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This paper stresses the importance of teaching aerobic and muscle fitness concepts as part of a health-related fitness curriculum in physical education, recommending outcomes for teaching aerobic endurance and muscle/strength endurance in kindergarten through sixth grade. It describes important learning aid materials and presents national standards and benchmarks for application to aerobic and muscle fitness. The paper presents authentic teaching of aerobic endurance concepts to children in grades K-2 (e.g., location, size, and purpose of heart and resting and exercise pulse) and children in grades 3-6 (e.g., defining aerobic endurance and recording heart rate), offering related learning activities. It also presents authentic teaching of muscle fitness concepts to children in grades K-2 (e.g., the purpose of muscles and correct exercise performance using one's own body weight) and children in grades 3-6 (e.g., major muscles and muscular strength/endurance definition and importance), offering appropriate learning activities. (Contains references.) (SM)

This document is the fall and spring semester course syllabus of Biology 242--Human Anatomy at Southern University (Louisiana). Sections include: (1) Descriptive Information; (2) Specification of Course Goals and Objectives; (3) Readings; (4) Description of Instructional Procedures; (5) Course Requirements; (6) Course Schedule; (7) Evaluation of Students and Grading System; and (8) Orientation and Introduction to Anatomical Terminology. The following systems are covered in a complete class outline: (1) Integumentary; (2) Skeletal; (3) Joints; (4) Muscular; (5) Nervous; (6) Eye and Ear; (7) Respiratory; (8) Blood; (9) Cardiovascular; (10) Lymphatic; (11) Digestive; (12) Urinary; (13) Reproductive; and (14) Endocrine. (YDS)

This health and nutrition curriculum for students in grades K-8 teaches students good health habits in order to improve their quality of life. The curriculum consists of a series of activity sheets that offer entertaining and educational activities designed to motivate students to learn while they have fun. Each activity sheet contains a five-digit code which represents its recommended grade levels. Answers are provided for each sheet where necessary. Teachers may choose to provide the answers when they reproduce the sheets for their classes. The activities include: Fruit Fun; Exercise Makes Your Heart Strong; Alphabet Stew; Be a Low-Fat Detective; Foods Can Help or Hurt Your Heart; Fat and Cholesterol are Bad; Food Find; Healthy Snacks--Find All 11!; Happy Heart Word Find; Can You Find Your Pulse?; One-Letter Change; Healthy Heart Crossword Puzzle; Nutrition Haiku; Fun with Acrostics; Find the Hidden Message; Carrots are on Top; Learning About Labels; High or Low?; Test Your Exercise and Heart Smarts; and Two-Letter Change. The curriculum also describes how to make traditional classroom activities into nutrition education activities. (SM)

This manual helps service care providers working with HIV-infected people learn how HIV affects the body's major systems, emphasizing the structure and functions of each system and direct and indirect effects of HIV on each system. The curriculum was developed for case management assistants (CMAs) who work in homes of HIV-infected people. Lessons are written at the level of the high school graduate with basic knowledge of biology and anatomy. It assumes that the CMAs have completed basic training for home health aides and have at least 6 months of home care experience. Lesson plans include: the structure and function of the human cell; structure and function of the immune system; HIV overview; the respiratory system and OIs; HIV and the lymphatic system, circulatory system, nervous system, skin, and digestive system; nutrition and HIV; special concerns of women and HIV; and infants, children, and HIV. Appendixes include a quiz answer guide; glossary of terms; explanations of universal and secondary health precautions; infection control recommendations; HIV disease progression; chart of common HIV-related disorders; signs and symptoms of AIDS-related disorders; and solutions to nutritional problems common to AIDS. (SM)

The most recent national surveys of public awareness and knowledge of treatment and control of cardiovascular disease (CVD) show that health initiatives targeting specific populations are effective ways to support health promotion and disease prevention. Projects and activities outlined in this guide are directed to spectators at sporting events, especially young adults and middle-aged persons, to persons with cardiovascular risk factors, and to minorities. The publication is designed to encourage health awareness and disease prevention by promoting the knowledge that CVD may be prevented and can be treated. The guide describes how to design a project to fit the community and the target audience, how to fund the project, working with the sports community, organizing and training volunteers, marketing the event, referrals and follow-up activities, and spillover events. Themes for different types of sporting events are suggested, such as "Slam Dunk Stroke" (basketball), "TouchDOWN on Fat" (football), "Net a Healthy Heart" (tennis), "Run for Life" (track), along with suggestions for gathering data to be used in evaluating the program. Projects carried out in Atlanta, Baltimore, Hawaii, South Carolina, and New Orleans are described. Four appendixes, which comprise more than half the guide, include: planning and implementation form, data form and recording chart for screening booth, screening evaluation sheet, and media contact and coverage forms; sample publicity materials such as a press release and public service announcement (PSA) radio and video scripts; camera ready art; and resource materials that can be duplicated and distributed as part of health promotion projects. (ND)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the respiratory care technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: cardiopulmonary anatomy and physiology; patient assessment and planning; respiratory care science; clinical practice I; respiratory care pharmacology; respiratory care technology (RCT) I; clinical practice II; RCT II; pulmonary function testing; RCT III; cardiopulmonary pathology; clinical practice III; respiratory care seminar; clinical practice IV; neonatal and pediatrics management; a related vocational-technical course--introduction to computers; and academic courses in anatomy and physiology I, principles of chemistry I, anatomy and physiology II, and principles of chemistry II. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

This document consists of two brochures, the first explaining the Marfan Syndrome and a second providing guidelines for physical education and activity for people who have this syndrome are provided. The brochure on factual information about Marfan syndrome outlines the associated medical problems involving the cardiovascular system, the skeleton, and the eyes. Also covered are causes and how to diagnosis and treat this disorder. The functions of the National Marfan Foundation are outlined. The brochure on physical activity presents information on changes in connective tissue that cause the Marfan syndrome, differences among forms of exercise and competition, and considerations when medications are being taken. Guidelines and modifications are included to promote safer exercise for people with the Marfan syndrome. A chart classifies sports and activities into four categories: strenuous and contact/collision high potential, strenuous and limited contact, strenuous and noncontact, moderately strenuous and noncontact, and nonstrenuous and noncontact. (SW)

Intended for physical educators, this manual provides guidelines for providing safe and effective physical activity programs for children with Marfan syndrome, a congenital condition involving the connective tissues and the probable cause of sudden death by heart failure of some young competitive athletes in recent cases. The manual includes information regarding: Public Law 94-142, the Education for All Handicapped Children Act; physical characteristics associated with the disorder and resultant physical needs; potential psychosocial implications; the establishment of educational goals to address these implications; and competencies and/or sensitivities needed by involved professionals. Suggested guidelines for physical activity, instructional methods and strategies, and approved curricular activities are included. In addition, contraindicated activities are identified as well as implications for safety and effectiveness in physical activity programs. The importance of applying these guidelines only under the supervision of the treating physician is stressed. Additional features of the manual include a list of Advisory Panel members of the National Marfan Foundation, a list of organizational resources, and a glossary. Contains 78 references. (DB)

This book provides theoretical knowledge, practical tips, and inspiration to help prepare the next generation of dancers and meet the demands of contemporary dance. It teaches the reader to set strategies and reasonable goals; use rituals to facilitate centering; safely incorporate conditioning principles; understand the interplay between gravity and rhythm, space, and energy to shape phrasing; and sequence exercises effectively using graphs and planning guides. There are 14 chapters in 4 parts. Part 1, "Philosophy," includes (1) "Dancing Roots: Technique" and (2) "Flying Souls: Artistry." Part 2, "Class Preparation," includes (3) "Sculpting Dreams: Goals"; (4) "Centering Minds: Rituals"; (5) "Gathering Power: Conditioning"; (6) "Shaping Phrases: Dancing"; and (7) "Weaving Light: Sequencing." Part 3, "Class Presentation," includes (8) "Time Flowing: Pacing"; (9) "Body Listening: Corrections"; (10) "Space Moving: Images"; and (11) "Silence Sounding: Accompanists." Part 4, "Professional Concerns" includes (12) "Energy Talking: Communication"; (13) "Excellence Training: Health"; and (14) "Youth Spinning: Vitality." Five appendixes present a college level modern dance teaching syllabus, a college level placement guide, information on pre- and post-assessment in the performing arts, and student and instructor course evaluation sheets. (Contains 75 bibliographic references.) (SM)

Discusses how to teach aerobic fitness concepts to elementary students. Some of the K-2 activities include location, size, and purpose of the heart and lungs; the exercise pulse; respiration rate; and activities to measure aerobic endurance. Some of the 3-6 activities include: definition of aerobic endurance; heart disease risk factors; circulatory/respiratory system; intensity guidelines; specificity principle; overload/progression principles; and activities to measure aerobic endurance. (SM)

Menopause is associated with many different health effects and symptoms. This paper explains that regular exercise can play a critical role in protecting health and battling the increased risk of cardiovascular disease, osteoporosis, pelvic floor atrophy, and joint stiffness associated with menopause. Exercise programs for menopausal women should include aerobics and strength and flexibility training. (SM)

This guide discusses the assessment of heart rate and, in particular, the assessment of heart rate using a heart monitor. Part 1, "Foundation for the Use of Heart Rate," reviews literature about heart rate assessment and heart rate monitors, offering an overview of national guidelines for physical activity. It focuses on the importance of physical activity, measures of physical activity, validity and reliability of heart rate monitoring, and validity of heart rate measurement instruments. Part 2, "Practical Applications of Heart Rate Monitoring," discusses ways to assess heart rate, then notes general uses of heart rate monitors and the use of heart rate monitors for educational purposes (assessing fitness, assessing effort, grading, assessing effectiveness of instruction, and rubrics). This part also features various applications used by K-12 teachers. A list of relevant resources is included. (Contains 51 references.) (SM)

This document, which is the second part of a two-part set of modules on anatomy and physiology for future surgical technicians, contains the teacher and student editions of an introduction to anatomy and physiology that consists of modules on the following body systems: integumentary system; skeletal system; muscular system; nervous system; endocrine system; special senses; circulatory system (blood); circulatory system (cardiac); circulatory system (vascular); lymphatic system; respiratory system; digestive system; urinary system; reproductive system (male); and reproductive system (female). The teacher edition contains an introductory section and the learning modules. The introduction presents the following materials: an overview of the materials and guidelines for their use; an instructional/task analysis; academic and workplace skill classifications and definitions; a list of related academic and workplace skills; and a crosswalk to Association of Surgical Technologists core curriculum objectives. The remainder of the teacher's edition consists of the learning modules plus the following items for each: suggested activities; transparency masters; written tests and test answers; assignment sheets and answers; crossword puzzles and answers; and module reviews and answers. The student edition consists of the 15 learning modules, each of which contains the following elements: learning activity sheets; module objective sheet; information sheets; student supplements; student assignment sheets. (MN)

Learning by using the lecture method based on memorization, students miss the opportunity to learn basic concepts. Uses animation and diagrams to teach key concepts. (Contains 14 references.) (YDS)