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  • Course data
    Introduction
    Course Registration
    Peer Corner
    Pre-Test
    Module 1: Lesson 1: Core concepts and components of climate change
    Weather
    What is the difference between weather and climate?
    Meet the Experts: Weather vs. Climate
    Climate Change And Variability
    Climate change
    Module 1: Lesson 2: Influence of weather in climate change
    The Earth system
    Earth systems models: climate, ecosystems and planetary futures
    Climate change: Evidence for climate change
    Climate change: Evidence for climate change
    Climate change widespread, rapid, and intensifying
    What Is Climate Change?
    Basics of Climate Variability and Change (Optional)
    Environmental Impacts of Foods in the Adventist Health Study-2 Dietary Questionnaire
    Discussion Forum: Impact of natural and human activities in climate change variability
    Module 2: Lesson 1: Causes of rapid climate change
    Carbon dioxide now more than 50% higher than pre-industrial levels
    Ice Sheets, Rising Seas, Floods
    Global and regional impacts of climate change at different levels of global temperature increase (Optional)
    Climate Change: Global Temperature
    Causes of climate change over the historical record
    Industrialization and its Backlash: Focus on Climate Change and its Consequences
    Causes of climate change over the historical record (Optional)
    A Graphical History of Atmospheric CO2 Levels Over Time
    What’s the difference between climate change and global warming?
    Module 2: Lesson 2: The impact of human activities on the environment
    Climate Change - Feedback and Human Activities
    IPCC Summary for Policymakers - Observed Changes
    Greenhouse effects
    Greenhouse Gas Emissions - Overview of Greenhouse Gases
    Climate Change Indicators: Atmospheric Concentrations of Greenhouse Gases
    Climate Change Indicators: Greenhouse Gases
    Greenhouse gas emissions: drivers and impacts
    Module 2: Lesson 3: Consequences of abnormal climate change
    On the causal structure between CO2 and global temperature
    IPCC Summary for Policymakers - Observed Changes
    The Effects of Climate Change
    Discussion Forum: Evidence of abnormal climate change
    Asynchronous Learning Activity 1: The greenhouse effect and its influence on Earth's climate system.
    Quiz: Module 2
    Module 3: Lesson 1: Climate change predictors
    Climate Change 2013: The Physical Science Basis The Working Group contribution to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC)
    The Art of Climate Modeling Lecture 01 - Overview / History
    Global Climate Indicators 2018
    How do we observe today's climate?
    Air - Atmospheric Climate Variables
    Land - Terrestrial Climate Variables
    Ocean - Oceanic Climate Variables
    Module 3: Lesson 2: Models for climate change prediction
    Future of Climate Change
    Climate Models
    Climate Change 2013: The Physical Science Basis The Working Group contribution to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC)
    Climate Policy is Health Policy: Making Your Case with a Powerful Online Modeling Tool
    Module 3: Lesson 3: Limitations of climate change predictors
    What are the uncertainties and their implications?
    The scientific challenge of understanding and estimating climate change
    Discussion Forum: Importance and limitations of climate change prediction models
    Quiz: Module 3
    Module 4: Lesson 1: Vulnerable groups to climate change
    IPCC Summary for Policymakers - Observed Changes
    Fourth National Climate Assessment
    Protecting Vulnerable Communities from Climate Impacts
    Impact of extreme weather events and climate change for health and social care systems
    Module 4: Lesson 2: The impact on human health
    Climate Change, Climate Justice, and Environmental Health: Implications for the Nursing Profession
    Climate Change and Health
    Climate Change Impacts
    Climate Change and its Impact on Mental Health
    Beyond Storms and Droughts: The Psychological Impacts of Climate Change
    Climate Psychiatry: The Diverse Challenges of Climate to Mental Health
    Discussion Forum: Impact of climate change on vulnerable population’s health (300 minutes)
    Indigenous Mental Health in a Changing Climate: A Systematic Scoping Review of the Global Literature
    Module 4: Lesson 3: Climate change, policy, and politics
    About Adaptation and Mitigation
    IPCC Summary for Policymakers - Pathways
    Public Health Adaptation Strategies for Climate Change
    Health co-benefits of climate action
    IPCC Summary for Policymakers - Pathways
    What does science say about options to address climate change?
    How You Can Stop Global Warming
    Integrating Public Health into Climate Change Policy and Planning: State of Practice Update
    Meat Analogs from Different Protein Sources: A Comparison of Their Sustainability and Nutritional Content
    The Effect of Dietary & Transportation Choices on Climate Change
    Potential effects of the next 100 billion hamburgers sold by McDonald’s
    Nutritional Content
    Asynchronous Learning Activity 2: The role of primary health care in climate change-related health issues.
    Quiz: Module 4
    Module 5: Lesson 1: Adaptation strategies and climate change
    IPCC Summary for Policymakers - Adaptation and Mitigation
    Various approaches to long-term adaptation planning
    Responding to Climate Change as Public Health Professionals
    IPCC Summary for Policymakers - Adaptation and Mitigation
    Module 5: Lesson 2: Mitigating the impact of climate change
    IPCC Summary for Policymakers - Adaptation and Mitigation
    Initial Recommendations for Involving Public Health in Climate Change Policy
    The Critical Roles of Health Professionals in Climate Change Prevention and Preparedness
    Sustainability of plant-based diets: back to the future
    Climate Effects on Health
    Discussion Forum: Involvement of public health in adaptation and mitigation strategies for climate change
    Module 5: Lesson 3: Implementation of adaptation and mitigation strategies
    Community-Based Adaptation to a Changing Climate
    Sustainable Lifestyle
    Social impacts of climate change mitigation policies and their implications for inequality
    AR5 Climate Change 2014: Impacts, Adaptation, and Vulnerability
    Fourth National Climate Assessment
    Fourth National Climate Assessment
    Asynchronous Learning Activity 3: The importance and economic limitations of implementing climate change policies
    Quiz: Module 5
    Final Exam
    Course and Self Evaluation & Certificate
    Course Activities
    Peer Activities
    Discussions
    Discussion Forums
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      Climate Change and Public Health

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        Climate Change and Public Health

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        Introduction





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        • questionnaire icon
          Course Registration Questionnaire
          Students must
          Student must submit this questionnaire to complete it
        • forum icon
          Peer Corner Forum
        • quiz icon
          Pre-Test Quiz
          Students must
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          Receive a grade
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      • How to create an account and enroll in the course?

           

      • Climate Change and Public Health Homepage


        This course is a comprehensive course that provides foundational, theoretical, and practical knowledge and skills in the field of climate change and its impact on public health. The course prepares participants to be knowledgeable in climate change principles and implementation of adaptation and mitigation strategies. 

        The Climate Change and Public Health course is sponsored by the  University of Incarnate Word (UIW) and developed in partnership with Physicians for Social Responsibility, 350.org,  International Society of Doctors for the Environment,  George Mason University Center for Climate Change Communication, and  Health Care Without Harm. Like all NextGenU.org courses, it is competency-based; instructional goals were developed taking into consideration the competencies from WHO Agenda Item 11.11, 24 May 2008 - Climate Change and Health, Global Consortium on Climate and Health Education (GCCHE), Global Environmental Sustainability and Health Focus Area Competencies - John Hopkins and CEPH. The course uses learning resources from accredited, world-class organizations such as the U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, and the World Health Organization. The course was funded by the University of Incarnate Word (UIW) and developed under the direction of  Karen Jaceldo-Siegl, DrPH, MS. The course was designed by Hugo Rojas, MD, MSc; Margaret Niles, PhD, MEd, DipID; Valeria Reynolds, MD, MPH; Juan Jose Pemintel, MD; Jesse Ramkalawan, BSc; and Pablo Baldiviezo, MD.

         For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education,” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, or on NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.

         There are 5 modules to complete, which include:

        1. Module 1: Introduction to Climate Change. 
        2. Module 2: Causes and Impact of Rapid Climate Change
        3. Module 3: Climate Change Prediction Models 
        4. Module 4: Climate Change and Public Health 
        5. Module 5: Measures Against Climate Change

        The completion time for this course is estimated at 123 hours: 65 hours of didactics and curated resources and 58 hours of work participating in activities and quizzes to assist the student in the synthesis of the materials. This course is equivalent to 3 credit hours

        Upon completion of the training (5 modules), participants will need to complete a final exam. The final exam will be designed so that participants can have multiple opportunities to answer correctly until the required score of 80% or higher is obtained.

        The course requires the completion of all case studies. At the end of each lesson, there is a practice quiz of fifteen to twenty-five (15-25) multiple-choice questions. At the end of the course, after you’ve completed each lesson, quiz, and learning activity, you’ll have access to a final exam of sixty (60) multiple-choice questions and a chance to evaluate this course. Once you’ve passed that last test, you may download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. 

        Engaging with this Course:

        You may browse this course for free to learn for your personal enrichment; there are no requirements. To register in this course, it is required that learners have obtained an undergraduate degree in environmental sciences or health sciences (e.g., medicine, nursing, or public health) prior to the completion of this course.  


        To PASS and obtain a certificate, a learner must successfully complete:

        • all the reading requirements,
        • all quizzes and pass with 80% having unlimited attempts,
        • all peer activities,
        • all discussion forums,
        • the final exam with a minimum of 80% and a maximum of 3 attempts, and
        • the self and course evaluation forms.

        NextGenU.org is happy to provide your institution with: 

        • a link to and description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors; 
        • your grade on the final exam;
        • your work products (e.g. peer activities), and any other required or optional shared materials that you produce and authorize to share with them;  
        • your evaluations - course and self assessments;
        • a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

        To obtain a degree, NextGenU.org’s co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.


        We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

        Here are the next steps to take the course for credit:

        • Complete the registration form.
        • Take the pre-test.
        • Begin the course with Module 1. In each lesson, read the description, complete all required readings and any required activities, and take the corresponding quizzes.

      • Module 1: Introduction to climate change

        M1
        Instructional Goals covered in this module:

        • Distinguish climate change and how it is related to weather.
      • Module 1: Lesson 1: Core concepts and components of climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Contrast the differences between the definitions of weather and climate.
        • Explain the definition of climate change.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 15 minutes.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Weather URL
          Students must
          View
          Read the entire web page. (6 minutes)
          Britannica
        • url icon
          What is the difference between weather and climate? URL
          Students must
          View

          Read the entire page. (5 minutes)
          NASA - 2021

        • url icon
          Meet the Experts: Weather vs. Climate URL
          Students must
          View

          Watch the video. (7 minutes)
          European Space Agency (ESA)

        • url icon
          Climate Change And Variability URL
          Students must
          View

          Read the entire page. (8 minutes)

          University of Washington - 2024

        • url icon
          Climate change URL
          Students must
          View

          Read the content from the beginning of the page until the heading "The Earth System". (9 minutes)
          Britannica

      • Module 1: Lesson 2: Influence of weather in climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Classify the interactions between weather and physical, chemical, and biological processes that underlie the climate system.
        • Correlate the impact of natural and human-related activities on climate change variability.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 13 hours and 11 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          The Earth system URL
          Students must
          View

          Read the content under the heading "Earth system" and "Feedback" (8 minutes)

          Britannica-2021

        • url icon
          Earth systems models: climate, ecosystems and planetary futures URL
          Students must
          View

          Read the content under the headings "Earth system models" and "Planetary stresses and climate feedbacks" on the pages 1-3 (11 minutes)
          Science Journals-AAAS

        • url icon
          Climate change: Evidence for climate change URL
          Students must
          View

          Read the content under the heading "Causes of climate change" until the section "Feedback". (10 minutes)
          Britannica

        • url icon
          Climate change: Evidence for climate change URL
          Students must
          View

          Read the content under the heading "Causes of climate change" until the section "Feedback" (10 minutes)
          Britannica

        • url icon
          Climate change widespread, rapid, and intensifying URL
          Students must
          View

          Read pages 1 to 3 (7 minutes).

          IPCC

        • url icon
          What Is Climate Change? URL
          Students must
          View

          Read the webpage from the top and up to "the effects of global climate change" section (not included) (6 minutes)

          NRDC (Natural Resources Defense Council, Inc.)

        • url icon
          Basics of Climate Variability and Change (Optional) URL
          Students must
          View

          Watch the video (57 minutes)

          South Central Climate Adaptation Science Center

        • url icon
          Environmental Impacts of Foods in the Adventist Health Study-2 Dietary Questionnaire URL
          Students must
          View

          Read the entire web page (41 minutes)

          Science Journals- Sustainability

        • forum icon
          Discussion Forum: Impact of natural and human activities in climate change variability
          Students must
          View
          Start discussions: 1

          In this activity, you will analyze how natural causes and human activities influence climate change variability.   

          Step 1: Select one natural and one human-related factor related to climate change, drawing from your initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

          Step 2: Reflect on how these factors are related to climate change, whether directly or indirectly, and detail the direction of the relationship between your chosen factor and climate change. Consider any other interaction relevant to the topic these factors may have.

          Step 3: Prepare a 250 - 500 word piece of writing to summarize your reflections on these two factors and climate change.

          Step 4: To share your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 5: To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

          OPTIONAL Step 6: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 1

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

          Not available unless: The activity Course Registration is marked complete ...
          Not available unless:
          • The activity Course Registration is marked complete
          • The activity Pre-Test is marked complete
      • Module 2: Causes and impact of rapid climate change

        m2Instructional Goals covered in this module:
        • Contrast normal climate change variability and abnormal/current climate change.
        • Describe reasons for sudden and dramatic climate change in the recent past.
      • Module 2: Lesson 1: Causes of rapid climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Identify pre-industrial era atmospheric CO2 concentrations, global temperature, ice sheets, and sea-level measurements variability.
        • Compare the pre-industrial era variability of climate change with that occurring after the Industrial Revolution.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Carbon dioxide now more than 50% higher than pre-industrial levels URL
          Students must
          View

          Read the entire article. (6 minutes)
          NOAA

        • url icon
          Ice Sheets, Rising Seas, Floods URL
          Students must
          View

          Read the entire article. (66 minutes)
          Spencer Weart & American Institute of Physics

        • url icon
          Global and regional impacts of climate change at different levels of global temperature increase (Optional) URL
          Students must
          View

          Read the entire article. (26 minutes)
          Springer Link

        • url icon
          Climate Change: Global Temperature URL
          Students must
          View

          Read the entire webpage (8 minutes).

          Climate.gov

        • url icon
          Causes of climate change over the historical record URL
          Students must
          View

          Read the entire webpage. (9 minutes)

          EPA

        • url icon
          Industrialization and its Backlash: Focus on Climate Change and its Consequences URL
          Students must
          View

          Read the content under the heading "Link Between Anthropogenic Greenhouse Gases, Industrialization and Climate Change", "Observable Trend of Global Average Temperature Rise", and "Contribution of Industrialization to Emissions Rate" (13 minutes)

          Science Alert (Journal of Environmental Science and Technology)

        • url icon
          Causes of climate change over the historical record (Optional) URL
          Students must
          View

          Read sections 3 (Role of forcings in large-scale climate change over the instrumental period), 4 (Variability generated within the climate system), and 5 (Example of long-term changes on local weather variability) (55 min).

          IOPscience

        • url icon
          A Graphical History of Atmospheric CO2 Levels Over Time URL
          Students must
          View

          Read the entire webpage (4 min).

          earth.org

        • url icon
          What’s the difference between climate change and global warming? URL
          Students must
          View

          Watch the short video illustrating the changes in temperatures since 1880 (1 minute).

          NASA

      • Module 2: Lesson 2: The impact of human activities on the environment

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • List human activities related to rapid climate change.
        • Identify the influence of human-related activities into alarming climate trends.
        • Explain the definition of the greenhouse effect.
        • Analyze the repercussion of the greenhouse effect on the magnitude of climate change globally.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 5 hours and 30 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Climate Change - Feedback and Human Activities URL
          Students must
          View

          Read the content under the heading "Human Activities" and "Climate Change Within A Human Life Span" until the heading "Seasonal Variation". (7 minutes)
          Britannica

        • url icon
          IPCC Summary for Policymakers - Observed Changes URL
          Students must
          View

          Read the content under the heading "Past and recent drivers of climate change" and "Attribution of climate changes and impacts" (Click on 1.2 and 1.3 on the left of the screen). (46 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Greenhouse effects URL
          Students must
          View

          Read the entire web page. (2 minutes)
          Australian Government (Department of Agriculture, Water and the Environment)

        • url icon
          Greenhouse Gas Emissions - Overview of Greenhouse Gases URL
          Students must
          View

          Read the content under the headings "Overview", "Carbon Dioxide", "Methane", "Nitrous Oxide", and "Fluorinated Gases". (30 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Climate Change Indicators: Atmospheric Concentrations of Greenhouse Gases URL
          Students must
          View

          Read the entire web page. (13 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Climate Change Indicators: Greenhouse Gases URL
          Students must
          View

          Read the entire web page. (9 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Greenhouse gas emissions: drivers and impacts URL
          Students must
          View

          Read the content under the heading "Key impacts of greenhouse gas emissions". (3 minutes)
          Government of Canada

      • Module 2: Lesson 3: Consequences of abnormal climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Detail scientific evidence for abnormal climate change since the mid-19th century.
        • Examine the effects and consequences of abnormal climate change.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 16 hours and 29 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          On the causal structure between CO2 and global temperature URL
          Students must
          View

          Read the content under the heading "Abstract", "Introduction", and "Conclusion". (9 minutes)
          Scientific Reports

        • url icon
          IPCC Summary for Policymakers - Observed Changes URL
          Students must
          View

          Read the content under the heading "Observed changes in the climate system" (Click on 1.1 on the left of the screen). (22 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          The Effects of Climate Change URL
          Students must
          View

          Read the entire web page. (8 minutes)
          NASA

        • forum icon
          Discussion Forum: Evidence of abnormal climate change
          Students must
          View
          Make forum posts: 1

          In this activity, you will analyze the evidence of abnormal climate change by presenting scientific evidence.

          Step 1: Select one of the four discussion threads presented below regarding myths on climate change.

          Step 2: Reflect on the selected topic drawing from your initial readings in the course, previous knowledge, or other sources that have expanded your knowledge. Remember to reference all your arguments about the topic.

          Step 3: Prepare a 250 - 500 word piece of writing to summarize your reflections and argue your chosen climate change myth.

          Step 4: To share your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback, and then click on “Post to forum.”


        • forum icon
          Asynchronous Learning Activity 1: The greenhouse effect and its influence on Earth's climate system. Forum
          Students must
          View
          Start discussions: 1

          In this activity, you will create an educational tool explaining the enhanced greenhouse effect-oriented towards laypeople 

          Step 1: Select your preferred format/media to create your educational tool. You can create a PowerPoint presentation, a piece of writing in a blog format (with pictures included), or a video. If you feel comfortable presenting your work, we suggest you record yourself or your screen using the online tool Loom. 

          Step 2: Create a tool that explains the enhanced greenhouse effect, its repercussions on the magnitude of rapid climate change, and some brief measures to counteract those repercussions. Remember that the language used must be suitable for laypeople. Your tool should have a maximum of 20 slides for a presentation, 500 words in a blog format, or 5 minutes in length for a video format. 

          Step 3: Before you submit, engage in an introspective self-analysis by systematically reviewing each component of your work. Reflect on what aspects of your work were executed well and what could be enhanced. Proceed to refine these elements in your work.

          Step 4: To submit your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

        • quiz icon
          Quiz: Module 2
          Students must
          View
          Receive a grade
          Receive a passing grade

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Module 3: Climate change prediction models

        m3Instructional Goals covered in this module:
        • Examine models and methodologies used to predict climate change.
      • Module 3: Lesson 1: Climate change predictors

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Describe the characteristics of the indicators used in climate change prediction models.
        • Explain how ground, earth, and space observations are used to monitor climate change data.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 3 minutes.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Climate Change 2013: The Physical Science Basis The Working Group contribution to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) URL
          Students must
          View

          Read section 1.3.4 under the heading "Climate Change Indicators" on pages 136-137. (10 minutes)
          IPCC

        • url icon
          The Art of Climate Modeling Lecture 01 - Overview / History URL
          Students must
          View

          Watch the entire video. (23 minutes)

          University of California, Davis Climate and Global Change group

        • url icon
          Global Climate Indicators 2018 URL
          Students must
          View

          Read and scroll down through the custom map. (6 minutes)
          The Global Climate Observing System

        • url icon
          How do we observe today's climate? URL
          Students must
          View

          Read the content under the heading "Monitoring Weather at the Surface", "Monitoring Weather from Above", and "What Variables Do We Monitor?". (2 minutes)
          Climate.gov

        • url icon
          Air - Atmospheric Climate Variables URL
          Students must
          View

          Read the entire web page. (8 minutes)
          Climate.gov

        • url icon
          Land - Terrestrial Climate Variables URL
          Students must
          View

          Read the entire web page. (8 minutes)
          Climate.gov

        • url icon
          Ocean - Oceanic Climate Variables URL
          Students must
          View

          Read the entire web page. (7 minutes)
          Climate.gov

      • Module 3: Lesson 2: Models for climate change prediction

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Indicate the most prevalent models applied to climate change prediction.
        • Explain the importance of climate change prediction models and their significance towards finding long-term solutions.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 42 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Future of Climate Change URL
          Students must
          View

          Read the content under the heading "Future temperature changes", "Future precipitation and storm events", "Future ice, snowpack, and permafrost", "Future sea-level change", and "Future ocean acidification". (15 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Climate Models URL
          Students must
          View

          Read the entire web page. (6 minutes)
          Climate.gov

        • url icon
          Climate Change 2013: The Physical Science Basis The Working Group contribution to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) URL
          Students must
          View

          Read the content under the heading "9.1 Climate Models and Their Characteristics" on pages 746-753. (53 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Climate Policy is Health Policy: Making Your Case with a Powerful Online Modeling Tool URL
          Students must
          View

          Watch the entire video. (58 minutes)

          Energy Innovation

      • Module 3: Lesson 3: Limitations of climate change predictors

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Assess the factors that prevent more accurate predictions of climate change.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 11 hours and 53 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          What are the uncertainties and their implications? URL
          Students must
          View

          Read the entire page. (5 minutes)
          Science.org

        • url icon
          The scientific challenge of understanding and estimating climate change URL
          Students must
          View

          Read the entire page. (25 minutes)
          Proceedings of the National Academy of Sciences of the United States of America

        • forum icon
          Discussion Forum: Importance and limitations of climate change prediction models
          Students must
          View
          Start discussions: 1

          In this activity, you will analyze the health benefits and the limitations of working with climate change prediction models.     

          Step 1: Review the following figure from the IPCC's Mitigation for Climate Change: Summary for Policymakers. The proposal is to drastically reduce the CO2 atmospheric concentrations to below 430ppm by 2100. This could/would revert the temperature to below 1.5°C (high confidence). In order to achieve this goal, it would be necessary to immediately start mitigation action and upscale the portfolio of mitigation technologies and development along a low-energy demand trajectory.

          Step 2: Reflect on the following questions: 

          • What limitations could affect the accuracy of these predictions?

          • Which benefits would be attained by following the IPCC’s proposition of reducing CO2 atmospheric concentrations to below 430ppm by 2100? 

          • What are the potential limitations to implementing policies to achieve that objective? 

          Step 3: Prepare a 250 - 500 word piece of writing to summarize your reflections on the IPCC’s proposition.

          Step 4: To share your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 5: To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

          OPTIONAL Step 6: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

        • quiz icon
          Quiz: Module 3
          Students must
          View
          Receive a grade
          Receive a passing grade

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Module 4: Climate change and Public Health

        m4Instructional Goals covered in this module:
        • Evaluate climate change-related vulnerabilities and identify strategies to protect and improve public health.
      • Module 4: Lesson 1: Vulnerable groups to climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Identify adverse conditions that define a vulnerable group of people to climate change.
        • Compare and contrast climate change-related vulnerabilities with their dire impact on public health systems especially during a health emergency.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 1 hour and 33 minutes.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          IPCC Summary for Policymakers - Observed Changes URL
          Students must
          View

          Read the content under the heading "Exposure and Vulnerability" (Click on 1.5 on the left of the screen). (3 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Fourth National Climate Assessment URL
          Students must
          View

          Read the content under the heading "Key Message 1 Climate Change Affects the Health of All Americans" and "Key Message 2 Exposure and Resilience Vary Across Populations and Communities" on pages 543-548. (19 minutes)
          U.S. Global Change Research Program

        • url icon
          Protecting Vulnerable Communities from Climate Impacts URL
          Students must
          View

          Watch the entire video. (95 minutes)

          Environmental and Energy Study Institute

        • url icon
          Impact of extreme weather events and climate change for health and social care systems URL
          Students must
          View

          Read the content under the heading "Review findings regarding observed impacts of extreme weather on health service infrastructure", until the heading "Findings regarding potential future impacts of extreme weather on health services in light of projected climate change and potential for adaptation". (9 minutes)
          BioMed Central Limited

      • Module 4: Lesson 2: The impact on human health

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Identify outstanding direct and indirect consequences of climate change on physical human health.
        • Explain the implications of climate change for mental health and substance use disorders.
        • Correlate adverse health repercussions originated from rapid climate change.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 5 hours and 6 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Climate Change, Climate Justice, and Environmental Health: Implications for the Nursing Profession URL
          Students must
          View

          Read the content under the heading "Environmental and Health Consequences of Climate Change" on pages 607-608 including "Table 1. Health Concerns Related to Climate Change". (5 minutes)
          Journal of Nursing Scholarship

        • url icon
          Climate Change and Health URL
          Students must
          View

          Read the content under the heading "Climate Change and Health" on page 3 of 7 accessing through the menu on top of the webpage or by clicking "Next" 2 times at the bottom of the webpage. (28 minutes)
          Pan American Health Organization (PAHO)

        • url icon
          Climate Change Impacts URL
          Students must
          View

          Read the entire web page. (29 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Climate Change and its Impact on Mental Health URL
          Students must
          View

          Read the content under the heading "Mental Health Impacts" on pages 2-3. (8 minutes)
          European Parliament

        • url icon
          Beyond Storms and Droughts: The Psychological Impacts of Climate Change URL
          Students must
          View

          Read the content under the heading "Effects of More Gradual Climate Impacts" on pages 22-24. (7 minutes)
          American Psychological Association

        • url icon
          Climate Psychiatry: The Diverse Challenges of Climate to Mental Health URL
          Students must
          View

          Watch the entire lecture video The video explores the impact of climate change to mental health and substance use/abuse. (60 minutes)

        • forum icon
          Discussion Forum: Impact of climate change on vulnerable population’s health (300 minutes)
          Students must
          View
          Start discussions: 1

          In this activity, you will analyze the impact of climate change effects on vulnerable populations.

          Step 1: Click here and read the content under the heading “Immigration Issues and Harvey Recovery” on pages 29-32, and reflect on how vulnerable populations such as immigrants, particularly those who do not have legal resident status in the US, have endured health adversities in contrast to US residents in cities located at the US’s southern great plains during and after the events originated with Hurricane Harvey in 2017. [ 45 minutes]

          Step 2: Prepare a 250 - 500 word piece of writing to summarize your reflections on how vulnerable populations such as immigrants are more exposed to developing adverse health repercussions from extreme events related to rapid climate change such as Hurricane Harvey in 2017. Ensure that your response also makes mention of the following :

          • How the impact of climate change on vulnerable populations can be linked to increases in substance use and mental health conditions. [105 minutes]

          Step 3: To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts). [10 minutes]

          Step 4: To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.” [10 minutes]

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • Students must
          Mark as done
          Additional Learning Option
        • url icon
          Indigenous Mental Health in a Changing Climate: A Systematic Scoping Review of the Global Literature URL
          Students must
          View

          Read the content under the heading "Discussion" on pages 11-12. (11 minutes)

          Environmental Research Letters

      • Module 4: Lesson 3: Climate change, policy, and politics

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Correlate mitigation and adaptation strategies to public health.
        • Examine the potential outcomes of developing individual lifestyle actions, institutional programs, and national policies to diminish the effects of critical climate change.
        • Assess the role of primary health care in climate change-related health issues.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 25 hours and 8 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          About Adaptation and Mitigation URL
          Students must
          View

          Read the entire web page. (2 minutes)
          WHO

        • url icon
          IPCC Summary for Policymakers - Pathways URL
          Students must
          View

          Read the content labeled as "Future Pathways for Adaptation, Mitigation, and Sustainable Development" (Click on the left of the screen). (3 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Public Health Adaptation Strategies for Climate Change URL
          Students must
          View

          Read the content under the heading "Public Health Adaptation Strategies for Climate Change". (16 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Health co-benefits of climate action URL
          Students must
          View

          Read the entire web page. (8 minutes)
          The Lancet Planetary Health

        • url icon
          IPCC Summary for Policymakers - Pathways URL
          Students must
          View

          Read the content under the heading "Interaction among mitigation, adaptation and sustainable development" (Click on 3.5 on the left of the screen). (3 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          What does science say about options to address climate change? URL
          Students must
          View

          Read the entire web page. (6 minutes)
          Australian Academy of Science

        • url icon
          How You Can Stop Global Warming URL
          Students must
          View

          Read the entire web page. (8 minutes)
          Natural Resources Defense Council

        • url icon
          Integrating Public Health into Climate Change Policy and Planning: State of Practice Update URL
          Students must
          View

          Read the content under the heading "1. Introduction", "2.1 Assessment", and "2.2 Policy Development" until the heading "2.3 Assurance". (43 minutes)
          National Center for Biotechnology Information - U.S. National Library of Medicine

        • url icon
          Meat Analogs from Different Protein Sources: A Comparison of Their Sustainability and Nutritional Content URL
          Students must
          View

          Read the entire web page (23 minutes)

          Science Journals- Sustainability

        • url icon
          The Effect of Dietary & Transportation Choices on Climate Change URL
          Students must
          View

          Read the entire document. (12 minutes)

          Scientific Research Publishing (SCIRP) 


        • url icon
          Potential effects of the next 100 billion hamburgers sold by McDonald’s URL
          Students must
          View

          Read the entire document (8 minutes)
          American Journal of Preventive Medicine

        • url icon
          Nutritional Content URL
          Students must
          View

          Read the entire web page (9 minutes)

          The Lancet Planetary Health

        • forum icon
          Asynchronous Learning Activity 2: The role of primary health care in climate change-related health issues. Forum
          Students must
          View
          Start discussions: 1

          In this activity, you will create an essay evaluating the “Hurricane Harvey Response” vector control program by the Texas Department of State Health Services (480 min.)

          Step 1: Click here and read the content under the heading “Vector Control” on pages 29-32 to assess the implementation of vector control as a primary health care response and evaluate its successful aspects and weaknesses.

          Step 2: Prepare a 500 - 900 word reflective piece of writing to summarize your reasoning on the chosen topic. You should respond to the following questions and any others you may have:

          • What sectors may benefit from the outcomes resulting from the implementation of this primary health care response?

          • What are the health implications of the implementation of this primary health care response?

          • How can local or national programs contribute to developing better responses to climate change adversities with the identified areas for improvement of this institutional program?

          Step 3: Before you submit, engage in an introspective self-analysis by systematically reviewing each component of your work. Reflect on what aspects of your work were executed well and what could be enhanced. Proceed to refine these elements in your work.

          Step 4: To submit your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 4
          Students must
          View
          Receive a grade
          Receive a passing grade

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Module 5: Measures against climate change

        M5Instructional Goals covered in this module:
        • Identify adaptation strategies, including how culture affects adaptation.
      • Module 5: Lesson 1: Adaptation strategies and climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Contrast the main adaptation strategies and how they relate to public health.
        • Explore the approaches to long-term adaptation and how each of them can be more beneficial to different populations.
        • Examine how policies address the development of equitable changes in energy, transportation, and other economic sectors.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          IPCC Summary for Policymakers - Adaptation and Mitigation URL
          Students must
          View

          Read the content under the heading "Response options for adaptation" (Click on 4.2 on the left of the screen). (12 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Various approaches to long-term adaptation planning URL
          Students must
          View

          Read the content under the heading "Various approaches to long-term adaptation planning" and "Incremental versus transformational change" on pages 6-9. (10 minutes)
          United Nations Framework Convention on Climate Change (UNFCCC)

        • url icon
          Responding to Climate Change as Public Health Professionals URL
          Students must
          View

          Watch the entire video. (60 minutes)

          Creating Healthy and Sustainable Environments

        • url icon
          IPCC Summary for Policymakers - Adaptation and Mitigation URL
          Students must
          View

          Read the content under the heading "4.4.Policy approaches for adaptation and mitigation, technology and finance" (Click on 4.4 on the left of the screen and scroll down). (59 minutes)

          The Intergovernmental Panel on Climate Change (IPCC)

      • Module 5: Lesson 2: Mitigating the impact of climate change

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Identify long-term mitigation strategies applied to a cross-sectoral context.
        • Examine the benefits of public health professionals working in the development of mitigation policies.
        • Illustrate the existing and emerging health threats at local and global levels caused by rapid climate change.
        • Explain the impact of climate change mitigation strategies on existing and emerging health threats.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 45 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          IPCC Summary for Policymakers - Adaptation and Mitigation URL
          Students must
          View

          Read the content under the heading "Response options for mitigation" (Click on 4.3 on the left of the screen). (17 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Initial Recommendations for Involving Public Health in Climate Change Policy URL
          Students must
          View

          Read the content under the heading "Why Public Health Involvement Is Critical to Climate Change Planning" on pages 9-12. (12 minutes)
          Public Health Law & Policy

        • url icon
          The Critical Roles of Health Professionals in Climate Change Prevention and Preparedness URL
          Students must
          View

          Read the entire article. (6 minutes)
          National Center for Biotechnology Information, U.S. National Library of Medicine, NIH.

        • url icon
          Sustainability of plant-based diets: back to the future URL
          Students must
          View

          Read the entire article. (37 minutes)

          The American Journal of Clinical Nutrition

        • url icon
          Climate Effects on Health URL
          Students must
          View

          Click on the different sites under the heading "National Health Topics" to become familiar with the Climate Effects on Health. Spend at least 2 minutes on each site: This resource provides links to Air Pollution, Allergens and Pollen, Diseases Carried by Vectors, Food and Waterborne Diarrheal Disease, Food Security, Mental Health and Stress-related Disorders, Floods, Temperature Extremes, and Wildfires. (23 minutes)

          Centers for Disease Control and Prevention (CDC)

        • forum icon
          Discussion Forum: Involvement of public health in adaptation and mitigation strategies for climate change
          Students must
          View
          Start discussions: 1

          In this activity, you will analyze the role of public health professionals in the development of mitigation and adaptation strategies, and the impact of these strategies on existing and emerging health threats. 

          Step 1: Read and reflect on the paper regarding Climate change mitigation and health effects of varied dietary patterns in real-life settings throughout North America.

          Step 2: Prepare a 250 - 500 word piece of writing to summarize your reflections. You should respond to the following questions and any others you may have.

          • Changes in dietary patterns can be a long-term adaptation strategy. In which one of the five approaches explored in the module (adaptation pathways method, ecosystem-based adaptation, community-based adaptation, livelihood diversification, and risk-based approach) do you think it fits best, and why?

          • How did the involvement of public health professionals contribute to developing this specific mitigation strategy? 

          • Which health threats could be reduced by implementing the suggested mitigation strategy?

          Step 3: To share your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


      • Module 5: Lesson 3: Implementation of adaptation and mitigation strategies

        Student Learning Outcomes:
        Upon completion of this lesson, you will be able to:
        • Explore how communities across the U.S. are already adapting to climate change.
        • Explain how to implement strategies to "green" your living environment (workplace, clinic, hospital, or other health systems).
        • Illustrate cultural divergences and their importance in the decision-making process inside a community.
        • Explain the economic decision-making barriers related to the implementation of adaptation and mitigation strategies.
        • Compare the benefits of proactive strategies with the costs involved in their implementation.
        Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 21 hours and 5 minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Community-Based Adaptation to a Changing Climate URL
          Students must
          View

          Read the content of the document. (14 minutes)
          United States Environmental Protection Agency (EPA)

        • url icon
          Sustainable Lifestyle URL
          Students must
          View

          Read the entire web page. (7 minutes)
          Centers for Disease Control and Prevention (CDC)

        • url icon
          Social impacts of climate change mitigation policies and their implications for inequality URL
          Students must
          View

          Read the content under the heading "Inequality, equity and climate change mitigation". (7 minutes)
          Taylor and Francis Group

        • url icon
          AR5 Climate Change 2014: Impacts, Adaptation, and Vulnerability URL
          Students must
          View

          Read the content under the heading "Economical Constraints", "Financial Constraints", and "Social and Cultural Constraints" on pages 914-916. (14 minutes)
          The Intergovernmental Panel on Climate Change (IPCC)

        • url icon
          Fourth National Climate Assessment URL
          Students must
          View

          Read the content under the heading "Key Message 4 Benefits of proactive adaptation exceed costs" on the pages 1322-1324. (8 minutes)
          U.S. Global Change Research Program

        • url icon
          Fourth National Climate Assessment URL
          Students must
          View

          Read the content under the heading "Key Message 2 The Risks of Inaction" on pages 1357-1358. (5 minutes)
          U.S. Global Change Research Program

        • forum icon
          Asynchronous Learning Activity 3: The importance and economic limitations of implementing climate change policies Forum
          Students must
          View
          Start discussions: 1

          In this activity, you will evaluate the implementation of the City of Austin Climate Action Plan, reviewing its strengths, health implications, and economic limitations.

          Step 1: Click here and read the content under the heading “City of Austin Climate Action Plan” on pages 24-32 to assess the implementation of the plan and evaluate its effectiveness and limitations. 

          Step 2: Prepare a 600 - 1000 word reflective piece of writing to summarize your reasoning on the chosen topic. You should respond to the following questions and any others you may have:

          • What are the strengths of this program in implementing sustainable strategies to reduce the negative impacts of global warming on the living environment of the Austin City population?

          • How can you collaborate in the implementation of the three different activities (transportation and land use, zero-waste, and energy plans) in your workplace? 

          • What sectors may benefit from the implementation of this program?

          • What are the health implications of the implementation of this program?

          • What are the economic limitations for the implementation of this program?

          Step 3: Before you submit, engage in an introspective self-analysis by systematically reviewing each component of your work. Reflect on what aspects of your work were executed well and what could be enhanced. Proceed to refine these elements in your work.

          Step 4: To submit your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 5
          Students must
          View
          Receive a grade
          Receive a passing grade

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Final Exam

        Click here to start Final Examination



        • quiz icon
          Final Exam Quiz

          To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 60 questions, and you will have 60 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.

          To access the exam, click on the name of the exam provided above. On the following screen, click the Preview quiz now button to respond to the questions.


          Not available unless: All of: ...
          Not available unless:
          • All of:
            • The activity Course Registration is marked complete
            • The activity Pre-Test is marked complete
            • The activity Quiz: Module 1 is marked complete
            • The activity Quiz: Module 2 is marked complete
            • The activity Quiz: Module 3 is marked complete
            • The activity Quiz: Module 4 is marked complete
            • The activity Quiz: Module 5 is marked complete
          • All of:
            • The activity Discussion Forum: Impact of natural and human activities in climate change variability is marked complete
            • The activity Discussion Forum: Evidence of abnormal climate change is marked complete
            • The activity Asynchronous Learning Activity 1: The greenhouse effect and its influence on Earth's climate system. is marked complete
            • The activity Discussion Forum: Importance and limitations of climate change prediction models is marked complete
            • The activity Discussion Forum: Impact of climate change on vulnerable population’s health (300 minutes) is marked complete
            • The activity Asynchronous Learning Activity 2: The role of primary health care in climate change-related health issues. is marked complete
            • The activity Discussion Forum: Involvement of public health in adaptation and mitigation strategies for climate change is marked complete
            • The activity Asynchronous Learning Activity 3: The importance and economic limitations of implementing climate change policies is marked complete
      • Course and Self Evaluation & Certificate

        In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.

        Click here give your feedback



        • questionnaire icon
          Course Evaluation Questionnaire
          Not available unless: The activity Final Exam is marked complete
        • questionnaire icon
          Self Evaluation Questionnaire
          Not available unless: The activity Final Exam is marked complete
      • Course Activities

        • page icon
          Peer Activities Page
          Students must
          Mark as done
        • page icon
          Discussions Page
          Students must
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