DEPARTMENT
OF HEALTH AND COMMUNITY SERVICES
ENVIRONMENTAL
HEALTH
HCSV
362-01 Fall 2005
Holt
266 T
Professor: Dr. Diana Flannery Office Hours: T
Office: 635
Mailbox: 607
I. Course Description
Environmental health
is the field of science that studies how the environment effects human health
and disease. This course will overview the relationship of people and nature;
the impact of environmental conditions, such as water and air pollution, solid
wastes, food contamination, vectors, radiation, pesticides, and toxic
substances which can cause deleterious effects on people’s physical, mental,
and social well-being. Individual and
collective consumer intervention in environmental health problems will also be
addressed. This course will also include a community service component. Each student will contribute a minimum of 10
hours of service in the local and campus community. Student engagement is an
essential part of this course in order to have an enriching educational
experience.
II. Texts Required
Nadakavukaren,
A. (2005, 6th Ed). Our Global Environment. Waveland Press:
HCSV 162
III.
Objectives
The student:
A. will develop an awareness of how current
environmental issues directly effect their own lives.
B. will assess the complexity of our present
population-resources pollution crisis.
C. explain the conflicts that arise between
people and the environment and the importance of maintaining an ecological
perspective that health and well-being are ultimately dependent upon the health
and integrity of the entire ecosystem.
D. identify the consequences of increased
population growth and the effects of these increases on the environment,
particularly with respect to environmental degradation, resource utilization,
food supply, and loss biodiversity.
E. describe the effects of legislation and
governmental intervention in relation to environmental issues.
F. explain the relationship between
environmental issues and human health.
G. identify known occupational cancer risks, and
the relationship of the factors of gender and age to the risks.
H. identify roles of air, food, and water as
environmental transmitters of pathogenic organisms.
I.
describe
the impact of the release of toxic substances into the environment and their
impact on human health.
J. explain the role of individual responsibility
in ensuring the safety of the environment.
K. discuss how business and industry, and the
government can work cooperatively to ensure a healthy environment.
L. identify the major causes of foodborne disease and prevention.
M. identify problems unique to nuclear power generators.
N. explain the basic components of the earth’s
atmosphere and how pollution of this atmosphere effects the environment.
O. explain the basic importance and processes
involved in water treatment.
P. describe the problem of solid and hazardous
waste disposal, including new methods of dealing with solid and hazardous
waste.
Q. identify ways to facilitate community action.
R. address the impact of environmental racism.
S. maintain a pro-active stance.
T. remain flexible.
IV. Course Outline
|
Day |
Topic |
Reading Assignment |
|
8/22 |
Introduction to Environmental Health |
Nad. 1 RP 1-6 |
|
8/29 |
Environmental Education |
RP. 7-9 |
|
9/12 |
Impact of Population on Human Resources |
Nad. 2-5 RP 10-13 |
|
9/19 |
Environmental Disease |
Nad. 6 RP 14-19 |
|
9/26 |
Solid and Hazardous Waste Test 1 |
Nad. 16 RP 20-21 |
|
10/3 |
Toxic Substances |
Nad. 7 RP. 22-32 |
|
10/17 |
Pests and Pesticides |
Nad. 8 RP. 33-40 Used |
|
10/24 |
Food Quality |
Nad. 9 RP. 41-52 |
|
10/31 |
Radiation Test 2 |
Nad. 10 RP.58-59 |
|
11/7 |
Environmental Racism |
RP. 53-57 |
|
11/14 |
The Atmosphere & Air Pollution |
Nad. 11,12 RP. 60-65 |
|
11/21 |
Thanksgiving Break |
|
|
11/28 |
Water Resources & Pollution |
Nad. 14, 15 RP. 66-69 |
|
12/5 |
Why Share? Review |
RP.70 Bring item or service to share |
|
12/12 |
Test
|
|
V. Student Responsibilities:
A.
Attendance
Attend each class
prepared and ready to discuss read EACH article and chapter, contribute to
class discussions, and participate in planned activities. Attendance will be
recorded. For each absence over 3, your final grade will be reduced 1/3 letter
grade.
B.
Community
Clean-Up (20 points).
Attend and
participate in one community clean-up for a minimum of 3 hours. Describe your
experience in a one-page summary. What
were your thoughts before attending?
What did you find? What were the
attitudes of those participating? Would you do this type of activity again?
Choose from the following events:
C.
Migrant
Farmworker Project or CAST Fishing Outreach (30
points)
Solicit
supplies and host event.
D. Notecard Assignment (70pts): One notecard (5 x 8) or larger for each article in the reading packet (RP) is due on each Tuesday (or otherwise stated) listed on the syllabus. No late cards will be accepted. As an incentive, you may use your notecards during the exams. Only one notecard per article is required, however you may want to write more to prepare for exams (total cards=70).
· The front of the notecard should include: your name, title of the article, author, questions and answers to discussion questions provided and any other important facts you want to remember.
· Each week, on the back of the final notecard include thoughts or reactions for the selection of reading.
E. Environmental Awareness Activity (20
points)
Attend an environmental public event in the
*Sandra Steingraber will be
here Thursday, October 6 at
Collect 20 new or gently used clothing items for men, women, or children. Organize by size.
Blankets and winter items are needed.
G. Participate in 3 in-class exams.
VII.
Evaluation:
|
Cleanup |
20 |
|
Migrant Farmworker Project |
30 |
|
Notecards |
70 |
|
Environmental Event Summary |
20 |
|
Used |
10 |
|
Test 1 |
50 |
|
Test 2 |
100 |
|
Test 3 |
50 |
|
|
|
|
Total |
350 |
|
A = (94-100) |
C+= (78-79) |
|
A-= (90-93) |
C = (74-77) |
|
B+= (88-89) |
C-= (70-73) |
|
B = (84-87) |
D+= (67-69) |
|
B- = (80-83) |
D = (64-66) |
|
|
F = (63 or less) |
Human Scavenger Hunt
The
object is to get to know people and have some fun. You must find a person who fits the statement
and have them sign their name in the blank.
Use each person’s name only once, including your own.
|
Subscribes
to an environmental newsletter or magazine. |
Recycles
plastic, glass, aluminum, batteries, and papers. |
Has
participated in a community cleanup. |
Knows
who Julia Butterfly is. |
Has
written a letter in support of an environ-mental cause. |
|
Composts. |
Is
a vegetarian. |
Reuses
paper and plastic bags. |
Does
not own a car. |
Does
not own a TV. |
|
Turns
off water while shaving legs or face. |
Use
eco-friendly cosmetics, lotion, and shampoo. |
Shops
at a local framers market regularly. |
Has
been to S&S Produce and Chico Natural Foods. |
Rides
a bike at least 2 miles to work or school. |
|
Turns
off the water while brushes teeth. |
Hates
litterbugs and picks up trash. |
Owns
a fuel efficient car (40-50 mpg). |
Planted
a vegetable garden this summer. |
Camped
without a bathroom. |
|
How concerned are you about the following: |
Great deal of concern |
Some concern |
Not very concerned |
|
Pollution
of drinking water |
|
|
|
|
Contamination
of soil and water by toxic waste |
|
|
|
|
Pollution
of rivers, lakes, and reservoirs |
|
|
|
|
Air
pollution |
|
|
|
|
Ocean
and beach pollution |
|
|
|
|
Contamination
of soil and water by radioactivity from nuclear facilities |
|
|
|
|
Loss
of natural habitat for wildlife |
|
|
|
|
Loss
of tropical rainforests |
|
|
|
|
Damage
to Earth’s ozone layer |
|
|
|
|
Extinction
of plant and animal species |
|
|
|
|
Urban
sprawl and loss of open space |
|
|
|
|
Greenhouse
effect or global warming |
|
|
|
|
Environmental
racism |
|
|
|
|
Recycling
and waste management |
|
|
|
|
Food
quality and safety |
|
|
|
|
Pesticides
in food, air, water |
|
|
|
|
Migrant
farmworker health and safety |
|
|
|
|
How important do you feel it is for community action/involvement in
the following areas? |
Very important |
Somewhat important |
Not very important |
|
Community
clean-ups |
|
|
|