HED 489-3 Introduction to Vital Statistics

Monday, 6:40 to 9:10 p.m. , Pulliam 316

Instructor: Mark J. Kittleson, Ph.D., 308 Pulliam

Main Office: 453-2777; Direct: 453-1841

E-Mail: KITT@SIU.EDU (Make Sure that you put HED489 in the subject line)
KITTLESON@HOTMAIL.COM for sending me attachments and homework assignments

Email Services Dr. Kittleson's Home Page Power Point Tutorials

Download syllabus in .pdf

Countie Assignments for Project

COURSE DESCRIPTION:

An introduction to bio-statistics; examination of theories of population projections; collection, organization, interpretation, summarization, and evaluation of data relative to biological happenings with emphasis on graphic presentation.

RATIONALE:

An understanding of biostatistics is important for the health educator in effectively planning, assessing, and evaluating programs. In addition, it is helpful when consuming literature. However, the concepts of statistics are best taught by those experts in other departments throughout this college, thus, this course will not focus on statistics. The intent of this course is to familiarize students with the basic components of collection, organizing, interpreting, and summarizing vital statistics. Each class will consist of a brief quiz, general discussion of homework, discussion of new concepts, and the biostatistical relationship to these new concepts.

It is the philosophy of this instructor that students learn best by doing. Thus expect numerous assignments. These are intended not to overwhelm, but to assist you in you learning process. Since education is always a two-way street, I expect to learn a great deal. Part of my learning depends on you, the student. If you are having problems, please do not delay contacting me. I expect feedback from you to assess my teaching effectiveness.

Another important aspect of vital statistics is the ability to tap into and extract data that is available. Recently the information superhighway is available to more individuals. This course will teach you (and force you) to tap into this highway. Before the end of this semester, you will be able to operate around the information superhighway. You will be receiving numerous assignments that will require you to venture onto this system. If you are not computer literate at this time, you will be . . because you'll have to be to function fully in the public health arena.

Also, please note that I am attempting to try to teach this course in a "paperless" format. All assignments will be due to me via e-mail or through a computer disk. You will be shown how to e-mail an attached file to me.

Course Objectives:

At the end of this semester, the student will be able to:

Identify sources on the web to download vital statistics

Interpret vital statistics to help determine needs of a community

Differentiate in the ways that statistics are used inappropriately

Apply the vital statistics obtained from the web into a presentation format

Compare and constrast the health of various communities using vital statistics as a basis

MATERIAL REQUIREMENTS:

Kittleson, M.J. (1995). Vital Statistics for Public Health Educators. Available from the SIU Bookstore or 710. (I would strongly encourage you to buy two or three copies to give away for Christmas presents).

One functioning calculator with at least 10 digits.

A working knowledge on a PC compatible spreadsheet (i.e., Excel, Works, Quattro, Lotus 123).

A working knowledge on a graphics program (i.e., Harvard Graphics, Excel, Freestyle, Corel Presentations, Power Point).

Grading:		Tentative Assignments:
Grading:		Activity	Point Value
93-100%	A	Assignments	150
82-92%	B	Midterm	150
70-81%	C	Final	150
65-69%	D	Case Study	150
< 65%	F

Tentative Schedule:

Week 1	Introduction, Definitions, Understanding computer systems	ppt download	ppt on web
Week 2	Tables and Graphs; Census Data Access	Census Data ppt download CDC ppt download Importing Data ppt 1 Variable Table ppt 2 Variable Table ppt Data Analysis ppt	Census Data ppt on web CDC ppt on web Importing Data One Variable Tables Two Variable Tables Data Analysis
Week 3	No Class [note assignment]
Week 4	Types of Vital Statistics (to be completed by beginning of week 5) (NOTE UPDATE)
Week 5	Ratio Properties; Percentage and Rates (to be completed by beginning of week 6)
Week 6	No Class (note class assignment) (to be completed by beginning of week 7)
Week 7	Rates This is assignments due for class on October 9, 2000
Week 8	Rates
Week 9	Adjusting Data
Week 10	Adjusting Data [this is October 23rd]	Click here
Week 11	Decision-Making
Week 12	Midterm
Week 13	No Class
Week 14	No class
Week 15	Presentations
Week 16	Presentations (papers due)
Finals	Final Examination

Please note that many of the class periods will not be meeting. You will be given work via the web to complete in lieu of those class periods

Click here for Illinois Population Data for the Population Tree Challenge.

Case Studies:

During the last three weeks of class you will have the opportunity to present your case study to the class. You have been ask to select a county to receive funding from the Centers for Disease Control and Prevention's new initiative of promoting health on the county level with minimal federal intervention. Only one of the three counties in your groupings will receiving the $2.75 million dollars, with minimal strings attached. You will present information about three counties (one from Kentucky, one from Illinois, and one from Missouri). You will then select the county that you feel is in most "need" of this funding. I've listed below a few suggestions for you to keep in mind while preparing for this presentation. The "official" RFA is included at the end of this syllabus.

Part of the goals of this class is to have you present data in understandable formats, via the use of tables, graphs, etc. You will provide your final report with the aid of Power Point. If you are not comfortable in using Power Point, I would encourage you to go through the tutorials listed at the top of this syllabus.

You will identify general information regarding your communities--e.g., population numbers, illnesses, women's health and infant mortality/morbidity. You will need to describe your counties health status based upon data that you can find. In addition, you can use other data to help explain your views--e.g., marketing data.

The following is a suggestion on how one could present their project:

Describe your counties in terms of location, geographical identifiers, socioeconomic factors, industry, etc.

Identify the key vital statistics--births, deaths, marriages, divorces. In addition, discuss the major causes of morbidity and mortality.

Attempt to explain the strengths and weaknesses of each county in why they are deserving to receive funding (via adjusted death rates, comparison of medical care facilities, etc.).

You will be given 12-15 minutes to present your case, with an additional 3 minutes for questions.

The written report will be due on December 4^th, and will count for two-thirds of the total grade (the presentation will count for the remaining ). It is strongly recommended that you do not delay the development of this project.

The enclosed bibliography may be of help to you.

BIBLIOGRAPHY

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Bureau of Economic and Business Research. (1989). Total Resident Deaths and Death Rates in Northwest Illinois: 1975-1989. University of Illinois at Urbana-Champaign.

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County and City Data Book. (1988). "Hardin IL, Mercer MO, & Washington KY counties." Vital Statistics and Health. CD ROM Data Base. Morris Library: Southern Illinois University at Carbondale.

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Kentucky Department for Health Services. (1989). 1989 Kentucky Annual Vital Statistics Report.

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Kentucky State Center for Health Statistics. (1989). Kentucky Annual Vital Statistics Report 1987. Kentucky: Author.

Kentucky State Center for Health Statistics. (1989). Kentucky Annual vital statistics report, 1989. Frankfort, Kentucky: Department of Health Services, Division of Vital Records and Health Development, Health Data Branch.

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Web Sites that May be of Value to You:

CDC Wonder

Census Web Site 1

Census Web Site 2

MMWR

Centers for Disease Control & Prevention

Daily AIDS Summary from CDC

Illinois Department of Public Health

Missouri Department of Health

Kentucky Department of Health Services

Maps of Kentucky

Map of Missouri

Map of Illinois

IPLAN

FEDSTATS

REQUEST FOR APPLICATION

The Centers for Disease Control & Prevention's Department of Fictitious Funding has announced a request for applications for funding public health initiatives. Counties have been broken into groups of threes, with only one in each grouping to receive funds.

To receive funding, counties must show need based on vital health indicators; show need compared to one's state and to the other counties in the grouping; show need based on related issues other than vital statistics (i.e., health care, economic, industrial); prioritize the top three issues to be addressed in the county.

Applications shall follow the instructions below. In addition to providing written description of the following items, each county will have an opportunity to verbally report on their county. Two copies of the application shall be turned in no later than December 6^th, with the following structure:

Title page

Highlights & Description of counties (maximum of 3 pages)

Description of population, including overview, age structure, towns, components of change, race/ethnicity, household (maximum of 4 pages)

Identification of major employment, education, other institutions, and industry within the counties including wages and proprietorships, category, women, commuting, business retail sales (maximum of 4 pages)

Income Descriptors (including but not limited to housing costs, rental costs, incomes, poverty levels, educational levels/illiteracy) (maximum of 5 pages)

Vital Statistics and Health (to include but not limited to birth rates, death rates, marriage rates, divorce rates, infant deaths, neonatal deaths, crime rates, mortality rates, health care workers, hospitals and other medical settings) (maximum of 5 pages)

Agriculture including size, commodity (maximum of 2 pages)

Summary Statement with decision and rationale. (maximum of 5 pages)

Sources, figures, and tables should be included as necessary throughout the report. Have a separate page for your references (cite using APA standards).

DEPARTMENT OF HEALTH EDUCATION AND RECREATION
ACADEMIC HONESTY POLICY

The mission of the Department of Health Education and Recreation (HER) is to improve the quality of human life through promoting healthy living throughout the life span to provide students with the skills needed to be successful and productive citizens. To pursue this mission, the Department of HER believes in the importance of reinforcing academic honesty. An Academic Honesty Code used by students and faculty promotes an atmosphere of integrity and honesty.

The following behaviors are some examples of academic dishonesty:

Taking an exam for another student.

Forging or altering an official document.

Paying someone to write a paper to submit under one's own name.

Copying (with or without another person's knowledge and claiming it as one's own work).

Including items on a list of references that were not used.

Doing assignments for someone else.

Obtain a copy of a test before it is given.

Working with other students on a assignment when not expressly told to do so.

Kibler, W. (1993). Academic Dishonesty: A student development dilemma. NASPA Journal,30(4).

Also:

Cheating, which is intentionally using unauthorized material, information, or study aids in any work submitted for credit.

Fabrication, which is intentional and unauthorized falsification or invention of any information or citation.

Plagiarism, which is the deliberate use of ideas, words, or statements of another person as one's own without acknowledgment being given.

Facilitation, which is knowingly helping someone else do any of the above.

Pavela, G. (1978). Judicial review of academicdecision-making after Horowitz. School Law Journal, 55(8), 55075.See also p. 29 in t he 1996 SIUC Student, Faculty, and Staff Information Booklet.

The following approach will be used in incidents of academic dishonest:

1. An academic "honor board" will consist of five members. The make-up of the board is as follows: the vice-presidents of Eta Sigma Gamma and the Student Recreation Society, one faculty member of the Department of Health Education and Recreation, one Health Education student, and one Recreation student, the latter three to be appointed by the department chair. The function of this board will be to review charges of academic dishonesty, and work with the instructor who has brought the charge to decide upon a sanction or response.

2. The first time a student is found engaging in academic dishonesty, the faculty member involved in the incident has the option of either handling the issue individually or forwarding it to the honor board. If the incident is handled between the student and the faculty member, the faculty member will provide the department chair with a brief description of the infraction and the resolution. This should be signed by both the student and the faculty member. Every effort should be made to review and clarify to the student the reasons why their behavior constitutes academic dishonesty, thus allowing the student to fully understand the ethical basis of the policies, and offer the student the opportunity of integrating these values into his/her own value system.

3. Any student who engages in academic dishonesty twice during his/her academic career will be required to have a hearing with the honor board. This hearing will consist of a review of the incident and an opportunity for the student to respond to the charge. The honor board, in consultation with the instructor, will decide upon the sanction to be imposed. The sanction would be commensurate with the magnitude of the offense.

4. If the student disagrees with the department's decision, he/she may then request a new hearing with the Dean of the College of Education, who will, if guilt is determined, decide upon the appropriate sanction. To begin this process, the student should schedule a meeting with the College's Chief Academic Advisor located in Wham 135.