GSE819 Environmental Health
About this Unit
Semester 1, 2008
Offered: E1 - Evening; First Half-Year
Convenor: Professor Brian Gulson
Prerequisite: GSE803 OR Permission of Head of Department (Permission will be granted if the student has a science based degree)
Credit Points: 4
This unit introduces Environmental Health and Public Health. Its objectives are primarily to:
- enable students to apply concepts and principles of Environmental Health, raise questions about health aspects of environment, and access information/advice from and contemporary institutions/sources of knowledge;
- highlight the relations that exist between human beings and their surroundings, including the biophysical, built, occupational and social environments and how these surroundings influence human health and well-being;
- allow students to demonstrate an effective grasp of the international literature relating to a topic of environmental health of the students' choosing and gain experience and skills in research methods and succinct report writing.
This unit uses a broad range of topics to illustrate some key concepts and principles and sources of knowledge that are essential to Environmental Health. These topics include topics that are:
- traditionally the domain of Environmental Health (or Public Health) such as clean drinking water and rodent control,
- the "new" topics bearing on human Environmental Health such as climate change/the greenhouse effect*, and
- the re-emergent problems such as tuberculosis (TB) and malaria
* Last Encyclopaedia; Jennifer Brower, Peter Chalk (2003)
The global threat of new and re-emerging infectious diseases: reconciling U.S. national security and public health policy Santa Monica, Calif.: Rand. MU RA643.5 .G564 2003
Teaching Staff
Convenor: Professor Brian Gulson
Guest Lecturers:
Pam Allan
GSE Visiting Fellow
Dr Tony Capon
former Director of Public Health with Sydney West Area Health Service;
Visiting Fellow, National Centre for Epidemiology & Population Health, ANU.
Professor Peter Curson
Health and Chiropractic
Office: E7A 702
Phone: (02) 9850 8419
Dr Iam Jamie
Chemistry and Biomolecular Sciences
Office: F7B 236
Phone: (02) 9850 8293
Dr Belinda Ferrari
Research Institute for Biotechnology
Office: E8C 207
Phone: (02) 9850 9252
Dr Kate Hughes
Director, Econeco Pty. Ltd.
Phone: (02) 4577 3043
Dr Chloe Mason
Visiting Fellow, GSE; Institute for Sustainable Futures
Phone: (02) 9281 1751
Dr Parry Monckton
Advanced Analytical Laboratories
Phone: (02) 9888 9077
Dr Paul Beggs
Physical Geography
Office: E7A 604
Phone: (02) 9850 8399
Classes
Contact hours: 13;x 3 hour lectures
PLEASE NOTE: In order to successfully complete this unit, students must attend at least 80% of scheduled lectures.
The timetable for classes can be found on the University web site at http://www.timetables.mq.edu.au/
Unit web page
There is no web page for this unit.
Learning Outcomes
The intended outcomes on completion are for students to have:
- achieved 'environmental health literacy' in the sense of being able to undertake background research (finding out) on a topic and provide a briefing to a decision-making organisation
- gained experience in preparing a PowerPoint presentation and other methods of communicating effectively about environmental health and thus to have become more skilled and more confident in presenting their findings, considered opinion and recommendations
Teaching and Learning Strategy
This unit uses a combination of weekly evening classes, individual research and learning using library electronic and paper resources, and group discussions.
Schedule of Lectures
| Week | Date | Topic | Lecturer |
|---|---|---|---|
| 1 | February 26 | Introduction to environmental health | Peter Nelson |
| 2 | March 4 | Urban environment and health | Tony Capon |
| 3 | March 11 | Climate change and health | Paul Beggs |
| 4 | March 18 | Transport, environment and health | Chloe Mason |
| 5 | March 25 | Indoor air quality and health | Ian Jamie |
| 6 | April 1 | Genetically modified materials | Parry Monckton |
| 7 | April 8 | No Lecture | |
| MID SEMESTER BREAK | |||
| 8 | April 29 | No Lecture | |
| 9 | May 6 | Environmental health issues Presentations session/Summaries |
Brian Gulson |
| 10 | May 13 | Political risk taking with environmental health | Pam Allan |
| 11 | May 20 | Water quality and health | Belinda Ferrari |
| 12 | May 27 | Metals (Pb, Mn, As) in the environment / Environmental health risk assessment / Community problems | Brian Gulson |
| 13 | June 3 | The re-emergence of infectious disease Research paper due |
Peter Curson |
Relationship between Assessment and Learning Outcomes
| Assessment | Max. Length | Marks | Due |
|---|---|---|---|
| Environmental health issues presentation | 15 minutes | 30% | May 6 and May 13 All students should be ready to present on May 6 |
| Research paper | 4000 words | 70% | June 10 |
| Attendance | Mandatory minimum attendance of 80% of classes |
Environmental health issues presentation
Each student will be required to make a brief oral presentation to the group (no longer than 15 minutes) on an environmental health issue of their own choosing. The theme may or may not be that chosen for the research report although this is an opportunity to obtain a wider spectrum of feedback on your research topic and is recommended.
The idea is to
- raise issues, and
- mention determinants and consequences concerning local, regional or national environmental health in a way designed to engender a spirited discussion.
It may also be a summary of your literature search to that date and where you think you are heading with your topic.
As most presentations are with PowerPoint, a hard copy of the PowerPoint presentation must be submitted along with the presentation itself to the convenor either prior to the presentation or on the night of presentation. The hard copies and presentation can be delivered by email or hand delivered. The hard copy must use the PowerPoint option of NOTESPAGE (i.e. 1 PP slide to each page with the notes relevant to each slide on that particular page) to allow expansion of the material on each slide. These notes could include extra data or information that would not fit on the slide plus quoting of references.
A separate sheet(s) must contain the Bibliography in correct format
##The hard copy may be backed.
It is recommended that you discuss your topic with the convenor prior to its presentation, or with any of the other presenters.
The presentation format - to be discussed in class - will follow that of the GSE 899 presentations (i.e. content, timing, presentation, evaluation by staff and by students). A copy of the evaluation format will be provided on the CD to assist you in preparing your presentation (i.e. what is expected).
Equal weighting is applied to the presentation and hard copy.
Research Paper
Each student is to undertake an original environmental health research investigation of a topic of his/her choice. The study should be of a contemporary topic at whatever geographic scale you wish (eg. international, national, regional, state, urban, local community, etc.)
Some possible topics might be:
- Alzheimer's disease & environment
- lead ingestion and human health
- Legionnaires disease and the health of buildings
- Sick building syndrome in Sydney (? MU)
- interior building materials ('green' buildings)
- water quality and health
- aero-allergens and health
- pets and respiratory ailments
- food poisoning
- accidents in the home
- gas heating and health
- toxic shock syndrome
- skin cancer
- risk behaviour diagnosis:skin cancer
- pesticides, cotton & human health
- pesticides, bananas & human health
- use of chlorpyrifos as an insecticide
- asthma & the environment
- obesity
- toxic emissions from vehicles
- health impacts in the electronics industry
- antibacterial cleaning products
- hormonal growth promoters in "meat"
- MSG and health
- Indigenous health
- Are preserved eggs a health hazard?
- air freshners (personal use stuff)
- environmental health workforce
- re-use of wastewater
- Phthalates in Cosmetics
- Silicosis
- Multiple chemical sensitivity
- Water Reuse and Public Health
- Environmental Noise and Sleep Disturbance
- Electricity -its a shocker!
- Making cycle-friendly cities and health
- Poverty and health
- local government and environmental health
- Environmental health reporting for a local government area
- pets, respiratory ailments and social companions
- Is road transport the new tobacco?
- road-related fatalities, injuries, disabilities and illnesses
- Parkinsons disease & environment
- arsenic and health
- selenium: essential versus toxic element
- vanadium: essential versus toxic element
- is a zero level of mercury in the environment realistic?
- silicone breast implants
- wood burning stoves as a health hazard
- mercury in dental amalgam
- asbestos/vermiculite/cancer
- electromagnetic radiation/cancer risk
- mobile phones and health
- PVC
- genetically modified foods
- chromium as a toxin
- depleted Uranium & service personnel
- long-range transport of dust & health
- cancer in the semiconductor industry
- fuel additives and human health
- traditional medicines
- bushfires and respiratory ailments
- recycling and health
- sunlight and depression
- bush fires and respiratory problems
- caffeine/coffee and impacts on health
- elevator sickness
- autism and the environment
- environmental tobacco smoke
- community perceptions of health problems
- attitudes to ionizing radiation
- childhood obesity and advertising
- Health concerns from fish consumption
- Noise Pollution from Airplanes
- Sunlight Sunscreen and Health
- Urbanisation, climate change and Ross River Virus
- Peoples' attitudes and motor vehicle behaviour
- Do urban conditions influence physical activity and health?
- Natural disasters and health
- Environmental risk factors for at least two of the seven major chronic diseases in Australia
- Relative environmental health risks of teenagers in urban Australia
- Refugees and health
While the project is encouraged to be an original investigation - which may involve field research, a questionnaire approach, or a critical appraisal of a topic including suggestions for new research - each student should first undertake a literature search to obtain an overall familiarity with the chosen field of inquiry. This reconnaissance will be an important aid in defining the specific aspect(s) to be examined and in producing a research design.
An opportunity to air your progress, especially the literature search, is at the presentations on May 6 and May 13.
Given the relative brevity of the research report it is more appropriate that your use of the literature is for example incorporate into the Introduction and/or Discussion rather than a comprehensive overview of the relevant literature. Students are encouraged to discuss their research design with the convenor or any of the guest lecturers.
A formal written report of your investigation is to be submitted for the assignment.
Tables, diagrams, etc. should be used to illustrate the report where appropriate. A copy of any measurement tools, such as a questionnaire and results, should be in an appendix. The report should include an (Executive) Summary [of about half a page encompassing your topic was, how you went about it, and what were the outcomes and outlook/recommendations], table of contents, references, tables and figures.
##The hard copy may be backed but font size should be at least 11 point Times New Roman.
Assessment of the report will take into account:
- the research design including methods/study plan
- organisation of the report (i.e. clarity of presentation, illustrative materials including graphs of results, etc.)
- research level/approach to inquiry [i.e. thoughtfulness in specifying your topic, adapted from the list or your own topic; and sophistication of the study]
- demonstrated appreciation of sources of existing information & possible use, as appropriate
- the nature of the field work, if undertaken (e.g. survey; NB if you do a survey it may be necessary to obtain ethics approval – i.e. decide on topic early on)
- limitations of project
- literature and your use of it
- team work/consultations
- a concise (executive) summary, maximum one page.
Max. 4000 words (The Executive Summary, Table of Contents, References, Tables and Figures are not counted in the 4,000 words).
Higher grades may be given for "field work" (including questionnaires) and also for Team Work (job adverts). The Team is to work together to obtain data but present their own report and jointly present.
Assignment Submission
All assignments must be submitted to the appropriate assignment box for your unit. Assignment boxes are located in the reception area of the ELS Centre (Room 101), which is on the ground floor at the western end of building E7A.
The Centre opens from 8.30am to 5.30pm on Monday to Friday. There is also an after-hours assignment submission box at the door of E7A which faces the central university walkway. You can access a campus map to assist in locating the building.
All assignments are to be submitted by 9.00am on the date specified and must include a completed and signed coversheet stapled to the front cover. You can download an Assignment Cover Sheet. Please note that ELS Centre staff have requested that assignments are NOT placed in folders or plastic covers.
Late submission of assignments
No extension for submission of written work will be given without PRIOR permission from the unit convenor. A penalty of 10% per day will apply.
Required and Recommended Texts/Materials
Macquarie University Library has a small but good holding of books and journals on population, public and environmental health (Call numbers RC ...). Students are also encouraged to use the various on-line services available in the Library, eg. PubMed.The best resources are found in the library of the School of Public Health at Sydney University (opposite the Coop Bookshop).
One of the best journals is Environmental Health Perspectives which is now available on-line through the library and free on-line.
Other excellent sites:
US Centers for Disease Control and Prevention/ATSDR
US EPA
Cochrane Library
Specific reading lists on each lecture topic will be distributed at the appropriate lecture.
A CD with the majority of the co-presenters' presentations will be provided.
Plagiarism
The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. You must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Postgraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/
The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.
The GSE recommends that students familiarise themselves with the information contained on the Georgetown University Honor Council website which discusses plagiarism in an easy to understand and comprehensive manner.
University Policy on Grading
Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).
On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results.
It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit. In fact it does something like the opposite, in requiring examiners to explain their actions if more than 20% of students fail in a unit.
The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.
For an explanation of the policy see:
http://senate.mq.edu.au/rules/Guidelines2003.doc or
http://senate.mq.edu.au/rules/detailedguidelines.doc
Student Support Services
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Advice for Students with Disabilities/Health Conditions
The Equity Support Unit (ESU) provides support and assistance to students with a disability/health condition in aiming to ensure that they do not experience disadvantage in reaching their academic potential. Service provision is determined on a case-by-case basis following an assessment of a student's needs and the provision of supporting documentation. Service provision is also dependent on the availability of resources.
To register with ESU, download an Advice of Disability/Health Condition form from http://www.reg.mq.edu.au/academic-index.html. This form must be completed annually, irrespective of whether a disability/health condition is temporary, long-term or permanent. Students wishing to request support services from the ESU should make an appointment to see a Disability Advisor immediately after enrolling at Macquarie University.
Phone: (02) 9850 6494/7497
Fax: (02) 9850 6063
TTY: (02) 9850 6493
Email: equity@mq.edu.au
In person: Level 2, Lincoln Building (C8A), Macquarie University
Website: http://www.sss.mq.edu.au/equity