EHCE1_en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE1

SEMESTER

A Mandatory

COURSE TITLE

Foundations of Environmental Communication – Protecting Health

COORDINATOR

KONSTANTINA SKANAVI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

After successful completion of the course, postgraduate students will be able to understand:

-the main concepts and principles governing environmental communication.

– the importance of systems thinking and the need for collective action.

–  the interrelationship between material well-being and the environmental footprint burden.

– conduct research studies in environmental communication and promote innovative programs.

– develop research in the field of new technologies related to environmental communication.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1.      Main concepts and principles of environmental communication .

2.     Interaction between material well-being and ecological footprint.

3.     Anthropogenic pressures on the environment – environmental changes and damage to the ecosystem – effects on human health.

4.     Objectives of sustainable development through the three axes: economy-society-environment.

5.     Environmental risk factors for chronic diseases.

6.     Environmental risk factors for learning disorders.

7.     Environmental risk factors for neurodevelopmental disorders.

8.     Environmental risk factors for behavioral problems.

9.     Environmental risk factors for mental health problems.

10.   Design, implementation and evaluation of environmental communication interventions for students of typical development and students with special educational needs.

11.  ICTs and environmental communication interventions

12.  Studies presentation-Final Evaluation.

13.  Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

·        UNESCO (1976), The international workshop on environmental education. Belgrade, Yugoslavia. Final report. UNESCO: Paris.

·        UNESCO (1978), Intergovermental Conference on Environmental Education (Tiblisi USSR), UNESCO: Paris. William

·        B.Stapp et al (1969), The concept of environmental education, Seminar: Journal of environmental education (Volume 1, Number 1, Fall 1969)

·        Skanavis, K., 2004, Environment and Communication: Having the Right to Choose (Athens: Kaleidoskopio).

·        European Commission (2017). Attitudes of European citizens towards the environment. Special Eurobarometer 468. Survey requested by the European Commission, Directorate-General for Environment and co-ordinated by the Directorate General for Communication.

·        KauI, V. (2017). Environmental Crisis and the Role of Media. International Journal of Trend in Scientific Research and Development, Vol. 1, No. 4, pp.684-697.

·        Αρσένη, Ε., Σελεβέντη, Μ. Κ., Κουνάνη, Α., & Σκαναβή, Κ. (2019). Ο ρόλος των ΜΜΕ στην ενημέρωση μικρών ελληνικών κοινωνιών στα περιβαλλοντικά ζητήματα: η περίπτωση της Σκύρου.

·        Bowman, J.S. & Hanaford K. (1977). Mass media and the environment since Earth Day, Journalism Quarterly, Vol. 55, No.1, 160-165.

·        Boykoff, M. and Boykoff, J., 2004, Balance as bias: global warming and the US prestige press. Global Environmental Change 14 (2), 125–136..

·        Crick, B.  (1998), Education for citizenship and the teaching of democracy in schools London Qualifications and Curriculum Authority. Final report of the Advisory Group on Citizenship. London Qualifications and Curriculum Authority.

·        Westwood, P. (2003). Commonsense methods for children with special educational needs: strategies for the regular classroom. Fourth Edition. London: Routledge Farmer.

·        Wilson, R. A. (1994). Integrating outdoor/environmental education into the special education curriculum. Intervention in School & Clinic, 29, 156–159.

·        Zelezny, L.C. (1999). Educational interventions that improve environmental behaviors: A meta-analysis. Journal of Environmental Education 31, 5–14.

·        Biederman, J., Milberger, S., Faraone, S. V., Kiely, K., Guite, J., Mick, E., … & Reed, E. (1995). Family-environment risk factors for attention-deficit hyperactivity disorder: A test of Rutter’s indicators of adversity. Archives of general psychiatry, 52(6), 464-470.

·        Rasooly, D., Ioannidis, J. P., Khoury, M. J., & Patel, C. J. (2019). Family history–wide association study to identify clinical and environmental risk factors for common chronic diseases. American journal of epidemiology, 188(8), 1563-1568.

·        Owen, M. J. (2012). Intellectual disability and major psychiatric disorders: a continuum of neurodevelopmental causality. The British Journal of Psychiatry, 200(4), 268-269.

·        Lyall, K., Schmidt, R. J., & Hertz-Picciotto, I. (2014). Maternal lifestyle and environmental risk factors for autism spectrum disorders. International journal of epidemiology, 43(2), 443-464.

·        Li, Q., Cheung, C., Wei, R., Hui, E. S., Feldon, J., Meyer, U., … & McAlonan, G. M. (2009). Prenatal immune challenge is an environmental risk factor for brain and behavior change relevant to schizophrenia: evidence from MRI in a mouse model. PloS one, 4(7), e6354.

·        Tran, N. Q. V., & Miyake, K. (2017). Neurodevelopmental disorders and environmental toxicants: epigenetics as an underlying mechanism. International journal of genomics, 2017.