Highlights of this course include: Major biological, chemical and physical components of the agricultural systems The scientific basis for understanding these systems and their management How has science influenced policies related to agriculture, food safety and environment in the United States? How have the policies evolved over time in the US? What has worked and what has not; what are the reasons and what are the consequences? Beyond science, what other factors influence policies? How do we link what we learn to ecological agriculture? How do we use what we learn for policy analysis?

Highlights of this course include: Major biological, chemical, and physical components of the agricultural systems The scientific basis for understanding these systems and their management How science has influenced policies related to agriculture, food safety, and the environment in the United States How the policies have evolved over time in the US What has worked and what has not; the reasons and the consequences What other factors influence policies beyond science How we link what we learn to ecological agriculture How we use what we learn for policy analysis

This course, Basic Human Pathology, includes the teaching of both general and systemic (organs) pathology. It provides a basis for other Tufts Dental School courses such as Oral and Maxillofacial Pathology, Oral Diagnosis, Medicine II/III, Oral and Maxillofacial Surgery, and other clinical science courses. It is a transition course between the other basic science courses and the clinical sciences of dentistry. Not only does it serve as a foundation course, its knowledge base will also aid in the understanding of managing patients with complex medical histories, particularly now that patients are living longer and continue to seek regular dental care.

This course encourages and trains students to think outside the box when addressing water-related problems. Our interdisciplinary approach is designed, for example,to give the health professional an introduction to the engineering components involved in the provision of safe water and sanitation. While at the same time providing the engineer an ecological framework for understanding the place of water in health, it also gives a voice to the ways in which water is involved in social interactions, belief systems, and the economics of an interconnected and interdependent world.

The Introduction to Cardiovascular Pathophysiology course provides the students with two main objectives. It delineates the material students are expected to understand and have recalled from the basic cardiac physiology lectures and it expands on the discussion of the hemodynamic perturbations of cardiac function.

Part of Tufts overall mission is to emphasize citizenship and public service. This course starts with the premise that understanding the social uses and misuses of biological knowledge is of particular importance for future health professionals and scientists. Specifically, developing skills in critical thinking and analysis of arguments is crucial if we are to deal rationally with value-laden and controversial topics at the intersection of biology and society.

This course teaches the basic skills needed to critique the medical literature by providing a fundamental understanding of epidemiology and biostatistics. One highlight of the course is the Small Group Session. The small group format provides one with an excellent opportunity to closely interact with a faculty member by enhancing the concepts taught in the lectures and clarifying questions concerning the lecture material.

This course examines the political, economic,military, and ethical factors affecting the use and utility of military force in international relations. Students will study the political and decision-making process by which nations decide to use military force as well as the major arms control agreements of the post-World War II period, including negotiations currently under way.

Gastrointestinal Pathophysiology explores the pathophysiology of a variety of gastrointestinal disorders from gastroesophageal reflux disease to cirrhosis. The course emphasizes fundamental topics in gastrointestinal pathophysiology, with a focus on correlation to clinical issues including treatment options for various common gastrointestinal disorders, each of which are covered in detail. Topics are presented in the syllabus, in didactic lectures, and in small group sessions. The materials presented in this course are a foundation for further learning in Gastroenterology.

Medical genetics involves the application of genetic principles in the practice of medicine. The material in this course encompasses diagnosis and treatment of genetic diseases (such as cancer genetics ), study of inheritance of diseases in families, mapping of disease genes to their chromosome locations, study of the molecular genetics and pathogenesis of inherited disorders, provision of genetic counseling for families, and investigations of methods for gene therapy. Unlike any other field, genetics represents a true integration between the basic and the clinical sciences.

The dentist is a key member of the health delivery team. This didactic course teaches the student how to render comprehensive oral health care and teach prevention to a dynamic, diverse and rapidly growing elderly population. Since chronology does not always equal physiology, younger patients with significant medical, physical, mental disabilities and sensory deficits are eligible for treatment in Geriatric Dentistry. Students will learn the complexity of aging, patient management and the importance of dentistry in total patient care

Although a great deal of emphasis of the course is on the structures of the organs and tissues, this is not a course based solely on pure microscopic descriptions. Lectures and laboratory sessions will focus on the integration of structures with functions, drawing from many disciplines (light/electron microscopy, cell biology, biochemistry, physiology etc.). Highlights of the course are its magnificently detailed collections of tissues as represented in the Circulatory Lecture.

This course presents the microscopic structure of cells, tissues, and organs, with emphasis on the correlation of structure and function. Vignettes of clinical and pathologic significance are also presented.

This course is the first part of the Ethics and Values Signature Program, which is one of the factors making Tufts unique in veterinary education. It is designed to enrich the student's understanding of various aspects of our individual and communal relationships with "animals" (or, to use scientific terminology, "other animals"), and to stimulate creative thinking about the expanding horizons of veterinary medicine, particularly those relevant to both traditional and newer forms of human-animal interaction. Class sessions, which include a major allocation of time for student participation, touch on a wide range of issues affecting companion animals, wildlife, farmed animals, research animals, public health, law, social and cultural values regarding nonhuman individuals and communities, and various forms of the human-animal bond. Emphasis is placed on prompting each student to think about and discuss the broader issues of veterinary medicine, such as the role(s) of the individual veterinarian, veterinary education, and the veterinary profession.
These eleven lectures are specifically designed for first-year students, and in particular to enrich your understanding of various aspects of human-animal relations. The deeper goal, as it were, is to stimulate thinking about some of the expanding horizons in veterinary medicine that involve changing perceptions of human-animal interactions.

The study of Growth and Development can help us to know a person more thoroughly and thereby be better doctors than were we to meet our patients without such informational prompting. One can follow various developmental "tracks" longitudinally from birth to death, for example, following the development of motor, language or cognitive capacities and skills from the beginning of life to its end. Alternatively, one can study the individual at various cross-sectional stages/ages of life. Examples of this are seen in the lectures on Adolescence or Late Life. The longitudinal tracks and cross-sectional stages complement one another in our efforts to learn more about patients. Knowing more about Growth and Development will help you to generate questions when talking to or hearing about a patient that will deepen your knowledge about them, questions that otherwise might not have occurred to you.

This course provides fundamental and foundational knowledge relevant to simple surgical and prosthodontic procedures for today's implant dentistry. A series of lectures and slide lectures, all containing instructive clear-cut images, cover advancements in restorative sciences, for example the Session 5 Fixed Partial Denture (FPD) Slide Lecture.

This course examines contemporary theory and research on the development of intellectual processes from infancy through adolescence. It compares cognitive-developmental theories and research to psychometric,information-processing, and other approaches. The final project, the metahobby project, fosters the student's ability to think theoretically and apply good theory in professional and personal ways.

The seminar focuses on negotiated decision-making in multilateral settings. It will survey process issues such as: the differences between bilateral and multilateral negotiations, the particular problems of negotiations involving a very large number of parties, the complexities of issue-linkage, managed negotiation processes, the role of coalitions, conference diplomacy, treaty negotiations, knowledge in negotiation, etc. These topics will be discussed in the context of case studies dealing with a range of multilateral issues including international security, environment, and international trade. It is assumed that all students are already familiar with the basics of bilateral international negotiation and these will not be reviewed in any length during the seminar.

Research of the mechanisms, nature, and treatment of pain has advanced enormously in the past decade. Introduction to Clinical Pain Problems is part of the Tufts University School of Medicine Master of Science in Pain Research, Education and Policy program. The program, founded in 1999 by an anesthesiology/internist and a sociologist, meets the needs of practicing health care professionals to provide optimal pain management by offering a unique, interdisciplinary program that sets the standard for pain education. Faculty members possess national and international reputations in pain management and represent a diverse array of disciplines.