e- health, stit-uti on state= education uept., albany ... · -document---resume. e-stit-uti on...

-DOCUMENT---RESUME.

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STIT-UTI ON

=DAZE=-

SE 016 281

Strand IV Environmental and Community Health, Ecologyand Health,== Grades = and 9.New-York State= Education Uept., Albany. Bureau o_ fSecondary Curriculum velopment.7046p.

en emun er an in

and- learning

NZ ARTN_YORICI

_-_U COEP_ARTMENT_OFHEALTH,

--=EOUCATION WELFAREz=NATIONALINSTITUTE

OF _

=_ =THIS =DOCUMENT5 -HAS158EENREPRO

_--DUCED,,EXACTLY=AS-RECEIVEOIrROM

THE_,PERSONIOR-ORGANIZATIONORIGIN---ATiNa_IT=p0INTSOF,VIEW

OR OPIN:ONSStATEDIDONOTNECESSARILY=REPRE= -SENrOFFICIAIAATIONAL

MST' TUTEOP--=_EDUCATION'OSITIONOR=eoCicr

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CURRICUL

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=State = Education artmentinent/

HTHE UNIVERSITY OF THE STATE OF NEW YORK

Regents of the University (with years when terms expire)

1984 Joseph K. McGovern, AB., LL.B., L.H.D., LL.D., D.C.L.,- Chancellor ----------------- New York

1985 EverettJ. Penny, B.C.S., D.C.S.,Vice Thancëllor ------------- white Plains

1918 Alexander J. Allin, Jr,, LL.D., Litt.D --------- TrOy1O7 ehi.1øc W U 11.A T. A R 11 fl T -Il fl -- - D..tt.1,.

19

19'

19'

191

191

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Assisrant Comissioner for Ii

Director, Cun

- Chief. Bureau of SGo

Director, DivI

Pb15L iissisiani

Joseph A. D'ELI

udson

pment Center

g

.culuin Development

oft

al Education

Health and Drugjducation

Education

a

E_NVIRONME

COMMUNITI

trand dea s- w -man an- is_a ilitv to eve o -cont-ro isenvironmen =, _ _

_ conversely, the controllingor limiting factors of the environment that affect man's_health and_e_basic principles related _to ecoio __affectin man's health are given primary_

onsiderati

Changes_ in_ population, societal s ructure, purposes and_activty_,_ along with_ s cientific develop,.

ment , and_natural onmental phenomena resent_ uswith_challenging health7implications . It

has, therefore, become increasin 1 iimpor;anPt_for students_not_only _to _understand their_ environment

(what it is- and_what it doess), bsusgetYna.so tobeconte committed to_involv_ingtthemselves in bringingabout its improvement. _essential that teachers select, or create learning ex eriences which

reach these-=en

ei=r_ =learnin experiences

Studeif

= CONTENTS

env],

ii-16 ea=

ocu tuai Fnui=_ronme

nvizonme

UNDERSTAND IN S=AND = SUGGESTED = TEACHING= =AIDS= _SU-PP

DAMEN CEP S ==LEA I ITIES -5 =

stow

11

SUGGESTED_i TEACHING_ AIDS

-AND_1-!LEARNING-zzACTIVITIES

SUPPLEMENTARY -INFORMATION

= FOR TEACHERS

umerous scientific disci-Ines have contributed tole science of-_eco ogy in

o-underStanone with _ eve

This is an appropriatetime to discuss in gener-

stDu

eft=

at

4c-ant-±to-irtsrn_to,:zikidertaTi

-cc-Intro rx=ronmen

Ongevlsciencereate =envIronme

_-_tinue-S-=_-t0-;:pretenteriousi-IatardeenditiOns-Ao-: h

OUTLINE OF CONTENT -MAJOR:-UNDERSTANDINGS==AND

-:FUNDAMENTAL =CONCERTSSUGGESTED_3EACHING AIDSANDIEARNING;ACTIV-ITIES

Man's physical environmentmay favorably or unfavor_.;ably-influence-his healthstatus.

=Have -the ==student list Vatand CleSqibe_%tays__in which airthe---phystal. enViron-m-efit _eza

OffettS -their= thestatus. =Include- both --heafavorable arid- -tirifaverableeffeets.

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iol

lea

:nv

!co

;a.

atishy

;oc

:hai-ed

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tit-_-

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helayhe

MAJORANDERSTANDI NOS AND: S_UGGESTED- -_TEACH INC- AIDS -SUPPLEMENTARY- I NFORMATFUNDAMENTAL CONCEPTS AND-=LEARN I NGv_ACTIN-IT _ TEACHERS -=

health; air, water, and =land=pollution, =for example.

e7g:

trt

need to reverse t esionme-n-_

-re e ine ouro ress

n t-s-zzenvirorimen-t"-is=

Ticompos ite_natural 'com onenman s arid_ (3)_

numerouS combinations of-the

irxah.

ea

Man' s physicl environment:may favorably or unfavor-ably influence his healthstatus.

W

Have the students 1and describe ways =in= whichthe physical environmentaffects their_ health

status. Inrlude both_favorable and unfavorable

effects.

:--Various= --factors related- __-

air-,--_:water,_and-soll_ -are=

exaMpl_7of-theaeffects- ofthe- physical environment on,==1

he--alth.=

-. we are dependent -_on airto Support_ 1-lfe

OUTLINE OF -CONTENT MAJOR_ UNDERSTANDINGS4\ND l-SUGGE-STED--TE-ACHING-- AIDS -SUP -M

FUNDAMENTAL= CONCEPTS- : AND--_LEARNING =ACTIVE ES-_

an

ent

is°

envol

altwit

MAJORANDERSTANDI NGS: -AND -, -SUGGESTEDJEACHING=i-AIDS-= -FUNDAMENTAL=----i--- ANDlIARNINGACTIVRIES-- =

SUPPLEMENTARVINFORMATION=--- -- f-1 FOR-- TEACHERS':

'atiir

tuIfsifio

au

dile

:=Fe

JORANDERSTANDINGSA -SUGGESTEVT--FUNDAMENT NCERTS=f _AND LEARNING

tlon%pro SU]

co(

e er toS±rnEnv i roil men t a

ecoQica

auda

mea

1

in eri.onroxim e

an

ehoriysneOs' i'To;t4rite

uul:0is

ima once

DERSTANDINGSF SUGGESTED - TEACHING = AIDS=NDAMEN NCE ANDAEARNI

ontaminatecessa

-or=an ectiti

contaminated-cessa

Ironmen a onto avora

ci

origin

_Tropitat-At'

fts

111C

3s-seas

41151ffial

IdemitL

atacteria

aracteristic

21.ad

Etc ar

1

SUPPLEMENTARY4NFORMATIONJORANDERSTANDINGS-:AND=- :SUGGESTEDTEACHJNGj%IDS

---FUNDANENT=ALICONCERTS_=-=7_- ---5AND71LEARNINGPACTTVITIES-----1----

or

Lit

ome

as

HERS:

sistantchemicfavor--

condit'ions

ma

ira

hè

.tas

the

ier

t7

_ s

OUTLINE-OV_CONTENT MMORUNDERSTANDINGSANtF== FUNDAMENTALEICONCEPTSi -ANDLEARNI

ri

finr?

ilasesti

J NDERSTANDIN SUGGESTED CHING= AIDS-=-= =SUPPLEMENTAR-Y_ - INFORMATIOFUNDAMENTAL -CONCE LEARNING -ACHE

5

se

rci

t

sousghermor=_tal

-______I

JP

FUNDAMEN NCEP-

es

II_

CHI

rate during a particulartime perio

,,ve

ofas=

oron

tonceaus'aha

nTitioelras

OUTLINE OF CONTENt =- MAJOR UNDERSTANDIN UGGEST TEACHING AIDSNDAMENTAL CONCEPTS AND 1EARNINGACTI

-SUP

con'in=

rela*

tte

on

mv

so:em

DE RSTA N DI N

DAMENTAL -CONCE

AIDS -SUPP

=Silt

I

ionsi

)PP

one

Inn

IS

'Cais

Hsu

J RANDENSTANDINFUNDAMENTAL C

imate t

ITT

tse

E _ER-STAND-IN TEACHING AIDS- -SUP

DAMEN C

rat- does- __ =ate-:TO

eat

ENTRGI MRMAT

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DERSTANDINIDAMEN C

Interac io )

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the

Vo

A =IV

tiOIss

GGES _CHINDANDAMEN C

a e ancLcontrol 0 =ationscl ysical-environment arfortstomcon- cessa tozmaintain=1-the ealthful environme

vironme

UNDERSTANDINDAMENTAL =CONE

=='

1 -11GGESTAND RNI

MENTAR-Y_ INFORHATIFOR CHE

FT

OUTLINE OF CONTENT MAJOR=UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

III. Man's Health andthe BiologicalEnvironment

Man also lives in a biologicalenvironment surrounded bynumerous plants and animalswhich may be either benefi-cial or harmful to his health.

16

SUGGESTED TEACHING AIDS SUPAND LEARNING ACTIVITIES-__

Have the students relateand describe how thebiological environmentinfluences tlwir healthstatus. Be sure to discuss 1.

beneficial as= well asharmful effects.

Sel

effenv

Me

-w

pla-nec

qual

deveIn

depman-psycex =is

2.

beneman'

Ef,

iv*

La=

zal

fi.,7-

-k

;yc

cis

one

MAJOR UNDERSTANDINGS-ANDFUNDAMENTAL CONCEPTS

Man also lives in a biologicalenvironment surrounded bynumerous plants and animalswhich may be either benefi--cial or harmful to his health.

16

SUGGESTED TEACHING AIDS-AND LEARNING ACTIVTIES

Have the students relateand describe how thebiological environmentinfluences their healthstatus. Be sure to discussbeneficial_as well asharmful effects.

SUPPLEMENTARY INFORMATIONFOR TEACHERS

Selected examples of theeffects of the biologicalenvironment on health are:

1. We are dependelt uponplamts and animals for-thenecessary quantity andquality of food growth,development, and health.In addition, man is alsodependent-uponThis fellow--man-tofulfill-his-basic andpsychosocial needs forexistence.

2. Microbes may be eitherbeneficial or harmful toman's healtb%

Intestinal bacterifplay a role- in thedigestion of food andthe manufacture ofvitamins.

The intestine in

breast-fed infantscontains -a certainspecies of bacteria(lactobacillus bifidusThis plays a role inthe greater resistanceto enteritis(inflamma-tion of the intestine)of the breast-fedinfant during the early

Period-of-life.. Pathogenic (disease-producing) bacteriamay attack man andproduce disease.

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS -AND SUGGESTED TEACHING AIDS SUP

FUNDAMENTAL CONCEPTS AND -LEARNING ACTIVITIES

A. Animal life and Animal health influences- Have students review the Zo6

man's health human health directly by literature and report-on _-bot

causing diseate or indirectly some of the common zoonotic Ex.

by reducing-the avail= able diseases. _ not

food supply. enctutantbru

Animals are the naturalhosts for most of the zoonoticagents = and man is only an

incidental host; usuallyhe becomes accidentally in-volved in the cycle.

Azcomantima harebyto

beh

1. Encephalitis Occasionally, as in encepha- Sel

litis, man becomes implicated not

when the mosquito transmitsthe virus to him. 1.

podcau

17

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFOR TEACHERS

. Poisonouplants andanimals may prodViteillness or disease,

poison ivy,snakes,: yellOw_jackets,poisonousmushrooms,rabres, etc.).Mi Cro organi sem' may

contribute = -to= soil

enrichment n--by_convertiplant debris intbhumus.

Animal health influenceshuman health directly-bycausing disease or indirectlyby reducing the availablefood sup ply.

Animals are the naturalhosts for most of the zoonoticagents and man is only anincidental host; usuallyhe becomes accidentally in-volved in the cycle.

Occasionally, as in encepha-litis, man becomes implicatedwhen the mosquito transmitsthe virus to him.

17

Have students -reviewthe--literature --andizeport- on_--,_

somerof-the--=common=--zoonot--ic

diseasos .-

Zoonotic diseases attackb animals an man.

Examples of =some of= the zoo-

notic iseases are:ence alitis, rabies,tularemia, trichinosis,anthrax, leptospirosis,brucellosis, etc.

A zoonotic system usuallycomprises-_a disease agent,an animal reservoir, some-times an insect vector, anda human host. All of theseare = interconnected with man

by- climate, temperature,-terrain, occupation, health,behavior, etc.

Selected examples of zoo-notic diseases include:

1. Encephalitis is an arthro-podborne disease which iscaused by a virus carried

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED - TEACHING AIDS SUPPFUNDAMENTAL. CONCEPTS _ANDAEARNING-ACTIVITIES

The basic transmission by mis fhors

Reservoir Ther(wild birds diff

Man .-

cycle of encephalitis is:

mosquito4-domestic4-mosbirds

wild birds

2. Leptospirosis

isthorse _ _whc

-'-- neattlansjecbite--An ecte_ :with _Inv -it_ e-ac-Viterinarian t -.e---uS---ircisis-,i_ contact - _with -- _' ea

-_-:_urine=-, -e--:=Ifi ette -- -anima-- animals c dontat enera1=- -The'

= ly-_-occurs -_- rom- swimmingt-4-Ti-- --i-Ticiu---firir=pOnd-s_-= that--lfave=-:been= i Ani.ina- = --dE=M--air=arifretittented by-- cattl-.6. --- 0'd-teal-ow.

tea-ses. matesaiscussion s ou cent 1'e iSeases common -to

eir ecte f

animado no

This discussion ma signsfollowed by a speaker from Le tothe County Health =Departmentdiscussing the same basic charaideas from the department'sviewpoint. chill

achesj aund

=18

The dmoremonth

swiminpu bl-New- Ydtinceof th

MAJOR UNDERSTANDINGS-AND

FUNDAMENTAL CONCEPTSS_UGGESTED: TEACHING _AIDS-

AND'LEARNING ACTIVITIESSUPPLEMENTARY INFORMATION

FOR TEACHERS

The basic transmissioncycle of encephalitis is:

wild birds

Invite a=veter=inarian tospeak o c aani eal a iseases

inc u common- toanimal an man and theirprotection.

This discussion mafollowed by a speaker fromthe County Health Departmentdiscussing the same basicideas from the department'sviewpoint.

Leptospirosis in humans isan acute infectious diseasecharacterized by fever,chills, vomiting, muscularaches, and, infrequently,jaundice and kidney damage.

The disease is generallymore common in the summermonths, When_children some-times use farm ponds forswimming purposes. Recently,public health officials inNew York State indicated aconcern over the appearanceof the disease in rural

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS -=AND SUGGESTED TEACHING AIDS SUPFUNDAMENTAL CONCEPTS AND LEARNING- ACTIVITIES

R._Plant life-and-man's-healt

abuse=o f_-someant eriva-

arm 1 e ects

Re er to =-Stranand Narcotics.

Ai-thou

abust oand alco othoroug covereiStrand wcu e wellto e asize t e ecological=relationsh_ips=involve at ruthis time = are

toisest

refandbealcfroe.galcdan

19

U

hi

ea

co

ex

MAJOR UNDERSTANDINGS' ANDFUNDAMENTAL CONCEPTS=

SUGGESTED -- TEACHING -AIDS SUPPLEMENTARY -INFORMATION--AND -LEARNING ACTIVITIES=- FOR TEACHERS-

children in certain- =areas

of: the- ,state=.__

aftrm u

Many beneficin ---effects,--an the class_ into_itwo-

rd- ucts -are---,prOduce ouant-1

-to=_a

[ant 71Ifei-an

narco lc aa fit- mo inand a co o ism,

thoroughly ccTivere

Stra.

wouto asize _ecologicrelationships =involvethis time.re

ust .an

are -a o irecto - plant J ife. Tobacco ==usis= another problem sin-ce testablishment of-the -ciusarelatien-shit _between= stokingand-cancer. It shouldbe recognized that manyalcoholic beverages are madefrom various=types = of-plants,e.g. , fruits. In thit casealcoholism is a potentialdanger.

el

19

_OUTLINE OF CONTENT MAJOR=UNDERSTANDINGS AND -=-

C. Health implica-tions of man'sefforts to con-trol the-bioloical environmen

The biological environment ofman can affect his healthstatus.

SUGGESTEDJEACHING-AIDS -SUPPL

ANFLEARNING-ACTIVITIES

Diteuss=how-=the_-tbiological (Refe

livironmentcaliOpseti the sectiecological alandecand- -suppl

--cause P

Themantal

Hisiprosrot

MostbicitTati

HistoDiscuss the relationship plagubetween ove opulation. epide(See section of this crop-strand), food s oriage,and andisease, crop

ariesresultrodentand=-irthe rofectivwere

MAJOR UNDERSTANDINGS ANDFUNDAMENTALCONCEPTS

The biological environment ofman can affect his healthstatus.

SUGGESTED TEACHING_AIDSAND-LEARNING ACTIVITIES

Discuss how the biologicalenvironment can upset-theecological_balance andcause-disease.

Most-of our greatA3lagues werebrought about byz-drought andfamine.

Discuss the relationshipbetween overpopulation.(See section li.A-3 of thisstrand), food shortd0, anddisease.

lack of food =not= _only-_produced speci=fic defiCiencydiseases, but = also by

leisening resistance todisease made oneprey to =infection .

Historical accounts of theplatue utually report thatepidemics- "began with drought,crop failure, insect plagues,and famine. Droughts led tocrop failure and the grain-aries became empty. As =a

,result, rats and otherrodents moved closer to mansand invaded the cities. Ifthe rodents carried the in-fective_ flea, the_ chanceswere favorable that the

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS±

SUGGESTED-TEACHING AIDS--

AND- -LEARNING-_,ACTIVITIES

MAJOR UNDERSTANDINGS'AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

the nutritional needs ofthe world's rapidly increas-ing population is one ofour major health problemstoday.

21

Show film: PopulationEcology available fromN.Y.S. Department ofHealth.

See Strand I, Nutrition;also Strand IV, WorldHealth.

disease would be transmittedto man. .

Famines tended to causepopulations to migrate toother areas and spreaddisease.

Famines have also led tosocial disturbances. Forself-preservation peopletook food-or stole themoney to obtain it Crimi-nality and prostitution werewell known symptoms offamine. Social disruptionsoccurred in families aschildren became vagrants andwere deprived of parentalguidance.

Since famines disorganizednormal life, living condi-tions became worse. Disor-ganization of food controland water supplies resultedin epidemics of dysentery,cholera, and typhoid.

Overpopulation, lack offarmland, ancient and in-efficient agriculturalmethods, single cropeconomics, and food taboosaccentuate the problem andmake nations particularlyvulnerable to famines.India has approximately

OUTLINE OF CONTENT _MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPFUNDAMENTAL CONCEPTS .AND LEARNING ACTIVITIES

2. Obesity The overabundance of foodthat is available in somecountries has also creatednew problems. -

The nature of the relation-ship between obesity andcertain diseases is notentirely clear, but thehigher mortality rate ex-perienced by the obese groupand the additional hazard'

imposed by being obese makesit a major health problem.

22

one-poputiostf

inLt-_ =are

Iperc

Wide=

Have_-a student- report on -Kwashkwashiorkor ana major healtparts of the= wor

it is tein-lemoday.

anWhat other kinds =of nutri-tional -problems==also= exist?

Have students analyze the Obesirelationship between connoobesity-ind disease by orderexamining mortality and todaother data.

hethat

:C01.111

new

Est im

Discuss the U.S. .Department fiveof H. E. W. , Public- Health = fourService report Obesity and moreHealth.

ObesiList the health conditions shortwhich may result from a Mgobesity. to at

melliother

Theshipcertenti

highperiandimpe

it a

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

i-The overabundance of foodthat is available in somecountries has also creatednew problems.

The nature of the relation-ship between obesity andcertain diseases is notentire ly clear ,- but thehigher mortality rate ex-perienced by the obese ,groupand the additional hazardimposed by being obese makesit a major health problem.

SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES

Hare a student report onkwashiorkor and why it isa major health probleb inparts of the world today.

What other kinds of nutri-tional problems also exist?

Have students analyze therelationship betweenobesity and disease byexamining mortality andother data.

Discuss the U.S. Departmentof H.E.W., Public HealthService report Obesity andHealth.

List the health conditionswhich may result fromobesity.

22


one-fifth of the world'spopulation and is one of themost protein-poor countries

It is estimated that 60percent of the people inundirdeveloped_areas are_malnourished.

Kwashiorkor (a severe pro-tein-deficiency disease)is a major problem in partsof Africa, Latin America,and Asia.

Obesity and overweight arecommon nutritional dis-orders in the United Statestoday.

Estimates place one out offive men and one out offour women as 10 percent ormore overweight.

Obesity is linked with ashorter life expectancy anda higher susceptibilityto atherosclerosis, diabetesmellitus, strokes, andother JascuJar disorders.

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS

IV. Man's Health andthe SocioculturalEnvironment

Recent evidence supportsconsideration of both geneticand environmental factors ascauses of obesity.

Reports of studies on humanpopulations suggest thepossibility of a geneticfactoi.

Environmental factors such asculture, activity, and thenature of the diet influencethe development of obesity.

When scientists become in-volved in research concernedwith the epidepiology of agiven disease, they examinepossible leads suggested bycurrent knowledge, (i.e., thediscovery that many lungcancer patients smokedcigarettes).

23

SUGGESTED TEACHING AIDS SUP

AND LEARNING ACTIVITIES

Discuss research findingson obesity in adolescents.

Discuss how the socialenvironment affects man'shealth status.-

Sevhav,lab

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acti

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ove

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Moto

h

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Re

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anca

Repopofa

En

cunath

Whvowigipocu

dicaci

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS -=

Recent evidence supportsconsideration of both geneticand environmental factors ascauses of obesity.

Reports of studies on humanpopulations suggest thepossibility of a.geneticfactor.

Environmental factors such asculture, activity, and thenature of the diet influencethe development of obesity.

When scientists become in-volved in research concernedwith the epidemiology of agiven disease, they examinepossible leads suggested bycurrent knowledge, (i.e., thediscovery that many lungcancer patients smokedcigarettes).

23


Discuss research findingson obesity in adolescents.

Discuss how the socialenvironment affects man'shealth status.


Several genes for obesityhave been identified inlaboratory animals such asthe mouse, rat, and dog.

Studies of adopted childrenindicate that their weightshows little relationshipto the weight of theirfoster parents.

A number of recent studiesinvolving obese schoolchildren have demonstratedthe extreme inactivity ofthese children. Somestudies have shown thatthey actually eat lessthan their norial counter-parts but also are charac-terized by a lack ofactivity.

One important difference inthe food habits of peoplewho are or are not obeseis that the former tend toovereat in the evening.

Selected examples of theeffects of the socioculturalenvironment on health statusare:

Modern scientific andtechnological advanceshave improved man's healthby drastically reducing

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

24

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UP MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING-AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

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24

the death rates fromCommunicable diseases,increasing his lifeexpectancy, and makinglife in general morecomfortable for him.

. However, the tremendousincrease in populationgrowth combined withtechnological advanceshave now produced addi-tional public healthproblems (i.e., air andwator pollution, radia-tion hazards, sewagedisposal, accidents,etc.).

. Accidents are the majorkiller of school-agechildren and rank forthas a cause of death forall- age groups combined,in the U.S.

. Modern transportation

systems enhance thepossibility of world widepandemics of infectiousdisease.

. High pressure advertising.extolls the virtues ofvarious health productsand helps to promote self-diagnosis and treatment.


A. Description ofsocioculturalenvironmentconcept

The role of various behavioraltraits as well as social condi-tions that exist among certainpopulation groups may predis-pose these groups to disease.

25


Refer to Strand I, HealthStatus.

The incidence of-somediseases is higher incertain socioculturalenvironments than inothers; for example,venereal disease, crimerates, and many communica-ble diseases have a higherincidence in poor crowdedareas than elsewhere.Have the class discusswhy this is so, how itcan be alleviated, andwhat is being done-aboutit.

SUP

SocThe

is

thea 2

phy

Thethekey

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The role of various behavioraltraits as well as social condi-tions that exist among certainpopulation groups may predis-pose these groups to disease.

25


Refer to Strand T, HealthStatus.

The incidence of somediseases-is higher incertain socioculturalenvironments than inothers; for example,venereal disease, crimerates, and many communica-ble diseases have a higherincidence in poor crowdedareas than elsewhere.Have the class discusswhy this is so, how itcan be alleviated, andwhat is being done aboutit.


Social Theory of Dise-se.The social theory *of diseaseis generally attributed tothe work of Alfred Grotjohn,a 20th century Germanphysician.

The basic tenets of histheory involve severalkey considerations.

. Social conditions foundin the environment maycreate a predispositionfor a disease. Socialisolation, stress, fatigue,malnutrition, and exposureto cold and dampness areall examples of conditionscontained within man'senvironment that may pre----dispose him to tubercu-losis

. Social conditians_mayinfluence the transmissionof disease. Typhus,trachoma, typhoid, anddysentery are examples ofthe so-called crowding .

and filth diseases. 71.adequate environmentalsanitation facilitiesenhance the possibilitythat these diseases mayoccur in a given area.

. Social conditions mayinfluence the outcome ofa disease. The lack of


Various mortality studies indi-cate that the mortality ratefor workers and their spousesincreases as one moves downthe economic scale.

The health of a country's popu-lation is considered to be theprime factor in its economicgrowth and development.

26

SUGGESTED TEACHING AIDS SUPPLEMAND LEARNING ACTIVITIES

Have students develop alist comparing variouscharacteristics of devel-oped and underdevelopedcountries.

Obtain the wall chartlisted in the referencesfrom the Civic EducationService.

incomly locharsand uquartand clhandltenaneducatalsoinadeq

The undeof the wcharacte

. High b. Low pe.- Fewernonagrtions

. High imortal

. Low li. Low phratio

. High iLow coprotei

. Low cr

. Low ca

. Expandgrowth

. Substa

. Low outservice

. High di

. Low invventive

MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFOR TEACHERS

arious mortality studies indi-ate that the mortality rateor workers and their spousesncreases as one moves downhe economic scale.

e health of a country's popu-ation is considered to be-therime factor in its economicrowth and development.

Have students develop alist comparing variouscharacteristics of devel-oped and underdevelopedcountries.

Obtain the wall chartlisted in the referencesfrom the Civic EducationService.

income imposes a relative-ly low standard of.livingcharacterized by crowdedand unsanitary livingquarters, inadequate foodand clothing and otherhandicaps to health main-tenance. The lack ofeducation and income mayalso result in delayed orinadequate medical care.

The underdeveloped nationsof the world are generallycharacterized by:'

. High birth and death rates

. Low -per- capita income

. Fewer males employed innonagricultural occupa-tions

. High infant and maternalmortality rates

. Low life expectancy

. Low physician-populationratio

. High illiteracy rates.

Low consumption of animalproteins

. Low crop yields

. Low caloric consumption

. Expanding populationgrowth

. Substandard housing

. Low output of goods andservices

. High disease rates

. Low investment in pre-ventive medicine

26

=

1

. A


Poor standards of living anda low economy contribute bothdirectly and indirectly todisease and illness.

SUGGESTED TEACHING AIDS SUPP

AND LEARNING ACTIVITIES

Refer to the chart onp. 28.

Interrelate this conceptwith similar'conceptsdiscussed in World Health.

Therovedis

andpetuappthefactcycltionpovemorecati-deve

freqstab

Thehealcannattaalonfact

of 1educareinte

of t

ie

weis

Stu

)1)

act

fcl

Lon

we)re

,3ve

req

tab

ne

ann

tta

Lon

act

F

luc

re

F t

rte

MAJOR UNDERSTANDINGS-ANDFUNDAMENTAL CONCEPTS

Poor standards of living anda low economy contribute bothdirectly and indirectly todisease and illness.


Refer to the chart onp. 28.

Interrelate this. conceptwith similar conceptsdiscussed in World Health.

27


The interrelationship amongpoverty, economics, anddisease is quite complexand tends to be self-per-petuating. Each factorappears to contribute tothe maintenance of otherfactors in the viciouscycle. Disease in a popula-tion group tends to breedpoverty and poverty breedsmore disease. A compli-cating factor is that under-developed nations are .

frequently politically un-stable.

The improvement of thehealth status of a countrycannot be solved by anattack on health problemsalone. Health is a majorfactor but higher standardsof living and increasededucational opportunitiesare also essential ininterrupting the maintenanceof the cycle.

OUTLINE OF CONTENT

Reduced fundsfor advancement

1

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

THE VICIOUS CYCLEOF

POVERTY, ECONOMICS, AND ILL HEALTH

Characteristics of Underdeveloped Countries

Greater Low productionependence of products and 44-40Substa

on society servicesA.

-P-Poor eMore death, .;.... Alm

-I WIPdisease and ---,-.. > Poo.disability_, sta

Low humanenergy > Uns

Reduced scientificand medical progress

Low investment in theprevention of disease

High investment inmedical care and DISEASEtreating the ill

More disease

28

Low levelof health

Ina

preuti

r

cety,

dist

;UP

r

cety

Poo

to

mns

na

reti

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

THE VICIOUS CYCLEOF

POVERTY, ECONOMICS, AND ILL HEALTH

Characteristics of Underdeveloped Countries

Low productionof products and -------ft-oSubstandard income levelsservices

More death,disease anddisability

Low humanenergy

Low investment in theprevention of disease

High investment inmedical care andtreating the ill

-1(

disease

DISEASE

* Poor education

Poor nutritional healthstatus

> Unsanitary living quarters

Poverty

Low level

of health

IfInability to takepreventive measures andutilize health services

28


B. Social influences There are a number of social

on health factors within the environmentitself which are important inobtaining the desired behaviorin addition to such factors asperceived susceptibility,seriousness, convenience, etc.

1. Psychologicaland socialfactors deter-mining accep-tance ofpreventivehealthmeasures

Several studies have shownthat the degree to which aperson perceives a healthproblem as threatening andthe amount of effort re-quired by him to obtain adesired health action under-lie the success or failureof many public healthproblems.

A number of social and psycho-logical factors have beenidentified as importantconsiderations in determiningan individual's decision toseek preventive healthbehavior.

29


Discuss how the peer groupmolds conformity inbehavior, dress, andattitudes, in adolescents.

Are there other thingsthat peer groups tend toinfluence?

Discuss the role thatpsychological and socialfactors play in deter-mining health status.

What part does motivationplay? Immediate need ordesire?

Discuss the factors ascer-tained by the BehavioralStudies Section of thePublic Health Service,related to awareness,acceptance, understandingand the courses of actionavailable to the individ-ual.

$

SUPP

The cesthatapprpracbehadesiagrevalu

SeeHeal

SociProb

It i

flueobtationof aesp e

is pconyit itionof pexam

TheSectHealstradet e

dec i

heal1. Tawarmust


ces There are a number of socialfactors within the environmentitself which are important inobtaining the desired behaviorin addition to such factors asperceived susceptibility,seriousness, convenience, etc.

Several studies have shownthat the degree to which aperson perceives a healthproblem as threatening andthe amount if effort re-quired by him to obtain adesired health action under-lie the success or failureof many public healthproblems.

,

A number of social and psycho-logical factors have beenidentified as importantconsiderations in determiningan individual's decision toseek preventive healthbehavior.

29


Discuss how the peer groupmolds conformity inbehavior, dress, andattitudes, in adolescents.

Are there other thingsthat peer groups tend toinfluence?

Discuss the role thatpsychological and socialfactors play in deter-mining health status.

What part does motivationplay? Immediate need ordesire?

Discuss the factors ascer-tained by the BehavioralStudies Section of thePublic Health Service,related to awareness,acceptance, understandingand the courses of actionavailable to the individ-ual.

SUPPLEMENTARY-INFORMATIONFOR TEACHERS

The individual must believethat his own social groupapproves, accepts, andpractices the desiredbehavior. Generally, thedesired action should be, inagreement with the existingvalues of the group.

See Strand III, MentalHealth. See also Strand II,Sociological HealthProblems.

It is much easier to in-fluence an individual toobtain a smallpox immuniza-tion when the possibilityof an epidemic occurs,especially if the measure=is provided at a reasonablyconvenient location, thanit is to obtain his coopera-tion in securing a seriesof preventive medicalexaminations.

The Behavioral StudiesSection of the U.S. PublicHealth Service has demon-strated that certain factorsdetermine an individual'sdecision to take a givenhealth action.1. The individual must beaware of the threat. Hemust be made to believe

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

C. Cultural

influences onhealth

The health beliefs, values,and habits of a given popu-lation are nurtured andmolded by a cultural system.

Culture also determines anindividual's reaction to ahealth problem.

30

thatthre2. Taccethethatseriimpodo s3. T

. ceivrelebelithrely.

4. Ththat

actiodo so

Discuss how c,Ilture affects An inman's health status. subcu

his pSee Strand IV, World illneHealth.

In aHave a panel discussion in- it wavolving case studies of the ipublic health programs in withdifferent cultures. coverStudents might describethe culture, the problemthat existed, and thepublic health program aimedat solving the problem,and then analyze the issuesinvolved.

Sicbutcei

prosel

as

dri

Theandlati

mold

Cultindi

heal

eTe

t

T

ev

ie

Thtio

so

in

cu

pne

awa1

her

is

at

el

ro

el

ri

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

The health beliefs, values,and habits of a.given popu-latic, are nurtured andmolded by a cultural system.

Culture also determines anindividual's reaction to ahealth problem.

30

Discuss how culture affectsman's health status.

See Strand IV, WorldHealth.

Have a panel discussion in-volving case studies ofpublic health programs ladifferent cultures.Students might describethe culture, the problemthat existed, and thepublic health program aimedat solving the problem,

and then analyze the issuesinvolved.

FOR TEACHERS

that there really is athreat involved.2. The individual mustaccept the importance ofthe threat. He must believethat the problem is aserious one and that it isimportant enough for him todo something about it.3. The individual must per-ceive the threat as beingrelevant to him. He mustbelieve the problem isthreatening to him personal-ly.

4. The individual must feelthat there is some effectiveaction that he can take todo something about it.

An individual's culture andsubculture help to detetminehis perception of health,illness, disease, and death.

In a rural village in Africait was found that many ofthe inhabitants were sickwith malaria. It was dis-covered that:

Sickness was quite commonbut malaria was not per-ceived as a major healthproblem. The peopleseldom mentioned healthas a problem and listeddrinking water and

OUTLINEOF CONTENT MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

31

in

. Tdsbcm

atd

. C

w

t. 0

w

us

tcdP

m

t. M

gtiw

eti

.-.

PeVIsdf

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS

31

AND LEARNING ACTIVITIES FOR TEACHERS

irrigation needs as theirmajor concerns.

. The people thought thatdisease was caused by thespirits of the dead or byblack magic. They had noconcept of therole thatmicroorganisms or mos-quitoes played in thetransmission of thedisease.

. Concepts of preventionwere not understood bythe inhabitants.

. Only as a last resortwould the villagers-utilize the medicalservices provided by ahealth center. They feltthat going to the healthcenter meant certaindeath.

People relied mostly uponmagic and herbs fortreating their illnesses.

. Mosquito abatement pro-grams aimed at sprayingthe local-area with DDTwere met with littleenthusiasm and coopera-tion. Such programs wereperceived by them to beentirely useless. Indi-viduals who cooperated didso not out of fear of thedisease but because theyfeared prosecution by theauthOrities.


D. Beliefs,attitudes, andactions

N. The Individual'sHealth as Affectedby Reacting WithHis Environment

Attitudes toward disease arefrequently related to theviewpoint that disease iscontrolled and caused bysupernatural forces, demons,or black magic.

Modern-Medicine is bometimesin direct competition withfolklore and superstition.

Medical measures that arecurative and spectacular aresometimes more readilyaccepted than preventivemeasures or programs.

At any moment behaviordepends on sensory input andvarious kinds of environmentalinfluences which may affectone's health.

SUGGESTED TEACHING AIDS SUAND LEARNING ACTIVITIES

Refer to the Health ThBehavior model on page 34. me.

Health attitudes and in

beliefs are considered uapredisposers to action. WoThey would fall under the "t

. heading of both "psycho- ni

logical and social forces." ofmedi

meem

Refer to the Health-Be-havior Model on page 34.

Thanqui

to

prfecvisthe

trehar

tammuc

sari

resof

Theill

int

int

sti

tri

bythetiv


Attitudes toward disease arefrequently related to theviewpoint that disease iscontrolled and caused bysupernatural forces, demons,or black magic.

Modern medicine is sometimesin direct competition withfolklore and superstition.

Medical measures that arecurative and spectacular aresometimes more readilyaccepted than preventivemeasures or programs.

SUGGESTED TEACHING AIDSAND LEARNING ACTIVITIES.

Refer to the HealthBehavior model on page 34.Health attitudes andbeliefs are consideredpredisposers'to action.They would fall under theheading of both "psycho-logical and social forces

At any moment behavior' Refer to the Health-Be-depends on sensory input and havior Model on page 34.various kinds of environmentalinfluences which may affectone's health.

32

SUPPLEMENTARY INFORMATIONTOR TEACHERS

The reception of a healthmessage is significantlyinfluenced by an individ-ual's attitudes and beliefs.Words such as "infection,""tetanus," "dysentery,""immunization," and concepts

." of disease agents, environ-mental sanitation, anddisease vectors hold littlemeaning and signal noemergency in some cultures.

The treatment of yaws by .

antibiotics is rapid andquite dramatic as comparedto attempts to control andprevent intestinal in-fections. People canvisually see the results ofthe antibiotic therapy in

. treating yaws but find it-hard to conceive of con-taminated water and food,much less environmentalsanitary factors, as beingresponsible for the presenceof intestinal infections.

The states of health andillness result from theinteraction of numerousinternal and externalstimuli. Illness may betriggered or precipitatedby an etiological agent, butthe presence of that causa-tive agent may not

OUTLINE OF CONTENT MAJOR UNDERSTANDINGS ANDFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

A. Interaction offorces that mayaffect yourhealth

1. Social forces

2. Psychologicalforces

3. Biologicalforces

4. Environmentalforces

SUGGESTED TEACHING AIDS SUPP

A person's health is theresult of many componentsinteracting with each other.

Social forces arethOse en-countered In relationshipswith people, for example,peer group pressure.

Psychological forces arisein the mind as thoughts,feelings, recollections,evaluations, expectations,and emotional reactions.

Biological forces arise inother areas of the body suchas from organic functions andsensory perception.

Environmental forces emanate1-from objects and nonhumanevents such as temperature,climate, housing, etc.

33

Have the students listexamples of the variousstimuli that affect theirbehavior.

Then pose a hypotheticalsituation or problem forthe students to analyze.

Discuss the question: In

what ways could knowledgeaffect one's insightregarding the stimuli thatare acting and the -sub-sequent behavior relativeto the problem or situation?

necehealchanperssenschan

Ar

SI

ci

w

P'

f

a:

B

0a

-s

E

fe

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATION

FUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR TEACHERS

A person's health is theresult of many componentsinteracting with each other.

Social forces are those en-countered in relationshipswith people, for example,peer group pressure.

Psychological forces arisein the mind as thoughts,feelings, recollections,evaluations, expectations,and emotional reactions.

Biological forces arise inother areas ofthe body suchas from organic functions andsensory perception.

Environmental forces emanatefrom objects and nonhumanevents such as temperature,climate. housing, etc.

Have the students listexamples of the variousstimuli that affect theirbehavior.

Then pose a hypotheticalsituation or problem forthe students to analyze.

Discuss the question: In

what ways could knowledgeaffect one's insightregarding the stimuli thatare acting and the sub-sequent behavior relativeto the problem or situation?

necessarily impair one's

health. If behavior canchange the status of aperson's health, thensensory input must bechanged.

OUTLINE OF CONTENT

KNOWLEDGE

Sources of knowledge

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES

Real experiencesActual performance may be a

source of knowledge through trialand error, or through the applica-tion of knowledge gained elsewhere.That which is learned by experiencemay have positive or negativeeffects on one's health.

Vicarious experiencesThese "secondhand" experiences

implore one, through imagination, toproject himself into an actualsituation. Such means are tv, radio,newspapers, books, plays, films,records, dialogue, etc.

HEALTH BEHAVIOR MODEL

INFLUENTIAL FORCES

Internal and external forces

Internal forces:These include those forces within

the individual both acquired andinherited.

. Biological forces

. Psychological forces

External forces:These forces come to affect the

individual from without.Social forces_Envirormental forces

The above components or forces arecombined and interpreted to meet theneeds of the individual in his environ-ment with his family,peers, andothers.

B

Interactinfluen

Behavioresponsesynthesiternal ftive oror destunaccept

When consituatiovidual'sflects apast expvicariouassociat

to persokinds ofbeen exp

be a

gh t

apr

elseexpe

tive

rier'that

ctua

e tv

fil

B. Causal approach The orderly system of problemto problem solving using the "causalsolving approach" involyes

(1) Observe and analyze -

What is the scope of theproblem?(2) Plan Design a systematic"plan of action."(3) Act - Deal with the mostcritical cawes first.

34

Pose specific prob ?eiis for Whenthe class to solve using stanthe causal approach. ,taugFollow this by group or areclass evaluation., prob

greaSuggested topics are: facealcoholism and drug abuse. crea

frus

Thesol

app(1)

Whapro(2)

"pl

(3)cri

MAJOR UNDERSTANDINGS AND SUGGESTED TEACHING AIDS SUPPLEMENTARY INFORMATIONFUNDAMENTAL CONCEPTS AND LEARNING ACTIVITIES FOR-TEACHERS

be agh trialapplica-

elsewhere.experiencetive

riences7ination, toctuale tv, radio,films,

HEALTH 'BEHAVIOR MODEL

INFLUENTIAL FORCES

Internal and external forces

Internal forces:These include those forces within

the individual both acquired andinherited.

. Biological forces

. Psychological forces

External forces:

These forces come to affect theindividual from without.

. Social forces

. Environmental forcesThe above components or forces arecombined and interpreted to meet theneeds of the individual in his environ-ment with his family, peers, andothers.

BEHAVIOR

Interaction of knowledge andinfluential forces

Behavior is'the reaction,response, or end-product of the.synthesis of internal and ex-ternal forces. It may be posi-tive or negative, constructiveor destructive, acceptable orunacceptable.

The orderly system of.problemsolving using the "causalapproach" involves(1) Observe and analyze -

What is the scope of theproblem?(2) Plan - Design a systematic"plan of action."(3) Act - Deal with the mostcritical causes first.

34

1_

When confronted with a newsituation or problem, an indi-vidual's behavior usually re-flects a reaction to similar

past-experiencesboth real andvicarious. This system ofassociations varies from personto person, according to thekinds of experiences he hasbeen exposed to.

Pose-specific problems forthe class to solve usingthe causal approach.Follow this by group orclass evaluation.

Suggested topics are:alcoholism and drug abuse.

When compared to students instandard classes, childrentaught the "causal approach"are better able to solveproblems. They showedgreater perseverance in theface of ambiguity and in-creased toleration tofrustration.

MULTIMEDIA RESOURCES These supplementary

ECOLOGY AND HEALTHuated. The list is

Grades 7-8-9convenience only andare requested to cri

gooksterials and to forwaCurriculum Developme

Apple, Dorian. Sociological studies of heaZth and sickness. New York. McGraw-Hill. 19 logic

Bankoff, George. Milestones in medicine. New York. Pitman. 1961.. 'estop

Clark, E.G. & Leavell, Hugh. Preventive medicine for the doctor and his community. New Hug

1965.

DeKruif, Paul. Microbe- hunters. New York. 1926. the I'm

Dubos, Rene. Man, medicine and environment. New York. Praeger. 1968. dicir

Mirage of-heath. New York. Anchor Books. Doubleday. 1961. h. Is

The unseen world. New York. Rockefeller Institute Press. 1962. d.

, Moya Pines, & Editors of Life. Health and disease. New York. Time, Inc. 1965. Editc

Garrison, F.H. An introduction to the history of medicine. Philadelphia. Saunders. 19 trodv

Gordon, John. Control of communicable diseases in man. New York. APHA. 1965. Z of

Halsey, M.N. Accident prevention. New York. McGraw-Hill. 1961. t pre

Henlon, J.J. Principles of public healthiadminisitration. St. Louis. Mosby. 1964. les c

& McHose, Elizabeth. Design for health. Philadelphia. Tea & Feiger. 1963. beth.

Herber, Lewis. ciisis in our_cities. 1965. 's in

Hilleboe, H.E. & Larimore, Granville.' Preventive medicine. Philadelphia. Saunders. 19 more,

Jaco, E.G. Patients, physicians and illness. Glencoe, Illinois: Free Press. 1958. phyi

Katz, A.A. & Felton, Jean. Health and the community. New York. Free Press. 1965. Jean,

Knutson, A.L. The individual, society and behavior. New York. Russell Sage Foundation.

=35

MULTIMEDIA RESOURCES

ECOLOGY AND HEALTHGrades 7-8-9

These supplementary aids have not been eval-

uated. The list is appended for teacherconvenience only and teachers in the fieldare requested to critically evaluate the ma-terials and to forward their comments to theCurriculum Development Center.

logical studies of health and sickness. New York. McGraw-Hill. 1960.

estones in medicine. New York. Pitman. 1961.

Hugh. Preventive medicine for the doctor and his community. New York. McGraw-Hill.

be hunters. New York. 1926.

dicine and environment. New York. Praeger. 1968.

h. New York. Anchor Books. Doubleday. 1961.

d. New York. Rockefeller Institute Press. 1962.

Editors of Life. Health and disease. New York. Time, Inc. 1965.

troduction to the history of medicine. Philadelphia. Saunders. 1961.

Z of communicable diseases in man. New York. APHA. 1965.

t prevention. New York. McGraw-Hill. 1961.

les of public health administration. St. Louis. Mosby. 1964.

Beth. Design for health. Philadelphia. Tea & Febiger. 1963.

s in our cities. 1965.

more, Granville. PPeventive medicine. Philadelphia. Safinders. 1965.

physicians and illness. Glencoe, Illinois. Free Press. 1958.

Jean. Health and the community. New York. Free Press. 1965.

div:dual, society and behavidP7--New York. Russell Sage Foundation. 1965.

35

Books (continued)

Lapp, R.E. Lucky dragon #5. New York. Harper. 1958.

MacMahon, Brian; Pugh, Thomas; & Ipsen, Johannes. Epidemiological methods. Boston.

Mickelsen, Olaf. Nutrition, science and you. New Jersey. Scholastic Book Services.

Morris, J.N. Uses of epidemiology. Edinburgh. Livingston. 1964.

Neel, J.V. & Schull, W.J. Hiroshima. Washington, D.C. National Research Council. 19

Paul, B.D. Health, culture and the community. New York. Russell Sage Foundation. 19:

Paul, J.R. Clinical epidemiology. Illinois. Chicago Univ. Press. 1958.

Pemberton, John. Epidemiology; reports on research and teaching. New York. Oxford Un

Poynter, F.N. A short history of medicine. Mills & Boon. 1961.

agon

h, Th

triti

f epi

W.J.

cuZtu

epid

'demi

t

ramiPorterfield, J.D. Community health. New York. Basic Books. 1966.

Rogers, F.B. Epidemiology and communicable disease control. New York. Greene & Strat

Studies in epidemiology - selected papers of Morris Greenberg. New York. Putnam.

Rouche, Berton. Eleven blue men and other narratives of medical detection. Boston. Li

Salvat,, Joseph. EHironmental sanitation. Wiley. 1958.

Scheinfeld, Amran. Your heredity and environment. New York. Lippincott. 1965.

Smillie, W.O. Preventive medicine and public health. New York. Macmillan. 1956

Taylor, Ian. Principles of epidemiology. .Boston. Little, Brown. 1964.

-36

emio

en b

snort?

our )

tine

Zes

agon #5. New York. Harper. 1958.

h, Thomas; & Ipsen, Johannes. Epidemiological methods. Boston. Little, Brown. 1960.

trition, science and you. New Jersey. Scholastic Book Services. 1964. .

f epidethiology. Edinburgh. Livingston. 1964.

W.J. Hiroshima. Washington, D.C. National Research Council. 1956.

culture and the community. Nea York. Russell Sage Foundation. 1955.

epidemiology. Illinois. Chicago Univ. Press. 1958.

idamiology; reports on research and teaching. New York. Oxford Univ. Press. 1963.

t history of medicine. Mills & Boon. 1961.

nmunity health. New York. Basic Books. 1966.

ology and communicable disease control. New York. Greene & Stratton. 1963.

eniology - selected papers of Morris Greenberg. New York. Putnam. 1965.

en blue men and other narratives of medical detection. Boston. Little, Brown. 1953

ironmental sanitation.! Wiley. 1958.

our heredity and enviromen Net Y9FkLippincott. 1965.

tive medicine and public health. New York. Macmillan. 1956.

les of epidemiology. Boston. Little, Brown. 1964.

36 -

Amermo,nsr

flo

Periodicals and Reports

American Journal of Public Health"Basic health principles of housing and its environment," pp. 841-851, May 1969."Epidemiologic studies and programs in alcoholism," June 1967."Epidemiological research, data processing and analysis," E.C. Hammond, p. 1979, Novem"Epidemiological study of cerebrovascular disease," A.J. Gifford, p. 452, March 1966."Epidemiology of cancer of the cervix," May 1967."From epidemiology to ecology - smoking and health in transition," pp. 1-43, Supplement

Archives of General Psychiatry,-Caplan, G. & Grunebaum, H. September 1967.

Health News, New York State Department of Health, October 1969.

ei=iof

lic Hec

earch, ddy of cecer of to ecolog

ychiatliy

State De

Journal of Chronic Diseases"Studies in hypertension - an epidemiological approach to the study of the natural hist

hypertension," C__A, E.; Glock, C.; & Vought, R., p. 231, September 1959.

Journal of School Health envwq"An ecologic view of health and health education," Hoyman, H., pp. 110-123, March 1965."Our modern concept of 11,alth," Hoyman, H., pp. 253-264, March 1965.

easession - ak, E.;

h

healthof healt

New York State Department of Health"Planning the su,,livision as part of the total environment," Salvato, J.; Smith, P.; &

Presentations at the 1st Invitational Conference on Health Research in qousing and Its En"Health implications of space, density and noise in the residential eievelopment," Senn,March 16-20, 1970.

"Human health of the spatial environment, an epidemiological assessment," deGroot, I.;Warrentown, Va., March 16-20, 1970.

United States Department of Commerce, Bureau of the Census"Census tract memo.""Data access description."

United States Department of Health, Education, and Welfare, Public Health Service, DivisiWashinton, D.C."Obesity and health."

U.S. News & World Report"People of the week, Dr.-J.F. Enders," October 29, 1954.

nt of F.

ision a!

t Invit

of spat

spatialarch 16-

t of Cc

tion."

nt of 116

t

Dr. J.F

\

lie Healthales of housing and its environment," pp. 841-851, May 1969.es and programs in alcoholism," June 1967.earch, data processing s4d'analysis," E.C. Hammond, p. 1979, NoVember 1967.dy of cerebrovascular d77.sease," A.J. Gifford, p. 452, March 1966.

cer of the cervix," May 1967.o-ecology - smoking and health in transition," pp. 1-43, Supplement to December 1966.

ychiatzw, Caplan, G. & Grunebaum, H., September 1967.

State Department of Health, October 1969.

easession - an epidemiological approach to the study of the natural history of essentialk, E.; Mock, C.; & Vought, R., p. 231, September 1959:

hhealth and health education," Hoyman, H., pp. 110-123, March 1965.of health,"-Hoyman, H., pp. 253-264, March 1965.

-nt of Healthision as part of the total environment," Salvato, J.; Smith, P.; & Cohn, M., 1970.

t Invitational Conference on Health Research in Housing and Its Environmentof space, density and noise in the residential development," Senn, C.L., Warrentown, Va.,

spatial environment, an epidemiological assessment," deGroot, I.; Carroll, R.; Whitman,R,arch 16-20, 1970.

nt of Commerce, Bureau of the Census

tion."

nt of Health, Education, and Welfare, Public Health Service, Division of Chronic Diseases

t

Dr. J.F. Enders," October 29, 1954.

37

Films - The following suggested list of films may be ordered from the Film Library, New YoHealth, 84 Holland Avenue, Albany, New_York 12208, unless otherwise noted.

Air pollution - everyone's problem. 20 minutes, color. Emphasizes the causes, effects,combating the air pollution problem.

Anatomy 'f a disease. 14 1/2 minutes, color. Presents basic facts concerning the epideUtili4.:s several brief interviews with tuberculosis patients as background material.

Beargrass creek. 20 minutes, color. Describes the general problem of water pollution.given to the municipal responsibility of treating sewage instead of discharging raw se

Clean waters. 27 minutes, color. Demonstrates the ecologic aspects of water pollutionpopulations, recreational facilities, and disease in man.

Epidemiology of murine typhus. 18 minutes, color. Free from the National Medical AudioChamblee, Ga. 30005.

Epidemiology of salmonellosis in man and animals. 15 minutes, color. Explains the comppatterns of salmonellosis and the significance of human carriers.

Epidemiology of staphylococcal infection. 14 minutes, color. Illustrates the interacti--and environment in the transmission of disease. Also available free from the National

Center, (annex), Chamblee, Ga. 30005.

The first mile up. 28 minutes, black and white. Discusses the various factors involvedUtilizes a series of interviews and comments from health and engineering authorities ction problem.

Mission measles: the story of a vaccine. 20 minutes, black and white. Discusses the nof measles including the development, testing, and perfection of the Enders vaccine.

The mosquito and its control. 10 minutes, black and white. Presents the life cycle ofimplication of the cycle for combating mosquito-borne diseases.

Population ecology. 19 minutes, color. Examines factors which limit growth of plant and

Stress. 11 minutes, black and white. Describes the general concept of the stress theorby Dr. Hans Selye. Utilizes third dimensional diagrams to illustrate various relations

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ggested list of films may be ordered from the Film Library, New York State Department ofd Avenue, Albany, New York 12208, unless otherwise noted.

e's problem. 20 minutes, color. Emphasizes the causes, effects, and approaches toelution problem.

14 1/2 minutes, color. Presents basic facts concerning the epidemiology of tuberculosis.f interviews with tuberculosis patients as background material.

;flutes, color. Describes the general problem of water pollution. Particular emphasis is11 responsibility of treating sewage instead of discharging raw sewage into streams.

es, color. Demonstrates the ecologic aspects of wer pollution in respect to animaltonal facilities, and disease Ian.

typhus. 18 minutes, color. ree from the Nationui Medical Audio-visual Center (annex),

nosis in man and animals. 15 minutes, color. Explains the complex transmissionosis and the significance of human carriers.

'ococcal infection. 14 minutes, color. Illustrates the interaction of the agent, host,e transmission of disease. Also available free from the National Medical Audio-visualblee, Ga. 30005.

minutes, black and white. Discusses the various factors involved in air pollution.interviews andAtomments from health and engineering authorities concerning the air pollu-

tory of a vaccine. 20 minutes, black and white. Discusses the nature and seriousnessthe development, testing, and perfection of the Enders vaccine.

,ntrol. 10 minutes, black and white. Presents the life cycle of the mosquitb and thecle for combating mosquito-borne diseases.

minutes, color. Examines factors which limit growth of plant and animal populations.

ack and white. Describes the general concept of the stress theory of disease developedtilizes third dimensional diagrams to illustrate various relationships.

38

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