University of Alberta

Course Guide for SPH 514 Fall 2016

Introduction to Environmental Health Instructor: Patrick Hanington, PhD Phone: (780) 492-5210 Email: [email protected] Office: 3-57F South Academic Building (SAB) Teaching Assistants: Phone: (780) 248-2062 Office: 342 South Academic Building Emmanuel Pila - [email protected] Michelle Gordy - [email protected]

Course

Introduces environmental health issues and scientific understanding

Description

of their causes in developed and developing countries. Examines the role of environmental factors (biological, chemical, and physical) and its importance in relation to other factors that affect health of a community. Provides case studies of how environmental and occupational factors are dealt with in practice; including methods and approaches for assessment, prevention, and control.

Objectives

SPH 514 is designed to give MPH students an overview of environmental health as a public health discipline. Course objectives are to: 1) Introduce environmental factors (chemical, physical, biological) that affect the health of a community. 2) Discuss methods, approaches, and uncertainties related to assessment, control, and prevention of diseases that can be attributed to exposure to environmental factors. 3) Provide case study examples of how environmental factors are dealt with in practice. 4) Enable MPH students to consider the importance of environmental health relative to other determinants affecting public health. 5) Provide students with a foundation for the proper assessment of scientific literature as it relates to public health.

Competencies

Relevant to General MPH Degree ·Understand the complexity of perspectives found in public health problems. · Understand underlying public health concepts and how they relate to health promotion and protection. · Understand and integrate key theories and concepts from across public health disciplines to address relevant issues and problems. · Demonstrates and understanding of the importance, connectivity, and impact of the determinants of health. ·Be able to analyze specific issues within the larger context of the determinants of health. · Recognizes the contribution of different of different approaches and methodologies for understanding and addressing public health challenges. · Proposes appropriate knowledge generating activities in response to specific information needs. · Identifies the range of sources of evidence and expertise needed to address a specific question. · Critically evaluates and synthesizes relevant theories and sources of evidence. · Is able to identify and demonstrate an ability to engage relevant stakeholders and knowledge users appropriately. · Identified and applies appropriate knowledge translation and

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implementation approaches. · Is able to plan and implement strategies to effectively communicate evidence to diverse audiences. · Creates and integrates program goals, objectives and evaluation criteria within the steps of the PAE cycle. · Analyzes and frames the multiple elements of a public health challenge, and demonstrates an understanding of the relations between them and the broader context. · Utilizes analytical techniques to identify several solutions, weighing the value of each. · Understands and utilizes relevant theoretical concepts and frameworks to guide decision making. · Develops and promotes evidence-informed context relevant action.

Specific to Environmental Health ·Describe the direct and indirect human, ecological, and safety effects of major environmental and occupational agents ·Develop an awareness of the inextricable linkages between humans and their environment [One-Health Paradigm]. ·Understand and describe environmental or occupational risk assessments. ·Understand and describe methods or approaches for preventing and controlling environmental and occupational hazards that pose a risk to human health and safety. ·Explain key concepts related to environmental health ·Describe susceptible populations- integrating environmental health issues with social and economic issues

Library

·The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus. ·If you need further information or assistance, contact the Library's Electronic Reference Desk at www.library.ualberta.ca/ereference/index.cfm or call 1-800-207-0172.

Course Evaluation Mid-Point Course As is the case with all SPH instructors, we are interested in improving the Evaluation: course. We need to hear from you in order to do that well, so we will gather

feedback and recommendations from you at the mid-point of the course, by asking a student to administer and deliver an anonymous course evaluation. SPH 514 2015 Fall Course Syllabus

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Final Course Following completion of the course, you will receive a standardized Evaluation: summative evaluation. The standard University of Alberta course evaluation

procedure will be followed. This will involve a standard questionnaire with anonymous responses returned to the Student Services Coordinator.

Student Evaluation

See specific assignment guides for detailed marking breakdown

Assignment

Percentage

Submission Date

- Stakeholder Identification and Brief assignment

30%

October 5th

-Written assignment

25%

November 16th

-Presentation assignment

30%

November 30th

- Participation (5 entry tickets, 5 exit tickets, discussion deliverables)

15%

Ongoing

Evaluation of Course Work

Evaluation criteria will be provided with each assignment and can be found on the SPH 514 eClass website.

Grading University of Alberta Calendar Section 23.4 Regulations and Information for Students Evaluation Procedures and Grading System

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The University of Alberta Grading System The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter grading system. Grade distribution should reflect those shown in this document. (EXEC 03 FEB 2003)

Academic Integrity

Plagiarism is a serious offence. See Appendix A. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/CodeofStudentBehaviour) and avoid any behavior, which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Students are expected to have read all required readings before class begins.

Readings and integration with eClass

Any required readings will be posted on the Wednesday of the week before they will be discussed. All material (readings, lecture notes, and additional information) will be posted on the SPH 514 eClass site.

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DETAILED COURSE OUTLINE BY WEEK Week 1 [Sept 7]

Introduction to SPH 514

Instructor: P. Hanington Content:

What is environmental health? - Course outline - Lecture format - What is environmental health? - Dose response - Biological, Chemical and Physical hazards - Science vs. Public perception

Discussion:

Introduction to discussion format and entry and exit tickets

Week 2 [Sept 14]

Infectious diseases and outbreak control

Instructor: P. Hanington Content:

Disease and dose - Infectious disease terms - Disease outbreaks - Pathogen source tracking - Disease prevention and response

Discussion:

Treatment and prevention of infectious disease – Zika Virus and Malaria

Week 3 [Sept 21]

Zoonoses, one health and emerging infectious diseases

Instructor: P. Hanington Groups for presentation assignment must be identified by the end of this class. Content:

Your environmental health - Challenges with human expansion - One world, one health, one medicine - Emerging infectious diseases - Biodiversity and disease - Zoonotic diseases

Discussion: Biological, behavioural/societal, and epidemiological challenges associated with emerging infectious disease outbreaks – Ebola case study. SPH 514 2015 Fall Course Syllabus

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Week 4 [Sept 28]

Genetic determinants of health and gene-environment interactions

Instructor: P. Hanington Content:

How individual and population genetics influence health - Gene-Environment interactions - Genetics 101 - How genetics influences disease - Using genetic features to predict disease

Discussion:

The ethical issues surrounding personalized genomics and personalized medicine

Week 5 [Oct 5]

Food Safety and Antimicrobial Resistance__

Instructor: B. Jeon Public Briefing and stakeholder identification assignment due by 11:59pm today. Content:

Antibiotic use in agriculture as a driver of antimicrobial resistance - Introduce the mechanistic basis behind antimicrobial resistance - Define sources of antimicrobial resistance in animals and environment - Current public health concerns related to antibiotic resistance - Challenges with providing safe food - Food as a route of disease - Safe food in Canada - Farm to fork

Week 6 [Oct 12]

Occupational Health and Hygiene

Instructors: B. Quemerais and J. Beach Content:

Introduction to Occupational Health and Hygiene - Introduce occupational health and occupational hygiene - Discuss specific examples of occupationally related health hazards - Discuss unique aspects of occupational exposures - Introduce the Canadian and Albertan OH regulatory agencies

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Week 7 [Oct 19]

Environmental epidemiology and chemical hazards

Instructor: W. Kindzierski Content:

Chemical hazards - Introduce chemical toxicology as it relates to environmental exposure - Discuss unique challenges associated with chemical epidemiology

Week 8 [Oct 26]

Exposure and risk assessment

Instructor: W. Kindzierski Presentation topics must be identified by the end of this class. Content:

- Challenges associated with estimating risk and exposure of chemical hazards - Performing chemical risk assessments - Case studies of perceived vs. true chemical risks

Week 9 [Nov 2]

SPH Public Health Forum – No class

Week 10 [Nov 9]

Reading Break – No class

Week 11 [Nov 16]

Water

Instructor: P. Hanington Content: Discussion:

Drinking water, sanitation and hygiene (WASH) Water treatment Water scarcity Water and disease Chemicals and water Global issues related to water

The public health of water – monitoring and ensuring safe water

Written assignment due by 11:59pm today.

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Week 12 [Nov 23]

Physical Hazards

Instructor: P. Hanington Content:

- Introduce dose dependent and dose-independent physical hazards - Discuss specific concerns associated with each form of physical hazard - Specific case study examples of vehicle injury and ionizing radiation

Discussion:

Cars

Week 13 [Nov 30]

Presentation assignments

Instructor: P. Hanington All presentation assignment materials should be submitted by Nov 30th for ALL groups, regardless of whether the group presentation is on Nov 30th or Dec 7th. Week 14 [Dec 7]

Presentation assignments and last day of SPH 514 activities

Instructor: P. Hanington

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APPENDIX A Amendments to the Code of Student Behaviour occur throughout the year. For the most recent version of the Code, visit the University Secretariat website at http://www.uofaweb.ualberta.ca/governance/StudentAppealsRegulations.cfm

NOTICE TO INSTRUCTORS REGARDING PLAGIARISM, CHEATING, MISREPRESENTATION OF FACTS AND PARTICIPATION IN AN OFFENCE The U of A considers plagiarism, cheating, misrepresentation of facts and participation in an offence to be serious academic offences. Plagiarism, cheating, misrepresentation of facts and participation in an offence can be avoided if students are told what these offences are and if possible sanctions are made clear at the outset. Instructors should understand that the principles embodied in the Code are essential to our academic purpose. For this reason, instructors will be fully supported by Departments, Faculties and the University in their endeavours to rightfully discover and pursue cases of academic dishonesty in accordance with the Code.

Cheating (Continued) 30.3.2(2)c No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work.

At the beginning of each term, we ask you to review with your students the definitions of plagiarism and cheating. We are now also asking you to review with your students the definition of Misrepresentation of Facts and Participation in an Offence. Your co-operation and assistance in this matter are much appreciated.

30.3.2(2)e No Student shall submit in any course or program of study any academic writing, essay, thesis, report, project, assignment, presentation or poster containing a statement of fact known by the Student to be false or a reference to a source the Student knows to contain fabricated claims (unless acknowledged by the Student), or a fabricated reference to a source.

30.3.2(2)d No Student shall submit in any course or program of study, without the written approval of the course Instructor, all or a substantial portion of any academic writing, essay, thesis, research report, project, assignment, presentation or poster for which credit has previously been obtained by the Student or which has been or is being submitted by the Student in another course or program of study in the University or elsewhere.

30.3.2(1) Plagiarism No Student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study. 30.3.2(2) Cheating 30.3.2(2)a No Student shall in the course of an examination or other similar activity, obtain or attempt to obtain information from another Student or other unauthorized source, give or attempt to give information to another Student, or use, attempt to use or possess for the purposes of use any unauthorized material. 30.3.2(2)b No Student shall represent or attempt to represent him or herself as another or have or attempt to have himself or herself represented by another in the taking of an examination, preparation of a paper or other similar activity. See also misrepresentation in 30.3.6(4).

SPH 514 2015 Fall Course Syllabus

30.3.6(4) Misrepresentation of Facts No Student shall misrepresent pertinent facts to any member of the University community for the purpose of obtaining academic or other advantage. See also 30.3.2(2) b, c, d and e. 30.3.6(5) Participation in an Offence No Student shall counsel or encourage or knowingly aid or assist, directly or indirectly, another person in the commission of any offence under this Code.

The Truth In Education (T*I*E) project is a campus wide educational campaign on Academic Honesty. This program was created to let people know the limits and consequences of inappropriate academic behaviour. There are helpful tips for Instructors and Students. Please take the time to visit the website at: http://www.ualberta.ca/tie

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EXCERPTS FROM THE CODE OF STUDENT BEHAVIOUR UPDATED MARCH 5, 2008 FOR REVIEW WITH EACH CLASS AT THE BEGINNING OF EVERY TERM Procedures for Instructors Regarding

Plagiarism, Cheating,

30.4.3(2) a.i a mark reduction or a mark of 0 on any term work or examination for reason of Inappropriate Academic Behaviour; (GFC 24 SEP 2007) 30.4.3(2) a.ii Reduction of a grade in a course 30.4.3(2) a.iii A grade of F for a course; CLRC 27 MAR 2003)

Misrepresentation of Facts and Participation in an Offence The following procedures are drawn from the Code of Student Behaviour as approved by GFC and the Board of Governors. The guidelines summarize what instructors must do when they have reason to believe that a student has plagiarized, cheated, misrepresented facts or participated in an offence. If you have questions about these guidelines, or about the policies, please talk with the senior administrator in your Faculty responsible for dealing with student discipline—usually an Associate Dean – or the Appeals Coordinator, University Secretariat (2-2655). 30.5.4 Procedures for Instructors in Cases Respecting Inappropriate Academic Behaviour 30.5.4(1) When an Instructor believes that a Student may have committed an Inappropriate Academic Behaviour Offence [30.3.2] or that there has been Misrepresentation of Facts [30.3.6(4)] or Participation in an Offence [30.3.6(5)] in cases respecting Inappropriate Academic Behaviour in the course that he or she instructs, the Instructor will meet with the Student. Before such a meeting, the Instructor shall inform the Student of the purpose of the meeting. In the event that the Student refuses or fails to meet with the Instructor within a reasonable period of time specified by the Instructor, the Instructor shall, taking into account the available information, decide whether a report to the Dean is warranted. (CLRC 30 MAY 2002) (EXEC 7 APR 2003) (CLRC 27 NOV 2003) 30.5.4(2) If the Instructor believes there has been a violation of the Code, the Instructor shall, as soon as possible after the event occurred, report that violation to the Dean and provide a written statement of the details of the case. The instructor may also include a recommendation for sanction. (CLRC 27 NOV 2003).

30.4.3(2) a.iv failing

30.4.3(3) b 30.4.3(3) c

A remark on a transcript of 8 (or 9 for graduate student grades), indicating Inappropriate Academic Behaviour in addition to 30.4.3(2)a.i, 30.4.3(2)a.ii, 30.4.3(2)a.iii; Expulsion Suspension

The following sanctions may be used in rare cases. 30.4.3(3) e 30.4.3(3) f

Suspension of a Degree already awarded Rescission of a Degree already awarded

30.6.1 Initiation of an Appeal 30.6.1(1) When a Student has been found to have committed an offence under the Code of Student Behaviour or an Applicant is found to have committed an offence under the Code of Applicant Behaviour (Section 11.8 of the GFC Policy Manual), whether or not that Student or Applicant has been given a sanction, the Student or Applicant may appeal that decision, except in the case of a decision of the Discipline Officer under 30.5.6(2)e.ii, which remains final and is not subject to appeal. In cases where a severe sanction has been recommended to the Discipline Officer, once the student receives the final decision of the Discipline Officer, the student can appeal the decisions of both Dean and the Discipline Officer at the same time. The written appeal must be presented to the Appeals Co-ordinator in the University Secretariat within 15 Working Days of the deemed receipt of the decision by the Student or Applicant. The finding that an offence has been committed, the sanction imposed or both may form the basis of appeal. The written appeal must also state the full grounds of appeal and be signed by the Appellant. The appeal shall be heard by the UAB. (CLRC 30 MAY 2002) (CLRC 25 SEP 2003) (EXEC 01 MAY 2006) (GFC 24 SEP 2007) (BEAC 17 OCT 2007)

Possible Sanctions One or more of the following sanctions given in 30.4.3 (2) and (3) of the Code are commonly used for plagiarism, cheating, participation in an offence, and misrepresentation of facts.

_________________________ Dr. Heidi Julien CHAIR, GFC CAMPUS LAW REVIEW COMMITTEE

SPH 514 2015 Fall Course Syllabus

_________________________ DR CARL G. AMRHEIN PROVOST AND VICE-PRESIDENT (ACADEMIC)

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