California State University Dominguez Hills Health 100 Health & Life Styles
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California State University Dominguez Hills Health 100 Health & Life Styles Rosie McCann, PA, MSEd [email protected] http://cs-hs.info
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California State University Dominguez Hills Health 100 Health & Life Styles Rosie McCann, PA, MSEd [email protected] http://cs-hs.info. Not just absence of disease!. - PowerPoint PPT Presentation
Transcript of California State University Dominguez Hills Health 100 Health & Life Styles
California State University Dominguez Hills
Health 100Health & Life Styles
Rosie McCann, PA, [email protected]://cs-hs.info
Wellness
Orientation to Wellness
Orientation to Wellness
Why "Wellness"?
Preventative measures
that support Wellness
Behavioral Changes that
Support Wellness
What is Wellness?
What is Wellness?
Not just absence
of disease!
Wellness: “an expanded idea of health, that includes physical, emotional, intellectual, spiritual, interpersonal/ social, and environmental wellbeing”Insel
Why "Wellness"?
Current Quality and Accessibility of
Health Care
Comparison of health in USA to
that of other countries
Prior and current
causes of death
Behavioral Changes that
Support Wellness
Stop Smoking
Become Phys ically Active
Eat a Low Saturated Fat, High
Fiber diet in reasonable
serving s izes
Manage Stress:Become Assertive
Manage TimeManage Money
SleepIdentify & Combat Biases
Develop Communication Skills
Preventative measures
that support Wellness
Prevent violence
Prevent accidents
Prevent complications from illnesses:
-Screening Tests-Management of
Exis ting Conditions
Prevent child neglect and
abuse
Prevent infections:-Immunize
-Avoid Exposure-Tx Early
Study Skills to Use in HEA 100
Summary
• Getting to know each other’s names• Review the syllabus• Instructions for:
– Creating presentations: PP, MI– Note-taking– Creating flashcards – Writing essays– Identifying main points and Mind Mapping
GETTING TO KNOW THE NAMES OF YOUR CLASSMATES
Each time you meet a new person, practice using
their name:
Listen as the other person introduces him/herself.
Introduce yourself, then….
Repeat the name to
yourself, over and over.
When you run into the person,
introduce yourself again, and ask for their name, again.
For names you find difficult, actually make flashcards and practice
memorizing them
Go through syllabus
Talk to your neighbor about any part of the syllabus that you don’t understand.
Power Point Presentations
Power Point Presentations
1st slide : Subject /Name of Presenter(s)/ Class and section #/ Due Date
2nd slide : Answer the question Why is the subject you are about to cover so important?
3rd slide: Answer the question: What are you going to tell us?
Following slides (as many as you need): Discuss the points you want to make
Last slide: Summarize what you just said during the lecture.
Power Point PresentationsIn addition to needing text which is accurate and clearly
presented, you should:have visuals which are relevant to the text on the slide
and reflect our diversity, use animation, don’t have more than three points per slideuse music and video clips if you wishuse a font size that is 32 or moreMake sure that the text is clearly seen (it should be a color
that contrast enough from the background that it can be read easily by everyone in the audience)
limit the presentation to the specified time
Power Point Presentations
practice the presentation to make sure that:othe presentation is within the time limit oyou know how to use the computer and the
projectoroyou project your voice well enough that the last
person in the room can hear you clearlyoyou occasionally make eye contact with the
audienceoyou pronounce each word accurately
Power Point Presentations
Make sure:all the information is accurate, and that the document has been properly
edited (there should be no missed words, incorrect words, misspelled words, or poor grammar).
Power Point Presentations
Upload the document by the due date.
Evaluation for Power Point1. The presentation was sent on time___________________________2. The presentation was given on time__________________________3. The presentation covered the most important points_____________4. The information presented was accurate______________________5. The information was easy to understand______________________6. The slides had the required format___________________________7. There were relevant images on most slide_____________________8. If images included people, they reflected our diversity___________9. The student spoke clearly and loudly_________________________10.The student kept to the time limit:___________________________
TOTAL:_______________________________________________
Multiple Intelligence Presentation
The Multiple
Intelligence
presentation will be
used to review
material which has
already been
discussed.
The Multiple Intelligences
• We all have multiple ways in which we learn and solve problems.
• In doing so, we often use one of the intelligences more than others, whether it be our bodily-kinesthetic, visual, musical, mathematical, verbal, interpersonal, or intrapersonal intelligence.
The Multiple Intelligence presentation
– Study the content which you need to teach the class – Then, determine which techniques you will use to incorporate this
content into the Multiple Intelligence presentation
Bodily-Kinesthetic Intelligence
• Sequence of movements• Mime• Dance• Hands-on demonstration• Pass out relevant objects for people to touch
while talking
Visual Intelligence
• Drawing/Cartoon• Chart/Diagrams• Mind-Map• Slide show• Video Tape• Visualization• Have class draw as you talk
Musical Intelligence
• Music in the background or sprinkled throughout the talk
• Song lyrics• Rap• Rhythmic poem• Musical instruments/ Voice/ Whistling/
Humming• Have class keep time as you go through
rhythmic list• Use class as a chorus
Sing to the tune of ‘Summertime’
We need to lear..n some facts: Pulse is 70And blood pressure 120/80.
The… HDL is above 45The total cholesterol is below 200…If this is so,………………………………our heart is protected
The hemoglobin A1c ….is less than 6The fasting blood sugar…is one hundredIf this is so………………………………our diabetes is well managed
We..e…need our temp to be …98.6And our white blood cells to be 5 -10,000If this is so…, we don’t have an infection…….And all …is well
Evaluation of MI presentation
_________1. Addressed the assigned subject_________2. Presented accurate information_________3. Clarified the subject matter for the class_________4. Gave an engaging/creative presentation_________5. Used a teaching technique which specifically
addressed the bodily-kinesthetic, musical, or visual intelligences
_________6. Adhered to the time limit_________ TOTAL SCORE
Panel Presentation/Behavioral Change Project
During the course of Health 100 you will work on making one of the following behavioral changes:
• Stop smoking• Manage stress• Change your diet to one that is low
in saturated fats and high in fiber• Increase your daily exercise.
The Study Group will decide which behavioral change to make
The group will create a Power Point which it will present at the time of the ‘Panel Presentation’
At the first meeting
• Exchange names and e-mail addresses (and phone numbers if you wish).
• Develop a timeline for the group’s tasks between today and the day of the presentation
TODAY
Research should be complete
Power Point is
due
PANEL PRESENTATION
At the first meeting (con’t)
Determine:Who will act as the group leader?Who will do the research?
This research should be done at ‘NIH.gov’ or ‘CDC.gov’
At the first meeting (con’t)
Determine:Who will collect the information from the researchers, use the information to put the Power Point presentation together, and upload it by the deadline. Who will evaluate the group?Who will actually be on the panel to report on the group’s research and personal experiences (via the Power Point)?
The Power Point
The Power Point presentation should address the following questions:
1. On which behavioral change did your group focus?2. Why is the change so important to ‘Wellness’?3. What factors in society make this change so
difficult?4. What techniques are recommended for making the
behavioral changes?5. What techniques were most successful for the
group members who were personally trying to make the change (during the ‘Buddy Activity’)?
Group Evaluation Form Please evaluate each behavior below with a number from 0 - 3,
with 0 being the lowest value suggesting the person never did the behavior and 3 being the highest value suggesting the person always did the behavior)
Name Role in group
Completed task in a timely manner
Communicated in a timely manner
Treated all group members with respect
Leader
Evaluator
Presenter
Researcher
Researcher
Researcher
Each group member will also pair up with one other person in the group for a ‘Buddy Activity’.
In this activity each person will help his/her ‘Buddy’ make the behavioral change that the group is studying.
For a week, journal your behavior (smoking, eating high fat low fiber food, being sedentary, or being highly stressed)
• At the end of the week, review your journal with your buddy, discussing any patterns you notice in your behavior
• Discuss ways you could change your environment so that it would facilitate the change you are trying to make in your behavior.
• Make sure you have the social support you need for making this change.• Devise a plan of action• Evaluate the effectiveness of the plan in a week• Continue with the plan, or revise it, as needed.
Take notes for all classes, regardless of what is occurring in class (lecture, discussion, hands-on activity)
2) Leave approximately 3" margin at left
1) Write date in top right corner of each sheet
Date
3) Take notes on right side of sheet4) Leave space between major topics
5) On left side, draw pictures, write key phrases or questions
6) At the end of the lecture, write a list of what you just learned
Review within 24
hours!
After each lecture:
• Brainstorm what you learned that day• Then, convert that information into a Mind Map• Then, use the Mind Map to write a 250-word or 500-
word essay
Make flashcards for content you need to memorize
Copy the lecture on the class website onto your computer.
Once the document is on your computer, delete the slides you don’t need.
Print out the remaining slides in a ‘handout’ form
Cut the slides outOn the back of each slide, write a relevant questionCarry the ‘flashcards’ around with you to memorize any time you have a free moment (while waiting in line, while waiting for a friend, waiting for an instructor to arrive, while waiting for the bus, walking across campus, …)
Make flashcards for content you need to memorize
Mind Mapping
• Tool for identifying the most important points, organizing these points, and retaining this information.
Survey,Read,Map
(SRM)
1st, Survey
2nd, Read Entire
Chapter, focusing ONLY
on main ideas
4.Read Summary
Again
2.Read Large Print & Bolded
Words
3.Read First Sentence of
Each Paragraph
1.Read Summary
3rd, Mindmap
Main Concept
at center
Details as
branches
Use K ey
words
Add color &
pictures for
emphasis
Check for accuracy
Check for adequate
detail
Dr. Janet Neiderman
StressGeneral Adaptation
Syndrome (GAS) = Alarm, Resistance, and exhaustion
Consequences of prolonged or repeated exposure to Stress=High Allostatic
Load
Types of stressors
Management of Stress
Fight or Flight Reaction
Immune System affects (colds, other infections)
Cardiovascular diseases, Asthma
Allergies
Cancer
Flare Ups of Chronic
Diseases, Psychological
Problems
academic
Iinterpersonal
Time-relatedfinancial
job related
Discrimination
Daily hassles
Cognitive techniques Relaxation
techniques
Keep a s tress journal and develop a plan with
the help of a buddy
monitor self talk
Cultivate a sense of humor
practice problem solving Imagery
MeditationDeep breathing
Yoga
Lis tening to music
Social Support
Exercise
Sleep
Time Management
Rubric for Mind Maps
Excellent100%
Good85%
Acceptable70%
Does not meet expectations55%
Main Points30%
All main points addressed in the chapter are included in the Mind Map
Most of the main points are included
At least half of the chapter’s main points are included
Fewer than half of the chapter’s main points were included
Relevant details for each main point30%
Relevant details for each of the main points are included in the Mind Map
Relevant details for most main points are included
Relevant details for at least half of the chapter’s main points are included
There were no relevant details included
Organization25%
All the main points and their relevant details are clearly grouped or separated from one another
Most main points and their relevant details are clearly grouped or separated from one another
About half of the main points and their relevant details are clearly grouped or separated from one another
The main points and their relevant details overlap to such an extent that it is hard to distinguish the different groupings
Mechanics15%
The words are easy to read, the spelling and grammar is accurate, there are reinforcing visuals
The words are almost always easy to read, the spelling and grammar is usually accurate, there are some reinforcing visuals
The words are usually easy to read, the spelling and grammar is usually accurate, there are occasional reinforcing visuals
The words are not easy to read, the spelling and grammar is often not accurate, there are no reinforcing visuals
