Department of Health and Community Services
ENVIRONMENTAL HEALTH
HCSV 362-01 Spring 2008
Plumas
106 TR
Professor: Diana Flannery, PhD, MSEH 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. Discussion is focused on how we can
manipulate or control the environment to prevent human injury and illness. This course will also include a community
service component. Each student will
contribute a minimum of 4 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 362
________________________________________________________________________________
III.
Objectives
The primary goal of this course is to provide the student with a
conceptual understanding of how hazards are controlled for several key areas of
concern in environmental health. Upon
completion of this course, the student will be able to:
o
Develop a more informed opinion on controversial environmental
health issues and proposed/enacted environmental health legislation.
o
Assess
the complexity of our present population-resources pollution crisis.
o
Discuss
how business and industry, and the government can work cooperatively to ensure
a healthy environment.
o
Address
the impact of environmental racism.
IV. Course
Outline
|
Day |
Topic |
Reading Assignment |
|
1/29 1/31 |
Introduction to EH Meet in BMU Auditorium |
Nad. 1 RP 1-6 (no
cards due) |
|
2/5 2/7 |
Environmental Education Green Week Speaker |
RP. 7-10 |
|
2/12-14 |
Impact of Population on Human Resources |
Nad. 2-5 RP 11-16 |
|
2/19-21 2/26 |
Environmental Disease |
Nad. 6 RP 17-22 |
|
2/28 |
Test 1 |
|
|
3/4 3/6 |
Solid and Hazardous Waste Meet at Compost Site |
Nad. 16 RP 23-24 |
|
3/11-13 |
Toxic Substances |
Nad. 7 RP. 25-35 |
|
3/15-23 |
Spring Break! |
|
|
3/25-27, 4/1 |
Pests and Pesticides |
Nad. 8 RP. 36-40 |
|
4/3-8 |
Food Quality |
Nad. 9 RP. 41-51 |
|
4/10 |
Radiation & Noise |
Nad. 10,13 RP.56-57 |
|
4/15 4/17 |
Landfill Tour Meet at Test 2 |
|
|
4/22-24 |
Environmental Racism |
RP. 52-55 |
|
4/29-5/1 |
The Atmosphere & Air Pollution |
Nad. 11,12 RP. 58-63 |
|
5/6-8 |
Water Resources & Pollution |
Nad. 14, 15 RP. 64-67 |
|
5/13 5/15 |
Why Share? Review |
RP.70 Bring item or service
to share |
|
5/20 Tues |
Test 3 – 12:00 sharp |
|
|
5/22 & 5/23 |
Thursday and Friday Diversion
Excursion |
Work two hours either Thursday or Friday |
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. Notecard Assignment (60 points): 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.
The front of the notecard should include: your name, title and number of the article, author, questions and answers to discussion questions provided and any other important facts you want to remember (total cards=60). The back of the last notecard must include your thoughts or reactions to the group of readings.
C. Earth Month April Events (20 points):
Attend 1 environmental lecture or event during Earth
Month. Submit a typed, one page summary of each session attended. Provide the time, location, and describe the
environmental issue/event. Recount any thoughts before, during, and
after the event. Relate new insights,
perceptions, and experiences. Give 3
examples of how this event relates to course content.
Attend a 2 hour trip to the Neal Dow Landfill. Meet at Holt Hall at
Create a 1 page informational flyer for Butte Environmental Council Toxic Awareness Campaign and create a colorful, detailed information flyer. Possible topics include: air, water, soil pollutants such as oil, pesticides, percholorethylene, trichloroethylene, pentachlorothiophenol, and nitrate contamination of groundwater, include “Alternatives to Toxics” provide local resources, websites, minimum 4 references. You will be graded on: level and depth of research, overall appeal and layout, advocacy, & referencing.
F. Diversion Excursion (25 points):
Thursday/Friday May 22 & 23
Attend and
participate in DE for a minimum of 2 hours.
Describe your experience on a notecard. 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? Wear work clothes, hat, protective shoes, and gloves. Bring water.
_____________________________________________________________________________
VII.
Evaluation:
|
B. Notecards |
60 |
A = (94-100) |
C+= (78-79) |
|
C. Earth Month Lecture/Event |
20 |
A-= (90-93) |
C = (74-77) |
|
D. Field Trip to Landfill |
10 |
B+= (88-89) |
C-= (70-73) |
|
E. Toxics Fact Sheet |
25 |
B = (84-87) |
D+= (67-69) |
|
F. Diversion Excursion |
25 |
B- = (80-83) |
D = (64-66) |
|
Test 1 |
50 |
|
F = (63 or less) |
|
Test 2 |
100 |
|
|
|
Test 3 |
50 |
|
|
|
Total |
340 |
|
|
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: Post-test |
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 |
|
|
|
|
Recycling |
|
|
|
|
Farmers
market |
|
|
|
|
How concerned are you about the following: Pre-Test |
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 |
|
|
|
|
Recycling |
|
|
|
|
Farmers
market |
|
|
|