1

Fall 2018

Course Name Living Science: Health and Environment

Course Code GEN 195

Course Pre-requisites --

Course Co-requisites --

Credit hours 3

Instructor’s Name

Telephone E-mail

Class Location Class Time

Office Location Office Hours

1. Course Description

GEN 195 underlines the clear link between health and sustainability. This is targeted through

the investigative study of social and behavioral health; local and global health; demography,

population health and environmental health. This course provides students the background

necessary to understand specific health and environmental concerns facing the UAE, the

World, and how they affect them at the personal level in their daily lives.

University College Mission

University College offers high quality general education to students and

prepares them for their future majors and eventual employment. The

experience instills in the students a desire for lifelong learning, fosters

intellectual curiosity, and engenders critical thinking. The General Education

program initiates the baccalaureate careers of all ZU students.

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2. Course Learning Outcomes

Upon successful completion of this course, students will be able to:

Course Learning Outcome Program Learning Outcome

(ZULO)

Compare various life style choices and behaviors and assess

the importance of a healthy life style. UC_UGGEN _PO_01 (Critical

Thinking and Quantitative Reasoning)

UC_UGGEN_ PO_03 (Information

Literacy)

Investigate the causes of common public health issues

prevalent in the UAE and adopt measures to prevent them. UC_UGGEN _PO_01

UC_UGGEN_ PO_02 (Global

Awareness)

Examine how human health and sustainable development is

dependent upon population demographics. UC_UGGEN _PO_01

Determine ways in which the environment and human health

are interconnected and assess major environmental health

issues affecting the UAE and the world.

UC_UGGEN _PO_01

UC_UGGEN_ PO_02

Please refer to Appendix A for detailed descriptions of Zayed University Learning Outcomes

(ZULO’s).

3. Weekly Outline

Week Topic Readings (Textbook)

1 Introduction/ Syllabus

Lesson1.1

Physical Activity & Nutrition

Chapter 1

2 Lesson1.2

MyPlate & Food Labels

Lesson1.3

Misleading Food Information

Chapter 2

Chapter 3

3

3 Lesson1.4

Health Effects of Smoking &

Secondhand Smoke

Unit 1 Review

Chapter 4

Chapters 1-4

4 Unit 1 Individual Activity

Quiz 1

Chapters 1-4

5 Lesson 2.1

Obesity & Biometrics

Lesson 2.2

Cardiovascular Disease

Chapter 5

Chapter 6

6 Lesson 2.3

Hypertension

Lesson 2.4

Diabetes Mellitus

Chapter 7

Chapters 8

7 Unit 1 & 2 Review

Unit 2 Individual Activity

Chapters 5-8

8 Midterm (Common Assessment)

Lesson 3.1 A

Population Size & Sustainable

Development

Lesson 3.1B

Introduction to Demography

Lesson 3.2A

Population Dynamics-I

Chapters 1-8

Chapter 9

Chapter 10

9 Lesson 3.2A&B

Population Dynamics-I & II

Lesson 3.3

Population Characteristics

Chapter 10

Chapter 11

10 Lesson 3.4

Population Distribution & Density

Introduction to Project-Day 1

Unit 3 Review

Chapters 11

Teacher Guided Activity

Chapter 9-11

11 Unit 3 Individual Activity

Quiz 2

Chapters 9-11

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12 Lesson 4.1

State of our Planet

Lesson 4.2

Air Pollution

Chapter 12

Chapter 13

13 Lesson 4.3

Environmental Effects of Air Pollution-

Photochemical Smog & Ozone Layer

Depletion

Lesson 4.4- Environmental Effects of Air

Pollution –Enhanced Greenhouse Effect

and Global Warming

Lesson 4.5-Environment, Sustainability

and the UAE

Chapter 14

Chapter 15

Chapter 16

14 Unit 4 Review

Unit 4 Individual Activity

Chapters 12-16

15 Project Day 2 Student Driven

16 Project Presentation Student Driven

4. Textbook and Learning Materials

LIVING SCIENCE: Health and Environment

ISBN 978-073808035-2

Lesson based PowerPoint presentations

Web Resources:

Week Readings

1 http://www.choosemyplate.gov/physical-activity/increase-physical-activity.html

http://beingfitandhealthyrocks.com/calories-burned-during-household-chores/

http://www.startwalkingnow.org/whystart_benefits_walking.jsp

http://connectedcalifornia.org/downloads/curriculum/GoodEats_CA.pdf

2 http://www.choosemyplate.gov/weight-management-calories/calories/empty-

calories.html

http://www.webmd.com/diet/serving-size

http://www.fda.gov/Food/ResourcesForYou/Consumers/ucm079449.htm

http://www.learnnc.org/lp/editions/nutrition/6425

http://www.beefitswhatsfordinner.com/CMDocs/BIWFD/FactSheets/High_Quality_

Protein_and_Optimal_Health.pdf

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3 http://www.100daysofrealfood.com/2013/02/21/misleading-food-product-roundup-ii-

dont-be-fooled/

http://naturalbias.com/13-ridiculous-food-labels-that-might-be-fooling-you/

http://ruhlman.com/2010/06/misleading-food-labels/

http://xfinity.comcast.net/slideshow/news-misleadingfoodlabels/10/

http://www.heart.org/HEARTORG/Conditions/Cholesterol/AboutCholesterol/About-

Cholesterol_UCM_001220_Article.jsp

http://stayfitnutrition.com/misleading-food-labels.aspx

http://brown.edu/Student_Services/Health_Services/Health_Education/alcohol,_toba

cco,_&_other_drugs/caffeine.php

http://brown.edu/Student_Services/Health_Services/Health_Education/alcohol,_toba

cco,_&_other_drugs/energy_drinks.php

4 http://www.tricountycessation.org/tobaccofacts/Cigarette-Ingredients.html

http://www.tobaccofreeu.org/pdf/Hookah.pdf

http://www.hookahcompany.com/hookah_history.htm

http://www.cancer.gov/cancertopics/factsheet/Tobacco/ETS

http://www.cdc.gov/tobacco/data_statistics/sgr/2006/posters/index.htm

http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/health_ef

fects/index.htm

5 www.ConnectEdCalifornia.org

http://www.who.int/mediacentre/factsheets/fs311/en/#.UqiZ6sYoFq0.email

www.heart.org

http://www.mayoclinic.org/diseases-conditions/arteriosclerosis

http://www.colorado.edu/outreach/BSI/CardioHEADS/disease.htm

http://www.nhlbi.nih.gov/health//dci/Diseases/hhw/hhw_all.html

6 www.heart.org

http://www.diabetes.org

www.iddinternational.org

7 https://www.ntnu.no/ojs/index.php/norepid/article/download/284/262

http://unstats.un.org/unsd/demog/docs/symposium_03.htm

http://www.uaestatistics.gov.ae

http://mospi.nic.in/Mospi_New/site/home.aspx

www.census.gov/main/www/cen2000.html

www.un.org/esa/population/publications/WPP2004/wpp2004.html

http://www.merriam-webster.com/dictionary/demography

https://wordsbyangela.files.wordpress.com/2014/06/family-assets-image1.jpg

http://ocw.jhsph.edu/courses/demographicmethods/PDFs/idm-sec1.pdf

http://www.un.org/en/aboutun/structure/index.shtml

http://www.ecofuture.org/pop/orgs.html

8 http://www.learner.org/courses/envsci/unit/text.php?unit=5&secNum=4

6

www.un.org/esa/population/publications/WPP2004/wpp2004.html

www.prb.org/.../Datasheets/2013/2013-world-population-data-sheet.aspx

http://www.prb.org/Publications/LessonPlans/WorldPopulationDataSheet.aspx

www.un.org/esa/population/publications/WPP2004/wpp2004.html

World Population Prospects: The 1998 Revision Report

https://www.cia.gov/library/publications/download/download-2010

http://www.uaestatistics.gov.ae/ReportsByDepartmentEnglish/tabid/104/Default.asp

x?MenuId=1

http://ephtracking.cdc.gov.

http://www.census.gov/population/international/data/idb/informationGateway.php

9 www.scad.ae/

http://www.prb.org/Publications/Lesson-Plans/HumanPopulation/Migration.aspx

http://www.oxforddictionaries.com/definition/english/migration

http://www.geography.learnontheinternet.co.uk

http://www.unfpa.org/pds/migration.html

www.elkriver.k12.mn.us

http://dsc.gov.ae/Publication/Statistical%20Year%20Book%202011.pdf

www.scad.ae/ Statistical Year Book of Abu Dhabi, 2013

http://www.ajman.ae

www.worldbank.org

http://www.bbc.co.uk/

www.fao.org

www.ead.ae/resources/publication

http://www.sln.org.uk

http://www.actionbioscience.org/environment/hinrichsen_robey.html?print

www.who.int

www.worldbank.org

www.unfpa.int

http://www.fujitsu.com

www.weforum.org/reports/global-risks-2012

http://www.tosca-life.info/wp-content/uploads/2010/08/Three-dimensions1.jpg

The World Commission on Environment and Development’s (the Brundtland

Commission) report Our Common Future (Oxford: Oxford University Press, 1987).

http://www.un-documents.net/wced-ocf.htm

10 www.sciencelearn.org.nz

http://www.pg.com/en_ANZ/_images/content/sustainability/sustainability_landing.jp

g

http://homeguides.sfgate.com/difference-between-carbon-footprint-ecological-

footprint-78732.html

http://www.reec.nsw.edu.au/geo/climate/page/clch31.htm

http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/demands

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_on_our_planet/biocapacity/

http://www.footprintnetwork.org/en/index.php/GFN/page/trends/united_arab_emirat

es/

http://ecologicalfootprint.heroesoftheuae.ae/en/section/the-uae-initiative

http://timeforchange.org/what-is-a-carbon-footprint-definition

http://water.usgs.gov/edu/drinkseawater.html

11 www.sciencelearn.org.nz

12 http://expo2020dubai.ae/en/theme/sustainability

http://www.retechnologiespk.com/energy-sources

http://www.unwater.org/statistics.html

http://water.usgs.gov/edu/drinkseawater.html

http://www.arabwatersource.com/water-blog/green-desalination-an-interview-with-

dr-nasser-saidi

http://www.albawaba.com/business/saudi-arabia-desalination-plant-536364

http://www.eia.gov/countries/country-data.cfm?fips=TC

http://en.wikipedia.org/wiki/Shams_solar_power_station

http://www.enec.gov.ae/about-us/mission-vision/#nuclear-energy

http://science.howstuffworks.com/nuclear-power4.htm

http://www.energy4me.org/energy-facts/energy-sources/uranium-nuclear-energy/

5. Assessment of Student Learning

Assessment

Tool

Percentage Description Course Learning Outcomes

Quiz-1 10% Unit 1: Social & Behavioral

Health

Multiple Choice Questions

Compare various life style choices and behaviors and

assess the importance of a healthy life style. (CLO 1)

Mid-Term 20% Unit 1: Social & Behavioral

Health

Multiple Choice Questions

Compare various life style choices and behaviors and

assess the importance of a healthy life style. (CLO 1)

Unit 2: Local & Global Health

Multiple Choice Questions

Investigate the causes of common public health issues

prevalent in the UAE and adopt measures to prevent

them. (CLO 2)

Quiz-2 10% Unit 3: Demography &

Population Health

Multiple choice Questions

Examine how human health and sustainable development

is dependent upon population demographics. (CLO 3)

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Project 15% Project Based Learning:

Teacher guided project.

Includes a research (20%) and

a presentation (80%)

component

Compare various life style choices and behaviors and

assess the importance of a healthy life style. (CLO 1)

Investigate the causes of common public health issues

prevalent in the UAE and adopt measures to prevent

them. (CLO 2)

Examine how human health and sustainable development

is dependent upon population demographics. (CLO 3)

Determine ways in which the environment and human

health are interconnected and assess major environmental

health issues affecting the UAE and the world. (CLO 4)

Individual

Activities

20%

(5% for each

of the 4

activities)

Activities from each of the 4

units

Multiple Choice Questions

Compare various life style choices and behaviors and

assess the importance of a healthy life style. (CLO 1)

Investigate the causes of common public health issues

prevalent in the UAE and adopt measures to prevent

them. (CLO 2)

Examine how human health and sustainable development

is dependent upon population demographics. (CLO 3)

Determine ways in which the environment and human

health are interconnected and assess major environmental

health issues affecting the UAE and the world. (CLO 4)

Final Exam 25% Unit 1: Social & Behavioral

Health

(Multiple choice Questions)

Compare various life style choices and behaviors and

assess the importance of a healthy life style. (CLO 1)

Unit 2: Local & Global Health

(Multiple choice Questions)

Investigate the causes of common public health issues

prevalent in the UAE and adopt measures to overcome

them. (CLO 2)

Unit 3: Demography &

Population Health

(Multiple choice Questions)

Examine how human health and sustainable development

is dependent upon population parameters. (CLO 3)

Unit 4: Environmental Health

& Sustainability

(Multiple choice Questions)

Determine ways in which the environment and human

health are interconnected and assess major environmental

health issues affecting the UAE and the world. (CLO 4)

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6. Pedagogy – Learning Process

Zayed University Pedagogical Framework

Zayed University is committed to a student-centered learning environment that is characterized by

the following approach to teaching:

1. Active and Varied: The ZU faculty member adopts a variety of active teaching-learning

strategies, tailored to each learning task and to the intended learning outcomes.

2. Collaborative and Individual: Cooperative group learning tasks, as well as individual

learning tasks, are integral to each ZU course.

3. Content-rich and Language-rich: Instruction focuses on the development of in-depth

knowledge, along a continuum from richer-in-language in ABP, to richer-in-content in

the baccalaureate and graduate programs.

4. Facilitated by Technology: Appropriate educational technology is integrated into every

ZU course.

5. Interculturally attuned: Teaching in ZU requires global awareness, sensitivity to local

culture, a commitment to developing intercultural competence, and a commitment to

learning from students.

6. Interpersonally oriented: Successful learning at ZU is facilitated by building positive

relationships with students, while maintaining professional demeanor and holding

students accountable.

7. Learner focused: The ZU faculty member evaluates and builds on learner knowledge and

strengths, while addressing learner needs.

8. Practical and Theoretical: Instruction lays solid theoretical foundations, as

appropriate to the level of study, while having a real-world orientation.

9. Reflective: Instructors strive to be reflective educators who enable reflective and critical

learning in students.

10. Supportive: The ZU faculty member fosters student dispositions of leadership, creativity,

innovation, self-responsibility, and lifelong learning in a supportive learning

environment.

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7. Course Policies:

• When a class is missed it is your responsibility to contact the instructor in order to gather

the information that you missed from the class session.

• You are expected to be in class on time and remain for the scheduled class period. Classes

will begin promptly at the scheduled time and you will be marked absent if you are late.

• Course documents (syllabus, readings, assignments, etc.), announcements and grades will

be posted on the BlackBoard site for this class. This site can be found at

http://courses.zu.ac.ae Students are expected to make use of this technology.

• You will be given assignments to complete throughout the semester. Your assignments

must be your work and submitted by the deadline set by your instructor.

• Late assignments will be subject to a penalty as specified by your instructor.

• Please contact the instructor if you have a family emergency or medical reason for a late

assignment.

8. Grading Key

Zayed University has adopted a plus/minus grading scale for all undergraduate and graduate

courses. Based on Zayed University policy, the grade points and percentage ranges are assigned

to each letter grade as follows:

Percentage Grade Grade Points

90-100% A 4.00 The highest academic grade possible. This grade is

not automatically given to a student who ranks

highest in the course, but is reserved for

accomplishment that is truly distinctive and

demonstrably outstanding. It represents a superior

mastery of course material and is a grade that

demands a very high degree of understanding as

well as originality or creativity appropriate to the

nature of the course. The grade usually indicates that

the student works independently with unusual

effectiveness and often takes the initiative in seeking

new knowledge outside the requirements of the

course.

87-89% A- 3.700

84-86% B+ 3.300

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80-83% B 3.000 Denotes achievement considerably above

acceptable standards. Good mastery of course

materials is evident, and student performance

demonstrates a degree of originality, creativity, or

both. The grade usually indicates that the student

works fairly well independently and often

demonstrates initiative.

77-79% B- 2.700

74-76% C+ 2.300

70-73% C 2.000 Indicates an appropriate level of competency in the

course’s basic learning outcomes. It is the grade that

may be expected of a student with an average level

of performance who gives to the work a reasonable

amount of time and effort. This grade implies

understanding of the content of the course,

acceptable mastery of course material and learning

outcomes, and completion of all requirements. The

student must have a minimum cumulative GPA of

2.0 (C) to earn a baccalaureate degree from Zayed

University.

67-69% C- 1.700

64-66% D+ 1.300

60-63% D 1.000 Denotes a limited understanding of the subject

matter, meeting only the minimum requirement for

passing the course. It signifies work that in quality

or quantity falls below the average acceptable

standard for passing the course. Performance is

deficient in analysis, synthesis, and critical

expression. There is little evidence of originality or

creativity.

0-59% F 0 Indicates inadequate or unsatisfactory attainment,

serious deficiency in understanding of course

material, or failure to complete the requirements of

the course.

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9. Attendance Policy

Attendance Students shall be required to attend all classes, practical sessions, seminars and

examinations related to the courses in which they are registered.

Absence from Class

• A student who misses 5% of the class meetings allotted for a course will receive a warning

from the Chair/Assistant Dean of the College/Department.

• A student who misses 10% of the class meetings allotted for a course will receive a second

warning from the dean of the College.

• A student who misses more than 15% of the class meetings allotted for a course will fail

the course. If there is a legitimate reason for the absence, which has been accepted by the

College Attendance Appeal Committee in the semester in which the absences occurred, the

student will be allowed to withdraw from the course; be given a Withdrawal with Failure

grade for the course; or be given permission to continue and complete the course. In cases

where a satisfactory withdrawal or a Withdrawal with Failure grade is decided, the student

may have to repeat the course.

a) If the decision is that the student is allowed to withdraw from the course, a grade

of W will be assigned for that course. In case the student receives a W in a pre-

requisite course, he/she should pass this course before registering for the

subsequent one.

b) If the decision is that the student is given a Withdrawal with Failure grade, a grade

of WF will be assigned for that course.

c) If the decision is that the student is permitted to continue and complete the course,

the student must have earned a grade of C (or equivalent) or higher in the course

being taken at the time of the appeal.

Reference: ZU policy and procedure ACA-ADM-06 Attendance.

10. Zayed University Honor Code

“In the Name of God Most Gracious Most Merciful”

As a student of the University that carries the name of the beloved and revered father of the nation,

the late Sheikh Zayed Bin Sultan Al Nahayan (may his soul rest in eternal peace), I pledge to:

• Demonstrate the virtues of honesty, respect and fairness

• Adhere to the highest standards of personal moral conduct

• Refrain from any and all forms of academic dishonesty

• Present a positive image of myself by acting with maturity and honor

• Take responsibility for my actions and do my part to maintain a community of trust

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• Dedicate myself to the achievement of the University’s excellence

I promise to honor Sheikh Zayed and to preserve his legacy by following the example set by the

wise and beloved father of the United Arab Emirates

11. Plagiarism Policy

Plagiarism is presenting someone else’s work or ideas as if it were one’s own.

Examples of plagiarism include the following:

• Copying another person’s work either word for word or making some changes but keeping

the structure, much of the language, and main ideas the same. Even if the work is not

published, it should be treated as someone else’s work and not one’s own work.

• Buying, borrowing, or otherwise obtaining and handing in a paper, project or course

assignment as if it were one’s own.

• Turning in someone else’s paper as if it were one’s own is strictly prohibited, even if the

paper is enclosed in quotation marks. A large part of a paper cannot simply be quotations.

• Allowing someone else to edit, rewrite or make substantial changes in one’s work and

turning it in as if one had done it all, without acknowledging the other person’s contribution

and without prior

• permission of the instructor.

• Using someone else’s words or ideas without crediting that person.

- If a student uses someone else’s words, he must identify them by

putting quotation marks around them and citing the source.

- If a student downloads a picture from the Internet, he must cite the

source of the picture.

- If a student paraphrases someone’s work, he must specify the source

of the statement.

- Every book, magazine, or internet site used in a paper must be

identified in the bibliography.

At any time, if a student thinks he may have unknowingly plagiarized someone’s work, he should

discuss it with his instructor before turning in the assignment.”

Students who engage in prohibited behavior such as plagiarism will be subject to disciplinary

procedures. These procedures range from a discussion with the instructor up to possible suspension

or expulsion depending upon the severity of the infraction. Further details about possible

procedures to be undertaken are available in the Student Handbook.

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12. Miscellaneous

Mobile phones: Mobile phones and Smart devices are not to be used for personal use during class

time or any examination.

Appendix A - ZULO Learning Outcomes

Information Literacy (IL): ZU graduates will be able to find, evaluate and use appropriate

information from multiple sources to respond to a variety of needs.

• IL1: Determine the nature and extent of information needs

• IL2: Access information

• IL3: Evaluate information and its sources critically

• IL4: Use information to communicate effectively to varied audiences in multiple contexts

• IL5: Adhere to ethical practices in use of information

Technological Literacy (TL): ZU graduates will be able to effectively understand, use, and

evaluate technology both ethically and securely in an evolving global society.

• TL1: Knowledge of technological system

• TL2: Proficiency in using technological tools

• TL3: Knowledge and practices of technology in society

Critical Thinking and Quantitative Reasoning (CTQR): ZU graduates will be able to

demonstrate competence in understanding, evaluating, and using both qualitative and

quantitative information to explore issues, solve problems, and develop informed opinions.

• CTQR1: Identify essential information

• CTQR2: Interpret both qualitative and quantitative information

• CTQR3: Formulate reasoned conclusion

• CTQR4: Transfer learned skills and knowledge to new contexts

Global Awareness (GA): ZU graduates will be able to understand and value their own and other

cultures, perceiving and reacting to differences from an informed and socially responsible point

of view.

• GA1: Provide an informed response to global concept or issue

• GA2: Examine global issues within the local context

• GA3: Propose or plan action to address an international issue in a way that demonstrates

social responsibility

• GA4: Acknowledge the values of other cultures

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Language (L): ZU graduates will be able to communicate effectively in English and Modern

Standard Arabic, using the academic and professional conventions of these languages

appropriately.

• LA1: Comprehension of Written English and Arabic (Reading)

• LA2: Production of Written English and Arabic (Writing)

• LA3: Comprehension of Spoken English and Arabic (Listening)

• LA4: Production of Spoken English and Arabic (Speaking)

Leadership (LS): ZU graduates will be able to undertake leadership roles and responsibilities,

interacting effectively with others to accomplish shared goals.

• LS1: Act responsibly with self-awareness of actions and values

• LS2: Work effectively in group and interpersonal (dynamic) contexts

• LS3: Demonstrate capacity to attain goals