This case study uses a PowerPoint (~1MB) combined with role-playing to present the epidemiology and pathophysiology of Severe Acute Respiratory Syndrome (SARS). Students learn about the etiology and pathophysiology of the disease, and then argue different health professionals' perspectives on a plan of action for dealing with its consequences. Developed for a pathophysiology course for undergraduates, the case could also be used in a microbiology course or in a course in public or international health.

This module is intended to introduce students to one of the greatest social problems to face this planet, the global epidemic of HIV/AIDS and to increase their computer and research skills within sociology.

Background
MUC2 mucin produced by intestinal goblet cells is the major component of the intestinal mucus barrier. The inflammatory bowel disease ulcerative colitis is characterized by depleted goblet cells and a reduced mucus layer, but the aetiology remains obscure. In this study we used random mutagenesis to produce two murine models of inflammatory bowel disease, characterized the basis and nature of the inflammation in these mice, and compared the pathology with human ulcerative colitis.

Methods and Findings
By murine N-ethyl-N-nitrosourea mutagenesis we identified two distinct noncomplementing missense mutations in Muc2 causing an ulcerative colitis-like phenotype. 100% of mice of both strains developed mild spontaneous distal intestinal inflammation by 6 wk (histological colitis scores versus wild-type mice, p , 0.01) and chronic diarrhea Monitoring over 300 mice of each strain demonstrated that 25% and 40% of each strain, respectively, developed severe clinical signs of colitis by age 1 y. Mutant mice showed aberrant Muc2 biosynthesis, less stored mucin in goblet cells, a diminished mucus barrier, and increased susceptibility to colitis induced by a luminal toxin. Enhanced local production of IL-1b, TNF-a, and IFN-c was seen in the distal colon, and intestinal permeability increased 2-fold. The number of leukocytes within mesenteric lymph nodes increased 5-fold and leukocytes cultured in vitro produced more Th1 and Th2 cytokines (IFN-c, TNF-a, and IL-13). This pathology was accompanied by accumulation of the Muc2 precursor and ultrastructural and biochemical evidence of endoplasmic reticulum (ER) stress in goblet cells, activation of the unfolded protein response, and altered intestinal expression of genes involved in ER stress, inflammation, apoptosis, and wound repair. Expression of mutated Muc2 oligomerisation domains in vitro demonstrated that aberrant Muc2 oligomerisation underlies the ER stress. In human ulcerative colitis we demonstrate similar accumulation of nonglycosylated MUC2 precursor in goblet cells together with ultrastructural and biochemical evidence of ER stress even in noninflamed intestinal tissue. Although our study demonstrates that mucin misfolding and ER stress initiate colitis in mice, it does not ascertain the genetic or environmental drivers of ER stress in human colitis.

Conclusions
Characterization of the mouse models we created and comparison with human disease suggest that ER stress-related mucin depletion could be a fundamental component of the pathogenesis of human colitis and that clinical studies combining genetics, ER stress-related pathology and relevant environmental epidemiology are warranted.

The course consists of lectures, readings, discussions, panels of guest speakers, group and individual projects. The purpose of the lectures, readings, discussion and panels of guest speakers is to explore a variety of aspects of adolescence and adolescent health. The group and individual projects are meant to help students develop skills to work in multi-disciplinary teams and analyze adolescent health concerns through conceptual frameworks and recommend effective solutions through interventions.

Includes a Teacher's Corner with middle school classroom activities based on national education standards for science and health. The site is designed to answer students' questions on health and science topics and recommend ways to make their bodies and minds healthier, stronger, and safer. Fun activities teach about issues ranging from stress, and physical activity, and asthma to epidemiology and a West Nile virus investigation.

Background
The present study was designed to test the hypothesis that inactivation of virtually any component within the pathway containing the BRCA1 and BRCA2 proteins would increase the risks for lymphomas and leukemias. In people who do not have BRCA1 or BRCA2 gene mutations, the encoded proteins prevent breast/ovarian cancer. However BRCA1 and BRCA2 proteins have multiple functions including participating in a pathway that mediates repair of DNA double strand breaks by error-free methods. Inactivation of BRCA1, BRCA2 or any other critical protein within this "BRCA pathway" due to a gene mutation should inactivate this error-free repair process. DNA fragments produced by double strand breaks are then left to non-specific processes that rejoin them without regard for preserving normal gene regulation or function, so rearrangements of DNA segments are more likely. These kinds of rearrangements are typically associated with some lymphomas and leukemias.

Methods
Literature searches produced about 2500 epidemiology and basic science articles related to the BRCA pathway. These articles were reviewed and copied to a database to facilitate access. Meta-analyses of statistical information compared risks for hematologic cancers vs. mutations for the components in a model pathway containing BRCA1/2 gene products.

Results
Deleterious mutations of genes encoding proteins virtually anywhere within the BRCA pathway increased risks up to nearly 2000 fold for certain leukemias and lymphomas. Cancers with large increases in risk included mantle cell lymphoma, acute myeloid leukemia, acute lymphocytic leukemia, chronic lymphocytic leukemia, and prolymphocytic leukemia. Mantle cell lymphoma is defined by a characteristic rearrangement of DNA fragments interchanged between chromosomes 11 and 14. DNA translocations or rearrangements also occur in significant percentages of the other cancers.

Conclusion
An important function of the BRCA pathway is to prevent a subgroup of human leukemias and lymphomas that may involve non-random, characteristic gene rearrangements. Here, the genetic defect in BRCA pathway deficiencies is a chromosomal misrepair syndrome that may facilitate this subgroup of somatic cancers. Inactivation of a single gene within the pathway can increase risks for multiple cancers and inactivation of a different gene in the same pathway may have similar effects. The results presented here may have clinical implications for surveillance and therapy.

Blake is sick. With his background in the sciences and a little help from the Internet, he should be able to do a self-diagnosis. Or can he? As this case study unfolds, we follow the course of Blake's illness and the eventual diagnosis of his disorder. The case works well as an interrupted case that can be assigned to individual students or student teams. It was written for a School of Pharmacy microbiology course, but could easily be used in a medical microbiology or infectious diseases course.

This case study takes a combined directed and discussion approach to explore risk factors for breast cancer. After a preparatory reading assignment, students assess various medical histories derived from actual women with breast cancer and rank their overall risk for breast cancer and make recommendations for risk reduction. The task is complicated by the different and often combined sources of risk (e.g., reproductive history, hormone replacement therapy and family history). Originally written for an introductory biology course, the case study could easily be adapted for upper division curses in genetics, physiology, or biochemistry to explore the biological and biochemical basis underlying various risk factors.

This case study highlights the epidemiological and socioeconomic factors associated with a disease which plagues thousands of people in Central and South America. The case follows the story of Adrian, a banana plantation worker in southwestern Costa Rica who develops a mysterious illness. Students learn about infectious diseases, pathogens, and vectors endemic to the region, and are asked to diagnose Adrian's illness and consider his dilemma with respect to treatment options. The case is appropriate for courses with a component on health care, pharmacology, microbiology, medical anthropology, ethnobotany, or epidemiology. Instructors can choose to focus more on the biological components of the case or more on the socioeconomic and ethical aspects, depending on course goals and subject area.

Three newborns left in the care of Dr. Matthew Mitchell have developed a mysterious rash. Under increasing pressure from hospital administrators and distressed parents, Dr. Mitchell must diagnose and treat the infants. Students are given discrete pieces of information in this interrupted case study and asked to find additional information outside of class to solve the mystery. The case was developed for use in a clinically oriented microbiology course for nursing, allied health, and pre-medical students.

This case describes the pioneering work of Ignaz Semmelweis and his efforts to remedy the problem of childbed fever in mid-19th century Europe. Its purpose is to teach students about the scientific method by "dissecting" the various steps involved in this important, historical medical breakthrough. The case is an interrupted case, that is, students receive only one piece of information at a time, followed by discussion, before moving on to the next piece of information to solve the mystery.

This interrupted case study focuses on the research of Dr. Beatrice Hahn, who investigates DNA sequences in chimpanzee droppings in order to explore the origins of the human immunodeficiency virus (HIV). Students first consider the types of data that can be gained through collecting chimpanzee feces and studying the behavior of these animals. Students then apply this information to learn more about microevolution when they compare DNA sequences. Finally, students learn about ELISA tests and consider the role of basic and applied science. This case study is appropriate for an introductory biology course for non-majors or majors.

This course will cover the basic concepts of clinical psychology -- the study of diagnosing, treating, and understanding abnormal and maladaptive behaviors. Much of the information in this course is based on the Diagnostic Statistical Manual IV-TR (DSM), which is the industry standard for both clinical psychologists and psychiatrists. Few issues in the field have hard-and-fast answers. As such, rather than providing you with step-by-step directions, this course has been designed to assist you in making educated decisions when diagnosing and treating a mental disease. Upon successful completion of this course, students will be able to: Describe the historical context of the emergence of clinical psychology; Demonstrate an awareness of the differences between mental health professionals in the broad field of clinical psychology; Identify the subspecialty areas within clinical psychology (i.e., community psychology, health psychology, and neuropsychology); Define the main tasks of the clinical psychologist and explain how the contributions of this subspecialty fit into or relate to the broader field of psychology; Define the criteria for what is considered 'abnormal' versus 'normal' and explain how these definitions fit into the notion that psychopathology exists on a continuum; Compare/contrast the different types of psychotherapy treatments; Discuss the ethical considerations related to the practice of psychotherapy; List the main diagnostic features of a variety of mental disorders (i.e., mood disorders, schizophrenia, etc.); Identify the potential factors that may contribute to the instigation and persistence of mental illness for individuals across the lifespan (i.e., children, adults, and older adults). (Psychology 205)

Confronting the Burden of Injuries- A Global Perspective is a course offered by the Department of International Health and the Department of Health Policy and Management at the Bloomberg School of Public Health, Johns Hopkins University. This course is intended to guide students interested in working on injury control in areas with little to no tradition in injury prevention from a public health perspective. Students will learn to define the injury problem and assess its magnitude; identify data sources and assess the quality of the data; identify which agencies or institutions should be involved in the solution of the problem; identify which interventions are in place and need to be implemented and evaluated; produce a strategic plan for the establishment and/or improvement of injury prevention programs in such areas; and present such a plan to authorities in a compelling manner.

This is a collection of teaching materials for teaching students about public health and epidemiology. Materials focus on principles and practices of epidemiology, including the scientific method of inquiry, biostatistics, and outbreak investigation. Exercises allow students to use what they've learned to solve real outbreaks.

This case is based on an actual news release reporting on research about the effects of eating Lake Ontario fish contaminated with PCBs. Developed to teach students about statistical analysis and experimental design, the case has been used in a senior-level biostatistics course as well as part of a one-week survey of statistics for a biological methods course. It could also be used in an ecology or environmental science course or as a component of a course examining how the media reports science.

This is a "clicker" adaptation of another case in our collection, "Eating PCBs from Lake Ontario: Is There an Effect or Not?" (2001), written by the same author. It encourages students to examine how scientific results get presented and interpreted for the public as well as how experiments are planned, carried out, and analyzed. Students read three different news reports about the same scientific study, then sort through the different accounts to determine for themselves what happened in these studies and what the findings were. The case illustrates the complexities of scientific reporting and challenges students to figure out the original research design and data. It was designed for an introductory biology course for majors that uses personal response systems, or "clickers." The story is presented in class using a PowerPoint (~1MB) presentation punctuated by multiple-choice questions that students answer using their clickers.

This site explores factors associated with disease emergence and re-emergence and considers the human activities that can increase or decrease the likelihood of outbreaks of infectious diseases. Students play the role of epidemiologists looking for clues to solve the case of a mystery disease, watch simulations of herd immunity and the impact of vaccination programs, and assign limited funds to three proposals submitted to address a major infectious disease.

Examines health issues, scientific understanding of causes, and possible future approaches to control of the major environmental health problems in industrialized and developing countries. Topics include how the body reacts to environmental pollutants; physical, chemical, and biological agents of environmental contamination; vectors for dissemination (air, water, soil); solid and hazardous waste; susceptible populations; biomarkers and risk analysis; the scientific basis for policy decisions; and emerging global environmental health problems.