akashdeepsinghjandu15
TRANSCRIPT
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WHAT ISENVIRONMENTAL HEALTH?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 1
A Student Introduction
OutsideOutside
Inside
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WHAT IS THE ENVIRONMENT?
Akashdeep Singh Jandu
The trees, air, & soil around us
Our fields, farms & the food we grow
Our oceans, lakes, and rivers
ALL the places we live, work & play
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WHAT IS HEALTH?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 3
Nutritious foods help us stay healthy.
Doctors, hospitals & medicines help us get healthy if we’re sick.
Regular exercise helps keep us strong and healthy.
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ENVIRONMENTAL HEALTH?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 4
The study of how the environmentaffects your health.
Food
Air
Water
Sunlight
Noise
Soil
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GOOD THINGS AROUND US
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 5
There are many things around us that help us stay healthy.
Family & friends
Beautiful scenery
to look at
Medicine & vitamins
Oxygen in the air
Nutrients in food
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HAZARDS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 6
A hazard is anything in the environment that can hurt you or make you sick.
Bacteria & viruses
Harmful chemicals
Loud noises
Tobacco smoke
Stress
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ENVIRONMENTAL HEALTH CAREERS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 7
Work as scientists in research labs
Work for the government
writing regulations
and studying pollution
Work for corporations
making sure workplaces are safe for
workers
People working in the field of environmental health . . .
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THE 7 CORE CONCEPTS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 8
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 9
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A TOXIC WORD GAME
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 10
Toxic means _____________________.
Toxic_____ is the study of poisons.
Toxic___ is a measure of how dangerous a chemical is.
poisonous or dangerous
ology
ity
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A TOXICITY SCALE
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 11
Toxicity RatingSignal Words on Package
Symbol on Package
Highly Toxic DANGER or POISON
Moderately Toxic WARNING
Slightly Toxic CAUTION
Not Toxic none
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HOW WOULD YOU RATE THESE PRODUCTS?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 12
Toxicity Rating
Highly Toxic
Moderately Toxic
Slightly Toxic
Not Toxic
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AND THE ANSWERS ARE…
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 13
Toxicity Rating
Highly Toxic
Moderately Toxic
Slightly Toxic
Not Toxic
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 14
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EXPOSURE IS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 15
The total amount of a hazard that comes in direct contact with your body.
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THE 3 PARTS OF EXPOSURE
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 16
TheSource
of the hazard(bus exhaust)
TheEnvironmental
Pathway(air)
TheContact
(inhaled fumes)
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WHICH ROUTE WILL THE HAZARDS TAKE?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 17
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ROUTE #1: INHALATION
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 18
Inhalation:
Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the
bloodstream.
Inhalation:
Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the
bloodstream.
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ROUTE #2: INGESTION
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 19
Ingestion:
Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the
bloodstream.
Ingestion:
Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the
bloodstream.
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ROUTE #3: DERMAL ABSORPTION
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 20
Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.
Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 21
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WHAT IS DOSE?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 22
ExposureExposureX
X
X XX
X X
X = hazard
DoseDose
Dose is the amount of a hazard that actually enters your body.
X
XX
XX
X
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DOSE CAN DEPEND ON…
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 23
Duration of Exposure:How long?
Frequency of Exposure: How often?
Body Size:How big or
small are you?
M L
S S
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DURATION OF EXPOSURE
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 24
might not have any harmful effects.
might not have any harmful effects.
30 minutes of sun exposure
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DURATION OF EXPOSURE
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 25
might be very harmful indeed!might be very harmful indeed!
But 4 hours of sun exposure
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DOSE & BODY SIZE
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 26
Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large.
Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large. LM
s s
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A DOSE EXPERIMENT
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 27
Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?
Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?
LMs
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A DOSE EXPERIMENT - STEP 1
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 28
s M L
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A DOSE EXPERIMENT - STEP 2
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 29
Ls M
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A DOSE EXPERIMENT - STEP 3
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 30
LMs
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DOSE/RESPONSE RELATIONSHIP
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 31
The larger the dose, the more extreme the response will be.
1 can of pop in 15 minutes
3 cans of pop in 15 minutes
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 32
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INDIVIDUAL SUSCEPTIBILITY
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 33
Why are these people more likely to be
harmed by exposure to a hazard than the man
below?
Why are these people more likely to be
harmed by exposure to a hazard than the man
below?
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INDIVIDUAL SUSCEPTIBILITY
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 34
Pregnant women and their developing babies
Elderly people whose defense mechanisms are less efficient
Infants and children who are still developing
Sick people who have weakened immune systems
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GENES & SUSCEPTIBILITY
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 35
Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.
Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 36
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WHAT ARE THE RISKS & BENEFITS?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 37
12 3
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RISKS & BENEFITS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 38
What are the risks and benefits when grape growers use pesticides on their crops?
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RISKS & BENEFITS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 39
RISKSBENEFITS
•No bugs!
•Better looking fruit that is more visually appealing
•Bigger crops so farmers can make more profit
•People ingest pesticides with the
fruit and get sick
•Pesticides get into dirt and water
•Animals ingest pesticides and get sick
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WHAT IS ENVIRONMENTAL JUSTICE?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 41
Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.
Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.
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THE EJ PROCESS
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 42
Who is producing
the hazard?
Who is producing
the hazard?
Who is being exposed?
Who is being exposed?
Who are the decision makers?
Who are the decision makers?
Establish a dialog between the
decision makers, scientists, and the
affected community.
Establish a dialog between the
decision makers, scientists, and the
affected community.
Empower community
members to bring about change.
Empower community
members to bring about change.
Share information and decisions with
community members.
Share information and decisions with
community members.
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INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 43
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WHERE CAN YOU GO FOR INFORMATION?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 44
City hallState agenciesFederal agencies
DoctorsNurses
HospitalsHealth Department
SchoolsLibraries
Universities
Your Town
Caution!
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HOW CAN YOU TAKE ACTION?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 45
Write a letter to a newspaper
Write a letter to a newspaper
Call or write an elected official Call or write an elected official
Organize a community meeting
Organize a community meeting
Inform your neighbors Inform your neighbors
Make a documentary about
the problem
Make a documentary about
the problem
Create a petition and get
signatures
Create a petition and get
signatures
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ANY QUESTIONS?
INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT • UNIVERSITY OF WASHINGTON © 2005 46