9
9.2 Listening
obesity in their particular country? It’s true to say that this epidemic extends beyond the medical sphere or even the educational sphere. We must accept that policy changes in areas such as agriculture and food processing, marketing and distribution also play a significant role. From the point of view of the food industry as a whole, its contribution towards the eradication of obesity in children is crucial. Reducing the marketing of non-nutritious foods to children would be a huge step forward. Children under the age of eight are generally unable to understand the persuasive intent of advertising, and are not capable of viewing it critically. Instead, they take it at face value. Research by the National Academy of Medicine in the US has shown that such marketing shapes children’s eating habits – habits that then last a lifetime. So it should be clear that, while public health
authorities do have a role to play in attempting to eradicate this global phenomenon, regulating strategies aimed at improving consumer information and environmental influences also need to be understood and implemented appropriately. In an article by Mello et al., the authors decry the means employed by the US in this area historically. Crucially, they cite the results of previous public health victories, for example, a reduction in the number of smokers, increased vaccinations and motor vehicle safety. These so-called victories had all resulted from tighter public health legislation. I think this is a very interesting topic and definitely one that we can explore more later on. But I want to turn now to climate change and the impact it is having on our health …
C 9.2_Cornell_example
Explain to students that they are going to make notes on Part 2 of the lecture. Ask them to divide up a page of their notebooks into the three sections of the Cornell system, and review the purpose of each section. You could hand out the blank Cornell diagram provided in the PDF as a guide.
Remind students that they should take their notes in the Notes section as they listen. Warn them that they may not be able to complete their notes while listening; if there are any details they miss, they should leave spaces which they can fi ll in later.
1. Set for individual work. 47
Play Part 2 straight through. T en put students in pairs, and give them time to complete any gaps in their notes.
Elicit the content of the notes from the class, and feed back visually, building up a set of notes similar to those in the model answer opposite.
2. Set students to work in pairs to write Review questions. Feed back visually as a class. Some example Review questions are given in the model answer opposite.
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3. Set students to work in pairs to write a Summary. Feed back visually as a class. T ere is a model answer below.
4. Refer students back to the questions they asked in Exercise A. If you recorded questions on the board, elicit from the class whether they think these have been answered.
Model answer Review
General point
What are the direct eff ects?
Notes CC has direct + indirect eff ects on health
Direct • e.g., 1999 fl ooding in Caracas g 30,000 deaths
• e.g., 2003 Europe heatwave g 35,000 deaths (heatstroke/dehydration)
What are the indirect eff ects?
Indirect 1. Heatwaves
• h UV exposure (h skin cancer / h cataracts)
• h food poisoning
• h prod. air pollutants gh cardiovasc./ respiratory diseases, allergies, etc.
• h vector-borne (via mosquitoes/ticks) g poss. reintro. malaria UK
2. Storms, tornadoes, fl ooding • debris g injuries
• sanitation problems gwaterborne diseases, e.g., intestinal
• psychological problems (stress from migration/disruption)
• spread infection (cramped conditions/ temp. shelters)
Summary CC will have a major impact on public health.
Direct eff ects: fl oods + heatwaves = deaths.
Indirect eff ects: 1. Heatwaves = UV exposure (skin cancer, cataracts), food poisoning, pollutants (CV disease, respiratory disease, allergies), vector-borne disease.
2. Storms/tornadoes/fl ooding = injuries, water-borne diseases, psychological problems, spread of infection.
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