DEPARTMENT OF HEALTH AND
COMMUNITY SERVICES
ENVIRONMENTAL
HEALTH
HCSV
162-01 Spring 2005
Section
01 (
Professor: Dr. Diana Flannery Office Hours: M
TR
Office:
635
Mailbox: 607
I.
Course Description
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, noise, light, 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. (2000, 5th 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 |
|
1/25-27 |
Introduction
to Environmental Health |
Nad. 1 RP
1-9 |
|
2/1-3 |
Environmental
Education |
RP. 10-12 |
|
2/8-10 |
Impact of
Population on Human Resources |
Nad. 2-5 RP 13-16 |
|
2/15-17, 22 |
Environmental
Disease |
Nad. 6 RP
17-22 |
|
2/24 2/25 |
Test 1 |
|
|
3/1-3/3 |
Solid and
Hazardous Waste |
Nad. 16 RP 23-24 |
|
3/8-10 |
Toxic
Substances |
Nad. 7 RP.
25-35 Clean up paper due |
|
3/15-17 |
Spring Break |
|
|
3/22-24 |
Pests
and Pesticides |
Nad. 8 RP.
36-42 Used |
|
3/29- 4/5 |
Food
Quality |
Nad. 9 RP.
43-54 Art Project Due |
|
4/7 |
Radiation |
Nad. 10 RP.60-61 |
|
4/12 |
Test 2 |
|
|
4/14 |
Environmental
Racism |
RP.
55-59 |
|
4/19-21 |
The
Atmosphere & Air Pollution |
Nad. 11,12 RP. 62-66 |
|
4/26-28 |
Water
Resources & Pollution |
Nad. 14, 15 RP. 67-69 |
|
5/3 |
Why Share? Review |
RP.70 Bring
item or service to share |
|
5/5 |
Test 3 |
|
|
5/10-12 |
To be
announced |
|
|
5/19 |
Diversion Excursion 12-2 |
|
V.
Student Responsibilities:
Attend and participate in a 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:
2. Littered Landscapes Cleanup: To be announced
Create an art piece to be displayed at
the Hmong Celebration on April 2 and Eco-fest April 23. The focus must be on celebration our Hmong
and Mexican farmworkers and the bounty of food they provide to the state and
nation. Nutrition and environment will
be the theme. Grading will be based on
creativity, impact, effort, message, and ethnic theme.
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=71).
·
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 (10 points each = total 20 points)
Attend two
environmental public events in the
Collect 20 new
or gently used clothing items for men, women, or children. Organize by size.
Blankets and
winter items are needed.
G. Diversion
Excursion (20 points) A recycling program that reuses miscellaneous items from
resident halls on move-out days and give them to the Jesus Center, ARC, Migrant
Education, and the Esplanade House. We will work during our final exam time or
you may schedule a different time on Thursday May 19 or Friday May 20. Please email me a one paragraph reflection
based on your experience by Friday May 20 at
|
Cleanup |
20 |
|
Migrant
Farmworker Art |
30 |
|
Notecards |
70 |
|
Environmental
Event Summaries |
20 |
|
Used |
10 |
|
Diversion
Excursion |
20 |
|
Test 1 |
50 |
|
Test 2 |
100 |
|
Test 3 |
50 |
|
Total |
370 |
|
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) |
Campus
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 and Ralph Nader are. |
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 |
|