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BI 214 Personal & Community Health
Pagano, Biagio


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

BI214 Personal and Community Health

Semester

S2J 2013 DN

Faculty

Pagano, Biagio

Title

Senior Instructor

Degrees/Certificates

B.S. (Parks, Rec. and Wildlife Management)
M.S.P.H. (Masters of Science in Public Health)

Office Location

Park University Accelerated Learning (Downtown Campus)

Office Hours

By Appointment

Daytime Phone

913-944-0398

Other Phone

913-944-0398

E-Mail

Biagio.Pagano@park.edu

bpagano35@yahoo.com

Semester Dates

March 18 to May 13, 2013

Class Days

Mondays

Class Time

5:30 to 9:50pm

Prerequisites

None

Credit Hours

3


Textbook:

"Health and Wellness," Tenth Edition, Gordon Edlin and Eric Golanty, Jones and Bartlett Publishers (Required)
 
Required: MyPyramidTracker
http://www.mypyramidtracker.gov  - Free registration
 
The student will use this website to track and analyze his/her diet for the nutrition project. It is recommended that the student become familiar with this website as soon as possible.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.cdc.gov
http://www.epa.gov
http://www.americanheart.org
http://www.cancer.org
http://www.nih.gov
http://www.nimh.nih.gov

Course Description:
Educational in nature with emphasis on personal hygiene, community health and health education, this course covers diverse topics such as wellness, mental health, stress, nutrition, weight management, communicable disease, noncommunicable disease, reproductive health, parenting, substance abuse, aging and ecology. Socioeconomic and sociocultural factors that impact the wellness of specific cultural groups will also be discussed. This course does not count toward a biology major. 3:0:3

Educational Philosophy:
The educational philosophy of the instructor is one of group interaction based on a facilitative approach in which open class discussion plays an intregal part of the learning process. The course incorporates lectures, oral presentations, readings, quizzes, dialogue, final examination, internet, written assignments, educational DVDs, websites and broad-based research. The instructor will engage each student in disputatious learning to encourage the lively exploration of ideas, issues and contradictions. Blooms Taxonomy will be utilized in assisting students to think critically (e.g., knowledge, comprehension, application, analysis, synthesis and evaluation.)

Learning Outcomes:
  Core Learning Outcomes

  1. Plan for, prepare, implement and assess/refine for re-implementation, a positive lifestyle behavioral change.
  2. Describe and demonstrate the ability to analyze personal dietary information for the major nutritional categories.
  3. Summarize the major classes of drugs, alcohol, tobacco and their effects and addictions.
  4. Interpret characteristics, processes, and treatments of various infectious and noninfectious diseases.
  5. Identify and explain human sexual anatomy and physiology, STDs, contraception and reproductive processes.


  Instructor Learning Outcomes
  1. List and discuss the attributes of the 6 dimensions of wellness.
  2. Identify the strategies to promote mental health.
  3. Identify strategies to design an optimal exercise program.
  4. List the steps required to develop a personal wellness project.
  5. Identify injury issues and preventive measures.
  6. Descibe the skills and benefits related to health coonsumerism.
  7. Identify the components of environmental health.
Core Assessment:
Comprehensive Departmental Exam

Link to Class Rubric

Class Assessment:
Assessment will be determined through: - A wellness project in which the student will plan for, prepare, implement and assess/refine for re-implementation, a positive lifestyle behavioral change. - Diet analysis written project. - Quizzes/Exams. - Completed self assessments and assignments. - Constructive participation in discussions, oral reports on chapters of the book and other assignments, and classroom activities.

Grading:

900-810 points = A;  809-720 points = B;  719-630 points = C;  629-540 = D;  539-0 = F 
 
Core Assessment Final Exam is 224 points (89 multiple choice questions at 2 points per question equaling 178 points. 10 brief explanation and fill in the blank questions totaling 46 points).
 
Personal Wellness Project (oral and written report) is 163 points. Guidelines for this project will be provided on the first night of class. 
 
Diet Analysis Project (oral and written report) is 163 points. Guidelines will be provided on the first night of class.
 
Participation is 140 points (first 8 classes at 17.5 points each). These points can be earned in each class session for constructive and cooperative in-class discussion, attention, presentation of assigned oral reports, and cooperative and constructive participation on classroom activities.
 
Wellness Self Assessments is 210 points (6 assessments at 35 points each). Each assessment must be 3 to 4 typed pages in length, doubled spaced. The first half of each paper the student will indicate the most important information stated  by the author. The student will discuss in the second half of the paper how he/she plans to use the information.
 

A student who is absent cannot make up points for in-class participation for the session missed. It is vital that the student complete the assignments for each particular class session in order to productively participate in that session's activities. Students who are tardy or leave early are subject to receiving only partial or no points for participation in that session. Late submission of assignments will only be accepted as explained below in "Late Submission of Course Materials."

Late Submission of Course Materials:
It is the student's responsibility to submit assignments to the instructor on the due date. Oral reports must be presented also on the due date. Students missing a class session are expected to submit written assignments upon returning to class, and to also have completed assignments for the current class session as well. No points will be given for assignments past due, or for oral reports not given on the assigned date. The projects, as well as, written and oral presentations, are due as assigned and on the scheduled date. There may be no opportunity to present an oral report if the student is absent on the scheduled presentation date, thus no points will be given.

Classroom Rules of Conduct:

All cell phones must be turned off during all class sessions (vibrating mode is acceptable.) Due to past abuses, laptops are not allowed. Violations to cell phone and laptop use will result in an "Absence" for the specific class period. Attendance is mandatory for all classes. There are no excused absences. However, if a class is missed, regardless of the reason, make up work is required on the following class date. If make up work is not completed, the final grade will be reduced by 10  points for each assignment (chapter, lecture, discussion question or student project paper, etc.) not turned in. Also, for each absence, the final grade will be reduced by 20 points. 
 
 
 
IMPORTANT: PLEASE READ THE FIRST 3 CHAPTERS OF THE BOOK BEFORE THE FIRST CLASS AND BE PREPARED TO DISCUSS THE CONTENTS OF THE CHAPTERS.

Course Topic/Dates/Assignments:

CLASS 1 (March 18)  Introductions; Course Overview; Review Syllabus. Chapter 1: Achieving Personal Health ." Chapter 2: Mind-Body Comunication Maintain Wellness." Chapter 3: Managing Stress: Restoring Mind-Body Harmony.

CLASS 2 (March 25) Chapter16: "Using Drugs Responsibly." Chapter 17: Eliminating Tobacco Use." Chapter 18: "Using Alcohol Responsibly."

CLASS 3 (April 1) Chapter 10: "Choosing a Fertility Control Method." Chapter 11. "Protecting Against Sexually Transmitted Diseases and AID." 

CLASS 4 (April 8) Chapter 5: "Choosing a Nutritious Diet." Chapter 6 "Managing a Healthy Weight." Chapter 7 "Physical Activity for Health and Well Being." 

CLASS 5 (April 15) Chapter 12: "Reducing Infections and Building Immunity." Chapter 13: "Cancer: Understanding Risks and Prevention." Chapter 14: "Cardiovascular Diseases: Understanding Risks and Prevention."

CLASS 6: (April 22) Chapter 19: Making Decisions About Health Care." Chapter 20: "Exploring Alternative Medicines." Chapter 21: "Accidents and Injuries."

CLASS 7: (April 29) Chapter 22:" Understanding Aging and Dying." Chapter 23: "Violence in Our Society."
Oral and Written Reports on Wellness and Nutrition Projects.

CLASS 8: (May 6) Chapter 24: "Working Toward a Healthy Environment." Continue Oral Reports as assigned. Core Assessment Final Exam.

(NOTE: WHEN DISCUSSING CHAPTERS FROM THE TEXTBOOK, STUDENTS WILL BE DIVIDED INTO SMALL GROUPS AND WILL PRESENT SPECIFIC CHAPTERS ASSIGNED BY THE INSTRUCTOR. THE INSTUCTOR WILL ALSO PRESENT RELATED HUMAN AND ENVIRONMENTAL HEALTH INFORMATION FROM OVER 100 PEER REVIEWED PUBLICATIONS/ARTICLES, LOCAL HEALTH ORGANIZATIONS, AND VIABLE WEBSITES. IN ADDITION, HE WILL PROVIDE CASE STUDIES AND PERSONAL PROJECTS  FROM OVER 30 YEARS OF PUBLIC AND ENVIRONMENTAL HEALTH EXPERIENCE).

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2012-2013 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2012-2013 Undergraduate Catalog Page 98

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation/Analysis                                                                                                                                                                                                                                        
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Identified and discussed 6 or more items called for in the nutrition-based questions Identified and discussed 4-5 items called for in the nutrition-based questions. Identified and discussed 1-3 items called for in the nutrition-based questions.  
Application/Synthesis                                                                                                                                                                                                                                      
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Defined “lifestyle disease” and gave 6 or more examples.     Discuss how lifestyle, family history, occupation and geography influence your nutritional choices.



 
Defined “lifestyle disease” and discussed 5 examples.    Discuss three facets: lifestyle, family history, occupation and geography;  influence your nutritional choices. Defined “lifestyle disease” but gave less than 5 examples.    Discuss two or less facets: lifestyle, family history, occupation and geography;  influence your nutritional choices.



 
 
Content & Technical Skill in Communicating                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Listed the 6 dimensions of wellness then elaborated on each with 2 or more examples; consistently used health-specific terminology in answering discussion questions.   Accurately answered 80% of the objective test items Listed the 6 dimensions of wellness then gave basic explanation for each and used health-specific terminology in answering discussion questions.   Accurately answered 60-79% of the objective test items Listed 1-5 dimensions of wellness but did not explain each or did so in a cursory manner and did not use health-specific terminology in answering discussion questions.   Accurately answered less than 59% of the objective test items  
Civic Literacy                                                                                                                                                                                                                                             
Outcomes
3, University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
Demonstrated mastery of 7 or more negative aspects of substance abuse including examples towards oneself and one's community. Demonstrated mastery of 4-6 negative aspects of substance abuse including examples towards oneself and one's community. Demonstrated mastery of 3-5 negative aspects of substance abuse including examples towards oneself and one's community.  
Values Literacy                                                                                                                                                                                                                                            
Outcomes
1, 2, 3 University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrated mastery of and implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. Demonstrated mastery of but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. Demonstrated a cursory understanding but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior.  

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Last Updated:2/9/2013 2:38:32 AM