to academic, community-based, and government health services research on topics of patient–provider relationships, diversity in the workforce, access to cancer screening technology, and social entrepreneurship. She is most interested in how research can translate into lasting change for real people. Currently she consults on several public health–focused projects, including Oregon Health & Science University’s Footsteps to Healing program for enhancing women’s health in Ethiopia, and Hillside Health Care International for education and public health program development in rural Belize. She resides in Portland, Oregon, with her husband and son. Blog: https://lauraejacobson .com/
Gabrielle A. Jacquet, MD, MPH
Dr. Gabrielle A. Jacquet is the director of global health for the Boston Medical Center Emergency Medicine Residency Program and the assistant director of global health at the Boston University School of Medicine. Jacquet focuses on strengthening and standardizing global health in medical education. She is the founding course director for the Practitioner’s Guide to Global Health, a series of three timeline-based, interactive, open-access courses to prepare trainees for safe and effective global health learning experiences. She is also the medical director for Child Family Health International, a 501(c)(3) that specializes in global health education.
Nancy Kendall, PhD
Nancy Kendall is associate professor of educational policy studies at University of Wisconsin–Madison. Her research examines the consequences of national and international policies and funding streams directed at improving marginalized children’s, communities’, and states’ well-being. She is affiliated with the African Studies Program, the Department of Gender and Women’s Studies, the Development Studies Program, and the Global Health Institute at UW–Madison. Kendall conducts comparative ethnographic research on US and global development education policies and their intersections with children’s and families’ daily lives. Research projects have examined Education for All, political democratization and educational governance, structural adjustment and education, US higher education, sexuality and HIV/AIDS education, and gender and schooling. Kendall has conducted extended research in Malawi, Mozambique, and the United States, and has conducted short-term research in Colombia, Kyrgyzstan, Tajikistan, and Zimbabwe. Kendall was a 2009 National Academy of Education/Spencer Foundation postdoctoral fellow, and has received research support from the Fulbright Foundation, Social Science Research Council, TAG Philanthropic Foundation, Wenner-Gren Foundation, WT Grant Foundation, and Lumina Foundation, among others. She is the author of The Sex Education Debates (University of Chicago Press, 2012) and has published in journals including Compare, Comparative Education Review, Current Issues in Comparative Education, Educational Assessment Evaluation and Accountability, International Journal of Educational Development, and Sexuality Research and Social Policy.
Connie Kraus, PharmD, BCACP
Connie Kraus directs the University of Wisconsin School of Pharmacy Office of Global Health and is a board-certified ambulatory care pharmacist, working throughout her career as a member of interdisciplinary health care teams. In 1993, she joined the faculty of UW, where she has developed numerous international collaborations resulting in educational opportunities for students, as well as research collaborations. She developed a clinical practice with the Department of Family Medicine and Community Health, where for more than 20 years she provided care at a clinic affiliated with a community health center. Kraus received her BS and PharmD degrees from the UW– Madison School of Pharmacy.
Carolina Kwok, BSc (PT), MPH
Carolina Kwok started her career as a physical therapist working with patients with neurological conditions. She worked with spinal injury teams in Nepal and worked with a community-based organization for people with disabilities in Cambodia. After attaining her MPH, she interned at the Pan-American Health Organization and started her global health career working in HIV research in Zambia, then in maternal health in Tanzania and tuberculosis in Africa and Asia. She started at the Clinton Health Access Initiative in 2014 to increase access to optimal MDR-TB drugs and diagnostics at sustainable prices.
Alain B. Labrique, PhD, MHS, MS
Dr. Alain Labrique is the founding director of the Johns Hopkins University Global mHealth Initiative, a multidisciplinary center of excellence with over 140 projects engaged in mHealth innovation and research across the Johns Hopkins system. Labrique is lead investigator for several research projects measuring the impact of mobile information and communications technologies on improving maternal, neonatal, and infant health in resource-limited settings. Labrique was recognized as one of the top 11 mHealth innovators in 2011 by the Rockefeller Foundation and the UN Foundation and was a lead author on a Bellagio Declaration on mHealth Evidence. Labrique serves as an mHealth and technical advisor to several international and global health agencies and ministries of health, including the World Health Organization, GSMA, USAID, the mHealth Alliance, and HealthEnabled. Labrique serves as the current chair of the WHO mHealth Technical Evidence Review Group, a technical body convened to advise governments on mHealth investments. Labrique received a Presidential Excellence in Advising Award for teaching and mentoring students at the Bloomberg School, as he and his team strive to develop mortality reduction strategies for resource-limited settings.
Teresa Langle de Paz, PhD
Dr. Langle de Paz is the codirector of the UNESCO Chair on Gender, Well-Being and a Culture of Peace at the University of Wisconsin–Madison and visiting professor and honorary fellow at the Department of Gender and Women’s Studies. She is founder and codirector of a global educational feminist project, Women’s Knowledge International (www.womensknowledge.org) (WKI), anchored at the Institute for Human Rights, Democracy and a Culture of Peace and Non-Violence (Demospaz), an institution founded and presided by former UNESCO general director Mr. Federico Mayor Zaragoza at Autonomous University of Madrid, Spain (www.demospaz.org). WKI’s main premises are “making women’s and feminist knowledge flow transnationally and intersectorially” and “bridging experiential knowledge and scientific research.” Langle de Paz is also a member of the advisory board at the Foundation Women for Africa (www.mujeresporafrica.es). She has a doctorate in philosophy from Brown University and has been a professor of early modern Spanish literature and feminist theory at Lawrence University and the University of Houston in the United States and at Complutense University, International Menéndez Pelayo University, and Jaume I University in Spain.
Katherine Leach-Kemon, MPH
As a policy translation manager at the Institute for Health Metrics and Evaluation (IHME) at the University of Washington, Katherine Leach-Kemon oversees the organization’s work to bridge the gap between academic research and policy. To this end, she writes and contributes to the production of reports, infographics, and policy briefs; fosters collaboration with external organizations; and disseminates information to decision makers. Katherine originally came to IHME as a postgraduate fellow and has participated in the Institute’s production of its Financing Global Health report since it was first published in 2009. Her work has been published in The Lancet, Health Affairs, and the Journal of the American Medical Association. Katherine received her MPH from the University of Washington.
Keith Martin, MD, PC
Dr. Keith Martin is a physician, the founding executive director of the Consortium of Universities for Global Health (CUGH), a former six-term member of Parliament in Canada’s House of Commons, and a member of the Queen’s Privy Council for Canada. His main areas of interest are global health, foreign policy, security, international development, conservation, and the environment. Martin has been on numerous diplomatic missions, particularly in Africa, and has authored more than 160 published editorials.
Augustino Ting Mayai, PhD
Augustino Ting Mayai is a South Sudanese demographic and development specialist with a PhD in sociology and development studies from the University of Wisconsin–Madison. Currently conducting health policy research in South Sudan and Ethiopia, he is also a research director at the Sudd Institute, the nation’s premier think tank, and an assistant professor of public service at the University of Juba. His other professional experiences include working for the World Bank, UNICEF, UNFPA, the government of South Sudan (Office of the President), HTSPE, BlueForce, and the MSI.
Sean McKee
Sean McKee specializes in policy translation for the Institute for Health Metrics and Evaluation (IHME) at the University of Washington in Seattle. His work in policy translation emphasizes explaining the often technical and arcane work of epidemiologists, health economists, and geospatial researchers to nonexperts in accessible and compelling ways. His work at IHME spans a range of topics including global burden of disease, evaluations, and resource tracking. His professional background includes time-managing, monitoring, and evaluating public health projects; managing a beer and wine store; and teaching college history.
Janet Niewold, MS
Janet Niewold leads the University of Wisconsin–Madison global health field course Microenterprise and Health in Ecuador and is the founder and advisor for Wisconsin Without Borders Marketplace. She holds a lead role in UW’s 4W initiative on women and microenterprise through the School of Human Ecology’s Community Health and Wellbeing through Design and Microenterprise project. Janet has an MS in Latin American studies from UW–Madison. She operated her own business buying and selling artisan work from Latin America for over 20 years before bringing her expertise to UW–Madison.
Kevin Orner
Kevin Orner is a PhD candidate in environmental engineering at the University of South Florida, where he studies nutrient and energy recovery from centralized wastewater treatment plants. After obtaining a BS in civil and environmental engineering with a certificate in technical communication from the University of Wisconsin–Madison in 2008, Kevin served for two years as a Peace Corps volunteer in Panama. In December 2011, he completed his MS in civil and environmental engineering at the University of South Florida. Kevin is an engineer in training (EIT) with engineering consulting experience.
Jonathan Patz, MD, MPH
Dr. Jonathan Patz is a professor and the John P. Holton Chair in Health and the Environment at the University of Wisconsin–Madison, where he directs the Global Health Institute and has appointments in the Nelson Institute and the Department of Population Health Sciences. He is a long-standing expert on the health implications of global climate change. Patz served as a lead author on the Intergovernmental Panel on Climate Change (IPCC) for 14 years, and cochaired the Health Expert Panel of the first US National Climate Assessment. He has taught and conducted research on climate change and its relations to health for nearly two decades.
Louise Penner, PhD
Louise Penner is an associate professor of English at the University of Massachusetts Boston, where she teaches courses in 19th-century British literature and culture, and medical humanities. She is the author of Victorian Medicine and Social Reform: Florence Nightingale among the Novelists (Palgrave McMillan, 2010) and coeditor with Tabitha Sparks (McGill University) of Victorian Medicine and Popular Culture (Pickering and Chatto, 2015; reprinted by University of Pittsburgh Press, 2015).
Giuseppe Raviola, MD, MPH
Dr. Giuseppe Raviola is an assistant professor of psychiatry and global health and social medicine at Harvard Medical School. He serves as director of mental health for Partners in Health, an international nongovernmental organization that builds health systems in 10 countries in close collaboration with local teams and ministries of health, and as director of the Program in Global Mental Health and Social Change at Harvard. Raviola’s scholarly contributions center on the integration and application of quality improvement and public health approaches in innovating clinical practice, teaching, and research in the domains of psychiatry and global mental health.
Sarah Roache, LLM, LLB
Sarah Roache is a senior associate at the O’Neill Institute for National and Global Health Law at Georgetown University. Sarah researches legal and policy interventions to reduce non-communicable disease risk factors, including tobacco and unhealthy foods. Sarah has also worked as a litigator, representing victims of tobacco-related diseases and thalidomide survivors.
Sharon Rudy, PhD, BCC
Dr. Sharon Rudy, board-certified coach and board-certified counselor, is program director for the Global Health Fellows Program (GHFP) II at the Public Health Institute. Funded by USAID, the fellowship and internship program helps build the next generation of global health professionals. In her previous role as senior faculty at Johns Hopkins University Bloomberg School of Public Health, Rudy spent almost a decade working in Anglophone Africa designing, implementing, and evaluating national behavior change communication programs and client–provider interaction interventions. She has also worked in the Middle East, Africa, and Asia implementing performance improvement and training programs through IntraHealth, then based at the Medical School of the University of North Carolina, Chapel Hill. Rudy holds a PhD in counseling and organizational consulting and is a published author.
Trisha Seys Ranola, PharmD, CDE, BCGP
Trisha is a clinical assistant professor and the assistant director of the Office of Global Health at the University of Wisconsin–Madison School of Pharmacy, where she earned her degree in 2002, followed by a pharmacy practice residency at the William S. Middleton Memorial Veterans Hospital in 2003. She is currently a member of the Home Based Primary Care interdisciplinary team at the Madison VA clinic, which provides longitudinal care to veterans in their homes. She volunteered as a bilingual certified diabetes educator at a community health center, and continues her journey in global public health through her work in the Office of Global Health mentoring students and collaborating with international partners to form new educational programs and quality improvement research partnerships.
Sweta Shrestha, MPH
Sweta Shrestha is the assistant director for education for the University of Wisconsin–Madison Global Health Institute, where she serves as an advisor and instructional specialist for both the graduate and undergraduate certificates in global health and the associated field experiences. She was born in Nepal and immigrated with her family to the United States. Shrestha earned her bachelor’s and her MPH from the UW–Madison School of Medicine and Public Health. She has worked on research and educational programs in multiple countries across South Asia and Africa, including Nepal, Sri Lanka, Uganda, Ghana, Ethiopia, and Zambia.
Brian W. Simpson, MPH, MA
Brian W. Simpson is editor-in-chief of the news website and weekday e-newsletter Global Health NOW (http://www.globalhealthnow.org/) and editor of Hopkins Bloomberg Public Health magazine, published by the Johns Hopkins Bloomberg School of Public Health. He also teaches science writing at Johns Hopkins University. Simpson earned an MA from the Writing Seminars at Johns Hopkins and an MPH from the Bloomberg School.
Alyssa Smaldino
Alyssa Smaldino is the executive director of GlobeMed. She studied public health at George Washington University (GWU), where she acted as copresident of GlobeMed and conducted internships with the GlobalGiving Foundation and National Institute of Mental Health. She began working for GlobeMed in July 2011 as the organization’s first director of partnerships, during which time she conducted in-person capacity assessments with 50 grassroots organizations across 18 countries, provided leadership training to over 500 students, and started a program for grassroots leaders to develop new strategies for donor and volunteer relations. She became executive director in May 2015.
