Due:    Bring to class.

Worth: 35%
Length: 10-15 pages double spaced

Description: Write a paper concerning design measurement and the nature of "evidence".   As Frank et al., (1988, 129) point out, "There appears to a public perception that if the appropriate studies are done, it should be possible to determine whether adverse health effects have occurred because of environmental exposure, and to determine the nature of these effects”. Yet those same authors point out the biases of the largely quantitative research designs typically used.  A silence in their work however, is the role of qualitative social scientific evidence for making environment-to-health-outcome links.  With these issues in mind assess the nature of method and evidence in support of a purported environment and health link.  Suggest directions for  future research.  Paper 2 will focus on how evidence translates into policy.

I probably don't need to remind you that plagiarism is a serious scholastic offence, but I have to (cite appropriately!).

Due:    Email me the file.

Description: Write a paper concerning environment and health policy with a particular focus on the roles of evidence and social values in policy formation and/or change.  That is,  describe why the policy exists or was  changed.  You do not have to use the same topic as in paper 1, but you can as long a the focus is on new literature.

Description: Students are expected to contribute to discussion in every class. Participation will be evaluated on the basis of the frequency of your participation, the extent to which you demonstrate an understanding of the material, the quality critical commentary, and the quality of the questions that you pose to the group. In order to prepare for class participation, students are required to hand in a minimum total of three 500 word (maximum) critical summaries of any given week's reading throughout the term.  You choose which weeks you prefer to submit your summaries.  You can hand in more, but your best three will be the only ones included in your grade.  This will include three questions that you would like to pose as points of disucssion in class.  The emphasis should be on critical commentary - particularly that which connects the readings - rather than simply retelling of the main points.

THESE SUMMARIES ARE DUE BY 9:00 A.M. ON THE DAY OF CLASS.  Jamie will return the summary with comments at the beginning of each class for those that meet this deadline.

Grading: There are three grades: check, plus, minus. Check means you seem to understand the material well and have provided an ample sythesis of the readings.  Plus means you show an in-depth understanding of the material, you are making clear linages between the day's readings and even to other readings, and you provide thoughtful critical commentary.  Minus means you need to work harder to meet the standard I expect. In-class participation and the summaries are weighted equally.