| Schedule | ||
| Date | Lab | References |
| Aug 26 | Introduction | |
| Sep 03 |
Bacterial Indicators of Fecal Contamination I | Reading/Experimental
Protocol Local Story 1 Economic Impact EPA Methods |
| Sep 09 | Bacterial Indicators of Fecal Contamination II | Link to MPN
Calculator FDA Excel Spreadsheet |
| Sep 16 | Molecular Biology: RT-PCR, Agarose Gel Electrophoresis and Sequence Analysis Used to Investigate an Enteric Disease Outbreak For an animation of PCR: www.dnalc.org/ddnalc/resources/pcr.html |
Experimental
Protocol Outbreak Sequences References (3): Daniels et al., 2000 Koopmans and Duizer, 2004 Schwab et al., 2000 Bioedit program Nucleic acid sequence files |
| Sep 23 | CYP 450 -mediated Metabolism | Experimental Protocol |
| Sep 30 | DNA Isolation and Quantitation |
Experimental Protocol |
| Oct 07 | Bacterial Mutagenicity: Ames Assay I | Experimental Protocol |
| Oct 14 | Bacterial Mutagenicity: Ames Assay I | http://www.bruceames.org http://mcb.berkeley.edu/faculty/BMB/amesb.html |
| Oct 21 | Tour of US EPA Human Exposure
Facility Stephen Jackson, Mike Madden |
Link to
EPA Human Studies Division Link to EPA Human Exposure Facility Link to Human Research Ethics at UNC-CH The Common Rule for Subject Protection Questions |
| Oct 28 | Mammalian Cell Toxicity Assay I | Experimental Protocol |
| Nov 04 |
Mammalian Cell Toxicity Assay II | |
| Nov 11 | Algal Toxicity Assay I | Experimental Protocol |
| Nov 18 | Algal Toxicity Assay II | |
| Nov 25 | Thanksgiving Break | |
| Dec
02 |
Microarray Laboratory | Experimental Protocol |
| Dec 09 | Histology and Pathology | Experimental Protocol H & E Primer |
Learning
Objectives
On
completing this course the student will be able to carry out routine
laboratory procedures (pipetting and dilutions), describe techniques
and assays used routinely in environmental health, evaluate assay
results and place them in context with literature values.
ASPH Competencies Addressed
The following discipline-specific and cross-cutting
competencies will be addressed in this course:
I. Discipline-specific Competencies
Environmental Health Sciences Competencies
 |
Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents. |
|
Describe genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards. |
| Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues. | |
| Specify current environmental risk assessment methods. | |
|
Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety. |
|
Explain the general mechanisms of toxicity in eliciting a toxic response to various environmental exposures. |
| Discuss various risk management and risk communication approaches in relation to issues of environmental justice and equity. | |
|
Develop a testable model of environmental insult. |
II. Cross-cutting Competencies (Association of Schools of Public Health):
Communication and Informatics
|
Demonstrate effective written and oral health communication skills appropriately adapted to professional and lay audiences with varying knowledge and skills in interpreting health information. |
|
Use information technology tools effectively in core public health functions such as retrieval of institutional and online public health data and dissemination of public health information. |
|
Engage in collective information sharing, discussion and problem solving. |
Diversity and Cultural Competency
| Demonstrate awareness of and sensitivity to the varied perspectives, norms and values of others based on individual and ethnic/cultural differences (e.g., age, disability, gender, race, religion, sexual orientation, region and social class). | |
| Show effective and productive skills in working with diverse individuals including co-workers, partners, stakeholders, and/or clients. | |
| Develop, implement, and/or contribute to effective public health programming and conduct research that integrates: (1) knowledge levels of health access among individuals and within communities, and (2) culturally-appropriate methods for conducting practice or research. |
Leadership
|
Demonstrate basic team building, negotiation, and conflict management skills. |
|
Create a climate of trust, transparency, mutual cooperation, continuous learning, and openness for suggestion and input with co-workers, partners, other stakeholders, and/or clients. |
|
Exercise productive organizational, time-management and administrative skills. |
|
Develop knowledge of one’s individual strengths and challenges, as well as mechanisms for continued personal and professional development. |
Professionalism and Ethics
| |
Review, integrate, and apply ethical and/or legal principles in both personal and professional interactions, as well as public health practice and/or research. |
|
Apply evidence-based concepts in public health decision-making. |
|
Appreciate the need for lifelong learning in the field of public health. |
| Consider the effect of public health decisions on social justice and equity. |
Program Planning
| Discuss social, behavioral, environmental, and biological factors that contribute to specific individual and community health outcomes. | |
| Identify needed resources for public health programs or research. |
Systems Thinking
| Identify characteristics of a system. | |
| Respond to identified public health needs within their appropriate contextual setting. |