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Online classes

Effective: Late Fall 8-Week, 2017/2018

EDUC 105: Human Health

Course Description

The study of health, safety, and nutrition and the decisions that are faced throughout a lifetime. Consumer health, mental health, physical health, sex and reproduction, drugs, death and dying are the major topics covered.

Prerequisite: None

Proctored Exams: Midterm



Syllabus Contents

Textbooks

Required

  • Hales, D.. (2013). An Invitation to Health: Choosing to Change (16th). Boston: Cengage.
    • [ISBN-978-1-285-78311-6]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

In this course you will learn about different facets of human health and making healthy choices throughout the lifespan.  We will examine the meaning of wellness and the deliberate choices we make, as individuals and as a society, that affect our health every day.  We will explore the six dimensions of health and wellness and discuss current issues on the health of Americans.  You will also develop a plan for lifelong wellness and develop strategies for change and prevention of illness.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • To analyze major health problems facing society.
  • To analyze major social, emotional and cultural problems facing individuals in society.
  • To identify major safety issues facing society.
  • To identify nutritional, health, and special needs of children and adults.
  • To analyze the facets of lifelong wellness.

Measurable Learning Outcomes

  • Describe solutions for major health problems facing society.
  • Describe solutions for major emotional problems facing individuals in society.
  • Explain safety procedures for addressing contemporary safety issues.
  • Recommend nutritional plans to address the needs of children and adults.
  • Formulate a multifaceted plan for lifelong wellness.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions 320 32%
Lifelong Wellness Plan 280 28%
Quizzes 100 10%
Midterm Exam 150 15%
Final Exam 150 15%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 20 Wednesday/Sunday
Discusssion 2 20
Week 2
Assignment Points Due
Discussion 3 20 Wednesday/Sunday
Discussion 4 20
Wellness Plan: Needs Assessment 40 Sunday
Quiz 1 50
Proctor Information N/A
Week 3
Assignment Points Due
Discussion 5 20 Wednesday/Sunday
Discussion 6 20
Wellness Plan: Action Plan 40 Sunday
Week 4
Assignment Points Due
Discussion 7 20 Wednesday/Sunday
Discussion 8 20
Midterm 150 Sunday
Week 5
Assignment Points Due
Discussion 9 20 Wednesday/Sunday
Discussion 10 20
Week 6
Assignment Points Due
Discussion 11 20 Wednesday/Sunday
Discussion 12 20
Quiz 2 50 Sunday
Week 7
Assignment Points Due
Discussion 13 20 Wednesday/Sunday
Discussion 14 20
Lifelong Wellness Plan 200 Sunday
Week 8
Assignment Points Due
Discussion 15 20 Wednesday/Saturday
Discussion 16 20
Final Exam 150 Saturday
Total Points 1000

Assignment Overview

Discussions

You will respond to two discussion questions each week.  Your original response (for each discussion question) should be submitted by Wednesday, 11:59 pm each week. Please respond to at least two of your classmates, for each discussion question, by Sunday, 11:59 pm of each assigned week.   

Lifelong Wellness Plan

In this course, you will develop a multifaceted lifelong wellness plan, either for yourself or for someone else that you know. The plan should address at least 4 different dimensions of health (physical, psychological/emotional, social, intellectual, spiritual, environmental).  Although we will consider each of these dimensions separately in the course, we know they are all connected.  For example, social and cultural contexts often influence what we eat, which, in turn, impacts physical health.  The plan should also take into consideration changes in these dimensions across your lifespan.  What may be a priority in your 30s may no longer be important in your 60s.  Your plan should describe changes in the goals, strategies, potential barriers, and resources needed to maintain wellness for at least four different periods of life, including the current one.

You will develop the plan through a series of steps over the course of the session:

  • Needs Assessment (due Week 2)
  • Action Plan (due Week 3)
  • My Wellness Plan (due Week 7)

 You will find more details about the assignments below and in the course Content area.


Quizzes

You will take two quizzes over the readings in the course, in Weeks 2 and 6.  The quizzes will include a combination of multiple-choice and short answer questions.  You will have 50 minutes to complete each one. 

Midterm Exam

The midterm exam will include multiple-choice, short answer, and essay questions. You will have 2 hours to complete it.  The midterm must be taken in a proctored setting.  See the information below about locating a proctor.

Final Exam

The final exam will include multiple-choice, short answer, and essay questions. You will have 2 hours to complete it.  The final is not proctored.


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Dimensions of Wellness and Behavior Change
Readings
Chapter 1
Discussion 1
Introduce yourself in the “Introductions” topic of our classroom discussion. Help us get to know you.   Please give more than your name.  Include your profession, hobbies, why you are taking this class, or a goal you have for the future.  What current health or wellness issue do you think is the most important in today's society? When looking at the six dimensions of health, which one do you feel is the most prominent in your life?  With which are you least concerned and what can you do to incorporate all components into your life?
Discusssion 2

The World Health Organization defines health as "not merely the absence of disease or infirmity," but "a state of complete physical, mental, and social well-being."

What are the causes and/or underlying explanations for today's "top ten" causes for mortality"?  What are some of the factors that might explain the differences since 1900?  Be sure to review the article, "The Burden of Disease and the Changing Task of Medicine" to help you answer these questions.

Week 2: Stress Management and Emotional Health
Readings
Chapters 2-4
Discussion 3
According to the CDC, deaths resulting from school violence are only part of the problem. In the past few years, our country has witnessed unthinkable and multiple counts of shootings in schools. What triggers individuals to engage in violent behavior, particularly on the order of mass homicide? Research and find information on the relationship between violence and possible factors. What reasons might explain such behavior in our young people?
Discussion 4
Poor time management often leads to stress. Learning how to prioritize goals and manage time effectively can relieve stress. What are your particular time management issues? What can you do to correct them? Who is someone whose effectiveness you admire? What does that person do to organize his or her time?
Wellness Plan: Needs Assessment
The first step in building a lifelong wellness plan is to assess your needs at this time.  Hales provides a number of great self-study inventories that provide a good place to begin assessing your needs.  You will want to work ahead, completing at least six of these assessments for this stage of the project. Once you have completed the assessments, write a one-two page report that summarizes what you have learned about what you need to live a healthy life.  Report on which inventories you completed and the insights you have gained about your needs, but you don’t need to report the scores.   
Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.
Quiz 1
Quiz 1 covers Chapters 1-4. You will have 50 minutes to complete it.  It is an open-book exam, but you will not have time to look up the answers in the book.  It is due by Sunday at 11:59 pm Central Time.
Week 3: Nutrition and Fitness
Readings
Chapters 6-8
Discussion 5
Children who are sedentary are much more likely to become obese, which can lead to diabetes, early puberty and other weight-related maladies.  What barriers might your future students have to meeting recommended minimum requirements for exercise?  How could you help your students overcome those barriers?
Discussion 6
Looking for the ideal body weight?  What does that mean?  What is BMI?  How is it calculated?  There are a variety of weight tables available.  What are the advantages and disadvantages of relying on these in order to evaluate body weight?  What do you feel is the best method?
Wellness Plan: Action Plan
Based on the findings of your Needs Assessment, make a plan of action focused on one need that you would like to work on over the next four weeks.  State a concrete goal, a strategy for accomplishing that goal, potential barriers to change, the resources you will need to accomplish your goal, and a realistic timeline.  You may not – indeed, likely WILL not – be able to make a lasting change in four weeks’ time, but you will learn about the process of making a change, which will help you in further developing your overall plan for wellness.
Week 4: Social Health and Relationships
Readings
Chapter 5
Discussion 7
Reflect on the role of social media in your life.  Is it an important element of staying in touch with family and friends?  Do you feel that it is a healthy way of communicating?  How does this technology affect your relationships?  
Discussion 8
A growing body of research suggests that the quality of our social relationships affects our health and our long-term survival.   Why do you think they are related?  What examples have you seen of that connection between the quality of relationships and health?
Midterm
Your midterm exam will consist of multiple-choice, short answer, and essay questions.  The exam will cover all the material covered the first four weeks of class, including chapters 1-8.  The midterm must be completed in 2 hours under supervision of an approved proctor.  You will have only 1 attempt at the exam.  No notes, books, or other reference materials are allowed during the exam.  The exam must be completed between Tuesday and Sunday of Week 4. 
Week 5: Infectious Diseases
Readings
Chapters 11 and 16
Discussion 9
Compare and contrast the way homosexuals were treated in the 1970s with today.  Does AIDS/HIV receive as much publicity as it once did?  Why or why not?
Discussion 10
Do we have a moral obligation to provide healthcare to everyone as needed or is healthcare a commodity that should be subject to the same marketplace influences as other commodities?
Week 6: Cardiovascular Health and Other Major Diseases
Readings
Chapter 15
Discussion 11
Is skin cancer more of a medical/biological issue or a social/behavioral issue?  Defend your position with information from the text, the website and movie, “More than Skin Deep (available in the course Content), or additional research online.   
Discussion 12
Each year, more than 900,000 people will die from cardiovascular disease.  Identify one risk factor and do some research about it.  What did you learn about this risk factor?  Map out a lifestyle change that could potentially decrease this lifestyle risk. 
Quiz 2
Quiz 2 covers Chapters 11, 15, and 16. Complete it by Sunday at 11:59 pm Central Time. You will have 50 minutes to complete it. It is an open-book exam, but you will not have time to look up the answers in the book. It is due by Sunday at 11:59 pm Central Time.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Addiction
Readings
Chapters 12-14.

Brody, J. (2003). Addiction: A Brain Ailment, Not a Moral Lapse. New York Times. (available in course Content).                 
Discussion 13
Do you believe addiction is a disease or an emotional problem?   What are your thoughts on nature vs. nurture when discussing addiction?
Discussion 14
Share a draft of your Wellness Plan with your classmates and comment on at least two others.  Does the plan seem feasible?  What modifications might need to be made?  What still seems unclear?  What resources might you suggest to help someone accomplish his or her plan? 
Lifelong Wellness Plan
Submit your complete Wellness Plan to the Dropbox by Sunday night.  Be sure to include the following for each time span and each dimension of wellness you consider:
  • Needs Assessment
  • Multifaceted Wellness Plan
  • Plan of Action
  • Evaluation
You will find more details about the project in the Content area of the course.
Week 8: Environmental Health and Personal Safety
Readings
Chapters 18-19
Discussion 15
What environmental risk to your health are you most concerned about?  Why? 
Discussion 16
What are the differences between intentional and unintentional injuries?  What factors influence an individual’s risk of an accident?  What can be done to reduce a person’s susceptibility to each of these factors?
Final Exam
Your final exam will include multiple-choice, short answer, and essay questions.  The exam will cover all the material covered the last four weeks of class, including chapters 11-16, 18-19.  You will have access the exam by Tuesday of Week 8.  The exam must be completed no later than Saturday at 11:59 pm Central time.  After that time, you will not be allowed to submit the exam and will receive a zero as a grade. 


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late quizzes and exams will not be accepted. 

Wellness Plan assignments will be given a 5% deduction each day past the due date. 

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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