 | Teacher's Guide on Basic Environmental Health (WHO, 1999, 327 p.) |
 |  | (introduction...) |
| | Acknowledgements |
|  | Part One: Teaching environmental health |
| | (introduction...) |
| | Introduction |
| | Purpose of the Teacher’s Guide |
| | How the guide is structured |
| | How to use the guide |
| | Teaching approach |
| | Participatory education |
| | Organizing a course or workshop |
| | Curriculum development |
| | (introduction...) |
| | 1. Goals and objectives |
| | 2. Required background |
| | 3. Subject matter/teaching methods |
| | 4. Selected teaching methods |
| | (introduction...) |
| | 4.1 Small group exercises |
| | 4.2 Role-play |
| | 4.3 Discussion starters (triggers)1 |
| | 4.4 Lectures |
| | 4.5 Discussion |
| | 4.6 Planning deck |
| | 4.7 Prioritizing/planning |
| | 4.8 Student presentations |
| | 4.9 Learning activities outside the classroom |
| | 4.10 Distance learning |
| | 4.11 Computer-assisted learning |
| | 5. Audiovisual materials |
| | (introduction...) |
| | 5.1 The overhead projector (OHP) and transparencies |
| | 5.2 Slides |
| | 5.3 Flip charts (or blackboards) |
| | 6. Reading list, resources |
| | 7. Timetabling |
| | 8. Evaluation |
| | 9. Follow-up |
| | Teaching facilities, equipment, materials |
| | 1. Facilities |
| | 2. Equipment and materials |
| | Preparation for teaching the course or workshop |
| | Part Two: Sample learning activities |
| | (introduction...) |
| | Chapter 1: Overview |
| | 1.1. Environmental health hazards in your country |
| | 1.2. Problem solving exercise: The impact of schistosomiasis haematobium on women in Cameroon1 |
| | 1.3. Student presentations |
| | Chapter 2: Nature of environmental health hazards |
| | 2.1. Overview of environmental health hazards |
| | 2.2. Question “can”* |
| | 2.3. What’s in this stuff? |
| | 2.4. Problem-solving exercise: Environmental estrogens |
| | Chapter 3: Risk assessment |
| | 3.1. Participatory field visits |
| | (introduction...) |
| | 3.1.1. Sample field visits |
| | A. Water purification and recirculation plant |
| | B. Informal food traders |
| | C. Sewage treatment plant |
| | D. Solid waste facility: Bale and rail |
| | 3.2. The relationship between dose and health outcome: Dose-response versus dose-effect |
| | Chapter 4: Risk management |
| | 4.1. Problem-solving exercise: Emergency response to a PCB fire |
| | 4.2. Problem-solving exercise: Mercury poisoning in the Amazon |
| | 4.3. The role of community involvement |
| | (introduction...) |
| | 4.3.1. Worksheet questionnaire: Introduction to risk communication |
| | 4.3.2. Community involvement scenario |
| | Chapter 5: Air |
| | 5.1. Problem-solving exercise: Epidemic asthma |
| | 5.2. Problem-solving exercise: AECI/MACASSAR sulfur fire |
| | Chapter 6: Water and sanitation |
| | 6.1. Problem-solving exercise: Water for Tonoumassé, a village in Togo |
| | 6.2. Role-play: Waterborne outbreak in a Romanian town |
| | 6.3. Problem-solving exercise: Water availability and trachoma1 |
| | Chapter 7: Food and agriculture |
| | 7.1. Typical cases of foodborne diseases |
| | 7.2. Problem-solving exercise: Pesticide poisoning - an outbreak among antimalarial workers1 |
| | 7.3. Problem-solving exercise: Toxic encephalopathy from a seafood toxin |
| | 7.4. Problem-solving exercise: Hazard assessment in food production2 |
| | Chapter 8: Human settlements and urbanization |
| | 8.1. Round robin on human settlements and urbanization |
| | 8.2 Worksheet questionnaire: Health effects of motor vehicle air pollution |
| | 8.3. Problem solving exercise: Building a healthy city - the case of Managua, Nicaragua |
| | Chapter 9: Health and energy use |
| | 9.1. Introductory exercise: Health and energy |
| | 9.2. Problem-solving exercise: Nuclear energy - a safe alternative? |
| | Chapter 10: Industrial pollution and chemical safety |
| | 10.1. Problem-solving exercise: Occupational exposure to inorganic lead |
| | 10.2. Discussion starter on occupational hazards1 |
| | 10.3. Lecture/demonstration on personal protective equipment and methods for atmospheric monitoring |
| | Chapter 11: Transboundary and global health concerns |
| | 11.1. Question “can” (sample terms and concepts)1 |
| | Chapter 12: Action to protect health and the environment |
| | 12.1 Problem-solving exercise: Ethical analysis for decision-making in environmental health |
| | 12.2. Action planning exercise |
| | 12.3. Promoting activities to identify, control and prevent environmental health problems: Identifying obstacles and resources |
| | Annexes |
| | 1. Pre-workshop questionnaire |
| | 2. Selected bibliography |
| | 3. Teaching methods chart |
| | 4. Student’s version: Problem-solving exercise: The impact of chistosomiasis haematobium on women in Cameroon1 |
| | 5. Student’s version: Problem-solving exercise: Environmental estrogens |
| | 6. Dose-response/dose-effect curves: Transparencies |
| | 7. Student’s version: Problem-solving exercise: Emergency response to a PCB fire |
| | 8. Student’s version: Problem-solving exercise: Mercury poisoning in the Amazon |
| | 9. Student’s version: Introduction to risk communication |
| | 10. Sample risk communication scenario |
| | 11. Student’s version: Worksheet for community involvement scenario |
| | 12. Student’s version: Problem-solving exercise: Epidemic asthma2 |
| | 13. Student’s version: Problem-solving exercise: AECI/MACASSAR sulfur fire |
| | 14. Student’s version: Problem-solving exercise: Water for Tonoumassé, a village in Togo |
| | 15. Student’s version: Problem-solving exercise: Water availability and Trachoma1 |
| | 16. Student’s version: Typical cases of foodborne diseases |
| | 17. Student’s version: Problem-solving exercise: Pesticide poisoning - an outbreak among antimalarial workers |
| | 18. Student’s version: Problem-solving exercise: Toxic encephalopathy from a seafood |
| | 19. Student’s version: Problem-solving exercise: Hazard assessment in food production |
| | 20. Motor vehicle air pollution health effects worksheet |
| | 21. Student’s version: Building a healthy city - the case of Managua, Nicaragua |
| | 22. Student’s version: Problem-solving exercise: Nuclear energy - a safe alternative? |
| | 23. Student’s version: Problem-solving exercise: Occupational exposure to inorganic lead |
| | 24. Student’s version: Ethical analysis for decision-making in environmental health |
| | 25. Sample evaluation questionnaire |
(introduction...)
WHO/SDE/PHE/99.5
English only
Distr: Limited
Prepared by Merri Weinger
Protection of the Human Environment
World Health
Organization
Geneva
1999
This Teacher’s Guide is designed to accompany the text, Basic environmental health, by Annalee Yassi, Tord KjellstrTheo de Kok and Tee Guidotti. The Teacher’s Guide was developed to assist teachers in developing interactive, problem-oriented curricula on environmental health themes covered in the text.
Both the text and the Teacher’s Guide were prepared with the support of the United Nations Environment Programme (UNEP), the CRE (Association of European Universities), and the United Nations Educational, Scientific and Cultural Organisation (UNESCO). They form part of a series of materials produced by the former Office of Global and Integrated Environmental Health, World Health Organization, to facilitate and strengthen teaching on health and environment issues worldwide.
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