WELCOME MESSAGE:
COURSE NUMBER:
PHC 6018
COURSE TITLE:
Survey of Environmental Problems
COURSE OVERVIEW:
This course is one of the core courses of the
Master of Public Health degree program.
This is a FULLY ONLINE course. Additional information on this structure is provided in the
welcome message above and will be discussed within the UWF eLearning environment when you register.
INSTRUCTORS:
Enid Sisskin, Ph.D. (left)
Julie Philippart, MS, MT (ASCP) DrPH (right)
CONTACT INFORMATION:
Enid Sisskin: esisskin@uwf.edu or (850) 473-7473
Julie Philippart: jphilippart@uwf.edu or (850) 380-0137
PREREQUISITES OR COREQUISITES:
Those interested in this course, the MPH program and/or the
Public Health Certificate Program
should contact Mr. Steve Celestial, Academic Programs Advisor and Coordinator,
at (850) 474-2885 or scelestial@uwf.edu.
COURSE DESCRIPTION:
Students will be given an overview of the chemical, physical, and biological hazards present in
our living and working environment and their effects on human health.
STUDENT LEARNING OUTCOMES (Objectives):
Following this course, the student will be able to:
- Describe and discuss the impact of world population growth on the environment
- Define environmental health and discuss how hazards in our environment impact human health.
- Discuss the factors – agent, host, environment, involved in any environmentally linked disease and give examples of each.
- Be able to explain what ecology is and how it relates to environmental health.
- Analyze how choices in personal and professional lives have both positive and negative impact on the environment.
- Discuss some of the major human diseases related to domesticated and wild animals as well as arthropods.
- Discuss health effects associated with exposure to specific chemical agents in the environment.
TOPICS COVERED:
Overview
Ecological principles and population dynamics, impact of population on human resources and ecosystems,
environmental diseases, toxic substances in the environment, pests and pesticides, vectors of diseases
including arthropod and animals, food quality and prevention of food-borne diseases, radiation, the
atmosphere and air pollution, noise pollution, water resources and water pollution, solid and hazardous
wastes, occupational health, impact of environmental changes such as climate on environmental health.
Tentative Schedule
| Module | Topic |
|---|
| 1 | Fundamentals of Environmental Health |
| 2 | World Population, Sustainable Indicators |
| 3 | Chronic and Communicable Diseases, Zoonotic Infections |
| 4 | Water Supplies; Environmental Health in Recreational Areas |
| 5 | Wastewater Management; Solid and Hazardous Waste Management |
| 6 | Vectors and their Control; Vaccine-Preventable Diseases |
| 7 | Principles of Toxicology; Radiological Health |
| 8 | Food Protection and Safety, Food-Borne Illnesses, Agents of Bioterrorism |
| 9 | Environmental Safety, Occupational Safety |
| 10 | Air Quality |
| 11 | Environmental Planning, Principles of Environmental Health Administration |
| 12 | Environmental Justice |
REQUIRED TEXTS:
- Morgan, M.T. (2003). Environmental Health, 3rd Edition. Thomas-Wadsworth. [ISBN 0534517171-X]
SPECIAL TECHNOLOGY UTILIZED BY STUDENTS: (beyond baseline requirements of e-mail and word processing)
- Students will access content in this course via the UWF eLearning system.
REFERENCES/BIBLIOGRAPHY: (purchase not required, but an excellent reference)
Yassi, Kjellstron, Kok, and Guidotti. (2001). Basic Environmental Health. World Health Organization, Oxford Press.
[ISBN 019513558X]
GRADING/EVALUATION:
Evaluation of student grades will be based on their performance in the following areas:
- Completion of questions or study guides demonstrating their knowledge of the reading material
- Participation in threaded discussions
- Completion of a variety of online activities
- Midterm
- Final exam
- Project
Grading for this course will be:
- A = 95 - 100%
- A- = 90 – 94.9%
- B+ = 87 – 89.9%
- B = 84 – 86.9%
- B- = 80 – 83.9%
- C+ = 77 - 79.9%
- C = 74 - 76.9%
- C- = 70 - 73.9%
- D+ = 67 - 69.9%
- D = 63 - 66.9%
- F < 63%
SPECIFICS ON GRADING:
Chapter Questions: The chapter questions and/or study guides are completion grades, although I will make corrections if necessary, you will get the full credit (5 points per chapter) if the questions are answered.
Discussions: To get full credit (10 points), you will need an original posting (5 points) and respond to two of your classmates postings (2.5 points each). See below for how they will be graded.
Discussion Forum: Grading Rubric for original posting
5 pts
EXCELLENT AND COMPLETE |
For five points, a posting will thoughtfully consider and respond to the question using sound argumentation and clear prose. Stellar posting that it is; it will contain virtually no grammatical errors or typos. Not only will such a post engage with the ongoing conversation in a rhetorically suitable fashion, it will foster further discussion on the topic, perhaps exploring new lines of argument or different perspectives. The three-pointer isn't just a response; it's proof that you are facilitating learning both for yourself and your fellow students. As you might imagine, this corresponds to an A (100 percent). |
3 pts
GOOD, BUT COULD BE IMPROVED |
The three-point posting is a competent response to the subject: it's 50 or so words long, more or less, it addresses the question, without going into much detail, and it contributes to the overall conversation as another voice on the subject. A three-point posting amounts to a B/B- (83 percent). |
1 pt
FAIR, NEEDS MAJOR IMPROVEMENT |
This posting reflects a less-than-adequate engagement with the subject, or is noticeably under the required word count. It does little to advance the discussion underway, and may even detract from it. The one-point posting amounts to a C- (70 percent). |
0 pts
POOR, OF NO SIGNIFICANT VALUE |
No posting, late posting(with no excuse, or a post that is but the briefest nod toward a response. (zero percent) |
|
SPECIFICS ON GRADING:
Discussion Forum: Grading Rubric for responses
2.5 pts
EXCELLENT AND COMPLETE |
For 2.5 points, a posting will thoughtfully consider and respond a classmate's message using sound argumentation and clear prose. Stellar posting that it is; it will contain virtually no grammatical errors or typos. It will foster further discussion on the topic, perhaps exploring new lines of argument or different perspectives. The 2.5-pointer isn't just a response; it's proof that you are facilitating learning both for yourself and your fellow students. As you might imagine, this corresponds to an A (100 percent). |
2 pts
GOOD, BUT COULD BE IMPROVED |
The two-point posting is a competent response to a classmate’s posting: it addresses the posting, without going into much detail, and it contributes to the overall conversation as another voice on the subject. A two-point posting amounts to a B/B- (83 percent). |
1 pt
FAIR, NEEDS MAJOR IMPROVEMENT |
This posting reflects a less-than-adequate engagement with the subject, or is noticeably under the required word count. It does little to advance the discussion underway, and may even detract from it. This posting is characterized as “Yeah, right, I agree.” The one-point posting amounts to a C- (70 percent). |
0 pts
POOR, OF NO SIGNIFICANT VALUE |
No posting, late posting, or a post that is but the briefest nod toward a response. (zero percent) |
|
Activity: Each activity will have its own requirements which will be listed with the activity. Each activity will be worth 20 points.
Midterm, Final, and Project if applicable: Each exam or project will have its own requirements which will be listed with the exam or project. Each exam will be worth 100 points.
EXPECTATIONS FOR ACADEMIC CONDUCT/PLAGIARISM POLICY:
- Academic Conduct Policy [Web]
- Plagiarism Policy [PDF]
- Student Handbook [PDF]
It is the philosophy of The University of West Florida that academic dishonesty is a completely
unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic
dishonesty will be disciplined in accordance with University regulations and procedures. Discipline
may include suspension or expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission
for credit of any work or materials that are attributable in whole or in part to another person,
taking an examination for another person, any act designed to give unfair advantage to a student or
the attempt to commit such acts.
In addition, any behavior that interferes with the conduct of a class is classified as disruptive
behavior and will not be tolerated. Although not exhaustive, examples of disruptive behavior
would include: inappropriate or threatening online postings or e-mails, etc.
ASSISTANCE:
Students with special needs who require specific examination-related or other course-related
accommodations should contact Disabled Student Services (DSS),
dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the instructor
that will specify any recommended accommodations.
Every effort will be made to accommodate the special needs of disabled students.
Please privately contact the instructor during the first week of class to
provide information on your particular needs. All such accommodations are officially arranged
through the Office for Disabled Student Services and a letter from this office must accompany your request.
WHERE TO GET ASSISTANCE:
As an online student, you do have access to the online services and tutorials of the UWF Writing Lab. Please review their services and tutorials now, located here. You can also call the Grammar Hotline at: (850) 474-2129. I also suggest the online tutorials of the UWF Library, located here.
