Sections

Each student is assigned to one of the four course sections.  These sections will meet once a week for two hours to work in smaller groups in exploring some of the issues raised or discussed in the lecture sections.  These section meetings are a required part of the course and will involve the students in examining a particular case  as a group project.  (See the Syllabus for addtional details)

Section Meetings & Assignments

 Note: This syllabus describes three types of activities that will take place in the sections.î

Discussions are times set aside to talk about the course readings (textbook and supplemen-tary), and the lectures.  Use this time to seek clarification or argue with the points raised. Normally they do not require turning anything in, however, your active engagement will be reflected in your section grade.

Activities are things we do in class that do not require turning in anything. Your participa-tion in the activity will be a significant part of your section grade

Exercises entail you doing something (usually writing) and turning them in. The assign-ments and due dates are shown in the right hand column.

Week	Section Date	Discussion Topic(s)	In Class Activities	Exercises
Week 1	Jan.7	1.  Lectures / Readings: Text, Ch. 1 2.  Is health in the eye of the beholder?	The "Beholding Eyeî Exercise	Exercise 1: Write a one paragraph definition of ìhealthî.  Turn in to TA at the end of the class
	Jan. 9
Week 2	Jan. 14	Lectures / Readings: Text:  Chs. 3&4	1.  Break into ìStake-holder Groupsî 2.  Library Research:  Orientation to library and internet resources: Finding good evidence.	Exercise 2:  Find evidence related to your case study and evaluate its credibility.  Bring the evidence and written evaluation to section Week 3.
	Jan. 16
Week 3	Jan. 21	1.  Lectures / Readings: Text:  Ch. 5 & Reading 1 (Mitchell) 2. What agencies are involved in your case study question? 3.  Discuss evidence in relation to your case
	Jan. 23
Week 4	Jan. 28	Lectures / Readings: Text:  Ch. 6.	1.  Review components of a critical essay 2.  Mid-term Review	Exercise #3: Write a one page thesis statement on ìLimits to Growthî ar-gument
	Jan. 30
Week 5	Feb. 4	Lectures / Readings: Text:  Chs. 7&8	1.  Peer review of response paper on limits to growth 2.  Demographic pyra-mid activity
	Feb. 6
Week 6	Feb. 11	1.  Lectures / Readings: Text:  Ch. 8 2. Globalization and en-vironmental health		Exercise #4: Develop a concise thesis statement and outline for your pa-per (1-2 pages, due week 7)
	Feb. 13
Week 7	Feb. 18	1. Lectures / Readings: Text:  Ch. 9 2. How does Seattle represent or contradict McMichael and Davis?	1.  Peer review of response paper on limits to growth 2.  Demographic pyramid activity
	Feb. 20
Week 8	Feb. 25	Lectures / Readings: Text:  Ch. 11 & Gladwell		Optional Exercise: Write a first draft of your paper (due week 9)
	Feb. 27
Week 9	Mar. 4	1.  Lectures / Readings: Text:  Ch. 11 & Gladwell (if necessary) 2.  Discussion: How can utopias help and hurt us in resolving todayís prob-lems?	Practice oral presentations	1.  Paper draft due (optional) 2.  Final paper (due in class, Friday, March 14)
	Mar. 6
Week 10	Mar. 11	1.  Lectures / Readings: Text:  Ch. 12 2.  Review for final exam		NOTE:  Final Monday March 17 ? 8:30-10:20 AM)
	Mar. 13

Final Paper

DUE DATE:  Friday, March 14, 2003

Purpose
Your final paper is an opportunity for you to express your views, with evidence, about the topic covered in your section.  The paper should be a logical, well crafted, and well supported argument.  We want to know what you believe and why you believe it.

Instructions
Your paper should be no more (and probably no fewer than) seven double-spaced pages (12 pt. font), plus figures and citations.  Be sure to have a title, your name, and page numbers.  Use a consistent citation format like MLA.  Focus on your personal perspective on the questions raised in your case research.  Do NOT spend the paper expressing solely what your stakeholderís views are; we want to know your developed views on the issues.

The most straightforward approach you can take in your paper is to critique (attack or defend) your stakeholderís position on the specific question you debated in class.  You must first identify the stakeholder group you were part of and what your stakeholder thesis was.  That is part of introducing the case and your stakeholder position.  In the next page you should succinctly state your argument and summarize your reasoning.  The next four pages or so will include evidence organized according to the logical flow of an argument.  Defend your view against strong contrary arguments.  The final page will summarize and conclude.  You will use in-text citations and provide a bibliography.

In the course of your class research and debate a different issue or theme may have emerged as pivotal.  For example, you might have concluded that the debate about labeling misses the more pressing question about regulation of GMOs.  You might argue that justification of smallpox vaccinations should be considered as a part of a total vaccination program that is not driven by bioterrorism.  You will have to defend a slightly changed focus for your paper.  A typical approach here would be to introduce and summarize the assigned debate in the first page.  In the second page state that you will focus on a particular theme that emerged in the debate, then spend the next four pages presenting an argument about that theme, and addressing contrary arguments.  The final page should conclude.  Properly label any figures or graphics, and refer to them in your text.

Evaluation
Your paper is worth 40 points.  The three instructors will grade the papers and will use the following criteria for grading the papers:

15 points: Logic and coherence of argument (focused, approach is justified)
15 points: Evidence supporting the argument (well-explained, relevant)
10 points: Organization and grammar (fulfilled assignment, engaging, proofread)

Tips

• Each paragraph should have a clear purpose and a topic statement.
• The topic statements for each paragraph could be put together as an outline, or summary of the whole paper.
• When in doubt, shorten and simplify your sentences.
• Use subsection titles to help the read through the paper and to organize your own thoughts.
• You absolutely MUST re-read your paper and seriously question its language and structure.
• You should ask yourself if someone ELSE could understand what you wrote.  Get out of your own head!  Try to find someone else to review your draft.