This document provides an overview of a course on risk assessment, management, and communication. The course covers the process of risk assessment, including hazard identification, exposure assessment, toxicological evaluation, and risk characterization. It uses the EPA's Superfund program as an example to illustrate the risk assessment process. The course also examines risk assessment paradigms in the US and other countries. Students will learn how to perform quantitative risk assessments and communicate risks. They will complete homework assignments, group presentations, an exam, and a final group project presenting a risk assessment scenario.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
Solving Course Selection Problem by a Combination of Correlation Analysis and...IJECEIAES
In the universities where students have a chance to select and enroll in a particular course, they require special support to avoid the wrong combination of courses that might lead to delay their study. Analysis shows that the students' selection is mainly influenced by list of factors which we categorized them into three groups of concern: course factors, social factors, and individual factors. This paper proposed a two-phased model where the most correlated courses are generated and prioritized based on the student preferences. At this end, we have applied the multi-criteria analytic hierarchy process (MC-AHP) in order to generate the optimum set of courses from the available courses pool. To validate the model, we applied it to the data from students of the Information System Department at Taibah University, Kingdom of Saudi Arabia.
The benchmark assesses the following competency4.2 Communicate .docxarnoldmeredith47041
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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I
C
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P
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
Solving Course Selection Problem by a Combination of Correlation Analysis and...IJECEIAES
In the universities where students have a chance to select and enroll in a particular course, they require special support to avoid the wrong combination of courses that might lead to delay their study. Analysis shows that the students' selection is mainly influenced by list of factors which we categorized them into three groups of concern: course factors, social factors, and individual factors. This paper proposed a two-phased model where the most correlated courses are generated and prioritized based on the student preferences. At this end, we have applied the multi-criteria analytic hierarchy process (MC-AHP) in order to generate the optimum set of courses from the available courses pool. To validate the model, we applied it to the data from students of the Information System Department at Taibah University, Kingdom of Saudi Arabia.
The benchmark assesses the following competency4.2 Communicate .docxarnoldmeredith47041
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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I
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
1. Risk Assessment, Management, &
Communication
P8325
Environmental Health Sciences Spring 2015
CLASS SESSION(S)
M 05:30P-8:20P
Rosenfield Building, EHS Classroom 1101
INSTRUCTOR
Michael P. Musso, P.E., MS, MPH
Adjunct Instructor
E-mail: mpm36@columbia.edu
TEACHING ASSISTANT
Meredith Loth (MKL2125@cumc.columbia.edu)
COURSE DESCRIPTION
Risk Assessment is the process of correlating the amount of exposure (to a chemical, activity, or
situation) with expected harm. This Department core course is primarily concerned with toxic
chemical substances to which humans are exposed through their environments, in the context of
whether and how exposure to such toxicants should be controlled. Toxicological principles are used
primarily to provide (uncertain) quantitative estimates of the harm associated with a given level of
exposure. Using a dose-response relationship necessitates quantifying exposure, an uncertain
endeavor that relies on understanding human physiology and behavior. The quantitative estimates of
harm from anthropogenic activity that risk assessment gives are just the starting point for the
challenge of risk management: "What do we do now?" The resulting decisions are influenced by
both economic factors (e.g., cost-benefit analysis) and psychological factors (e.g., risk perception).
Risk assessment paradigms – in the U.S. and abroad – will be discussed, with the USEPA’s
Superfund program’s guidance used to illustrate the steps in the risk assessment process. An analysis
of a chemical risk assessment/regulation in the U.S. will be covered, with discussions on differences
in chemical regulations among countries/initiatives. From a global perspective, a risk assessment
framework utilized by the World Health Organization (WHO) will be presented. Emerging topics
and challenges in the field will also be discussed, and supplemented by assigned readings that will be
discussed during the semester.
PREREQUISITES
None
COURSE LEARNING OBJECTIVES
Students will learn about the risk assessment framework, uncertainties, policy decision points, and
the ways in which human exposures / risks can be evaluated. The course will provide overview
information and then follow the basic outline of risk assessment: hazard identification / data
interpretation, exposure assessment, toxicological assessment, and risk characterization. The risk
assessment steps will be demonstrated via USEPA Superfund guidance used at hazardous waste
sites. Examples of how scientific thought is utilized in risk assessment and corresponding
environmental policy will also be demonstrated.
2. P8325– Risk Assessment, Management, & Communication 2 of 10
Students who successfully complete this course will be able to:
• Identify and Describe the 4 main parts of a human health risk assessment (NAS and EPA
paradigms);
• Have a general understanding of concepts used to interpret environmental data;
• Discuss exposure settings for contaminated waste sites and other scenarios, and identify media
of concern and exposure pathways that may be relevant to public health;
• Identify and discuss the differences among receptor populations as part of an exposure
assessment;
• Apply toxicology concepts to a quantitative risk assessment;
• Perform calculations of noncancer and cancer risks for a human health risk assessment, and
present findings in writing and orally;
• Describe elements of chemical risk assessment and toxicological data in terms of setting policy
or regulations;
• Identify areas of uncertainty in the risk assessment process;
• Compare and contrast U.S. risk assessment protocols to those of European Union and World
Health Organization (WHO);
• Understand the concepts behind the development of regulatory risk assessment protocols,
including cleanup goals and standards;
• Apply concepts of risk communication.
DEPARTMENTAL COMPETENCIES
This course fits into the MPH curriculum in the Department of Environmental Health Sciences by
advancing the science and practice of public health through the informed application of risk
assessment theories and procedures.
METHOD OF INSTRUCTION
Class Activities: Lecture sessions will include discussion and explanation of reading and/or web
material, and how to apply critical thinking to risk assessment topics. Core Reading assignments will
be provided on Courseworks. Additional Discussion reading or reference material may be assigned
during the course. Homework assignments will involve both hands-on and minds-on exercises that
will require either individual or group work/reporting.
For each lecture, notes will be posted on Courseworks prior to the class. Students should bring the
notes with them, either printed out or in electronic form, so they can add their own notes during the
lecture. Assigned readings, also posted on Courseworks, should be skimmed prior to the lecture and
then read in depth afterwards.
There may be a class trip to EPA Region 2 office (DATE TBD).
METHOD OF EVALUATION
1. Attendance, Class Participation, Group Presentations/Discussions, and Homework assignments.
Homework exercises will involve hands-on/minds-on exercises, with reports or written
deliverables due at a subsequent class meeting. Group discussions of homework assignments
and assigned media articles will be held during the class to encourage teamwork, presentation
experience, and debate. Discussion Readings will be assigned involving the following topics that are
meant to supplement lecture materials:
3. P8325– Risk Assessment, Management, & Communication 3 of 10
- USEPA and State regulations and guidance documents;
- Risk assessment issues, including recent media coverage;
- Emerging Topics in Risk Assessment;
- Global issues in Human Health Exposure and Risk Assessment;
- Human Health considerations in Sustainability Initiatives.
2. Team presentations (2-3) will be assigned during the semester. Four Student groups will be formed
by the TA at the beginning of the term based on program certificate and interest (e.g., toxicology,
policy, global health, etc.). Briefly, the groups of students will summarize and critically evaluate real
or hypothetical risk assessment scenarios – or public health / environmental issues that lend
themselves to the risk assessment process - as provided by the instructor. Overview/summary of
article/situation, risks/exposures, risk communication / perception aspects, and potential policy
implications are to be presented and discussed in approximately 10 - 25 minute periods during class
time (depending on the nature of the particular Team assignment), with Q&A from students and the
instructor to follow. These Team presentations typically will not require visual aides; however, the
instructor will accommodate the Teams should such be requested/required.
The instructor will provide tips/suggestions for public speaking and preparing public presentations
for student reference. Team presentation information discussed in class may be included on the
exam.
3. An Exam (April 13*). Exam questions will consist of multiple choice, fill-in, short answer, numerical
calculations, and essay type questions. The exam will be “Closed” book / notes. Note that a
calculator – preferably a scientific calculator – is needed for this class.
4. A Final Group Presentation Assignment (May 11*) on a detailed human health scenario will be
delivered, involving a 20 minute Powerpoint group presentation, followed by class Q&A. Topics will
be developed and assigned by the instructor to provide ample time for presentation preparations.
*dates to be finalized.
Policy on submission of projects and homework assignments:
Ten percent (10%) of the grade will be deducted per day if homework reports are submitted past the
due dates. Materials that are submitted more than one week late may not be accepted.
Attendance of lecture sessions is expected since complementary material, in addition to required
readings, will be presented in lectures and included in examinations/discussions. Attendance will be
recorded.
ASSESSMENT AND GRADING POLICY
Student grades will be based on:
Attendance and Participation: 10 %
Homework Exercises: 30 %
Group Presentations: 30%
Exam: 30%
4. P8325– Risk Assessment, Management, & Communication 4 of 10
Homework and Presentation Citations
Citations should be included with any material in which the original research, ideas, or interpretations are
not your own. If you have any questions about citations, please contact your TA. A good rule of
thumb is, when in doubt: cite
The final course grade will be determined using the School's letter grade system. Grades are: A, B,
C, with + and - as applicable. Grades are defined as follows:
A+ Reserved for highly exceptional achievement.
A Excellent. Outstanding achievement.
A- Excellent work, close to outstanding.
B+ Very good. Solid achievement expected of most graduate students.
B Good. Acceptable achievement.
B- Acceptable achievement, but below what is generally expected of graduate students.
C+ Fair achievement, above minimally acceptable level.
C Fair achievement, but only minimally acceptable.
C- Very low performance.
F Failure. Course usually may not be repeated unless it is a required course.
COURSE REQUIREMENTS
No incomplete grades will be given for this course.
MAILMAN SCHOOL POLICIES AND EXPECTATIONS
Students and faculty have a shared commitment to the School’s mission, values and oath.
http://mailman.columbia.edu/about-us/school-mission/
Academic Integrity
Students are required to adhere to the Mailman School Honor Code, available online at
http://mailman.columbia.edu/honorcode.
Disability Access
In order to receive disability-related academic accommodations, students must first be registered
with the Office of Disability Services (ODS). Students who have, or think they may have a disability
are invited to contact ODS for a confidential discussion at 212.854.2388 (V) 212.854.2378 (TTY), or
by email at disability@columbia.edu. If you have already registered with ODS, please speak to your
instructor to ensure that s/he has been notified of your recommended accommodations by Lillian
Morales (lm31@columbia.edu), the School’s liaison to the Office of Disability Services.
COURSE SCHEDULE
Please see the lecture section of Courseworks to download the readings, homework assignments,
and lecture slides.
5. P8325– Risk Assessment, Management, & Communication 5 of 10
Session 1 – Introduction and Overview; Hazard Identification (USEPA Superfund focus)
[1/26] Learning Objectives:
• Course overview and expectations.
• Risk Assessment definitions, applications, and paradigm.
• Outline of USEPA Superfund Program and Risk Assessment process.
Readings:
• NAS Silver Book Ch1 and 2
• Impact of Hazardous Waste on Human Health: Preface and Ch 1
NOTE – pdf’s of readings to be uploaded onto Courseworks page prior to class
Assignment: Readings; meet Student Groups
Session 2 – Hazard Identification and Exposure Assessment #1 (USEPA Superfund focus)
[2/2] Learning Objectives:
• Types of environmental data, and methods of interpretation
• Data qualifiers and statistical methods
• Environmental sampling and data interpretation (RSL Table)
• Public Speaking / Presentation notes
Readings:
• Article series – West Virginia Chemical spill
• Toxicology for Non-Toxicologists: Ch 1, 2, and 8
• Scan only -- RAGS Part A {A150} Ch 1 and 2; Sections 4.5 and 4.6
(http://www.epa.gov/oswer/riskassessment/ragsa/)
• USEPA RSL Table
• Hazard Identification – Supplemental Handout
• Risk Assessment Definitions – Set #1
Assignment:
HW #1 Assignment (due 2/9)
6. P8325– Risk Assessment, Management, & Communication 6 of 10
Session 3 – Exposure Assessment (USEPA Superfund; other initiatives)
[2/9] Learning Objectives:
• Re-Cap of Session 2
• Exposure Assessment (contaminated site examples)
o Route of Exposure relevant to human health
o Exposure Point Concentrations for specific environmental media
o Exposure Factors relevant to human health
o Receptor populations (focus on human health)
o Intake equations (ingestion, inhalation, dermal contact)
o Superfund examples, class feedback / discussions
Readings:
• NAS Silver Book Ch3
• RAGS Part A {A150} Ch 6
• RAGS Part E Ch. 3
• USEPA RSL table
• Media articles (TBA)
Assignment:
HW #2 Assignment (due 2/23)
Team Presentation Assignment #1 (for 2/23 class)
[2/16] No classes. President’s Day observed.
Session 4 – Toxicological Evaluation (USEPA focus; International perspectives)
[2/23] Learning Objectives:
• Overview of Noncancer and Cancer Toxicology – USEPA models
• Introduction of cancer and noncancer toxicological factors used in risk
assessment
• Theories and approaches for deriving toxicity factors
• Uncertainties in RfDs and CSFs
• Benchmark Dose approach
• EPA IRIS database introduction
• Team Presentation Assignment #1
Readings: check Courseworks page for updated readings throughout semester
• Toxicology for Non-Toxicologists: Ch 3
• Toxicology for the Non-Toxicologists: Ch 4
• Computational Toxicology article
• Trichloroethylene (TCE) article series
• Other Media articles / Case Studies (TBA)
Assignment: HW #3 Assignment due 3/2
7. P8325– Risk Assessment, Management, & Communication 7 of 10
Session 5 – Toxicological Evaluation #2/Risk Characterization(USEPA Superfund focus)
[3/2] Learning Objectives:
• Continuation / expansion of Session #4 concepts; re-cap Toxicological
Evaluation
• Risk Characterization – numerical calculations of cancer risks and noncancer
hazards
• Presentation of risks
• Uncertainty analysis
• Superfund and other U.S. Risk Assessment examples
• Application of Risk Assessment to Clean-up goals.
Reading: see Session #4 and additional postings on Courseworks page.
• Toxicology for Non-Toxicologists: Ch 3
• Toxicology for the Non-Toxicologists: Ch 4
• Integrated Risk Information System: in class review; be familiar with this tool.
• Media articles and/or NAS Silver Book assignment (TBA)
• Risk Assessment Definitions – Set #2
Assignment: HW #4 Assignment due 3/9
Session 6 – Chemical Risk Assessment – U.S. Example (CHLORPYRIFOS)
[3/9] Learning Objectives:
• Review approaches and findings of assessing the pesticide chlorpyrifos.
• Overview of FIFRA/ Pesticide regulations in U.S.
• Animal and Human studies.
• Exposure pathways.
Readings:
U.S. Environmental Protection Agency, Human Health Risk Assessment: Chlorpyrifos, June
8, 2000: Read the executive summary (pages 1-12) and the pages on residential risks (pages 61-
75 and Table 10 on pages 81-88 and Table 15 on pages 91-95)
Seven-Year Neurodevelopmental Scores and Prenatal Exposure to Chlorpyrifos, a Common
Agricultural Pesticide
Brain anomalies in children exposed prenatally to a common organophosphate pesticide
Impact of Prenatal Chlorpyrifos Exposure on Neurodevelopment in the First 3 Years of Life Among
Inner-City Children
Assignment:
Team Presentation Assignment #2 (for 3/23 class)
8. P8325– Risk Assessment, Management, & Communication 8 of 10
[3/16] No classes. Spring Holidays.
Session 7 – Chemical Risk Assessment (cont.)
[3/23] Learning Objectives:
• Continuation of concepts from Session #6.
• Team Presentation Assignment #2
Readings: see Session #6
Regulating Industrial Chemicals: Lessons For U.S. Lawmakers from the European Union’s
REACH Program
Articles / Papers / Case Studies on EU, other nations
Assignment: [TBA ]
Session 8 – Chemical Risk Assessment (Cont.)
[3/30] Learning Objectives:
• European Union – chemical risk assessment and regulation
• Media articles / Discussions (in-class participation)
Readings:
Regulating Industrial Chemicals:
Lessons For U.S. Lawmakers
from the European Union’s REACH Program
Articles / Papers / Case Studies on EU, other nations
Media articles (TBA)
Assignment: HW #5 Assignment due 4/6
Session 9 – HHRA and Chemical Assessment Re-Cap; HW reviews; Exam prep
[4/6]
• Exam Review
• HW #1 - #5 review
Session 10 – Exam
[4/13] Learning Objectives:
• EXAM will cover Sessions #1 - #9, Homework Assignments, assigned Core
Readings / Discussion Readings through Session #9, and In-Class Team
presentations
9. P8325– Risk Assessment, Management, & Communication 9 of 10
Session 11 – International Perspectives in Risk Assessment
[4/20] Learning Objectives:
• WHO – Disability – Adjusted Life Years (DALYs); Quality-Adjusted Life
Years (QALYs). GUEST LECTURER
• Exam Review / Re-cap
Readings:
A comparative risk assessment of burden of disease and
injury attributable to 67 risk factors and risk factor clusters
in 21 regions, 1990–2010: a systematic analysis for the
Global Burden of Disease Study 2010 (Lancet article)
Media articles / Case Studies on International Risk / Environmental Perspectives
(TBA)
Assignment: [TBA.]
Session 12 – Emerging Topics + Risk Communication #1
[4/27] Learning Objectives:
• Emerging Topics
• Introduction of Risk Communication concepts.
• Final Group Presentation Topics (4 Groups)
Reading:
Communicating Risks to the Public
Assignment: Final Group Presentation work.
Session 13 – Risk Communication + Course Re-cap
[5/4] Learning Objectives:
• Open discussions / Emerging Topics
• Risk Assessment and Risk Communication concepts
• Examples of effective and ineffective risk communication
• Final Group Presentation Prep
Reading: TBA
Assignment: Final Group Presentation work.
10. P8325– Risk Assessment, Management, & Communication 10 of 10
Session 14 – Final Group Presentations
[5/11] Times TBD. 4 Groups to Present !!!