Whole unit plan
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This document outlines a high school health unit on nutrition. The unit aims to teach students the benefits of healthy eating and making good food choices. Students will learn how their personal health practices affect their body systems and how media influences perspectives on health. They will demonstrate knowledge of nutrition by creating a meal plan and explaining how each food benefits the body. Their understanding will be assessed summatively based on the meal plan and reasoning provided.
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The teacher will teach months of the year to a first grade class with diverse demographics and some students with ADHD over five days using a video, grouping activities, and interactive discussions. The teacher will use a projector to display a video song about the months while students sing along. Students will also get into groups by birth month and discuss favorite/least favorite months. Throughout the week, the teacher will engage students through participation, questions, and small group practice to ensure all students learn the months with 100% accuracy by week's end.
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This document discusses communication for health education. It defines communication as a two-way process of sharing ideas, feelings, and information between a sender and receiver. It identifies the key parts of the communication system as the sender, receiver, message, channel, and feedback. The document then discusses various types of communication channels, barriers to effective health communication, and the goals of health communication, including providing information, education, motivation, persuasion, counseling, and supporting health development and organization.
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NYPD Desi Society hosted a Holiday Party and Recognition Ceremony at World’s Fair Marina on December 10, 2021 at World fair Marina, Queens, New York.
Pic 1: NYPD Deputy Chief Deodat Urprasad recognize by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan,Executive Director of South East Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan
Pic 2: Mr. Kenny Miller Honored by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan
Pic 3: Mr. Rahul Walia, Founder of South Asian Engagement Foundation, recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President, Detective Annand H. Narayan
Pic 4: Ms. Bharati Kemraj, The Bharati Foundation recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President and Detective Annand H. Narayan
Pic 5: Citation for Deputy Inspector Ralph Clement , Accepting on his behalf are his Sergeant Joanna Medina and Police Officer Alex Huang recognized by Brooklyn Borough President Eric Adam and Citation was presented by Dilip Chauhan Executive Director of SouthEast/ Asian Affairs of Brooklyn Borough President, and Detective Annand H. Narayan
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This document provides an overview of health education. It defines health education as a systematic social activity aimed at imparting health knowledge and reinforcing positive health behaviors. The document discusses the objectives, definition, aims, models, principles, methods, effects, levels of prevention, and need for health education. It also analyzes gaps in health education research, such as the need for stronger focus on individual skills and interdisciplinary studies to understand misinformation.
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Information, education, and communication (IEC) aims to change behaviors by increasing awareness and knowledge. IEC involves sharing culturally sensitive information through appropriate channels and messages to promote health. It is a process of empowering people to make informed decisions. Effective IEC strategies are comprehensive, involve communities in planning and implementation, and use a combination of mass media and interpersonal communication. IEC activities in health programs should be planned, continuous, and evaluated to reinforce desired behaviors. Nurses play a role in selecting topics, preparing materials, and providing health education opportunistically to communities.
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This document provides an introduction and learning competencies for a unit on health trends, issues, and concerns in the Philippines. It discusses how the module will help students understand how the government addresses health issues through policies and institutions. It also includes a pre-assessment where students identify which health-related law is being described. The unit aims to discuss existing health laws, explain their significance, analyze current health issues, and recommend ways to manage concerns.
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This course syllabus is for a university-level class on happiness and media use (aka, subjective well-being and communication). This class is titled Happiness: Media versus Reality because it compares portrayals of happiness in the media, media effects on happiness, and social scientific research on happiness. This is a special topics class. The class is taught at Shepherd University.
Learn more at https://mattkushin.com.
Introduction to HealthEd
The document provides information about the goals, objectives, values and outcomes of the College of Nursing at NEUST.
The College of Nursing aims to provide affordable nursing education and make NEUST a center of excellence in the region. Its objectives include developing students' skills and knowledge in nursing, communication, leadership and research.
The core values of NEUST are Nationalism, Excellence, Unity, Service and Transparency. Program outcomes include demonstrating competencies in areas like safe nursing care, communication and utilization of the nursing process. Students are expected to gain an understanding of clients from a biopsychosocial perspective with a focus on maternal and child health.
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1. The document outlines the ground rules and objectives for a Community Health Nursing class, including starting each day with prayer and Quran recitation, maintaining respect and focus in class, and the roles of the community health nurse.
2. Key concepts that will be covered include defining community, community health, and the community health nurse role. The historical background of public health nursing will also be discussed.
3. Students will learn about health, wellness, illness, disease, and the roles of the community health nurse in different settings like educator, counselor, and advocate.
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This document provides an introduction to health education and promotion. It defines key terms like health, health education, and health promotion. Health education aims to facilitate voluntary behavior change towards better health through a combination of learning experiences. It addresses factors beyond just knowledge like beliefs and attitudes. Health promotion also considers environmental and policy influences on health behaviors. The document discusses the historical development and evolution of these fields. Principles of primary health care include community participation and intersectoral collaboration. The rationale for health education is that behaviors are major determinants of health issues, and education seeks to empower individuals and communities to improve their health.
مثال 2.pdf
The document summarizes a systematic review of 14 studies that evaluated the use of social media tools in medical education. The studies generally found that:
1) Social media interventions were associated with improved knowledge, attitudes, and skills for physicians-in-training, as assessed by various measures like exam scores, surveys, and analysis of blog reflections.
2) The most commonly reported opportunities of using social media were promoting learner engagement, feedback, and collaboration/professional development. The most common challenges were technical issues, variable learner participation, and privacy/security concerns.
3) While learner satisfaction with social media interventions was often reported as positive, studies comparing social media to other teaching methods sometimes found no difference or mixed results on
To understand how we impact our communities and how our communitie.docx
To understand how we impact our communities and how our communities impact us, we don't have to look no further than the concept of socialization. Socialization is the process whereby we as individuals acquire cultural and social skills essential for us to survive in society - language, knowledge, traditions, ways of doing, thinking and making, views about the world, religion, philosophies - all these we learn 2 ways: formally and informally. At home we learn from our parents & relatives, in school from our teachers and from our classmates, in the community - in church, in market places, in sports clubs, in restaurants - generally in places or sites where human interaction happens. When we interact, we talk to each other, we learn from each other. Just as we observe others, they also observe us and we together experience the interaction. How we react in it, what we learn from it leads us to create meaning, new ideas and information that we add to our knowledge database, our experience. This shapes us - our ways, our personalities. Formally we can learn from a rigid set of instructions like in classrooms or on training programs as companies provide their employees. Informally, we always get socialized every day, as long as we interact with others or learn about our world. We even get socialized through the media - TV, radio, internet - we get to know ourselves, our world and discover who we are and who we are not via this. This is because society is a social agency where socialization happens and we as individuals are social agents.
Drawing from the notion of social agency, it means that as an individual, I impact people around me be they immediate (i.e. my family, friends) or secondary (people in my church, people in my school). Public Health as a social concern from an individual viewpoint is something that a person chooses to pay attention to, for the purpose of managing risk for the self and for his family/community. If for example I have an outgoing personality, and I am genetically predisposed to have the allergies on the onset of Spring due to Pollen and I suffer from it, I would more than likely take up an advocacy to help children and others who suffer the same, especially if I am in that particular stage of life - the late adult stage where I am seeking to care for others, to leave a legacy. I would probably band together with others who have the same concerns and create awareness programs in the community or to move certain things to happen - i.e. free clinics to help sufferers, creation of Smartphone Apps that measure pollen concentration in the air, etc. Essentially, individual factors are those attributes that one has that can likely impact his or her social agent actions with regards to a particular concern (i.e. Public Health) to the self and to the community. If the attributes point to an introverted, uncaring teen - then concerns of advocating helping others should not be expected. Expect instead a likely demand from elders ...
Community medicine UG exam key - SBV 2020
This document describes key concepts in epidemiology including the natural history of disease, epidemiological triad, and measures of central tendency. It discusses the natural history of disease in terms of pre-pathogenesis and pathogenesis periods. The epidemiological triad involves the interaction between an agent, host, and environment. Examples are provided for tuberculosis. Measures of central tendency described include the mean, median, and mode, with explanations of how each is calculated.
Information Education and Communication, Behavioural Change Communication
IEC BCC. In order to plug the existing gaps in HE, Information Education and Communication (IEC) came into practice in the early 1990s
IEC gradually evolved to BCC and it is a part of BCC.
IEC is substantially concerned with awareness generation while BCC goes one-step forward and its action-oriented
Similar to Whole unit plan (20)
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Ci 350 unit plan
This unit plan aims to teach 14 male students ages 10-12 about the five main food groups and their health benefits over 5 lessons. The class has some diversity and a few students have ADHD or ADD. By the end of the lessons, the students will know the five food groups with 100% accuracy and understand the benefits of each group with 75% accuracy, using resources like YouTube, PowerPoint, and websites.
Assure5
This document outlines a lesson plan for an 8th grade Health class unit called "You Are What You Eat". The lesson plan involves students working in groups to create 3 healthy, balanced meals and present them to their class and another class via Skype. They will explain the specific benefits each meal has on the body. Students will be evaluated on their presentations and the meals their group constructs. Skype will be used to allow groups to showcase their meals and for classes to learn from one another.
Assure4
The document outlines a lesson plan for an 8th grade Health class unit called "You Are What You Eat". The lesson will have students work in groups to navigate QR codes linking to Pinterest pages to research and design healthy, balanced meals. Students will then be evaluated on their ability to create three meals demonstrating knowledge of different food groups and health benefits, with a target understanding level of 90%.
Assure3
The document outlines a lesson plan for an 8th grade health class unit called "You Are What You Eat". The lesson aims to teach students about the relationship between diseases and food. It will have the students work in groups using YouTube, QR codes, Twitter and Facebook to research this topic. The teacher will evaluate student participation during the group activities and is prepared to make changes, such as assigning individual work within groups, if needed to ensure all students participate.
Assure2
The document provides an outline for a lesson plan on the unit "You Are What You Eat" for an 8th grade Health class. The lesson involves using QR codes, Voki, and podcasts to guide students in researching the benefits and risks of foods in different food groups, with the goal of having students match food cards with 90% accuracy. Students will work in groups utilizing the digital tools and sources for research, with their participation evaluated and changes potentially made if all students are not participating.
Assure1
This document outlines a lesson plan for an 8th grade Health class unit on nutrition. The unit will use a poster, smartboard, and YouTube video to engage students in a discussion on food groups and having them categorize foods. The lesson aims to have 90% of students accurately group foods into the five major food groups. Formative assessment of student grouping and engagement will be used to evaluate the lesson and make revisions if needed.
Assure unit plan
This unit plan aims to teach 8th grade health students about healthy eating. The students will learn the five major food groups and match foods and diseases to each group. Interactive media like YouTube, QR codes, and Skype will be used to engage students in group activities where they research foods, create healthy meals, and present their findings to other classes. The teacher will evaluate techniques used and require participation from all students, revising the plan as needed to improve learning.
Assure5
This document outlines a lesson plan for an 8th grade Health class unit called "You Are What You Eat". The lesson involves having students work in groups to create healthy, balanced meals and present them via Skype to another class, explaining the specific health benefits of the foods in their meals. The objectives are for students to demonstrate an understanding of how different foods impact the body with 90% accuracy. Skype will be used to facilitate presentations between classes and discussions comparing the various meal options.
Assure4
This document outlines a lesson plan for an 8th grade Health class unit called "You Are What You Eat". The lesson aims to teach students about well-balanced meals and will have them work in groups to design healthy meals using QR codes and Pinterest. Students will be evaluated on their participation in the group activities and the three meals they construct, which should include foods from each food group and provide benefits in different health areas.
Assure3
This document outlines a lesson plan for an 8th grade Health class unit called "You Are What You Eat". The lesson aims to teach students about the relationship between diet and disease. YouTube videos, QR codes, Twitter, and Facebook will be used to engage students in group research projects. Students will be evaluated during the group activities and the lesson may be revised if not all students are participating equally in their groups.
Assure2
The document provides information for a unit on healthy eating for an 8th grade health class. It describes the students as ranging in age from 13 to 15, with the class being 70% white, 20% African American, and 10% Latino. Seven students have mild ADHD. The objectives are for students to match benefits and risks of foods within each food group with 90% accuracy. QR codes, Voki, and podcasts will be used to direct student research into different food groups, with requirements for all students to participate in group work and evaluations to ensure participation.
Assure1
This unit is for an 8th grade Health class and aims to teach students about the five major food groups. The teacher will use a poster, YouTube videos, and a smartboard to engage the class in a discussion about food groups and have students sort foods into the appropriate categories. Students will be assessed on their ability to correctly associate foods with food groups, and the teacher will evaluate and modify techniques as needed to ensure all students are actively participating and meeting the learning objectives.
Thurs lesson
Students worked in groups to design healthy meals using Pinterest for inspiration. They considered what constitutes a well-rounded meal and formulated their own options. Groups then prepared presentations of their meals for the class. Participation and effort during the group work was used to assess student learning.
Wed lesson
This lesson teaches students about healthy eating and its benefits. Students will watch a video to motivate them to research foods that prevent diseases like heart disease and cancer. They will then split into groups to research these foods and formulate three healthy meal plans that provide benefits like reducing cancer and heart disease risk. At the end, each group will present their meal plans and research progress to the teacher. Students will be assessed on their participation and effort during the group research.
Tues lesson
This lesson teaches students about nutrition and the risks of an unhealthy diet through group research on different foods. Students are separated into groups and directed to listen to a voki and podcast to start their research. Each group then researches the risks or benefits of their assigned food using provided online links. The lesson concludes with groups sharing what they learned, and the teacher providing feedback and suggestions for further research.
Tues lesson
This lesson teaches students about nutrition and the risks of an unhealthy diet by having them research the benefits and risks of different foods in groups. Students will separate into groups to listen to audio and conduct research on assigned foods using provided online resources. Each group will then present their findings to the class, and the teacher will provide feedback and suggestions for further research.
Monday lesson
This lesson introduces students to healthy eating and nutritional food choices. Students will view a poster and video about healthy eating, then work in groups to research foods from each major food group. The lesson aims to get students excited about nutrition and healthy lifestyles through class discussion, a video, and a group research activity where they identify healthy foods from each food group.
Assuremethodassign
This document provides an ASSURE method lesson plan for teaching months of the year to a 1st grade class with diverse demographics and learning needs. The class has 17 students, 10 boys and 7 girls, with the majority being white, African American, or Hispanic. Seven students have ADHD. The plan is to analyze students' prior knowledge of months, set an objective for students to learn 75% of months and associate each with something memorable, and use flashcards, PowerPoint, and matching games with pictures to engage students and require participation. Student learning will be evaluated and the methods revised as needed.
Web 2.0
Skype allows users to have spoken conversations over the internet while seeing each other through webcams, similar to a phone call but with video. The document discusses using Skype in classrooms to facilitate real-time communication and collaboration between classes in different locations. Examples are given of history classes from different states participating in debates and health classes comparing projects and research with other classes across the nation.
Twitter experience
Greg Mauk followed several educational Twitter accounts including @ci350class, @cybraryman1, @web20classroom, @NMHS_Principal, and @stumpteacher. He found interesting articles and insights about using social media in education. One article discussed how social media can help connect students and be an important educational tool. The tweets from these educators gave Mauk ideas for his own classroom and expanded his knowledge on educational issues and using technology to make learning fun and interactive.
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Whole unit plan
- 1. Subject:Health Unit:You Are What You Eat Grade level: High School Big Idea: Students will learn the benefits of healthy eating and demonstrate making healthy food choices. Standards: A. WVCSO’s 1. HE.HS.1.09 - Analyze how personal health practices affect the function of body systems in preventing premature death. 2. HE.HS.2.02 - evaluate how media perspectives of health impact personal, family and community health (e.g., books, magazines, newspaper, radio, TV, internet, cell phones, social networks). 3. HE.HS.2.03 – explore technology (e.g., exercise equipment, virtual reality, computers, computerized equipment, smart phones) and its influence on personal, family, and community health. 4. HE.HS.7.02 – recognize and demonstrate the positive effects of nutrition and physical activity on health. B. 21st Century Skills 1. Information and Communication Skills - Students will be shown information through demonstration and given the opportunity to communicate their understanding. 2. Thinking and Reasoning Skills - Students will use these skills to demonstrate theirunderstanding tactics and team cooperation. 3. Personal and Workplace Skills - Students will learn to work in personal and shared spaces, work cooperatively, use thinking skills, and follow direction. Learning Objectives: Students will demonstrate proper knowledge in nutrition. Students will formulate well-rounded meals and explain how each food benefits their body. Summative Assessment: A summative assessment will be done at the end of the unit. Students will be assessed by the meal plan they created, and their knowledge and reasoning behind it.