ࡱ>  -bjbj*.*. 7HDHDM%2228N8L!(!(!!!"""KKKKKKK,NrQK"""""K#!!K###"!!K#"K##R@Cp<Y#AKL08LAQ#Q<C#C7Gd"""KK#"""8LQ"""""""""2 :   Public Health 232: Environmental Health Policy, Fall 2016 Tuesday, Thursday: 12:30-1:45 PM Location: Meliora 206 Instructor: Katrina Smith Korfmacher, PhD Associate Professor of Environmental Medicine, Public Health Sciences, & Community Health; Director, Community Outreach and Engagement Core, Environmental Health Sciences Center  HYPERLINK "mailto:katrina_korfmacher@urmc.rochester.edu" katrina_korfmacher@urmc.rochester.edu Office hours: Tue &Thus 2-3 PM Dewey 2-134 (Professor Korfmacher) Course Description: Public health professionals, researchers, and community groups recognize that the physical environment has significant impacts on health. This course focuses on the skills, tools, and approaches needed to address the root causes of environmental health problems. This advanced course explores a problem-based approach to addressing environmental health issues through policy processes. Students will develop understanding of policy processes, environmental health issues, and problem-solving frameworks. Emphasizing local perspectives on environmental justice in the U.S., the course will include in-depth case studies of lead poisoning, health impacts of global transportation systems, and land use/built environment, among others. Each issue will be examined in the context of federal, state, and local laws, regulations, and relevant stakeholders, systems and strategies. Students will have the opportunity for a major independent policy research and writing project on an issue of their choice. This course is designed to introduce students to the development, structure, function, and implementation of environmental health policy at local, national, and global scales. Prerequisites: Not open to freshman; PH 101 or PH 116; PH 102; or permission of instructor Learning Objectives: Upon completion of this course, students should be able to: Describe the history and origins of the modern U.S. environmental federal policy framework as it relates to public health; Demonstrate a problem orientation by identifying trends, conditions, and interests Be able to map the policy context of a local problem in terms of local, state, and federal institutions, law and policies; Describe specific examples of environmental health hazards, including goods movement (air), built environment (land use), and lead (housing); Develop and discuss multiple potential approaches to manage environmental health problems; Be able to discuss the distributive nature of alternative environmental health policy systems with respect to environmental justice and health disparities Demonstrate the ability to construct, support, and communicate a position on real-world environmental health issues in policy memo and oral format. Student Evaluation: The grade for the course will be determined by the following: Midterm Exam: 20% Policy memos: 50% (10% for first three; 20% for policy research brief) Second Exam: 20% Class Participation: 10% Readings: Textbook: Environmental Health Law (Carruth and Goldstein, 2013). Readings from the text and additional sources will be provided on Blackboard. All readings should be completed BEFORE the class period for which they are assigned Policy memos: There will be four policy memos. The first three policy memos (2 page maximum) relate to the three main case studies presented in class; the fourth is a longer (5-10 page) policy brief based on your independent research. Detailed instructions will be provided for each memo. Policy memos are challenging to write effectively: consult me or the Writing Center for help well in advance of deadlines. Assignments and events: short exercises, maps, and research questions will be assigned to help you prepare for class. These will not be graded but their completion will be considered part of your participation grade. When out-of-class events/speakers are assigned, let me know ASAP if you cannot attend so we can work together to find an alternative way for you to prepare to contribute to class. TECHNOLOGY: Except when specified for a particular class, no computers, tablets or phones are allowed during lectures. It has been found that student engagement decreases when technological distractions are available. If you have a demonstrable reason why it is important for you to be able to take notes in class on technology, please email or see me outside of class to discuss this. EXTENSIONS: If a situation arises which makes you unable to complete an assignment on time, you may request an extension if you meet one of the two criteria listed below. Barring an excused extension from the professor, late assignments will be marked down 10% for every 24-hour period. Some assignments may have a different policy, i.e. they may not be accepted at all after the due date; this will be specified when the assignment is given. You MAY be granted an extension IF you contact the professor at least 24 hours before the day/time the assignment is due (or as soon as the situation arises, if within 24 hours) by email or in person AND The situation was unforeseeable (i.e., family emergency, severe illness) not that you have three tests on the same day, a sports event, or a long-weekend trip. You provide documentation of illness or other extenuating circumstance ACADEMIC HONESTY: Students and faculty at the University must agree to adhere to high standards of academic honesty in all of the work that we do. As freshmen, students read and sign an academic honesty policy statement to indicate that they understand the general principles upon which our work is based. The College Board on Academic Honesty website gives further information on our policies and procedures: HYPERLINK "http://www.rochester.edu/college/honesty/index.html" www.rochester.edu/college/honesty. I take violations of academic honesty seriously. Suspected violations will be pursued vigorously following the Colleges procedures for academic dishonesty. Forms of academic dishonesty include, but are not limited to, the following: Plagiarism: representing someone elses work or writing as your own. When in doubt, cite the source of your information, and never use someone elses text directly in your work without putting it in quotes and fully citing the source. Cheating: using unauthorized information or sources for an assignment or exam. Assisting others in academic dishonesty, Falsifying information. Using your work from another course or project as work in this class. You are encouraged to discuss course readings and assignments with your fellow students. However, all written work must be done independently and not in collaboration with another. In order to make appropriate help available for your essays, I encourage you to consult with me and with the College Writing Center. All graded work will require citations and Works Cited following the MLA format. EXPECT CHANGES: the syllabus (readings, topics, assignments, and due dates) may change depending on the class progress, interests, and opportunities. You are responsible for knowing about announcements made in class or communicated via Blackboard or email (get details from a classmate if you miss class!). Class Schedule: #DateTopicAssignments 19/1Introduction to the course and the U.S. policy system 29/6CASE I: Goods movement in southern California 39/8The Clean Air Act: When, Why, and How 49/13The Clean Air Act: Troubles with Trucks 9/14SPECIAL EVENT: Air pollution in China (King-wa Fu and Matt Auer) 1-2PM, Goergen 101 Alternative: Watch Under the Dome59/15Public understanding of air pollution, health, and diesel emissions: Perspectives from China and LA (USC webinar) (NOTE: webinar 1-2:30; please plan to stay if possible)69/20Goods movement and NEPA: from China Shipping to BNSF 79/22Local responses to goods movement 89/27Oil spill prevention and disaster response Memo 1 due99/29CASE II: Health, equity, and the built environment in Duluth, Minnesota1010/4Local land use planning and zoning 1110/6Health Impact Assessments: Bringing health into non-health policies 1210/11Superfund, RCRA, and Brownfields Redevelopment 1310/13Mid-term exam MID TERM EXAMNO CLASS: FALL BREAK 1410/20CASE III: Lead poisoning prevention in 91̳, New York Memo 2 due1510/25There should be a lawFederal frameworks for lead poisoning prevention1610/27Lead litigation: Why dont we just sue them? 1711/1Local lead laws: 91̳, Benton Harbor, and Buffalo 1811/3Lead and consumer products 1911/8Occupational health, policy, and lead: OSHA, RRP and take-home lead 2011/10Health Care Finance for Healthy Homes: Preventing asthma one house at a time 2111/15Flint Water Crisis: Drinking water protections, lead, and local control Memo 3 due2211/17Agriculture, pesticides, and farmworker health 2311/22Of Hogs and Hydrofracking: Citizen science, uncertain data, and limits on local land use controlNO CLASS: THANKSGIVING 2411/29Research memo presentations 2512/1Research memo presentations 2612/6Chemicals policy reform: Local laws, CPSC, and TSCA 2712/8Guest Lecture: Dr. Nancy Chin. Policy responses to severe weather events response and adaptation in Ladakh, IndiaMemo 4 (Policy Research Brief) due2812/13Global climate change and local adaptation policies in the U.S. 12/19FINAL EXAM (7:15 PM) *Readings/assignments to be completed / submitted PRIOR TO class on this date     Page  PAGE 1 of  NUMPAGES 4 (/;LN[\defqrs}, . 񴧴{ll`lT`llThCCJOJQJaJh'9CJOJQJaJh7 h'9CJOJQJaJhC5CJOJQJ\aJh7 h5CJOJQJaJh&p5CJOJQJaJhXu5CJOJQJaJh=5CJOJQJaJh&pCJOJQJaJh=CJOJQJaJhG_4CJOJQJaJh_CJOJQJaJh7 hCJOJQJaJ;\rsP  [*3) & Fgddgdd -DM gd&p p^p`gdC^gdCgd'9gd$a$gdgd. 8 O P Q d ŵōzj]PCP7huCJOJQJaJh|q5CJOJQJaJh5CJOJQJaJhC5CJOJQJaJh7 h'95CJOJQJaJ$h7 h'9CJOJQJaJmH sH (ha<:hG_40JCJOJQJaJmH sH $hG_4hG_4CJOJQJaJmH sH hG_4CJOJQJaJmH sH 'jhG_4CJOJQJUaJmH sH h7 h'9CJOJQJaJhCCJOJQJaJhJCJOJQJaJ    ʻyfUD4yh. Wh'95CJOJQJaJ h. Wh3.CJOJQJ^JaJ h. Wh&pCJOJQJ^JaJ%h. Wh3.B*CJOJQJaJph%h. Wh&pB*CJOJQJaJphh. 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