The document provides information about the Bachelor of Physical Education program at Holy Angel University School of Education. It includes the university and school missions and visions, which focus on providing accessible, quality education to form students with conscience, competence, and compassion. The physical education program aims to develop highly competent educators and leaders through courses and experiences that promote values like community involvement. The Consumer Health course syllabus outlines topics like nutrition, drugs, and consumer protection that will help students understand health issues and educate communities.
This document provides an overview of health education, including its objectives, roles, levels, advantages, planning steps, methodologies, and principles of teaching and learning. Health education aims to produce positive behavior changes through increasing awareness and influencing attitudes. It is an important strategy of primary health care. The document discusses levels of health education from primary to tertiary, as well as advantages like promoting health and safety. Key steps in planning health education include assessment, priority setting, teaching implementation, and evaluation. Effective methodologies include lectures, discussions, demonstrations, and using visual aids. Principles of teaching emphasize meeting learners' needs and facilitating active participation.
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
This document provides an overview of curriculum development in nursing education. It defines curriculum and discusses its key concepts and nature. It outlines the determinants and foundations of curriculum planning, including philosophical, sociological, psychological, scientific, and environmental factors. It describes the purposes and principles of curriculum development. It also discusses the levels and types of curriculum, components of nursing curriculum, and factors influencing curriculum development. Finally, it presents the steps in curriculum development process according to Raph Tyler, including formulating educational objectives, selecting learning experiences, organizing experiences, and evaluating the curriculum.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
This document provides an overview of health education, including its objectives, roles, levels, advantages, principles, and methodologies. The key points are:
1) Health education aims to produce positive behavior changes through increasing awareness and influencing attitudes and knowledge relating to health improvement. It is a tool that enables people to take more control over factors affecting their health.
2) Health education is conducted at various levels from primary education to prevent health problems, to secondary education to prevent complications, to tertiary education to restore maximum health.
3) Effective health education involves assessment, planning, implementation, and evaluation and applies principles like ensuring understanding and active participation from learners.
4) Teaching methodologies can be
The occupational therapy assistant program curriculum is designed around three central themes: occupation, function, and role acquisition. It combines the mission of the OTA program, Kaplan Career Institute, and philosophic beliefs of the faculty. The curriculum is competency-based and sequenced over six quarters using Bloom's Taxonomy. It utilizes various teaching methods including case studies, projects, and fieldwork to allow students to apply knowledge and develop critical thinking and clinical skills. The goal is to prepare graduates for entry-level practice as occupational therapy assistants and lifelong learning.
This chapter discusses the role of education in healthcare. It provides an agenda for the lecture which includes objectives focused on understanding the teaching role of health professionals and the education process. The chapter then reviews the historical evolution of patient education from the 1800s to present day. Key trends have shifted education approaches from disease-oriented to prevention and health-oriented models. Barriers to teaching and obstacles to learning are discussed. The ASSURE model for developing education plans is presented along with a focus on technology's growing role in client education.
This document provides an overview of health education, including its objectives, roles, levels, advantages, planning steps, methodologies, and principles of teaching and learning. Health education aims to produce positive behavior changes through increasing awareness and influencing attitudes. It is an important strategy of primary health care. The document discusses levels of health education from primary to tertiary, as well as advantages like promoting health and safety. Key steps in planning health education include assessment, priority setting, teaching implementation, and evaluation. Effective methodologies include lectures, discussions, demonstrations, and using visual aids. Principles of teaching emphasize meeting learners' needs and facilitating active participation.
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
This document provides an overview of curriculum development in nursing education. It defines curriculum and discusses its key concepts and nature. It outlines the determinants and foundations of curriculum planning, including philosophical, sociological, psychological, scientific, and environmental factors. It describes the purposes and principles of curriculum development. It also discusses the levels and types of curriculum, components of nursing curriculum, and factors influencing curriculum development. Finally, it presents the steps in curriculum development process according to Raph Tyler, including formulating educational objectives, selecting learning experiences, organizing experiences, and evaluating the curriculum.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
This document provides an overview of health education, including its objectives, roles, levels, advantages, principles, and methodologies. The key points are:
1) Health education aims to produce positive behavior changes through increasing awareness and influencing attitudes and knowledge relating to health improvement. It is a tool that enables people to take more control over factors affecting their health.
2) Health education is conducted at various levels from primary education to prevent health problems, to secondary education to prevent complications, to tertiary education to restore maximum health.
3) Effective health education involves assessment, planning, implementation, and evaluation and applies principles like ensuring understanding and active participation from learners.
4) Teaching methodologies can be
The occupational therapy assistant program curriculum is designed around three central themes: occupation, function, and role acquisition. It combines the mission of the OTA program, Kaplan Career Institute, and philosophic beliefs of the faculty. The curriculum is competency-based and sequenced over six quarters using Bloom's Taxonomy. It utilizes various teaching methods including case studies, projects, and fieldwork to allow students to apply knowledge and develop critical thinking and clinical skills. The goal is to prepare graduates for entry-level practice as occupational therapy assistants and lifelong learning.
This chapter discusses the role of education in healthcare. It provides an agenda for the lecture which includes objectives focused on understanding the teaching role of health professionals and the education process. The chapter then reviews the historical evolution of patient education from the 1800s to present day. Key trends have shifted education approaches from disease-oriented to prevention and health-oriented models. Barriers to teaching and obstacles to learning are discussed. The ASSURE model for developing education plans is presented along with a focus on technology's growing role in client education.
Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
This document outlines the curriculum for the first semester of the Generic B.Sc Nursing program at Khyber Medical University. It includes 6 subjects: Fundamentals of Nursing, Microbiology, Anatomy and Physiology-I, Biochemistry for Nurses, English, and Computer Skills. For each subject, it provides an introduction, learning outcomes, and topics of study (TOS) including content, learning objectives, and assessment methods for each week over the 16-week semester.
This document discusses the teaching profession in the Philippines. It defines key terms related to teaching and outlines the aims and provisions of major Philippine education acts. Some of the main points covered include: defining teaching and teachers under RA 7836; describing the aims of the Philippine education system under the Education Act of 1982 to provide broad education and train manpower; and highlighting provisions of RA 7836 related to teacher recruitment, qualifications, and improving their living/working conditions.
The document discusses definitions and perspectives on curriculum from various authors. It is described as a systematic arrangement of learning experiences designed to achieve educational aims. Curriculum helps students adjust to their environment and develop new behaviors. It includes the totality of a program's philosophical approaches, outcomes, courses, strategies, interactions and evaluation methods. An effective curriculum incorporates the needs of students and society, advances in knowledge, and available resources to achieve its objectives.
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
The document outlines six standards for early childhood education professionals. Standard 1 focuses on promoting child development and learning through understanding child characteristics, influences on development, and creating healthy learning environments. Standard 2 emphasizes building family and community relationships by understanding families/communities and involving them. Standard 3 is about observing, documenting, and assessing children to support development. Standard 4 is using developmentally appropriate approaches to connect with children and families through positive relationships. Standard 5 is applying content knowledge to create meaningful curricula. Standard 6 is becoming a professional through identifying with the field, upholding ethics, engaging in learning, and advocating for the profession.
This document discusses adult learning theory and the six principles of adult learning according to Knowles. It outlines that adult learning theory emphasizes the value of the learning process and uses problem-based and collaborative approaches rather than didactic teaching. It then describes Knowles' six principles of adult learning: that adults are internally motivated, bring life experiences to learning, are goal-oriented, prefer relevance, are practical learners, and like to be respected. The document provides examples of how clinical educators can apply these principles to facilitate student learning during fieldwork placements.
The document provides information on the Master of Arts in Nursing major in Medical Surgical Nursing program at the University of Bohol, including its vision, mission, goals, objectives and core values. Specifically, it outlines the course syllabus for the Nursing Theories course, including course details like credit units, hours, pre-requisites, description, learning outcomes, content, timeframes, teaching methods, and assessment resources. The course aims to enable students to apply different nursing theories through case study presentations and analyses in various healthcare settings.
Clinical Field Experience A Science Observation FormPart 1.docxmccormicknadine86
Clinical Field Experience A: Science Observation Form
Part 1: Observation
Grade Level: Grade 6
Description of Science Lesson: The science lesson focused on the importance of having a balanced diet. To this end, the
Instructor provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins,
and carbohydrates. The lesson plan was also integrated with physical activities.
Describe additional academic content areas that were present in the lesson.
Apart from learning contents that focused on balanced diet, the students were enlightened on leading
nutritional diseases. Examples of such diseases include: obesity, cardiovascular diseases, and nutrient deficiency disorders.
Document the evidence that demonstrates that the teacher encouraged students to understand the material and ask questions for clarity.
Relevant materials that are grounded on student interest were used by the teacher
The class session was interactive since the teacher required all students to participate and share their views
The teacher instituted group work, in which students would interact and share ideas.
Technological systems such as projector screens were used to increase students’ engagement.
Document opportunities that reflect on prior content knowledge, including cultural relevance, and specific academic language to support the instruction in the identified science content area.
Social interactions were encouraged among students from different cultural groups.
When asking questions, the teacher recognized wait times for diverse groups. The teacher was sensitive to cultural acclimation associated with immigrant learners. Finally, the teacher allowed learners to provide examples using their cultural backgrounds.
Document how students responded during instruction and independent work.
There was a direct relationship between students’ response during class work and their performances during their independent works. In all class works that the students answered and participated well, they performed excellently during their independent works. In addition, independent work improved students’ understanding of different topics. Some students stated that independent assignments made them to be self-directed and self-propelled to improve their class performance.
Describe how students were assessed throughout and at the end of the lesson. Did all students participate?
Students’ performance was assessed formatively and through summative assessment. Summative assessment included providing students with a final examination at the end of their term that covered all the lessons taught. Formative assessment was continuous and included providing continuous assessment tests, class quizzes, and class home works.
Part 2: Reflection
Science instructors work towards increasing students’ level; of understanding of different topics that they provide. As such, there are various ways in which student engagement can be foste ...
Adult learning theory emphasizes that adults learn best when new information is problem-based and collaborative. Andragogy focuses on the process of learning and equality between teacher and learner. Knowles identified six principles of adult learning: adults are internally motivated, bring life experiences, are goal-oriented, oriented to relevance, are practical learners, and like to be respected. As a clinical educator, one can apply these principles by setting graded learning programs, drawing on students' experiences, linking learning to goals, ensuring practical experiences, and regarding students as colleagues.
Dr. Eham AjlouniPHC 1311st term 20172018Week 3 Chapter 1 (P.docxkanepbyrne80830
Dr. Eham Ajlouni PHC 131 1st term 2017/2018
Week 3 : Chapter 1 (Practical Applications of Epidemiology)
Please choose the most appropriate answer: (7 points)
Q1. Gini index used for:
a. Education inequality
b. Income inequality
c. Heath access inequality
d. Social inequality
Q2. The study of the placement and optimum utilization of health services in a community, refers to:
a. Disease etiology
b. Policy evaluation
c. Program evaluation
d. Operations research
Q3. Epidemiologic research is the subject of criticism, like:
a. Conflicting studies
b. Individual risks
c. Search for causes
d. Specific clinical concerns
Q 4- Shift from high birth and death rates to lower birth and death rates, refers to:
a. Demographic Transition
b. Environment Transition
c. Epidemic transition
d. Fertility Transition
Q5- Modern Concepts of Causality, like:
a. Control diseases report
b. Henle-Koch postulates
c. Institute of medicine report
d. Surgeon General’s Report
Q6- Study of Risks to Individuals like:
a. Cohort study.
b. Qualitative study
c. Health services study
d. Virtual study.
Q7-Primordial Prevention concerns with:
a. Limiting disability from disease
b. Minimizing health hazards
c. Protection against disease
d. Reducing progress of disease
Short answers: (3 points)
Answer one question only
Q1. Write the three Criteria for Risk Factors
Q2. List factors affecting reliability of observed changes
Running head: ASSESSMENT 1
1
ASSESSMENT 1
7
Self Assessment
Name: Carzetta Allen
Institution: Capella University
Self Assessment Self-Assessment Table
Item
Learner Self-Assessment of Level of Proficiency
Narrative Explanation of Selection of Proficiency Level
I know how to create inclusive learning environments for all students.
0
1
2
3
I always acknowledge the fact that the provision of a hospitable experience for all learners is of the essence. While I have been able to differentiate the learning needs of various students, I am yet to master all the teaching strategies that are vital for catering to the needs of different learners.
My educational setting is an environment in which respect and value for diversity is demonstrated.
0
1
2
3
Today’s classrooms are filled with students that are diverse in in terms of ethnicity, race, gender, religion, sexuality, and much more. As such, I have placed a great deal of emphasis on diversity matters to ensure that all learners are provided with a positive environment in which they can thrive academically.
I am aware of multicultural issues that impact students.
0
1
2
3
Teaching students from diverse cultural backgrounds comes with myriad challenges. More precisely, I am yet to gain an enhanced comprehension of all the multicultural issues that affect learners from diverse cultural backgrounds.
I am well-informed about how cultural issues impact curriculum, instruction, and assessment in educational settings.
0
1
2
3
As previously noted, cultural issues tend to be multifaceted. It is for this reason that I am .
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...Jaime Morais
This document provides recommendations for developing a permanency planning training framework within the British Columbia Ministry of Children and Family Development (MCFD). It conducted a literature review on organizational development, permanency planning practice, and adult education. It reviewed MCFD's existing permanency planning curriculum and conducted interviews with experts. It identified gaps in the curriculum around cultural competency, trauma-informed practice, and critical thinking skills. It recommends developing new curriculum content addressing these areas, as well as incorporating blended learning and supporting an organizational culture shift towards prioritizing permanency planning. The goal is to improve competency and outcomes for children and youth in government care.
The school purposes in curriculum developmentMica Navarro
This document discusses different levels and types of educational objectives. It defines objectives as specific, measurable targets that advance a school towards its goals. Objectives are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thought processes like knowledge, comprehension, and evaluation. The affective domain relates to values, attitudes, and appreciation. The psychomotor domain refers to physical skills. Educational objectives must be specific, observable, and able to verify achievement within a given timeframe and conditions.
COURSE DESCRIPTIONThis course provides participants a knowl.docxbuffydtesurina
COURSE DESCRIPTION
:
This course provides participants a knowledge base that will assist with the increasing complexity of the administrative demands in early childhood education services. Participants will learn skills that will assist with managing care and education centers for young children. Also, participants will be able to understand the nature of political and social changes affecting the provision of services.
COURSE OBJECTIVES
:
1.
Define classroom management and its effects on classroom behavior.
2.
Identify and discuss individual, family, and education risk factors that impede growth and development in young children.
3.
Discuss classroom elements that help to create healthy environments conducive to learning and growing such as health, nutrition, and safety.
4.
Discuss way to engage parents, families, and other relevant persons in classroom management. Explain how parents and guardians may be involved in the identification and management of behaviors and responses.
5.
Develop an outline for a classroom management plan. Incorporate the following in to your response:
o
Challenging behaviors
o
Risk factors
o
Protective factors
6.
Discuss the impact of family and culture on classroom behavior.
.
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
1. Why did the Roman Catholic Church come to stress celibacy for i.docxpaynetawnya
1. Why did the Roman Catholic Church come to stress celibacy for its priests?
2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000?
3. Why had kings finally won the battle for power in Western Europe by 1500?
4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000?
5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students.
This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency.
It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas.
Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet.
Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...
Definition
School health program involves all the strategies, activities and services offered by, in, or in association with schools that are designed to promote students' physical, emotional and social development.
School Health Services are services rendered by health professionals to school children and staff to keep them in a state of complete physical, and social well-being.
Aim and Objectives
The main aim of school health service is the prevention of illness as well as the promotion of health and well-being of the students.
Objectives
Early detection and care of students with health problems
Development of healthy attitudes and healthy behaviors by students
Ensure a healthy environment for children at school
Prevention of communicable diseases at school
To appraise the health status of pupils and personnel/staff
To provide emergency services for injury or sudden illness at school
To counsel pupils, parents and teachers concerning health problems
To assist students/pupils in acquiring good health practices
To design a health referral and follow-up system for the pupils and staff
8 Components of SHP
1. A School environment that is safe.
2. A sequential Health Education curriculum taught daily in every grade.
3. A sequential Physical Education curriculum taught daily in every grade.
4. A nutrition services program that includes a food service program and employs well- prepared staff who efficiently serve appealing choices of nutritious foods.
5. A Health Services designed to ensure access or referral to primary health care services
6. A counseling and Social Services Program that is designed to ensure access or referral to assessments, interventions, and other services for student’s by well-qualified and well-supported professionals.
7. Integrated Family and Community Involvement activities designed to engage families as active participants in their children’s education
8. A Staff Health Promotion Policy that provides opportunities for school staff to improve their health status
Role of the School Nurses
Assessment of the health needs of students and staff.
Health screening.
Health promotion and disease prevention activities.
Individual health education and counseling.
First aid and emergency care.
Chronic care services for children with disabilities.
Referral of children with health problems to community health care providers or other health facilities for further diagnosis and treatment.
The document discusses different types of assistive gait devices used in rehabilitation including parallel bars, walkers, axillary crutches, forearm crutches, two canes, and one cane. It describes the advantages and disadvantages of each device and provides instructions for properly fitting patients with different devices. Basic gait patterns are also covered including four-point, two-point, three-point, and modified patterns that involve weight bearing on injured lower extremities.
The document discusses limitations with current ICD-9 coding for gout and the need for improved coding to differentiate clinical aspects of gout. It provides background on gout as an increasingly common disease and outlines stages from asymptomatic hyperuricemia to chronic tophaceous gout. Improved coding would allow better documentation of gout and associated conditions, as well as assessing outcomes and health costs of interventions.
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Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
This document outlines the curriculum for the first semester of the Generic B.Sc Nursing program at Khyber Medical University. It includes 6 subjects: Fundamentals of Nursing, Microbiology, Anatomy and Physiology-I, Biochemistry for Nurses, English, and Computer Skills. For each subject, it provides an introduction, learning outcomes, and topics of study (TOS) including content, learning objectives, and assessment methods for each week over the 16-week semester.
This document discusses the teaching profession in the Philippines. It defines key terms related to teaching and outlines the aims and provisions of major Philippine education acts. Some of the main points covered include: defining teaching and teachers under RA 7836; describing the aims of the Philippine education system under the Education Act of 1982 to provide broad education and train manpower; and highlighting provisions of RA 7836 related to teacher recruitment, qualifications, and improving their living/working conditions.
The document discusses definitions and perspectives on curriculum from various authors. It is described as a systematic arrangement of learning experiences designed to achieve educational aims. Curriculum helps students adjust to their environment and develop new behaviors. It includes the totality of a program's philosophical approaches, outcomes, courses, strategies, interactions and evaluation methods. An effective curriculum incorporates the needs of students and society, advances in knowledge, and available resources to achieve its objectives.
Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
The document outlines six standards for early childhood education professionals. Standard 1 focuses on promoting child development and learning through understanding child characteristics, influences on development, and creating healthy learning environments. Standard 2 emphasizes building family and community relationships by understanding families/communities and involving them. Standard 3 is about observing, documenting, and assessing children to support development. Standard 4 is using developmentally appropriate approaches to connect with children and families through positive relationships. Standard 5 is applying content knowledge to create meaningful curricula. Standard 6 is becoming a professional through identifying with the field, upholding ethics, engaging in learning, and advocating for the profession.
This document discusses adult learning theory and the six principles of adult learning according to Knowles. It outlines that adult learning theory emphasizes the value of the learning process and uses problem-based and collaborative approaches rather than didactic teaching. It then describes Knowles' six principles of adult learning: that adults are internally motivated, bring life experiences to learning, are goal-oriented, prefer relevance, are practical learners, and like to be respected. The document provides examples of how clinical educators can apply these principles to facilitate student learning during fieldwork placements.
The document provides information on the Master of Arts in Nursing major in Medical Surgical Nursing program at the University of Bohol, including its vision, mission, goals, objectives and core values. Specifically, it outlines the course syllabus for the Nursing Theories course, including course details like credit units, hours, pre-requisites, description, learning outcomes, content, timeframes, teaching methods, and assessment resources. The course aims to enable students to apply different nursing theories through case study presentations and analyses in various healthcare settings.
Clinical Field Experience A Science Observation FormPart 1.docxmccormicknadine86
Clinical Field Experience A: Science Observation Form
Part 1: Observation
Grade Level: Grade 6
Description of Science Lesson: The science lesson focused on the importance of having a balanced diet. To this end, the
Instructor provided students with insights into living a healthy life by taking foods that are rich in proteins, vitamins,
and carbohydrates. The lesson plan was also integrated with physical activities.
Describe additional academic content areas that were present in the lesson.
Apart from learning contents that focused on balanced diet, the students were enlightened on leading
nutritional diseases. Examples of such diseases include: obesity, cardiovascular diseases, and nutrient deficiency disorders.
Document the evidence that demonstrates that the teacher encouraged students to understand the material and ask questions for clarity.
Relevant materials that are grounded on student interest were used by the teacher
The class session was interactive since the teacher required all students to participate and share their views
The teacher instituted group work, in which students would interact and share ideas.
Technological systems such as projector screens were used to increase students’ engagement.
Document opportunities that reflect on prior content knowledge, including cultural relevance, and specific academic language to support the instruction in the identified science content area.
Social interactions were encouraged among students from different cultural groups.
When asking questions, the teacher recognized wait times for diverse groups. The teacher was sensitive to cultural acclimation associated with immigrant learners. Finally, the teacher allowed learners to provide examples using their cultural backgrounds.
Document how students responded during instruction and independent work.
There was a direct relationship between students’ response during class work and their performances during their independent works. In all class works that the students answered and participated well, they performed excellently during their independent works. In addition, independent work improved students’ understanding of different topics. Some students stated that independent assignments made them to be self-directed and self-propelled to improve their class performance.
Describe how students were assessed throughout and at the end of the lesson. Did all students participate?
Students’ performance was assessed formatively and through summative assessment. Summative assessment included providing students with a final examination at the end of their term that covered all the lessons taught. Formative assessment was continuous and included providing continuous assessment tests, class quizzes, and class home works.
Part 2: Reflection
Science instructors work towards increasing students’ level; of understanding of different topics that they provide. As such, there are various ways in which student engagement can be foste ...
Adult learning theory emphasizes that adults learn best when new information is problem-based and collaborative. Andragogy focuses on the process of learning and equality between teacher and learner. Knowles identified six principles of adult learning: adults are internally motivated, bring life experiences, are goal-oriented, oriented to relevance, are practical learners, and like to be respected. As a clinical educator, one can apply these principles by setting graded learning programs, drawing on students' experiences, linking learning to goals, ensuring practical experiences, and regarding students as colleagues.
Dr. Eham AjlouniPHC 1311st term 20172018Week 3 Chapter 1 (P.docxkanepbyrne80830
Dr. Eham Ajlouni PHC 131 1st term 2017/2018
Week 3 : Chapter 1 (Practical Applications of Epidemiology)
Please choose the most appropriate answer: (7 points)
Q1. Gini index used for:
a. Education inequality
b. Income inequality
c. Heath access inequality
d. Social inequality
Q2. The study of the placement and optimum utilization of health services in a community, refers to:
a. Disease etiology
b. Policy evaluation
c. Program evaluation
d. Operations research
Q3. Epidemiologic research is the subject of criticism, like:
a. Conflicting studies
b. Individual risks
c. Search for causes
d. Specific clinical concerns
Q 4- Shift from high birth and death rates to lower birth and death rates, refers to:
a. Demographic Transition
b. Environment Transition
c. Epidemic transition
d. Fertility Transition
Q5- Modern Concepts of Causality, like:
a. Control diseases report
b. Henle-Koch postulates
c. Institute of medicine report
d. Surgeon General’s Report
Q6- Study of Risks to Individuals like:
a. Cohort study.
b. Qualitative study
c. Health services study
d. Virtual study.
Q7-Primordial Prevention concerns with:
a. Limiting disability from disease
b. Minimizing health hazards
c. Protection against disease
d. Reducing progress of disease
Short answers: (3 points)
Answer one question only
Q1. Write the three Criteria for Risk Factors
Q2. List factors affecting reliability of observed changes
Running head: ASSESSMENT 1
1
ASSESSMENT 1
7
Self Assessment
Name: Carzetta Allen
Institution: Capella University
Self Assessment Self-Assessment Table
Item
Learner Self-Assessment of Level of Proficiency
Narrative Explanation of Selection of Proficiency Level
I know how to create inclusive learning environments for all students.
0
1
2
3
I always acknowledge the fact that the provision of a hospitable experience for all learners is of the essence. While I have been able to differentiate the learning needs of various students, I am yet to master all the teaching strategies that are vital for catering to the needs of different learners.
My educational setting is an environment in which respect and value for diversity is demonstrated.
0
1
2
3
Today’s classrooms are filled with students that are diverse in in terms of ethnicity, race, gender, religion, sexuality, and much more. As such, I have placed a great deal of emphasis on diversity matters to ensure that all learners are provided with a positive environment in which they can thrive academically.
I am aware of multicultural issues that impact students.
0
1
2
3
Teaching students from diverse cultural backgrounds comes with myriad challenges. More precisely, I am yet to gain an enhanced comprehension of all the multicultural issues that affect learners from diverse cultural backgrounds.
I am well-informed about how cultural issues impact curriculum, instruction, and assessment in educational settings.
0
1
2
3
As previously noted, cultural issues tend to be multifaceted. It is for this reason that I am .
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...Jaime Morais
This document provides recommendations for developing a permanency planning training framework within the British Columbia Ministry of Children and Family Development (MCFD). It conducted a literature review on organizational development, permanency planning practice, and adult education. It reviewed MCFD's existing permanency planning curriculum and conducted interviews with experts. It identified gaps in the curriculum around cultural competency, trauma-informed practice, and critical thinking skills. It recommends developing new curriculum content addressing these areas, as well as incorporating blended learning and supporting an organizational culture shift towards prioritizing permanency planning. The goal is to improve competency and outcomes for children and youth in government care.
The school purposes in curriculum developmentMica Navarro
This document discusses different levels and types of educational objectives. It defines objectives as specific, measurable targets that advance a school towards its goals. Objectives are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thought processes like knowledge, comprehension, and evaluation. The affective domain relates to values, attitudes, and appreciation. The psychomotor domain refers to physical skills. Educational objectives must be specific, observable, and able to verify achievement within a given timeframe and conditions.
COURSE DESCRIPTIONThis course provides participants a knowl.docxbuffydtesurina
COURSE DESCRIPTION
:
This course provides participants a knowledge base that will assist with the increasing complexity of the administrative demands in early childhood education services. Participants will learn skills that will assist with managing care and education centers for young children. Also, participants will be able to understand the nature of political and social changes affecting the provision of services.
COURSE OBJECTIVES
:
1.
Define classroom management and its effects on classroom behavior.
2.
Identify and discuss individual, family, and education risk factors that impede growth and development in young children.
3.
Discuss classroom elements that help to create healthy environments conducive to learning and growing such as health, nutrition, and safety.
4.
Discuss way to engage parents, families, and other relevant persons in classroom management. Explain how parents and guardians may be involved in the identification and management of behaviors and responses.
5.
Develop an outline for a classroom management plan. Incorporate the following in to your response:
o
Challenging behaviors
o
Risk factors
o
Protective factors
6.
Discuss the impact of family and culture on classroom behavior.
.
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
1. Why did the Roman Catholic Church come to stress celibacy for i.docxpaynetawnya
1. Why did the Roman Catholic Church come to stress celibacy for its priests?
2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000?
3. Why had kings finally won the battle for power in Western Europe by 1500?
4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000?
5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students.
This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency.
It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas.
Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet.
Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...
Definition
School health program involves all the strategies, activities and services offered by, in, or in association with schools that are designed to promote students' physical, emotional and social development.
School Health Services are services rendered by health professionals to school children and staff to keep them in a state of complete physical, and social well-being.
Aim and Objectives
The main aim of school health service is the prevention of illness as well as the promotion of health and well-being of the students.
Objectives
Early detection and care of students with health problems
Development of healthy attitudes and healthy behaviors by students
Ensure a healthy environment for children at school
Prevention of communicable diseases at school
To appraise the health status of pupils and personnel/staff
To provide emergency services for injury or sudden illness at school
To counsel pupils, parents and teachers concerning health problems
To assist students/pupils in acquiring good health practices
To design a health referral and follow-up system for the pupils and staff
8 Components of SHP
1. A School environment that is safe.
2. A sequential Health Education curriculum taught daily in every grade.
3. A sequential Physical Education curriculum taught daily in every grade.
4. A nutrition services program that includes a food service program and employs well- prepared staff who efficiently serve appealing choices of nutritious foods.
5. A Health Services designed to ensure access or referral to primary health care services
6. A counseling and Social Services Program that is designed to ensure access or referral to assessments, interventions, and other services for student’s by well-qualified and well-supported professionals.
7. Integrated Family and Community Involvement activities designed to engage families as active participants in their children’s education
8. A Staff Health Promotion Policy that provides opportunities for school staff to improve their health status
Role of the School Nurses
Assessment of the health needs of students and staff.
Health screening.
Health promotion and disease prevention activities.
Individual health education and counseling.
First aid and emergency care.
Chronic care services for children with disabilities.
Referral of children with health problems to community health care providers or other health facilities for further diagnosis and treatment.
The document discusses different types of assistive gait devices used in rehabilitation including parallel bars, walkers, axillary crutches, forearm crutches, two canes, and one cane. It describes the advantages and disadvantages of each device and provides instructions for properly fitting patients with different devices. Basic gait patterns are also covered including four-point, two-point, three-point, and modified patterns that involve weight bearing on injured lower extremities.
The document discusses limitations with current ICD-9 coding for gout and the need for improved coding to differentiate clinical aspects of gout. It provides background on gout as an increasingly common disease and outlines stages from asymptomatic hyperuricemia to chronic tophaceous gout. Improved coding would allow better documentation of gout and associated conditions, as well as assessing outcomes and health costs of interventions.
Osteoarthritis is a common degenerative joint disease characterized by cartilage breakdown and new bone growth. It results from mechanical and biological processes disrupting cartilage and bone homeostasis. Risk factors include age, sex, joint injuries, bone deformities, obesity, and other bone/joint diseases. Symptoms include joint pain, tenderness, stiffness, and loss of flexibility. Diagnosis involves x-rays showing bone spurs and joint space narrowing. Treatment includes weight loss, exercises, braces, medications, injections, and sometimes surgery like joint replacement.
This document discusses wound care and wound dressing. It defines wounds as injuries to living tissue caused by cuts or impacts that break the skin. It describes the purposes of wound dressing as protecting the wound, maintaining moist healing, providing insulation, absorbing drainage, preventing hemorrhage, and holding medication. It outlines different types of wound dressings like gauze, transparent, and hydrocolloid dressings. It provides guidelines for wound cleaning and considerations for properly storing and disposing of dressings.
The document discusses disaster risk reduction in the education sector based on 15 years of experience by ADPC in Asia. It emphasizes two key approaches: 1) safer school construction through initiatives like vulnerability assessments, local mason training, and earthquake drills; and 2) integrating disaster risk reduction into school curriculums by working with departments of education and disaster management offices. Lessons learned include the importance of community participation, building local capacity and partnerships, and linking these efforts with broader education sector programs.
The document discusses the history and evolution of defining and diagnosing abnormality and mental disorders. It covers early definitions, the development of diagnostic manuals including the DSM, controversies surrounding the DSM-5, and alternatives to the categorical diagnostic approach such as dimensional models. The DSM transitioned over time from vague psychoanalytic descriptions to the current empirically-based approach using specific diagnostic criteria.
This document summarizes key points from Chapter 15 of the textbook Abnormal Psychology, Thirteenth Edition. It discusses personality disorders, including the diagnostic criteria, cluster types, and treatment. The DSM-5 retains the 3 cluster model for personality disorders but also includes an alternative model in the appendix due to issues with the previous DSM. Specific personality disorders like paranoid, schizotypal, antisocial, and borderline personality disorder are described in terms of their diagnostic features and potential causes.
This document discusses cognitive disorders such as delirium, dementia, and amnestic disorders. It covers the etiology, theories, symptoms, assessments, and interventions for these conditions. Key points include: delirium is often caused by underlying illness and can be acute and reversible; dementia is generally chronic and progressive; amnestic disorders are characterized by memory loss; and interventions aim to enhance memory, safety, and caregiver support.
Stress is a biological reaction to an anxiety-producing stimulus that prepares the body to either flee or confront the stressor. When stressed, the brain releases neurotransmitters like epinephrine and adrenaline that increase heart rate, blood pressure and blood flow to muscles to prepare the body for fight or flight. Hans Selye discovered the General Adaptation Syndrome through experiments on mice, finding that both positive and negative stressors trigger a biological response pattern of alarm, resistance, and exhaustion or adaptation.
Aaron Beck was an American psychiatrist born in 1921 who is considered the father of cognitive therapy. He developed widely used assessment tools for depression and anxiety, including the Beck Depression Inventory. Beck attended Brown University and Yale Medical School, then became a professor at the University of Pennsylvania. He believed that depression stems from negative views of oneself, the world, and the future. Cognitive therapy, developed by Beck, aims to change these dysfunctional thoughts and beliefs that contribute to negative emotions. Therapists help patients develop skills to modify beliefs, identify distortions, and change behaviors that reinforce problematic thinking patterns.
Cognitive behavioral therapy (CBT) is a type of psychotherapy that aims to change patterns of thinking or behavior. This document provides an overview of CBT, including its key concepts, theorists like Ellis and Beck, clinical applications, and treatment process. CBT is a collaborative, time-limited, and goal-oriented approach that teaches clients to identify and dispute irrational thoughts and beliefs. Homework is central to CBT to help clients implement new skills between sessions. The document reviews CBT techniques and their use with various populations and mental health issues.
Mental disorders are thought to result from altered or disordered brain biology according to psychobiological theories. The brain is made up of regions like the cerebrum with hemispheres and limbic system that are involved in functions like emotion, motivation, and memory formation. Specific brain structures like the basal ganglia and frontal lobe are associated with motor control and personality traits. Neurotransmitters such as dopamine and serotonin are also implicated in mental disorders like schizophrenia, depression, and anxiety disorders which may involve abnormal levels of these chemicals. Genetics and environmental factors both contribute to mental illnesses and their underlying brain changes.
The document provides a history of psychiatric nursing from the 18th century to present. It describes how the mentally ill were initially regarded as animals and confined or abused. It then outlines benchmarks in the field including enlightened views in the late 18th century, the development of asylums, and scientific study of the mind in the late 19th century. Key figures who advanced understanding and treatment are also mentioned such as Freud, Bleuler, and Peplau. The role and education of psychiatric nurses continued to develop through the 20th century with a shift to community-based care beginning in the 1960s.
This document discusses mental health and mental illness. It begins by defining mental health as a state of wellness including satisfying relationships and effective coping. Mental illness is defined as a clinically significant syndrome associated with distress or disability. The document then discusses the history of treatment of mental illness from ancient times to modern community-based care. Key developments mentioned include the introduction of psychotropic drugs in the 1950s and deinstitutionalization in the 1960s. The document also addresses psychiatric nursing, defining its goals and discussing important figures and hospitals in the field. It notes the increasing prevalence of mental illness in the Philippines and challenges faced there.
This document provides information on hospice care, palliative care, and nursing care for elderly patients receiving these services. It defines hospice and palliative care, outlines the similarities and differences between the two, and describes the types of pharmacological management and nursing care involved. Hospice care focuses on improving quality of life for terminally ill patients, while palliative care provides relief from pain and symptoms for seriously ill patients of any diagnosis or disease stage. Common medications used include opioids, antiemetics, laxatives, and adjuvants. Nursing care for both aims to promote communication, collaboration, compassion, comfort, and cultural/spiritual care.
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
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.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Dehradun #ℂall #gIRLS Oyo Hotel 8107221448 #ℂall #gIRL in Dehradun
Consumer Health and Drugs Holy Angel University (1).pdf
1. CONHEALTH
HOLY ANGEL UNIVERSITY
SCHOOL OF EDUCATION
BACHELOR OF PHYSICAL EDUCATION
MAJOR IN SCHOOL PHYSICAL EDUCATION
UNIVERSITY MISSION AND VISION
We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate
ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of
conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst
for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.
We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God. LAUS DEO SEMPER!
SCHOOL OF EDUCATION
VISION
The leading Catholic institution of teacher education in the region that serves as a benchmark for quality
instruction, research and other best teaching learning practices.
MISSION
To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society
and equipped with holistic education catering to the heart and soul as well as to the body and mind.
GOAL
To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal
responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and
technological integration
2. CONHEALTH
OBJECTIVES
1. To provide students with the opportunities and exposure to develop them and become highly competent educators,
leaders and experts who continuously work for the advancement of educational thinking and practice
2. To instill in the students the spirit of community involvement through relevant programs/projects and become more
responsive to the challenges of a progressive and dynamic society
3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and
exposure needed in the practice of the profession
4. To serve as a benchmark for quality instruction, research and best teaching learning practices
BACHELOR OF SECONDARY EDUCATION PROGRAM OUTCOMES
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for
higher learning
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural
and political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches)
6. Have direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice
teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching professions
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of
teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the
nature of the content / subject matter, and the broader social force encumbering the school and educational
processes in order to constantly improve their teaching knowledge, skills and practices
10.Can be creative and innovative in thinking of alternative teaching approaches, Take informed risks in trying out
these innovative approaches and evaluate the effectiveness of such approaches in improving student learning
11.Are willing and capable to continue learning in order to better fulfill their missions as teachers
3. CONHEALTH
SYLLABUS IN CONHEALTH
Consumer Health, Drug and Safety Education
Course Title : Consumer Health, Drug and Safety Education
Course Code : CONHEALTH
Number of Units : 3 units
Contact Hours Per Week : 3 hours
Pre-requisite subject/s : 7FITNESS
COURSE DESCRIPTION:
The course prepares the students for facts and concepts on dealing with products for consumptions and nutritional
needs in the promotion of reducing chronic disease risk and other healthful tips. Provide education for the use and abuse
of drugs and throws light on proper application of immediate care to victims due to accidents, preparedness during natural
disaster and management.
COURSE LEARNING OUTCOMES:
At the end of the course, the students are expected to:
1. Demonstrate mastery of the subject matter.
2. Acquire understanding of the principles and objectives of health education and health services.
3. Identify major health problems existing in a community, their causes and possible solutions.
4. Discuss the concepts of safety education and first aid.
5. Identify and explain the application of first aid to different forms of accidents or injury.
6. Perform classroom activities with mastery and confidence.
7. Practice the principles and strategies in Health Education.
8. Administer proper first aid to a person in cases of emergency.
9. Practice the standard procedures in emergency care and safety.
10.Observe proper health practices to maintain personal good health.
11.Show self - confidence in working independently in the activities.
12.Inculcate the value of good health and be able to share this value to the community that they will serve.
13.Displays desirable attitudes such as perseverance, confidence, patience, cooperation.
4. CONHEALTH
14.Realize the importance of the principles and objectives of Health Education.
COURSE CONTENT:
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
3
hours
Acquire knowledge
on the Department
Policies and the
Subject
Obtain the
necessary
information on the
entire CONHEALTH
lessons.
Department policies
Overview of the lesson
Consumer Health
Brainstorming
Discussion
Acknowledged
and signed the
attendance in
their index cards
Student Manual
PE Policies
Syllabi
3
hours Define health and
wellness.
Identify and explain
the dimension of
health.
State the importance
of Health Education
as future
professionals.
Explain the
interplaying roles of
the environmental and
spiritual dimensions of
health.
Identify individual
Health and Life
I. Definition of Health
and Wellness
II. Health and Its
Dimension
III. Importance of Health
Education
IV. Components of
Wellness
a. Physical Wellness
b. Emotional
Wellness
c. Intellectual
Wellness
d. Spiritual Wellness
e. Social Wellness
Discussion
Construction of
simple portrait
of a well person
Prepare simple
guidelines on
personal care
and hygiene
Demonstration
Identified
concepts about
health and
wellness
Presented the
components of
wellness, portrait
of a well person
and human care
and hygiene
either in the form
of news casting,
play, talk show
etc.
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60%
correct
interpretation
and creativity in
their
presentation.
(Rubric 1)
Ramos, P. G.
Health for an
Improved
Quality of Life
Haag, J.
Focusing on
Health
Webb, F. S. et
al. Health
Making Life
Choices.
(2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
5. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
wellness line and plan
their choice of
wellness.
Illustrate the portrait of
a well person.
Recognize and plan
how to take good care
of the human body.
Carry out how to take
good care of the
human body.
Implement personal
care and hygiene in
everyday life.
V. Wellness and Your
Choice
VI. Portrait of A Well
Person
VII. Care of the Human
Body
VIII.Personal Care and
Hygiene
a. Body Basics
b. Skin
c. Hair
d. Teeth
e. Ears
f. Nails
g. Genital Care for
Males and
Females
3
hours Differentiate reliable
from unreliable health
information, products
and services;
Explains the
guidelines and criteria
in the selection and
evaluation of health
information, products
and services;
Discusses the various
Consumer Health
I. Guidelines and Criteria
in the Selection and
Evaluation of:
1. Health Information;
2. Health Products;
and
3. Health Services
II.Health Services
Provider
III. Quackery
Discussion on
the general
concept of
consumer
health.
Presentation
about the
general nature
of quackery
and its impact
to the people.
Identified the
guidelines and
criteria in in the
selection of
health services.
Presented the
different health
services provided
either in the form
of play, talk
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60%
correct
interpretation
and creativity in
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
Defensor, M.
D., et al.
Music, Arts,
Physical
Education and
Health II
6. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
forms of health
services providers and
health care plans;
Select health
professionals,
specialists and health
care services wisely;
Explore the nature
and dangers of
quackery; and report
fraudulent health
services.
show, news
casting etc.
their
presentation.
(Rubric 2)
Calubayan, R.
R. et al. Music,
Arts, Physical
Education and
Health IV
Perez, V. V. et
al. Music, Arts,
Physical
Education and
Health IV
Ramos, P. G.
Health for an
Improved
Quality of Life
Haag, J. H.
Focusing on
Health
3
hours
Explains the different
kinds of
complementary and
alternative health
care modalities;
Explains the
importance of
consumer laws to
protect public health;
Identifies national
and international
government agencies
IV. Complementary and
Alternative Healthcare
Modalities.
V. Consumer Welfare
and Protection.
Presentation
of the top 10
medicinal
plants listed by
the
department of
health; its
description,
use and
preparation.
Discussion on
general idea of
Identified
complementary
and alternative
healthcare
modalities and
consumer health
and protection.
Presented the
medicinal plants
other than the 10
approved by the
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
research on the
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
Defensor, M.
D., et al.
Music, Arts,
Physical
Education and
Health II
Calubayan, R.
7. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
and private
organization
programs for
consumer protection;
and
Participates in
programs for
consumer welfare
and protection.
consumer
welfare and
protection
through
creative
performance.
DOH using the
prepared word
template.
medicinal plants
using the
prepared word
template and
(Rubric 3)
R. et al. Music,
Arts, Physical
Education and
Health IV
Perez, V. V. et
al. Music, Arts,
Physical
Education and
Health IV
Ramos, P. G.
Health for an
Improved
Quality of Life
Haag, J. H.
Focusing on
Health
3
hours
Define nutrition.
Name the basic food
groups.
Discuss the
importance of
nutrition.
Suggest ways of
obtaining sufficient
rest.
Identify the problems
of too little and too
much body fat.
Identify consequences
Nutrition Education
I. Nutrition: The
Nutrients
a. Benefits of
Nutrition
b. How to Choose
Nutritional Foods
c. Energy from Food
II. Nutrition: Weight
Control
a. The Problem of
Too Little and Too
Much Body Fat
Write up
construction on
the benefits of
nutrition
Panel
Discussion
Weight loss plan
Identify
strategies on
weight loss and
weight gain
Identified
concepts like
nutrients, weight
control, nutrition
as a problem,
selection of
nutritional food
and form of
malnutrition.
Presented and
submitted a
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
Ramos, P. G.
Health for an
Improved
Quality of Life.
Haag, J. H.
Focusing on
Health
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
8. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
on too little and too
much fats in the body.
Compose solution to
too little and too much
body fats.
Master the procedure
on the ways on how to
measure body fats.
b. The Right Weight
for You
c. Energy Balance
d. Weight Gain and
Weight Loss
e. Smart Weight –
Loss – Gain
Strategies
brochure about
the concept,
definition and
types of food,
diet and nutrition.
requirements for
the brochure
making.
(Rubric 4)
Levchuck, C.
M. et al.
Healthy Living
2
hours
Identify and plan
strategies on diet
planning, behavioral
modification and
physical activities.
Explain the attitude
that promotes
wellness.
Identify the causes of
malnutrition.
Analyze malnutrition
in the Philippines.
III. Nutrition as a
Personal Problem
IV. Nutrition as a
Community Problem
V. Selecting Nutritional
Foods
VI. Malnutrition
a. Causes
b. Forms
Prepare cause
and effect chart
on dieting.
Case analysis
on malnutrition
Identified
nutritional
problems that
happen to a
person and what
are the concepts
of malnutrition,
its form and
causes.
Presented their
creative output
(interview) about
how an individual
select food to be
prepared during
meal time and
how a person be
considered
malnourish.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% in the
required output.
(Rubric 5)
Ramos, P. G.
Health for an
Improved
Quality of Life.
Haag, J. H.
Focusing on
Health
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
1 hour PRELIMINARY EXAMINATION
9. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
3
hours
Present in a creative
way the meaning,
source, forms and
classification of
drugs.
Present through a
talk show or news the
prescription and non-
prescription drugs,
correct us of drugs,
drug abuse and the
chemicals commonly
abused.
INFORMATION ABOUT
DRUGS
I. The Meaning, Source
and Forms of Drugs
II. Classification of Drugs
According to Use and
Effects
III. Prescription and Non
Prescription Drugs
IV. Correct Use of Drugs
V. Drug Abuse of Drugs
VI. Drug Abuse
VII. Drugs and
Chemicals Commonly
Abused
Discussion
Presentation of
Creative Work
Research Work
Identified the
important
information and
concepts about
drugs like
source, forms
classification,
use, and abuse
drugs.
Obtain at least
60% of items in
the quiz
correctly.
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
10. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
Grade 10.
3
hours
Present in a creative
way (ex. skit) the
effects of marijuana,
inhaled drugs and
chemicals on self,
family and
community, also its
causes, prevention
and possible
solutions.
Create and
presented a
brochure about
Dangerous Drugs
(marijuana, inhaled
drugs and
chemicals; its cause,
prevention,
people/agencies/org
anization that help
prevent drug abuse.
Also the
implementing rule
about the said
drugs.
VIII. Effects of
Marijuana, Inhaled
Drugs and
Chemicals on Self,
Family &
Community
IX. Causes of Drug
Abuse
X. Prevention of drug
Abuse
XI. Partners in the
Prevention of Drug
Abuse
XII. Alternatives to
Drug Abuse
XIII. People/Agencies/
Organization that
Help Prevent Drug
Abuse
XIV. Cigarettes and
Cigarette Smoking
Should be Avoided
XV. Ways to Avoid
Smoking
Discussion
Presentation of
Creative Work
Identified the
effects, causes
and preventions
on drug abuse.
Discussed with
the use of a
PowerPoint
presentation
about the
assigned drugs
per group.
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60% of
the required
output.
(Rubric 6)
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3 DRUG EDUCATION Discussion Identified Students obtain Webb, F. S. et
11. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
hours Communicate the
problems of
teenagers that lead
them to drug
addiction through
creative skit
presentation.
Present a
powerpoint
presentation about
stimulants and its
legal basis.
List down the
agencies and
organization that
help in the
prevention, control
and rehabilitation of
abusers of
prohibited drugs.
I. Problem of Teenagers
that Lead Them to
Drug Abuse
II. Stimulants
III. Provisions of the
Comprehensive
Dangerous Drug Act
of 2002 in Relation to
the Abuse of
Restricted and
Controlled Drugs
IV. Agencies and
Organizations that
Help in the
Prevention, Control
and Rehabilitation of
Abusers of Prohibited
Drugs.
Presentation of
Creative Work
concepts on drug
education
Discussed with
the use of a
PowerPoint
presentation
about the
assigned drugs
per group.
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60% of
the required
presentation.
(Rubric 7)
al. Health
Making Life
Choices. (2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3
hours
Converse the nature
of barbiturates; its
medical use, use
V. Barbiturates –
Depressants
a. Medical Use of
Discussion
Presentation of
Creative Work
Identified and
presented the
alternative
Students obtain
at least 60% of
items in the quiz
Webb, F. S. et
al. Health
Making Life
12. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
and misuse, and
propose an
alternative activity
through multimedia
presentation.
Present a
PowerPoint
presentation on the
comprehensive
dangerous drug act
of 2002 about
barbiturates.
Barbiturates
b. Alternative Activities
for Barbiturates Use
and Misuse
c. The Comprehensive
Dangerous Drugs
Act of 2002
activities,
medical use and
penalty of
barbiturates
under the
comprehensive
dangerous drugs
act of 2002.
Discussed the
use of a
PowerPoint
presentation
about the
assigned drugs
per group.
correctly.
Obtain at least
60% of the
required
presentation.
(Rubric 8)
Choices.
(2nd
Edition)
Levchuck, C.
M. et al.
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3
hours Discuss the origin of
alcohol, its use and
kinds.
Converse the nature
VI. Alcohol – A
Depressant
Beverage
a. Origin of Alcohol
b. Uses of Alcoholic
Discussion
Presentation of
Creative Work
Identified the
origin, use, kinds,
effects and
preventive
measure about
Students obtain
at least 60% of
items in the quiz
correctly.
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
13. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
of alcoholism; the
effects of alcohol,
worthwhile activities
to prevent
alcoholism and
decision making in
relation to drinking
or not to drink
alcohol.
Beverages
c. Kinds of Alcohol
d. Alcoholism –
Irresponsible
Drinking
e. Effects of Alcohol
f. Worthwhile Activities
to Prevent
Alcoholism
g. Responsible
Decision: To Drink
or Not to Drink
Alcoholic Beverages
alcohol.
Discussed the
use of a
PowerPoint
presentation
about the
assigned drugs
per group.
Obtain at least
60% of the
required
presentation.
(Rubric 9)
Levchuck, C.
M. et al.
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
2
hours Present a
multimedia
presentation about
narcotics; its name,
taking narcotics and
its side effects.
VII. NARCOTICS
a. Pain Medication
b. Names of
Narcotics
c. Taking Narcotics
d. Side Effects of
Narcotics
Discussion
Presentation of
Creative Work
Identified the
medical use and
side effects of
narcotics.
Discussed the
use of a
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
Levchuck, C.
M. et al.
14. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
PowerPoint
presentation
about the
assigned drugs
per group.
required
presentation.
(Rubric 10)
Healthy Living
Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
1 hour MIDTERM EXAMINATION
3
hours
Define Safety
Education and first
aid.
State the needs and
purpose of first aid.
Enumerate the bases
for inspection in case
First Aid
I. Concept of Safety
Education and First
Aid
a. Terminologies
- First aid
- Accident
- Safety
Design a simple
chart on the
concept of
Safety
Education and
First Aid
Presentation
Identified the
meaning of first
aid, accident and
safety education.
Also the needs
and purpose of
first aid, and
Students obtain
at least 60% of
items in the quiz
correctly.
90% of the
students
participated
American Red
Cross.
Advance First
Aid and Safety
Care
Lopez, L. F.,
et at. Physical
Education,
15. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
of accident.
State the standard
procedure for first aid.
Recognize the
condition that needs
emergency care.
Education
b. Needs and
Purpose of First
Aid
c. Hierarchy of the
Seven Bases of
Inspection In
Case of an
Accident
d. Standard
Procedure for
First aid
e. When You Are
Alone
f. Conditions That
Needs
Emergency Care
II. Bases of Inspection
In Case of an
Accident
hierarchy on the
bases of
inspection in
case of an
accident.
actively during
discussion by
reciting and
presenting their
idea about the
topic presented.
Health and
Music
3
hours
Define bleeding.
Describe the different
types and signs of
bleeding.
Assess external and
internal bleeding.
Master the technique
in applying first aid for
nose bleeding.
A. Bleeding
- Definition
- Types of
Bleeding
- Signs of Internal
Bleeding
- Bleeding
Emergency
- Assessment of
Prepare an
instructional
material on
bleeding and
wound
Demonstration
Method
Identified the
details about first
aid technique in
treating bleeding
/ wound.
Presented the
first aid
technique in
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
American
Red Cross.
Advance First
Aid and
Safety Care
Lopez, L. F.,
et at. Physical
Education,
Health and
16. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
Define wound.
State the classification
and types of wounds.
Master the technique
in applying first aid for
wound.
External and
Internal Bleeding
- Nose Bleeding
- First Aid
Treatment for
Nose Bleeding
B. Wound
- Definition
- Classification
- Types
- First Aid Technique
treating bleeding
and wound.
presentation
about the first
aid technique in
treating
bleeding /
wound correctly
(Rubric 11).
Music
3
hours
Define respiratory
emergency, rescue
breathing and artificial
respiration.
Enumerate the cause
of respiratory
emergency.
Master the rescue
breathing, Heimlich
maneuver and
cardiopulmonary
resuscitation
technique.
C. Respiratory
Emergency
- Definition
- Causes
- Rescue
Breathing
Technique
- Heimlich
Maneuver
Method for
Choking Victim
- Cardio –
Respiratory
Resuscitation
(CPR)
- Locate
Compression
Position
Demonstration
method
Identified the
details about first
aid technique in
treating
respiratory
emergency.
Presented the
first aid
technique in
performing
rescue breathing,
Heimlich
maneuver and
CPR.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating
respiratory
emergency
correctly.(Rubric
12)
American
Red Cross.
Advance First
Aid and
Safety Care
Lopez, L. F.,
et at. Physical
Education,
Health and
Music
17. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
- Giving 15
Compression
3
hours
Compare poison from
poisoning.
State the signs of
internal poisoning and
the kinds and causes
of poisoning.
Master the technique
in applying first aid for
poisoning.
Define shock.
State the causes and
stages of shock.
Master the technique
in applying first aid for
shock.
Define burn.
Identify the causes
and effects of burn.
Describe the severity
and extent of burn.
Master the first aid
technique in treating
burn.
D. Poisoning
- Definition
- Internal
Poisoning
- Causes
- Kinds
- First Aid in
Poison
Treatment
E. Shock
- Definition
- Causes
- Stages
- First Aid for
Shock
F. Burn
- Definition
- Causes
- Classification
- Severity and
Extent of Burn
- First Aid
Technique
Demonstration
Method
Prepare and
improvised
sample of
different
poisonous
substance
Identified the
details about first
aid technique in
treating
poisoning, shock
and burns.
Presented the
first aid
technique in
treating
poisoning, shock
and burns.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating
poisoning shock
and burns
correctly and
obtain at least
60% in their
presentation of
first aid. (Rubric
13)
American
Red Cross.
Advance First
Aid and
Safety Care
Lopez, L. F.,
et at. Physical
Education,
Health and
Music
3
hours
Define fracture.
Describe and
differentiate the kinds
and types of fracture.
G. Fracture
- Definition
- Kinds
- Types
Demonstration
Method
Discussion
Identified the
details about first
aid technique in
treating fracture,
Students obtain
at least 60% of
items in the quiz
correctly.
American
Red Cross.
Advance First
Aid and
18. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
Demonstrate the
general procedure in
assisting any
fractured cases and
application of splint.
Define dislocation,
sprain and strain.
Master the first aid
technique in treating
dislocation, sprain and
strain.
- Indicators
- General Rules in
Assisting Fracture
Cases
- Types of Splint
for Fracture
Cases
H. Dislocation, Sprain
and Strain
- Definition
- First Aid
Technique
dislocation,
sprain and strain.
Presented the
first aid
technique in
treating fracture,
dislocation,
sprain and strain.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating fracture,
dislocation,
sprain and
strain. (Rubric
14)
Safety Care
Lopez, L. F.,
et at. Physical
Education,
Health and
Music
2
hours
Demonstrate the
proper technique in
bandaging.
I. Bandaging
- Triangular
- Elastic
Demonstration
Method
Discussion
Identified the
details about how
to apply
bandaging using
triangular and
elastic bandage.
Presented the
proper technique
in bandaging.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the proper
technique in
doing the
triangular and
American
Red Cross.
Advance First
Aid and
Safety Care
Lopez, L. F.,
et at. Physical
Education,
Health and
Music
19. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
elastic bandage.
(Rubric 15)
1 hour FINAL EXAMINATION
Course Requirements:
1. Examination 6. Research Paper
2. Case Analysis 7. Compilation of Lesson / Activity
3. Socialized Recitation
4. Role Playing
5. Attendance
Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences
below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case
maybe. Please refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group
work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.
Expectations from students:
The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the
date scheduled. She is expected to attend each class and participate actively in the discussions.
20. CONHEALTH
ACADEMIC DISHONESTY:
All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical
behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course
requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and
cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments,
reports or term papers; representing the work of another person as one’s own; collaborating without authority, with
another student during an examination or in preparing academic work; signing another student’s name on an attendance
sheet; or otherwise practicing scholastic dishonesty.
POLICY on ABSENCES:
The allowed number of absences for BPE - SPE students enrolled in a 3 hour class held once a week is a
maximum of 3 absences - based on student handbook. Request for excused absences or waiver of absences must be
presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged
illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated
leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of
special nature.
Grading System:
Grading Scheme: 70% Class Standing
30% Major Examination
Formulas:
CSP- Class Standing Prelim PE- Prelim Examination
CSM- Class Standing Midterms ME- Midterm Examination
CSF- Class Standing Final FE- Final Examination
Prelim Grade = 70% (CSP) + 30% (PE)
Midterm Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME)
2
Final Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME) + 70% (CSF)+ 30% FE)
3
21. CONHEALTH
FINAL GRADE EQUIVALENTS
97-over 1.00 Passed
94-96 1.25 Passed
91-93 1.5 Passed
88-90 1.75 Passed
85-87 2.00 Passed
82-84 2.25 Passed
79-81 2.50 Passed
76-78 2.75 Passed
75 3.00 Passed
74 below 5.00 F (failed)
6.00 FA (failure due to absences)
8.00 UW(unauthorized withdrawal)
9.00 DRP (dropped)
References: including e-books, journals, etc.
1. American Red Cross. 1998. American Red Cross and Community CPR. USA. Printed through the support of the
American People.
2. Calubayan, R. R. et al. 2005. Music, Arts, Physical Education and Health IV. FNB Educational, Inc. Quezon City,
Philippines.
3. Clayman, C. B. MD. 1994. Practiced Family Health. New York: The Readers Digest Association, Inc.
4. Defensor, M. D., et al. 2007. Music, Arts, Physical Education and Health II. St. Augustine Publications, Inc.
Sampaloc, Manila.
5. Greenberg, D..1997. Wellness, Creating a Life of Health and Fitness, USA.
6. Greenbergs, J. S. 1998. Health Education Learner-Centered Instructional Strategies. WCB / McGraw-Hill
7. Health Education. 1997. A Cognitive Behavioral Approach, Donald Read Jones and Bartlett Publications, UK
8. Levchuck, C. M. et al. 2000. Healthy Living. Detroit: U.X.L. an imprint of the gale group
9. Lopez, L. F., et at. 1994. Physical Education, Health and Music 1. Manila: Rex Bookstore, Philippines
10. Otto, J. H. et al. 1985. Modern Health. New York: Holt, Rinehart and Winston, Publisher, New York.
22. CONHEALTH
11. Perez, V. V. et al. 2007. Music, Arts, Physical Education and Health IV. St. Berndette Publications, Inc. Cubao,
Quezon City, Philippines.
12. Pound, R. et al. 1997. You ASK Your Health, School Home Community. Glenview, Illinois.
13. Ramos, P., G. 1988. Health for an Improved Quality of Life. National Book Store, Manila Philippines.
14. Washington, W. et al. 2000. Nutrition Transport the Life Cycle. International Edition
15. Webb, F. S. et al. 1999. Health Making Life Choices. (2nd
Edition). Washington, USA: West Educational Publishing
an International Thomson Publishing Company
CONSULTATION HOURS:
Days Time Room