Personal Health Project Part 2 -- Due Mon Dec 10 and Tue Dec 11

Personal Health Report -- Final Paper:
Report on Personal Progress on Health Issue
Due: Mon Dec 10 and Tue Dec 11

The following is an outline for your paper. This paper is the final paper. It consists of the last paper (which was worth 50 pts) and this half, which is worth 50 pts.

In your first paper you talked about a health problem or issue that concerned you. At the end of the paper you wrote about what you wanted to do next about the issue. Now it’s time to tell me about how your plans for change went!

First, ATTACH PART ONE -- which talked about the problem.
(STAPLE THEM TOGETHER, PART TWO ON TOP, PLEASE)
You probably don’t need to make any changes to it. If I asked you to make changes on that paper, include them.

Address each of the following areas. Write about one paragraphs per question below. This paper will be 2 to 3 pages long.

PERSONAL HEALTH PROJECT:

1. What was your goal, based on your first paper? Briefly describe, in your own words, what you wanted to accomplish.

2. Tell me what specific steps you took to reach your goal. What things did you do to produce results? How often did you do the behavior you chose as your goal?
• How many times per day or week did you do this?
• Or how many times during the semester?
• How did these steps work?
• How successful were you? Why?

3. How did you track your progress?
• Did you keep a log or journal? If so, quote sections of it to illustrate what you wrote about there.

4. Describe each kind of support you got.
• People
• Places
Other social factors, environmental factors, etc.
• How helpful was each source of support?
• Were any not helpful? Why not?
If you didn't get any support, describe why not. How did LACK of support affect your project?

5. Did you have problems keeping with your plan?
• If so, why?
• What steps did you take to get yourself back on target?
• What changes did you make in your plan to make it more realistic or do-able?

6.  Think Critically for a moment about the Traditional Masculinity Ideology (as presented in class...).  Address ONE POINT (or more) and tell the reader

• it helped "overcoming" it helped you stay on track OR
• how it hindered staying on track --- 
• or BOTH.... hindered and helped; 

7.  Write a page or so on your general reactions to this process.
• Did you see the overall results you wanted?  That is, did the plan you devised and implemented produce the health goal or goals you desiered?
• If so, what helped you be successful? Personal qualities? Friends/family? Resources or books that your read? Campus services? Describe how these played a role in your success.
• Similarly, if ou were not successful, why not? What got in your way? Any of the above things (people, places, etc.)

8. Conclusion. What’s next?
• Are you going to keep up your plan? Please provide details on how you will do this.

Quiz 3 Review!

Review the Learning Objectives for this unit:

Correctly identify types of psychoactive drugs CNS Stimulants (what the heck does CNS stand for?) CNS Depressants Opioids Cannabis Hallucinogens

Accurately describe effects of drugs on the body For each category above be able to  describe effect on the body describe what kind of "high" or euphoric effect does it produce give examples of drugs in the class (e.g. cocaine)

Recognize and describe demand reduction strategies; e.g. harm reduction, treatment, social policy, laws Be able to distinguish between  abstinence models harm reduction zero tolerance give examples of each of the above

Correclty distinguish between drug use, drug misuse, and drug abuse

Identify and describe trends in drug use among American men most commonly used illicit psychoactive drug most commonly used psychoactive drug (do not include nicotine)

Identify characteristics of psychological dependence

Identify characteristics of physical dependence

Further Study tips:

Drugs

Be able to name each class of drugs (e.g., narcotics, stimulants, etc.) give examples from each group and describe the effect of each group on the central nervous system.

What causes physical addiction (in terms of how the brain makes neurotransmitter and psychoactive drugs cause rises and falls in them.)

Distinguish physical from psychological addiction.




Alcohol
Define oxidation and absorption. Where do the two occur? What is the difference between the two.

What factors affect the rate of absorption in the stomach?

What is BAC?

What is the legal limit for driving under the influence of alcohol?


Tobacco
How many people die each year from cigarette-related illness?
What is the most common tobacco-related killer (heart disease or lung cancer)
Who smokes more, men or women?
What were the 5 major conclusions from the 2010 Surgeon General's report on Smoking?
.

Health Care Provider Visit (Due Dec 3 and 4, 2012)

Men’s Health 27
Health Care Provider Visit

Due Dec 3 and 4, 2012

Overview
One of the challenges of men's health in the U.S. is interaction with the healthcare system. (See "Prologue" in Harvard Medical School Guide for background on this.) Many men don't have a regular provider, avoid going to see their provider until a more serious problem develops (avoid preventive care), and are uncomfortable with discussing various topics with their provider.

This assignment is a field study of these barriers. You will act as the observer. Your subject is the healthcare setting you choose.



Assignment:
Identify and visit a health care provider for preventative care: May include blood pressure, cholesterol, fasting blood glucose, STD testing, contraception, smoking cessation, alcohol or drug counseling. You choose the services most relevant to you. Focus on preventative care. (We'll discuss this in class.)


Write a brief reaction paper (one page, typed, double-spaced.)

How did you choose a healthcare provider for this assignment? What steps did you take to locate one?

What steps did you take to set up an appointment? What is your reaction to the appointment process?

Describe the provider who saw you (doctor, nurse, physician assistant, etc.) How did they make you feel? What kinds of questions did they ask you?

In conclusion, what would you do differently (if anything)?

Personal Health Assessment - DUE WED AUG 22 AND THU AUG 23

Please go to THIS LINK

complete the form online

print it out

turn it in at class.

Final Exam Review Sheet -- Spring 2012

CLICK HEREfor final exam review sheet

Review Sheet
Final Exam
Health 27
Fall 2010
Barresi

Drugs

Be able to name each class of drugs (e.g., narcotics, stimulants, etc.) give examples from each group and describe the effect of each group on the central nervous system.

What causes physical addiction (in terms of how the brain makes neurotransmitter and psychoactive drugs cause rises and falls in them.)

Distinguish physical from psychological addiction.




Alcohol
Define oxidation and absorption. Where do the two occur? What is the difference between the two.

What factors affect the rate of absorption in the stomach?

What is BAC?

What is the legal limit for driving under the influence of alcohol?


Tobacco
Tobacco use causes more Heart Disease or more Lung Cancer in the USA? Which one?
.

STDs
List the bacterial and viral STDs.

Which can be cured with antibiotics?

Which are most common?

What’s the difference between HIV and AIDS?

Why do hormonal methods of contraception offer no protection against STDs?

What is the chain of infection?

STD cause complications in women. What are they?



Sexuality

Define major parts of the male and female sexual anatomy.

Where is semen produced? Where is sperm produced?

Where does ovulation occur? Where does a fetus grow and develop?


Contraception
Give examples for each category:
Hormonal
Barrier
Chemical
Other
IUD
Natural Family Planning
Surgical or Permanent

How does each method work?
Rank the effectiveness of methods from most to least effective.




Erectile Dysfunction

Be able to list the “myths” we talked about in class.

What are some of the causes of ED?

What is the relationship of ED to cardiovascular disease?

How does Viagra work?

Depression
What is the difference between major depression, dysthymia, and bipolar disorder?
How do young men and, sometimes, men in general, "mask" their depression with risk-taking, drinking, and so forth.
What is the link between suicide and depression



Masculinity Ideology
What are the 7 domains?
How do they relate to gender roles and alcohol/tobacco/drug use?
    for instance "real men drink hard, smoke cigarettes, and don't ask for help if they want to quit either one..."
How about contraceptive use?
    for instance "men treat women as objects therefore aren't responsible for protecting women's health... that's up to the woman...."

Arts and Health Paper -- Due Thu May 7

Here is the outline for your paper due Thu May 17, 2012

In this class we have spent a lot of time talking about how masculinity and manhood are portrayed in the media. Popular culture provides valuable clues as to how men are expected to dress, behave, and relate to others. A central premise of the class is that these expectations, supported by the media, reinforce either healthy attitudes and behaviors (such as working out, eating right, respecting women, condom use), unhealthy ones (gun violence, excessive drinking, risky-sex, partner violence, rape, smoking).

Bear in mind that the ‘pathways’ by which health is supported or undermined by manhood-related media may be either:
a. Direct – For example where cigarettes are directly marketed to young men during video games with ads or billboards in the virtual world
b. Indirect – For example, “Snake,” a popular game hero (Metal Gear Solid) uses cigarettes to actually aid his health (add points and protection) during the course of the game.
c. Both – Games may feature both characters that smoke AND advertising

Other indirect pathways may be media or arts such as those that glorify subjugation of women through force, glorify gun play and gangs, or permit anti-gay bias through slurs and jokes.

This paper asks you to choose a particular art form that you like or relate to. It does not have to be popular media – it can be ANY form of the arts:

Music
Poetry
Fiction
Non-Fiction
Painting
Sculpture
Performance Art
Video
Film
Television
Radio
Internet Audio or Video
Website

Once you’ve selected a form, choose one specific piece of work (like a song or a book) and write about it.

Describe, in your own words, how the piece of work depicts men – manhood, masculinity, etc. How does the way men are portrayed in the work either reinforce positive or negative (or both) attitudes and behaviors related to health? What makes the piece of work effective in promoting either healthy and unhealthy behaviors or attitudes? Why do you personally relate to the piece of work? What do you think it has to teach other men about health and wellness?

NO SPOILERS!!!!
Please do not reveal key plot points or endings to me, the reader. I may want to see the movie myself and don’t want to have the ending spoiled. If you must spoil, put a ‘spoiler alert’ adjacent to the spoiler so I can choose whether to read it or not. THANKS.

Not to exceed 2 to 3 pages typed double spaced.

Sexual Anatomy

Use thislink to Planned Parenthood to study sexual and reproductive anatomy

Marijuana Detox Kits don't work?

Sexual Anatomy -- DUE April 19, 2012

Print out AND THEN complete these worksheets for class on April 19, 2012

Facts on Young Men’s Sexual and Reproductive Health

Facts on Young Men’s Sexual and Reproductive Health

Men and Depression Booklet

Read this booklet on Men and Depression.

CLICK HERE

Video Link: Depression: Out of the Shadows

Out of the Shadows CLICK HERE

Gay Men, Depression and Risk-Taking

Check this article out. This link takes you to the page where you can read the executive summary and fact sheet or download the entire report (PDF).

Daytime sections: Please read the executive summary and fact sheet

Mouse Party -- How Different Drugs Affect the Brain

A very inventive way of looking at how various drugs act on the human brain -- well mouse brain as a model -- enjoy!

CLICK HERE for Mouse Party

Stopping Killing: The Interrupters

Check out this article from the New York Times Magazine:

"The Intteruptes" Web site

Watch "The Interrupters" online

Blocking the Transmission of Violence

Youth Violence

Link to CDC site; click on Summer 2009 Fact Sheet...

CLICK HERE

Blocking the Transmission of Violence: Violence Interrupters

Check out this article from the New York Times Magazine:
Blocking the Transmission of Violence

"The Interrupters" Web site

Watch "The Interrupters" online

Personal Health Project Part 1 OR Community Health Project Part 1 -- Topic Selection and Research/Literature Review -- 50 pts DUE MARCH 8

CHOOSE FROM ONE OF THE FOLLOWING PROJECTS:
Personal Health Project
Community Health Project


Personal Health PROJECT Part 1
Topic Selection and RESEARCH/Literature Review

You will submit a brief essay (2 pages or so) on the following questions. Remember to attach a bibliography.

The goal of this first part is to introduce your Personal Health Report topic and summarize what you learned from your literature search on the topic.

Address each of the following areas. Write about 1 – 2 paragraphs per bulleted question.

1. What is your topic? Remember, in choosing a topic you should select something that is personally relevant, important to you, about which you have some confidence you can take some action, and which you will be able to measure and observe.

2. Explain, in your own words, why you think this is a concern for you? Include all relavent information including family history, personal history, and recent experience.


3. Literature review. This part has 2 goals:
a. Summarize what you learned from your research on this topic. You should find at least five references on the topic. 3 from peer-reviewed sources; only 2 from the internet; None may be from your textbooks. Attach a bibliography citing the sources.
b. Directly address the question "How does what you learned from the literature influence your plans for your personal health project?"

4. Conclusion: What is your goal? Be as detailed as possible about WHAT you want to accomplish, BY WHEN, HOW MUCH change do you want to see (pounds lost, cigarettes smoked, outbursts of anger, etc.)

Community Health Project Part 1

Throughout this class, we will discuss how health can be impacted by our built environment and social environment; by or neighborhoods and surroundings. This community health assessment provides a way to document those things in our environment that impact men’s health through research and mapping.

1. Select your neighborhood.
Choose a small area in your neighborhood that you will observe on your health topic. This can be your neighborhood, a neighborhood that you spend a lot of time in, or a neighborhood that is convenient for you. It should be a neighborhood that has residential areas, where people live and not be almost exclusively a business district, (ex: the Financial District in San Francisco). Depending on the area you choose, you may be focusing on 1-10 blocks.
Define the area you will observe and study.

2. Pick a health issue for you and your neighborhood.
example: exercise, nutrition, violence, gang presence, injury risk, unemployment, homelessness, pollution, street safety (road rage), alcohol, second hand smoke, violence, stress, depression, mental health, drug use, sexual health related services (access to condoms, STD treatment services, contraceptive services)…

3. Look for literature that links your health issue and elements of the neighborhood – for example…
These articles will link health problems with specific aspects of the built environment. Articles may also describe solutions to health problems at the neighborhood level.

I found the following article by entering the search terms “neighborhood health” on EbscoHost at CCSF Library site
Lindberg, L., & Orr, M. (2011). Neighborhood-level influences on young men's sexual and reproductive health behaviors. American Journal of Public Health, 101(2), 271-274. doi:10.2105/AJPH.2009.1857694



4. Walk around the area of the neighborhood you have selected and write down everything you notice related to your topic. Include things that you see, hear, smell, etc. Record those things that you believe have a positive and negative impact on men’s health.

5. Create a map of your neighborhood. You may have a section of a recent map blown up (8x10), so that you can make notes directly on the map or you may design your own map. Pay attention to things that can impact health in the broad sense, including the physical, social, emotional, intellectual, spiritual and occupational aspects.

Write a paper which includes the following:

• The topic you picked and why it is important for you and the health of men in that
neighborhood.
• Summarize 3 to 5 articles that you found in your literature search. Tell me what you learned from reading the articles; focus on how social and built aspects of the environment contribute to the health issue that you are studying in the neighborhood. Also describe anything you learned from your research about ways to fix the issues or problems.

• Identify things on your map that impact your health concern or issue and
describe their effect. This might be a positive influence, a negative influence or
both.

• Propose, in writing, what next steps you will take in learning about the health issue in the neighborhood. Think in terms of ways to gather more information so that you can draw up a brief proposal for how you might go about helping to fix the problem.

US Obesity Trends

CLICK HERE

Look at the animated map that tracks obesity in the states from 1985 to 2008.

Fighting Childhood Obesity at Home

Interesting article from NY Times:

Quiz One Review

Review for Quiz One:

Define Health; name the domains and give examples.
Contrast health and wellness (terms)
Why is family health history important
What are 4 key points in considering family health history for risk of chronic disease
what are the components of culture, according to Teague
why is race not a biologically valid concept?

What is heart disease
what is atherosclerosis
what is hypertension

What are the guidelines for physical activity
What does FITT stand for
How does activity reduce risk for heart disease and diabetes
What are the components of physical fitness
Contrast Muscular strength and muscular endurance; how do you achieve one vs. the other
How do you calculate target heart rate and apply it in a cardiorespiratory workout
aerobic v. anaroebic

Define nutrients
Name macronutrients, give examples, Daily values,
why is fiber important
What and define micronutrients; why are they important?

Contrast BMI with Body Fat Percentage
Describe general obesity trends in US since the 1980s

PBS: Fat What No One Is Telling You

Here's a link to the web page for the video we watched in class. Look over the website. You'll see a button for watching the program online. You can also read a transcript of the program.

CLICK HERE for web page for PBS: Fat What No One Is Telling You

Update on Rocky Tayeh... the young man who got gastric bypass surgery in the video...

Project SURVIVE visits our class on February 21

Here is a link to Project SURVIVE -- CCSF's peer education program about rape and domestic violence.

The team will be in our class to present on the above dates

CCSF Project SURVIVE

Assessment: Nutrition and Activity: Due February 16, 2012

Here are the links to the 3 worksheets due on February 16, 2012

REMEMBER: ASSESSMENTS ARE NOT ACCEPTED LATE!

Daily Food Record -- Track and record EVERYTHING YOU EAT AND DRINK for one 24 hour period

My Plate comparison (note that you can get the same info the worksheet asks for even though the format has changed from pyramid to plate

Your Physical Activity Profile -- Track a full 24 hour period (separate from Nutrition Day? -- including sleep and non-active periods...

Online Library Workshop Assignment -- Due Thu Feb 9

Complete the online workshop "P". Follow all the directions and bring the approved paper to turn in on Thu Feb 9

USE APA FORMAT

See Link
HERE

SLIDE SET: Masculinities and Health

Masculinities and Health">

Working Definition of Masculinity and Gender

From the WHO Report, "Engaging men and boys in changing gender-based inequity in health," 2007

Box 1: Working definitions of gender, masculinity and patriarchy
Gender refers to the socially constructed roles, expectations and definitions a given society considers appropriate for men and women. Sex
refers to the biological and physiological characteristics that define men (and boys) and women (and girls). Male gender norms are the
social expectations and roles assigned to men and boys in relation to or in contrast to women and girls. These include ideas that men
should take risks, endure pain, be tough or stoic or should have multiple sexual partners to prove that they are “real men”. Masculinity
refers to the multiple ways that manhood is socially defined across the historical and cultural context and to the power differences between
specific versions of manhood (Connell, 1994). For example, a version of manhood associated with the dominant social class or ethnic
group in a given setting may have greater power and salience, just as heterosexual masculinity often holds more power than homosexual
or bisexual masculinity. Patriarchy refers to historical power imbalances and cultural practices and systems that accord men on aggregate
more power in society and offer men material benefits, such as higher incomes and informal benefits, including care and domestic service
from women and girls in the family (United Nations Division for the Advancement of Women, 2003).
A social constructionist perspective has guided many interventions with men and boys from a gender perspective (Connell, 1987, 1994;
Kimmel, 2000). This approach suggests that masculinity and gender norms are socially constructed (rather than being biologically
driven), vary across historical and local context and interact with other factors such as poverty and globalization. In a social constructionist
perspective, the prevailing patterns of hegemony and patriarchy create gender norms that families, communities and social institutions
reinforce and reconstruct. Individual boys and men learn and internalize norms about what it means to be men but can also react to
these norms and can and do question them. Boys learn what manhood means by observing their families, where many see women and
girls providing caregiving for children while men are often outside the family setting working. They observe and internalize broader social
norms, including messages from television, mass media and from which toys or games are considered appropriate for boys or girls. They
also learn such norms in schools and other social institutions and from their peer groups, which may encourage risk-taking behaviour,
competition and violence and may ridicule boys who do not meet these social expectations. These social meanings of manhood are largely
constructed in relation to prevailing social norms about what it means to be a woman or girl.
At the same time, norms about manhood are constructed against the backdrop of other power hierarchies and differences in income that
give greater power to some men (such as middle class, professional men from certain ethnic groups or older men) and exclude or dominate
others (such as younger boys, men from minority or disempowered ethnic groups and men with lower income). Thus, a social constructionist
perspective focuses attention to the variation in men and boys – their multiple realities and individual differences – and places gender
norms or social definitions of manhood within other power dimensions and social realities, including social class differences.
Several key United Nations events and documents have implicitly or explicitly supported a social constructionist perspective, including
the Expert Group Meeting on the Role of Men and Boys in Achieving Gender Equality (United Nations Division on the Advancement
of Women, 2003), the Plan of Action of the International Conference on Population and Development in 1994 and the Platform for
Action of the Fourth World Conference on Women in 1995. Participants at these meetings affirmed the need to engage men and boys in
questioning prevailing inequitable gender norms and have documented a growing number of programme efforts that are doing so.
Most of the 58 studies included in this review either explicitly or implicitly apply a social constructionist approach and many critically
discuss or question traditional, inequitable attitudes about gender and masculinity in the intervention. They also generally take into account
the other power dimensions and social realities facing the men and boys who participate. This does not imply that there is unanimity
on the conceptual frameworks for interventions from a gender perspective with men and boys. Among researchers and programme staff,
there is debate about the definitions of gender norms, gender roles, gender socialization, gender relations, social constructionist theories
and masculinity. Although this publication does not ignore the existence of these debates, it focuses on whether the evaluated programmes
have taken a gender perspective into account in their work with men and boys and how and whether these programmes have been able to
measure changes in the attitudes and behaviour of men and boys as a result of the intervention.

Out of Touch: American Men and the Healthcare System

Commonwealth Fund Study Report

Here is a link to the Commonwealth Fund Study cited in the Harvard book.  Please note that the data cited is from BEFORE 2000 so some shifts may have occurred since then.  I'll look for more updated stats.  In the meantime, look at this report.  The Executive Summary should be particularly helpful.

CLICK HERE for link

Women and the Affordability Gap

This link covers a Commonwealth Fund Study that showed disparities in affordability and access for women to health care. Important to factor in when discussing the other report, cited above.

Affordability Gap for Women CLICK HERE

Researchers learn more about "brown fat" in humans

CLICK HERE

Longevity Gap: Harvard Medical School Update

Here's an update to Dr. Simon's 2003 published comments on the Longevity Gap. CLICK HERE

"Learning to Be Lean" from NY Times

CLICK HERE for NY Times article