Winter Quarter 2006
Syllabus

''Homo sapiens has existed for less than one ten-thousandth of the Earth's lifespan -- and, indeed, for less than one-thousandth of the time since animal life ventured from the oceans onto dry-land. Humans are newcomers, with no special immunity against the usual fate of biological species on Earth: extinction. Indeed, it is just now becoming conceivable that within several generations the human species may face threats to its own survival because of its disruptions of the Earth's life-supporting eco-systems.''

A.J. McMichael, 1993

Course Information

Meeting Times:
Lectures:
12:30 - 1:20 p.m., Monday, Wednesday and Friday
127 William H. Gates Hall (Law School)

Sections:
AA: 12:30 p.m. - 2:20 p.m., Tuesdays (304 Smith Hall)
AB: 11:30 a.m. - 1:20 p.m., Tuesdays (211 Denny Hall)
AC: 12:30 p.m. - 2:20 p.m., Thursdays (118 Loew Hall)
AD: 11:30 a.m. - 1:20 p.m., Thursdays (216 Denny Hall)
AE: 12:30 p.m. - 2:20 p.m. Tuesdays (025 Architecture) [Honors Section]

Course Web Site:

http://courses.washington.edu/envir202/

Course Objectives

A central premise of PoE and this course is that environmental problems are cultural, economic, political, as well as physical, in nature. The very definition of an ''environmental problem'' results from an interaction among these factors. While most students will move on to develop expertise in a particular disciplinary approach to defining and solving environmental problems, this "big picture" perspective is crucial. Our interdisciplinary perspective will alert you to the strengths and limits of any single approach. The principle objectives of the course will be for each student:
1. to be able to explain how the interplay of belief systems, culture, technology and social organization can have positive or negative impacts on the health and demography of any given human population; and
2. to be able to develop, for any given environmental change, hypotheses concerning the range of possible effects to which various populations might be subject.

 

Course Themes and Structure

Population and Health is organized around two major themes. The first theme is that health is best viewed as a state, influenced by the economic, social, and cultural environment as well as the physical environment. The World Health Organization's definition of health is an example of this ''big picture'' view of health. They define health as a "state of complete mental, physical and social well-being and not merely the absence of disease or infirmity" (WHO, 1970). The second theme is that the health of populations should be understood in the context of geographical patterns of human endeavor, especially production and consumption -- that is, how the goods necessary for life are made, distributed and consumed -- but also how these are modulated by culture and society belief systems.

The first week's lectures cover theoretical approaches to thinking about health and the environment.  Then we will take a very brief look at the path of human development -- from pre-history to industrialization and beyond.  During week 3 we will examine the various "tools" that practitioners and researchers use to chart trends and manage population and health issues. The next portion of the course considers "past patterns" and "uncertain futures," to use our textbook's phrases. We consider in various historical contexts how the social organization of production and consumption relates to both health outcomes and cultural attitudes toward health. Two general forms of social organization are considered: agricultural and industrial economies. The course considers the historical causes and consequences of urbanization. Finally, the course turns its attention to "uncertain futures" through a series of lectures that look at certain trends and tries imagine future trajectories that may shape future patterns of human population and health.

Student presentations will take up the final lecture sessions. Throughout the course your quiz section will be working on a case studythat focuses on the recent disaster that struck the U.S. Gulf Coast in Hurriances Katrina and Rita.. The case studies are meant to focus your learning on specific environmental problems, and were chosen becasue they illustrate that despite our seeming belief  that human ingenuity and technology have made nature irrelevant, there is a very thin line between sufficency and survival.  They were also chosen to be representative of the complexity of real-world environmental health issues. See ''Class Projects'' below for more explanation.

 

Requirements and Evaluation

Required Readings:

• McMichael, A.J. Human Frontiers, Environments and Disease: Past Patterns, Uncertain Futures. Cambridge University Press, 2001
  McMichael provides a global perspective of environmental health problems. He roams between disease and economic health issues, constantly challenging the reader's preconceptions that individual and population health problems can be solved simply. Instead it requires a serious engagement with social as well as biological systems.
  
• In addition, several supplementary readings (book chapters or current articles) will be on electronic reserve to help illustrate or expand on lectures.
  

Class Projects:

Each quiz section will be assigned to a "case" related to the course theme. Because the recent destruction done to vast portions of the Gulf Coast of the United States by Hurricanes Katrina and Rita, brings home in a graphic and tragic manner the vulnerability of human populations to environmental factors and conditions, the sections this quarter will focus on cases dealing with an aspect of the the hurricanes and their destructive impact on the lives of people in the affected area.  The section, as a whole will become familiar with the general parameters of the case and the majors issues or concerns involved. With the help of the instructors and TAs, each section will identify the principal stakeholder groups involved. The Section will then be subdivided into smaller (stakeholder) groups that will research and represent the point of view of their stakeholder. These stakeholder groups will be in charge of that aspect in all its manifestations (from data collection to oral presentation and the final report).

Regardless of which section you are in, each group will present a final project report that will consist of the following pieces:

A. Class Presentation: Each case study or service learning project will be presented to the rest of the class during a regular lecture session. Subgroups will deliver an oral pres-entation on their segment of the case study; all members will participate in researching the topic, preparing graphics on relevant evidence, and posing and answering questions for and from other subgroups.

B. Topical Essay Each group will also prepare and submit a project paper in which they:

• Present a brief discussion of the problem being addressed;
• Identify their stakeholder group and its positions (pro or con) on the issue;
• Support their position with appropriate data and argument;
• Conclude with and action statement; and
• Present complete bibligraphic information on the references cited.

The paper will due Friday, March 12, 2004.

Grading:
The elements on which course grades will be based and the relative weight for each are as follows:

Mid-Term Exam (100 points)
Sections (200 points)
-- Riis Paper (25)
-- Group Presentation (40)
-- Project Paper(60)
-- Participation (25)
-- Exercises (50)
Final Examination (100 points)

NOTE: We will accept both papers and the exams for re-grades (within 1 week), if you think you have been graded unfairly. Simply write out why you think your grade is unfair and submit your complaint, along with your paper/test to Chuck or Gail. We want to warn you now, however, that we re-serve the right to lower your grade, as well. So, unless you feel you have a strong case, THINK TWICE. The re-grade option is not an automatic way to gain points.

Course Policies

Curving:
We don't curve grades. This means two things: 1) this course does not inflate grades; and 2) everybody can get an "A" if they work hard enough. You should think about both of these things right now, before you get too far into the course.

Attendance & Late Policy:
If you find that you must miss a class or will be consistently late, talk to us about it first. Call, and leave a message, or send us an e-mail message if we are not available. If you turn in as-signments late, or take tests or quizzes late without first talking to us, we will take points off for lateness and general irresponsibility.

Respect:
In this course, diverse points of view are welcome and respect for others is expected. This includes respect for your fellow students' right to get as much out of the course as they can. Please be considerate and refrain from disruptive activities in the classroom.

Disabilities:
If you would like to request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz, 543-8924 (V/TDD). If you have a letter from Disabled Student Services indicating you have a disability that requires academic accommodations, please present the letter to one of the faculty so we can discuss the accommodations you might need for class.