My Personal Health Education Philosophy

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Within the field of health education, Welle, Russell, and Kittleson (1995) determined that five dominant philosophies of health education/promotion exist. These include:

  • Behavior change philosophy
  • Cognitive-based philosophy
  • Decision-making philosophy
  • Freeing or functioning philosophy
  • Social change philosophy

Although the five identified philosophies for health education and promotion demonstrate that health educators may align specifically to one orientation versus another, these five philosophies do not fully encompass how health educators practice in the field. In fact, while one philosophy may serve to help explain how a certain health education strategy is introduced to an individual or community, another philosophy may be better aligned to the true needs of that individual or community. Thus, in serving to empower individuals and communities to promote health and well-being, the health educator is also empowered to develop their own personal orientation, their foundational approach to health education practice.

For this Discussion, review the Learning Resources for this week. Reflect on the philosophies for health education/promotion and consider which philosophy may help inform your philosophy statement for health education.

Post your philosophy statement for health education . This will require you to explain your health education philosophy. In the explain which one of the five philosophies of health education and promotion most closely align with your philosophy statement and why. Then, describe how you would explain your philosophy of health education to a colleague or peer. Be specific and provide examples.

References

Cottrell, R. R., Girvan, J. T., Seabert, D., Spear, C., & McKenzie, J. F. (2018). Principles and foundations of health promotion and education (7th ed.). San Francisco, CA: Benjamin Cummings.

  • Chapter 3, “Philosophical Foundations”

https://class.content.laureate.net/5cc7c24e6725c721ef20ee0c462ce2c3.pdf

https://academicaffairs.iupui.edu/AAContent/Html/Media/AAContent/03-Events/Workshop%20Materials/10-27-2011/CSF2%200%20FullThemeDescriptions.pdf

https://www.nchec.org/

Disability Culture Plunge

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Overview: 

A culture plunge can be defined as exposure to a culture that is different from our own and, in this class specifically, the culture of disability.  For this modified disability culture plunge, you will experience the culture of wheelchair rugby through the film, Murderball, （https://tubitv.com/movies/499637/murderball?utm_source=google-feed&tracking=google-feed）this is the link of film which you need to watch.

The expectation is for you to take the ideas we have presented in class and lecture recordings and, at the end of the semester, reflect on how those concepts apply to the people in this film and their diverse perspectives, by responding to the prompts/questions below.

Required Format

● Microsoft Word format ONLY

● 3 pages of question/answer text

● Responses must be in essay/paragraph format underneath respective points/questions

● 1” margins

● 12-point font

● Double-spaced

Required Reflection Content
Answer each question/prompt in 1-2 paragraphs while applying content that was covered in the course. Indicate A, B, C, D, E, F, G, and H for each response. Include the question/prompt and the answer to each question/prompt.

a. Does the film feature people who were born with disabilities? Or people who have acquired disabilities? And what impact might that have in the perspectives of the people featured in the film?          2.5 points

b. What were the initial assumptions, biases, and/or stigmas you had before watching this film? How did this film challenge or change your thinking?                                     2.5 points

c. Explain how the content and perspectives in this film relate to the social model and medical model of disability.          2.5 points

d. Name at least 2 of the following concepts learned in this course that are applicable to Murderball, and explain how they apply.                    2.5 points

● Access

● Accommodations

● Agency

● Assistive Technology

● Disability rights

● Employment

● Inclusion

● Inspiration porn

● Respectful language related to disability

e. In the film, what might be perceived as inconsistent with the Disability Studies content taught in class and/or perceived as problematic by the disability community in general?

How might the film support Disability Studies perspectives taught in Gen S420?

        2.5 points

f. Explore dignity and ableism perpetuated within the film. Give examples of comments made by the subjects of the film that either perpetuate dignity, or that are indications of ableist attitudes (even if the commentator experiences disability).             2.5 points

g. Given all that you have learned in this course, write a brief film summary, as if you were reviewing Murderball for a Disability Studies journal or magazine. How would you rate it in terms of alignment with Disability Studies values (social model, ableism, access, etc.). Would you recommend it or not? Why or why not? For what audience(s)?

2.5 points

Course Reflection 

h. What impact has this course had in your life, if any? Given what you have learned in Gen S420 in general, how might you see yourself including, and contributing to the lives of people with disabilities now and in the future? And how might you foresee people with disabilities contributing to your life now and in the future?      2.5 points

Gen S420 S2020

Assignment #5:

ALTERNATE DISABILITY CULTURE PLUNGE

Film Analysis: Murderball

 

20 points

Overview:

A culture plunge can be defined as exposure to a culture that is different from our own and, in this class specifically, the culture of disability. For this modified disability culture plunge, you will experience the culture of wheelchair rugby through the film, Murderball, （https://tubitv.com/movies/499637/murderball?utm_source=google-feed&tracking=google-feed）this is the link of film which you need to watch.

The expectation is for you to take the ideas we have presented in class and lecture recordings and, at the end of the semester, reflect on how those concepts apply to the people in this film and their diverse perspectives, by responding to the prompts/questions below.

 

Required Format

· Microsoft Word format ONLY

· 3 pages of question/answer text

· Responses must be in essay/paragraph format underneath respective points/questions

· 1” margins

· 12-point font

· Double-spaced

Required Reflection Content Answer each question/prompt in 1-2 paragraphs while applying content that was covered in the course. Indicate A, B, C, D, E, F, G, and H for each response. Include the question/prompt and the answer to each question/prompt.

 

a. Does the film feature people who were born with disabilities? Or people who have acquired disabilities? And what impact might that have in the perspectives of the people featured in the film? 2.5 points

 

b. What were the initial assumptions, biases, and/or stigmas you had before watching this film? How did this film challenge or change your thinking? 2.5 points

c. Explain how the content and perspectives in this film relate to the social model and medical model of disability. 2.5 points

 

 

 

d. Name at least 2 of the following concepts learned in this course that are applicable to Murderball, and explain how they apply. 2.5 points

· Access

· Accommodations

· Agency

· Assistive Technology

· Disability rights

· Employment

· Inclusion

· Inspiration porn

· Respectful language related to disability

 

e. In the film, what might be perceived as inconsistent with the Disability Studies content taught in class and/or perceived as problematic by the disability community in general?

How might the film support Disability Studies perspectives taught in Gen S420?

2.5 points

 

f. Explore dignity and ableism perpetuated within the film. Give examples of comments made by the subjects of the film that either perpetuate dignity, or that are indications of ableist attitudes (even if the commentator experiences disability). 2.5 points

 

g. Given all that you have learned in this course, write a brief film summary, as if you were reviewing Murderball for a Disability Studies journal or magazine. How would you rate it in terms of alignment with Disability Studies values (social model, ableism, access, etc.). Would you recommend it or not? Why or why not? For what audience(s)?

2.5 points

 

Course Reflection

 

h. What impact has this course had in your life, if any? Given what you have learned in Gen S420 in general, how might you see yourself including, and contributing to the lives of people with disabilities now and in the future? And how might you foresee people with disabilities contributing to your life now and in the future? 2.5 points

Design Prospectus

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Assignment #2:

Instructional Design Prospectus

 

 

 

 

 

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CIT 0508

Instructional Design for Trainers and Teachers

 

 

 

 

 

Nova Southeastern University

 

Instructional Design Prospectus

 

Project Title: Learning the Threat Matrix with InstructED

 

Company

Team Name: InstructED Design Team (I-ED)

 

Team Members and Roles:

· Mary Ellen Williams is the Instructional Designer and Project Coordinator. In addition to producing instructional materials, the role of the project manager includes creating a schedule and budget for the project and managing the process from start to finish.

· The Subject-Matter Expert (SME), Dr. Michael Simonson, can also evaluate the plan, assessments, and results.

· The SWOS Instructors (two) are additional subject-matter experts and evaluators. The content is asynchronous which is why the instructor’s role does not include direct instruction.

· SWOS Administrator is a part of the ongoing support services that continue the evaluation/implementation cycle.

· Additional InstructED Design Team members: evaluator and programmer/app developer.

 

Experience

 

The Instructional Designer and Project Coordinator has over 13 years of teaching experience. In addition to her role as a classroom and distance education teacher, Kathryn has developed curriculum for multiple subjects, grade levels, and learners for over a decade. For the past three years, Kathryn has managed, mentored, coached, and supervised her department of 6-12 educators as team leader and serves as the current chair.

 

Introduction

 

The Surface Warfare Officers School (SWOS) trains students to successfully serve as leaders in the U.S. Navy as experts in Surface Navy and eventually commanding officers at sea. SWOS students, or Ensigns, are responsible for memorizing the information in a detailed manual. The manual often referred to as the Shipboard’s Systems Matrix or Threat Matrix, contains information about combat fleets around the world. Ensigns are expected to learn the materials and master the Threat Matrix on their own accord with little formal classroom instruction. Mastery is measured by a multiple choice exam given to ensigns.

 

The InstructED Design Team will create a prototype digital training program for SWOS officers using Web 2.0 tools. The content matter for this training program is derived from the U.S. Navy’s Shipboard Systems Matrix.

 

Work to be accomplished

 

A prototype for an interactive digital training program will be designed using Web 2.0 tools and proposed to the SWOS Learning Standards Officer (LSO) and the Subject Matter Expert (SME). The digital training program will be available on multiple platforms already in use (computer, tablet, smartphone) and multiple operating systems (Android and iOS). The program will be available as an app and as an interactive website. The app will contain the information students need to learn from the Shipboard Systems Matrix (Threat Matrix) as well as optional embedded interactive lessons and games for additional practice and review. The app and website can be updated and revised by the SWOS staff.

 

Due to the sensitive nature of some of the material, students will be given a single-user code that can be used on their personal devices.

 

Steps to be Followed and Timeline

 

Deliverables coincide with the following schedule:

 

Month 1

Weeks 1-3 (May 3rd- May 22nd)

· Meeting with SWOS curriculum leadership to determine problem or needs analysis

· Question and Answer sessions with learners

· Gather and review resources:

· Normative needs: view test administrator’s exam handbook, reviewing current students’ study materials

· Comparative needs: review test scores and questions over an extended period of time

· Felt needs: interviews with students to gain a baseline in each individual student

· Share budget with SWOS Administrator.

 

Month 2

Weeks 4-6 (May 23rd – June 12th)

· Submit Needs Analysis

· Submit Objectives

· Submit Design Plan

 

Weeks 7-8 (June 13th- June 21st)

· Submit Evaluation Plan

· Present Design Plan

· Submit Final Design Report

End date: June 21st

 

Deliverables

Deliverables will include:

· A needs analysis report which contains an assessment of the learner and analysis of content.

· Status update: a clear set of objectives proposed prior to the design plan.

· A design plan containing specific elements of the plan such as an overview, detailed steps with benchmarks, detailed timeline, and budget.

· An evaluation plan that includes both formative and summative assessments.

· A final report that summarizes previous plans, a reflection, and a video recording.

Budget Overview

Description Unit Price Total Cost
· Personnel

InstructED Design Team:

1. Program Manager

2. App developer/programmer.

  

$24.00/hr

40 hours/week

8 weeks

  

 

$15,360.00
· Materials

Wertheim, E. (2013). The Naval Institute Guide to Combat Fleets of the World, 16th edition: Their ships, aircraft, and systems. Naval Institute Press.

  

 

$240.00

  

 

$240.00
· Travel

Travel from ID team in Fort Lauderdale, Florida to Newport, Rhode Island.

· Approximately 4 round trip flights for the two InstructED Design team members to visit twice for a week at a time.

· Hotel for 14 days

  

 

$182 per round trip flight

 

 

$120.00

  

 

$728.00

 

 

 

$1,680.00
· Overhead

Laptop- Dell Inspiron 15 3580

 

Tablet- Apple iPad

 

Program manager and App developer/computer programmer need to be able to create, edit, and test both website program and application.

  

$349.00

 

$459.00

  

 

 

$808.00
· Resources

Free iOS app: https://apps.apple.com/us/app/combat-fleets-of-the-world/id1098743015#?platform=ipad

Canvas resources provided by SME

    
  Total:

 

$18,816.00

 

References:

 

Surface Warfare Officers School Command (2020). https://www.public.navy.mil/netc/centers/swos/Default.aspx

 

United States Navy (2020). https://www.navy.mil/cnp/index.asp

 

General Dynamics: Mission Systems (2020). https://gdmissionsystems.com/shipboard-integration-and-combat-systems

 

Date: May 24, 2020

What Would Your Decision Be And Why?

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Dolly Davis is a fourth-grade teacher who has set up her social studies activities on a mastery learning basis. Students are allowed to work through most of their social studies assignments at their own speed. Much of the social studies program in Dolly’s class is based on reading assignments, so students can move at their own pace. When students believe they are ready to demonstrate mastery of the social studies skills and knowledge Dolly has described in written documents she distributes early in the school year, students set up an oral assessment. Dolly then spends 10 to 15 minutes presenting a series of short-answer items students must answer orally. So students do not discover from previously assessed students what the items on the assessment are, Dolly selects items at random from a pool of nearly 50 items for each of the four major social studies assessments during the year. Although most students seem to appreciate Dolly’s willingness to let them be assessed when they’re ready, several students have complained that they “got a harder test” than some of their classmates. The dissatisfied students have encouraged Dolly to retain her mastery learning model, but to assess all students at the same time. Dolly is deciding whether to maintain her on-call oral assessments or to revert to her former practice of written examinations administered to the entire class at the same time.

If you were Dolly, what would your decision be and why?

Your response should be BETWEEN 250-300 words.