9.3 Extending skills
50 Part 3
So let’s look in a bit more detail at what is being done in the UK, as an example. One initiative is the heatwave plan published by Public Health England, which was updated in 2012. The ‘Heat-Health Watch’ operates from the 1st June to the 15th
of of September each year and highlights
responsibilities for health and social care professionals once a heatwave has been identified. Primary care trusts are required to issue advice to occupants and staff of residential homes for the elderly and help identify individuals most at risk from extreme heat. Meanwhile, public health regional directors are required to work with utility companies to maintain water and power supplies in affected areas. Surveillance and control of infectious diseases is
another priority. In 2002, a strategy was published for tackling infectious diseases. One of the outcomes was an increase in funding to improve the diagnosis, treatment, prevention and control of infectious diseases – including waterborne, vector-borne and foodborne diseases. Providing clear advice and information is also crucial. The public needed to be more aware of the risks of infectious diseases, and health professionals needed to be educated in recognizing and treating rare diseases that may appear more frequently in the UK as a result of climate change. By the way, I see that some of you are using the
Cornell note-taking system. That’s very good. Do you all know about this? No? Right, well, if you want to know more about it, I suggest you look at How to Study in College by Walter Pauk, the 11th
edition, published in
2014. It’s very good, and it should be in the university library. I’m sure that you all know the importance of taking good notes – and this system is particularly useful. So to get back to the main topic … in other areas,
campaigns to increase public awareness have been implemented in an attempt to influence people’s behaviour. These include information on early flood warnings and initiatives such as the British Association of Dermatologists’ ‘Sun Awareness’ campaign on the risks of UV exposure. In terms of health infrastructure in the country,
public health authorities need to ensure they are able to cope with the predicted increased frequency of extreme events. This can be done by upping the number of specialists required in these areas of healthcare. The UK government has recognized the need to improve healthcare provision for at-risk groups such as the elderly, the very young and the sick. On a global level, the idea of the developed world
helping the developing world has also been discussed. The UK definitely has a role to play in minimizing health impacts in developing countries by improving healthcare provision through the training of healthcare professionals and relieving poverty. OK, so now we can see that consideration of health
impacts is a fairly recent development in the climate change debate, but one thing is certain – there exists a global responsibility. In fact, as Woodward and Macmillan point out in Section 2.8 of the Oxford Textbook of Global Public Health (one of your core texts – the 6th was published in 2015), rich countries have a special
edition
responsibility towards the developing world. Not only does the developing world emit the least greenhouse gas; it also possesses the fewest resources with which to cope with public health problems. The definition of public health given by the WHO is: ‘the art and science of preventing disease, prolonging life and promoting health through the organized efforts of society’. The word ‘society’ in that definition can be interpreted in a local sense, of course, but also in global terms. To quote the eminent public health scientist Jonathan Patz in an article on
reuters.com: ‘there is … an issue of disproportionate vulnerability. But … because we live in a globalized economy, an increase in disease anywhere in the world really puts everyone at risk.’ Now, I think that’s all I’m going to say for the moment
on the role of public health authorities on climate change. Are there any questions so far? No? Good. Now, when I see you in tutorials we’ll look in more detail at the role of public health institutions. In the meantime, I’m going to set you a research task. Right, now listen carefully … your task is to find out about how the public health sector in your particular country is dealing with the effects of climate change on the nation’s health. I’d like you to work in groups of four. Each group should find out about one of the effects listed on the slide and report back on your findings.
D
Explain to students that lecturers will often give source references in passing, as part of the lecture. It is important to note these down for any further research that might be necessary – especially if they are recommendations from the lecturer. (Important source references may sometimes be written down on a lecture handout or on a slide, but this will not always be the case.)
T e kinds of information given may diff er between sources. T e lecturer could just give the name of a book or article and its author; they may quote exactly (a direct quotation); or they may paraphrase (sometimes called an indirect quotation).
Refer students to the table, and check that they understand each heading.
9.3_D
T ere is not much room for students to write in the table in the Course Book; they could copy the table into their notebooks or use the larger copy provided in the PDF. T e second page of the PDF contains the answers.
51
Play each extract, and allow students time to complete the table.
Set for pairwork checking, and feed back visually with the whole class, using the table on the next page.
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