BSS in Population and Public Health Sciences (PPHS)

Course description

This course is designed students to provide the opportunity for understanding and improving all four skills in English with special emphasis on reading and writing. Lessons are balanced in this way: Grammar and vocabulary lessons to improve the students' accuracy in real-life settings; speaking and listening lessons to improve their confidence, fluency and presentation skills; and reading and critical thinking lessons to provide integrated language practice involving diverse topical issues. Overall, students' capacity to organize and present ideas in English is developed.

Learning objectives 

1. By the end of this course, students will be able to:
2. Develop language, which involves grammar and extensive vocabulary learning;
3. Writing skills, which have a specific focus on literacy and short essays, memoranda, notes;
4. Reading, which involves study of instructional business-related texts of topical relevance;
5. Listening, which includes comprehension of gist and detailed information;
6. Communication skills, which cover communication situations.     

Text books and references

1. Kirn, E. & Hartmann, P. (2006). Interactions 1 (Reading) (5^th edition). New York: McGraw-Hill Publications.
2. Lagan, J. (2001). English Skill (7^th edition/Latest edition). New York: McGraw-Hill Publications.
3. Lagan, J. & Goldstein, J.M. (2003). English Brush up (2001). English Skill (3^rd edition/Latest edition). New York: McGraw-Hill Publications.
4. Liz, S. & John S. (2004). New Headway (International Student’s Book, Latest edition). Oxford: Oxford University Press.
5. Murphy, R (2009). Intermediate English Grammar (3^rd edition/Latest edition). Cambridge University Press.

Course description
In this composition course, students will study the principles of writing and analyzing non-fiction prose, focusing on argument and academic research strategies. As students, one should be able to write a literate and well-argued essay and should be able to read a literary text with some understanding and sensitivity. For practical purposes, this means that students should be able to write an effectively organized and substantial essay that is generally grammatically and syntactically sound, and acquire the capacity to identify and discuss prose features. In English 102, students will acquire and polish the tools fundamental to effective writing and reading that will help them participate successfully in the discourse systems of the university and beyond. 

Learning objectives 

1. By the end of this course, students will be able to:
2. Write and analyze non-fiction prose, focusing on argument and academic research strategies;
3. Write a literate and well-argued essay;
4. Read a literary text with some understanding and sensitivity;
5. Write an effectively organized and substantial essay that is generally grammatically and syntactically sound;
6. Acquire the capacity to identify and discuss prose features;
7. Acquire and polish the tools fundamental to effective writing;
8. Participate successfully in the discourse systems of the university and beyond.      
   

Text books and references

1. Lagan, J. (2005). College Writing Skills with Readings (6^th edition). New York: McGraw-Hill Publications.

Course description 

The main objective of this course is to let students know the history of the emergence of Independent Bangladesh which had been achieved through the lots of sacrifice from all sorts of people. It will also help to understand the true meaning of the spirit of independence and get pledged to uphold that without any compromise. 

Learning objectives

1. By the end of this course, students will be able to:
2. Introduce the students to the major events taken place during the period in discussion; 
3. Familiarize them with the major movements and the key figures that helped shape the Bengali nationalism though trials and tribulations;
4. Help them identify the major trends developed in the setting of an ever-increasing awareness for autonomy and independence;
5. Make the students aware of the great sacrifices the nation made at the final stage in the Liberation War in 1971;
6. Motivate the students to connect the whole episode of the emergence of Bangladesh to the regional and global politics of the Cold War;
7. Help develop in them the ideas of nationalism, sovereignty, economic emancipation, love for own culture and heritage and a commitment for the wellbeing of the nation;
8. Encourage the students to make research and create persuasive oral/written arguments on issue/s relating to the emergence of Bangladesh and the Liberation War; 

Textbooks and references

1. Ministry of Law, Justice and Parliamentary Affairs (2011). The Constitution of the People’s Republic of Bangladesh. Dhaka: Government of Bangladesh.
2. Blood, A K. (2004). The Cruel Birth of Bangladesh Memoirs of An American Diplomat, University Press Limited, Dhaka.
3. Muhit, A. M. A. (1996). American Response to Bangladesh Liberation War, University Press Ltd, Dhaka.
4. Schendel, W. Van (2009)., A History of Bangladesh, Cambridge University Press, London
5. Imam, J. (2010). Of Blood and Fire, The Untold Story of Bangladesh’s War of independence, University Press Ltd, Dhaka.
6. Harun-or-Rashid (2012). The Foreshadowing of Bangladesh: Bengal Muslim League and Muslim Politics, 1906-1947, University Press Ltd, Dhaka.
7. Jahan, R. (1972). Pakistan: Failure in National Integration, Columbia University Press, New York.
8. Ahmed, M. (1979). Bangladesh: Constitutional Quest for Autonomy, 1950-1971, University Press Ltd, Dhaka.
9. Umar, B. (2006). The Emergence of Bangladesh: Rise of Bengali Nationalism, 1958-1971, Oxford University Press, Delhi.
10. M Niaz Asadullah M.N., Savoia, A. & Mahmud W. (2014). Paths to Development: Is There A Bangladesh Surprise? Working Paper, World Development, Vol. 62, pp 138-154.
11. Ahmed, S. (2004). Bangladesh Past and Present, APH Publishing, Delhi Limited, Dhaka.

Course description 

Introduction to Population Studies is a 3-credit multidisciplinary course, which is designed to deliver information about basic concepts of demography, sources of demographic/population data, population structure, fertility, mortality, demographic transition, migration, and urbanization. It will also provide knowledge concerning population growth, population policy, population dynamics and economic development focusing on Bangladesh. Required data for preparing lectures will be linked to Bangladesh if available.

Learning objectives: 

1. By the end of this course, students will be able to:
2. Define and discuss basic concepts of demography;
3. Mention major sources of demographic/population data;
4. Explain the uses of studying population pyramid and demographic transition;
5. Calculate and interpret important measures of demography; 
6. Identify major determinants of fertility, mortality, migration and urbanization;
7. Discuss pros and cons of population growth;
8. Analyze critically population policies including strengths and limitations;
9. Integrate population issues and concerns into development planning;
10. Understand implications of population changes on economic development, business demography, and elderly care. 

Text books and references

1. Carmichael, GA (2016) Fundamentals of Demographic Analysis: Concepts, Measures and Methods.
2. Haupt A and Kane TT (1998) Population Reference Bureau’s Population Handbook (4th edition)
3. Lundquist JH, Anderton DL and Yaukey D (2015) Demography:  The Study of Human Population.
4. Palmore JA and Gardner RW (1996) Measuring mortality, fertility and natural increase: A self-teaching guide to elementary measures. East-West Center, Honolulu.
5. Poston DL and Bouvier LF (2010) Population and Society: An Introduction to Demography
6. Siegel and Swanson (2004) The methods and materials of demography (2nd edition)

Course description

Public health challenges at all levels ranging from local to global are enormous and there is an increasing need to improve overall public health education and practice, particularly in developing countries including Bangladesh. Without a sound public health system and underlying practices, sustainable development, environment and economic growth of any country will be substantially affected. Public health focuses on community and primarily aims to prevent diseases and prolong life by minimizing e.g., available risks and promoting healthy lifestyles and healthcare services. The main objective of the course is to make our undergraduate students acquainted with basic concepts of public health. In order to achieve this objective, public health information concerning its mission, definition, characteristics, core functions and essential services including different types of disease prevention will be provided. The students will learn some basics of epidemiology and biostatistics including causation of disease, which help them to measure, analyze and explain health problems effectively. Other essential chapters explaining evidence-based public health, disease transmission, epidemiologic triangle, chain of infection, risk/protective factors (called determinants) for selected diseases, major sources of public health data, environmental and occupational health, health policy and planning including public health challenges of the 21st century will be taught. Throughout this course, examples and exercises (e.g., assignments) will be given from Bangladesh. Students will also be recommended to read public health-related peer-reviewed journal articles for improving their understanding and critical thinking including the capacity of writing assignment/report on public health problems.

Learning objectives

1. By the end of this course, students will be able to:
2. Define and discuss concepts of health and public health;
3. Explain sub-disciplines and essential services of public health;
4. Differentiate between medical care and public health;
5. Understand the concept of evidence-based public health;
6. Describe epidemiologic triad and modes of transmission;
7. Identify major sources of data and determinants of public health;
8. Calculate and interpret some important measures of epidemiology;  
9. Present public health data effectively;
10. Familiar with future challenges of public health; 
11. Understand prevention methods to control public health problems. 

Text books and references

1. Riegelman, Richard. (2010). Public Health 101: Healthy People – Healthy Populations. Jones Bartlett Learning, Sudbury, MA 01776, USA.
2. Turnock, Bernard.  (2012). Public Health:  What It Is and How It Works, 5th edition. Jones Bartlett Learning, Sudbury, MA 01776, USA.
3. Schneider, Mary Jane. (2014).  Introduction to Public Health, 4th edition, Jones Bartlett Learning. ISBN 9781449697365.
4. Goldsteen, Raymond L. et al. (2015).  Introduction to Public Health Promises and Practices, 2nd edition. NY Springer Publishing Company. ISBN 9780826128478.

Course description 

This course serves as a portal through for students to learn about the complex and multi-disciplinary field of Environmental Health Sciences. Human health and wellbeing largely depend on the surrounding environment. Understanding environment (local and global) is mandatory for articulating demographic and human health challenges and planning opportunities. In this regard, this course will introduce the basic concepts of environment and environmental health to the students. The main objective of this course is to provide introductory idea about environment and environmental health. This knowledge will be one the cores for them to grasp the advanced ideas of population and public health. 

Learning objectives

By the end of this course, students will be able to:

1. Get a broad overview of the current state of the planet and environmental history of earth and our society;
2. Demonstrate basic understanding of the concepts of environment and ecological system;
3. Understand and define commonly used terminology and concepts in environment and environmental health;
4. Describe and utilize the key concepts/scientific principles related to environmental studies. Undertake a basic level of social/political/cultural/economic/philosophical analysis to highlight some of the many dimensions of environmental issues;
5. Know about the basic concepts of environment health from a local and global perspective. They will able to identify current and historic environmental health hazards;
6. Describe the various approaches to identifying and studying these hazards.

Textbooks and references

1. Nadakavukaren, A. (2000). Our Global Environment: A Health Perspective (5th ed.) Prospect Heights: Waveland Press, Inc.
2. Yassi, A., Kjellstrom, T., de Kok, T., Guidotti, T. L. (2001). Basic Environmental Health. New York: Oxford University Press.
3. Moore, G. S. (1999). Living with the Earth: Concepts in Environmental Health Science. Boca Raton: Lewis Publishers.
4. Blumenthal, D. S., and Ruttenber, A. J. (1995). Introduction to Environmental Health. Second Edition. New York: Springer.
5. Friis, R. (2012). Essentials of Environmental Health, 2nd Ed. APHA Press, Jones and Bartlett Learning.
6. Frumkin, H. (2010). Environmental Health: From Global to Local, 2nd ed. Jhon Willey and Sons Inc. USA.
7. Hilgenkamp, K. (2006). Environmental Health- Ecological perspective. Jones and Barlett Publisher.
8. Landon, M. (2006). Environment, Health and Sustainable Development. London School of Hygiene and Tropical Medicine.

Course description

This course is designed to teach students about basic (bio)statistics covering e.g., definitions, uses of biostatistics, types of variables, random variables, scales of measurements, frequency distributions and its construction, measures of central tendency, measures of variation, Skewness, Kurtosis, visualization of data, populations and samples, basic concepts of probability, probability distributions, central limit theorem, sampling distributions (population and sample, parameter and statistic), hypothesis testing, bivariate analysis (simple correlation, linear regression, Chi-Square tests).

Learning objectives 

By the end of this course, students will be able to:

1. Describe the basic concepts of (bio)statistics usually applied in public health;
2. Explain different types of variables and scales of measurements;
3. Construct frequency distributions and visualize data using graphs;
4. Calculate measures of central tendency and variation including skewness and kurtosis;
5. Explain concepts of probability;
6. Discuss concepts of sampling distributions and central limit theorem;
7. Understand the applications of discrete and continuous random variables.

Text books and references

1. Gerstman, B. (2015).  Basic Biostatistics:  Statistics for Public Health Practice. Burlington MA: Jones & Bartlett Publishers. ISBN: 978-1-284-02546-0.
2. Daniel, Wayne and Cross, Chad L (2014). Biostatistics: Basic Concepts and Methodology for the Health Sciences. 10^th Edition. John Wiley & Sons Singapore P Ltd. ISBN: 978-1-118-36220-4.
3. Rosner, B. (2010).  Fundamentals of Biostatistics. Boston, MA: Cengage Learning ISBN-13: 978-0538733496.
4. D’Agostino, R., Sullivan, L., & Beiser, A. (2005).  Introductory Applied Biostatistics. Boston, MA: Brooks Cole ISBN-13: 978-0534423995.
5. Blair, R., & Taylor, R. (2008). Biostatistics for the Health Sciences. Pearson ISBN-13: 978-0131176607.

Course Description

Epidemiology is the study of patterns of disease and injury in human populations and the application of this study to the control of health problems. This course is designed to teach students about basic concepts and principles of epidemiology. The included topics are meanings, scopes and uses of epidemiology, core functions of epidemiology, general principles of epidemiology, major types of epidemiology, historical evolution  and achievements of epidemiology, natural history and spectrum of diseases, stages of disease, risk factors and preventable causes, epidemiologic triangle, component causes and causal pies, chain of infections, mode of disease transmission, measures of disease frequency, association and potential impacts, prevention of disease, noncausal associations and causation in epidemiology.

Learning objectives

1. By the end of this course, students will be able to:
2. Understand the definition of epidemiology, key terms and core functions of epidemiology;
3. Differentiate between subdisciplines of epidemiology;
4. Describe epidemiologic triad and modes of transmission;
5. Deliver basic principles of study designs;
6. Calculate and interpret some important measures of epidemiology;
7. Familiar with the concepts of bias, confounding, screening, immunization and prevention.                                                    

Text books and references

1. Gordis, L.  (2014). Epidemiology. Philadelphia: Elsevier Saunders
2. Rothman, K. (2012). Epidemiology: An Introduction. 2^nd Edition. New York: Oxford University Press.
3. CDC. (2012). Principles of Epidemiology in Public Health Practice. 3^rd edition. Atlanta, GA 30333.
4. Webb, P. & Bain, C. (2011). Essential epidemiology: An Introduction for students and health professionals. Cambridge: Cambridge University Press.
5. R Bonita, R., Beaglehole, R., Kjellstrِm, T. (2006). Basic epidemiology (2nd Edition). Geneva: World Health Organization.
6. Bhopal, R. S. (2002). Concepts of Epidemiology: An integrated introduction to the ideas, theories, principles and methods of epidemiology. Oxford: Oxford University Press.
7. Silva I.S. (1999). Cancer Epidemiology: Principles and Methods. Lyon: WHO IARC.
8. Farmer, R., Miller, D. & Lawrenson, R. (1996) Lecture Notes on Epidemiology and Public Health Medicine. Oxford: Blackwell Science.
9. Lilienfeld, D.W. & Stolley, P.D. (1994). Foundations of Epidemiology. Oxford: Oxford University Press.

Course Description

The Social and Behavioral science course has interdisciplinary focus providing perspectives and critical analyses from Anthropology, Psychology, and Sociology. It is a broad subject that investigates individuals, cultures, organizations, social structure, economy, and international relations, among other aspects to prepare students for the complexity of diverse local communities and the global world we live in.  The techniques, theories, and empirical findings used to study the topic are vital to public discourse and serve as a foundation for self-reflection, critical evaluation, public and social policy decisions, and social and cultural changes. It is designed to enhance understanding of the psychosocial and cultural influences shaping individual lives and social institutions.

Learning objectives

1. By the end of this course, students will be able to:
2. Explain how social and behavioral sciences expertise is developed and applied. Understand the field's main approaches, techniques, theories and substantive findings;
3. Assess and apply ideas and theories from the social and behavioral sciences to real-world situations.

Text books and references

1. Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.) (2008). Health behavior and health education: Theory, research, and practice (4th ed). New York: John Wiley & Sons, Inc.
2. Hollis, M. (1994). The philosophy of social science: An introduction. Cambridge University Press.
3. Islam, S. A., Rahman, M. M, Rahman, M., Khan, F., Alam, S., & Barbhuiya, A. K. (2000). Introduction to Behavioural Science. The University Press Limited (UPL).
4.  Lindgren, H. C., Byrne, D. E., & Petrinovich, L. F. (1966). Psychology; an Introduction to a Behavioral Science. Wiley.

Course description 

The study of environment and society from an ecological point-of-view has emerged as much-needed discipline humanity since 1960 with the publication of the book Silent Spring by Rachel Carson. In this post-modern era of human society, with the rapidly depleting natural resources and biodiversity, and increasing pollution and climate change – the study of environment is regarded as one of the prerequisites for ensuring sustainability. In this context, this course is designed to introduce the basic ideas of environmental studies along with the concepts of its (environment) interactions with human society. The objective of this course is to help students learn basic environmental problems and ecological principles, develop their ability to use these principles to interpret ecological problems and understand the repercussions of environmental mismanagement. The course will discuss environmental issues with keeping the eye on development, and as well as the synergies of environment with human society.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate basic understanding of the concepts of environment, environmental history of earth and our society, ecological system, climate change, anthropogenic and natural disasters, and pollution;
2. Understand about the components of the human ecosystem on earth, like development, globalization, population dynamics and urban;
3. Know about the multidimensional relationships between population, development, globalization, urbanization with the environment;
4. Acquire analytical skills to identify root causes of environmental degradations, climate change and biodiversity loss in local and global scale; 

Textbooks and references

1. Blaikie, P., 2000. Development, post-, anti-, and populist: a critical review. Environment and Planning A, 32(6), pp.1033-1050.
2. D. Sidaway (2012) Geographies of Development: New Maps, New Visions? The Professional Geographer, 64:1, 49-62, DOI: 10.1080/00330124.2011.586878.
3. Khuda, Z R M M (2001) Environmental Degradation: Challenges of the 21st Century, Dhaka.
4. Miller G T (2000) Living in the environment: Principles, Connections and Solution, Pacifica grove Publishing.
5. Park, C, (2001) The environment: principles and applications. London: Routledge.
6. Peet, R. and with Hartwick, E. (1999) Theories of Development. Guildford.
7. Sutton W P (2007) The Environment: A sociological introduction, UK: policy Press, Cambridge.
8. Wisner B. (2003) At Risk Natural hazards, people’s vulnerability and disaster, New York. Routledge.
9. World Bank (2006) Bangladesh Country Environmental Analysis, Bangladesh Development Series Paper No: 12, Dhaka.

Course description                

The aim of this course is to enable learners to be able to instigate and sustain desirable behavior change among the population through formulating effective health messages using available communication channels. It aims to embed in learners a comprehensive understanding of the psychological and social determinants of health, the principles of health behavior change, and focuses on theories and principles, which underline health promotion. The course also outlines main approaches of diverse but complementary procedure universally taken to health promotion, indicating the key strengths and weaknesses of each approaches. 

Learning objectives and outcomes  

1. By the end of this course, students will be able to:
2. Identify and describe the key challenges facing health promotion programs in both local and global contexts;
3. Understand how psychological and social factors are associated with major public health problems;
4. Ability to plan strategies and management of behavior change communication (BCC) programs both in Bangladesh and internationally;
5. Gain skills in designing and implementing social and behavioral change communication strategies;
6. Familiarize students with a number of theories and methods for health promotion and disease prevention. 

Textbooks and references

1. Hornik, C.R. (2002). Public Health Communication: Evidence for Behavior Change. Lawrence Erlbaum Associates.
2. O’Sullivan, G.A., Yonkler, J.A., Morgan, W., and Merritt, A.P. A Field Guide to Designing a Health Communication Strategy, Baltimore, MD: Johns Hopkins Bloomberg School of Public Health/Center for Communication Programs, March 2003.
3. Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2008). Health behavior and health education: Theory, research, and practice (4th ed.). Jossey-Bass.
4. Green, J., Tones, K., Cross, R. & Woodall, J. (2015). Health Promotion – Planning and Strategies
   (3rd ed). Sage Publications, London.

Course description 

This course is designed to teach students about commonly used statistical inference techniques for both numerical and categorical data. The included topics are sampling, uses of sampling, and different types of sampling, hypothesis testing, null hypothesis, alternative hypothesis, p-values, type I and type II errors, power of a test, critical value, acceptance and rejection regions, parametric tests (e.g., z-test, t-test, F-test), one-way analysis of variance (ANOVA), two-way ANOVA, analysis of covariance (ANCOVA), bivariate/cross-table analysis, non-parametric tests (e.g., Chi-Square test, Wilcoxon Signed Rank Test, Wilcoxon-Mann-Whitney Test, Kruskal-Wallis Test), correlation, scatter diagram, linear regression, assumptions of linear regression, least square regression equation, coefficient of determination, non-linear regression such as logistic regression, multinomial logistic regression, selection of variables and model buildings, regression/model diagnostics, estimation of point estimate and confidence intervals, and sample size calculations. The students have to perform numerous calculations throughout the course.   

Learning objectives 

By the end of this course, students will be able to:

1. Explain various sampling methods and select feasible sampling method for intended research;
2. Calculate proper sample size based on various parameters;
3. Develop null and alternative/research hypotheses; 
4. Conduct different parametric and non-parametric tests to validate research hypothesis;
5. Draw conclusions from sample data that might not be immediately obvious;
6. Build various types of regression models and estimate linear regression using least square method;
7. Diagnose regression models;
8. Explain factor and cluster analysis;
9. Write final project using proper statistics.

Text books and references

1. Gerstman, B. (2015).  Basic Biostatistics:  Statistics for Public Health Practice. Burlington MA: Jones & Bartlett Publishers. ISBN: 978-1-284-02546-0.
2. Daniel, Wayne and Cross, Chad L (2014). Biostatistics: Basic Concepts and Methodology for the Health Sciences. 10^th Edition. John Wiley & Sons Singapore P Ltd. ISBN: 978-1-118-36220-4.
3. Rosner, B. (2010).  Fundamentals of Biostatistics. Boston, MA: Cengage Learning ISBN-13: 978-0538733496.
4. D’Agostino, R., Sullivan, L., & Beiser, A. (2005).  Introductory Applied Biostatistics. Boston, MA: Brooks Cole ISBN-13: 978-0534423995.
5. Blair, R., & Taylor, R. (2008). Biostatistics for the Health Sciences. Pearson ISBN-13: 978-0131176607.

Course description 

This course aims to develop students’ skills in conducting research work utilizing quantitative research tools. The course includes ethics in social science research, including population research, nature of scientific research, research process, social research strategies, planning a research project and formulating research questions, reviewing the literature, hypothesis development, the nature of quantitative research, research design, data collection methods, questionnaire design and administration, how to ask questions, and sampling considerations.

Learning objectives

By the end of this course, students will be able to:

1. Define research and its importance in social science;
2. Classify various types of research and their differences;
3. State research problem with testable hypotheses;
4. Perform different types of review of literature;
5. Develop a research design organized logically;
6. Select a suitable and feasible sampling method to collect data;
7. Develop suitable research tools like a questionnaire.

Text books and references

1. Marczyk, G., DeMatteo, D and Festinger, D (2005) Essentials of Research Design and Methodology. New Jersy: John Wiley & Sons, Inc.
2. Singh, Y.K. (2006) Fundamental of Research Methodology and Statistics. New Delhi: New Age International (P) Ltd., Publishers.
3. Bryman, Alan (2012). Social Research Methods. Oxford: Oxford University Press.
4. Neuman W.L (2014) Social Research Methods: Qualitative and Quantitative Approaches. Essex: Pearson Education Limited.

Course description 

The course is designed to provide an intensive introduction to the latest version of the Statistical Product and Service Solutions (SPSS) software, now known as IBM SPSS Statistics. SPSS is a user-friendly Windows-based statistical software and a powerful and versatile tool for data analysis. The training combines lecture and hands-on laboratory sessions and analyzes a subset of a large dataset. Using IBM SPSS for Windows, this course will help the students to learn on the following topics: Getting started in SPSS, Beginning SPSS, Entering data in the Data Viewer, Defining variables: variable names, missing values, variable labels, and value labels, Recoding variables, Computing a new variable, Data analysis with SPSS, Generating a frequency table, Generating a bar chart, Generating a pie chart, Generating a histogram, Generating the arithmetic mean, median, standard deviation, the range, and boxplots, Generating a contingency table, chi-square, and Cramér’s V, Generating Pearson’s r and Spearman’s rho, partial correlation, multiple regression, logistic regression, Generating scatter diagrams, Comparing means and eta, Generating a contingency table with three variables, Performing T-tests, One-way analysis of variance, Two-way between-groups ANOVA, Mixed between-within subjects analysis of variance. The course will also focus on writing up quantitative research, which will include the following topics: benefits of early starting, persuasiveness, getting feedback from peers and supervisors, avoiding sexist, racist, and disablist language, structuring reports based on quantitative data (title page, acknowledgements, lists of contents, abstract, introduction, literature review, research methods, results, discussion, conclusion, references, and appendices). 

Learning objectives

By the end of this course, students will be able to:

1. Understand IBM SPSS for Windows for quantitative data analysis;
2. Comprehend the appropriateness of applying statistical techniques for quantitative data analysis;
3. Analyze the quantitative data using IBM SPSS for Windows;
4. Familiarize with writing reports based on quantitative data analysis. 

Text books and references

1. Pallant, J. (2016). SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using IBM SPSS. Berkshire: Open University Press.
2. Field A.  (2009). Discovering Statistics Using SPSS, 3rd Edition (Introducing Statistical Methods) 3rd Edition, SAGE Publications Asia-Pacific Pte Ltd.
3. Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press
4. Cronk, B. (2017). How to Use SPSS®: A Step-By-Step Guide to Analysis and Interpretation. Routledge: Taylor & Francis Group.

Course Description 

The major aim of this course is to enhance knowledge of students regarding advanced epidemiological approaches to the study of disease and illness and to critically appraise, interpret and assess the quality of evidence of studies. The topics which will be covered by this course are outbreak investigation, epidemiologic surveillance, clinical epidemiology, screening and early detection, epidemiologic study designs (such as randomized controlled trials, cohort study, case-control study, cross-sectional study, ecological study), problems in epidemiological research such as  bias, confounding, effect modifications (interactions), mediation and ecological fallacy, statistical modeling in epidemiology including survival analysis, analysis plan for preparing manuscript, critical appraisal of epidemiological papers, presentation and interpretation of epidemiological data. 

Learning objectives 

By the end of this course, students will be able to:

1. Explain key terms used in outbreak investigation and epidemiologic surveillance;
2. Understand importance of early detection of health problems through screening;
3. Assess validity (sensitivity and specificity) of a screening test;
4. Differentiate between study designs highlighting advantages and disadvantages;
5. Perform survival analysis and other statistical modeling;
6. Present epidemiological findings effectively;
7. Interpret summary measures such as relative risk and 95% confidence intervals;
8. Explain epidemiological problems like bias and confounding;
9. Explain implications of epidemiological findings;
10. Review epidemiological papers and identify weaknesses.

Text books and references

1. Gordis, L.  (2014). Epidemiology. Philadelphia: Elsevier Saunders
2. Rothman, K. (2012). Epidemiology: An Introduction. 2^nd Edition. New York: Oxford University Press.
3. CDC. (2012). Principles of Epidemiology in Public Health Practice. 3^rd edition. Atlanta, GA 30333.
4. Webb, P. & Bain, C. (2011). Essential epidemiology: An Introduction for students and health professionals. Cambridge: Cambridge University Press.
5. R Bonita, R., Beaglehole, R., Kjellstrِm, T. (2006). Basic epidemiology (2nd Edition). Geneva: World Health Organization.
6. Bhopal, R. S. (2002). Concepts of Epidemiology: An integrated introduction to the ideas, theories, principles and methods of epidemiology. Oxford: Oxford University Press.
7. Silva I.S. (1999). Cancer Epidemiology: Principles and Methods. Lyon: WHO IARC.
8. Farmer, R., Miller, D. & Lawrenson, R. (1996) Lecture Notes on Epidemiology and Public Health Medicine. Oxford: Blackwell Science.
9. Lilienfeld, D.W. & Stolley, P.D. (1994). Foundations of Epidemiology. Oxford: Oxford University Press.

Course description 

This course will introduce students to the the foundations of qualitative research, the historical development of qualitative research, key philosophical and methodological issues in qualitative research, the nature of qualitative research, the applications of qualitative methods to social research, theoretical and applied research, the functions of qualitative research, the functions of different qualitative methods, combining qualitative and quantitative methods, qualitative design issues, defining the research questions, building design around research settings and populations, selecting the time frame for research, negotiating research relationships, resourcing and timetabling qualitative research studies, sampling in qualitative research, designing fieldwork strategies and materials, ethnography and participant observation, in-depth interviews, focus groups, interviewing in qualitative research, content analysis, language in qualitative research, and documents as sources of qualitative data. This course aims to provide hands-on experience in various qualitative methods and analysis techniques.

Learning objectives 

By the end of this course, students will be able to:

1. Understand different approaches to qualitative research;
2. Comprehend the appropriateness of research methods to address research questions;
3. Understand the fundamental ways of qualitative data collection analysis;
4. Recognize and assess quality and rigour in evaluating a qualitative research study.

Text books and references

1. Patton, M. (2002). Qualitative Research and Evaluation Methods, Newbury Park: Sage.
2. Ritchie, J & Lewis, J. (2003). Qualitative Research Practice: A Guide for Social Science Students and Researchers.  London: Sage Publications.
3. Denzin, N. & Lincoln, Y. (2011). The SAGE handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage.
4. Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.
5. Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (5th ed.). Boston: Pearson.

Course description 

The course is designed to provide an intensive introduction to the aspects of qualitative data analysis. The course will begin by providing general strategies of qualitative data analysis, which will include the following topics: Foundations for thinking and working qualitatively, Designing for analysis, Types of qualitative data analysis (grounded theory, thematic, and narrative), Managing and preparing data for analysis, Read, reflect, and connect: initial explorations of data, Codes and coding: principles and practice, Naming, organising, and refining codes, Alternative approaches to breaking open and connecting data, Describing, evolving, and theorising concepts, Relational analyses, Developing explanatory models and theories. The course will help the students understand the process of analysing qualitative data using paper-based and computer-based approaches. The course will primarily use NVIVO as computer-aided qualitative data analysis (CAQDAS). The course will also focus on writing up qualitative research, which will include the following topics: benefits of early starting, persuasiveness, getting feedback from peers and supervisors, avoiding sexist, racist, and disablist language, structuring reports based on quantitative data (title page, acknowledgements, lists of contents, abstract, introduction, literature review, research methods, results, discussion, conclusion, references, and appendices). 

Learning objectives

By the end of this course, students will be able to:

1. Understand the qualitative data analysis process;
2. Analyze the qualitative data using both paper-based and computer-based approaches;
3. Familiarize with writing reports based on qualitative data analysis.

Text books and references

1. Ritchie, J & Lewis, J. (2003). Qualitative Research Practice: A Guide for Social Science Students and Researchers.  London: SAGE Publications Ltd.
2. Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.
3. Bazeley, P. (2013). Qualitative Data Analysis: Practical Strategies. New Delhi: Sage Publications Ltd.
4. Bazeley, P.  & Jackson, K. (2013). Qualitative Data Analysis with NVIVO. New Delhi: SAGE Publications Ltd.

Course description 

This course provides an overview on the concepts and processes and tools for project management, monitoring and evaluation. The course will explore a variety of monitoring and evaluations approaches and discuss standards of practice, ethical considerations and continuous learning in monitoring and evaluation. It covers engaging stakeholders; developing evaluation and monitoring questions; theories of change and logic models; selecting indicators and data collection methods and tools; reporting; and ethics and quality assurance in monitoring and evaluation. By the end of the course, students will develop an evaluation of a population policy of their choice in order to make recommendations for improvements and facilitate decision-making in their organization.

Learning objectives

By the end of this course, students will be able to:

1. Acquire in-depth knowledge of the concepts, rationale, and types of (public) health (care/services) planning, monitoring and evaluation;
2. Identify the similarities/differences and strengths/weaknesses of different models typically used in project planning and evaluation;
3. Explain different evaluation frameworks or models;
4. Comprehend the relationship between program planning and evaluation;
5. Differentiate between monitoring and evaluation.

Text books and references

1. Dobie, C. 2007. Handbook of Project Management: A complete guide for beginners to professionals. Routledge
2. A guide to the Project Management Body of Knowledge (PMBOK). 1996. By Project Management Institute, 4 Campus Blvd., Newtown Squire, PA  19073.
3. Chadha, Shylaril. 1989. Managing Projects in Bangladesh. University Press. (658 CHM).
4. David I. Cleland (eds.). 1997. Field Guide to Project Management. New York: Van Nostrand Reinhold.
5. Williams, K. and Ramarao, S. 2009. A Manual for Monitoring and Evaluation of Service Delivery, Programs, Population Council.

Course description 

This course offers an introduction to the social science of reproduction, drawing especially on models and theories from demography, sociology, and anthropology. Specific topics are basic terms and measures of fertility, proximate determinants, natural fertility and parity-specific control, spacing, stopping, postponing fertility, global fertility transitions, fertility intention and unmet need, fertility control and family planning, trends and determinants of fertility, period and cohort rates, current issues in fertility.

Learning objectives 

By the end of this course, students will be able to:

1. Explain the variation and change in birth rates;
2. Understand how individual intentions shape—or not shape—aggregate fertility trends;
3. Culture and political economy intersect with fertility outcomes;  
4. Understand who has how many children why and with whom. 

Text books and references

1. Bogue, D. J. (1969). Principals of Demography, New York: John Wiley.
2. Cox, Peter R. (1976). Demography, 5th Ed. New Delhi: Vikas Publications.
3. Poston Jr, Dudley L. & Bouvier Leon F. (2010).  Population and Society: An Introduction to Demography.
4. Demeny, P & McNicoll, G. (2003). Encyclopedia of Population edited by New York: Macmillan Reference USA.
5. Joe McFalls (2007). Population: A Lively Introduction. Washington, D.C: Population Reference Bureau.
6. PRB (2011). A hand Book on Population.  Washington, D.C: Population Reference Bureau.

Course description 

In this course, students will study the basic concepts of morbidity and mortality with contemporary debate and theories. This course will introduce the students about the trend and differentials of morbidity and mortality. The course will explore a broad set of issues in health and mortality. It will focus on the theories, description and explanation of variation in health and mortality across time, space, and social groups. Students will also learn the nature of mortality and morbidity transition with special emphasize on long term mortality decline. They will also learn the global, regional and national pattern of mortality and morbidity including health promotion. The following specific topics will be covered: Defining and understanding morbidity and mortality; Measures of Morbidity and Mortality; Theories and Approaches to Morbidity and Mortality; Causes of Death and Classification of Diseases; Framework, Determinants and Differentials of Morbidity and Mortality; and Global Burden of Morbidity and Mortality.

Learning objectives

By the end of this course, students will be able to:

1. Know the basic learning on morbidity and mortality;
2. Measure the basics of health, mortality, and morbidity;
3. Understand the causes of declining long-term mortality in developed and developing countries;
4. Understand the global burden of diseases with its measurement;
5. Identify the factors determining mortality and morbidity;
6. Understand the inequality in the health status of a population;
7. Conceptualize the foundation of health promotion and its applications.

Text books and references

1. James C. Thomas, J.C., & Weber, D.J. (2001). Epidemiologic Methods for the Study of Infectious Diseases. London: Oxford University Press Inc. ISBN 0-19-512112-0.
2. Manton, K.G.,  Akushevich, I, Kravchenko, J., (2009). Cancer Mortality and Morbidity Patterns in the U.S. Population: An Interdisciplinary Approach. Heidelnerg: Springer Science and Business Media.
3. Alderson M. (1988). Mortality, Morbidity and Health Statistics. London: Palgrave, ISBN: 978-1-349-09070-9, ISBN-978-1-349-09068-6.
4. IDRC (2002). Population and Health in Developing Countries (Vol.1 ). – Ottawa: International Development Research Centre. 
5. Charbit, Y & Arunachalam, D. (2018). Demographic Transformation and Socio-Economic Development (Vol. 8). Cham, Switzerland: Springer.
6. NIH (2012). Morbidity & Mortality: 2012 Chartbook on Cardiovascular, lung, and blood diseases. Bethesda, Maryland: National Institutes of Health: National Heart, Lung, and Blood Institute.
7. Ahuja, N. (2010). A Short Textbook of Psychiatry, 7th Edition. Jaypee Brothers Med. Pub..
8. Daniel, W.W. (2018) Biostatistics: A Foundation for Analysis in the Health Sciences, 9th Edition New Jersey: John Wiley & Sons Inc.

Course description 

Modern world has been increasingly urbanized. Globally urban areas are accommodating more than 60 percent of the population. Therefore, the discourses of development are now increasingly focused on urban areas and issues. This course will examine urban issues and urbanization process from colonial to the contemporary period, emphasizing demographic, social, economic, cultural and political processes. This course will cover issues of mobility and migration, emphasizing on internal mobility behavior. It then elaborates on types, determinants and consequences of internal migration, patterns, historical and recent trends. The course will then focus on theories of migration and displacement. The course also elaborates on impacts of urbanization and migration on state-nation building process, socioeconomic behavior and development process and prospects.

Learning objectives

By the end of this course, students will be able to:

1. Develop an understanding regarding urbanization, migration and mobility
2. Identify major causes and impacts (positive/negative) of urbanization and internal migration
3. Learn conceptual/theoretical basis to understand urban challenges and opportunities
4. Understand concepts, compositions, characteristics, causes and effects of human (internal) mobility behaviour, and their relationship between the migration and economic development, social change and development issues.
5. Examine synergies between urbanization and human mobility processes, identify mutual challenges and opportunities.                                        

Text books and references

1. Beall, Jo. "Globalization and Social Exclusion in Cities: Framing the Debate with Lessons from Africa and Asia." Environment and Urbanization 14, no. 1 (2002): 41-51.
2. Castells, Manuel. "The New Historical Relationship between Space and Society." Chapter 4 in Designing Cities: Critical Readings in Urban Design. Edited by Alexander Cuthbert. Oxford, UK: Wiley-Blackwell, 2003, pp. 59-68. 
3. Clark, David (1996). Urban World/Global City, Routledge, London.
4. Gugler, Josef. "Introduction." In World Cities beyond the West: Globalization, Development, and Inequality. New York, NY: Cambridge University Press, 2004, pp. 1-26. 
5. Louis Wirth (1938). Urbanism as a Way of Life, The American Journal of Sociology, Vol. 44, No. 1: 1-24.
6. McGee, T.G. (1971). Urbanizations Process in the Third World, Bell, London.

Course description 

This course will provide an overview of the techniques applied in population analysis. It will introduce the students to the basic concepts and measures of population change.  Students, attending this course, will know the preliminary concepts of demography and will able to this knowledge to measure population change, fertility, mortality, and migration. This will specifically focus on the following topics: Basic Demographic Methods: Proportion, Percentage, Rates and Ratios, Rates of Population Growth, Doubling Time, The Balancing Equation. Age and Sex Composition Analysis: Definition and Importance of Age and Sex Composition, Construction of Population Pyramid, Measures of Sex Composition Analysis. Basic Measures of Fertility: Basic Concepts, Crude Birth Rate, General Fertility rate, Age-Specific Marital Fertility Rate, Total Fertility rate, Cohort Analysis. Reproductivity: Basic Concepts, Crude Rate of Natural Increase, Vital Index, Intrinsic Rate of Natural Increase-Lotka's 'r', Mean Length of Generation, Stable Population and Stationary Population. Nuptiality: Nuptiality and Marriage-Sources of Marriage Data, Measures of Nuptiality and Marriage, Divorce, Remarriage, and Widowhood. Basic Measures of Mortality: Basic Concepts, Different Observed and Adjusted Rates, Crude Death Rate, Age and Cause-Specific Death Rate, Infant Mortality Rate, Neonatal Mortality Rate, Prenatal Mortality Rate, Maternal Mortality Rate and Maternal Death Rate. Migration: Basic Concepts, Sources of Data, Measurement of Migration, Direct Measurement of Migration and Retrospective Questionnaire, Life Time Migration.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the concept of demography and sources of demographic data;
2. Know the construction of population pyramid and interpretation;
3. Know the basic components of population change and its applications;
4. Apply knowledge to calculate different rates of fertility, mortality, migration and
5. Interpret the variations in the elements of population change;
6. Operate Microsoft excel to produce population pyramid and other calculations.

Text books and references

1. Barclay, George W. 1958. Techniques of Population Analysis, John Wiley & Sons Inc, New York.
2. Carmichael, Gordon. 2003. An Introduction to Demographic Analysis
3. Hinde, Andrew 1998. Demographic Methods, Oxford University Press Inc. New York.
4. Newell, Colin. 1988. Methods and Models in Demography, Guilford Press, New York.
5. Shryrock, H.S and J.S. Siegel 1984. The Methods and Materials of Demography, Condensed Edition by Edward G. Stockwell, Academic Press, Washington.
6. Samuel Preston, Patrick Heuveline, Michel Guillot, Measuring and Modeling Population Processes, Malden, MA: Blackwell, 2001.

Course description 

Migration is increasingly recognized as one of the key factors of the sustainable development. Globally and locally, migration plays a significant role in advancing development in both micro and macro scale. However, the interaction between these two is complex and volatile – which demand intensive study. This course will introduce discourses, policies and practices linking migration and development. The course will  discuss the international migration theories, focusing on different aspects of the migration process, and factors. The course then elaborates on political, economic and social factors elaborately. It also discusses the implications of international migration on global politics and economics. The course will then discuss the international migration policies, and their roles in shaping global migration scenario and development agenda.

Learning objectives 

By the end of this course, students will be able to:

1. Demonstrate an understanding of the major debates in migration studies;
2. Demonstrate knowledge of the social, political and economic processes that generate and shape migration;
3. Demonstrate knowledge of how migration is related to development and underdevelopment;
4. Learn about the social, political and economic consequences of migration;
5. Acquire analytical abilities in both oral and written form.

Text books and references

1. Castles, S., De Haas, Hein. & Miller, Mark J.(2014). The age of migration: international population movements in the modern world. (5. ed.). Palgrave Macmillan. (420 pp) ISBN: 978-0-230-35577-4.
2. IOM (2018) World Migration Report (available at: http://www.iom.int/wmr/worldmigration-report-2018). Geneva: International Organization for Migration (347 pp).
3. Kivisto, P. & Faist, Thomas.(2009). Beyond a Border: The Causes and Consequences of Contemporary Immigration. Sage Publications. (347 pp) ISBN: 9781412924955
4. Betts, A. & Collier, Paul.(2017.). Refuge: rethinking refugee policy in a changing world. Oxford University Press. (267 pp) ISBN: 978-0-19-065915-8
5. Martin and Pecoud, Antoine (2013) Migration, Development and the ‘Migration-Development’ Nexus, Population, Space and Place (19): 369-374.
6. Fleury, Anjali (2016) Understanding Women and Migration: A Literature Review. KNOMAD Working Paper 8. Washington D.C.: KNOMAD.

Course description 

The course will cover the following topics: basic concepts of nutrition with its social aspects; classification of foods with their daily requirements; nutritional requirements, balanced diet and dietary goals; assessment of nutritional status and surveillance; nutritional problems in public health with measures for prevention; gender inequalities and priority group for nutrition promotion and national nutritional programs.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the comprehensive idea of nutrition
2. Gain knowledge on changing concepts of nutrition
3. Get the idea of social aspects of nutrition and its influence on health
4. Know the basic nutritional requirements and benefits of balanced diet
5. Understand the major nutritional problems of the country with the measures for prevention;
6. Analyze gender inequalities and priority groups for nutrition
7. Learn about national nutrition programmes including concepts of food security and safety.

Text books and references

1. Gibney M. J., Margetts, B. M., Kearney, J. M. & Arab, L. (2004). Public Health Nutrition. Publisher: Wiley-Blackwell.
2. Werbach, M. R., & Moss, J. (1999). Textbook of Nutritional Medicine. Publisher: HarperCollins, Washington DC.
3. Park, K. (2013). Park’s Textbook of Preventive and Social Medicine, 22^nd Edition. Publisher: M/S Banarsidas Bhanot, Jabalpur, India.
4.  Hyder, R. K. (2012). Textbook of Community Medicine and Public Health, 5^th Edition. Edited by Mahmudur Rahman, AKM Alamgir, MA Hafez. Publisher: MAH Publisher, Dhaka, Bangladesh.

Course description 

This course brings together a diverse range of topics to provide students a comprehensive insight into the social, economic, medical and demographic factors that shape health of the population from prevention and promotion, to health protection. Students will be engaged in developing the academic and practical knowledge needed to determine the systematic variations in the health of individuals and population, as well as the skills and experience to apply this knowledge to practical solutions to improve health, wellbeing, and the delivery of health services. The course will specifically discuss the following issues: Traditional View of the Health. Limitations of the Traditional View. Reflections on Key Concepts: Population Health and Public Health. Population and Public Health. Difference between Population and Public Health. Benefits of Population Health Approach. History of the Emergence of Population Health. Foundations of Population Health. Models for Population Health. Population Health Components: Health Outcome; Health Determinants; Policies. Pillars of Population Health: Chronic Care Management; Quality and Safety; Public Health; Health Policy. Core Principals of Population Health. Traditional Measures of Population Health and Its Limitation; Summary Measures of Population Health. Determinants of Population Health: Policy; Social factors (social determinants of health); Health services; Individual behavior; Biology and genetics. The ecological framework. Non-Health Policies: How Non-Health Policies Can Affect Population Health.

Learning objectives 

By the end of this course, students will be able to:

1. Differentiate population health approach from public health approach;
2. Identify the components of population health;
3. Determine the importance of summary measures of population health over the traditional measures of population health;
4. Calculate some of the key summary measures of population health, such as DALY, QALY, HLE, etc.;
5. Understand the health disparities through identifying the determinants of population health; and assess the impact of non-health policies on the health status of the population.     

Text books and references

1. Castles, S., De Haas, Hein. & Miller, Mark J.(2014). The age of migration: international population movements in the modern world. (5. ed.). Palgrave Macmillan. (420 pp) ISBN: 978-0-230-35577-4.
2. Chomik, T. A. 2001. The Population Health Template: Key Elements and Actions That Define A Population Health Approach. Strategic Policy Directorate, Population and Public Health Branch, Health Canada
3. Cohen, D., Huynh, T., Sebold, A., Harvey, J., Neudorf, C., & Brown, A. (2014). The population health approach: A qualitative study of conceptual and Operational definitions for leaders in Canadian healthcare. SAGE Open Medicine (DOI: 10.1177/2050312114522618).
4. Field, M.J. and Gold, M. R. (1998). Summarizing Population Health: Directions for the Development and Application of Population Metrics. Washington, D.C.: National Academy Press
5. Graham, H. (2009). Health inequalities, social determinants and public health policy. Policy & Politics. https://doi.org/10.1332/030557309x445618
6. Kaplan, R. M., Spittel, M. L. & David, D. H. (2015). Population Health: Behavioral and Social Science Insights. AHRQ Publication No. 15-0002. Rockville, MD: Agency for Healthcare Research and Quality and Office of Behavioral and Social Sciences Research, National Institutes of Health.
7. Kindig, D. & Stroddart, G. (2003). What is Population Health? American Journal of Public Health. Vol. 93, No. 3
8. Kindig, D. A. (2007). Understanding Population Health Terminology. The Milbank Quarterly, Vol. 85, No. 1
9. Kunitz, S. J. (2007). The Health of Populations: General Theories and Particular Realities. Oxford: Oxford University Press
10. Lalonde, M. (1974). A New Perspective on the Health of Canadians: A Working Document.
11. Marmot, M. & Wilkinson, R. G. (2006). Social Determinants of Health. Oxford: Oxford University Press
12. Murray, C. J. L., Salomon, J. A. & Mathers, C. (2000). A Critical Examination of Summary Measures of Population Health. Bulletin of the World Health Organization, Vol. 78, No. 8
13. Nash, D. B., Reifsnyder, J., Fabius, R. A., Pracilio, V. P. (2011). Population Health: Creating A Culture of Welness. Burlington: Jones and Burtlett Learning.
14. Nash. D. V. B. (2012). The Population Health Mandate: A Broader Approach to Care Delivery. San Diego: The Governance Institute
15. Osypuk, T. L., Joshi, P., Geronimo, K., & Acevedo-Garcia, D. (2014). Do Social and Economic Policies Influence Health? A Review. Current Epidemiology Reports. https://doi.org/10.1007/s40471-014-0013-5
16. Reigelman, R. & Kirkwood, B. (2015). Public Health 101: Healthy People Healthy Populations. Burlington: Jones and Burtlett Learning.
17. Strategies for Population Health Investing in the Health of Canadians. 1994. 
18. Taking Action on Population Health: A Position Paper for Health Promotion and Programs Branch Staff. Health Canada
19. WHO. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Geneva: WHO
20. Wilkinson, R. G. Marmot, M.  (2003). The Solid Facts (Social Determinants of Health). Geneva: WHO
21. Young, T. K. (1998). Population Health: Concepts and Methods. Oxford: Oxford University Press.

Course description 

The course takes a big-picture approach to the relationship between population, poverty, development, and the environment, with a primary focus on how these issues affect low- and middle-income countries. Population and development are composite concepts by nature and population issues do not exist in isolation. Thus, any development effort should take into account the parameters of population for sustained economic growth and welfare of the society.  The aim of this course is to introduce students to the main debates around the links between population, poverty, development, and the environment so that they can assess the policy implications of demographic change, primarily in low- and middle-income countries. The topics considered include: population growth; population is a development issue, population and economic development; fertility, culture and development; mortality, disease, development and trends in health inequalities; migration and development; urbanisation; population, development and environment; environmental change and demographic impacts; population ageing; defining and measuring poverty and livelihoods; population policies, planning and development

Learning Objectives

By the end of this course, students will be able to:

1. Understand the complex inter-relationships between population trends, human welfare and the environment in relatively low-income countries
2. Understand the most significant population issues in the 21st century
3. Explore the relationship between population and development and understand the framework of population and development
4. Understand how population processes (fertility, mortality, migration) and population growth matter for development
5. Assess the significance of the complex inter-relationships between population trends, human welfare and the environment issues for development, health and social policy, with emphasis on poverty reduction strategies in low- and middle-income countries 

Text books and references

1. Gould, W. T. S. (2009). Population and Development. London: Routledge
2. Dyson, Tim (2010). Population and Development - The Demographic Transition, Zed Books.
3. Furedi, Frank (1997). Population and Development: A Critical Introduction. New York: St. Martin’s Press
4. Keyfitz, Nathan (1990). Towards a Theory of Population-Development Interaction, Population and Development Review, Vol. 16, Supplement: Resources, Environment, and Population: Present Knowledge, Future Options, pp. 295-314
5. Todaro, Michael P. and Stephen C. Smith (2012). Introduction to Development Economics: Economic Development, 11th edition, Pearson College Div; 11th edition
6. Bloom, David E., David Canning, and Jaypee Sevilla. 2003. The Demographic Dividend: a New Perspective on the Economic Consequences of Population Change. Santa Monica, Calif: Rand.
7. Cohen, B. (2006). Urbanization in Developing Countries: Current Trends, Future Projections, and Key Challenges for Sustainability, Technology in Society 28: 63-80
8. UNFPA (2012). Population Matters for Sustainable Development (Report was prepared by the Population and Development Branch, Technical division, United Nations Population Fund).
9. Gupta, Monica Das, John Bongarts and John Cleland (2011). Population, Poverty, and Sustainable Development: A Review of the Evidence, Policy Research Working Paper, 5719, The World Bank
10.  Arthur, W. Brian and Geoffrey McNicoll. 1978. An Analytical Survey of Population and Development in Bangladesh, Population and Development Review, Vol. 4, No. 1, pp. 23-80, Population Council

Course description 

World has witnessed profound changes in the structure and social meaning of relationships, family and marriage. This course looks at various concepts, theories, issues, debates related to marriage and family. It describes the historical perspective of marriage and family. It focuses on types of marriage and family, changing trends of marriage, family and ever changing functions of family.  This course looks at the family, its structures, and functions. There is an emphasis on the sociological theory and research on marriage, kinship systems, and components of mate selection, intimate relationships, and child-rearing practices. The family is examined in historical perspective and in relation to social change. A large part of the course will be devoted to the examination of special topics including gender, love and sexuality in relationships, the meaning of family and marriage across cultures, singlehood, partner selection; stress, crisis, violence and abuse in relationships; divorce, remarriage and their effect on children; childlessness as a lifestyle, same-sex relationships. This course actually depicts the marriage family interaction scenario in the context of demography.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the core concepts of marriage and family;
2. Comprehend fundamental theories of family;
3. Know the historical perspective of marriage and family;
4. Understand different life events like mate selection, romantic love, cohabitation, divorce, single parenting, children in broken families and its greater impact on society;
5. Understand the modern lesbian and gay family and future of family;
6. Explain population dynamics by considering ‘marriage’ as a core demographic variable;
7. Analyze the ways in which marriage and family interaction can affect the population dynamics;
8. Apply the conceptual and theoretical knowledge of marriage and family in answering the research questions related to marriage and family.

Text books and references

1. Gary W. Peterson and  Kevin R. Bush (Edit) 2012 Handbook of Marriage and the Family. Springer-Verlag New York Inc. New York, NY, United State.
2. Nijole V. Benokraitis 2011.  Marriages & Families Changes, Choices, and Constraints.
3. Amin, Sajeda. 1998. “Family Structure and Change in Rural Bangladesh,” Population Studies 52:201-213.
4. Foster A. 1993. “Household partition in rural Bangladesh” Population Studies, 47(1): 97-114.
5. Caldwell, J. C., Reddy, P. H., & Caldwell, P. 1984. The determinants of family structure in rural south India. Journal of Marriage and the Family, 46(1), 215-229.

Course description 

This course covers issues of ageing societies in both developed and developing country. Theoretical perspectives and research approaches will be considered in relation to a variety of subject areas, including: health, living arrangements, family relationships, informal and formal support, and work and retirement. The course will specially emphasize on the older population of Bangladesh and examine trends related to an aging population, and explores the experience of aging from the vantage points of older persons and of society.

Learning objectives

By the end of this course, students will be able to:

1. Define key demographic measures and use them to describe demographic trends;
2. Explain causes of population ageing;
3. Illustrate major public old-age support programs and discuss their challenges;
4. Explain why families provide elder support, compare the support across societies, and analyze how the private support relates to public elder support;
5. List and evaluate policy options to mitigate the consequences of population ageing. 

Text books and references

1. Andrews, G J and Phillips, D R (eds.) (2005) Ageing and place. London: Routledge.
2. Harper, Sarah (2006) Ageing societies: myths, challenges and opportunities. London: Hodder Arnold.
3. Phillips, D R and Chan, A C M (eds) (2002) Ageing and long-term care:
4. national policies in the Asia-Pacific. Singapore: Institute of Southeast Asian Studies.
5. Sanderson, W and Scherbov, S (2008) Rethinking age and aging, Population Bulletin 63, 4, Dec., 1- 16 (whole issue) www.prb.org.
6. United Nations (2007) World Economic and Social Survey 2007: Development tin an Ageing World. New York: UN.
7.  http://www.un.org/esa/policy/wess/wess2007files/wess2007.pdf
8. Connidis, Ingrid Arnet. 2010. Family Ties & Aging, 2nd ed. Los Angeles: Pine Forge Press/Sage.
9. Chappell, McDonald & Stones (CMS). Preface and Chapter 1, pp. 1 -11; 20 -22. Attitudes and Social Issues that Affect Older People.
10. Chappell, McDonald & Stones (CMS), Chapter 11, pp. 270 -299. Families and Aging.
11. Connidis. Chapter 2, 25-49. The Availability of Family Ties in Later Life: Demographic Trends and Family Structure.

Course description 

This course will provide an overview on the Population Planning and Human Resource Development through introducing the students to the complex and dynamic issues. Students will engage in critical thinking about Population Planning and Human Resource Development issues and gain exposure to different types of basic concepts and issues. The students will learn the following topics: Introduction to Population Planning and Human Resource Development (HRD); The Theory of Human Resource Development; Human Capital Formation and Human Development; Labor Force Analysis for Population Planning and Human Resource Development; International Labor Migration; Health and Nutrition; Education and Human Resource Development; and Population Planning for Sustainable Development.

Learning objectives 

By the end of this course, students will be able to:

1. Understand basic planning for population and human resource development theories and concepts;
2. Discover and develop their own sociological imagination and apply it to planning for population and human resource development;
3. Understand the ways in which social institutions are interdependent;
4. Explore how social factors contribute to planning for population and human resource development and efforts to create social change. 

Text books and references

1. Battu, Naga Raju (2013). Human Resources Development. A P H Publishing Corporation
2. Vohra, Snell and Bohlander (2010). Human Resource Management: A South Asian Perspective. Chandramohan, A. (2007). Human Resource Management. A P H Publishing Corporation
3. Beardwell, I., Holden, L. and Claydon, T., (2004), Human Resource Management a contemporary Approach, 4th edition, Prentice Hall.
4. Bhatia, B.S., Verma, H.L. and Garg, M.C., (2002), Studies in Human Resource Development, Deep & Deep Publications.
5. Decenzo, D.A. and Robbins, S.P., (1988), Personnel/Human Resource Managemant, 3rd edition, Prentice Hall College Div.
6. Desai, A.S., (1979), Human Capital Formation and its Utilization, Sterling Publishers Pvt. Ltd., New Delhi.
7. Dessler, G. and Varkkey, B., (2009), Human Resource Management, 11th edition, Dorling Kindersley (India) Pvt.
8. Fukuda-Parr, S., Kumar, A.K.S. and Sen, A., (2005), Readings in Human Resource Development: Concepts, Measures and Policies for a Development Paradigm, Oxford University Press.
9. Gould, W.T.S., (2009), Population and Development, Routledge.
10. Holton, E.F. III, and Torraco, R.J., (2002), Human Resource Development Review, Sage Publications.
11. Jhingan, K.L., (2011), The Economics of Development and Planning, 40th edition, Vrinda Publications.
12. Yadav, K.P., (2006), Manpower Planning and Economics Development, Sarup & Sons.

Course description 

Population dynamics is necessary for development planning for a country like Bangladesh. An understanding of past, present and future direction of population and related issues are essential. In this regard this course will introduce the population dynamism, its determinants and related issues in national context. Basic demographic processes- fertility, mortality and migration and related other issues over the past, present and future will be explored in context Bangladesh. This course will provide insights on the changes in demographic phenomena and its impact in Bangladesh with a specific focus on: overview of Bangladesh population; age-sex transition and demographic dividend in Bangladesh; marriage dynamics in Bangladesh and its implications; fertility transition in Bangladesh; mortality and health transition in Bangladesh; population mobility and movement in Bangladesh; population mobility and movement in Bangladesh; population aging in Bangladesh; nutrition in Bangladesh; consequences of population dynamics in Bangladesh: health, environment, urbanization; future population of Bangladesh: issues and challenges; population policy and family planning programs in Bangladesh

Learning Objectives

By the end of this course, students will be able to:

1. Recognize major trends and issues in population dynamics of Bangladesh;
2. Understand and explain the transition of demographic processes in Bangladesh;
3. Understand the structure and composition of Bangladesh population;
4. Increase knowledge on the determinants/factors related to population dynamics in Bangladesh;
5. Clarify the importance of population issues in relation to sustainable development;
6. Understand dynamic interrelationship between population-environment-development sectors;
7. Identify challenges, opportunities and resources for teaching about population and development;
8. Discuss the policy alternatives to address the changes in Bangladesh population.

Textbooks and references

1. Bengtsson, Tommy and Kirk Scott. 2010. The ageing population. In: Bengtsson, T. (ed.), Population Ageing - A Threat to the Welfare State. Berlin: Springer Verlag [available online].
2. McDonald, Peter. 2006. Low fertility and the state: the efficacy of policy. Population and Development Review 32(3): 485-510.
3. McNeill, J.R. 2006. Population and natural environment: Trends and challenges. Population and Development Review 32(1): 183-201.
4. Merrick, Thomas. 2002. Population and poverty: New views on an old controversy. International Family Planning Perspectives, 28(1): 41-45.
5. W. Brian Arthur and Geoffrey McNicoll, An Analytical Survey of Population and Development in Bangladesh Population and Development Review, Vol. 4, No. 1 (Mar., 1978), pp. 23-80
6. United Nations. 1981. Country Monograph Series No. 8: Population of Bangladesh, New York.
7. Peter Kim Streatfield and Zunaid Ahsan Karar. 2008.  Population Challenges for Bangladesh in the Coming Decades. J HEALTH POPUL NUTR 2008 Sep;26(3):261-272
8. T. Paul Schultz and Julie DaVanzo. 1970.  Analysis of demographic Change in east Pakistan: A study of retrospective survey data, Agency for International Development, Rand.
9. Rafiqul Huda Chaudhury (2014). Will Bangladesh seize or squander the economic opportunity offered by the demographic dividend? Asia-Pacific Population Journal Vol. 29, No. 2
10. Hossain, M. B, Tehmina Ghafur, Mohammad Mainul Islam and Mohammad Sazzad Hasan, Trends, Patterns and Determinants of Marriage in Bangladesh, Population Monograph of Bangladesh, Volume 13, November 2015, Bangladesh Bureau of Statistics, Government of Bangladesh.
11. Islam, Mohammad Mainul, Mohammad Sazzad Hasan, Mohammad Bellal Hossain and Tehmina Ghafur. 2016. The Prevalence and Determinants of Remarriage in Bangladesh, Contemporary Perspectives in Family Research, Vol.10, Emerald Publishing (Book title: Divorce, Separation, and Remarriage: The Transformation of Family; edited by Giovanna Gianesini & Sampson Lee Blair), October, 2016
12. Caldwell, John C et.al.1999. The Bangladesh Fertility Decline: An Interpretation, Population and Development Review, Vol. 25, No. 1 (Mar. 1999), pp. 67-84
13. Adnan, Shapan. 1998. Fertility Decline under Absolute Poverty: Paradoxical Aspects of Demographic Change in Bangladesh, Economic and Political Weekly, Vol. 33, No. 22 (May 30 - Jun. 5, 1998), pp. 1337-1348
14. Khuda, Barkat-e- and Mian Bazle Hossain. 1996. Fertility decline in Bangladesh: toward an understanding of major causes. Health Transition Review, Supplement 6 1996, 155-167
15. John Cleland, James F. Phillips, Sajeda Amin and G. M. Kamal. 1994. The Determinants of Reproductive Change in Bangladesh: Success in a Challenging Environment. Washington, D.C.: The World Bank
16. Zunaid Ahsan Karar, Nurul Alam and Peter Kim Streatfield. (2009). Epidemiological transition in rural Bangladesh, 1986-2006. Global Health Action 2009. DOI: 10.3402/gha.v2i0.1904
17. Nabi, A.K.M. Nurun. 1992. Dynamics of Internal Migration in Bangladesh, pp. 81-98 in Canadian Studies in Population, Vol. 19 (1).
18. Nabi, A.K.M. Nurun. 1992. Dynamics of Internal Migration in Bangladesh, pp. 81-98 in Canadian Studies in Population, Vol. 19 (1).
19. JOHN CLELAND et al.1994.The Determinants of Reproductive Change in Bangladesh: Success in a Challenging Environment, The World Bank
20. Hossain, M. B, Mehedi Hasan Khan, Md. Aminul Haque, Sanjit Ray and Mohammad Sazzad Hasan, Changing Patterns of Urbanization in Bangladesh, Population Monograph of Bangladesh, Volume 12, November 2015, Bangladesh Bureau of Statistics, Government of Bangladesh.
21. Barkat-E-Khuda and Samiha Barkat. 2012. The Bangladesh Family Planning Programme: Achievements, Gaps and the Way Forward. Pp. 103-125 in Family Planning in Asia & The Pacific: Addressing The Challenges, International Council on Management of Population Programmes (ICOMP)
22. Jones, Gavin (ed). 2015. The Impact of Demographic Transition on Socio-economic Development in Bangladesh: Future Prospects and Implications for Public Policy, UNFPA, Bangladesh.

Course description 

This course provides an overview on the concepts of population policy and programs in micro and macro scale. This course also focuses on the development and implementation process of these policies and programs, and will provide knowledge about the challenges to implement these policies. Students will examine approaches to effective policy-making and policy responses, which contribute to the protection and promotion of population health and both national and transnational levels. 

Learning objectives

By the end of this course, students will be able to:

1. Acquire in-depth knowledge of the concepts, rationale, and population policy planning;
2. Aware of key contemporary and future challenges;
3. Identify the similarities and differences, and strengths and weaknesses of different models typically used in population program planning;
4. Understand the core concepts and frameworks relevant to population policy;
5. Have a critical awareness of the links between demographic and development policies within broader context.

Text books and references

1. Williams, K. and Ramarao, S. 2009. A Manual for Monitoring and Evaluation of Service Delivery, Programs, Population Council.
2. The logical framework approach Handbook for objective oriented planning. http://www.norad.no/en/tools-and-publications/publications/publication? key=109408.
3.  Iain Crinson. 2009. Health Policy; A Critical Perspective. University of London, UK. 2009, SAGE Publications Ltd.

Course description 

This course provides an overview of social determinants of health and wellbeing. Examples of topics include effects of educational attainment, social integration, racial discrimination, childhood psychosocial environment, mindfulness and job strain on health and well-being. Following topics will be covered in the course in detail:  Definitions and overarching constructs of various social determinants of health, such as socioeconomic position, social integration, racial discrimination, childhood psychosocial environment, mindfulness, and job strain; ways to measure each social determinant, including strengths and weaknesses of existing measures; evidence on causal associations between the social determinants and health and wellbeing; mechanisms by which social factors influence health; explanations of the strengths and weaknesses of current research on social determinants of health; discussion and synthesis of practical interventions (e.g. policy, clinical and population/public health implications) that could be effective at reducing social disparities in health.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the concepts of social determinants of health and wellbeing;
2. Understand the health effects of educational attainment;
3. Conceptualize the influence of social integration, racial discrimination etc on health;
4. Get clear idea how childhood psychosocial environment play important role to build good health and wellbeing in later life;
5. Know the concepts of mindfulness and job strain;
6. Understand that the human body is embedded in communities with particular attributes such as collective lifestyles and health practices, population-based health programs, economics, health services, built environments and social characteristics;
7. Understand that communities are embedded within contexts of the natural environment, culture and politics, which all exist within a particular place and time in history;
8. Link how these upstream factors influence health, wellbeing and physiologic underpinnings of disease.

Text books and references

1. Braveman P et al., 2011. The Social Determinants of Health: Coming of age, Annual Review of Public Health.
2. Social Determinants of Health, Michael Marmot and Richard G. Wilkinson, Oxford University Press, 2006.
3. Rothman, Kenneth J. Epidemiology: An Introduction. Oxford University Press, New York. 2012.
4. Cohen S, Janicki-Deverts D, Miller G, 2007. Psychological Stress and Disease, JAMA 298(14): 1685-7.
5. Islam MK, Merlo J, Kawachi I, Lindstrom M, Gerdtham UG, 2006. Social capital and health: does egalitarianism matter? A literature review, International Journal of Equity in Health, 5: 3.

Course description 

This course will provide an overview on the communicable and neglected tropical diseases (NTDs), especially those transmitted by vectors, their public health importance, and strategies for control. The course will introduce students to the field of communicable and neglected tropical diseases and their impact on global health and social and economic development. This course will also include an overview of the major communicable and neglected tropical diseases and the countries affected by these diseases. Students will review the public health structure of countries affected by communicable and neglected tropical diseases, the economic burden of these diseases, disease pathology, and measures to address the burden of these diseases in cost-effective ways.

Learning objectives

By the end of this course, students will be able to:

1. Get the concepts of neglected tropical diseases;
2. Understand their impact on global health and social and economic development;
3. Know about epidemiology of the major neglected tropical diseases and the countries affected by these diseases;
4. Review the public health structure of countries affected by neglected tropical diseases
5. Calculate the economic burden of these diseases;
6. Understand disease pathology;
7. Analyze the burden of neglected tropical diseases in cost-effective ways. 

Text books and references

1. Hotez, Peter. Forgotten People. Forgotten Diseases. The Neglected Tropical Diseases and Their Impact on Global Health and Development, published by ASM Press. Print ISBN: 9781555818746 e-ISBN: 9781555818753.
2. Jeronimo SMB, de Queiroz Sousa A, Pearson RD. Leishmaniasis. In: Guerrant RL, Walker DH, Weller PF, eds. Tropical infectious diseases: principles, pathogens and practice. Edinburgh, Scotland: Churchill Livingstone Elsevier; 2011:696-706.
3. Gill G V, & Beeching, N J. 2009: Lecture Notes in Tropical Medicine (6th edition). Wiley-Blackwell, Chichester.
4. Eddleston, M, Davidson, R, Brent, A, Wilkinson, R (2005): Oxford Handbook of Tropical Medicine Oxford. Oxford University Press New York.

Course description 

More than half the world’s population now live in cities. Their health is challenged by various factors ranging from micro to macro levels. The urban health is much more complex than rural health. This course will explore the emerging public health issues associated with rapid growth of urban population with a particular focus on the urban poor. The course will concentrate on both physical and mental dimensions of urban health. It will include urban demography, epidemiology, changes in urban physical and social environment and their consequences for health, nutritional issues, the inadequacy of conventional health services, and the design and implementation of a coordinated and cost-effective health care system. The course will introduce these concepts and presents case studies for analysis. It will emphasize sensitizing and capacity-building by exposing public health professionals and researchers to the unique urban health problems of developing countries.

Learning objectives

By the end of this course, students will be able to:

1. Identify the key issues related with rapid growth of urban population;
2. Critically analyze how cities influence the health of urban residents;
3. Explore the potential linkage between the social determinants of health and human health with an urban context;
4. Understand the role of urban institutions to promote public health;
5. Identify the public health challenges of developing countries within the urban contexts.

Text books and references                               

1. UNHABITAT. New Urban Agenda. 2017. Ecuador.
2. UNHCR. Planning sustainable cities: Global report on human settlements. London 2009.
3. World Bank. Cities and climate change: Responding to an urgent agenda. Washington DC, 2011.
4. WHO Global report on urban health: equitable, healthier cities for sustainable development. Geneva, 2016.
5. Sandro Galea and David Vlahov. Handbook of urban health: Populations, Methods and Practice. Springer 2005.
6. Mauricio Bouskela et al. The road toward smart cities: Migrating from traditional city management to the smart city. IDB, 2016.

Course description 

This course focuses on sexual and reproductive health and rights related problems and issues affecting various stages of life cycle (such as children, adolescents, reproductive aged men and women and pregnant mothers) and functional outcomes worldwide. The course will cover following topics: reproductive system, health and rights; maternal health and care; STIs and HIV/AIDS; gender and human sexuality; gender-based violence; family planning methods and unmet needs; child health; infertility management; male involvement in reproductive health; reproductive health issues of older couples and post-menopausal women. This course will also address adolescents’ and youths’ friendly health services; sexual and reproductive health policies, innovative interventions and programmes with special reference to Bangladesh.

Learning objectives 

By the end of this course, students will be able to:

1. Familiar with major issues related to reproductive health, safe motherhood and adolescent health at global and national levels;
2. Understand the concepts of sexual and reproductive health and rights including reproductive system, it’s organs and functions;
3. Know the epidemiology, risk factors, pathogenesis and preventive and control measures for STD, HIV/AIDS;
4. Get the ideas of family planning methods with their benefits, unmet need for family planning and infertility management;
5. Acquire with the epidemiology of maternal and childhood diseases, adolescents and young peoples’ health in both developed and developing countries including reproductive health issues of elderly couples and post-menopausal women;
6. Understand critical issues like gender and human sexuality; gender-based violence with prevention and need for more male involvement in reproductive health for reducing these problems;
7. Acquire essential knowledge and skills regarding policies, programmes, service strategies and innovative interventions with special reference to Bangladesh.

Text books and references

1. Park, K. (2013). Park’s Textbook of Preventive and Social Medicine, 22^nd Edition. Publisher: M/S Banarsidas Bhanot, Jabalpur, India.
2. Hyder, R. K. (2012). Textbook of Community Medicine and Public Health,  5^th Edition. Edited by Mahmudur Rahman, AKM Alamgir, MA Hafez. Publisher: MAH Publisher, Dhaka, Bangladesh.
3. Chaudhury, R.H. (1999). Socio-economic, Demographic and Reproductive Health Profiles of Adolescents in SAARC Countries. Edited by Bal Kumar KC (ed.).
4. Harding, Christa (1998). Reproductive Health Needs of Adolescents.  Populi.
5. Maiine D. (1991)., Safe Motherhood Programme: Option and Issues (New York: Centre of Population and Family Health, Columbia University).
6. WHO. (2002). Adolescent Friendly Health Services, An Agenda for Change.
7. Carla AbouZahr. (2003). Safe Motherhood: a brief history of the global movement 1947–2002. British Medical Bulleting.
8. Wardle, P. (2005) Understanding infertility. 3rd edn. London: BMA Family Doctor Publications.

Course description 

This course will focus on the considerable and increasing burden of disease due to chronic diseases, mental health, substance abuse (alcohol, tobacco, other drugs), risk factors (obesity, lack of physical activity), intentional and unintentional injuries and accidents. It will present methods for measuring the burden of non-communicable disease and injuries, review approaches to program and service development to modify risk factors, and discuss implications for health services and development policies.

Learning objectives

By the end of this course, students will be able to:

1. Understand various aspects of non-communicable diseases, injuries, natural emergencies and conflicts both from the perspective of individuals and of the society;
2. Conceptualize the importance of different NCDs and different type of injuries for global health and in countries with various economic conditions;
3. Get the ideas of different background and risk factors for various NCDs and injury mechanisms and strategies to prevent them;
4. Know different types of natural emergencies and conflicts and their impact on health;
5. Understand the importance of the local and regional situation regarding social and economic circumstances, the functional level of health care, as well as the awareness and readiness among politicians and the public regarding these issues;
6. Carry out the need assessment in emergency situations and understand the role of international, governmental, non-governmental and private organizations for control and prevention. 

Text books and references

1. Stuckler D and Siegel K (eds.). Sick societies: Responding to the global challenge of chronic disease. Oxford University Press. 2011.
2. Adeyi, Olusoji; Smith, Owen; Robles, Sylvia. Public policy and the challenge of chronic non-communicable diseases. Washington, D.C.: World Bank, c2007. xxiv, 188 p. ISBN:978-0-8213-7045-2 LIBRIS-ID:10521667.
3. Pruitt, Sheri. Annandale, Steve. Innovative care for chronic conditions: building blocks for action: global report. Geneva, Switzerland: Non-communicable Diseases and Mental health, cop. 2002 - 112 s. ISBN:92-4-159017-3 LIBRIS-ID:8604347.
4. Global action plan for the prevention and control of non-communicable diseases 2013-2020. WHO, 2013?
5. Von Schreeb J. Needs assessments for international humanitarian health assistance in disasters. Karolinska Institutet: 2007.

Course description 

This course will provide an overview of the most important health challenges facing the world today and the insight into how challenges have changed over time, the likely determinants of such changes and examine future projections. Successful international strategies and programs promoting human health will be highlighted and global health governance structures will be mapped and the role of the key actors explored. This course will unpack the following topics to the students: Defining and Understanding the Principles and Goals of Global Health; Health Determinants, Measurements, and Trends; International Cooperation in Global Health; Global Burden of Diseases; Unequal Distribution of Health in the World; Health Systems and Global Health Governance: Framework for Health Systems; NCDs and Health Care Systems; Financing Universal Health Coverage; Health System and Financing in a Global Perspective; Global Health Governance; Framework Convention on Tobacco Control, The Role of International Actors in the Delivery of Health Services, Health Service Delivery- Demand Side Issues; Health Service Delivery- Supply Side Issues; Health System in Low and Middle Income Countries; the Role of NGOs in Global Health; Priorities in Global Health Policy and Challenges of Global Health Importance: Unfinished agenda—Maternal and Child Health and Rights Globally; Unfinished Agenda—Global Health Impact of HIV/AIDS and Tuberculosis; Undernutrition and Obesity; Violence and Injuries; Chronic Diseases and Risk Factors; Emerging Infectious Diseases; Urban Health in Developing Countries, Migration and Health: Climate Change, Refugees and Internally and Internationally Displaced/ Humanitarian Emergencies/ Healthcare in Emergencies; Ethical Issues in Global Health Research and Interventions: Ethics and Human Rights; Ethical and Human Rights Concern in Global Health Research and Interventions.

Learning objectives

By the end of this course, students will be able to:

1. Understand the concepts of globalization and its link to global health;
2. Examine major global health challenges, programs and policies;
3. Focus to the world’s vast diversity of factors affecting health and disease;
4. Describe and explain the variations in health in and between countries and over time and urgency to priorities the courses of actions in this regard;
5. Explore the variations in health between and within countries;
6. Analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies, health inequity, health systems reforms etc.
7. Know the major global initiatives for disease prevention and health promotion;
8. Highlight the successful international strategies and programs promoting global health;
9. Map and explore the global health governance structures and the role of the key actors. 

Text books and references

1. Basch, P.F. (1999). Textbook of international health. New York: Oxford University Press.
2. Birn, A.E., Pillay, Y. & Holtz, T. (2009). Textbook of international health: Global health in a dynamic world, 3rd Ed. Oxford: Oxford University Press. 
3. Ehiri, J.E. (ed.) (2009). Maternal and child health: Global challenges, programs, and policies. New York: Springer-Verlag.
4. Evans, T. Whitehead, M. Diderichsen, F., Bhuiya, A., Wirth, M. (Eds) (2001). Challenging inequities in health: From ethics to action. Oxford: Oxford University Press.
5. Frost, L.J. & Reich, M.R. (2008). Access: How do good health technologies get to poor people in poor countries? Harvard Centre for Population and Development Studies. Cambridge, Massachusetts: Harvard University Press.
6. Gunn, S.W.A., Piel, A. & Davies, A.M. (2005). Understanding the global dimensions of health. New York: Springer.
7. Merson, M.H., Black, R.E. & Mills, A.J. (2006). International public health: diseases, programs, systems and policies. 2nd Ed. Gaithersburg, Maryland: Aspen Inc.

Course description 

The health of workers, both physical and mental health in different occupations, is vital for national development. Different occupation poses different types of health hazards leading to occupational diseases. This course has an interdisciplinary specialty that takes some core notions from preventive medicine and public health and occupational stress research in order to translate them into organizational context for purposes of the preventive management of individual and organizational health. This course will identify a conceptual framework for working with populations of workers and apply public health principles. Work-related hazards are described in terms of recognition and control. This course relies on the synthesis of knowledge in the behavioral sciences, industrial hygiene, injury epidemiology, safety, toxicology and epidemiology while applying these within a program development and management framework. The historical, economic, and cultural forces that contribute to and hinder solutions to workplace safety and health issues will also be examined. The course will specifically focus on the following aspects: History of Occupational Health, Field of Occupational and Environmental Medicine; Financial and Business Aspects of Occupational Health; Workers’ Compensation;  Non-Occupational Disability Management; Ergonomics; Physical/Energy Hazards (mechanical, noise, radiation, temperature, light, structures, electrical, fire, explosion, confined space); Chemical Hazards (vapors, mists, solids, fumes, aerosols); Biological Hazards (fungi, molds, virus, bacteria, animals); Occupational Exposure Limits; Safety/Risk Management, Performance Metrics, Fire Prevention; Control Measures 

Learning objectives

By the end of this course, students will be able to:

1. Recognize the interrelatedness of public health, management, employees, and the government to the goals of occupational health and safety;
2. Demonstrate a base of knowledge in the recognition and assessment of health hazards in the workplace;
3. Identify a conceptual framework for the practice of occupational health hazards;
4. Relate health promotion/prevention/protection concepts to the occupational health program;
5. Discuss the roles and functions of the occupational health professional in the application of the conceptual framework;
6. Apply theories and concepts of occupational health to the development and management of programs;
7. Identify education, engineering, and enforcement controls for the prevention of occupational health problems. 

Text books and references

1. Leka, S., & Houdmont, J. (Eds.). (2010). Occupational health psychology. John Wiley & Sons.
2. Quinlan, M. Bohle, P. & Lamm, F. (2010). Managing occupational health and safety: A multidisciplinary approach. 3rd ed, Melbourne, Macmillan.
3. Smedley, J., Dick, F., & Sadhra, S. (Eds.). (2013). Oxford handbook of occupational health. OUP Oxford.

Course description 

This course will provide an introduction about health care from systems perspectives. The course will introduce the students to the main elements or building blocks of a health system based on World Health organization’s guidance. The course is designed to give conceptual foundation of health system operating in different contexts. This course will focus on the development and implementation of health system in the country with detailed concepts of administration, management, program planning, organizing, stuffing, human resource management and building leadership skills among the public health staff. The course examines the status, salient features of health care in Bangladesh from systems perspectives and their implications for health of the population of the country. The course focuses on application and integration of concepts and evidence to understand and address current issues of health care system in Bangladesh. It will also give emphasis on human resource development in health sector and monitoring and evaluation of programs for better implementation in prevention and control of public health programs.

Learning objectives  

By the end of this course, students will be able to:

1. Identify major elements of a health care system, its core objectives and functions;
2. Understand the core building blocks of health care systems and modes of operation;
3. Know different approaches to health system design and their implications for access, quality and equity;
4. Comprehend the functioning of health systems;
5. Understand the organizational structure of health care facilities;
6. Understand the role of health care professionals in various settings;
7. Understand health system financing forms and their implications on health equity;
8. Comprehend the variant views around boundaries of a health system, and major approaches related to the understanding of health systems;
9. Assess health care system’s strengths and weaknesses;
10. Assess the role of different health care systems to promoting good health, access to services and equity;
11. Compare health systems from low-income, middle-income, and high-income countries around the world;
12. Apply a health system approach to major health challenges in a range of different contexts;
13. Know current health system issues in Bangladesh;
14. Critically analyze key issues and trends in Bangladesh’s health care system and health policy;
15. Critically appraise and apply key concepts and approaches to health systems evaluation and the role of policy issues and global influences on health systems.

Text books and references

1. L. Michele Issel. 2014. Health Program Planning and Evaluation.  Jones & Bartlett Learning.
2. F. McKenzie, Brad L. Neiger and Rosemary Thackeray. 2012.  Planning, Implementing and Evaluating Health Promotion Program: A Primer, 6^th edition. London: Pearson.
3. Bartholomew, Parcel, Kok and Gottlieb. 2011. Planning Health Promotion Programs: An Intervention Mapping Approach. San Francisco, CA: Jossey-Bass. ISBN: 978-1-119-03549-7.
4. Ontario Agency for Health Protection and Promotion (Public Health Ontario). Planning Health Promotion Programs: Introductory Workbook. 4th ed. Toronto, ON: Queen's Printer for Ontario; 2015.
5. The Center for the Advancement of Community Based Public Health. An Evaluation Framework for Community Health Programs. 5102 Chapel Hill Boulevard, Durham, North Carolina 27707.
6. UNDP. 2009. Handbook on planning, monitoring and evaluating for development issues.

Course description 

This course will provide students with an introduction to the complexities of health policy making, the theorists and theoretical approaches that help explain it, and the actors and policy processes involved within it. The course will cover the following topics: health policy frameworks used to analyse the process involved in policy making; the concept of power in health policy-making; policy actors and various stakeholders involved in shaping policy (e.g. state, media, private sector); policy-decision-making and agenda setting: how agendas are set, and who sets them; how research interacts with policy making; how policies are implemented: unfolding process of “formulation-implementation”; how to analyse past policies retrospectively (called “analysis of policy”); and how to engage in prospective policy analysis in order to shape future policy (called “analysis for policy”).

Learning objectives 

By the end of this course, students will be able to:

1. Explain and give examples to illustrate the concepts andtheories associated with the health policy framework, including context, content, actors and processes of policy making;
2. Explain and apply theories involved in the policy process, e.g., in regard to power, agenda setting, policy implementation, and theories of how evidence influences policy;
3. Analyze a policy using the frameworks introduced in this module.

Text books and references

1. Kent Buse, Nicholas Mays and Gill Walt. 2005. Making Health Policy. England: Open University Press
2. Gill Walt. 1994. Health Policy: An Introduction Process and Power. London: Zed Books

Course description 

Improvement of health status of population depends on organized healthcare financing. For these basic concepts of health economics is required to develop the skill to identify complex interplay of demand and supply in healthcare system and exact estimation of disease burden and forecasting.  To develop these skills this course will cover the following topics; introduction, basic principles of health economics and health care financing; demand and supply for health care; cost analysis of different healthcare services; health planning and healthcare financing; estimation of disease burden; Universal Health Coverage and Health care budget.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the basic principles of health economics & health care financing;
2. Critically analyze the demand and supply for healthcare;
3. Estimate disease burden;
4. Carryout cost analysis of different healthcare services;
5. Describe the steps of health planning and national development planning;
6. Discuss the steps of healthcare financing;
7. Organize the health care budget;
8. Understand the approach of healthcare financing to achieve Universal Health Coverage.

Text books and references

1. Sherman Folland,‎ Allen C. Goodman,‎ Miron Stano. The Economics of Health and Health Care 7th Edition. 2016. Published by: Routledge.
2. Paolucci, Francesco. Health Care Financing and Insurance: Options for Design. 2011. Published by: Springer.
3. Charles E. Phelps. Health Economics. 4th Edition. Published by:
4. Thomas E. Getzen. Health Economics and Financing.  Edition 5. 2012. Published by: Wiley

Course description 

This course addresses the concepts and purposes of health informatics, health information systems (HIS) including conceptual models of HIS, uses of HIS in organizational and community settings, management of health information systems, data protection, transitional bioinformatics, use interface, digital imaging, electronic health record systems, functional component of an electronic health record system,  clinical decision support, fundamental issues for computer based patient record system, data capture, data display, query and surveillance system, health technology-related services, Mathematical computing and algorithms in health, Human aspects of health informatics, Health technology infrastructure and Evidence of health informatics facilitated by ICT.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the basic concepts and purposes of health informatics;
2. Describe advantages of health informatics;
3. Manage health information systems and explain models of HIS;
4. Perform digital imaging and explain electronic health record systems;
5. Capture digital data and display them effectively;
6. Perform health technology-related services. 

Text books and references

1. Balgrosky, Jean A. (2015), Essentials of health information systems and technology, Jones & Bartlett Learning, LLC, Publications.
2. Tan, J. and Payton, F.C., (2010) Adaptive Health Management Information Systems: Concepts, Cases, & Practical Applications, (3^rd Edition), Jones & Bartlett Learning, LLC, Publications.
3. T. Thomas-Brogan (2009), Health Information Technology Basics: A Concise Guide to Principles and Practice, Jones & Bartlett Publishers.
4. Tim Benson, Principles of Health Interoperability HL7 and SNOMED, 2nd Edition, Springer, 2012.
5. Ramona Nelson, and Nancy Staggers, Health Informatics: An Interprofessional Approach, Elsevier, 2013. ISBN-13: 978-0323100953, ISBN-10: 0323100953.
6. Nadinia A. Davis, and Melissa LaCour, Health Information Technology (3rd Edition), Elsevier Saunders 2013. ISBN-13: 978-1437727364, ISBN-10: 1437727360.
7. Robert E. Hoyt, and Ann Yoshihashi, Health Informatics: Practical Guide for Healthcare and Information Technology Professionals (6th Edition), Informatics Education, 2014. ISBN: 978-1-304-79110-8.
8. Shortliffe Edward H, Cimino James J: "Biomedical Informatics; Computer Applications in Health Care and Biomedicine"3rd edition. Springer, 233 Spring Street, New York, NY, 10013, USA; 2006. ISBN 0-387-28

Course description 

From the beginning of the 21st century, emerging health technologies including information and communication technologies, genomics, microelectromechanical systems, robotics, sensors, and nanotechnologies provide enormous opportunities for population health improvement. Health technology refers to the application of an emerging technology to improve the health of populations. Emerging technologies present an opportunity for addressing global health challenges in both developed and developing countries. The applications of new technologies include disease surveillance and control, environmental monitoring and pollution prevention, food safety, health behavior change, self-care, population screening, and chronic disease and injury prevention and control. If appropriately applied, population health technologies may greatly enhance existing health intervention models. However, potential adverse consequences could arise related to privacy, confidentiality, and security; quality and effectiveness; sustainability; and the technology divide.

Learning objectives

By the end of this course, students will be able to:

1. Describe concepts and purposes of modern health technologies related to e.g., genomics, robotics and sensors;
2. Explain advantages of using emerging health technologies dealing information and communication;
3. Apply modern health technologies to address global health challenges and improve population health. 

Text books and references

1. Eng TR (2004): Population health technologies: emerging innovations for the health of the public.Am J Prev Med. 2004;26(3):237-42.
2. WhittakerRobyn. Issues in mHealth: Findings from Key Informant Interviews. J Med Internet Res. 2012; 14(5): e129.
3. Gaddi, A, Capello, F and Manca, M. eHealth, Careand Quality of Life. Heidelberg: Springer.

Course description 

Public health has become more prominent as a discipline involved in disaster and emergency response in recent years. Content includes concept of public health emergency preparedness and response, as well as the structure used to frame these activities; general human health impacts of various natural hazards, as well as the needs of vulnerable groups, including women, children, and the older population, to be responded to in emergencies; public health threats and challenges for emergency response; roles of preparedness and resilience in emergency response.           

Learning objectives 

By the end of this course, students will be able to:

1. Understand the key concept of public health emergency management, including emergency prevention/mitigation, preparedness, response and recovery;
2. Critically analyze the role of public health services in emergencies;    
3. Analyze and evaluate the public health response to disasters and identify solutions and methods for improvement.

Text books and references          

1. Alexander, D. (2012). Principles of emergency planning and management. Dunedin Academic Press Ltd.
2. Canton, L. G. (2020). Emergency management: Concepts and Strategies for Effective Programs (Second Edition).  John Wiley & Sons Inc.
3.  Chan, E. Y. Y. (2017). Public Health Humanitarian Responses to Natural Disasters. Routledge.

Course description 

The course objective is to provide the tools to understand some ecological challenges at the global level regarding the economy and politics of this generation. This course examines global environmental challenges to society where natural systems have been severely affected because of the pressures of population growth, technology change, and economic growth based on increasing production and consumption. The course discusses climate change, biodiversity loss, and natural resource extraction – from a global perspective. The course will provide a detailed outline of what is meant by global challenges and will connect our knowledge and experience with the global environmental problems. The course will explore local and global solutions to these problems, science behind this, and local and global policies – acting to find potential pathways for these challenges.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the biophysical, and social and economic, dimensions of key global environmental challenges;
2. Demonstrate local and national environmental issue and challenges with global;
3. Identify, recognize and analyze the vital inter-connections between social and natural sciences and the need for a transdisciplinary, and transboundary approach to effectively understand and address global environmental challenges;
4. Know about the environmental innovation and solution to the environmental challenges;
5. Demonstrate advance knowledge about the interaction between development and environmental challenges.

Text books and references

1. Miller, G. T., & Spoolman, S. (2011). Living in the environment: principles, connections, and solutions. Nelson Education.
2. Shaw, R., Mallick, F., & Islam, A. (Eds.). (2013). Climate change adaptation actions in Bangladesh. New York: Springer.
3. Smith, K.R., et al., (2014) Human health: impacts, adaptation, and co-benefits. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 709-754.

Course description 

Environmental Health Sciences is the study of the health consequences of human-environment interaction. It is an applied science, with an emphasis on prevention or intervention to eliminate or reduce human health risks. Environment plays a crucial role in people’s physical, mental and social well-being. This course will introduce the complex relationships between environmental factors and human health, taking into account multiple pathways and interactions, within a broader spatial, socio-economic and cultural context. This course aims at achieving a better understanding of the environmental threats to human health; reducing the disease burden caused by environmental factors; strengthening capacity for policymaking in this area; and identifying and preventing new environmental health threats. It will then portray the possible measures, tools, techniques and best practices. The course will also look into global determinants of human health like climate change, deforestation, sea level rise etc.

Learning objectives

By the end of this course, students will be able to:

1. Know about human health impact of environment, and how changes in ecosystem affect human society and health;
2. Know about the impact of pollutions on human health and their managements;
3. Understand about the environmental relationships with the vector borne diseases;
4. Apply the fundamental concepts of environmental health sciences for assessing, preventing, and controlling environmental and occupational hazards.

Text books and references

1. Barrow, C. (2006). Environmental management for sustainable development. Routledge.
2. Blumenthal, D. S., and Ruttenber, A. J. (1995). Introduction to Environmental Health. Second Edition. New York: Springer.
3. Hilgenkamp, K. (2006). Environmental Health- Ecological perspective. Jones and Barlett Publisher.
4. Friis, R. (2012). Essentials of Environmental Health, 2nd Ed. APHA Press, Jones and Bartlett Learning.
5. Frumkin, H. (2010). Environmental Health: From Global to Local, 2nd ed. Jhon Willey and Sons Inc. USA.
6. Moeller, D. W. (1997). Environmental health (Revised ed.). Cambridge: Harvard University Press.
7. Moore, G. S. (1999). Living with the Earth: Concepts in Environmental Health Science. Boca Raton: Lewis Publishers.
8. Nadakavukaren, A. (2000). Our Global Environment: A Health Perspective (5th ed.) Prospect Heights: Waveland Press, Inc.
9. Philp, R. B. (1995). Environmental hazards and human health. Boca Raton: Lewis Publishers.
10. Landon, M. (2006). Environment, Health and Sustainable Development. London School of Hygiene and Tropical Medicine.
11. Lippmann, M. (Ed.). (1992). Environmental toxicants: Human exposures and their health effects. New York: Van Nostrand Reinhold.
12. Yassi, A., Kjellstrom, T., de Kok, T., Guidotti, T. L. (2001). Basic Environmental Health. New York: Oxford University Press.

Course description 

As Bangladesh is heading towards become a middle-income country, the major obstacles for achieving the development milestone are uncertainties from natural and man-made disasters and climate change. However, the country is also successful in reducing disaster risk and as well integrating climate change adaptation in its development program. This course will discuss about these issues, focusing on the plan, programme and practices in disaster risk reduction and climate change adaption. The course will a particular focus on urban setting, and the pathways to address future challenges.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate specialized knowledge about the policy, strategies and practice in reducing disaster risk and to adapt to climate change;
2. Acquire knowledge about the real-life practice of DRR in CCA sectors of state and non-state agencies;
3. Formulate resilient development practice in national and urban settings;
4. Acquire knowledge of DRR and CCA;
5. Plan the national policies and strategies;
6. Learn about policy design and integrating DRR and CCA into other development planning. 

Text books and references

1. Coppola, D. P. (2006). Introduction to international disaster management. Elsevier.
2. Smith, K. (2003). Environmental hazards: assessing risk and reducing disaster. Routledge.
3. Blaikie, P., Cannon, T., Davis, I., & Wisner, B. (2014). At risk: natural hazards, people's vulnerability and disasters. Routledge.
4. Shaw, R., Mallick, F., & Islam, A. (Eds.). (2013). Climate change adaptation actions in Bangladesh. New York: Springer.
5. World Bank (2010), Natural Hazards, Unnatural Disasters: the economics of effective prevention, Free download: https://www.gfdrr.org/sites/gfdrr/files/publication/NHUD-Report_Full.pdf.

Course description 

The synergies between the environment and development is increasingly complex in the modern globalized world. As Bangladesh is aiming for the high economic development, it is necessary to better understand the challenges and opportunity of the present environment of the country.  The course will appraise the understanding of environmental issues and development problems of the country with historical analysis and case studies. The course revisits the development and process of development from an environmentalist point-of-view and will also discuss environmental governance, and resilient development.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate advanced theoretical understanding of the relationship between development problems and environmental issues, especially grounded in the context of global South and Bangladesh;
2. Understand the synergies between the development and sustainable environment;
3. Learn about the best practices to ensure better environment;
4. Acquire knowledge about environmental and development challenges, impact of development on environment;
5. Demonstrate knowledge about green economy, and resilient development;
6. Connect environmental discussion with globalization, rural and urban development, green economy and renewable energy.

Text books and references

1. The Age of Sustainable Development, By Jeffrey D. Sachs. New York City: Columbia University Press, 2015.
2. Desai, V., & Potter, R. B. (2013). The companion to development studies. Routledge.
3. Patel, P. (2006). Bangladesh Country Environmental Analysis. World Bank.
4. Rasheed K. B. S (2008) Bangladesh Resource and Environmental Profile.

Course description

This curse concentrates on the issues of environment and environmental crisis with the with the differentiated gender role. The course also elaborates on the discourses the synergies between two disciplines: gender and environment. The discussion took place across three aspects of environment: climate change, biodiversity and land degradation – each one connecting with environment crisis and opportunities. 

Learning objectives 

By the end of this course, students will be able to:

1. Analyze the linkages between gender and the environment;
2. Acquire knowledge and tools to mainstream gender, and to be an effective change-maker for sustainable development;
3. Understand the global international frameworks related to gender and environment.

Text books and references

1. Blomstrom, E. and Burns, B. 2015. Global Policy Landscape: A Supporting Framework for Gender-responsive Action on Climate Change. In Roots for the Future: The Landscape and Way Forward on Gender and Climate Change. Available from; https://portals.iucn.org/union/sites/union/files/doc/rftf_2015_chapter_2.pdf.
2. EY, 2013, Women: The Next Emerging Market. Supporting Women to Fulfil their Potential. Available from; https://webforms.ey.com/Publication/vwLUAssets/Women_the_next_emerging_market/%24FILE/WomenTheNextEmergingMarket.pdf.
3. IUCN Global Gender Office website. Available from
4. UNEP. 2016. Global Gender and Environment Outlook. Available from https://www.unenvironment.org/resources/report/global-gender-and-environment-outlook.
5. WHO (2012) Mainstreaming gender in health adaptation to climate change programmes.
6. WHO (2014) Gender, Climate Change and Health.

Course description 

Climate change is a critically important and influential topic within the present development, population and public health discourse and practices. This specialized module introduces the theme of climate change and human health. The objective of this course is to discuss how weather, climate variability and climate change can affect human health. It will also describe the health benefits of mitigation and adaptation policies and measures in health and related sectors, and identify a variety of tools to assess and integrate health within climate change policies and strategies, and integrate climate change within health policies and strategies.

Learning objectives 

By the end of this course, students will be able to:

1. Explain how weather, climate variability and climate change can affect human health;
2. Describe the health benefits of mitigation and adaptation policies and measures in health and related sectors;
3. Identify a variety of tools to assess and integrate health within climate change policies and strategies, and integrate climate change within health policies and strategies;
4. Provide examples of how countries are responding to the health challenges posed by climate change, including taking advantage of the opportunities. 

Text books and references

1. Smith, K.R., et al., (2014) Human health: impacts, adaptation, and co-benefits. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 709-754.
2. WHO (2014) Quantitative risk assessment of the effects of climate change on selected causes of death, 2030s and 2050s. https://apps.who.int/iris/bitstream/handle/10665/134014/9789241507691_eng.pdf
3. WHO EURO (2013) Climate change and health: a tool to estimate health and adaptation costs. http://www.euro.who.int/__data/assets/pdf_file/0018/190404/WHO_Content_Climate_change_health_DruckIII.pdf.

Course description 

One of the greatest challenges of the humankind is the environmental pollution. This course is designed to train discuss the well know types of pollution like air pollution, water pollution, soil pollution, as well as the rare and potential future pollutions like nuclear pollution, bio-geochemical pollution etc. The course discusses in detail about source of pollution, process of contamination. This course will exercise in-depth analysis of this environmental pollution along with their management in both local and global perspectives.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate in-depth knowledge about different types and sources of pollution;
2. Demonstrate health impacts of these pollutions;
3. Learn about the basic management idea of environmental pollution. 

Text books and references

1. Nadakavukaren, A. (2011). Our global environment: A health perspective. Waveland Press.
2. Momtaz, S., & Kabir, Z. (2013). Evaluating environmental and social impact assessment in developing countries. Newnes.
3. Fundamentals of Industrial Hygiene (5th edition), National Safety Council Chicago, IL
4. Vallero, Daniel A. Fundamentals of Air Pollution. Fifth edition / Daniel A. Vallero. ed., Academic Press, 2014.
5. Cooper, C. D., & Alley, F. C. (2010). Air pollution control: A design approach. Waveland press.

Course description 

This course aimed to give insight and theoretical understanding of the public health issues related to environmental and humanitarian crises. The course enables students personally and professionally to take necessary actions in the individual, community, and national levels to reduce the health risk posed by the increasing frequency and intensity of disaster. This course aimed to give insight and theoretical understanding of public health issues in environmental and humanitarian crisis situation. The overall aim of the course is to reduce the health risk posed by the increasing frequency and intensity of environmental crises.

Learning outcomes

By the end of this course, students will be able to:

1. Learn about environmental and man-made disaster, impacts in Bangladesh, and its management;
2. Know about the impact of disaster on development and public health, and as well as the management procedures; 
3. Appraise of public health crisis management arising from disaster situation. 

Text books and references

1. Coppola, D. P. (2006). Introduction to international disaster management. Elsevier.
2. Smith, K. (2003). Environmental hazards: assessing risk and reducing disaster. Routledge.
3. DMD (2010) National Plan for Disaster Management 2010-2015. GoB.
4. Wisner, B and Adams, J. (2002). Environmental Health in Emergencies and Disaster: A Practical Guide. World Health Organization.
5. Blaikie, P., Cannon, T., Davis, I., & Wisner, B. (2014). At risk: natural hazards, people's vulnerability and disasters. Routledge.

Course description 

Urbanization is a worldwide phenomenon mostly occurring in developing countries mainly due to unplanned and internal rural-urban migration. Urban areas particularly in big cities (e.g., megacities) in  developing countries are the focal settings for education, culture, economic development, innovation and employment. However, most of the urban areas often fail to address issues that makes them livable and sustainable. The course focuses on several sustainability-related topics such as basic amenities, infrastructural services, environmental goods (e.g., water, energy, fossil fuels), environmental degradation (e.g. pollution, recycling), traffic jam and accidents, violence and socioeconomic insecurity which are the pressing challenges for the cities of developing countries. Particular focus will be given on megacities of developing countries.

Learning objectives 

By the end of this course, students will be able to:

1. Know the contemporary policy with reference to housing and land markets, finance, gender, governance, the role of global development institutions and non-governmental organizations;
2. Examine both local and transnational forces that drive contemporary urbanization, the course will also focus on key issues that emerge in rapidly growing cities of the developing world, ranging from growing income inequality and socio-economic exclusion, environmental challenges and rising violence to fragmented yet sprawling and underserviced landscapes that often lack effective institutions for sustainable metropolitan management;
3. Examine the issues and debates of sustainability within urban landscape. As the cities now function as the foci of national, regional and global politics and economy, it is imperative to study it as a system of systems, as well as its role in delivering sustainable development.                                                                                       

Text books and references

1. Basiago, Andrew D. "Economic, Social, and Environmental Sustainability in Development Theory and Urban Planning Practice." The Environmentalist 19, no. 2 (1998): 145-161.
2. Beall, Jo. "Globalization and Social Exclusion in Cities: Framing the Debate with Lessons from Africa and Asia." Environment and Urbanization 14, no. 1 (2002): 41-51.
3. Castells, Manuel. "The New Historical Relationship between Space and Society." Chapter 4 in Designing Cities: Critical Readings in Urban Design. Edited by Alexander Cuthbert. Oxford, UK: Wiley-Blackwell, 2003, pp. 59-68. 
4. Clark, David (1996). Urban World/Global City, Routledge, London. 
5. Gugler, Josef. "Introduction." In World Cities beyond the West: Globalization, Development, and        Inequality. New York, NY: Cambridge University Press, 2004, pp. 1-26. 
6. Louis Wirth (1938). Urbanism as a Way of Life, The American Journal of Sociology, Vol. 44, No. 1, (Jul., 1938), pp. 1-24.
7. McGee, T.G. (1971). Urbanizations Process in the Third World, Bell, London
8. United Nations (2010). World Urbanisation Prospects: The 2009 Revision, Population Division, United Nations, New York.

Course description

This course introduces the complex and challenging public health issue of food security (sufficient, safe and nutritious food for all) in a world where approximately one billion people are under-nourished while over 1.5 billion are overweight or obese. Explores the connections among diet, the current food and food animal production system, the environment and public health, considering factors such as equity, population pressure and the historical, economic and political forces that have helped shape food systems. Focuses on the Bangladesh and Global South’s experience, but also uses case studies from Global North to illustrate the issues discussed. Considers alternative approaches to achieving both local and global food security.

Learning objectives 

By the end of this course, students will be able to:

1. Define the concepts of food security and describe how food systems relate to public health;
2. Describe how diet, food production, the environment, equity, population and resources inter-relate to impact each other and ultimately human health;
3. Describe factors that have helped shape the current food system;
4. Identify three to five opportunities and challenges to encourage dietary behavior change, support sustainable agriculture, improve food security and lessen the environmental and public health impact of food production and consumption.

Text books and references

1. APHA Policy statement: Towards a Healthy, Sustainable Food System, 2008.
2. Brown L (2011) The New Geopolitics of Food. Foreign Policy
3. Neff, Lawrence, et al. (2009) Food Systems and PH Disparities paper. JHEN
4. FAO (2013) The State of Food Insecurity in the World Executive Summary
5. On the Future of Food.  The Prince’s speech. The Prince of Wales.
6. Hans Rosling, “Global Population Growth, Box by Box”, 2010 TED talk.

Course description

Environmental Epidemiology is an advanced epidemiology course that addresses epidemiological research methods used to study environmental exposures from air pollution to heavy metals, and from industrial pollutants to consumer product chemicals. The course will provide an overview of major study designs used in environmental epidemiology, including cohort studies, panel studies, natural experiments, randomized controlled trials, time-series, and case-crossover studies. The course will discuss disease outcomes related to environmental exposures, including cancer, cardiovascular, respiratory, urinary, reproductive, and nervous systems related diseases. Case studies in environmental epidemiology will be discussed to provide details of research methods and findings.

Learning objectives 

By the end of this course, students will be able to:

1. Know about the fundamentals of epidemiology;
2. Design common methods in environmental epidemiology;
3. Assess exposure in environmental epidemiology;
4. Assess exposure-response relations, thresholds, interaction;
5. Plan causality, confounding control, meta-analyses - health impact assessment. 

Text books and references

1. Baker, D., Kjellström, T., Calderon, R., Pastides, H., & World Health Organization. (1999). Environmental epidemiology: a textbook on study methods and public health applications (No. WHO/SDE/OEH/99.7). World Health Organization.
2. Baker, D., & Nieuwenhuijsen, M. J. (Eds.). (2008). Environmental epidemiology. Oxford University Press.
3. Merrill, R. M. (2008). Environmental epidemiology: principles and methods. Jones & Bartlett Learning.

Course description 

The goal of this course is to introduce various ways of chemical hazards that impact both the environment in which they are found and the humans who interact with them. Topics covered include the history of hazardous substances in the environment, how these substances move through various ecological systems, how humans are exposed to them, what adverse human health effects they may cause, what are the key factors influencing toxicity and susceptibility, and what regulatory frameworks are in place to help minimize risk.

Learning objectives 

By the end of this course, students will be able to:

1. Explain where certain exemplary environmental toxicants come from, how they got there, and how they move through the environment;
2. Describe the various ways in which humans are exposed to these toxicants and how they can enter the human body;
3. Identify the key factors that determine how toxic these substances are to humans;
4. Describe the adverse human health effects that can be caused by exposure to these toxicants and how experimental and epidemiological studies have been used to identify these effects;
5. Describe the basic elements of risk assessment and give examples of their application to specific environmental toxicants.

Text books and references

1. Gilbert, S. (2020). A small dose of toxicology: The health effects of common chemicals.
2. Klaassen, Curtis D, & Watkins, John B. (2015). Casarett & Doull's essentials of toxicology (3rd). New York, N.Y.: McGraw-Hill Companies.
3. Richards, I., & Bourgeois, Marie. (2013). Principles and practice of toxicology in public health (2^nd ed.). Sudbury, Mass.: Jones & Bartlett Learning
4. Frumkin, H., Editor (2016). Environmental health: from global to local (3rg ed). San Francisco, CA: Jossey-Bass, A Wiley Brand.

Course description 

The course focuses on spatial analysis of data as fundamental to assess population dynamics, health issues (like diseases, health intervention) and other development indicators in holistic manner to ensure better health services and environmental sustainability. The course will primarily focus on uses of spatial analytical softwares (e.g., R, GIS, etc.) and platforms to analyze and visualize and interpret these data. The objective of this course is to familiarize students with the use of spatial data from health, demography and environment sector.

Learning objectives 

By the end of this course, students will be able to:

1. Learn fundamentals of how health and disease happen and spread in environment and society;
2. Utilize maps to examine the spatial patterns of disease and risk factors that may contribute to disease;
3. Acquire understanding and skill of how to spatially analyze and socially explain patterns in demographic and health indicators;
4. Describe major sources of spatial data used in the Public Health, including those that come from the census, satellite imagery, street address geocoding, global positioning system, and health services;
5. Critique and produce maps.

Text books and references

1. Curtis P. McLaughlin, Craig D. McLaughlin Health Policy Analysis: An Interdisciplinary Approach (2^nd Edition). Jones & Bartlett Learning; 2014. ISBN-10: 1284037770, ISBN-13: 978-1284037777.
2. Gaimard, Maryse Population and Health in Developing Countries (2014), Springer Netherlands, eBook ISBN-978-94-007-6793-5, Hardcover ISBN-978-94-007-6792-8.
3. H.M. Khassay, P. Oakley; Community Involvement in Health Development: A Review of the Concept and Practice (Public Health) Paperback – November 1, 1999. Publisher: World Health Organization. ISBN-10: 9241561939, ISBN-13: 978-9241561938.
4. John W. Peabody (Editor), M. Omar Rahman (Editor), Paul J. Gertler (Editor), Joyce Mann (Editor), & 2 more; Policy and Health: Implications for Development in Asia (RAND Studies in Policy Analysis) Paperback – February 17, 2005. Cambridge University Press, ISBN-10: 0521619904, ISBN-13: 978-0521619905.
5. Roger Detels, Martin Gulliford, Quarraisha Abdool Karim, and Chorh Chuan Tan (Editors) Oxford Textbook of Global Public Health (Sixth Edition). Published: 15 December 2017, ISBN: 9780198810131, OXFORD University Press.
6. Srinivasan Chandrasekaran; Advanced Structural Analysis with MATLAB (1^st Edition). ICDDR,B. CRC Press (2018), ISBN 9780367026455 - CAT# K405007.
7. Sandy A. Johnson. Challenges in Health and Development (2017); Publisher Name Springer, Cham, Print ISBN 978-3-319-53203-5, Online ISBN 978-3-319-53204-2.
8. Sara Bennett, Lucy Gilson, Anne Mills. Health, Economic Development and Household Poverty: From Understanding to Action (1^st Edition); 2009, Routledge. ISBN 9780415493741 - CAT# Y100892.
9. T. V. Sekher, Abhishek Singh, Sulabha Parasuraman; Population, Health and Development: Perspectives on Uttarakhand, Publisher: Academic Foundation (July 1, 2013), ISBN-10: 8171889468, ISBN-13: 978-8171889464.
10. Theodore Tulchinsky and Elena Varavikova The New Public Health (3^rd Edition) 2014. Academic Press. eBook ISBN: 9780124157675, Hardcover ISBN: 9780124157668.
11. Vincent Fauveau (Editor); MATLAB: Women, Children and Health. ICDDR,B. (1994), ISBN-984-551-022-1.

Course description

In these classes, students develop their ability to speak with greater confidence, particularly in academic situations. Also, the course is designed to help students to improve their ability to listen to lectures in English. It is useful for students who need to give presentations as part of their course. It looks at common areas of difficulty such as structuring a presentation, designing effective visual materials and questioning techniques. Besides, it will train students for extempore talk, debating, and facing and taking interviews along with a number of notions and functions of essential oral communication skills.

Learning objectives 

By the end of this course, students will be able to:

1. Develop their personal ability to speak more confidently in academic situations;
2. Improve their personal ability to listen to English lectures more effectively;
3. Develop informative and persuasive presentations;
4. Evaluate ideas effectively using effective visual materials and questioning techniques;
5. Identify and use effective techniques for improving their listening, response, and feedback skills. 

Text books and references

1. Benz, C. and Dworak, K. (2000). Tapestry: Listing and Speaking 1. Boston, MA: Heinle & Heinle Publishers.
2. Dixson, R. J. (1987). Complete Course in English: A New Revised Edition. New Delhi: Prentice-Hall India.
3. Hornby, A.S. (2007). Oxford Advanced Learner’s Dictionary of Current English (10^th edition). New Delhi: Oxford University Press.
4. Jones, L. (1981). Function of English Student’s book (2^nd ed.) Melbourne, Australia: Cambridge University Press.
5. Nunan, D. (2003). Listing in 1. Singapore: Thompson & Heinle.
6. Nunan, D. (2003). Listing in 2. Singapore: Thompson & Heinle.
7. Nunan, D. (2001). Expressions: Meaningful English Communication 1. Boston, MA:  Heinle & Heinle Publishers.

Course description

This course will introduce students to the field of computer science bestowing upon them the skills and concepts for effective use of Information and Communications Technology. Skills include standard applications such as email, word processing, spreadsheet analysis, PowerPoint presentation, database management, HTML, e-commerce, networking, internet, and web browsing. Concepts include digital representation of information, computer basics, introduction to operating systems, and introductory programming. The course is mostly a lab-based course. 

Learning objectives 

By the end of this course, students will be able to:

1. Understand basic principles of thinking and solving problems with computers and computation;
2. Analyze, and correctly use the basic elements of computer programs, such as statements, variables, events, conditionals, loops, timers, and arrays;
3. Utilize the fundamental concepts of computer science including data types, control structures, operators, functions, and libraries;
4. Know computer system design and the practice of software engineering, software tools, debugging, and documentation;
5. Design, plan, prototype, implement, test, and document a reasonably complicated software (and hardware) project.

Textbooks and references

1. Norton, P. (2008). Introduction to Computers. New York: McGraw Hill Companies Inc., International Edition.
2. Rahman, L. & Hossain, A. (2016). Computer Fundamentals. Dhaka: Systech Publications.

Course description 

This introductory course provides students with the skills to analyse society from a sociological perspective. The key sociological concepts covered includes a focus on perspectives, sociological theory and socialization, definition and origins of sociology, culture, religion and deviance organizations, social movements and race stratification and gender, family and sexuality. It aims to provide students with the skills to understand examine and explain broad social trends and their impact on the individual.

Learning objectives

By the end of this course, students will be able to:

1. Understand the discipline of sociology (the systematic study of human groups, institutions and societies);
2. Gain knowledge in the major theoretical approaches within the field as well as the diverse research methods used in sociological investigations;
3. Comprehend a wide range of sociological subjects, such as family, work, education, religion, and social movements, as well as the dynamics of class, gender, race, and ethnic inequalities within and between countries. 

Text books and references

1. Schaefer, R. T., & Haaland, B. (2011). Sociology: A brief introduction. New York: McGraw-Hill.
2. Giddens, A. (1986). Sociology: A Brief but Critical Introduction: A brief but critical introduction. Macmillan International Higher Education.
3. Macionis, J. J., Benoit, C., & Jansson, M. (2004). Society: the basics. Upper Saddle River, NJ: Prentice Hall.

Course description 

Anthropology explores fundamental questions about what it means to be human through the comparative study of different cultures. It seeks to understand how culture shapes societies and affects the way institutions work. This field challenges different ways of perceiving how human lives have been shaped and influenced by social relations, cultures, and historical processes. This course is designed to provide a framework for analyzing diverse facets of human experience such as kinship and family, religion, belief, and rituals, gender, ethnicity, language, politics, and economics. 

Learning objectives

By the end of this course, students will be able to:

1. Understand different anthropological fields and practices and develop critical thinking skills;
2. Enhance knowledge on human society and their cultures;
3. Develop knowledge and skill to examine the society and its interaction with the inhabitants with an anthropological tools and mechanisms. 

Text books and references

1. Ember, C.R., Ember, M.R., & Petergrine, P.N. (2014). Anthropology. (14th ed.). New York: Pearson.
2. Kottak, C.P. (2015). Anthropology: Appreciating human diversity. (16th ed.). McGraw Hill.
3. Lavenda, R.H., & Schultz, E.A. (2015) Anthropology: What does it meant to be human? (3rd ed.). Oxford: Oxford University Press.
4. Robbins, R. (2012). Cultural Anthropology: A problem-based approach. (6th ed.) Cengage Learning. 
5. Weisch, R.L., & Vivanco, L.A. (2017). Cultural anthropology: Asking questions about humanity. (2^nd ed.). Oxford: Oxford University Press.

Course description 

This course will introduce students to some of the main concepts, theories and perspectives that inform policy making and analysis in the field of development economics. The course intends to provide an overview of the current issues in development economics by laying out the main economic theories that underpin development issues in developing countries. Student will be able to explore the potential of development economics to improve the quality of life in developing countries and will also critically assess the various frameworks and analytical tools of development economics including formal mathematical methods.

Learning Objectives

By the end of this course, students will be able to:

1. Understand the dynamics of development economics and can explain concepts of economic growth;
2. Understand the role of central multilateral humanitarian organizations;
3. Evaluate various aspects of world demographics and explain how population growth affects other economic factors. 

Text books and references

1. Arndt, H. W. (1989). Economic development: The history of an idea. University of Chicago Press.
2. Cypher, J. M., & Dietz, J. L. (2008). The process of economic development. Routledge.
3. Todaro, M. P., & Smith, S. C. (2015). Economic Development. (12^th ed), Addison – Wesley.
4. Todaro, M. P., & Smith, S. C. (2012). Economic development. George Washington University.
5.  Todaro, M., & Smith, S. C. (2014). Economic development in developing countries. Teheran: Planning & Budegt organization.

Course description

The objective of this course is to familiarize the students with the notion of our glorious struggle for the independence of Bangladesh as well as the thematic areas of national importance and public good. The course will be offered from an interdisciplinary perspective with the aim of covering a wide range of  issues including the pre-colonial and colonial historical episodes leading to the emergence of the nation-state; geographic features, natural resources, and environmental aspects; education, society, and politico-cultural change, economic and social inequality, and urbanization; functioning of state focusing judicial, administrative, and legislative systems and governance; socio-economic development focusing on  economic growth plans (rural and urban),  poverty eradication, livelihoods, social transformation, social safety net, local governance, role of NGOs, civil society, and development agencies and partners.  

Learning objectives  

By the end of this course, students will be able to:

1. Understand historical background of the origin and birth of Bangladesh from the prehistoric period until Literation War;
2. Understand political, geographical, and socio-cultural features of the country and the basic features of the Bangladesh constitution and public administration system;
3. Create major differences between state, citizen, constitution and law, administration and governance, politics. government and civil society, Cultural and cultural difference, rural and urban economy;
4. Organize/prepare Bangladesh-related assignment/report/presentation and interpret important findings more effectively;
5. Respond to the real-life social, economic cultural and developmental issues and challenges more effectively and realistically. 

Text books and references

1. The Discovery of Bangladesh, Dr. Akbar Ali Khan.
2. Bangladesh, Emergence of a Nation, A. M. A. Muhith.
3. Banglapedia.
4. Perspectives on the environment of Bangladesh in A.M. Choudhury and Fakhrul Alam (eds.) Bangladesh on the Threshold of the Twenty First Century.
5. Sirajul Islam Choudhury, Society and Culture, 1971-2000, in A.M. Choudhury and Fakhrul Alam (eds.) Bangladesh on the threshold of the Twenty First Century.
6.  The Constitution of the People’s Republic of Bangladesh as amended till date.
7. Abdul Awal Mintoo, Bangladesh: Anatomy of Change.
8. Rounaq Jahan, Bangladesh Politics: Problems and Issues, UPL, Dhaka, 1980.
9. Moudud Ahmed, Democracy and the challenge of Development: A study of Politics and Military Intervention in Bangladesh.
10. Sayed Aminul Islam 2002. Political parties and the future of Democracy in A.M. Choudhury and
11. Fakhrul Alam (eds.) Bangladesh on the threshold of the Twenty First Century.
12. Syed Giasuddin Ahmed, Public Administration in the Three Decades &A.N.M. Shawkat Ali, Bangladesh Civil Service in A.M. Choudhury and Fakhrul Alam (eds.) Bangladesh on the threshold of the Twenty First Century.

Course description

The objective of this course is to introduce the culture and civilization of eastern part of the world. The specific goal is to make the students familiar with different religions, culture and heritage, and intellectual tradition of this region. Major topics include: a brief study of the life of early man; an analytical view about cultural settings of our present and ancient civilizations; various features of Eastern epistemology; an elaborate discussion about various features of culture and heritage of our subcontinent especially in Bangladesh; cultural contact between the East and the West; and contributions of some major scholars of Eastern tradition.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate a broad knowledge of culture and cultural heritage of the east;
2. Understand the development of modern historical forces such as colonialism and modernization;
3. Discover and analyze the prominent values and implications of cultural heritage of East Asia;
4. Integrate knowledge of Asia within the scope of a world perspective.

Textbooks and references

1. Bregel, Y. (2003). A Historical Atlas of Central Asia. Koninklijke Brill NV, Leiden, The Netherlands
2. Nisbett, E.R. (2003). The Geography of Thought…How Asians and Westerners Think Differently…and Why. Free Press
3. Mackerras, C. (1995). East and Southeast Asia. Lynne Rienner Publishers.

Course description

The aim of the course is to introduce students to Western intellectual tradition through exploration of classic ancient Greek, ancient Roman, medieval, and Renaissance philosophy and literature. It also aims to educate students in the ways through which the Western tradition has been repeatedly reconstructed through thoughts proceeding from the Ancient and Medieval times into the period of the modern philosophers.

Learning objectives

By the end of this course, students will be able to:

1. Assess the descents of Western ideals in order to help students understand their common culture and the differences, which separate them from the past;
2. Exercise critical judgment, to learn from both sides of the polemics in western literature;
3. Identify major themes across texts, to let students understand eternal things and judge temporal things in light of them.

Textbooks and references

1. William F. Lawhead, The Ancient Voyage: The Greeks and Romans, Wadsworth, 2001.
2. Matthews, Roy T., F. DeWitt Platt, and Thomas F. X. Noble. The Western Humanities, Volume II: The Renaissance to the Present. 7th edition. New York: McGraw-Hill, 2011.
3. Anthony Esler, The Western world: A narrative history, 2nd ed., vol. 1, Prehistory to 1715
   (Upper Saddle River, NJ: Prentice Hall, 1996).

Course Description

The term Psychology is defined as the scientific study of behavior and mental processes. Therefore, the main focus of the course is to provide students with an understanding of the self and the others. It intends to explore the psychological key concepts, its related theories and research methods. It centers on various aspects of human behavior in relation to human biology and the influence of environmental factors, understanding the principles of learning, knowing the concepts of personality, to be aware of how people perceive and interpret information and importantly, understanding stress and the strategies used to cope up with it in the modern world.

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate an understanding of the fundamental theories underlying human behavior such as biological foundations of behavior, processes sensation and perception, memory, learning, personality, states of consciousness and stress related issues;
2. Critically evaluate the theories of different branches of psychology;
3. Apply scientifically supported solution to an original problem relevant to human behavior.               

Text books and references

1. Feldman, R.S. (2011). Understanding Psychology (10^th  ed.). McGraw Hill India.
2. King, L.A. (2014). The Science of Psychology: An Appreciative View (3^rd ed.). McGraw Hill International.
3. Plotnik, R. Kouyoumdjian, H. (2008). Introduction to Psychology (8th ed.). Thomson Wadsworth.

Course description 

The study of Industrial and Organizational (I/O) psychology has emerged in today’s world as one of the growing subjects. It is an applied field concerned with the development and application of scientific principles of behavior in the workplace. This course introduces students to key concepts, theories and research methods in the field of (I/O) psychology. Moreover, the content facilitates the understanding of the study of people at work, knowing what goes into job analysis, the use of psychological testing for recruitment and selection, one’s motives and attitudes towards their work and its associated health related aspects. The curriculum is vital for the students who are not only interested in pursuing their career in I/O psychology, organization behavior or human resource management but also who simply want to understand the concepts of psychology applied to the workplace. 

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate basic understanding of the major areas of workings of industrial and organizational psychologist, including the personnel, organizational and the human relations aspects;
2. Critically evaluate the theories covered in this course;
3. Apply scientifically supported solution to an original problem relevant to Industrial/Organizational Psychology for becoming a better employee and a co-worker.               

Text books and references

1. Aamodt, M.G. (2013). Industrial/Organizational Psychology: An applied approach (7^th ed.). Wadsworth, Cengage Learning.
2. Riggio, R. E. (2013). Introduction to Industrial/Organizational Psychology. (6^th ed.). Pearson Education, Inc.
3. Spector, P.E. (2012). Industrial and Organizational Psychology: Research and practice.  (6^th ed.). John Wiley & Sons.     
4. Schultz, D.P. and Schutz, S.E. (2001). Psychology and Work today. (8^th ed.). Prentice Hall.

Course description

This course is designed to familiarize students with some fundamental problems and issues in philosophy. As a course in a second or higher order discipline concerned with critical thinking, this can help us improve our ways of making sense of the world. This would provide an opportunity for cultivating the skills of evaluating arguments and developing the habits of cooperative rather than adversarial argumentation for problem solving and effective deliberation. The topics to be discussed include: Definition, Nature and Scope of Philosophy; Thinking as the way we make sense of the world; Problem Solving as Thinking Critically; Theories of Reality; Knowledge; Values; Theories of Truth; Proofs for the existence of God; Problem of Freedom of Will; Mind-Body Relation; Existentialism, Pragmatism and Logical Positivism as philosophical trends.  

Learning objectives

By the end of this course, students will be able to:

1. Explain different approaches to the study of philosophy by becoming familiar with modern philosophers and their thoughts;
2. Achieve competencies in critical thinking and written or oral communication skills;
3. Develop ability to recognize, express, and analyze arguments in philosophical texts clarifying main philosophical problems;
4. Understand the formal structure of arguments, and identify strengths and weaknesses of different arguments.               

Text books and references

1. Dr. Abdul Matin: An Outline of Philosophy, Aduna Prakashan, Dhaka, 2006.
2. John Hospers: An Introduction to Philosophical Analysis, Allied Publishers Private Limited, New Delhi, 2002.
3. H. Titus: Living Issues in Philosophy, Van Nostrand Reinhold Company, 1970

Course Description

Social Psychology is the scientific study of how individuals think and behave in social situations. It tries to figure out how does an individual act in a particular surrounding or in the presence of others. The course intends to explore theoretical perspectives in social psychology and examine the steps in the research process. It tries to provide students an introduction to the concept of attitude formation, self and gender identity, conformity, pro-social behavior, group work processes and other related concepts. It tries to connect the concepts of psychology in everyday life for a better understanding of oneself and the surrounding others. 

Learning objectives

By the end of this course, students will be able to:      

1. Design and demonstrate research on a preliminary level to understand human behavior better and also develop capacity to analyze basic research findings;
2. Recognize, develop and reflect on arguments about yourself as an individual, based on gender and the surrounding others;
3. Explore the dynamics of interpersonal relationships that creates diversity in the pattern of social relations.               

Text books and references

1. Baron, R.A. & Branscombe, N.R. (2012). Social Psychology. (13^th ed.). Pearson Education, Inc.
2. Delamater, J. D., & Myers, D. J. (2011). Social Psychology. (7^th ed.). Wadsworth Cengage Learning.
3. McDougall, W. (2015). An introduction to social psychology. Psychology Press.
4. Myers, D.G. (2010). Social Psychology. (10^th ed.). McGraw Hill.

Course description 

The study of International Relations attempts to analyze world events and speculate future in a systemic way. This course intends to equip the students with knowledge and analytical tools necessary to comprehend, evaluate, and respond to an increasingly complex array of problems both at the national and international levels. The course focuses on such key areas as Theories of International Relations, Concept of Power, War and Peace, Diplomacy, United Nations, Regional Organizations, Nuclear Arms Race, Inter-State Conflict and Cooperation, International Terrorism and Counter Terrorism, Third World Poverty, International Development, and Globalization. 

Learning objectives

By the end of this course, students will be able to:

1. Demonstrate a thorough understanding of historical development of international relations;
2. Understand how international relations influences societies;
3. Demonstrate basic understanding of the foundational theories and concepts in international relations;
4. Describe the dynamic nature of international relations and the importance of using a comprehensive framework to assess global problems. 

Text books and references

1. Shimko, K. L. (2012). International relations: Perspectives, controversies and readings. Cengage Learning.
2. Blanton, S. L., & Kegley, C. W. (2020). World politics: Trend and transformation. Cengage Learning.
3. Grieco, J., Ikenberry, G. J., & Mastanduno, M. (2014). Introduction to international relations: Enduring questions and contemporary perspectives. Macmillan International Higher Education.
4. Nau, H. R. (2020). Perspectives on international relations: power, institutions, and ideas. Cq Press.
5. D'Anieri, P. (2020). International politics: Power and purpose in global affairs. Cengage Learning.

Course description 

Concepts of Journalism and Media Studies as a course examines the ubiquitous role and significance of journalism and the media in contemporary society, in the spheres of politics, culture, everyday social life and economics. The course examines conceptual approaches to the production, forms, meanings, and influences of media in shaping our perceptions of social reality.

Learning objectives

By the end of this course, students will be able to:

1. Discuss the role of media in shaping communicative discourses and critically engage with the notion of media effects;
2. Apply various theories, concepts and discourse analytic tools to the analysis of mass media texts (i.e., news stories and advertisements);
3. Understand propaganda to critique the ideologies expressed within media texts;
4. Formulate effective (lead) for news stories as well as feature articles;
5. Consider the importance of professional ethics to practice objective news reporting;
6. Develop skills in information gathering, news judgment, organization and writing.

Textbooks and references

1. Dominick, J.R. (1999). Perspectives on Mass Communication. Dynamics of Mass Communication. Boston: McGraw-Hill.
2. Branston, G., & Stafford, R. (2010). The media student’s handbook (5th ed.). London; New York: Routledge.
3. Allan, S. (1999). News Culture. Open University Press.

Course description 

The course Women in Development provides a conceptual overview and practical tools for understanding the role of women in development process. It discusses the interrelationship between various development issues and gender. It tries to make students aware of gender issues in both theoretical and in Bangladesh contexts to eliminate all forms of gender discrimination. The course includes feminist analysis of international relations and development theories and Women Development Policy and Programme in Bangladesh. Some of the topics studied in this course include: Sex and Gender, Society; Patriarchy; Men-Women relationship in the patriarchal society among the many other topics. 

Learning objectives 

By the end of this course, students will be able to:

1. Assess the role of women in economic development processes and to comprehend what economic development is;
2. Gain understanding of the major theoretical approaches used in gender analysis of development problems, as well as their connections to broader social and political change;
3. Demonstrate an understanding of the interplay between regional cultures, social change, and growth intervention in terms of gender disparities. 

Text books and references

1. Bhasin, K. (2000). Understanding Gender. Delhi: Pauls Press.
2. Benería, L., Berik, G., & Floro, M. (2015). Gender, development and globalization: economics as if all people mattered. Routledge.
3. Tong, R. (2018). Feminist thought, student economy edition: A More Comprehensive Introduction. Routledge.

Course description 

This introductory course would provide an opportunity of gaining elementary competence and proficiency in German language. It will provide an introduction to the pronunciation, basic comprehension, and communication through simple vocabulary and grammer. It would enable the course participants to verbally act and react in simple everyday life situation. 

Learning objectives

By the end of this course, students will be able to:

1. Learn proper pronunciation of words;
2. Introduce themselves to others and exchange personal information;
3. Ask and answer questions about basic information;
4. Express likes, dislikes and preferences;
5. Conduct simple conversations in German on basic communicative tasks;
6. Undersatnd and translate short passages of German to English/Bangla;
7. Become familiar with German culture in Germany. 

Text books and references

1. Tangram aktuell 1 (available at “Zeenat book supply”, Govt. New Market Dhaka).

Course description 

This course provides an introduction to key substantive problems, concepts, theories and strategies relating to development, as well as identifications of central actors in the reflection on and the practice of development. The main issues in the contemporary development discussion are placed in a historical perspective and due attention is paid to social, economic, political and cultural dimensions of the development discourse. This interdisciplinary course provides students with a critical framework which they can use to analyze development policies, programs, trends, impacts and implications. Students will explore the concepts of social, cultural and economic justice as they are linked to development.

Learning objectives

By the end of this course, students will be able to:      

1. Understand various concepts of development studies;
2. Identify conventional pillars and critical issues (e.g., equality, social and environmental justice) of development and development studies;
3. Enhance their level of understanding regarding philosophy, possibilities and challenges of development; 
4. Explain existing theories and strategies related to development;
5. Identify major actors contributing to development;
6. Explain social, economic, political and cultural dimensions of development discourse
7. Recognize and explain the complexity and interdisciplinary nature of international development issues. 

Text books and references

1. Poverty and Development: Into the 21st century by Tim Allen and Alan Thomas.
2. Theories and Practices of Development by Katie Willis.
3. The Companion to Development Studies (Third Edition) edited by Vandana Desai and Robert B Porter.

Course description 

This introductory course will allow the students to develop their basic knowledge and communication skills in French. Speaking a new language helps one to get to know another people and culture, as language and culture go hand in hand.

Learning objectives

By the end of this course, students will be able to:      

1. Learn proper pronunciation of words;
2. Introduce themselves to others and exchange personal information in German;
3. Ask and answer questions about basic information in French;
4. Express likes, dislikes and preferences in French;
5. Conduct simple conversations in French on basic communicative tasks. 

Text books and references

1. Boularès, M. and Frérot, J.L. (1997) Grammaire Progressive du français avec 400 exercices(Niveau débutant), CLE International, Paris.
2. Connolly, A.-M. (2001) Moi, je parle français, Niveau 1, Guérin, Montréal.
3. Delatour, Y., Jennepin,D., Léon-Dufour,M., Mattlé, A. & Teyssier, B. (1991) Grammaire du Français,
4. Hachette F.L.E. FranceMiquel, C. (2009) Vite et Bien-1, Méthode rapide pour adultes, CLE International, Paris.

Course description 

This course has been designed to provide understanding of the basic competence in Spanish course. Speaking more than one language is a skill which will increase the marketability of student.

Learning objectives 

By the end of this course, students will be able to:      

1. Learn proper pronunciation of words;
2. Introduce themselves to others and exchange personal information;
3. Ask and answer questions about basic information;
4. Express likes, dislikes and preferences;
5. Conduct simple conversations in German on basic communicative tasks;
6. Undersatnd and translate short passages of German to English/Bangla;
7. Become familiar with German culture in Germany. 

Text books and references

1. ‘Ele Actual A1’ by Virgilio Borobio. Ediciones SM (22 Jan 2014), ISBN-10: 846755181X / ISBN-13: 978-8467551815.
2. Ele Actual A2 by Virgilio Borobio. Ediciones SM (15 July 2001). ISBN-10: 8467547472 / ISBN-13: 978-8467547474.
3. Ele Actual A2 by Virgilio Borobio. Ediciones SM (15 July 2001). ISBN-10: 8467547472 / ISBN-13: 978-8467547474.
4. Ele Actual B1 by Virgilio Borobio. Ediciones SM (30 Mar 2012). ISBN-10: 8467548975 / ISBN-13: 978-8467548976.
5. Aula Internacional 3 - Nueva Edicion (B1) (2014) by Jaime Corpas, Agustin Garmendia, Carmen Soriano & Neus Sans. Published by Difusion Centro de Publicacion y Publicaciones de Idiomas, S.L. (ISBN-10: 8415640110 - ISBN-13: 978-8415640110).

Course description 

The objective of the course is to familiarize students with the basics of Chinese language. Employers tend to prefer candidates who speak one or more foreign languages and the fact is that the global economy depends on communication; China plays a vital role in world economy Chinese language plays an imperative role in business. 

Learning objectives

By the end of this course, students will be able to:

1. Learn proper pronunciation of words and express greetings;
2. Introduce themselves to others and exchange personal information;
3. Ask and answer questions about basic information;
4. Express likes, dislikes and preferences;
5. Conduct simple conversations in Chinese on basic communicative tasks.

Text books and references

1. A Handbook of Practical Oral Chinese And Bangla (English, Bangla, Chaina Language), by Morton F. Reiser , Category: Language and Grammar Learning , Publisher- Media Images, Bangladesh.
2. Chinese (Mandarin) BD Word to Word® Dictionary, SKU715X, ISBN-9780933146228, Publisher-Bilingual Dictionaries, Inc.

Course description 

The introductory course focuses on essentials of Arabic Language. The course is designed to express basic capability in it. Interest in the Arabic language has increased greatly throughout the world. 

Learning objectives

By the end of this course, students will be able to:

1. Learn proper pronunciation of words;
2. Express greetings, ask and answer simple questions;
3. Introduce themselves to others and exchange personal information;
4. Ask and answer questions about basic information;
5. Express likes, dislikes and preferences;
6. Conduct simple conversations in Arabic on basic communicative tasks.

Text books and references

1. Madinah Arabic Reader-1, ISBN, 9788178984667, Publisher, Goodword (2017) , Author- Dr. V. Abdur Rahim, India.
2. Learning Arabic Language of the Quran, ISBN- 9786035000659, Publisher- Darussalam (Saudi Arabia), Author- Izzath Uroosa.
3. The Key to Arabic, ISBN 0-9547509-1-8.

Course description 

The primary objective of this course is to familiarize students with the basic concepts and principles of public relations. At the end of the course, students should have attained knowledge and understanding of the role and functions of public relations in an industrialized society, the basic tools, process and theories of public relations which include research, planning, communication, evaluation and the use of dynamic communication strategies to achieve organizational goals. This course also strives for a better understanding of public relations activities, impression management and how public relations works during crisis situations in personal and organizational arena. 

Learning objectives

By the end of this course, students will be able to:

1. Understand important concepts and definitions public relations;
2. Describe role and important functions of public relations;
3. Explain basic tools, planning processes and theories of public relations;
4. Discuss communication theories of public relations;
5. Understand public relations’ ethics and codes. 

Text books and references

1. Effective Public Relations-Scott M Cutlip &Allen H Center.
2. Practical Public Relations -Sam Black.
3. The Role of Public Relations Management-Sam Black.
4. The Nature of Public Relations-John E Marston.
5. Introduction to Media Communication-Jay Black, Jennings Bryant & Susan Thompson.
6. Public Relations Handbook-Robert L. Dilenschneider &Dan J. Forrestal.
7. The Practice of Public Relations-Fraser P. Seitel.
8. Public Relations and Publication –edited by Mirza Tarequl Qader.

Course description

This course has been designed to provide a comprehensive understanding of basic principles of globalization and social identity from an analytical perspective. The course will aid the students to make analytical conclusions regarding key social issues such as migration, governance, terrorism, globalization and international trade. From a developing nation perspective, the course will also shed light on the debate between the Asian and Western Value systems, and thus provide a comprehensive view of people’s perceptions of the globalizing world.  

Learning objectives           

1. By the end of this course, students will be able to:
2. Understand the history and processes of globalization and development ;
3. Explore the relationship between globalization and development;
4. Think critically that globalization and development has been a human activity;
5. Understand how globalization is impacting developing countries.   

Text books and references

1. Steger, B. M. (Ed). (2003). Globalization: A very short introduction. Oxford: Oxford University Press.
2. Ojeili, C. & Hayde, P. (2006). Critical Theories of Globalization. New York, NY: Palgrave Macmillan.
3. Stiglitz, J. (2002). Globalization and its discontents. New York, NY: W. W. Norton & Company.
4. Zakaria, F. (2011). The post-American world. New York, NY: W. W. Norton & Company.

Course description

স্নাতক (Bachelor) পর্যায়ের ছাত্রছাত্রীদের বাংলা ভাষায় লিখন ও সৃজনদক্ষতা বৃদ্ধির লক্ষ্যে এই কোর্সটি প্রণীত হয়েছে। মাতৃভাষায় দক্ষতা বৃদ্ধি যে-কোনো মানুষের প্রকাশ ক্ষমতার পূর্বশর্ত। মাতৃভাষায় দক্ষতা অন্য ভাষা শিক্ষণের ক্ষেত্রেও পূর্বশর্ত হিসেবে কাজ করে। সেদিক বিবেচনা করে এই কোর্সে বাংলা ভাষার অতি আবশ্যক কতিপয় বিষয় পাঠ্যসূচির অন্তর্ভূক্ত হয়েছে। এই কোর্সে বাংলা ভাষার ধ্বনি, শব্দগঠন, বানানের নিয়ম, উচ্চারনরীতি, প্রয়োগ-অপপ্রয়োগ, পরিভাষা, সমার্থ শব্দ, চিঠিপত্র ও দরখাস্ত লিখন, সাহিত্যের বিভিন্ন রূপকল্প (কবিতা, উপন্যাস, ছোটগল্প, নাটক, প্রবন্ধ) অন্তর্ভূক্ত করা হয়েছে।

Learning objectives 

1. ছাত্রছাত্রীদের বাংলা ভাষায় দখল, মাতৃভাষার দক্ষতাবৃদ্ধি ও সাংস্কৃতিক বিকাশ;
2. সমসাময়িক রচনাশৈলী, প্রণীত বানানরীতি, শুদ্ধ উচ্চারণ ও বাক্য গঠন।

Text books and references

1. প্রমিত বাংলা ভাষার ব্যাকরণ, বাংলা একাডেমি।
2. বাংলা লেখার নিয়মকানুন, হায়াৎ মামুদ।
3. বাঙালী ও বাঙলা সাহিত্য, আহমদ শরীফ।
4. বাঙ্গালা ভাষার ইতিবৃত্ত, মুহম্মদ শহীদুল্লাহ।
5. বাঙলা উচ্চারণ অভিধান, নরেন বিশ্বাস।
6. জসীম উদ্দীনের গদ্যবৈভব, নাজমুল হাসান তালুকদার।
7. জসীম উদ্দীন: কবিমানস ও কাব্যসাধনা, সুনীলকুমার মুখোপাধ্যায়।
8. বাংলাদেশের সাহিত্য, বিশ্বজিৎ ঘোষ।
9. সাহিত্যকোষ, কবীর চৌধুরী।
10. আধুনিক বাংলা প্রয়োগ অভিধান, সুভাষ ভট্টাচার্য ।
    
    
    

Course description 

It is essential for professionals in any field to have an understanding of the ethical problems and principles in their field. But anyone, no matter what their job, must deal with many other professions as well. Part of professional ethics is the understanding of the ethics of other professions: how they interact and what can be expected from them as correct ethical behavior. In turn, any professional will benefit from a critical scrutiny of their own ethics by those from other professions. The general principles of professional ethics will be examined, as well as the distinctive problems of the different fields. The course is taught covering the ethics of several major professions: Engineering Ethics, Computer Ethics, Cyber Ethics, Medical Ethics, Legal Ethics, Business Ethics, Media Ethics, and Police Ethics. Topics covered will also include: the nature of a profession, professional codes of ethics, confidentiality, whistle-blowing, the responsibility of business to the environment, uses and abuses of human research, and job discrimination. In this course, apart from reading introductory textbooks and case studies, students are required to read a few sections from original works of ethicists so that they have an opportunity to interpret original texts with their own arguments and position.

Learning objectives

By the end of this course, students will be able to:

1. Understand definitions and concepts of professional ethics;
2. Create awareness of professional ethics and human values;
3. Identify core values that shape the professional codes of ethics and behaviors of a person;
4. Develop a sound personal ethical base and uphold codes of conduct within the work team;
5. Explain the role of a code of conduct in a work environment when following ethical principles;
6. Realize the importance of personal ethics in professional environment;
7. Explain the concept of personal ethics and their relationship to other professions;
8. Identify and solve ethical problems in upholding the code of conduct. 

Text books and references

1. R.S Naagarazan. Professional Ethics and Human Values. 2006.
2. Mike W. Martin and Roland Schinzinger. Ethics in Engineering. 2012.
3. Terrell Ward Bynum and Symon Rogerson. Computer Ethics and Professional Responsibility.2003.
4. Deborah G. Johnson. Computer Ethics. 2009.
5. Manuel G. Velasquez. Business Ethics: Concept and Cases.2009.
6. Richard Spinello.  CYBERETHICS:  Morality and Law In Cyberspace. 2010.
7. Dr. A. R. Khan. Business Ethics.2009.
8. Ghosh. B. N. (2012). Business Ethics and Corporate Governance.
9. Hope, T. (2004). Medical Ethics: A very Short Introduction.
10. Martin. M. W. (2006). Everyday Morality: An Introduction to Applied Ethics.

Course description 

This course familiarizes students with concepts and approaches for public health assessment and analysis. This includes discussion of social action, organizational development, policy advocacy, capacity building, community diagnosis (needs assessment), social networking and coalition formation to bring about health and quality of life improvement. Special focus will be placed on the application of qualitative, quantitative, and mixed methods and approaches for public health assessment. This course will try to utilize basic theories, concepts and models from a range of social and behavioral disciplines that are used in public health research and assess individual, organizational and community concerns, resources and deficits for social and behavioral science interventions. This course will also identify critical stakeholders for the planning, implementation, assessment and evaluation of public health programs, policies and interventions. Furthermore, the course will demonstrate steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions.

Learning objectives

By the end of this course, students will be able to:

1. Familiar with concepts and approaches for public health assessment and analysis;
2. Understand the role of social action in public health assessment;
3. Know the process of organizational development, policy advocacy, capacity building;
4. Understand the concepts and process of community diagnosis (needs assessment);
5. Utilize social networking and coalition formation to bring about health and quality of life improvement;
6. Apply qualitative, quantitative, and mixed methods and approaches for public health assessment. 

Text books and references

1. Minkler, M. (Ed.). (2005). Community organizing and community building for health. New Brunswick: Rutgers University Press.
2. Soriano, F.I. (2012; Second Ed.). Conducting needs assessments: A multidisciplinary approach.
3. Thousand Oaks, CA: Sage.
4. Soriano, Fernando I. (1995). Conducting Needs Assessments, Sage Publications.
5. Weiss, R. (1994). Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: The Free Press.
6. Stewart, David w., & Prem N. Shamdasani, Focus Groups, sage Publications 1990.

Course description 

The transition from the curative medicine and focus on community health in recent era gives us the newer dimension of public health. To understand the concepts of community health and medicine and their role in disease prevention is vital in modern public health. The course will cover the following topics; historical context of medicine, public health movement and community medicine; socioeconomic differentiation affecting health; social problems like drug addiction, prostitution, dowry system, early marriage and unwanted pregnancy; health care delivery system in the community; levels of health care and primary health care; international health care organizations. 

Learning objectives

By the end of this course, students will be able to:

1. Understand the comprehensive idea of community health and medicine
2. Know the current interest of community health
3. Understand the cultural factors in health and disease
4. Critically analyze the social problems affecting health like drug addiction, prostitution, dowry system, early marriage and unwanted pregnancy etc
5. Understand the hospital management and health care delivery system in the community
6. Get ideas of indigenous system of medicine
7. Learn about leading international health care organizations. 

Text books and references

1. Oxford textbook of public health. Edited by Prof Roger Detels, Prof Robert Beaglehole, Prof Mary Ann Lansang, and Prof Martin Gulliford. 5th Edition. 2011.
2. Park’s Textbook of Preventive and Social Medicine. 22nd Edition, 2013. By K. Park. Publisher: M/S Banarsidas Bhanot, Jabalpur, India.
3. Textbook of Community Medicine and Public Health, by KM Rashid et al, 4th Ed, Dhaka 2004.
4. The New Public Health. By Theodore H. Tulchinsky, Elena A. Varavikova. Academic Press, 2009.
5. Epidemiology and Disease Control. By Dr. Abdul Qadir Khan. 1999.

Course description 

The Healthcare Industry is massive and encompasses people who work in almost every profession. Healthcare and Hospital Management is managing all levels of health service in terms of efficiency and cost effectiveness. Health executives and managers stood in high demand to enhance the healthcare professionalism. A healthcare professional creates an organizational environment for felicitous utilization of the hospital resources which open the gates for development of the organization. Hospital management course is integral part of public health policy, health administration, health services management, or public health management.

Learning objectives

By the end of this course, students will be able to:

1. Acquire an understanding of the functions of management and administration of the healthcare business;
2. Demonstrate knowledge and understanding of concepts, theories, laws, tools, and practices in Budgeting, financial reporting and control, Information systems, Strategy and change, Management and organization;
3. Understand healthcare delivery systems including innovations in how healthcare is delivered;
4. Acquire and practice leadership and managerial skills that will positively affect performance as a healthcare manager;
5. Demonstrable proficiency in the following skill sets: Conflict Management, Information Competence, Presentation Skills, Quantitative Skills, Emotional Intelligence, Teamwork, and Written Communication;
6. Integrate healthcare ethics with business and industry knowledge. 

Text books and references

1. Hospital Administration Principles and Practice, Author: Yashpal Sharma, RK Sarma, Libert Anil Gomes; ISBN-9789350907337, Edition-1/e, 2013.
2. Introduction to Health Care Management (2007), Fourth Edition. Sharon B. Buchbinder, RN, PhD; Nancy H. Shanks, PhD; Bobbie J Kite, MHS, PhD. Jones and Bartlett Publishers, Inc.
3. Hospital Management, Professor AKM Salauddin, 2^nd Edition, 1999.
4. Hospital Administration, D.C. Joshi, Mamta Joshi, Published November 1st 2008 by Jaypee Brothers Medical Publishers Private Limited, ISBN- 8184483767 (ISBN13: 9788184486766.

Course description 

The medical sociology course will provide information about introductory and basic concepts of medical sociology including its methods (theories, models, paradigms). It will focus on the belief systems (such as ancient, medieval and modern) associated with disease and medicine. Other major issues which will be covered by this course are utilization and changing patterns of healthcare services (also called  health seeking behaviors); etiological models and theories of health and illness (such as Germ theory, epidemiological triad, multi-causation theory, and culture blaming approach); indicators and determinants of health; social structure and medical (public and private) system; health and drug policies of Bangladesh including primary health care; evolution of different remedial medicines (such as ethno-medicine, folk medicine, alternative medicine); and political economy of health highlighting doctor-patient relationship and accessibility barriers to health services. 

Learning objectives

By the end of this course, students will be able to:

1. Understand the sociological analysis of healthcare and health conditions;
2. Identify and investigate the individual, social, and structural factors that impact population-wide health and disease concepts;
3. Understand how social organization, such as institutions, legal frameworks, and socio-political processes, affects health and disease prevention and treatment.

Text books and references

1. Cockerham, W. C., & Scambler, G. (2010). Medical sociology and sociological theory. In The new Blackwell companion to medical sociology. John Wiley & Sons.
2. Islam, S. A., Rahman, M. M, Rahman, M., Khan, F., Alam, S., & Barbhuiya, A. K. (2000). Introduction to Behavioural Science. The University Press Limited (UPL).
3. Helman, C. (2007). Culture, health and illness. CRC press.
4. Newbrander, W., 1997. Private health sector growth in Asia. Chichester: Wiley.

Course description 

The aim of this course is to understand the significance of media awareness in public health. Without identifying the current level of awareness echoed in various print, audio-visual and interactive media, the overlooked or neglected public health issues in media cannot be properly addressed, campaigned for or tackled. This course endeavors to explain the role of media in public health such as preventing epidemic outbreak of diseases, motivating mass audience about vaccine-preventable diseases and food borne illnesses as well as the growing environmental threats to health.

Learning objectives 

By the end of this course, students will be able to:

1. Think critically about the political, economic, social, environmental and legislative context of media’s role in public health;
2. Understand how media strategies can be used by health authorities for (i) political intervention (regulations, and policies on population health or medical care); (ii) impacting upon economic advantageous or dis-advantageous health quality; (iii) social analysis and consensus among large or marginalized population group’s health; (iv) impacting legislation or judicial opinions in favor of public health.

Textbooks and references

1. Media and Health, Clive Seale; SAGE Publications Ltd, 2003. From Awareness to Commitment in Public Health, Myleea D. Hill, Marceline Thompson-Hayes; Lexington Books; 2017.
2. Media Advocacy and Public Health   Power for Prevention. Lawrence Wallack, Lori Dorfman, David Jernigan, Makani Themba; SAGE Publications Ltd, 1993.
3. Health Communication in the New Media Landscape, Jerry C. Parker & Esther Thorson; Springer Publishing Company; 2008.
4. Cross-media Promotion. Jonathan Hardy, Peter Lnag;2010.
5. Social Media and Public Relations: Eight New Practices for the PR, Deirdre K. Breakenridge; Pearson Ft Press; 2012.

Course description

This course aims to impart a thorough understanding of media applications and to support students in developing skills and competencies in producing media content in a public health setting. Understanding the basic technological tools by using various media platforms to produce motivational media contents for mass audience is therefore crucial. The students will learn how the media content be produced through pre-production, production and post-production phases. Through class-discussions and assigned course project students will be able to design, make and exhibit or promote their media projects on chosen health issue. 

Learning objectives

By the end of this course, students will be able to:

1. Understand the need to create health information that is both actionable and impactful for diverse audiences;
2. Evaluate the effectiveness of various forms of media platforms through incorporating outcomes research and theory in the design of health promotion programs;
3. Implement best practices for designing, implementing, and evaluating various media forums in public health;
4. Understand how social media facilitates invaluable opportunities for community building through an Internet-mediated dialogue, which allows them to create their own content (e.g., blogs, online discussion boards, Twitter/Facebook pages).   

Text books and references

1. Understanding the Media: A Practical Guide, Andrew Hart; Routledge; 1992.
2. Directing the Documentary’ Michael Rabiger; Routledge; 2014.
3. Documentary for the Small Screen, Paul Kriwaczek; Routledge; 1997.
4. Faking It: Mock-Documentary and the Subversion of Factuality. Craig Hight and Jane Roscoe; Manchester University press; 2011.
5. Television Production. Jim Owens; Routledge; 2015.
6. The Digital Filmmaking Handbook. Sonja Schenk; Foreing Films Publishing; 2017.
7. Producing New and Digital Media: Your Guide to Savvy Use of the Web. James Cohen & Thomas Kenny; Routledge; 2020.
8. Social Media Marketing: Theories and Applications. Stephan Dahl; SAGE Publications Ltd; 2018.

Course description 

Business demography course encompasses the application of demographic concepts, data, and techniques to the practical concerns of business decision makers. This course includes site selection, sales forecasting, financial planning, market assessment, consumer profiles, target marketing, litigation support, and labor force analysis. It also interlinked how the study of population structure and dynamics are addressed and how these relate to practical decision-making in business, government, or other organizations. Business demography's purpose is to help people make good practical decisions in matters affected by population structure and dynamics. Special attention will be given to applications of business demography in real-world systems through the use of case studies.

Learning objectives

By the end of this course, students will be able to:

1. Collect, analyze, and interpret demographic data in business, government, or other organizations;
2. Understand demographic trends and consumer behavior; 
3. Apply demographic techniques for enterprise analysis (e.g. business, government, or other organizations). 

Text books and references

1. Chris Porter and JOHN. BURNS. 2016. Big Shifts Ahead: Demographic Clarity for Business. Advantage Media Group.
2. Hallie J Kintner 1997. Demographics: a casebook for business and government Santa Monica, CA: Rand.
3. Geography of Firm Dynamics: Measuring Business Demography for Regional Development
4. Kenneth W. Gronbach. 2017.   Upside: Profiting from the Profound Demographic Shifts Ahead.  AMACOM .
5. Lonneke Roza, Steffen Bethmann, Lucas Meijs, Georg von Schnurbein (eds.).  2020.   Handbook on Corporate Foundations   Springer International Publishing.
6.  Louis Pol 1987.  Business Demography: A Guide and Reference for Business Planners and Marketers. Praeger. 
7. Louis G. Pol, Richard K. Thomas, Richard Thomas. 1997.  Demography for Business Decision Making. Greenwood Publishing Group.
8. Steven H. Murdock, Chris Kelley, Jeffrey L. Jordan, Beverly Pecotte, Alvin Luedke. 2006.  Demographics: A Guide to Methods and Data Sources for Media, Business, and Government Routledge.

Course description 

Healthcare ethics is the study of morality, moral principles and moral judgments in healthcare system. Ethicists help us to understand moral problems, moral dilemmas and moral issues concerning our life, professions and society. Healthcare Ethics is about what is good, bad, right and wrong in making the healthcare decision. Ethics provides us a clear conception of good life and suggests us what we should do to be a good human being. This course is an introduction to healthcare ethics and ethical issues in healthcare practice. Students will be familiar with the problems in modern healthcare using ethical theories and principles and articulate a wide range of possible solutions. A detail analysis of some normative ethical theories, ethical concepts and their application will guide our discussion.

Learning objectives 

By the end of this course, students will be able to:

1. Understand the historical developments that have led to current public health ethics;
2. Apply ethical concepts, frameworks, values and principles in public health research;
3. Identify ethical issues that arise in connections with case studies, policies, programs and professional practice;  
4. Critically analyze current debates and concerns of public health ethics.

Text books and references

1. Bernheim, R.G., Childress, J.F., Bonnie, R. J., Melnick, A.L. 2015. Essentials of Public Health Ethics. Jones and Bartlett Learning Publications.
2. The Casebook of Human Dignity and Human Rights for the UNESCO Bioethics Core Curriculum Casebook Series was developed with the assistance of a working group within the UNESCO advisory Expert Committee for the Teaching of Ethics.
3. Eileen E. Morrison and Beth Furlong, Healthcare Ethics: Critical Issues for the 21st Century, MA: Jones and Bartlett Learning, 2014.
4. Tom L. Beauchamp and James F. Childress, Principle of Biomedical Ethics, 7th edition, Oxford: Oxford University Press, 2012.

Course description 

This course focuses on the management of environmental health issues, as well as measurement and evaluation of industrial hygiene and safety performance. This course will also discuss about the pathways of systematically integrating health and safety programs into standard management systems used by organizations. After the competition of this course students will be able to demonstrate and utilize the concepts of system thinking in environmental health management at institutional level.  

Learning objectives 

By the end of this course, students will be able to:

1. Learn and utilize system thinking in environmental health;
2. Demonstrate efficient project management skills in environmental health;
3. Efficiently manage environmental health projects.

Text books and references

1. Peters, D.H. The application of systems thinking in health: why use systems thinking?. Health Res Policy Sys 12, 51 (2014). https://doi.org/10.1186/1478-4505-12-51
2. Poston, T., & Stewart, I. (2014). Catastrophe theory and its applications. Courier Corporation.
3. Valente, T. W. (2010). Social networks and health: Models, methods, and applications (Vol. 1). New York: Oxford University Press.
4. Sterman, J. (2002). System Dynamics: systems thinking and modeling for a complex world.
5. Gilson, L., Elloker, S., Olckers, P., & Lehmann, U. (2014). Advancing the application of systems thinking in health: South African examples of a leadership of sensemaking for primary health care. Health Research Policy and Systems, 12(1), 1-13.
6. Adam, T., & de Savigny, D. (2012). Systems thinking for strengthening health systems in LMICs: need for a paradigm shift. Health policy and planning, 27

Each student has to undertake individual research project on his/her topic of interest and write a research report to earn 4-credits under the supervision of assigned faculty.

Learning objectives 

By the end of this course, students will be able to:

1. Develop both theoretical and practical knowledge on research methodology;
2. Carry out a research project efficiently;
3. Develop capacity to lead and manage research environment through collaboration;
4. Demonstrate an understanding of the ethical issues associated with practitioner research;
5. Analyse data and synthesize research findings;
6. Develop report research findings in written and verbal forms efficiently;
7. Use research findings to advance theory and practice.

The research paper should be produced based on the guidelines Perneger and Hudelson (2004). The basic structure of a typical research paper known as IMRAD should be followed, where IMRAD stands for: Introduction, Methods, Results and Discussion. The detailed outlines of the written research report are given in the appendix -1.

Textbooks and References:

1. Perneger and Hudelson (2004). Writing a research article: advice to beginners.  International Journal for Quality in Health Care 2004; Volume 16, Number 3: pp. 191–192

Each undergraduate student have to complete the 2-credit field trip activities during their bachelor program, which will link their theoretical knowledge and skills attained in classrooms with practical activities (through e.g., direct observation, performing given tasks, documentation and data processing) in a real-life setting. These activities will be jointly supervised by an academic supervisor assigned by the department and a host institute supervisor assigned by the concerned institute. Each student must submit a pre-structured report based on their field trip. The well-written field trip handbook (with proper guidelines, required forms) shall be supplied by the department (Appendix 2).

Learning objectives

By the end of this course, students will be able to:

1. Conduct interviews with different stakeholders; 
2. Understand the tools and techniques of data collection;
3. Identify research problem, and prepare effective questionnaire for survey.   

Textbooks and References:

1. Flick, Uwe. (2018). The SAGE Handbook of Qualitative Data Collection. London: SAGE Publications.

Introduction

1. State why the problem you address is important
2. State what is lacking in the current knowledge
3. State the objectives of your study or the research question

Methods                                                                                                                                        

1. Describe the context and setting of the study
2. Specify the study design
3. Describe the ‘population’ (patients, doctors, hospitals, etc.)
4. Describe the sampling strategy
5. Describe the intervention (if applicable)
6. Identify the main study variables
7. Describe data collection instruments and procedures Outline analysis methods

Results

1. Report on data collection and recruitment (response rates, etc.)
2. Describe participants (demographic, clinical condition, etc.)
3. Present key findings with respect to the central research question
4. Present secondary findings (secondary outcomes, subgroup analyses, etc.)

Discussion

1. State the main findings of the study
2. Discuss the main results with reference to previous research
3. Discuss policy and practice implications of the results
4. Analyze the strengths and limitations of the study
5. Offer perspectives for future work

The field trip for the students of PPHS will provide first-hand research capacity building. Thus, the field trip report will reflect the activities done in the field practically and the skills gained during the field exercise. The field trip will be organized from a multidisciplinary perspective to explore the relationships among the three streams: (a) Population Sciences; (b) Public Health; and (c) Environmental Health. Students have to submit field trip report individually. The field trip report should be written in the past tense and should not exceed 6,000 words. The field report should include the following elements (will be developed later):      

1. Introduction
2. Description of the activities
3. Presentation and analysis of data
4. Summary and conclusions
5. References
6. Appendix