Campus Learning Community

Goal 3: Ensure healthy lives and promote well-being for all at all ages

Goal 3 Targets & Indicators
From Goal 3 | Department of Economic and Social Affairs (un.org)

Goal 3 Past MDC Student Projects
(links to GSELS Projects Showcase Libguides)

• Coronavirus Symposium (group 1)

  (Student Project - Fall 2020)

• Coronavirus Symposium (group 2)

  (Student Project - Fall 2020)

• Covid-19, Good Health and Well-Being

  (Student Project - Fall 2020)

• How supercomputers are being used to develop a Covid-19 vaccine

  (Student Project - Fall 2020)

• Science Education’s Impact on Well-Being

  (Student Project - Fall 2020)

• Untitled

  (Student Project - Fall 2020)

• Applications of Bioinformatics in Covid-19

  (Student Project - Spring 2021)

• Big White Room

  (Student Project - Spring 2021)

• HPV and the struggles to developing countries

  (Student Project - Spring 2021)

• Litter In The Water

  (Student Project - Spring 2021)

• Mental Health During the Covid-19 Pandemic

  (Student Project - Spring 2021)

• Sekhmet’s Helping Hands

  (Student Project - Spring 2021)

• Can Companies Require Employees to get Vaccinated?
  (Student Project - Fall 2021)

• Chakras
  (Student Project - Fall 2021)

• GroBaby Foods: Green Sourcing Case Study Review
  (Student Project - Fall 2021)

• Impact of Workplace Stress on Mental and Physical Health
  (Student Project - Fall 2021)

• The COVID-19 Vaccine: Debunking Vaccine Myths Using the Scientific Method
  (Student Project - Fall 2021)

• Meat Packing Industry VS. COVID 19
  (Student Project - Fall 2021)

• Clear, Bright Airways
  (Student Project - Spring 2022)

• Mental Struggle
  (Student Project - Spring 2022)

• Untitled
  (Student Project - Spring 2022)

• BRCA Genes and the Influence of their Mutations
  (Student Project - Spring 2022)

• COVID-19 Implications in Telomere Length
  (Student Project - Spring 2022)

• Stress in the Workplace
  (Student Project - Spring 2022)

• Should Businesses Mandate Covid 19 vaccines
  (Student Project - Spring 2022)

• How Covid has Changed Hospital and Healthcare Procedures
  (Student Project - Spring 2022)

• Oxydrius
  (Student Project - Spring 2022)

• Cholesterol Free
  (Student Project - Spring 2022)

• UN SDG BOOK - Rethink the stigma   
  (Student Project - Fall 2022)

• Will peace ever be obtained 
  (Student Project - Fall 2022)

• Curved from source 
  (Student Project - Fall 2022)
   

Goal 3 Key Terms

• Adolescent birth rate
• Ambient
• Communicable
• Epidemic
• Essential Health Services
• Global health risks
• Household Expenditures
• Hygiene
• Maternal mortality
• Narcotic
• Neonatal
• Non-communicable
• Premature
• Risk reduction
• Small Island Developing States (SIDS)
• substance use disorder
• Tropical diseases
• Water, Sanitation and Hygiene for All (WASH)

Goal 3 Learning Objectives 

(adapted from Education for Sustainable Development Goals Learning Objectives)

Cognitive Learning Objectives
1. The learner knows conceptions of health, hygiene and well-being and can critically reflect on them, including an understanding of the importance of gender in health and well-being.

2. The learner knows facts and figures about the most severe communicable and non-communicable diseases, and the most vulnerable groups and regions concerning illness, disease and premature death.

3. The learner understands the socio-political-economic dimensions of health and well-being and knows about the effects of advertising and about strategies to promote health and well-being.

4. The learner understands the importance of mental health. The learner understands the negative impacts of behaviors like xenophobia, discrimination and bullying on mental health and emotional well-being and how addictions to alcohol, tobacco or other drugs cause harm to health and well-being.

5. The learner knows relevant prevention strategies to foster positive physical and mental health and well-being, including sexual and reproductive health and information as well as early warning and risk reduction.

Socio-emotional Learning Objectives
1. The learner is able to interact with people suffering from illnesses, and feel empathy for their situation and feelings.

2. The learner is able to communicate about issues of health, including sexual and reproductive health, and well-being, especially to argue in favor of prevention strategies to promote health and well-being.

3. The learner is able to encourage others to decide and act in favor of promoting health and well-being for all.

4. The learner is able to create a holistic understanding of a life of health and well-being, and to clarify related values, beliefs and attitudes.

5. The learner is able to develop a personal commitment to promoting health and well-being for themselves, their family and others, including considering volunteer or professional work in health and social care.

Behavioral Learning Objectives
1. The learner is able to include health promoting behaviors in their daily routines.

2. The learner is able to plan, implement, evaluate and replicate strategies that promote health, including sexual and reproductive health, and well-being for themselves, their families and others.

3. The learner has the capacity to perceive when others need help and to seek help for themselves and others.

4. The learner is able to publicly demand and support the development of policies promoting health and well-being.

5. The learner is able to propose ways to address possible conflicts between the public interest in offering medicine at affordable prices and private interests within the pharmaceutical industry.

Goal 3 Potential Topics

(adapted from Education for Sustainable Development Goals Learning Objectives)
 

• Severe communicable and non-communicable diseases.
   
• Health problems of vulnerable groups and in the most vulnerable regions, and an understanding of how gender inequalities may affect health and well-being.
   
• Direct strategies to promote health and well-being.
   
• Indirect strategies (public health) to promote health and well-being.
   
• Philosophical and ethical conceptions of life quality, well-being and happiness.
   
• Sexual and reproductive health education including family planning.
   
• Discriminatory attitudes towards people living with HIV, other illnesses or mental disorders.
   
• Road traffic accidents.
   
• Overweight and obesity, insufficient physical activity and unhealthy food.
   
• Chemicals, pollution and contamination of air, water and soil.

Goal 3 Case Studies

• A taste for transformation in Timor-Leste
  
  
• Cuba: Strengthening the Resilience of Families and Vulnerable Groups affected by Drought in Santiago de Cuba
   
• El Salvador: Food Security and Nutrition for Children and Salvadoran Households (SANNHOS)
   
• Fiji: Youth in Organic Agriculture in Fiji
   
• Guatemala: Food and Nutrition Security of the Department of San Marcos
  
  
• Indigenous and Afro-Colombian communities in the Chocó department promote their food security and nutrition in Colombia
   
• Irrigated and integrated agro production systems help Mozambique adapt to climate change
   
• Paraguay: Joint Programme on Paraguay Protects, Promotes and Facilitates Effective Implementation of the Right to Food Security and Nutrition
   
• Sri Lanka: Scaling Up Nutrition through a Multi-Sector Approach
   
• Tanzania: Joint Programme to Support Tanzania’s Productive Social Safety Net
   
• Youth in Organic Agriculture in Vanuatu
   
• Bribri women's agroforestry maintains forests and Indigenous culture in Costa Rica (YouTube)

Goal 3 Potential Projects & Activities

(adapted from Education for Sustainable Development Goals Learning Objectives)
 

• Set up an information stand or launch a promotion campaign for the  health and well-being topic of your choice.
   
• Watch videos that show health and well-being promoting behaviors.
   
•  Participate in reflective essay writing and/or discussions about what a life of health and well-being means.
   
• Organize training on health promotion and illness prevention strategies.

Other Goal 3 Resources

• SDG Indicators (un.org)

• World Health Statistics 2019: Monitoring health for the SDGs

• Countdown to 2030: Maternal, Newborn and Child Survival - In-depth case studies

• Countdown to 2030: Maternal, Newborn and Child Survival - Briefing Notes

• Global Health Observatory: Country Statistics (WHO)

• GBD Compare

• University of Miami to Offer Nation's First MS in Climate and Health

• Why gardening is good for your mental wellbeing

• Blueprints for Justice & Health: Designing Futures for Equitable Healing

• Systems Thinking for Effective Interventions in Global Environmental Health

• Preventing pandemics: protecting wildlife to stop viruses jumping to humans would save far more than it costs, analysis shows

• Climate Change Could Reshape Pathogen Profile of Diarrheal Disease

• Hope, Health, and the Climate Crisis

• Platforming youth voices in planetary health leadership and advocacy: an untapped reservoir for changemaking

• WWF report calls forests a vital public health solution

• Global plant diversity as a reservoir of micronutrients for humanity

• Situation Analysis on the Roles and Risks of Wildlife in the Emergence of Human Infectious Disease

• Consistent cooling benefits of silvopasture in the tropics

• The determinants of planetary health: an Indigenous consensus perspective

• 

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Save the Dates:

Fall 2023 Campus Learning Community Online Symposium

 November 27 - December 1
Theme: "Earth Literacy & Changemaking"