Faculty & Staff > Syllabus Fall 2008 Tues & Thurs
Course Number/Title: PE 263—Personal and Community Health Credit Hours: 3 Semester: Fall 2008: Tuesday and Thursday—Section B Room/Time Assignment: Instructor: Dr. Ted Spatkowski Office: Office Phone: 330-490-7358 E-mail: tspatkowski@walsh.edu Office Hours: MW 10:20-11:20 am and 2:00 – 4:00 pm TR 11:30 – 3:00 pm F 1:00 – 3:00 pm and by appointment Rubrics and study guides can be found on the instructor’s WEB page: http://www.walsh.edu/tspatkowski Catalog Description: This Heritage Series One course examines the challenges of the 21st century focusing on the situation of humankind in the modern world related to personal and community health. The scope includes acquiring fundamental knowledge of health enhancement in the areas of emotional and mental health; alcohol, tobacco and other drugs; human sexuality; chronic and infectious diseases; consumer health and awareness; nutrition; exercise and fitness; culture and gender issues; and other societal and safety themes. Discussion of subject matter will center on the rapid advancement of technology in the allied fields of health enhancement and the application of values, ethics, and cultural/religious mores guiding personal and societal decisions, especially in regard to the dignity of humans. Field Experience Requirements: None Mandatory Background Check It is mandatory that ALL education students have a criminal background check prior to entering ANY classroom for observations, field experiences and/or pre-student/student teaching. No exceptions are made for any student. Those students currently teaching or enrolled in evening classes are not exempt from this policy. Failure to submit a clear background check results in an “F” for your grade in this course. Questions about this policy can be directed to the Education Placement Office, All students should be aware that prior criminal convictions, whether or not the conviction has been expunged, can affect his/her ability to obtain a license to teach in the State of Ohio and/or affect his/her ability to obtain employment in a pre-school program, parochial school, public school district or chartered non-public school. It is the student’s responsibility to determine whether he or she is eligible for licensure and/or employment as a teacher in the State of Academic Policy Beginning with fall 2003, all education students shall take and pass Praxis II Content before student teaching. Beginning with fall 2003 all education students are required to have a B- minimum grade in these classes for these programs: AYA ECE ISE MCE PE 232 240 222 EDUC 463 one of the 210 or two of the EDUC 465 following 4: 410 241 following 4: EDUC 466 431 423 PE 381 432 411 441 424 PE 385 433 412 442 425 one of the 426 434 following 3: 443 435 444 421 436 445 422 Alignment: As part of its mission, the Division of Education is committed to diversity, service learning, and the Judeo-Christian traditions upon which Diversity: · Discussion in class encourages the sharing of ideas and information from all students. Specific mention of race/ethnicity as risk/contributing factors for particular health conditions is made. Judeo-Christian values: · See value in community and the role of family in learning and developing. Service Learning: · Candidates will begin to develop an understanding of health and wellness concepts as applied to themselves as well as implications for future professional application. Technology: · Students are required to purchase a textbook that contains a CD-ROM with additional health/wellness information and WEB links. A WEB site exists for practice quizzes at: http://www.healthyliving.jbpub.com/4e/practice_quizzes.cfm Instructional Objectives: KNOWLEDGE Each student will: 1. Begin to develop an understanding of health and wellness 2. Begin to develop an understanding of how health and wellness concepts apply to them. 3. Begin to understand the challenges and opportunities of the 21st Century in applied health fields, focusing on the rapid advancement of technology and the application of values, ethics, and cultural/religious mores guiding personal and societal decisions, especially regarding the dignity of humankind. 4. Begin to understand implications for future professional application 5. Know the physiological, psychological, social and spiritual/religious dimensions of health 6. Develop a fundamental knowledge of the history of community health agencies and services 7. Become knowledgeable about population diversity, demographics, and epidemiology in relation to personal and community health issues SKILLS Each student will: 1. Demonstrate critical and reflective thinking especially as applied to the examination of health challenges in the 21st Century, focused on the situation of humankind in the modern world. 2. Understand how their decisions, interactions and behaviors impact themselves, their families, and society as a whole 3. Be able to discuss the critical concepts of health, wellness and disease 4. Be able to discuss and assess the health care delivery system 5. Be able to access and understand scientifically based, accurate, up-to- date information regarding health and wellness, and the application of values, ethics, and cultural/religious mores guiding personal and societal decisions. 6. Become involved in taking responsibility for their health and well- being 7. Be able to discuss how personal health is related to community health issues 8. Be able to discuss the major concepts of community health including: a. Sewage disposal b. Pollution and pollution control c. Recycling programs d. Prevention and impact of communicable diseases e. Recognition and treatment of mental health disorders f. Societal impact on and influence by health DISPOSITIONS Each student will: 1. Be able to develop a personal health care plan 2. Understand the significance of how the various health care systems relate to one another 3. Follow his/her curiosity to remain engaged in learning, challenge their previous notions and seek deeper understanding through guided risk- taking 4. Explore how dollars are spent on health programs funded by government and non-profit agencies 5. Become more aware of and knowledgeable about all types of health resources and services offered in Required Texts and/or Instructional Materials: Alters, S. and Schiff, W. (2006). Essential concepts for healthy living 4th edition. http://www.healthyliving.jbpub.com/4e/practice_quizzes.cfm Pastoral Constitution: On the church in the modern world—gaudium et spes. Proclaimed by His Holiness, Pope Paul VI on December 7, 1965. www.christusrex.org/www1/CDHN/v4.html Course Content, Schedule, and Assignment Due Dates: Date Topic/Activity Assignment(s) AUG. 26 Tue Introduction, handouts, and discussion of research/oral project 28 Thur Chapter 1: Health: the foundation for life SEPT. 02 Tue Chapter 2: Psychological health 04 Thur Chapter 3: Stress and its management 09 Tue Chapter 5: Reproductive health: reproductive systems (Part I) Pregnancy and childbirth (Part II) 11 Thur Chapter 5: Reproductive health: pregnancy, and childbirth (Part II) cnt. Reproductive health: contraception and abortion (Part III) 16 Tue Chapter 6: Romantic relationships and communication, and Jeopardy review for test I 18 Thur TEST I Chapters 1, 2, 3, 5 and 6 23 Tue Ethics and Religious Diversity (Oral project sign-up and discussion) 25 Thur Chapter 7: Drug use and abuse (Part I) 30 Tue Chapter 7: Drug use and abuse (Part II) Alcohol and tobacco (Part I) OCT. 02 Thur Chapter 8: Alcohol and tobacco (Part I cnt) Alcohol and tobacco (Part II) 07 Tue Chapter 9: Nutrition (Part I and Part II) 09 Thur Chapter 10: Body weight and its management Chapter 11: Physical fitness 14 Tue FALL BREAK – NO CLASSES 16 Thur Chapter 11: Physical fitness, cnt Jeopardy review for test II 21 Tue TEST II Chapters 7, 8, 9, 10, and 11 23 Thur Chapter 12: Cardiovascular health Chapter 13: Cancer 28 Tue Chapter 14: Infection, immunity and noninfectious disease (Part I & II) 30 Thur Chapter 15: Aging, dying and death NOV. 04 Tue Conventional, alternative and complementary medicine Oral reports (3) 06 Thur Oral reports (6) Diet Analysis Assignment Due 11 Tue Chapter 4: Violence and abuse Oral reports (3) 13 Thur Oral reports (6) 18 Tue Oral reports (6) Reflection Paper Due 20 Thur Chapter 16: Environmental Health Oral reports (3) 25 Tue Jeopardy review for test III 27 Thur Thanksgiving Break – NO CLASSES FINAL EXAM Thursday, December 04, at 8:00 am – 10:00 am TEST III, Chapters 4, 12, 13, 14, 15, and 16 Course Evaluation Methods/Final Grade Determination: Written/oral work, presentations, projects or portfolios previously submitted for a grade may not be re-submitted in this class!! 1. Attendance and class participation: It is expected that you will be in class every day. An important component of this class is the discussion of diverse viewpoints. This component cannot be realized unless each student is in attendance. You will receive 50 attendance points at the beginning of the semester. Each time you are absent two (2) points will be deducted from that total. You are allowed five unexcused absences during the semester. Upon the sixth absence, you will receive a failing grade for the class and be removed from the roster. 2. Tests: There will be three tests each worth 100 points. The tests will cover materials from the textbook, class lectures, and class discussions. Total points equal 300 points. Practice quizzes are available at: http://www.healthyliving.jbpub.com/4e/practice_quizzes.cfm (underline after “practice”) 3. Reflection paper: The basic definition of learning is “a change in behavior.” You will write a short paper (approximately one or two pages) explaining how this class has affected your behavior (thinking, doing, feeling) regarding your health (rubric attached). 30 points. 4. Individual research project/Oral presentation: Each student will select a local community health service agency to research and then report his/her findings to the class. You are required to produce a 1-2 page paper on the agency selected (NOT A COPY OF YOUR PRESENTATION SLIDES), following the specific outline attached. Further, you will prepare and present a 15 minute oral report on the agency you have selected to the class. (30 points, rubric attached). Included in that task; copies of your paper should be made and handed to each student in class. Two copies of the report will be handed in; one will be graded and returned (50 points, rubric attached), the other will be filed by the instructor. (Refer to specific assignment handout.) The research project/oral presentation is worth a total of 80 points. 5. “EatRight”Diet Analysis project: (Refer to handout given in class). Students will perform a computer analysis of their diet consisting of all foods and beverages consumed over three consecutive days; it is suggested you use one weekend day and two weekdays to record your food intake. The amounts must also be recorded to determine accurate food intake. For some items you may have to guess at the actual portion. Since most people think they consume less food than they actually do, it is suggested you “guess” a larger amount than you think you have eaten. Don’t rely on your memory to remember what you ate---list foods as soon as you eat them, keeping notes of brandnames of fastfoods, etc. Don’t forget the “add-ons,” butter, jelly, salt, gravy, sauces, sugar, candies, snacks, etc. Don’t be shy!! The more honest you are with yourself about what you are eating, the more you will learn about the quality of your diet. After the three-day period, students will analyze their diet utilizing the “EatRight” software installed on computers in the 6. Class discussion: It is expected that students will read assigned chapters of the text before class and come prepared to discuss the readings. Everyone’s ideas, insights, thoughts, and questions, including the ethical and cultural/religious mores that shaped their view, are of value to the learning process. You should not feel your ideas are of less value than any of your classmates’. After all, we are here to learn from each other. 7. Tardiness: It is expected you will be here on time for each class. It is both disengaging and rude to the professor and your fellow learners to constantly arrive after the instructor has begun lecturing. Excessive tardiness will require a mandatory conference with the professor. Tardiness after that will be counted as an absence. 8. Materials to be turned in for credit: All materials turned in for class credit MUST be typed, double-spaced, appropriately referenced, and grammatically correct. Papers deemed unacceptable by the professor will be returned to be re-done with a reduction of one letter grade. 9. Bonus Points: For those of strong will and determination, it is possible to earn bonus points by bringing to class a maximum of 10 short articles of general health interest (or something you heard on the news, etc) that fit the focus of this class. The news article should be short, brief and to the point. These articles, or items of interest, will be reported and discussed in class during the first 10-minutes. Each article is worth three points for a total of 30 points. Duplicate articles will not be accepted; in other words—you snooze, you lose. (30 bonus points are available.) NOTE: A maximum of 2 articles per student per day will be accepted. According to the Division of Education, the grading standards are as follows: A A- Excellent 3.7 93-95% = 474+ points B+ Very good 3.3 91-92% = 464+ points B Good 3.0 87-90% = 443+ points B- Above average 2.7 85-86% = 433+ points C+ Average 2.3 83-84% = 423+ points C Average 2.0 78-82% = 398+ points C- Below average 1.7 75-77% = 382+ points D+ Poor 1.3 73-74% = 372+ points D Very poor 1.0 71-72% = 362+ points D- Extremely poor 0.7 68-70% = 346+ points F Failure 0.0 67% or > = 345- points Additional Information: Course Objectives1. Acquire fundamental knowledge of health enhancement in the area of: a) Personal Health and Fitness, including: § Emotional and mental health § Alcohol, tobacco, and other drugs § Human sexuality § Chronic and infectious diseases § Consumer health and awareness § Nutrition § Exercise § Culture and gender issues Student Portfolio ConnectionsStudents may wish to include their article reviews, individual research project and final paper, from rough draft stage to final products, as part of their general portfolio. Course PoliciesResponsible academic behavior is expected of all student involved in learning at higher institutions. Guidelines for academic integrity are included within the Walsh 2008-09 Catalog. Breaches of integrity include cheating, fabrication, facilitating academic dishonesty, and plagiarism.
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