Category Archives: Funding

Proposed Health Curriculum


Students need to understand the role their behaviour plays in supporting their health and other peoples’ health; they need to know that getting sick happens to everyone and doesn’t always require a visit to the doctor; they need to know how to do simple nursing at home so that people in their care do not get sicker; they need to know what kinds of symptoms require a doctor’s care or even a visit to the hospital.  This is why I advocate teaching First Aid and basic nursing skills such as ways to reduce fevers without resorting to drugs,  appropriate foods to feed patients with stomach bugs or colds, how long a patient needs to rest, stay home, take it easy and what the signs are of severe problems which require help.

I am not advocating that students be trained to be medical professionals but they should be trained to have sufficient knowledge and skills to care for themselves and others and be able to ask reasonable questions about health issues.  Part of growing up should be about caring for other people as well as oneself.  An understanding of the differences in infants and the elderly from the regular population in their health needs is vital.  An educated population could reduce the burden on hospitals and medical professionals.

WHAT IS WELL?

– HOW TO KEEP THE BODY IN GOOD TRIM FOR DEALING WITH BUGS AND ACCIDENTS:

Diet – what kind?

Exercise- what kind? How much?

Sleep – its importance and how much

Main health effects of sleep deprivation (See ...

Main health effects of sleep deprivation (See Wikipedia:Sleep deprivation). Model: Mikael Häggström. To discuss image, please see Template talk:Häggström diagrams (Photo credit: Wikipedia)

Dealing with stress

Hygiene – both mental and physical eg.

Person washing his hands

Person washing his hands (Photo credit: Wikipedia)

hand washing after using the toilet and before eating

The importance of friends

The social self.

The social self. (Photo credit: Wikipedia)

Vaccinations

– how they work

– Dangerous myths about vaccinations

Helmets for cycling

– Proper use

– Rules of the road for cyclists & cars and pedestrians.

– Defensive cycling

Safety – risk appraisal and safe behaviour

– Alcohol

– Cigarettes

SEXUALITY:

Menstrual cycle

Relationships

Male & female genitalia

Well Baby Check up

Well Baby Check up (Photo credit: BenSpark)

Conception

Pregnancy

Birth

Breastfeeding & alternatives

Contraception

STDs

Menopause

– WELL BABY CARE

Senior Strutters March Show

Senior Strutters March Show (Photo credit: Old Shoe Woman)

– ISSUES IN AGING SUCH AS:

Age Wave

Age Wave (Photo credit: jurvetson)

Maintaining physical and mental health

Cardiovascular Disease

Cardiovascular Disease (Photo credit: GEEKSTATS)

– Through exercise, diet, participation in the community

– Planning finances for retirement

– Keeping the person living independently as long as possible

Weakening immune system

Loss of bone and muscle strength and ways

Gym Free-weights Area Category:Gyms_and_Health...

Gym Free-weights Area Category:Gyms_and_Health_Clubs (Photo credit: Wikipedia)

to reduce it.

Sleeping problems

Elder abuse

MENTAL HEALTH

Dealing with stress

Preventing stress

Good stress

Kindness and compassion as elements in maintaining good health

– WHAT IS SICK?

– HOW THE BODY DEALS WITH ILLNESS – anti-bodies

– Fever

– Fatigue

– SYMPTOMS OF COMMON PLACE ILLNESSES:

Colds

Stomach bugs

Influenza (flu)

Cold/Flu/H1N1 symptom chart

Cold/Flu/H1N1 symptom chart (Photo credit: Kevin Baird)

Viruses

Headaches

Infections

Differences in symptoms and appropriate treatment for the elderly and infants

– TREATMENT OF COMMON PLACE ILLNESSES:

Role of the caregiver in keeping a patient comfortable

Rest – what is it?

Fluid – what kind?

Diet – what kind?

Cold sweat...

Cold sweat… (Photo credit: squishband)

Observation – fever, rashes, behaviour, vomiting, diarrhoea symptoms

Over the counter medication such as acetylsalicylic acid, ibuprofen and acetaminophen, their use, minimum & maximum doses, cautions on use

Symptom suppressors such as over the counter cough and cold medication & how and when to use them

– HOW TO PREVENT INJURIES

Cycling Oxford

Cycling Oxford (Photo credit: tejvanphotos)

Safety on the road

Cleaning up spills

Tidying floors

Understanding which chemicals are dangerous and how to find out if they don’t know.

Storing chemicals and medications appropriately

Fire and scalding prevention

Using and storing knives

Water safety

– SYMPTOMS OF COMMON PLACE INJURIES:

Scrapes

Sprains

Cuts

Bruises

Breaks

English: A typical examination room in a docto...

English: A typical examination room in a doctor’s office. (Photo credit: Wikipedia)

bites

Drowning

FIRST AID FOR THE ABOVE

– WHEN TO CALL THE DOCTOR & HOW TO HANDLE A VISIT TO THE DOCTOR’S OFFICE

Bring information about medicines

A clear description of symptoms – the fine art of taking and using notes

Health card

Patience

A child and adolescent’s right to confidentiality – how much, under what circumstances and at what age

– WHEN TO GO TO THE EMERGENCY:

Bankstown Hospital Emergency Room

Bankstown Hospital Emergency Room (Photo credit: redwolfoz)

Bleeding

Breathing

Unconsciousness

High fever (what is a high fever?)

Pain – prolonged or fierce

– & WHAT TO EXPECT

Hospital expectations such as:

bringing health cards

washing hands

wearing a mask for cold symptoms or coughs to prevent spread

First contact

Triage

Waiting times

A child and adolescent’s right to confidentiality – how much, under what circumstances and at what age

– DISEASES FREQUENTLY CAUSED BY LIFESTYLE:

Diabetes 2

Heart and stroke

What scientists call "Overweight" ch...

What scientists call “Overweight” changes with our knowledge of human health (Photo credit: Wikipedia)

Obesity

Addictions

Tooth decay and loss

Emphysema

COMMON CHRONIC DISEASES, PROGRESSION AND TREATMENTS:

Diabetes 1

Asthma

Acne

Emphysema

Cancer

Migraines

MENTAL ILLNESS, SYMPTOMS & COMMON TREATMENTS

Explanation of common terms used to describe mental illness such as:

psychotic,

paranoid,

1212mentalhealth-RW

1212mentalhealth-RW (Photo credit: Robbie Wroblewski)

phobia

MOOD DISORDERS

  • Major Depressive Disorder
  • Dysthymic Disorder
  • Bipolar Disorder
  • Suicide

SCHIZOPHRENIA

ANXIETY DISORDERS

  • Panic Disorder
  • Obsessive-Compulsive Disorder (OCD)
  • Post-Traumatic Stress Disorder (PTSD)
  • Generalized Anxiety Disorder (GAD)
  • Social Phobia
  • Agoraphobia
  • Specific Phobia

EATING DISORDERS

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

AUTISM

PERSONALITY DISORDERS

Family doctor

Teacher

Support groups

ETCETERA

Explanation of terms bandied about the educational system such as ADD, ADHD, intelligence, autism, learning disability and how they affect a person’s learning and education.  Treatments.

English: Ritalin (Australian packaging)

English: Ritalin (Australian packaging) (Photo credit: Wikipedia)

Explanation of interaction of physical and mental illness, drugs and physical and mental illness.

Explanation of alternative treatments such as:

Massage on the RM Elegant

Massage on the RM Elegant (Photo credit: yachtfan)

Acupuncture

Chiropractic

Massage

Physiotherapy

Biofeedback

Discussion of drug use: over the counter, prescription, illegal and naturopathic and the role of the pharmacist in ensuring that the appropriate medications are prescribed.

Pharmacy Rx symbol

Pharmacy Rx symbol (Photo credit: Wikipedia)

Discussion of commonly prescribed medications, how they work and how to use them effectively:

eg Antibiotics

Antidepressants

Antivirals

Analgesics

Antipyretics

Anti-inflammatories

Antihistamines

Examples of curriculum, including the health curriculum (from Ontario’s ministry of education) that could integrate with or already cover the proposed health curriculum. 

Health Curriculum Grades 1 to 8

Healthy Eating.

Personal Safety and Injury Prevention.

Substance Use, Addictions, and Related Behaviours.

Growth and Development

Integration of Mental Health

Grade nine and ten science

A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations (e.g., appropriate techniques for handling, storing, and disposing of laboratory materials [following the Workplace Hazardous Materials Information System-WHMIS]; safe operation of optical equipment; safe handling and disposal of biological materials), with the aid of appropriate support materials (e.g., the Reference Manual on the WHMIS website; the Live Safe! Work Smart! website)

A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1.9 analyse the information gathered from research sources for reliability and bias

A1.10  draw conclusions based on inquiry results and research findings, and justify their conclusions

B1.3 describe public health strategies related to systems biology (e.g., cancer screening and prevention programs; vaccines against the human papillomavirus [HPV] and measles, mumps, and rubella [MMR]; AIDS education), and assess their impact on society [AI, C]

Sample issue: Early-childhood vaccination programs have greatly reduced the incidence of certain diseases and the social and medical costs associated with them. Influenced by controversial studies arguing that there may be health risks associated with such vaccines, some parents have chosen not to vaccinate their children, which could lead to a resurgence of these potentially deadly diseases.

Sample questions: What strategies are included in public health initiatives aimed at reducing the incidence of smoking-related diseases? What impact have these initiatives had on smoking rates and associated medical costs? How have health authorities responded to the threat of West Nile virus? What effect does this response have on people’s lifestyles? How did various cultures attempt to prevent disease before vaccines were available? What impact have vaccines had on global health?

B 2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B3.2 describe the interdependence of the components within a terrestrial and an aquatic ecosystem, and explain how the components of both systems work together to ensure the sustainability of a larger ecosystem

B3.3 describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon dioxide in the atmosphere)

Sample issue: Scientists are researching changes in climate patterns as possible contributing factors to an increase in the number of smog days in Ontario and elsewhere in Canada. As the air quality worsens, people may curtail their outdoor activities, and those with respiratory problems may require medical attention, increasing health care costs.

C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s) (e.g., chemical reactions related to the use of cyanide in gold mining, the corrosion of metal supports on bridges, the use of different antibacterial agents such as chlorine and bromine in recreational pools) [IP, PR, AI, C]

Sample issue: Ammonia and chlorine bleach are two common household cleaning agents. How-ever, when these two substances are mixed, the chemical reaction produces chlorine gas, which is highly toxic.

Sample questions: Why is it important to understand the chemical composition of chlorinating agents used in swimming pools before using them? What chemical reactions result in acid precipitation? What impact does it have on the environment? What sources of information are available on the safety or environmental implications of chemicals and chemical reactions? Why is it important to ensure that these sources are up to date? Why is it important to understand WHMIS information, including Material Safety Data Sheets, before using any chemicals?

• recognize that communities consist of various physical features and community facilities that meet human needs;

• use a variety of resources and tools to gather, process, and communicate information about the distinguishing physical features and community facilities in their area;

• describe how people in the community interact with each other and the physical environment to meet human needs

C2.1 use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant [C]

C2.2 construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 ? CO2; 2H2 + O2 ? 2H2O), and produce diagrams of these models [PR, C]

C2.3 investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations) [PR, AI, C]

C2.4 use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies [PR, AI]

C2.5 plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature) [IP, PR, AI]

C2.6 plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid-base indicators or pH test strips to classify common household substances) [IP, PR, AI]P

Sample issue: Ultrasound is routinely used during pregnancy to monitor the development of the fetus. It is also used to perform amniocentesis, which screens for genetic disorders, and allows doctors to perform surgery on the fetus before birth to correct some abnormalities. However, there have been few studies on the long-term effects of the use of ultrasound.

Sample questions: How are medical imaging technologies used in the diagnosis and treatment of heart disease and stroke? What types of imaging technologies are used in ophthalmology? How have they benefited people who have eye disease? How have developments in biophotonics advanced a range of surgical procedures?analyse a technological device or procedure related to human perception of light (e.g., eyeglasses, contact lenses, infrared or low light vision sensors, laser surgery), and evaluate its effectiveness.

What strategies are included in public health initiatives aimed at reducing the incidence of smoking-related diseases? What impact have these initiatives had on smoking rates and associated medical costs? How have health authorities responded to the threat of West Nile virus? What effect does this response have on people’s lifestyles?

How Do We Value French as a Language?


Many Canadian parents want their Anglophone children to be in French Immersion. They believe that being bilingual in French and English will give them an inside track in getting jobs with the government and any organisation that deals with the government. And maybe it will.

Reading, conversation and pop music in French

‪Seducing Dr. Lewis – a charming Quebecois film about a small community on the North Shore trying to find a doctor. Continue reading

Why do we have a Free Universal Educational System?


One of the big questions that gets asked about school is why we educate our children.  Historically speaking, this is a new phenomenon.  In many societies it was illegal to educate slaves and considered inadvisable to educate women.  In days of old when knights were bold, they thought only monks and scribes should get their hands inky learning to read and write and then only because someone had to copy prayers and bibles and occasionally write some religious instruction. It wasn’t just in medieval times and in the Catholic religion that it was considered better if the priesthood kept literacy and the mysteries of religion to themselves, but it is one of the better known examples.

That Alfred the Great of England learned such priestly skills at his mother’s knee and later established a school for the children of the nobility so that administrators and the powerful would be literate was a wonder at the time.

THE TORAH AND THE BIBLE: READ ALL ABOUT THEM

On the other hand, religion has been the impetus in Judaism and Lutheranism to learn to read so that each person could read and understand the scriptures for themselves.  Although where the boys and girls were taught and exactly how much they were taught might have been different, their literacy and understanding of the scriptures was considered of primary importance so they might know how to act within their society.

LITERACY AS A USEFUL WORKING SKILL

            With the advent of the industrial revolution, employers realised they needed workers who had learned the basics of the three r’s.  That and the tendency of people wanting to read and understand scripture for themselves, lead to a basic education for everyone becoming important.  In England it was at first the churches that took responsibility for primary education.  The curriculum for girls often included many of the domestic arts, especially all forms of needlework.

AND AMONG THE LEISURE CLASS, MORE EDUCATION!

While the children in the church and state schools were being given the skills their employers looked for, the ladies and gentlemen of leisure were educated, as they had long been educated privately at home and, later in history at a boarding school, for more than the simple skills of literacy and numeracy.  It was not uncommon for the aristocracy and the well heeled to speak at least one or two other modern languages, know mathematics and something of the arts and Latin and Greek.  The expectation was that the educated could write competently and read reflectively.

The men who could afford to often spent a lengthy period on the continent, sometimes with a tutor, being exposed to foreign languages, culture and art.  Later, young women might also travel with their family or as part of their wedding tour.

EDUCATION FOR WORKING SKILLS OR APPRECIATION AND THOUGHT?

So education divided itself roughly along two lines: learning some basic skills that would make the learners useful to their eventual employers, whether a king, a shop keeper or an industrialist, or acquiring knowledge, learning how to think and to understand other ways of thinking and living.

WHAT DO WE EXPECT FROM EDUCATION?

A JOB?

So, what is our goal in educating all our children?  Students of twelve and thirteen have some vague idea that is has something to do with a getting a good job.  The definition of a good job was one that makes lots of money.  That sounded to me as if our education system is expected to provide skilled workers for the employers in our society.

SHARED PARENTING?

On the other hand, a few years ago when child obesity was on the rise, elementary school teachers were mandated to ensure that each child got twenty minutes of cardiovascular exercise each day.  There was no suggestion that parents encourage their children to walk to school or insist they spend some time outdoors each day or turn off everything electronic after school.  This looks to me as if society wants education to step up and concern itself with health, the former role of parents.

CHILD SOCIALISATION?

A friend with a very bright only child looks to the schools to socialise her daughter and thinks they are doing an excellent job.  She feels that it is her job and her husband’s to take care of her education.  I can sympathise; a grade one teacher faced with a child who is reading books about the Chinese and has a clear idea of how the solar and immune systems function, will be grateful to just have to deal with teaching her to stop spitting on her classmates and start participating in team sports.  Enriching her as well would be like having a second job.  Together they make a great team.

HOUSING CHILDREN AS LONG AS POSSIBLE?

The layman’s enthusiasm for students being kept in school seems to be for two reasons:   1.  It will keep them off the streets

2.  It will reduce the competition in the unskilled labour market.

Today we look to our schools to prepare our children for the job market, to help maintain their health, take on some of the parental responsibility and socialise them so that when they are released onto the streets as late as possible, they won’t spit on us, eat their snot or refuse to stand in line for the bus.

AND YET …

The earliest people to educate all the children did it so the children could understand the basis of the morality of their community and read about it when they had time for quiet reflection.  They were not expected to accept one person’s interpretation, although they might respect it; they were allowed and, to some extent, encouraged to develop their own understanding and opinions.

THE WHY AFFECTS THE HOW

How we educate our children depends on why.   In my next post I will discuss problem solving: how we teach it to keep the marks up and how we could teach it to create good problem solvers.

Acronyms and Abbreviations for Educational Terms


There is more to come, but this is a start.  If you find other terms you would like explained, please let me know.

Education students, a caveat – these are informal and opinionated definitions!

Acronyms and Abbreviations

ADD = attention deficit disorder

ADHD = attention deficit hyperactive disorder

CCAT = Canadian Cognitive Abilities Test

EFI = early French immersion

EFTO = Elementary Teachers’ Federation of Ontario

FI = French immersion

LD = learning disability (disabled)

LST = learning support teacher

IPRC = identification, process and review committee

IQ = intelligence quotient

IEP = individual learning plan

IB = international baccalaureate (programme)

LFI = late French immersion

LST = learning support teacher

MIDI = Musical Instrument Digital Interface

MFI = middle French immersion

OSR = Ontario student record

SES = Socio-Economic Status

TIPS=Targeted Implementation and Planning Supports for Revised Mathematics

WISC = Wechsler Intelligence Scale for Children

Once More Into the Blog, Dear Readers


The Remains of the Dock

Events have rendered me unwilling to think about education and despairing of teachers in Ontario ever being treated as more than technicians in the near future.  I have not written about education for many months now, but the little girl next door is leaving her Montessori school to start grade one at our local school.   My niece is half way through high school and two young cousins are returning to the francophone primary school.  We talk about school:  what their parents like; what works for the children; the inequities; the little miracles wrought by their teachers; the rules, ridiculous and important; the children’s biases and prejudices.  For the most part both the parents and children recognise that compromises have to be made in what is essentially still an industrial model of education but sometimes I hear frustration in their voices.

I am surrounded by teachers, too.  Primary, Montessori, kindergarten to grade 8 French, high school language, supply, university psychology, adult ESL teacher trainers, graduate supervisors.  They all have their delights and concerns as they return to the classroom.  Sometimes one or two will honour me by turning over a problem with me or asking my advice and I get some insight into their particular corners of the teaching profession.

All of us see things which don’t make sense, which hinder teachers in their teaching, students in their learning and parents in their support of both.  So inevitably I want to write again to point out the illogical, the wasteful and the effective events taking place in our schools.  I want to talk about what does work, especially the simple easy techniques.

I have been looking over the many thoughtful comments I have received from readers.  Please keep them coming; even when I disagree with you, they provoke me to think and consider other possibilities.  Writing in a vacuum is a dangerous thing as the writer may begin to believe everything she writes.

Watch this space for more about equity for the learning disabled, sense in teaching second languages and reflections on morality.  I hope to eventually have some comments to make on university teaching, too.  One might say that teaching is a new discovery in all university faculties, except, perhaps the education faculties.  And I am not too sure about them!

Rebuilding the Dock