2. KINGDOM OF SAUDI ARABIA MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY \ CAMS DEPARTMENT\ HE JohaliCHS382FUHE2013_2017 FUNMAMENTALS OF HEALTH EDUCATION Meanings to Approaches to Readiness to Perfect Practice Remember by “ Promote and Help Others To …………... ? JohaliCHS382FUHE2013_2017 FUNMAMENTALS OF HEALTH EDUCATION Meanings to Approaches to Readiness to Perfect Practice Remember by “ Promote and Help Others To …………... ? CHS382Johali1stFUHE20161 EISA ALI JOHALI عيسى بن علي الجوحلي بسم الله الرحمن الرحيم Principle + Fundamental ZD Holistic FUHE Johali 2 nd Step To ZD Holistic Wellness

3. Johali1stFUHE2016 EISA ALI JOHALI عيسى بن علي الجوحلي A Lecturer Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Short Fellowship Planning Health Professions Education, UIC, USA 199Short Fellowship Planning Health Professions Education, UIC, USA 199 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012 Author of Two Published Books & 3 Projected http://faculty.ksu.edu.sa/JOHALI/default.aspx Johali59@hotmail.comJohali59@hotmail.com WL Messengers Johali FUHE 2015 Johali59@hotmail.com http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011https://twitter.com/TheNature2011 Dr. Eisa Johali https://twitter.com/TheNature2011 بسم الله الرحمن الرحيم CHS3822 NEW https://wiki.answers.com/Q/User:Johaliaskhttps://wiki.answers.com/Q/User:Johaliask NEW https://wiki.answers.com/Q/User:Johaliaskhttps://wiki.answers.com/Q/User:Johaliask

4. CHS382Johali1stFUHE20163 CHS382 Promontory This “FuHE” the Fundamentals of Health Education (CHS 382) is the 2 nd basic courses after the PHE (CHS282 ) that I taught you last semester. Almost all the FUHE objectives and topics based on the PHE objectives and topics. Therefore you have to recall what you have been taught in the previous courses. Meanwhile you have to think that you are going to use these knowledge, attitudes and skills in the next courses and your future education and profession.

5. My role is to promote and help to be ready and willing to have meaningful lifelong learning" But I can't think instead of you…You have to.." The above statement is the summary of my teaching philosophy. Based on my postgraduate education and its following experiential earning "Student Centered" is my favorite approach. However, we have no choice; we have to follow our higher national educational system and its procedures with slightly modification to achieve the above vision. As an introduction to my teaching philosophy in my teaching and learning plan, lecture, assignments instructions and student assessment feedback, I use the most related Islamic teachings and Arabic Proverbs that can motivate and promote my students be active, independent thinker, honest and creative hard workers to satisfy themselves, their relatives and patients. The most motivating statements SUCH AS: وَمَنْ يَتَّقِ اللهَ يَجْعَلْ لَهُ مَخْرَجًا * وَيَرْزُقْهُ مِنْ حَيْثُ لاَ يَحْتَسِبُ  [الطلاق/2، 3] إِنْ تَتَّقُوا اللهَ يَجْعَلْ لَكُمْ فُرْقَانًا  [الأنفال/29]. وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصلاة والسلام، عن أنس بن مالك رضي الله عنه: ( لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه) أخرجه البخاري وقوله صلى الله علية وسلم (كان الله في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي These Islamic Calls are our Evidences to assure Quality of Profession; Quality of NHEPC & Quality of Life today and for the Day after. Meanwhile, do not forget the most common Arab Proverb: “Nothing Itching Your Skin like Your Nail” All the Learners will success; Except the one Who DO NOT Welling to Success” – mainly absent and who don’t care Thus, “Be Ready and Willing to Success You Will Success ” As I have taught you in CHS 282, I hope that you will be ‘learner who have to think, discover, reflect and be independent creative note taker and health educator, not just traditional ‘teacher dependent student’ who may not care to listen, hear, memorize and sure forget. Lecturer Philosophy CHS382 4 Johali1stFUHE201 6

6. CHS 382 Course Description & L Objectives CHS382 5 Johali1stFUHE2016 This is the second introductory course to health education, starting following and probing the historical evolution ‘developments’ of 'health education plus promotion' – its origin, grow and evolve ‘or can grow and evolve’ to assure quality. It strives to cover the essentials in ‘health arts, values and images, philosophical ethics, sciences 'theories, models, and approaches' with more focus on health communication “types, levels, components, process and barriers” that associated with quality of health education and promotion. Course Description Course (code and NO): (CHS 382)Course title: Fundamentals of health education Credit hours: 2 (2+0) change ne (1+1) Level:5 Contact hours:2Prerequisite:CHS 212

7. CHS 382 Course Description & L Objectives CHS382 6 Johali1stFUHE2016 CHS 382 Course Description Quality Committee 2011 Course code and number: CHS 382 Course title: Fundamentals of Health Education Level/semester Level 5 Credit hours: Thereof lecture hours: 2 Thereof practical hours: 0 Language: English Aims and goals of CHS 382 : Gaining basic knowledge regarding the rules, fundamentals, history and potentials of health education.. Understand how health education affects one personally as well as those around them. Identify different approaches and strategies of health communication and health promotion Prepare health education students to become effective health education specialists by building their skills in communication, in counseling and behavior modification to use it in any health setting. Skills of the course: the student will be familiar with Students will have to learn and believe in the 4cs that makes an effective health education specialists The course covers among all how the health worker can influence health behavior in order to create better foundations for public and individual health. Theories of behavioral change to individual, families, and community through utilization of proper communication in different health settings. Content of the course: The development of health education and health promotion Images of health Models and approaches to health promotion Understanding of health communication Steps in health communication process Communication methods Traditional - Contemporary approaches to health communication Practice frameworks for health promotion :Eating Well Student presentation: Vegetables and fruits intake Examination: Written examination, individual learning work-creative smart assignments

8. CHS 382 Course Description & L Objectives With your Readiness and Willingness, the lecturer hopes that by end of this course, you will be able to: 1.Be reason, ready, react to prerequisites and willing to success 2.Briefly review and rationalize the historical developments “evolution” of 'health education and promotion' – origin, grow to evolution if there 3.Rationale and be ready to use the philosophical and ethical basis to assure quality of HEP 4.Identify the most common scientific theories, paradigms, models, approaches that associated with quality of HEP. Old; 1.Gaining basic knowledge regarding the rules, fundamentals, history and potentials of health education.. 2.Understand how health education affects one personally as well as those around them. 3.Identify different approaches and strategies of health communication and health promotion 4.Prepare health education students to become effective health education specialists by building their skills in communication, in counseling and behavior modification to use it in any health setting. CHS3827Johali1stFUHE2016

9. Johali Teaching & Learning Plan – L Plan 8 Johali1stFUHE2016 CHS382

10. J ohali Reasoning ( Why FUHE ? ) Health Educator Job Description Job Title : Health Education Specialist Scientific Degree : Bachelor Degree AMS. Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills: Knowledge of health and educational issues, Effective teaching methods and technologies Effective Communication and Counseling Reported to: the Health Education Consultant Master\PhD Job Definition (Summary) : Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors. Major Job Duties: As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”: 1.Assessing patients, school and community health education needs (1 sT communication with clients ) 2.Managing and organizing health education activities. 3.Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..); 4.Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs. 5.Prepare and participate in designing, evaluation and development of health education materials 6.Supervise and participate in process of designing and implementing health education plans. 7.Give Special Patients Counseling eg; diabetic patient education 8.Improve his/her personal and professional knowledge and skills. CHS3829 Johali1stFUHE2016 Why …FUHE.: 1) Part of HE JD Duty No 1 2) Prerequisite 3) Fundamental-Essential for QHE

11. Remember All HE Courses CHS382 Johali1stFUHE2016 10 382 was at 5 th level with CHS 282 all prerequisite for 7 – 9 Darw How Do You Think – Do You Understand This ?!! http://colleges.ksu.edu.sa/AppliedMedicalSciences/CommunityHealthSciences/Pages/HEplan.aspx# Your HE Pyramid

12. G Introduction Probe FuHE Historical Revolution & Defining Terms CHS38211Johali1stFUHE2016

13. History _of_Health_Education_and_Promotion_(History _of_Health_Education_and_Promotion_(American) ? ??!!!! ) ? ??!!!! History _of_Health_Education_and_Promotion_() ? ??!!!! http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_prese ntation http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_prese ntation http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentati on http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentati on History _of_Health_Education_and_Promotion_(History _of_Health_Education_and_Promotion_(American) ? ??!!!! ) ? ??!!!! History _of_Health_Education_and_Promotion_() ? ??!!!! http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_prese ntation http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_prese ntation http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentati on http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_presentati on Probe FUHE 2 nd 2015 Historical Evolution & Define Terms CHS38212 Johali1stFUHE2016 One Learner Have To Present and Other Think \ Write Smart Note (Just look and think how “the Creative Historical Lecturer l Health Educators “Write and Teach ) It is a general Health – Education USA but Interest: -How other find & bring to Life Expectancy !? ** History_of_Health_Education_and_Promotion Search Video

14. Life Expectancy CHS382Johali1stFUHE2016 13 Overall rank [4] [4] CountryOverall life expectancy Male life expectancy Male rank Female life expectancy Female rank 1 Monaco 87.285.31891 2 Japan 84.682287.33 3 Andorra 84.280.8887.62 4 Singapore 84822874 5 Hong Kong (PRC)Hong Kong 83.882285.66 6 San Marino 83.58228511 7 Iceland 83.381.4685.29 8 Italy 83.180.41085.85 9 Sweden 8381.4684.613 10 Australia 8380.5985.57 List by the World Health Organization 2013 http://en.wikipedia.org/wiki/List_of_countries_by_life_expectancy Top the Longest ?

15. Life Expectancy CHS382Johali1stFUHE201614 List by the World Health Organization 2013 96 Turkey 74.472.46676.4103 96 Armenia 74.470.610478.273 97 Saudi Arabia 74.372.46676.2105 98 Samoa 7471917792 99 Lebanon 7472.56476.5100 192 Central African RepublicCentral African Republic 48.54718750192 193 Sierra LeoneSierra Leone 47.54718748193 Overall rank [4] [4] Country Overall life expectancy Male life expectancy Male rank Female life expectancy Female rank Saudi ? \ the Shortest LE ?

16.  Probe Course Title … Fundamental ? Our Cultural-Religious Compare to the Westerns Our Cultural-Religious Compare to the Westerns  Fundamental VS \ ≠ Extra; ‘evolutes, evolution’; growth, development ( How – Do You Hear Darwin !!! )  Evolution = Natural Selection - Biological Selection نظرية النشوء !!؟  http://www.conservapedia.com/Evolution; http://www.conservapedia.com/Evolution  DO YOU BELIEVE IN Apes MAN - Man was a Monkey ?!!  Eisa JohaliLecturer at KSU CAMS Eisa Johali Eisa Johali  Apes to Man Human Evolution  Apes to Man Human Evolution Learn from Student’s Videos Compare to Islam http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html http://www.youtube.com/watch?v=XdddbYILel0  Amazing artifice Multimedia Explaining some of the basics of the scientific theory of evolution Oct 11, 2012 NOW Lets Test Them: Evolution vs. Creationism http://www.youtube.com/watch?v=9V_2r2n4b5c http://www.allaboutcreation.org/creation-vs-evolution-n-video.htm 15 CHS382 Johali1stFUHE2016 Probe FuHE Historical Evolution & Define Terms

17.  Probe Course Title … - Fundamental ?! Close natural synonyms are: Fundamental Fun`da*men"tal, a. [Cf. F. fondamental.] Pertaining to the foundation or basis; serving for the foundation. Hence: Essential, as an element, principle, or law; important; original; elementary; as, a fundamental truth; a fundamental axiom. The fundamental reasons of this war. --Shak. Some fundamental antithesis in nature. --Whewell. Fundamental bass (Mus.), the root note of a chord; a bass formed of the roots or fundamental tones of the chords. Fundamental chord (Mus.), a chord, the lowest tone of which is its root. Fundamental colors, red, green, and violet-blue. See Primary colors, under Color. Fundamental bassFundamental chordFundamental colorsPrimary colorsColorFundamental bassFundamental chordFundamental colorsPrimary colorsColor  Fundamental = Primary; Original = West means Primitive  Fundamentals = Basics; Essentials; Ground rules; Nitty-gritty (Crux of the matter – most important, heart of HE –unknown origin ) “ Education like health care should be a fundamental right ” 16CHS382 Johali1stFUHE2016 Probe FuHE Historical Evolution & Define Terms http://www.wordaz.com/fundamental.html

18.  Probe – Define Course Title … ?!! Close natural synonyms are:  Development = Growth; Expansion; Progress; P change  Evolution: Advanced ‘Development – Progression’ Define “Fundamental” is : A leading or primary principle, rule, law, or article, which serves as the groundwork of a system; essential part, as, the fundamentals of “Religion \ Field \ HE” 17 Now history we cover some in CHS 282 Who remember ‘brief’ ?!! CHS382 Johali1stFUHE2016 Probe FuHE Historical Evolution & Define Terms

19. 18 Focus what are the New not above - Profound = Deep’ need Reflective Thinking; Extreme –Extremist - Key = Input; Important; Significant - Primal = Primitive; Primeval CHS382 Johali1stFUHE2016 Probe FuHE Historical Evolution & Define Terms

20. Major Eras in U.S. Public Health History start 1850..Global HE ?  Pre Islam 600 was close to ideology ; the Greeks change it make it oppose under philosophy ?  Fundamental in Islam : found in the Five Pillars of Islam, genuine, original  Prior to 1850 Influence of superstition, religion, miasma theory; battling epidemics/pandemics: avoidance and acceptance; advent of bacteriological era  1850-1949: Sanitary reform through state and local infrastructure (state and local health departments); development of public H infrastructure  1974 – 1979: Beginning of PH health promotion era -publication of Healthy People  1950-1999 Filling gaps in medical care and expanding the health agenda; Major advances in medicine; AIDS; control of infectious disease, growth of chronic disease (largely behaviorally-related)  2000: Community public health practice; evolving public health infrastructure development; preparing for and responding to community health threats 1919 ? CHS382 19 Johali1stFUHE2016 Probe FuHE Historical Evolution & Define Terms Take the Meaningful For Us – Forget their misunderstanding regarding religion HE raised at: Early 18 th Century; Mid 20 th Century; - Nineteen Nineteen

21. CHS382 20 Johali1stFUHE2016 http://www.youtube.com/watch?v=pbmR8HE7n3s Fundamentals of Global Health LEC https://globalhealth.duke.edu/education-and-training/undergraduate/majorhttps://globalhealth.duke.edu/education-and-training/undergraduate/major LEC https://globalhealth.duke.edu/education-and-training/undergraduate/majorhttps://globalhealth.duke.edu/education-and-training/undergraduate/major First Reel ….Do You Understand-attract-Interest!!!! No - Go See Duke Global Attract…. GHLTH http://www.youtube.com/watch?v=dBUqFM8NEjwhttp://www.youtube.com/watch?v=dBUqFM8NEjw CPW http://www.youtube.com/watch?v=dBUqFM8NEjwhttp://www.youtube.com/watch?v=dBUqFM8NEjw CPW Global Health Major at Duke: Creating Pathways for Changing the World By: Probe FuHE Historical Evolution & Define Terms رقصة اسكتلندية ”غلطة“ مربكة !!! The Blooper Reel http://www.youtube.com/watch?v=2ioK1rAD33c From above Duke GHI We Come With Three Major Fundamentals (LEC\PHC= 3Vs) : - Learn ( Passion); - Expand (Hard work) - Be Carve a Niche (Create-creative) a new accepted path\HE & Became a Real-life problem-solvers Read & Write Smart Question with Smart Answers

22. Probe FuHE Historical Evolution & Define Terms – Disvover and score Elements of FH CHS382 21 Johali1stFUHE2016 There's more to life than bananas: http://stores.ebay.ca/Art-of-Kelly?_r... Fundamental Elements of Health Are you Thriving or Surviving ? Rate your health between zero to ten, in each of the following areas. 1. Clean, fresh air 2. Pure water 3. Foods for which we are biologically designed 4. Sufficient sleep 5. Rest and relaxation 6. Vigorous activity 7. Emotional poise and stability 8. Sunshine and natural light 9. Comfortable temperature 10. Peace, harmony, serenity, and tranquility 11. Human touch 12. Thought, cognition, and meditation 13. Friendships and companionship 14. Gregariousness (social relationships, community) 15. Love and appreciation 16. Play and recreationhttp://stores.ebay.ca/Art-of-Kelly?_r... http://www.youtube.com/watch?v=GrOqFRmmQ_k http://www.youtube.com/watch?v=GrOqFRmmQ_k How do you score? - Fundamental elements of health End 23\4

23. Probe FuHE Historical Evolution & Define Terms CHS38222Johali1stFUHE2016 17. Pleasant environment 18. Amusement and entertainment 19. Sense of humor, mirth and merriment 20. Security of life and its means 21. Inspiration, motivation, purpose, and commitment 22. Creative, useful work (pursuit of interest) 23. Self-control and self-mastery 24. Individual sovereignty 25. Expression of reproductive instincts 26. Satisfaction of the aesthetic senses (op; atheistic non believe) 27. Self-confidence 28. Positive self image 29. Internal and external cleanliness 30. Smiles 31. Music and all other arts 32. Biophilia ( love of nature ) "The 80/10/10 Diet" by Dr. Douglas N. Graham, Page 10. http://foodnsport.com/ I am pleased to be able to share with you my journey as a vegan and what I've learned along the way. Currently, I eat mostly fruits and vegetables with some nuts and seeds, a diet/lifestyle, otherwise known as 80/10/10, fruitarianism, or natural hygiene. I eat 100% raw food most of the time, but occasionally enjoy a cooked vegan meal. Although by following 80/10/10, I have experienced exceptional improvement in health and fitness, I do not claim to have all the answers. I'm still learning. What I'm committed to, however, is openness, tolerance, and honesty. http://www.facebook.com/pages/Grassro.. http://foodnsport.com/ http://www.facebook.com/pages/Grassro.. How do you score? - Fundamental elements of health

24. Probe FuHE Historical Evolution & Define Terms CHS38223 Johali1stFUHE2016 http://www.youtube.com/watch?v=cKvyDbmnfNI Overview of the Seven Keys to Health - Wellness – Happiness This video clip shows Jordan giving an overview of the seven keys to health and wellness that led him--and will lead you-- on the road to a lifetime of wellness. Summary of Jordan 7 Keyes \ Weeks of Wellness 1) Eat To Live in Islam ; Learn to Live 2) Supplement Your Diet 3) Practice Advance Hygiene 4) Condition your Body 5) Reduce Toxins 6) Avoid Deadly Emotions 7) Live a Life of Prayer & Purpose Give Evidence from Islam

25. Understand Fundamentals From Philosophy to Science to HE Ethical Basis Define - understand - nature Of “Fundamental - Religion - Ideology - Philosophy - Theories - Ethics – ”Communication QHE “Fundamental - Religion - Ideology - Philosophy - Theories - Ethics – ”Communication QHE From Religion - Philosophy to HE Ethical Basis CHS38224Johali1stFUHE2016

26. CHS38225 Johali1stFUHE2016 Fundamentals – Essentials for FUHE Evolutional Philosophy Use Evolve Def & CHS282 Philosophical basis to Recreate Your Self Model Jordan's Philosophy and Personal Story This video clip shows Jordan bringing the message of Biblical health and wellness to his home church, Palm Beach Gardens Christ Fellowship. He tells his health philosophy and his personal story of regaining his health--God's way. We Have to Innovate Islamic Philosophy for Holistic Lifelong HE Wellness – Happiness http://www.youtube.com/watch?v=tFfjMUH710I WHY NOT QURANIC Based PHILOSOPHY !!? Search “ Health Fundamentals in Quran” God's Plan for Health & Wellness http://www.youtube.com/watch?v=6ToOqStuVkA The Family Life of a Muslim \Ideal Muslims ~ Nouman Ali Khan http://www.youtube.com/watch?v=g5lPW2fkwas http://www.youtube.com/watch?v=7Ha3cA 3gQc4

27. What is philosophy?What is philosophy? A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group.A statement summarizing the attitudes, principles, beliefs, values, and concepts held by an individual or a group. Vision; Mission; Premises; Value.Vision; Mission; Premises; Value are part of philosophy. Why does one need a philosophy?Why does one need a philosophy? People’s philosophies help form the basis of reality for them. A philosophy helps to determine how one lives, works, plays, and generally approaches life. People’s philosophies help form the basis of reality for them. A philosophy helps to determine how one lives, works, plays, and generally approaches life. Vision – Mission just example  Vision of Health Education “The health education profession promotes, supports, and enables healthy lives and communities.” ( Ches Jones, PhD )  Miami-Dade AHEC strives to change healthcare through education .  Miami Our Mission: To improve access to quality, comprehensive health care and education for the underserved, uninsured, economically needy and other vulnerable individuals through academic-community partnerships. http://www.mdahec.com/about-us/vision-and-mission/ PhilosophyPhilosophy New …many in PPT Lecture ”“”CommHlthHLSC_2613_Notesv3 VERY GOOD Whole HE” Make A Summary CHS382 26Johali1stFUHE2016

28. CHS382Johali1stFUHE201627 Here are some links to samples of personal philosophies of education for you to explore. There are roughly in order of "fame" or well-knowness: My credo - Albert EinsteinMy credo My pedagogic creed - John Dewey, the most significant educational philosopher of the 20th century; he emphasized the subject nature of students' experienceMy pedagogic creed Paulo Freire - arguably the second most significant educational philosopher, behind Dewey, emphasized social justice and education for the liberation of the oppressedPaulo Freire The philosophy of freedom - Rudolf Steiner, major alternative education philosopherThe philosophy of freedom Montessori philosophy & practice - by Michael Olaf Montessori, major alternative education philosophyMontessori philosophy & practice Johann Pestalozzi - emphasized the educational potential of everyday life, social justice, and education for the poor and oppressedJohann Pestalozzi Kurt Hahn - innovative educator who championed adventure, peace & communityKurt Hahn The vision of Benton MacKaye - Creator of the Appalachian Trail & social engineerThe vision of Benton MacKaye Ancient land - Current connections - by Graham Ellis-Smith, about how to learn from Aboriginal ways of life in order to connect to our own indigenous heartsAncient land - Current connections A personal philosophy of education - Barbara Wilt, teacherA personal philosophy of education Experiential & outdoor education for social & eco sustainability - James Neill, outdoor educator & psychologistExperiential & outdoor education for social & eco sustainability Sample philosophy statements of education - LeoNora Cohen & Judy GelbrichSample philosophy statements of education Philosophy of education - Erin Mosher, Plattsburgh State UniversityPhilosophy of education Rosa Carson - Thinking thinking thinking....Rosa Carson - Thinking thinking.... My Andragogy Knowel et al adult learning the students centred ( LinkedIn ) Here are some links to samples of personal philosophies of education for you to explore. There are roughly in order of "fame" or well-knowness: My credo - Albert EinsteinMy credo My pedagogic creed - John Dewey, the most significant educational philosopher of the 20th century; he emphasized the subject nature of students' experienceMy pedagogic creed Paulo Freire - arguably the second most significant educational philosopher, behind Dewey, emphasized social justice and education for the liberation of the oppressedPaulo Freire The philosophy of freedom - Rudolf Steiner, major alternative education philosopherThe philosophy of freedom Montessori philosophy & practice - by Michael Olaf Montessori, major alternative education philosophyMontessori philosophy & practice Johann Pestalozzi - emphasized the educational potential of everyday life, social justice, and education for the poor and oppressedJohann Pestalozzi Kurt Hahn - innovative educator who championed adventure, peace & communityKurt Hahn The vision of Benton MacKaye - Creator of the Appalachian Trail & social engineerThe vision of Benton MacKaye Ancient land - Current connections - by Graham Ellis-Smith, about how to learn from Aboriginal ways of life in order to connect to our own indigenous heartsAncient land - Current connections A personal philosophy of education - Barbara Wilt, teacherA personal philosophy of education Experiential & outdoor education for social & eco sustainability - James Neill, outdoor educator & psychologistExperiential & outdoor education for social & eco sustainability Sample philosophy statements of education - LeoNora Cohen & Judy GelbrichSample philosophy statements of education Philosophy of education - Erin Mosher, Plattsburgh State UniversityPhilosophy of education Rosa Carson - Thinking thinking thinking....Rosa Carson - Thinking thinking.... My Andragogy Knowel et al adult learning the students centred ( LinkedIn ) http://www.wilderdom.com/philosophy/SampleEducationPhilosophies.html#Examples Samples of personal educational philosophies

29. Health Philosophies “ Images – Meanings ?!” CHS382Johali1stFUHE201628

30. CHS382 Johali1stFUHE2016 29 Welcome to Health Images of Denver and Boulder, Colorado With multiple convenient locations across the Denver & Boulder, Colorado MetroPlex, Health Images has the specialized staff necessary to assist with all your medical imaging needs, in a location that is convenient for you! Health Images is revolutionizing imaging with the foundation of efficiency and consistency. Our promise to our community is unmistakable quality and spectacular service. Once you try us we think you'll agree that Health Images has "raised the bar" of service and quality A Framework for Health Reform http://www.aha.org/advocacy-issues/healthforlife/index.shtml Health Philosophies “Images ?!”

31. CHS38230 Johali1stFUHE2016 Fundamentals – Essentials for FUHE Evolutional Philosophy Health Education تطور التثقيف الصحي السعودي Progress in Saudi Arabia ? http://www.youtube.com/watch?v=PpA8fTtOy2c The Kingdom of Saudi Arabia in the field of health and education part1 Disclose the fact that lie and deceive the International Association for The Jewish and Christians Human Rights in the world.. As you can see what the State of Saudi humanitarian services to the Saudi citizen and a resident is considered best in the world to human rights, and this is a message to all hateful in the world to see and watch really good and generosity provided by the Custodian of the Two Holy Mosques King Abdullah to the Saudi people. There Is Justification of Evolution in Health – Education But Nothing in HE !!? Look for National Symposium Health Education To Where We Are Going !! Do We Have Real Evolution ??! مثل الندوة الطلابية الأولي2013 للتثقيف الصحي بعنوان التثقيف الصحي في المملكة إلى أين !!؟ ((Summary From Students Look for National Symposium Health Education To Where We Are Going !! Do We Have Real Evolution ??! مثل الندوة الطلابية الأولي2013 للتثقيف الصحي بعنوان التثقيف الصحي في المملكة إلى أين !!؟ ((Summary From Students Why Not 2 nd SAHE Symposium – 1 st SAHE Evolution –Ready ? http://tweettunnel.com/HESymp https://twitter.com/HESymp

32. Start from our evolution Def of HE ( CHS282 PHE) ? Start from our evolution Def of HE ( CHS282 PHE) ? An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10) Environmental including Climate, (11) Economical, (12) Political with (13) Professional Ethics and (14) appropriate “Technological mean” that can help people/customers to “grow; develop”, and make informal decisions within a specific “Time” affecting their personal, family and community well being. CHS382 31 Johali1stFUHE2016 How Many Dimensions Here ? These Are Our Fundamentals – Essentials for Islamic FUHE Scientific Philosophy - You Have To Innovate at the end of this course - Wellness to Happiness ? How Many Dimensions Here ? These Are Our Fundamentals – Essentials for Islamic FUHE Scientific Philosophy - You Have To Innovate at the end of this course - Wellness to Happiness ? Fundamentals – Essentials for FUHE Evolutional Philosophy

33. Students Creative Work Can You Use This Evolved National Definition To Draw New NHE Philosophy Wait For You Effort - Thought ?! CHS382Johali1stFUHE201632

34. Draw Education - Health – HE Integrated Integrated Self Creative Conceptual diagrams Conclude Johali FUHE Model Later after understanding philosophical and scientific models Johali1stFUHE2016 CHS38233

35. CHS382 34 Johali1stFUHE2016 Johali HEP Sciences HEP Scientific THEORIES – MODELS Eisa Ali Johali Master of Arts 1995 https://www-lib.soton.ac.uk/uhtbin/cgisirsi/SISc130DjR/HARTLEY/58071011/123 Eisa Ali Johali Master of Arts 1995 https://www-lib.soton.ac.uk/uhtbin/cgisirsi/SISc130DjR/HARTLEY/58071011/123 http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2 FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994A A8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026} http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2 FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994A A8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}

36. All are Science CHS382Johali1stFUHE201635 -A branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws: the mathematical sciences. - A systematic knowledge of the physical or material world gained through observation and experimentation. What is Sciences and synonyms Discipline; Knowledge; Skill; Art; and to us Religion

37. Definitions of Theory and Model - A theory is a set of interrelated concepts, definitions and propositions that present a systematic view of events or situations by specifying relations among variables, in order to explain and predict the events or situations” (Kerlinger, 1986, p. 9) - Models draw on a number of theories to help understand a specific problem in a particular setting or context” (Glanz et al., 2008, p.29) Johali HEP Sciences CHS38236Johali1stFUHE2016

38. Johali HEP Sciences Basic beliefs about Meaning and Purpose: What counts as knowledge and how it is produced; how we can know anything : The nature and working of things Beliefs about society, policy and relationships, such as: Functionalism & Critical Theory Theoretical frameworks about facts and reality, including: Positivism; Social construction; Postmodernism. Theories about Personality that explain values and personal aims and motives, priorities, and preferences Theories of Disciplines, such as surgery, chemistry, genetics, which each include many theories or ways of seeing things and technical ways of describing them Theories of Working that explain systems and are accepted unless they are superseded by a different explanation 1 —for example, Harvey’s theory of circulation of the blood, Lister’s theory of antisepsis, Darwin’s theory of evolution, beliefs about how disability is genetically or socially determined 1 Explicitly stated theories: Hypotheses & Research questions Types of Theories – G. Classification More illustration by figures …next CHS38237Johali1stFUHE2016

39. CHS382 Johali1stFUHE2016 38 Johali HEP Sciences Theories Classification in Figures Positivism : the detached scientist examines parts isolated from their context and searches for universal laws Positivism in social medicine : more account is taken of social backgrounds (the shading), but mainly as separate characteristics or behaviors to modify Functionalism : working-society should be united, functioning as efficiently as a beehive to everyone’s benefit Social construction : relationships (the arrows) and social context (the shading) partly construct and are part of people’s identity Postmodernism : the foggy shading indicates how once-clear definitions and differences become problems to study, not truths to assume Critical theory: some groups are more powerful than others, and they all compete for resources like trees in a crowded forest

40. CHS382 Johali1stFUHE2016 39 Johali HEP Sciences Others required revise and continue We have covered except LC

41. CHS382Johali1stFUHE201640 You Have studied SCT ? in CHS 282 …Do You Remember ? This This is Support “Spiral Model of SCT ?

42. CHS382Johali1stFUHE201641 Locus (Explore Place of Pain – Need – Interest – Ability…..Believe Islam ) ?

43. CHS382 Johali1stFUHE2016 42 Locus (Explore Place of Pain – Need – Interest – Ability…..Believe Islam ) ?

44. CHS382Johali1stFUHE2016 43 اختبار 1 الى هنا

45. Organizational Theory Organizational Stage Theory Define problem Identify solutions Initiate action Allocate resources Implement Institutionalize Organizational Development Theory Worker behavior and motivation Organizational structures Organizational Stage Theory is based on the observation that organizations, similar to individuals, pass through a series of stages as they change. Thus, interventions can be focused on moving the organization from one stage to the next. Groups can be resistant to change and need encouragement, new skills, and confidence to make a successful transition. CHS38244Johali1stFUHE2016

46. Diffusion of Innovations Theory  How new ideas, products, and behaviors become norms  All levels: individual, interpersonal, community, and organizational  Success determined by: nature of innovation, communication channels, adoption time, social system Source: Everett M. Rogers, Diffusion of Innovations, 4th ed. (New York: The Free Press, 1995). Adoption time  Awareness Intention Adoption Gradual Change  Movement through groups  Pioneers  Early adopters  Masses Adoption time  Awareness Intention Adoption Gradual Change  Movement through groups  Pioneers  Early adopters  Masses CHS38245Johali1stFUHE2016

47.  Social Learning Theory recommends three strategies for increasing self-efficacy:  Setting small, incremental goals: When someone achieves a small goal, his or her sense of self-efficacy increases. Taking the next step—and another—makes the goal seem attainable.  Behavioral contracting: Agreeing to a formal process that specifies goals and rewards so that individuals and groups will receive feedback, guidance, and praise for progress.  Self-monitoring: Feedback from self-monitoring, such as keeping a journal, can reinforce determination to change and increase confidence in one’s ability to achieve the desired action.  Finally, applying intermittent positive reinforcement over an extended period helps to maintain the desired behavior once it is adopted. CHS382Johali1stFUHE201646 Social Learning Theory

48. CHS382Johali1stFUHE201647 Samples of Health – Education - Health Education Philosophies - Theories & Process Models – Approach

49. Samples of Health Education Philosophies - Theories - Process Model \ Approach http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026} Johali 1995 Philosophy CHS38248Johali1stFUHE2016

50. Samples of Health Education Paradigms – Theories & Process Model – Approach Green J Health Educ. Res. 2000;15:125-129 The development and application of theory— hypothetico- deductive and i nductive approaches combined. CHS38249Johali1stFUHE2016 Applied

51. Reasoning the Samples & Created Islamic the HEP Theories – Some Reasons CHS382Johali1stFUHE201650 - Assure quality required perfecting all Western sciences by Islam - Improving global health requires behavior change at every level—individuals, families, communities, organizations, and policymaking bodies - Evidence-based behavioral theories and successful behavior-change case histories point the way

52. MODEL OF HP THE CONTRIBUTION OF EDUCATION TO HEALTH PROMOTION (TONES et al – 1990) Healthy public policy Lobbying Advocacy Mediation (LAM) Public pressure Healthy social and physical environment HP Organization Professional education Healthy services HEALTH Healthy choices Agenda setting Education for health Critical consciousness raising Empowered participating community CHS38251 Johali1stFUHE2016

53. SAMPLE HEP MODELs TANNAHILL’ S MODEL OF HEALTH PROMOTION (DOWNIE et al – 1990) Health education Prevention Health protection 1 2 3 4 5 7 6 1.Preventive services, e.g. immunization, cervical screening, hypertension case finding, developmental surveillance, use of nicotine chewing gum to aid smoking cessation. 2.Preventive health education, e.g. smoking cessation advice and information. 1.Preventive services, e.g. immunization, cervical screening, hypertension case finding, developmental surveillance, use of nicotine chewing gum to aid smoking cessation. 2.Preventive health education, e.g. smoking cessation advice and information. 3. Preventive health protection, e.g. fluoridation of water. 4. Health education for preventive health protection, e.g. lobbying for seat belt legislation. 3. Preventive health protection, e.g. fluoridation of water. 4. Health education for preventive health protection, e.g. lobbying for seat belt legislation. 5. Positive health education, e.g lifeskills with young people. 6. Positive health protection, e.g. workplace smoking policy. 7. Health education aimed at positive health protection, e.g. lobbying for a ban on tobacco advertising. 5. Positive health education, e.g lifeskills with young people. 6. Positive health protection, e.g. workplace smoking policy. 7. Health education aimed at positive health protection, e.g. lobbying for a ban on tobacco advertising. CHS38252Johali1stFUHE2016

54. Putting Islamic Concepts Into Practice for Health Promotion A five-stage model ( Bracht et al. 1999) COMMUNITY ORGANIZATION STAGES 1. Community analysis 2. Design - initiation 3. Implementation 4. Maintenance - consolidation 5. Dissemination - reassessment CHS38253Johali1stFUHE2016

55. Religion and Health - Pathways of Islamic Health Theory Quran & Hadith Five Pillars of Islam Five Pillars of Islam Elements of Faith Elements of Faith Islamic Jurisprudence قياس Islamic Jurisprudence قياس Salutogenic (Community Based HP) Mechanism Salutogenic (Community Based HP) Mechanism Sense of coherence Sense of coherence HB Predisposing & Enabling factors HB Predisposing & Enabling factors Behavior Healthy Lifestyle CHS38254Johali1stFUHE2016

56. 55 From HE ETHICS (HEE) To HUMAN COMMUNICATION (HuCOM) CHS382Johali1stFUHE2016 Johali HEE

57. CHS382Johali1stFUHE201656 THE MOAJOE ISLAMIC ETHICAL BASES ISLAMIC ESSENTIALS  Individual/Personal Nature & Educational Development: from fetus - later age & day after التربية والتطور الطبيعي للفرد  Social Security/Welfare & Relationships التكافل والأمن والعلاقات الاجتماعية  COMMUNICATION RIGHTS حقوق التعامل والتواصل (As a Muslim learner; You have to write Evidence from Holly Qura ’ an & Sunnah) Johali HEE

58. CHS382Johali1stFUHE201657 THE MOAJOE ISLAMIC ETHICAL BASES ISLAMIC FOUNDATIONS  HUMAN NOBILITY / Dignity - Identify الكرامة الإنسانية  JUSTICE & EQUITY ا لعدالة والمساواة  HUMAN COOPERATION التعارف والتعاون الإنساني  FORGIVENESS/COMPASSION/AFFECTION التسامح / الرحمة والمودة  HONESTY / FIDELITY/Loyalty الولاء / الأمانة / الإخلاص  BENEFIT/ USEFULNESS الإحسان / البر / المنفعة والمصلحة ============ As a Muslim learner, you have to find at least (Aiah or Hadith) as scientific evidence for each ----------------------------------------------- For details read: Johali (2008) A Concise of Health Profession History & Ethics Johali HEE

59. CHS382Johali1stFUHE201658 THE GLOBAL MORAL REASONING THREE MAJOR LEVELS + 6 STAGES THE GLOBAL MORAL REASONING THREE MAJOR LEVELS + 6 STAGES  PRE-CONVENTIONAL LEVEL  STAGE 1: Moral Realism  STAGE 2: Individual & Instrumental Morality  CONVENTIONAL LEVEL  STAGE 3: Interpersonal Normative Morality  STAGE 4: Social System Morality  POST-CONVENTIONAL LEVEL  STAGE 5: Human Rights & Social Contract Morality  STAGE 6: Universal Ethical Principles (because People seen as having value in themselves rather than as agent of social values, thus it emphasis the “Self chosen for best Justice; Human dignity & Rights → Optimum Quality Johali HEE

60. CHS382Johali1stFUHE201659   BENEFIENCE : Act in the best interest of the patient, it is a moral (religious) principles, the Western traced to Hippocratic pledge. Meanwhile, it is one of the major Islamic Principles.   AUTONOMY: Patients rights to self-determination; to chose what will be done to them.   HONESITY : Patients have the right to the truth about their medical conditions, the course of their disease, the treatments recommended & alternative treatment available.   INFORMAL CONSENT : this is a part of Autonomy & honesty principles. The patients have the right to be informed about all the relevant medical aspects including the treatment.   CONFIDENIALITY : based on the human dignity, patients have the right to assure that all the information about their medical conditions & treatment will not be given to other without their prior permission.   FIDELITY/LOYALTY: Your responsibilities should be directed toward the “Patients Welfare”, not to the physician interests THE GLOBAL MORAL REASONING THE GLOBAL MORAL REASONING GLOBAL ETHICS PRINCIPLES Johali HEE

61. CHS382Johali1stFUHE201660 1 st Step towards HuCOMHE 1.Credibility: You the source “the Sender (S)” must be competent and reliable to Motivate 2.Context: HE Message (HEM) must be relevant to the receiver 3.Content: HEM must have genuine meaning “meaningfulness” 4.Clarity: the R “Patient” must be able to understand the message 5.Continuity: Though repeated with variations, HE Message must be consistent (steady reliable) enough NOT to Confuse the R 6.Channels: HEM must use the most acceptable communication channels\media (HE methodology & technology) to the R 7.Capability: The R must be able to communicate effectively with Least amount of Effort Johali HEE The SEVEN SEAS ( 7C ’s)

62. CHS38261Johali1stFUHE2016 HEE Based HUMAN COMMUNICATION HUMAN COMMUNICATION Nature – Types- Levels - - Skills – Network Process

63. CHS382Johali1stFUHE201662 Creating a Shared Vision of HE Wellness Effective “HE” Wellness program engage and mobilize their target audiences. They communicate a clear and inspiring vision of what the program is, why it is important and how people can participate. Such a shared vision must present a full value position that addresses diverse needs. The vision must be rooted in the culture and build upon the larger purpose that drives the group, organization or community. The vision must be credible. People must see how sufficient planning and follow- through will lead to lasting and positive change. This unit promote you to learn how to develop a shared effective human communication that assure quality of health education and promotion. http://www.healthpromotionconference.com/index.php?com_route=faculty&page=&id=106&value=abstract#Judd%20Allen,%20PhD Modified from Judd Allen, PhD

64. Fundamentals of the 4C s & FuHE Creative 6C s  The 4 Cs are “ communication, cooperation, coordination, and collaboration “  Building connections between educators is an important practice used to meet the educational needs of each client  The 4 Cs process is intentional ‘essential’ CHS38263Johali1stFUHE2016

65. Sources of Communication Communication a part of t he 4Cs & Johali 6Cs of Effective HECOM 1.Creative Critical Thinking CCT 2.Creative Problem Solving CPS 3.Creative Decision Making CDM 4.Creative Coordination CCOOR 5.Creative Cooperation CCOOP 6.C Collaboration CCOL Creativity & Innovation Creativity & Innovation 1.Creative Critical Thinking CCT 2.Creative Problem Solving CPS 3.Creative Decision Making CDM 4.Creative Coordination CCOOR 5.Creative Cooperation CCOOP 6.C Collaboration CCOL Creativity & Innovation Creativity & Innovation CHS382 Johali1stFUHE2016 64 Traditional 4 Cs (1) Johali Creative 6 Cs for Effective “ZDQ” HEHuCOM …. 1.Communication 2.Cooperation 3.Coordination 4.Collaboration Effective Communication for ZDHEHuCOM

66. Innovated the 4Cs Compare to the FuHE ‘6 Creative Cs’ Models Communication Traditional 4 Cs Communication Cooperation Coordination Collaboration CHS38265Johali1stFUHE2016

67. Innovated the 4Cs Compare to the FuHE ‘6 Creative Cs’ Models Communication CCT; CPS;CDM C. Coordination C. Collaboration C. Cooperation C & I QHEHuCOM Johali Creative 6 Cs for QHEHuCOM CHS38266Johali1stFUHE2016

68. CHS382Johali1stFUHE201667 Johali Concise Interaction Theory Inter- ACT  Interaction is the act of having an effect on each other. Thus, it is a process of exchange = communication.  It is based on a consideration of three main elements (AIA): -Activity, refers to the act or behaviors that the group undertakes -Interaction, pertains to the reaction or the exchange that occur among group members. -Attitude (Sentiment), to the feelings members have their communicating or working to gather.  Interaction is the act of having an effect on each other. Thus, it is a process of exchange = communication.  It is based on a consideration of three main elements (AIA): -Activity, refers to the act or behaviors that the group undertakes -Interaction, pertains to the reaction or the exchange that occur among group members. -Attitude (Sentiment), to the feelings members have their communicating or working to gather. Related HuCOMHE COMMUNICATION THEORIES

69. CHS382Johali1stFUHE201668 Attitude Change Theory ACT Attitude Change Theory ACT In order to produce effective HE communication: and to change attitude, this theory gives Three main conditions (NVC): 1.The Nature of communication: eg. Sender characters 2.The Validity of communication source: e,g; Massage. 3.The Characteristics of the audience the receiver.  It is based upon the foundations:  The Greater the Prestige and Credibility of communication & HE process, the Greater Effectiveness “ quality ” and Attitude Change ’.  The Greater the Fear aroused by HE Message, the Less likely were the Patients to Accept it. In order to produce effective HE communication: and to change attitude, this theory gives Three main conditions (NVC): 1.The Nature of communication: eg. Sender characters 2.The Validity of communication source: e,g; Massage. 3.The Characteristics of the audience the receiver.  It is based upon the foundations:  The Greater the Prestige and Credibility of communication & HE process, the Greater Effectiveness “ quality ” and Attitude Change ’.  The Greater the Fear aroused by HE Message, the Less likely were the Patients to Accept it. Related HuCOMHE COMMUNICATION THEORIES

70. CHS382 Johali1stFUHE2016 69 HuCOMHE - Johali GRAND THEORY Types & Skills of Human Communication Verbal Non Verbal Speech Language 1. Jargon Trap M. T 2. Use +VE words for hope 3. Be Rationale to: Conceal, justify, explain, cover other feelings describe and Correct y feelings, and share other Meta Communication Deep thinking-understanding - truth Written Symbols 1.Facial Movement 2.Destine & Body M. 3.Gaze & Eye Contact 4.Body poster & contact 5.Use of Space 6.Use of Time 7.Appearance & Cloths

71. CHS382Johali1stFUHE201670 Adapted HUMAN COMMUNICATION & HE LEVELS 1.Self interact to interpret reality & create messages. At this basic level, the central communicative processes of encoding & decoding are performed to help us coordinate our meanings and messages at 2. 2.Interaction, negotiation and relations between two individuals, its effectiveness based on level 1, this level is the most important to health communication and, thus, it is important to gain at least the “Seven Top Health Communication Skills (Pagano & Ragan, 1992, 29). 3.Interaction of three or more individuals to adapt & achieve common tasks, its effectiveness based on 1. & 2. e.g; medical team. 4.Encompasses 1, 2, & 3, it is important to develop effective formal channels and informal networks e.g; hospitals & health centres. 5.Intra & Inter Social/Cultural joints all the above, it can be within more than two different groups, communities in one organization, nation or nations. 6.This is the highest level of communications, e.g; national and international mass media & satellites. National–International INTRA&INTER Social & Cultural Organizational Group INTERPERSONAL INTRAPERSONAL

72. CHS382Johali1stFUHE201671 HCP COMPONENTS & STEPS 1.The Sending Person who has an idea, thought, feeling, value, attitude, information. 2.The Encoding Process: the sender mental perception by which he/she thinks, translates and codes the communication message. 3.The Message the product of the encoding process which formulated in a certain order hoping that it will be understood by receiver. 4.The Channel of sending the message, our senses (sight, sound, touch, taste, smell) are the common channels at the basic intra- & interpersonal levels and, the most used are sight and sound or speech. 5.The I nterference the step of preventing the sending message from distortion (the message sent being the message received). To prevent your message, you have to understand the receiving personality and to use the appropriate codes and channels for him/her. 6.The Receiving/ Responding Person : as sender …. have to interpret the sent message without any distortion. 7.The Decoding Process the receiver mental perception by which he/she thinks and translates the encoding massage as it is being sent. To do so, the sending message must be coded according to the receiver’s needs, knowledge and characteristics. 8.The Making of Meaning the massage which attempts to avoid expected outcomes. If you are passive you have negated and sat on your own feelings at some cost to yourself. 9.The Feedback & Evaluation : checkout & promote feeling

73. HEHuCOM PROCESS NETWORK CHS382 72 Discover: - P & HE - HC Components & Steps -Who Decode and who Encode ? - Draw Discover: - P & HE - HC Components & Steps -Who Decode and who Encode ? - Draw Source: Johali HPHUCOM; HuCOMPT Johali1stFUHE2016

74. CHS382Johali1stFUHE201673 THE SEVEN (7) TOPS HEALTH COMMUNICTION SKILLS 1.Give accurate & Adequate Feedback 2.Listening Carefully 3.Interpreting Accurately 4.Giving Clear Directions 5.Treating Others in Professional Manner 6.Communicating Information Clearly 7.Establishing One’s Credibility (Pagano & ragan 1992; 29) in Johali 2002, 2007, 2013

75. References & Sources  Bunton, R. & Macdonald, G. (1992). Health Promotion: Disciplines and diversity. London. Routledge.  De Leeuw, E. & Hussein, A. (1999). Islamic health promotion and interculturalization. Health Promotion International, Volume 14 No 4, 347-353.  Elaine M. Murphy, “Promoting Healthy Behavior,” Health Bulletin 2 (Washington, DC: Population Reference Bureau, 2005). Available online at www.prb.org www.prb.org  Green W. L. & Kreuter W. M. (1999). Health Promotion Planning: An Educational and Ecological Approach. 3rd ed. Mountain View. Mayfield Publishing Company.  Kemm, J. & Close, A. (1995). Health Promotion: Theory and Practice. London. Macmillan Press LTD.  Ruck, N. (2002). Child Care in Islam:Lessons for health promotion. Islamic supercourse lectures. http://www.pitt.edu/~super1/lecture/lec4981/index.htm http://www.pitt.edu/~super1/lecture/lec4981/index.htm  Naidoo, J. & Wills, J. (2000). Health Promotion Foundations for Practice. 2nd ed. Bailliere Tindal. Harcourt Publishers Limited.  World Health Organization. (1986). Ottawa Charter for health promotion. Geneva. WHO. CHS382 Johali1stFUHE2016 74

76. Other with Internet resources West – Islam  History_of_Health_Education_and_Promotion_(American) History_of_Health_Education_and_Promotion_() History_of_Health_Education_and_Promotion_() http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_pr esentation http://www.powershow.com/view/664f5- N2NiY/History_of_Health_Education_and_Promotion_powerpoint_ppt_pr esentation  Ibn Rushd’s Defence of Philosophy as a Response to Ghazali’s Challenge in the Name of Islamic Theology by Catherine Perry http://www.allamaiqbal.com/publications/journals/review/apr06/06.htm CHS382Johali1stFUHE201675

77. My Best Wishes to be: Positive Smart “Real Muslim” FuHE - HuCOMHE Eisa Ali Johali the lecturer; Riyadh 28 August 2012 – 30 Aug 2015 CHS38276 Johali1stFUHE2016