Health 415 Assignments
All assignments must be typed, single spaced in a 12 font and turned in on time in order to receive full credit. If any assignment is turned in late will automatically be reduced by 50% and after three class days no points will be given for the assignment.
Chapter Activity Modifications Due Date
Chapter 1 Activity #1 Yes Minimum of Two Pages 1-16
Chapter 2 Activity #1 1-23
Four Articles on selected topic, including at least two example programs 1-26
Chapter 3 Activity #2 Yes Minimum of Two Pages 1-30
Chapter 4 Activity #2 Yes Use graphs & charts 2-4
Chapter 5 Activity #3 2-11
Activity on the Web #2 2-13
Chapter 6 Activity #3 Yes Must include 7 different obj2-18
Chapter 13 Activity #1 Yes 2-27
Chapter 14 Activity #5 Yes 3-8
Chapter 7 Activity #1 Yes Minimum of Two Pages 3-26
& Use Exact Headings
Chapter 8 Activity #2 Yes Min. of Five Interventions 4-2
Activity on the Web #3 Yes All Five Websites – One Item 4-5
Chapter 9 Activity #1 Yes At Least 12-15 Members 4-12
Chapter 10 Activity #1 Yes Use Exact Headings 4-19
Budget for Booth at Health Fair – see page 230. 4-21
Chapter 11 Activity on the Web #2 4-8
Design a Planning Timetable like the one on age 261 with a minimum of 30 items 5-3
Chapter 15 Activity #1 Yes Use Booth Topic: 304 pages 5-5
The student is expected to read the assigned material prior to class and be prepared to apply or discuss this content in class. This course will emphasize the application of information in solving problems and will be largely “student directed.”
There will be four tests over the text and in-class discussions, each
worth approximately 30 to 50 points. At the end of each chapter there are
study questions. The test questions will be taken from these study questions.
Consequently, if you do not know the answer to any of these questions it is up
to you to ask the Instructor for clarification. If the student misses a test
because of an official school activity or a medical emergency, these points
may be made up at the end of the semester during the regularly scheduled final
exam period for this course. However,
the make up test may or may not cover the exact content you missed.
In addition, a final examination will be required using example tests questions taken from The Health Education Specialist: A Study Guide for Professional Competence, Fourth Edition, 2000. No points or grade will be given for taking this test, however, if the test is not taken 50 points will be deducted from the students total accumulated points. This test will match the Certified Health Education Specialist examination and the scores obtained are used in assessing MSUM’s Community Health Education Program.
HEALTH 415 Writing Guidelines
"I never knew words could be so confusing," Milo said to Tock... "Only when you use a lot to say a little," answered Tock. (The Phantom Tollbooth, by Nortor Juster)
1) Write only in the third person.
2) Do not write one-sentence paragraphs. (Even a two-sentence paragraph is questionable.)
3) Do not use questions as a provocative statement.
4) Use sub-titles to organize your ideas and information.
5) Use an introductory sentence at the beginning and make some sort of summary statement at the end of each paragraph or topic.
6) All information used should have a good reason for being there.
7) Do not just add a sentence (or two) so you have another reference; the information must relate to the topic under discussion.
8) Generally, there should be more than two or three sentences in a paragraph or section. If not put in with another related section or paragraph.
9) Make sure the content flows smoothly and logically from one sentence to the next and from one topic to the next. Do not just stick one sentence after the other even if they seem to be related. Make sure you have a reason why you put one sentence before or after the other.
10) Statistics (or studies) don't state; they show or suggest.
11) Use quotes only as a last resort. If you do use quotes, then indent anything over two lines.
12) If you do not report information in your own words, it usually results in short, choppy sentences, and the thoughts being presented do not flow evenly.
13) Do not add extra sentences in an effort to convince the reader of your point. Let your facts do the convincing. (This, of course, excludes summary statements at the end of a paragraph or topic.)
14) Introduce all charts, graphs, lists, figures and tables and summarized at the end. You should tell the reader what is important in the data being presented.
15) Anyone should be able to read what you have written and know what you are trying to say and why you are saying it. All written material should stand alone.
16) Avoid using the same word twice in a sentence or repeating it frequently.
17) If it can be said in a simpler fashion using fewer words, do it!
18) In reporting on studies and surveys, do not include methods and procedures unless you plan to use this information. This just becomes fill and useless words the reader has to wade through to get to the real reason you are presenting this information.
19) Discuss and document any risk factor listed in the section on behaviors in the first part of the program.
20) How to footnote your sources will be covered in class. However, you may follow the procedures as used in the Journal of Health Education.
NOTE: I will use these guidelines when reviewing your written work. Please use this as a checklist before turning in your work.
All of the assignments that you turn in must be typed. If you are not sure about your writing ability it is recommended that you have someone at The Write Site, Room 95, Lommen Hall check your work.