Department of Integrated Community Development
San Francisco de Quito University, 203 Eugenio Espejo Hall, Quito
T 5932-297-1134 http://integratedcommunitydevelopment.usfq.edu.ec/
Sept 2009 – MODULE II
MED 400E ENVIRONMENT AND HEALTH
Class schedule: M – F 9:00-12:00AM
Room: TBA
Instructor: Fernando ORTEGA
Office: TBA
Office Hours: M - F 13:30-14:30
E-mail: fortega@usfq.edu.ec
Introduction
Ancient Asian peoples crossed the Arctic land bridge to settle America about 15,000 years ago. The
immigrants settled throughout the hemisphere, and were in place when a second migration came across
the Bering Strait beginning 5,000 years ago and swept southward. In Chile, scientists excavating a
12,500-year-old settlement at Monte Verde have found evidence of a human presence that may extend
as far as 30,000 years.
At the time of the arrival of the first Europeans in the last years of the fifteenth century, the native
population of South America, was estimated to have numbered 10 to 15 million, more than half of whom
lived in the northern and central Andes and adjacent areas. The erroneously called “Indians” ranged
culturally from extremely primitive nomads (Patagonia, Tierra del Fuego and Amazon Basin) to highly
advanced communities of the Inca State and the Chibchas. These societies of the Andes are believed to
have had rural communities dependent on agriculture as early as 1000 B.C.
Disease and oppression brought by colonial rule and immigration greatly reduced the indigenous Indian
population in large part of the continent and mainly in the Andes; in some parts Indians almost
disappeared. After 550 years of history approximately 380 millions populate the same territory under very
diverse conditions of health and development.
The Galapagos Islands were discovered in 1535 by Fray Tomás de Berlanga, the Bishop of Panama.
This was the time of Spanish exploration and discovery, and followed Magellan's circumnavigation of the
globe. He had been sailing to Peru, recently conquered by Pizzaro, when his ship became becalmed and
was carried west by currents; his discovery was entirely accidental. Tomás de Berlanga saw little value in
the islands. He wrote that the land there, inhabited only by birds, seals and reptiles, was "dross,
worthless, because it has not the power of raising a little grass, but only some thistles." They found no
fresh water.
In his report to the King of Spain, Tomás de Berlanga did not refer to the islands by name, but they
appear on Ortelius's 1570 world map as "Insulae de los Galopegos", named for the saddleback giant
tortoises.It is possible that the islands were discoved some 60 years earlier by the Inca king Tupac
Yupanqui, as Incan oral history tells of his voyage to the west and discovery of two "Islands of Fire".
Beginning in the late 16th century, the Galapagos became a base of operations for many English pirates.
Though fresh water is scarce in the Galapagos, it can be found in a few localities. Fresh meat, in the form
of the giant tortioses, was another valuable commodity to be had in the Galapagos. By 1790 pirates were
being replaced by whalers. Soon whalers from New Bedford as well as England were coming to the
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Galapagos in large numbers, dozens of ships each year. Like the pirates before them, whalers would
hunt tortoises, turtles, birds, and occasionally land iguanas for food. The whalers, though, were much
more numerous than the pirates had been and some races of tortoises quickly became extinct.
Up to 1832, the islands were nominally owned by Spain, which, however, had taken little interest in them
and had done almost nothing to enforce its claim. In 1832, they were claimed by the 2 year old Republic
of Ecuador (which lies 1000 km to the east), and named the "Archipelago del Ecuador". In 1892 they were
renamed "Archipelago de Colon" in honor of Columbus and the 400th anniversary of his discovery of
America. This remains the official name of the islands, but the original name, Galapagos, is more widely
used. In 1833, the Ecuadorian government granted a concession to Jose Villamil, a Frenchman who had
left Louisiana when it was sold to the United States, to establish the first settlement in the Galapagos, on
Floreana. Villamil raised fruits, vegetables, cattle, pigs, and goats and did a brisk business trading with
whalers.
By the time of Darwin's visit in 1935, tortoises were already disappearing from Floreana. He found two to
three hundred people living on the island and that the staple article of animal food is supplied by the
tortoises. By 1846, Berthold Seeman, a naturalist, reported there were no tortoises to be found on
Floreana, but there were 2000 head of cattle. Wild dogs roamed the island, and they were later reported
to attack visitors.
Course Description
This course is addressed to undergraduate students from different disciplines, interested to discover how
historical, cultural, social, biological or ecological factors interact and affect the living and health
conditions of men, women and children. Previous courses of Anthropology, Sociology, Public Health,
History, Latin American Studies, Environmental Sciences or related fields will easy our common
understanding of former and current living conditions in which the World population has struggled for its
Development.
This course will study the mutual influence of human beings and environment, around the world including
local population. While in mainland America, permanent contact with nature allowed Native Americans to
develop a particular world-vision, and cultural patterns of behavior to get adapted to the prevailing
conditions, in the case of Galapagos Islands, human presence is recent, and its adaptation is just
happening these days. We will review those cultural beliefs and practices that influence children and adult
health behaviors, as well as their behavior and the relationship with nature.
Our main objective is to provide the student the opportunity to make an objective analysis of intervenient
factors in health, nutrition and life. Because of this interest we will also review modern health practices
and health systems interactions as part of the medical and anthropological concern.
Through lectures, class discussions, videos, and student presentations, we will explore issues of health
and environment in the region. We will try to answer general questions such as: How local population
interacts with the environment? What are the consequences of that interaction? How can we advise the
local authority to equilibrate that relationship?
Most of the classes will be oral and audiovisual presentations made by the students. All of the classes will
be active discussions guided by the professor. All students will review the readings in advance.
Course Objectives
1. To relate cultural, ecological, economic, and political factors in order to explain the health
conditions of local people.
2. To construct a critical perspective on health and environment.
3. To learn about the relevance of environmental sciences in addressing local health concerns.
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4. To apply research techniques obtaining updated anthropological knowledge from primary and
secondary sources.
Course Requirements
1. Reading of course material and participation in class discussions. All assignments must be
submitted on time. An initial list of topics related to Environment and Health will be prepared by
the professor. Each student will select one of the first topics for presentation. Depending on the
number of students two to three presentations will be performed by each student during the term.
The sequence of presentations will be decided by the professor and the students during the first
class.
2. Presentation and Review Paper (@30 points): For this assignment, students will prepare an
incisive and informative presentation of 60 minutes for the class. A list of presentation topics is
provided in this syllabus. Presentations can be in different forms such as panels, workshops,
audio-visual shows, etc., followed by a discussion or debate period. Presentations must generate
discussion of the relevance of the weekly readings in understanding environment and health from
a cross-cultural perspective. In order to facilitate class discussion, bring at least two discussion
questions for the class. A grade will be assigned based on the evaluation in three main areas: 1)
summary of readings; 2) integration of readings with themes of the course; 3) discussion. Each
student will submit a review paper (2-4 typed pages) at the end of the week (Friday 6pm.). Your
paper must be a critical overview of the readings of the week and include some reflections on
issues raised in class during or after the presentations.
You must show a complete knowledge of the readings’ arguments and be able to express them
as well as your own viewpoint in a clear manner. You may discuss your writing in three ways: 1)
drawing specific examples from the readings or from your own experience; 2) drawing
connections with general themes of the seminar and 3) putting forth a critique of the work you are
examining or critiquing other seminar ideas in terms of the readings.
Your review paper will be assessed on the basis of its organization, proper citations, summary of
key themes or arguments, content analysis and extra bibliography.
3. Research Project (@ 20 points): Each student will select a broad topic to follow throughout the
term. Student will research relevant background material, follow health or environment related
news reports, and generate an annotated bibliography of health or environment research on the
selected topic. Your project must coherently organize your efforts, findings, copies of the relevant
background literature, and analysis of causation (physiological, social, economic, environmental
and political) of health outcomes. Your project must have an appropriate logical structure,
complete references and citations, and an appropriate format (language and grammar, headings,
a conclusion, etc.), and must synthesize material drawn from readings, lectures, and discussion
with your own thinking. Your project is a work in progress and includes the following sections:
-Selected topic and its goals
-Problem statement
-List of important readings (including a short annotated bibliography)
-Copies of the most relevant readings, theoretical frameworks, maps, data tables,etc.
-Discussion of the most relevant issues
-Conclusion
You must carefully adhere to the following timeline for your project assignment:
I.
Discuss project topic with instructor (by Wednesday 23th; @ 2 points)
II.
Submit a brief topic summary and project plan (by Friday 25th; @ 2 points)
III.
Submit relevant reading list or bibliography (by Monday 28th @ 3 points)
IV.
Submit final project plan (by Wednesday 30th ; @ 3 points)
V.
Submit project for final evaluation (by Thursday 8th; @ 10 points)
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The score for each assignment will be added to determine your final score. Your course grade will be
assigned according to the following scale: A = 90% and above; B = 80 – 89%; C = 70 – 79%; D: 60 –
69%; and F = <60%. There is NOT a university plus/minus system at San Francisco de Quito University.
Readings and discussion dates and themes
Mon Sep 21
Course presentation, perspectives, and evaluation.
Mon Sep 21
1. Our Changing planet, pages: 508 – 528. In: THE DYNAMIC EARTH: an introduction to physical
geology. Second Edition. Chapter 19. Brian J. Skinner and Stephen C. Porter. John Wiley /
Sons, Inc. New York. 1992.
2. Introduction to Ecological Principles, pages 6 – 38. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
Tues Sep 22
3. The Atmosphere, pages 358 – 390. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
4. Air Pollution, pages 391 – 438. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
Wed Sep 23
5. Water Resources, pages 458 – 484. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
6. Water Pollution, pages 485 – 535. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
Thurs Sep 24
7. Solid and Hazardous Wastes, pages 536 – 590. In: OUR GLOBAL
ENVIRONMENT. A health perspective. Anne Nadakavukaren. Waveland Press, Inc. Sixth
Edition. Long Grove, Illinois. 2006.
8. Entering a New World, pages 3 – 26. In: PLAN B 3.0. Mobilizing To Save Civilization. Lester R.
Brown. W.W. Norton and Company. New York. 2008.
Fri Sep 25
Field Trip: 9am. We will visit three main Electricity, Water and Waste Management facilities
already installed in the Island. We will take taxis to go up the hill (about 700 meters of
elevation), and we will return by ridding a bike just to the University building. The road is
paved and way down the hill, approximately 30 minutes of bike tour. We will spend the
whole morning in this field work and we will return to town by lunch time.
Mon Sep 28
9. Deteriorating Oil and Food Security, pages 27 – 47. In: PLAN B 3.0. Mobilizing To Save
Civilization. Lester R. Brown. W.W. Norton and Company. New York. 2008.
10. Rising Temperatures and Rising Seas, pages 48 – 67. In: PLAN B 3.0. Mobilizing To Save
Civilization. Lester R. Brown. W.W. Norton and Company. New York. 2008.
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Tue Sep 29
11. Early Signs of decline, pages 106 – 130. In: PLAN B 3.0. Mobilizing To Save Civilization. Lester
R. Brown. W.W. Norton and Company. New York. 2008.
12. Restoring the Earth, pages 152 – 191. In: PLAN B 3.0. Mobilizing To Save Civilization. Lester R.
Brown. W.W. Norton and Company. New York. 2008.
Wed Sep 30
13. Eradicating poverty, Stabilizing population, pages 131 – 151. In: PLAN B 3.0. Mobilizing To Save
Civilization. Lester R. Brown. W.W. Norton and Company. New York. 2008.
14. Raising Energy Efficiency, pages 213 – 236. In: PLAN B 3.0. Mobilizing To Save Civilization.
Lester R. Brown. W.W. Norton and Company. New York. 2008.
Thur Oct 1
15. Environmental Ethics in Society, pages 520 – 589. In: ENVIRONMENTAL ETHICS. Divergence
and Convergence. Second Edition. Richard G. Botzler and Susan J. Armstrong. McGrawHill.
Boston. 1998.
16. Space, Time, and Health, pages 139 – 150. In: SPACE, TIME AND MEDICINE. Larry Dossey,
Md.. Editorial Shambala Publications. Boston 1985.
Fri Oct 2
17. The ecology of health and disease, pages 1 -30. In: MEDICAL ANTHROPOLOGY IN
ECOLOGICAL PERSPECTIVE. Ann McElroy and Patricia K. Townsend. Third edition. Westview
Press. Boulder. 1996.
18. Interdisciplinary research in health problems, pages 31 – 52. In: MEDICAL ANTHROPOLOGY IN
ECOLOGICAL PERSPECTIVE. Ann McElroy and Patricia K. Townsend. Third edition. Westview
Press. Boulder. 1996.
Mon Oct 5
19. Genes, culture and adaptation, pages 73 – 117. In: MEDICAL ANTHROPOLOGY IN
ECOLOGICAL PERSPECTIVE. Ann McElroy and Patricia K. Townsend. Third edition. Westview
Press. Boulder. 1996.
20. Stress, illness, and healing, pages 237 – 279. In: MEDICAL ANTHROPOLOGY IN ECOLOGICAL
PERSPECTIVE. Ann McElroy and Patricia K. Townsend. Third edition. Westview Press. Boulder.
1996.
Tue Oct 6
21. Costs and benefits of development, pages 327 – 373. In: MEDICAL ANTHROPOLOGY IN
ECOLOGICAL PERSPECTIVE. Ann McElroy and Patricia K. Townsend. Third edition. Westview
Press. Boulder. 1996.
22. Introduction: Health and Environment. By: David R. Phillips and Yola Verhasselt, pages 3 – 32.
In: HEALTH AND DEVELOPMENT. David R. Phillips and Yola Verhasselt. Routledge. London.
1994.
Wed Oct 7
23. Global environmental change and health. By: Graham Bentham, pages 33 – 49. In: HEALTH
AND DEVELOPMENT. David R. Phillips and Yola Verhasselt. Routledge. London. 1994.
24. Health and Development: retrospect and prospect. By: David R. Phillips and Yola Verhasselt,
pages 301 – 319. In: HEALTH AND DEVELOPMENT. David R. Phillips and Yola Verhasselt.
Routledge. London. 1994.
Thurs Feb 19
Projects oral and written presentation
Friday Feb 20
Visit to an isolated beach and El Junco Crater, San Cristobal.
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Complementary Material
THE ATLAS OF CLIMATE CHANGE. Mapping the world´s greatest challenge. Kirstin Dow and Thomas
E. Downing. University of California Press. Berkeley. 2007.
GLOBAL WARMING SURVIVAL HANDBOOK. David de Rothschild. 77 essential skills to stop climate
change – or live through it. Live Earth. New York. 2007. 15 – 133
Plumo. Video. Counter, A., Buchanan, L., Ortega, F. La Victoria, Ecuador. 1996.
Mercury. Video.Counter, A., Buchanan, L., Ortega, F. El caso de Nambija, Ecuador. 2000.
Ecological Medicine: One Notion, Indivisible, pages 3 – 40. In: ECOLOGICAL MEDICINE. Healing the
Earth, Healing Ourselves. Edited by Kenny Ausubel, founder of the Bioneers, with J.P. Harpignies. Sierra
Club Books. San Francisco. 2004.
Observations, critics or comments with regard to Environment and Health MED 400E are always
welcome, please do them directly to your professor.
QUESTIONS FOR THIS FIRST WEEK
 Bring examples of the application of Ecological Principles to the
island
 What are the air conditions in the island?
 What are the conditions of water resources, water use and used
water disposal in the island?
 What about the garbage or solid waste?
 Oil consumption and food security
 Records on temperature and tide information, risk of tsunami?
Contingency Plans?
 Poverty
 Energy use
 Health facilities
ARE THERE SOME PROBLEMS?
VISIT THE INTERPRETATION CENTER
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