Education and Health

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Oktober 2013



This volume gives a holistic, dynamic and positive approach to the concept of health and to the teaching/learning processes in schools and elsewhere. It examines precisely what is meant by health, its contribution to the quality of life and how this should influence health education. Environmental aspects of health, traditional styles of medicine, modern technologies, topical issues and the educational aspects of certain diseases of global importance are also discussed. The outcome is the emergence of new ideas, new approaches and new ways of teaching about health. Numerous case studies and workshops are discussed to show how these new concepts can be introduced to both teachers and pupils.


1;Front Cover;1 2;Education and Health;4 3;Copyright Page;5 4;Table of Contents;8 5;Foreword;6 6;Part I: Introduction;14 6.1;Introduction;16 6.2;Chapter 1. Health Education and Education for Health;18 7;Part II: The Concept of Health;22 7.1;Introduction;24 7.2;Chapter 2. What is Health;26 7.3;Chapter 3. The Total Human Health System;30 7.4;Chapter 4. Twelve Principles of Life as a Basis for a Positive Concept of Health;32 7.4.1;1. Entropy Reduction (Creation of Order);33 7.4.2;2. Reinforcement and Reproduction (by Positive Feedback);33 7.4.3;3. Elasticity and Stability (by Negative Feedback);34 7.4.4;4. Adaptation;34 7.4.5;5. Individuality (Uniqueness;35 7.4.6;6. Compartmentalization;35 7.4.7;7. High Complexity and Interdependence;35 7.4.8;8. Hierarchy (Priorities);36 7.4.9;9. Semantics;36 7.4.10;10. Information Storage;36 7.4.11;11. Active Movement;37 7.4.12;12. Internality;37 7.4.13;Twelve Questions Arising from the Twelve Principles;38 7.5;Chapter 5. The Concept of Health: Free Association Tests;40 7.5.1;The Methodology;40 7.5.2;The Results;41 7.5.3;Association Chains;43 7.5.4;Conclusions;43 7.6;Chapter 6. Perceptions of Young Children Concerning Health;48 7.7;Chapter 7. From Illness to Wellness;52 7.7.1;Educational Implications of a "Wellness" Emphasis;53 8;Part III: Perspectives on Health Education;56 8.1;Introduction;58 8.2;Chapter 8. Health Education in Rural Areas;60 8.2.1;The Role of Women;61 8.2.2;Health Education Experience and Social Service Camps;62 8.2.3;The Role of Village Health Committees;63 8.2.4;Village Health Insurance Scheme;63 8.2.5;What We Have Learnt;64 8.3;Chapter 9. Children and Their Health;66 8.3.1;Healthy Habits;68 8.3.2;Concepts;69 8.3.3;Attitudes;70 8.3.4;Judgement and Decision-making;71 8.4;Chapter 10. A Curriculum Guide to Teaching about Health;74 8.4.1;A Model for Teaching Health Education Through Biol;75 8.4.2;Student-centred Objectives;75 8.4.3;Fitting the Teaching of Health Topics into Biology Syllabuses;77 8.5;Chapter 11. Commun
icating the Principles of Health;90 8.5.1;Ingredients of Health;90 8.5.2;Conclusion;93 8.6;Chapter 12. Getting the Right Emphasis in Health Education;94 8.6.1;Biology Education in Egypt;94 8.6.2;The Content of the Courses;94 8.6.3;Skills, Habits and Attitudes;95 8.6.4;Conclusion;96 8.7;Chapter 13. Environmental Aspects of Health Education;98 8.7.1;Health and Environmental Education in the Caribbean Regio;98 8.7.2;Reference;105 8.8;Chapter 14. Re-defining the Boundaries of Health;110 8.8.1;Chapter 16. Can Western Medicine be made Compatible with Traditional Beliefs;116;References;117 8.9;Chapter 15. The Career-Line in Health Education;112 8.10;Chapter 17. The Importance of Cloning and Biotechnology in Combating Disease;118 8.10.1;Recombinant DNA Technology and Genetic Engineering;118 8.10.2;Monoclonal Antibodies;120 8.10.3;Applications of These Technologies;120 8.10.4;Further Reading;123 8.11;Chapter 18. Improving Village Life;124 8.12;Chapter 19. Another Cautionary Tale;126 9;Part IV: Case Studies;128 9.1;Introduction;130 9.2;Chapter 20. Health Studies in New South Wales, Australia;132 9.2.1;Secondary School Biology in New South Wales;133 9.3;Chapter 21. Health Education in European Schools;136 9.3.1;The School as a Health-promoting Institution;137 9.3.2;School as a Health-promoting Community;138 9.3.3;School, Family and the Community;139 9.3.4;Curriculum Development - Materials and Methods;140 9.4;Chapter 22. Health Education in Schools in Hong Kong;142 9.5;Chapter 23. Health Education in Schools in Mauritius;144 9.6;Chapter 24. Health Education for Non-Science Students in Upper Secondary Schools in Thailand;146 9.6.1;Background and Rationale;146 9.7;Chapter 25. Environmental Aspects of Health Education in a Fishing Village;150 9.7.1;The Several Dimensions of a Community Project;150 9.7.2;A Study of the Schoolchildren's Health and Environment Associations;151 9.7.3;Implications for Teaching;153 9.7.4;Evaluation;154 9.7.5;Conclusion;155 9.7.6;Reference;155 9
.8;Chapter 26. The Agrindus Health Project;156 9.8.1;Development of the Project;157 9.8.2;The Achievements;158 9.9;Chapter 27. Health Education in Indian Villages: A New Approach;160 9.10;Chapter 28. Using Advertisements as a Learning Technique;162 9.11;Chapter 29. A CHILD-to-child Approach: A Strategy at School and Community Level;166 9.12;Chapter 30. The CHILD-to-child Approach: Health Scouts;168 9.13;Chapter 31. Two Health Education Projects from the Lawrence Hall of Science;174 9.13.1;The Health Activities Project (HAP);174 9.13.2;The "Risk and Youth: Smoking" programme (RAY:S);175 9.14;Chapter 32. A Teaching Unit on Population;178 9.14.1;The Structure of the Content;178 10;Part V: Psychological Aspects;182 10.1;Introduction;184 10.2;Chapter 33. Psychosomatic Aspects of Health: Their Relevance to Education;186 10.2.1;The Stress Mechanism;187 10.2.2;Stress and Education;189 10.2.3;Lessons on Stress;191 10.2.4;Conclusion;192 10.3;Chapter 34. School Mental Health: A Programme for Teachers;194 10.3.1;Reflections;195 10.3.2;References;196 10.4;Chapter 35. An Example of a Resource Syllabus for Mental Health Education;198 10.5;Chapter 36. Analysing Pupils' Problems;202 11;Part VI: Decision-Making and Ethics;204 11.1;Introduction;206 11.2;Chapter 37. Teaching Ethical Aspects of Health Care;208 11.2.1;The Cow;208 11.2.2;The Accident;209 11.2.3;Jane's Birthday Party;209 11.2.4;The Genetic Counsellor;209 11.2.5;Commentary;210 11.3;Chapter 38. Challenges and Implications in Introducing Social and Ethical Issues into the Science Curriculum;212 11.3.1;Key Elements of Science and Society Approaches;213 11.3.2;Approaches to Teaching and Learning: Simulation Games;213 11.3.3;Approaches to Teaching and Learning: Group Discussions;214 11.3.4;References;215 11.4;Chapter 39. A Case Study: Population as an Issue;216 11.4.1;References;221 11.5;Chapter 40. An Example of a Decision-Making Simulation Game: the Marimbian Health Service Project;222 11.5.1;The Marimbian Health Service Proje
ct;223 11.5.2;Role-playing Exercises;225 11.6;Chapter 41. An Issue Approach to Teaching and Learning in Secondary School Biology;228 11.6.1;Organ Transplantation as an Issue;229 11.6.2;Assessing Students' Written Project;231 11.6.3;Selection of Issues;232 11.6.4;Class-based Activities;233 11.6.5;Professional Development of Teachers;234 11.6.6;Confidentiality and Privacy;235 11.6.7;Reference;236 12;Part VII: Diseases of Global Importance;238 12.1;Introduction;240 12.2;Chapter 42. What Might be Taught About Diseases;242 12.3;Chapter 43. Classification of Diseases;244 12.3.1;The Medical Profession's Classification;244 12.3.2;Economic Loss (Mortality) and Economic Burden (Morbidity);245 12.3.3;Prevention versus Cure;245 12.3.4;Geographical Distribution;246 12.3.5;Age;246 12.4;Chapter 44. Cancer as a Topic in Health Education;248 12.5;Chapter 45. Bilharzia;252 12.6;Chapter 46. Carcinogenicity Induced by Environmental Agents;254 12.7;Chapter 47. Malaria;256 12.7.1;Scientific Knowledg;256 12.7.2;Control Measures;257 12.7.3;Control through Education;257 12.8;Chapter 48. Educating the "Educated" in Leprosy;262 12.8.1;Features of Leprosy in Medical Education;263 12.8.2;Research Training in Immunology and Molecular Biology;264 12.9;Chapter 49. Education About Common Diseases Caused by Parasitic Roundworms;266 13;Part VIII: Other Papers;268 13.1;Introduction;270 13.2;Chapter 50. Health Emphasis in Biology Examinations;272 13.3;Chapter 51. Examination Questions in the Science-in-Society Project;280 13.4;Chapter 52. Training of Teachers;284 13.4.1;The Investigation;284 13.4.2;Developments;285 13.4.3;Core and Option Material;286 13.4.4;Reference;288 13.5;Chapter 53. Inservice Education in New South Wales;290 13.5.1;Conclusion;291 13.5.2;Reference;292 13.6;Chapter 54. Incorporating Medicinal Plants into Health Education;294 13.6.1;Incorporation into School Syllabuses;295 13.6.2;Substantiating the Herbalists' Claims;295 13.7;Chapter 55. Oriental and Modern Western Medicine: The Case
for Integration;296 13.8;Chapter 56. A Health Education Check-List;300 13.9;Chapter 57. Some Suggestions for a Guide-book to Health;304 13.9.1;1. Some Practical Codes for Healthy Living;304 13.9.2;2. Nutrition;304 13.9.3;3. How to Protect Yourself Against Common Poisons in Food,Water, the Air and the Environment;305 13.9.4;4. Immunization;305 13.9.5;5. First Aid;305 13.9.6;6. Avoid Health-destroying Agents;305 14;Index;308


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EAN: 9781483293585
Untertitel: 200:Adobe eBook. Sprache: Englisch. Dateigröße in MByte: 23.
Verlag: Elsevier Science
Erscheinungsdatum: Oktober 2013
Format: pdf eBook
Kopierschutz: Adobe DRM
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