This presentation provides an introduction to the Malaria Elimination task Force and their main objective, which is to develop and implement methods to eliminate Malaria rapidly.

In this presentation we will provide a brief overview of the life cycle of the malaria parasite, and hereby introduce the precise terms for the various phases.

In this presentation we will answer the two following questions regarding the Mass Drug Administration (MDA) intervention. What are the feasibility of the intervention and how can we monitor the evolution of Malaria and check whether or not the intervention had the expected impact?

This presentation provides an introduction to the flariae parasite Onchocerca Volvus, which causes Onchocerciasis also known as river blindness.

This presentation focus’ on neglected Zoonoses and discuss’ the One Health approach, which aims to control the neglected Zoonoses and hereby attain optimal health for people, animals and our environment.

The focus in this presentation is to expand the students’ knowledge about qualitative research in relation to global health. In continuation of this we will explain some of the most central methods used to generate qualitative research data.

This presentation provides an introduction to Ascaris Lumbricoides, also known as the large intestinal roundworm. Globally, an estimated number of 1.2 billion individuals are infected with the roundworm.

This presentation provides an introduction to Schistosomiasis. Schistosomiasis is caused by infection with trematode worms which live in the blood vessels of their host. In continuation of this, we will provide an introduction to the life cycle and transmission of Schistosomiasis.

The focus of this presentation is to expand the students’ knowledge about the different stages of qualitative research process and in continuation of this discuss different aspects that we need to consider during these stages. For further information regarding the field work and management of results in qualitative research, please look at the video: The Work Process and Procedures of a Qualitative Research Project - part 2.

This presentation provides a short and simplified overview of the different stages of the qualitative research process. In continuation of this we will talk about planning, consultation, consideration of many practical as well as scientific and ethics matters. For further information regarding the planning stages of qualitative research, please look at the video: The Work Process and Procedures of a Qualitative Research Project - part 1

This presentation provides an introduction to the eye disease, Trachoma. Trachoma is a serious health problem in low income countries, causing much suffering and blindness among the poorest populations in 52 countries worldwide. In continuation of this, we will talk about the epidemiology of Trachoma and provide a description of the disease, the risk factors, transmission modes, preventive strategies and interventions including mass drug administration.

This presentation provides a brief introduction to the soil transmitted helminths namely the whipworm Trichuris trichiura. Globally, an estimated number of 800 million individuals are infected with the whipworm.

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This is an interactive learning adventure for middle school students and has accompanying classroom activities and magazines. In this challenge, students will perform experiments to identify the germ responsible for a fungal disease. Students will follow rules or postulates worked out by Dr. Koch in the late 1800s for establishing whether a specific germ causes a particular infectious disease: 1. The suspected pathogen must be present in every case of the disease; 2. The suspected pathogen must be isolated from the host and grown in pure culture; 3. The disease must be reproduced when a pure culture of the suspected pathogen is inoculated into a healthy susceptible host; 4. The same pathogen must be recovered from the newly infected host. The Germ Theory of Disease holds that germs or microorganisms cause infectious diseases. Funded through the National Center for Research Resources and the National Institute of Allergy and Infectious Diseases.

Professor Flemming Konradsen from School of Global Health explain the basics about medical tourism referring to people traveling to a country other than their own to obtain medical treatment.

https://www.coursera.org/learn/global-health-introduction/lecture/9tezS/13-5-medical-tourism

This course provides an exploration of colonial and postcolonial clashes between theories of healing and embodiment in the African world and those of western bio-medicine. It examines how Afro-Atlantic religious traditions have challenged western conceptions of illness, healing, and the body and have also offered alternative notions of morality, rationality, kinship, gender, and sexuality. It also analyzes whether contemporary western bio-medical interventions reinforce colonial or imperial power in the effort to promote global health in Africa and the African diaspora.

**This resource is published by  Facebook Journalism Project’s Global Health Fellowship.The resource is a video training series for Facebook Journalism Project’s Global Health Fellowship with Dr. Christin Gilmer discussing everything from pandemic profiteering to the current COVID-19 crisis, outlining how throughout history, health misinformation has spread real world disease.

Migrant construction workers from rural China describe their living conditions in Beijing in this Wide Angle video segment.

This is a simple assignment for students in an introductory course on global health, by Dr. Jennifer Infanti (Norwegian University of Science and Technology). The students are divided into small groups. Working in the groups, they have 48 hours to present “solutions” to an assigned topic: to increase contraceptive use in rural areas of low-income countries. The groups each present their solutions to an evaluating committee and give peer feedback as well. Suggested evaluation criteria for teachers/assessors is also attached.After completing this assignment students will be able to:Describe various reproductive health problems occurring during the different stages in life (childhood, adolescence, adulthood).Identify, for each stage, hindrances to optimal sexual and reproductive health including socio-economic, family and health care factors.Suggest short- and long-term actions which could be implemented to improve reproductive health at different levels in low-resource settings (with a gender perspective).