This document provides an overview of the Health Education curriculum in the Philippines. It discusses the goals of promoting overall wellness, essential knowledge, attitudes and skills. It outlines the time allotment, language of instruction, and basis in school health data for grades 1-10. Key content areas covered include growth and development, nutrition, disease prevention, injury prevention, and environmental health. Characteristics of the curriculum emphasize holistic, preventive, learner-centered, values-based, and skills-based approaches. The curriculum is also standards-based, culture-responsive, and integrated with legislation and other learning areas.
Recreation is the expenditure of time with an intent to gain some refreshment. It is a break from monotony and a diversion from the daily routine. It is a positive change from the stereotypical lifestyle and involves an active participation in some entertaining activity.
Dora Gudrun Gudmunsdottir, Health promoting schools and communitiesTHL
Dora Gudrun Gudmunsdottir, Ending Childhood Obesity in the Nordic Countries workshop, 16-17.11.2016. Nordic Welfare States and Public Health - A Need for Transformative Change? -conference.
Maidan Summit 2011 - Saroj Yadav, National Council of Educational Research an...Maidan.in
In her presentation at Maidan Summit 2011, Ms Saroj Yadav said that health is the most important for a child. Highlighting that health education covers everything like physical, emotional and mental education, she said that it is about changing the mindset. She said that the schools must realize the importance of physical education in the form of games, activities and sport.
She also added that the health concerns include not only physical activities but also social issues like drug abuse, HIV protection and food and inflation. She concluded by saying that the development of physical education has to work in synergy with food and nutrition, social health, safety and security.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
2. The Health Program in Grades 7-10
deals with physical, mental, emotional,
social, moral and spiritual dimensions
of health that enable the learners to
acquire essential knowledge, attitudes
and skills necessary to promote good
nutrition, prevent and control
diseases,
3. substance use and abuse and
reduce health related risk
behaviors and injuries with the
view to maintaining and improving
personal, family, community,
national and global health.
6. A Basis of the Curriculum: SCHOOL
HEALTH DATA
• 97% have dental caries
• 67% suffer from parasitism
• 40% pediculosis (kuto)
• 15% are undernourished
• 3% are overweight
• Iron deficiency anemia
• Hearing and visual impairment (Impacted cerumen)
• Upper Respiratory Infection
• National situation among areas: road safety, drugs
7. Comparative Life Span and Time Allotment in Minutes
per Week for Subjects in Grades 1-6 in Four Asian
Countries (SEAMEO-INNOTECH. 2011)
Philippines Singapore Malaysia Brunei
Darussalam
Life Expectancy 71 80 74 77
at Birth (2005)
SUBJECTS
Mother Tongue/
National 1,950 1,800 1,980 1,620
Language
English 2,250 2,400 1,890 1,620
Science 1,100 540 360 810
Mathematics 1,950 1,740 1,080 1,620
Social Studies 1,500 360 180 270
MAPEH 500 1,500 1,080 900
Character 750 1,800 1,080 810
Education/
Islamic & Moral
Education
EPP, Design & 600 180 180
Technology/ ICT
8.
9. Content Areas in Health Education
Growth and Development
• Developmental milestones in
childhood and adolescence
• Personal health
• Development of self-
management skills
10. Content Areas in Health Education
Personal Health (*}
• Development and
practice of behaviors
promoting physical,
mental, social, emotional,
and spiritual health
• Prevention and
management of personal
health problems
11. Content Areas in Health Education
Nutrition (*)
• Recognition of the nutrients
children and adolescents need
• Analysis of quality and
quantity of food intake
• Development of proper eating
habits to meet physiological,
psychological and social needs,
• Diseases and disorders that
arise from improper eating
habits
12. Content Areas in Health Education
Substance Use and Abuse
• Their identification
• Causes
• Effects on the person, the
family, society and the
nation
• Prevention and control
13. Content Areas in Health Education
Family Health
• Human life cycle related to personal
interactions within the family
– nurtures the individual
– provides a home environment
14. Content Areas in Health Education
Prevention and control of diseases and disorders
• Prevention and control of communicable and
non-communicable diseases and disorders,
through
– Development of health habits and practices
– Health programs supported by legislation
– Provision of health services in the school and in the
community
15. Content Areas in Health Education
Injury Prevention, Safety and First Aid (*)
• Causes, effects, and prevention of accidents
and injuries
• Promotion of safe environments
16. Content Areas in Health Education
Consumer Health
• Application of consumer skills in the
wise evaluation, selection and use of
health information, products, and
services
17. Content Areas in Health Education
Community and Environmental Health
• Situates the learner as an integral part of
his/her community and the environment.
18. Characteristics of Health Education
Holistic
Analyzes interrelationship among:
• Factors that influence health status
• Areas of health
• Dimensions of health
19. Characteristics of Health Education
• Epidemiological
– Studies incidence, prevalence, cause, and source
of epidemics
• Preventive
– Helps people take
positive action on
their health & lifestyle to
prevent disease & achieve
optimum health
20. Characteristics of Health Education
Learner-centered
• Focuses on student’s needs, abilities,
interests and learning styles with teacher
as facilitator of learning
21. Characteristics of Health Education
Values-based
• Promotes valuing self and others and
recognizes the worth and integrity of all
involved in the life and work of the school,
fostering positive relationships
22. Characteristics of Health Education
Culture-responsive
• Uses cultural
knowledge, prior
experiences, and
performance styles of
diverse learners to
make learning more
appropriate and
effective for them
23. Characteristics of Health Education
• Rights-Based—Recognizes the Rights of the
Child to
– Life
– Survival and development
– Education
– Health care
– Protection from violence, injury, abuse
– Nutrition
– Shelter, etc.
24. Characteristics of Health Education
• Standards-Based & Outcomes-based:
Requires students to demonstrate that they
have learned academic standards set on
skills and content: what students need to
know, understand, and be able to do.
– Health Learning Area Standard:
• The learner demonstrates understanding of key
concepts of health in achieving, promoting and
sustaining wellness for quality life
25. Key Stage Standard: K to 3
The learner demonstrates understanding and
observance of healthy practices to achieve
wellness.
Grade Level Standard for Grade 1
The learner demonstrates understanding of
essential concepts related to nutrition, personal
health, and safety to enhance health and well-
being.
26. Characteristics of Health Education
Skills-based: Applies life skills to specific health
choices and behaviors
WHO Health Skills, including Life skills
– Communication and Interpersonal Skills
• Interpersonal communication skills
• Negotiation/refusal skills
• Empathy-building skills
• Cooperation and teamwork
• Advocacy
27. • Decision-Making and Critical Thinking Skills
– Decision-making/problem solving skills
– Critical thinking skills
• Coping & Self-Management Skills
– Skills for increasing personal confidence & abilities
to assume control, take responsibility, make a
difference, or bring about change
– Skills for managing feelings
– Skills for managing stress
28. Characteristics of Health Education
• Integration of Legislation: Integrates laws
that promote health and prevent and control
unhealthy practices, e.g.,
– R.A. 3573 Prevention and Suppression of
Dangerous Communicable Diseases
– R.A. 9211 Tobacco Regulation Act of 2003
– R.A. 9512 Environmental Awareness
– R.A. 7394 Consumer Act of the Philippines
29. Characteristics of Health Education
• Reinforced by School Celebrations Mandated by
Law, e.g.
– June 6: World Environment Day Incidental
– June 14-18 Safe Kids Week
– July National Nutrition Month
National Disaster Preparedness Month
-- October National Health Education Week
– October Global Handwashing Day
– December 1 World AIDS Day
– February National Dental/Oral Health Week
– March Fire Prevention Month
30. Correlated with Other Learning Areas
• Science
• Music, Arts, Physical Education
• Edukasyon sa Pagpapakatao
• Araling Panlipunan
• Edukasyong Pangkabuhayan/ Technology &
Livelihood Education
• English
• Filipino
• Mathematics
32. Curriculum Organization
• Psychological: Starts with the student and
her/his health to family health, thence to
community and environmental health
• Continuous Spiral Progression: Previous
learning is the basis of subsequent learning or
learning is continuous and deepened
33. ORGANIZATION OF THE TEACHING GUIDES
Module (1/Quarter of 10 meetings)
– Objectives
– Content
– Background Information
o Day 1:
Motivation related to the picture about
the Module
Let Us Try (Pre-test) Key to correction
o Days 2-9:
Lessons of 40/30 minutes each
Instructions on how to do the activities and projects, crafts
Questions to ask
o Day 10: Let Us Check
34. Health is a gift, but
you have to LEARN
to keep it.
Editor's Notes
Analyzesthe interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social, emotional, moral/spiritual
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning