Editor's Note: This is the first of four student essays about their experiences in the Health 1, 2, 3 program. The essays were developed from an audio vignetter assignment, so are transcripts of those assignments. This program, described here, is a hallmark of the Human Health program and reaches every incoming Emory freshman.
Hi! My name is Mechelle Punjwani and I am a first year here at Emory University. I took Health 100 my first semester here, as required, in Fall 2017. At first, I didn’t expect to love the class considering the fact that the class only met once a week for 50 minutes. But I loved each and every topic from sleep to nutrition to mental health and so on. I ended up deciding to take Health 200 the following semester in Spring 2018. The reason I decided I wanted to take this course is because I knew I wanted to be a Peer Health Partner. I like the idea behind having someone close to your age to look up to and be mentored by. I felt it was very easy to talk to my PHP and he became sort of my role model, which I want to be for the incoming freshmen. I think it is crucial for freshmen to have this guidance for this transition from high school to college. I think the topics are important and apply to each and every student in college.
In Health 100, we talked a lot about goals and were asked to come up with our own goal. My goal was related to sleep. At first, I really didn’t know the amount of sleep adults should be getting, but I learned we should be getting 7-9 hours of sleep. That is one important lesson I took away from this course. Ever since I wrote down that goal in my Health 100 book, I have definitely been prioritizing my sleep every night. I make sure to count my hours when deciding when to sleep. This semester I had to wake up at 8am or 9am for my 9 and 10 am classes every morning, so I would make sure I am ready and in bed by 12 or 1 to make sure I get at least 7 hours of sleep every night. This really helped me in the long term because I am able to use my day time hours to work efficiently, go to class, and focus on my academics. I am also able to make time to exercise as well as make time for social aspects of my life like hanging out with friends and family. It really gives me a balance and I can thank the Health 1, 2, 3 Program for that.
Editor's Note: This is the first of four student essays about their experiences in the Health 1, 2, 3 program. The essays were developed from an audio vignetter assignment, so are transcripts of those assignments. This program, described here, is a hallmark of the Human Health program and reaches every incoming Emory freshman.
By: Alyssa Kim
I am currently a junior in the Human Health program and took Health 100 in the fall of 2015 and Health 200 in the spring of 2018. This essay is about my experiences in those classes!
In Health 100 when we were asked to write down a goal, a lot of students, including myself, decided to focus on improving and increasing the amount of physical activity that we do. In particular, I wanted to be able to incorporate it into my busy schedule. Back in high school, I was extremely active. I was in dance two to three times a week and participated in track in the spring season. Coming from this kind of background, it was strange to come into college, where I wasn’t obligated to be involved in so much physical activity. Having this newfound sense of freedom and independence as well as, unfortunately, a growing amount of laziness, made me really let go of any physical activity that I used to do. Inevitably, I gained a bit of weight and I wasn’t as confident as I used to be. Previously, I had danced for 14 years of my life, and it was something I was extremely passionate about. I wanted to audition, but I couldn’t bring myself to find the confidence to audition for any team, and as time went by, I just felt more and more incompetent.
Fast forward to this last spring semester of my junior year. One of our lectures in Health 200 was on behavior change strategies. When looking at the transtheoretical model and the six stages of change, I realized that for the longest time I was in the contemplation stage. I’ve always wanted to get back into shape and back into dancing, but there was always this fear that kept me from achieving my goal and implementing a change in my life to become more active. I took a leap of faith this semester, auditioned for AHANA dance, and just this past weekend, was able to perform on stage for the first time in three years. As I was working on my goal process assignment in Health 200, I was able to see what a positive impact making this change in my life has had. Not only am I healthier and happier, but I have a newborn sense of confidence. By using the strategies to change my behavior and assessing how to achieve my goal, I was able to see what a positive impact it has had on my life.
Health 200 has been extremely useful and important because it forced me into a position where I had to continuously reflect on my past actions and experiences. Being able to take a step back and see what has happened showed me how much I need to change and want to change. It gave me a new sense of drive and motivation to change the way I live as a college student. Especially as a current junior, and about to be a senior, I can see how college is such a impactful stage in my life and how the habits that I make in college will really affect how I live my life as a young adult. This whole experience has allowed me to grow, not only physically, but mentally and emotionally as well. I can’t wait to tackle my senior year!
Editor's Note: This piece is an introduction to four student essays about their experiences in the Health 1, 2, 3 program. This program, described below, is a hallmark of the Human Health program and reaches every incoming Emory freshman.
College poses a unique opportunity to influence positive health practices of emerging adults at a critical transition period in their lives. Thus, the innovative Health 1, 2, 3 Program was developed to help Emory students to take an active role in their health starting their first semester and aims to influence the practice of healthy behaviors. The program consists of a series of three courses that begin freshman year and span the entire undergraduate experience.
Here’s how the program works: All first-year students take Health 100 during their initial semester, providing a foundation of evidence-based knowledge surrounding timely health topics such as sleep and goal setting coupled with engagement in the classroom fostered by peer leaders. Those interested in becoming peer leaders enroll in Health 200, where they are further educated in the science of health and trained on how to lead peers in discussions, as well as how to serve as a positive role models to support students navigating health as freshman in a new environment. Health 300 is the final course in the program, where effectively trained students become peer leaders, known as Peer Health Partners (PHPs), and facilitate weekly discussions with Health 100 students, under faculty supervision. By design, each course translates evidence-based knowledge to encourage students to apply learned concepts to their lived college experiences to enhance health across the span of their lifetimes.
Health 1, 2, 3 Student Experiences with Health – Audio Vignette Assignment
As promoting positive health practices and supporting those making health-related changes are key components of each course in the Health 1, 2, 3 Program, the program faculty were interested in capturing how students’ personal health has specifically been influenced through participation in the program, beyond what is measured through standard course assessments. Therefore, in the spring of 2018, we designed and piloted an audio vignette extra credit assignment in Health 200, which provided a subset of students in the program the optional opportunity to share how their health has been positively affected through taking Health 100 (the introductory health course) or Health 200 (the peer training course). For the assignment, students were to select one health concept, strategy, or idea addressed in Health 100 or Health 200 and talk us through how it influenced their health as a college student, specifically, in less than 10 minutes. Stories were audio recorded and shared with course instructors.
We were pleased to receive submissions from 82 of 84 enrolled students, with stories spanning most of the topics covered in Health 100 or 200 - from sleep, to stress, to goal setting, to behavior change strategies. It was evident that students spent considerable time analyzing their experiences to pick out the concept that impacted them most, and it was enjoyable hearing them articulate their stories. The highlight for us, personally, were the striking connections made between course content and each students’ health journey, confirming program intentions. Four of the vignettes have been selected to share here, with student permission. Please note that for quality purposes, they have been transcribed from their audio versions.
Ultimately, these stories provide first hand insight into the relevance and feasibility of practicing healthy behaviors in college, signifying that topics covered in the Health 1, 2, 3 are pertinent and meaningful to students lived experiences. Our hope is that these personal narratives shed light into the effectiveness of the Health 1, 2, 3 program concerning the ability to influence student health, and, perhaps most importantly, inspire you to be an active participant in your health
By: Ismita Hussain
Editor's note: This is the third student reflection about a course taught in the Spring of 2018. For more information about the course see the introductory post from this series by the course's instructor, Dr. Chris Eagle from The Center for the Study of Human Health.
Health 385W: Writing Bodies is the kind of class that every college student should take at least once. The topics covered in class and the readings were not only phenomenal but chosen in a way that cultivated a lively conversation in every class about what it means to embody illness in writing.
As for the reading list for the class, it was refreshing to read such a wide range of different authors and types of short stories and getting to see how they all relate illness narratives. It was wonderful reading authors like Flannery O’ Connor, Denis Johnson, Ernest Hemingway, Alice Munro, and Franz Kafka and being able to question and discuss all of the techniques incorporated in every story. Reading these great authors showed me, as a writer and a reader, that embodiment can be present in many different and odd ways. For example, I’d read Kafka’s “Metamorphosis” a couple of times before, but when reading it for this class it felt like a completely different story. This time around, it felt so obvious that poor Gregor’s condition is a metaphor for sudden disability.
Above all, I would say, this class taught me to be a good reader and what it means to truly notice details. A few months ago, I wouldn’t have believed that I’d be reading well enough to remember the color of a character’s blouse in the scene when she was visiting her husband in a nursing facility. I’ve found that the level of detail that I read for now is also for the sake of appreciating the writing and getting the full experience of the story- and I think this is the case for many of the students in this class. By mid-semester the conversations with my classmates about the stories we’d read were just as lively outside of class time as during.
To say that this class taught me to be a better writer would be simplifying the feat that was accomplished by Professor Chris Eagle. Doing proper justice to the embodiment of an illness is a heavy duty but one that I was given all the tools to take on when working in this class. I learned that everything written must be a conscious choice by the writer and Dr. Eagle helped us see how each short story applies the techniques necessary to embody an illness. This class also helped me find the confidence to take creative license and write about things outside of my comfort zone.
This course taught me not only how to write about the body but also how to be a better student. It’s classes like this, ones that push you to be better people and listeners and readers and writers, that leave a lasting impression. I leave this class having learned as much about myself as I have about embodiment.
By: Sasha Orewa
Editor's note: This is the second student reflection about a course taught in the Spring of 2018. For more information about the course see the introductory post from this series by the course's instructor, Dr. Chris Eagle from The Center for the Study of Human Health.
Health 385W: Writing Bodies has challenged students, including myself, through works by writers such as Flannery O’Connor, Tolstoy, Michael Chabon, and other remarkable fictional Authors, to view the body through the eyes of literature. The class pushes the boundaries of our everyday thinking and prompts the consideration of lived human experiences outside of what we are used to. Truth be told, while our bodies are the primary vehicles through which we interact with our environment, in states of health, we rarely consider embodiment. Unless faced with a condition that disrupts our usual functions, a step is just a step, each breath goes almost unnoticed, and our lives as social beings continue in a usual fashion. But that’s the thing about illness, disability, pain, what have you—it brings us back to our bodies.
Being tasked with constructing a short story in which embodiment is the central premise seemed a challenging task, at first, for those of us who had never produced a fictional piece of literature and furthermore had suffered from nothing more than the common cold or a sprained ankle. Yet, exposure to vivid short stories concerning illness and an emphasis on the humanities, proved most instrumental in getting me to view embodiment as something that could be richly written of and that ought to be expressed more through writing.
After getting over the initial hurdle of subject matter (i.e. Which human condition am I going to write about?), I was free to explore the differing aspects of the condition I chose:
What is everyday life like for those living with this condition? What is it like being a family member or a friend of someone with the condition?
What stereotypes are often attributed to the condition?
Although some of the work put into the making of our short stories required research of the actual condition, the bulk of our writing was driven by a sort of empathetic creativity. That is, creativity that comes from being able to put yourself in someone else’s shoes. While some of us may have never experienced illness or disability, very few of us can say that they do not know anyone who has or that we can’t imagine, to some extent, what it must be like. Many times while I was writing my paper, I found myself, eyes closed, imagining what it might be like to be in the position of the character —what I might feel, how I might respond, what I might think- and from this place of empathetic creativity, a 3,000-word short story was birthed.
I believe courses like these make us more human. They stretch our paradigms of what it means to be human, and furthermore, what it means to be a great writer. A good writer, perhaps, can tell in lengthy and elaborate detail the experiences which they have lived. A great writer, on the other hand, can see through the eyes of others and form a rich and meaningful piece of literature that neither dilutes nor misconstrues that reality. If illness, disability, and pain bring us back to our bodies, so too does writing about the body.
By: Sam Sestanovich
Editor's note: This is the first student reflection about a course taught in the Spring of 2018. For more information about the course see the introductory post from this series by the course's instructor, Dr. Chris Eagle from The Center for the Study of Human Health.
Take Health 385W: Writing Bodies if you are looking to learn about yourself.
This course is unique in the fact that it allows you to explore the inner recesses of your own mind by examining and writing literature. In a pre-professional university, where creativity is often stifled and reading fiction is often replaced with scientific journal articles and heavy textbooks, Dr. Eagle has developed a class that provides a breath of fresh air and a creative outlet for students. Throughout the semester, the theme of embodiment is utilized by many different authors such as Franz Kafka and Flannery O’Connor, and tackled by each student in the class through their own work of fiction. For students who are more scientifically focused and health oriented this class can be a challenge; however, it is inspiring and exciting to see different minds and opinions come together on the topic of health humanities. This class brings into perspective what it means to be human. By examining fictional characters suffering and struggling from a multitude of conditions and contextual situations, one is better able to understand the complexity of the world around us.
Many of us taking this course are hoping to follow a career in the sphere of health and healthcare and with this course, we are better able to understand the human condition and emotion behind: illness, disease, disability, pain, and loss. As a student who has little to no background in creative writing, but who loves reading fiction, I found a new passion in this course. Every student, with the guidance of Dr. Eagle and the support of a collaborative and excited classroom was able to produce their own unique and interesting piece of fiction. This creative process is raw and challenging, but incredibly rewarding. The workshopping portion, where we read and provided feedback to one another, was genuinely fun and also an incredibly supportive environment where a small group of students were able to better one another and provide constructive criticism. If any of this sounds like it would be something of interest to you, I highly suggest taking this course and challenging yourself to understand the emotion behind illness, disability, and the body through writing fiction.
By: Dr. Chris Eagle
Editor's note: This series of pieces come from a course project (described below) taught in the Spring of 2018. These projects were created by Human Health students, all of whom agreed to have their work posted here, in an innovative class taught by Dr. Chris Eagle from The Center for the Study of Human Health. Today's post was written by that faculty member and describes the course and the project. Student projects will be posted over the coming weeks. We hope that you enjoy learning about what our students are doing and join us in celebrating their wonderful work!
How do our bodies shape the way we write, and how do we tell effective stories about our bodies? These are some of the most pressing questions in my field of Health Humanities. They were also the guiding questions for a continued-writing class I led Spring semester called Writing Bodies, where my students and I dissected 15 fictional masterpieces on a wide range of embodied states: chronic illness, dying, addiction, amputation, assault, pregnancy, abortion, blindness, paralysis, deformity, dementia, PTSD, and traumatic brain injuries (TBIs). Each student was then required to submit their own original work of fiction. They could write on any topic they chose, so long as it dealt with the lived experience of embodiment. For the next four intense weeks, we then workshopped each other’s story drafts in the format of a typical Creative Writing class.
Considering the diverse interests and backgrounds of our Human Health majors, I can’t say I was all that surprised by the incredible variety of writing projects I received – powerful, talented stories on topics like bone cancer, Alzheimer’s, heart attacks, insomnia, sex addiction, drug addiction, disability, genetic predispositions, Body Identity Integrity Disorder, accident proneness, and so on. Almost all their stories also showed a subtle appreciation of the emotional toll that care-taking can take on family members. Some stories seemed to draw from personal experience. Some not. We left it to the authors to reveal that or not. Yet in a profound sense, it didn’t matter all that much, because every student managed to write in a way that revealed something universal about the challenges and fragilities of embodiment.
As a class in both advanced literary analysis and introductory creative writing, we operated day-by-day under a very simple hypothesis: every good writer starts off as a great reader. For me, being a great reader has always been modeled on what one of my favorite teachers of literature, the novelist and professor Vladimir Nabokov, once called “fondling details.” With that expression, Nabokov had in mind reading great works of literature with an almost obsessive attention to the minutest details, in other words, dwelling on the very kinds of diction and imagery that tend to get skipped over during more superficial modes of reading. This is a practice I unapologetically enforce in all my classes through reading quizzes that tell me just how carefully – Nabokov would say ‘lovingly’ – my students have collectively fondled the details on any given day.
My favorite memory from this particular group of students will always be how they rose to that challenge, especially in those 10 minutes or so right before class had started. Nowadays, those 10 minutes tend to be all-too-silent, with everybody either scrolling idly away on their smartphones or frantically texting or both. But this group was different. This group used those 10 minutes to quiz each other on the pop quiz they may or may not be about to take. Just in case. How did Ivan hurt himself again? Where was Gregor hoping to send his sister? What was the color of the blindman’s clothes? What did Fiona name her two dogs? What were the contents of Manley Pointer’s valise? Almost invariably, this would spiral off into a chaotic rehashing of favorite scenes and ‘shook’ reactions to the more shocking moments in the stories I’d assigned. Listening to them develop together week by week into outstanding readers and writers was easily one of the most meaningful experiences I’ve ever had as a teacher.
By: Jolie Blair
As a graduating senior at Emory, I have been fortunate enough to be awarded many opportunities to help me grow and learn from the amazing professors in the Human Health Department to the numerous student-run clubs. That being said, one of my best experiences at Emory was writing an honors thesis. My thesis, titled “Examining the Trajectory of Empathy and Communication Skills of Emory University School of Medicine Medical Students”, tracked the empathy and communication skills of the Medical School Class of 2016 throughout their four years. I was interested to see if the medical students’ empathy skills declined or increased throughout medical school. My interest in this topic began after learning about the Clinical Skills Center through one of my Human Health classes, and by interning at the Center over the summer (for more details on my experience, visit this page).
Throughout this entire process, from conception to execution, I have discovered my dream job (and future career), learned how to conduct journal-worthy research, and wrote a 45 page thesis. I encourage all eligible undergraduate students to consider completing an honors thesis. So here are my top 5 tips for those who are interested in, or are unsure about, this amazing experience.
All in all, I would go through this process ten times over, and cannot wait to write my thesis in graduate school. I feel very prepared for the next chapter of my life as a public health student. I encourage everyone to think about completing an honors thesis. It is worth the time and effort; the tradeoff is huge and the benefits are uncanny.
I would like to thank Dr. Amanda Freeman for helping me throughout the entire honors process, Dr. Douglas Ander for being my thesis advisor, Dr. Jennifer Sarrett and Mary Lynn Owen for being my committee members, and to Emory University School of Medicine’s Clinical Skills Center. Without each and every one of you, I wouldn't have made it through this process, and I appreciate all of your support!
For more information regarding Emory College’s honors thesis process, visit this site. For more information about the Human Health department-specific requirements, please visit here.
By: The CSHH Atlanta Science Festival Team: Sindoos Awel, Bobbye Hampton, Mallika Kolachala, Alexis LeBlanc, Ava Raddatz, Anika Sharma, Camira Williams-Liggins, Ivana Zhang
Every year the Center for the Study of Human Health hosts a booth at the Atlanta Science Festival. The topic and booth is conceived and built by a team of undergraduate students under the guidance of Human Health professor Dr. Amanda Freeman. This year's booth focuses on the microbiome. This post gives an overview of the microbiome but make sure to come by our booth at the festival tomorrow to learn more and do some fun, hands-on activities.
11am - 4pm
Booth E-617: Your 100 Trillion Best Friends
Trillions of microbes, including fungi, bacteria, and viruses, inhabit the human body and are referred to collectively as the human microbiota. While we often consider bacteria to be pathogenic, or disease causing, we have a mutually beneficial, symbiotic relationship with many of these microbes. The human microbiota composition is unique to every person and the microbial communities differ depending upon the area of the body. Our microbiome plays a key role in our health, in part through regulation of immune responses. The composition of our microbiome can be influenced through diet, environmental exposures, and antibiotics.
The first three years of life play an important role in determining the composition of the human microbiota. An infant’s microbiome is largely influenced by birth mode. The gut microbiome of infants born vaginally closely resembles the microbial composition of the birth canal and fecal flora. Meanwhile, infants born via Cesarean section (C-section) have an increased proportion of microbes which typically reside on the skin. The composition of breast milk, including antibodies, influences the diversity of gut microbes and helps shape a personalized microbial community. The transition to solid foods is another prominent influence on the gut microbiome. Not only does the food we eat supply our bodies with nutrients and energy, but the microbes in our gut, which we need to stay healthy, are only able to thrive when supplied with nutrients from our diet. Environmental exposures influence the microbiota composition and individuals who live in urban areas tend to have less diverse microbiota than those living in more rural areas. Going outside to increase your exposure to a wide variety of environmental microbes is important since the more diverse your microbiome is - the better!
The environment actually plays a bigger role in ruling the arrangement of the gut microbiome than the genetics of the individual. Only about two to eight percent of the human microbiome is actually heritable. On the other hand, the microbiome-environment interactions are crucial, for they determine changes in the microbiome function that could later impact an individual’s health. For instance, decreases in the microbiome’s diversity associated with C-section births has been linked to increased risks of asthma, Celiac disease, and obesity.
Diet plays one of the most significant roles in determining the composition of your gut microbiome. Compared to a typical Western diet, studies have shown that a diet low in fat and animal protein and high in starch, fiber, and plant-based carbohydrates increases beneficial gut bacteria that are found in those who have a healthy body weight. These are also the same bacteria that are found in the gut when people with obesity lose weight. These gut bacteria cause the decrease of fat production, inflammation, sugar levels, and can even decrease hunger and increase immune function. Breastfed infants living in different locations were found to have a similar microbiome composition, which indicates that diet has a greater impact on the microbiome than does environment. Studies have also shown that twins do not have similar microbiomes, so diet is also more influential than genetics. All of this data exemplifies that you are largely in control of your own microbiome through your diet! Foods that promote a healthy, diverse microbiome include high-fiber, low-sugar fruits, vegetables, and some fermented products.
While antibiotics can be used to save your life, their constant or unnecessary use also disrupts the balance of your microbiome. Antibiotics are unable to differentiate between the good and bad bacteria living in our bodies, wiping out some of the good ones that protect us from future infections and cultivating some resistant bad bacteria. Diminishing the diversity of our gut microbiota has been linked to many chronic diseases, such as childhood diabetes, allergies, and cancer,[13, 14] Trace amounts of antibiotics that we are exposed to through non-organic foods and antibacterial soap slowly add up, contributing to the growth of antibiotic-resistant bacteria. After the introduction of albeit life-saving antibiotics, such as penicillin, the prevalence of bacterial infections has resurfaced over the years as a threat to our health in that resistance has been seen to nearly all antibiotics that have been developed. The Centers for Disease Control and Prevention (CDC) has expressed concern about the increasingly common use of antibiotics and have stressed the importance of discretion in its distribution. Ultimately, using antibiotics only when needed can help us avoid the unnecessary disruption of our microbiome, decreasing our risk for infections.
While the microbiome differs greatly from person to person, the functions that the bacteria in the gut perform are fairly consistent and that is why the composition of the microbiome is really important. We need different kinds of bacteria to perform different functions, aiding in different metabolic pathways. Several studies have also shown a relationship between an imbalanced microbiome composition (called dysbiosis) and the occurrence of diseases. For example, obesity is correlated with altered microbial composition, including a reduction in beneficial bacteria, and pathological bacteria dominate inflammatory bowel disease.[17, 18] A diverse microbiome is key in promoting health, through feedback and interaction between our immune system and our microbiome.
The microbiome of a person changes overtime. When we are born, we have little to no microbes in or on our bodies. Our first microbes are given to us by our mothers, either vaginally or through skin touch. We gain microbes from everyone and everything that we touch and everything we eat. Our microbiome makeup changes overtime based on the needs of our body and as a child, our microbiome makeup is more variant. The body reaches a “baseline” state around 3 years old in which it tends to revert back to after illness, changes in diet, and antibiotics, though antibiotics may cause a change in microbiome that can be permanent. In old age, microbiome becomes very distinct, many of some microbes and few of others. Our microbiomes are similar to a fingerprint, different in every person. Those variations can be caused by age, diet, gender, environment, and more. The microbiomes of people who live together tend to be more similar. Certain microbes on different parts of the body tend to be similar on different people; microbes on separate peoples’ forearms is more similar than one person’s microbes on their ear and forearm.
The microbiome plays an essential role for our well being. Across the lifespan, microbiomes are constantly changing and many of these changes are due to diet, varying environments, and the use of antibiotics. Our booth will give you an insider (literally!) understanding the importance of a diverse microbiome and the consequences of an imbalance. From hands-on demonstrations of yeast’ favorite food to taking a selfie with your favorite bacteria, you won’t want to miss one second of the fun. Think you have the guts? Your microbiome thinks you do!
Booth E-617: Your 100 Trillion Best Friends
The Atlanta Science Festival Exploration EXPO
March 24, 2018
11am – 4pm
For additional information about the Atlanta Science Festival Exploration EXPO visit:
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8. Mueller NT, Whyatt R, Hoepner L, Oberfield S, Dominguez-Bello MG, Widen EM, et al. Prenatal exposure to antibiotics, cesarean section and risk of childhood obesity. Int J Obes (Lond). 2015;39(4):665-70.
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15. Centers for Disease Control and Prevention. About Antimicrobial Resistance 2018 [March 23, 2018]. Available from: https://www.cdc.gov/drugresistance/about.html.
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17. Garrett WS, Gallini CA, Yatsunenko T, Michaud M, DuBois A, Delaney ML, et al. Enterobacteriaceae act in concert with the gut microbiota to induce spontaneous and maternally transmitted colitis. Cell Host Microbe. 2010;8(3):292-300.
18. Turnbaugh PJ, Ley RE, Mahowald MA, Magrini V, Mardis ER, Gordon JI. An obesity-associated gut microbiome with increased capacity for energy harvest. Nature. 2006;444(7122):1027-31.
19. Hooper LV, Littman DR, Macpherson AJ. Interactions between the microbiota and the immune system. Science. 2012;336(6086):1268-73.
20. Grice EA, Kong HH, Conlan S, Deming CB, Davis J, Young AC, et al. Topographical and temporal diversity of the human skin microbiome. Science. 2009;324(5931):1190-2.
21. Robinson CJ, Bohannan BJ, Young VB. From structure to function: the ecology of host-associated microbial communities. Microbiol Mol Biol Rev. 2010;74(3):453-76.
22. Jakobsson HE, Jernberg C, Andersson AF, Sjolund-Karlsson M, Jansson JK, Engstrand L. Short-term antibiotic treatment has differing long-term impacts on the human throat and gut microbiome. PLoS One. 2010;5(3):e9836.
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Next week, the Center for the Study of Human Health is working with the Office of Student Success on some exciting initiatives to honor National Nutrition Month, which is a nutrition education and information campaign created by the Academy of Nutrition and Dietetics. Each week, we will have short videos highlight four core values related to our focus, food insecurity: Awareness, Empathy, Change, and Access.
We are also hosting the First Annual CSHH and OSSPS Food Drive! You can drop food off at the Center for the Study of Human Health (107 Candler Library) or the Office for Student Success (317A, Campus Life) and, as a thank you, you get a wrist band highlight the core values! See the poster below for details, including our most needed items.
Finally, look for us at Wonderful Wednesday on March 28th and at the Farmer's Market for Tasty Tuesday on April 10!
Connect with us at #EmoryBandTogether