Alt Wellness Syllabus Fa102

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Clayton State UniversityAlternative and Complementary Approaches to Health

HLTH 3012

Syllabus & Course CalendarFall 2010

HLTH 3012Alternative and Complementary Approaches to Health:3 Credit Hours

REQUIRED TEXT: no text required textbooks for this course

Recommended Textbooks:Bratman, S. (2007). Collins alternative health guide. NY: Harper Collins Publishing.

Eliopoulous, C. (2004).Invitation to holistic health: A guide to living a balanced life. MA: Jones

& Bartlett Publishers.

Students may find one of these textbooks helpful as they develop their case studies throughout the

term. However, plenty of reliable and up to date information is available on line from reputable

sources and a text is not required for this class. Contact the instructor if you have questions or

concerns.

Prerequisite: Junior standing or permission of instructor.

Co requisite: None

Preferred email: CSU Email (as above)

Please note: I am a part time (adjunct) faculty member with the University. I will gladly

discuss any issues or concerns you may have, but do not have a permanent office in the

College of Health.

Student E-Mail Account: Must be set up and functioning to receive class announcements:

Faculty: Carol Isaac MacKusick, PhD(c), MSN, RN, CNN

Phone: (404) 941-5310 (please note: This is my personal cell phone, to be usedin emergencies only. This cell phone does not receive text messages.)

Instructor Fax:

Instructor E-Mail:

(866) 506-5348 (please note: This is my personal fax, to be used in

cases where documents need to be faxed to me, as I do not have anoffice in the College of Health)

[email protected]

Office Hours: Email and by appointment
mailto:[email protected]:[email protected]:[email protected]


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Students are expected to check both their Clayton email and the GeorgiaVIEW coursepage daily for important course updates and announcements from faculty Students shouldcorrespond with faculty on their CSU student email accounts only regarding course standings

and grades. Emails received from other email providers (for example, hotmail, Gmail, or

Yahoo!) may not be returned due to spam filters on the CSU server. It is preferred that you

email faculty on your CSU email account regarding general questions, and use the GeorgiaVIEWemail only as a secondary (back up) email account. Important announcements are sent out via

CSU email so students are responsible for checking both GeorgiaVIEW and CSU email daily

(including weekends).

This is an on-line course. This means that it is the students responsibility to have an onlineprovider, a functioning computer, as well as continuous online access. Failure to submit an

assignment for lack of an internet service provider is not an excused reason for tardiness.

Students should have and should maintain a back-up method of internet service for ready access

to this class. Examples of back up service could include (but are not limited to) travelling toanother location to post required assignments (for example, the University, a local coffee shop,

or local library), having use of a back up service provide (for example, through a smart phone orair card), or submitting assignments early when known interruptions are scheduled. Lateassignments are not accepted in this course. Please plan accordingly.

This is a 100% on line course. Please refer to the course calendar for important dates.

Technology Requirements

Each CSU student is required to have ready accessthroughout the semester to a notebook computer that

meets the ITP Choice requirements

(http://itpchoice.clayton.edu/) for the student'sacademic program.

Students must have access to the Internet eitherthrough the on-campus local area network or throughan Internet Service Provider.

Students must be proficient with Internet access,GeorgiaVIEW, and Microsoft Office and demonstratecompetency using web browsers, website navigation,

search engines and e-mail communication.

Contact the HUB for software and connectivityissues; no excuse will be accepted for inability toaccess the Internet and/or technical difficulties.

It is the students responsibility to know how to useGeorgiaVIEW, CSU email and MS office.Assistance can be provided at the HUB if students are

unfamiliar with any of these programs.

Course Description: This course will provide the participants with an in-depth understanding of

the practice, theories, and interventions used in various alternative and complementary
http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/


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healthcare therapies. Some of the topics that will be discussed will be the use of herbal

therapies, nutritional therapies, aromatherapy, massage and bodywork therapy, acupuncture,chiropractic and spinal manipulation, spiritual, mind body therapies, and homeopathy. The

participants will be able to make an informed decision when deciding to use an alternative form

of health care, or advising others on uses of alternative and complementary therapies..

Time Requirement: Course participants must have a computer and should plan to spend a

minimum of 6-9 hours a week on reading, studying and completing associated activities andcourse assignments. This is a three semester hour course. Students should anticipate that for

every semester hour earned in a University level course, 2-3 hours are spent outside of class in

course activities. Online courses are no different, and additional time may be required to

supplement the traditional lecture time found in seated courses.

This is an on line course. Students will not be required to come to campus. Course participants

must have a computer and functional internet access. Students should also have a back up plan incase of loss of internet access at home, as loss of internet is not an excuse for failure to complete

or turn in an assignment. It is a requirement of this course that students check email (bothGeorgiaVIEW and their CSU account) every 24 hours, including weekends.

COMMUNICATION:

Students are expected to check both their Clayton email and the GeorgiaVIEW coursepage daily for important course updates and announcements from faculty Students shouldcorrespond with faculty on their CSU student email accounts only regarding course standings

and grades. Emails received from other email providers (for example, hotmail, Gmail, or

Yahoo!) may not be returned due to spam filters on the CSU server. It is preferred that you

email faculty on your CSU email account regarding general questions, and use the GeorgiaVIEW

email only as a secondary (back up) email account. Important announcements are sent out viaemail so students are responsible for checking both GeorgiaVIEW and CSU email daily

(including weekends).

Email communication is frequently made by the instructor via the course distribution list.

Students are asked not to reply to the course distribution list, but to instead reply directly to the

instructor. Hitting reply to an email that was sent to the course distribution list will have youremail sent to every participant in the course. Emails of a sensitive nature (grade issues, course

absences, negotiations for alternative deadlines) should be sent directly to the instructor.

Course Requirements

Courses taught in an online format require students tobe self-directed and responsible for meeting

deadlines.

Online attendance is mandatory for course orientation This syllabus provides a general plan for this course;

the faculty reserves the right to make changes to the

syllabus and/or course schedule including but not


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limited to assignments, time tables, examinations,

projects, etc.

Methods of Instruction

Online discussions

Online lectures Case studies Activities and Assignments Group presentations Final Exam

COURSE METHODOLOGY

Because of the nature of this online course, it is recommended only for those students who are

self-directed and self-motivated. Information will be provided to guide your learning

experience.

Students who withdraw from this class after the midterm deadline will receive an "F" or a "WF"if the withdrawal is made without obtaining a hardship withdrawal. Prior to midterm, students

may withdraw without academic penalty. Approximately 50% of the course grade has been

earned at midterm. Please contact the instructor should have individual concerns about this.

You must have access to the World Wide Web and electronic communication (e-mail) for this

course. Additionally, students should be proficient in the use of a web browser, electronic mail,

and navigation of online mediums. Students should know how to utilize GeorgiaVIEW (WebCT/ Blackboard) for this class. For students experiencing technical difficulties, the HUB can be of

assistance.

This is an on-line course. This means that it is the students responsibility to have an onlineprovider, a functioning computer, as well as continuous online access. Failure to submit an

assignment for lack of an internet service provider is not an excused reason for tardiness.Students should have and should maintain a back-up method of internet service for ready access

to this class. Examples of back up service could include (but are not limited to) travelling to

another location to post required assignments (for example, the University, a local coffee shop,or local library), having use of a back up service provide (for example, through a smart phone or

air card), or submitting assignments early when known interruptions are scheduled. Late

assignments are not accepted in this course. Please plan accordingly.

Students are expected to complete all assignments. Students must achieve a grade of >70%

to pass the class. There will be no points for extra credit given to the student.

Objectives:The participants will be able to:

Describe various types of nontraditional approaches to healthcare.


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Final Exam 15%

TOTAL 100%

The grading scale for HLTH 3012 is as follows:

A = 90 - 100%B = 8089.5%

C = 7079.5%

D = 60-69.5%

F =


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reminded to watch their online manners. Profanity, slang, and inappropriate remarks to other

students is specifically prohibited.

6. Electronic devices: Cell phones/pagers must be turned off (or placed on vibrator mode)

during class meetings. Permission from individual faculty is necessary before taping a class.

7. Mid-term progress report: Mid-term grade will reflect approximately 50% of the entirecourse grade. Based on this grade, students may choose to withdraw from the course and receive

a grade of W; contact the Registrar for withdrawal procedures.

8. Submission: Students are responsible for completion and submission of all course

requirements as scheduled in the course calendar. Late assignments are not accepted in this

course. There is NO extra credit.

Deadlines and Testing Dates

1. All work and activities must be submitted by a due date as posted on the AssignmentCalendar. This date is the last day that the work will be accepted and earlier submission is

encouraged. Assigned work, activities and projects not turned in by the date on the calendar willresult in a grade of zero being awarded for the assignment regardless of the reason. LATE

ASSIGNMENTS ARE NOT ACCEPTED FOR THIS COURSE.

2. The last date to withdraw from the course without academic penalty is the midterm date

posted in the university calendar.

Academic Integrity

Students must abide by policies in the University Catalog, Clayton State University StudentHandbook with respect to academic honesty and to any additional program handbooks. All tests

and assignments should accurately and honestly reflect students performance with accurate

documentation. No student should be in possession of any quizzes, tests or questions used in thisclass. All questions, quizzes and tests are the property of the School of Nursing and College of

Health and may not be copied. Any misrepresentation of facts will be interpreted as academic

dishonesty and procedures will be implemented with the Dean and the Course Director fordisciplinary action. All quizzes and tests administered in this course whether on-line or in the

classroom remain the property of the School of Nursing at Clayton State University. All papers

must be original in nature, with references appropriately cited within the text. Issues related to

academic honesty and professional accountability may have implications beyond this course.

These infractions may be referred to the School of Nursing or other offices according to CSUpolicies and may result in dismissal from their respective program. Students are expected to

maintain professional ethical standards and reflect adherence to the academic standards set by

CSU and individual school programs.

Inclement Weather


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WSB-AM radio (750) will serve as the primary source of information for Clayton States status

during inclement weather, and will be contacted first by the University. Information on thestatus of classes and events will also be available from the University's main phone number,

(678) 466-4000 or on the University webpage. Inclement weather is not an excuse for failure to

turn in your assignment.

COMPUTER COMPETENCIES1. Each CSU student is required to have ready access throughout the semester to a notebook

computer that meets faculty-approved hardware and software requirements for the student's

academic program. Seehttp://itpchoice.clayton.edu for full details of this policy.

2. You must have access to the Internet, either through the local area network on campus, orthrough an Internet Service Provider (ISP) of your choice (the costs for the ISP are your

responsibility). The main communication tools for this course will be emails from the

instructor to your CSU email account and through GeorgiaVIEW, which is available for CSU

students via the SWAN. No excuses will be accepted for inability to access the Internet,

VISTA, or the students CSU email address. It is the students responsibility to have a fully

functioning computer and internet service provider during the course of this class.3. If you have difficulties connecting to the Internet or getting into SWAN, contact CSU's HUBfor help. Go tohttp://thehub.clayton.edu or call (770) 960-4357(HELP) for moreinformation.

All assignment must be submitted through the GeorgiaVIEW drop boxes, in MS Word.

Instructions will be provided for each assignment as separate grading matrixes. Each CSU

student is required to have ready access throughout the semester to a notebook computer that

meets faculty-approved hardware and software requirements for the student's academic program.Seehttp://itpchoice.clayton.edu for full details of this policy. Students are required to check

their CSU student email and GeorgiaVIEW every 24 hours (even on weekends) for

communication from respective faculty.

Deadlines and Testing Dates

1. Arrangements for a make-up tests and assignments will only be made with prior approvaland must be made with the instructor prior to the day of a scheduled test. If a test is not

taken at the regularly scheduled date and time, the student may, at the discretion of theinstructor, be given a make-up test in ESSAY and/or SHORT ANSWER form. The

student will be expected to be prepared to take the make-up test within one week of the

original date. It is the student's responsibility to schedule a make-up test with the course

instructor. Requests for reevaluation of questions, quizzes and test grades must be madewithin one week of the quiz/test. Since all learning is a process that involves building on

previously learned material, some quiz questions may refer back to material from

previously covered chapters.2. All work and activities must be submitted by a due date as posted on the Class Schedule.

This date is the last day that the work will be accepted, and earlier submission is

encouraged. Assigned work, activities and projects not turned in by the date on thecalendar will not be accepted. Late assignments are not accepted.
http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://thehub.clayton.edu/http://thehub.clayton.edu/http://thehub.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://itpchoice.clayton.edu/http://thehub.clayton.edu/http://itpchoice.clayton.edu/


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3. The last date to withdraw from the course without academic penalty is the midtermdate posted in the university calendar.

This syllabus provides a general plan for the course. Deviations may be necessary duringthe semester. Any change in the course plan in this syllabus will be discussed during the

online class.

INDIVIDUALS WITH DISABILITIES

Individuals with disabilities who need to request accommodations should contact the DisabilityServices Coordinator, (678) [email protected] , room 255 of the Student

Center.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Course Calendar: HLTH 3012/ Alternative Wellness / Fall 2010

Mandatory Orientation: Online, Monday - Wednesday, August 16-18, 2010. Students are

required to log in to GeorgiaVIEW and complete the following assignments:

Post an introduction with picture in the discussion thread Reply to at least three peers, welcoming them to the course / class Review all course materials, syllabus and calendar (including assignments) and post any

questions you may have regarding the course in the questions thread

Complete the orientation scavenger hunt (located on GeorgiaVIEW, in the assessmentssection)

Completion of this online orientation must be completed by 5PM Wednesday, August18, 2010 or the student will be reported as a no show for registrar attendance reporting

purposes

Completion of these assignments is worth 5% of your total course grade Please note: Failure to complete these assignments before 5PM on Wednesday, 8/18/10

will result in your being reported as a no show to the course and beingdropped fromthe class!

August 19, 2010: Last day of drop/add. Student fee adjustments due.

August 20-21, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday, and

ends at 7AM on Saturday. Please plan accordingly.

August 16-22, 2010: Complementary Approaches to Healthcare

Reading Assignment One: Read the following articles from the National Institute of Health /

National Center for Complementary and Alternative Medicine (NCAM). On Homeopathy:http://nccam.nih.gov/health/homeopathy/. On Statistics / Usage trends of CAM:

http://nccam.nih.gov/news/camstats/2007/camsurvey_fs1.htm . On history and definitions ofCAM: http://nccam.nih.gov/health/whatiscam/.

Learning Team and class assignments: Introduce yourself to your assigned learning teams(list found on GeorgiaVIEW and at the end of the syllabus). In your learning teams, answer

discussion question one. (See the information below regarding participation in discussion

questions / learning teams).

Individual assignments: Complete the orientation quiz (as above) by Wednesday, 8/18/10 at

5PM.

Discussion Question One closes at 5PM on Monday, August 23, 2010!

August 23-29, 2010: Historical Perspectives on CAM
http://nccam.nih.gov/health/homeopathy/http://nccam.nih.gov/health/homeopathy/http://nccam.nih.gov/news/camstats/2007/camsurvey_fs1.htmhttp://nccam.nih.gov/news/camstats/2007/camsurvey_fs1.htmhttp://nccam.nih.gov/health/whatiscam/http://nccam.nih.gov/health/whatiscam/http://nccam.nih.gov/health/whatiscam/http://nccam.nih.gov/news/camstats/2007/camsurvey_fs1.htmhttp://nccam.nih.gov/health/homeopathy/


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Individual assignment: Complete case study one. (See the case study section at the end of the

syllabus.) Provide your analysis to case study one in the GeorgiaVIEW dropbox by5PM August30, 2010. Remember: no late assignments will be accepted.

August 30-September 4, 2010: Diet and herbal supplements

Reading Assignment Two: Read the following articles from NCAM: On the use of herbals:http://nccam.nih.gov/health/supplements/wiseuse.htm . On the role of marketing and herbals

(from the GAO): http://www.gao.gov/products/GAO-10-662T .

Learning Team Assignment: In your learning teams, answer discussion question two as

directed.

Individual assignment: Complete case study two. Assignment due Friday, 9/3/10 at 5PM.Submit via the GeorgiaVIEW dropbox.

Discussion Question Two closes at 5PM on Friday, September 3, 2010!

Please note: Because of the Labor Day holiday, the weekly assignments are due before thecampus closes for the break (on Friday as opposed to Monday).

September 3-4, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday, and


September 4-6, 2010: Labor Day Holidayno classes / campus closed. Enjoy the breakandwear your sunscreen!

September 7, 2010: Faculty development day. No scheduled on campus (seated) classes.

September 7-12, 2010: Herbs and Other Dietary Supplements

Individual Assignment: Herbs and Other Dietary Supplements. Complete the following

lecture / educational program on herbs and other dietary supplements:http://nccam.nih.gov/training/videolectures/herbs.htm

To complete this lecture / educational program, you will need to register. The registration form

looks like this:
http://nccam.nih.gov/health/supplements/wiseuse.htmhttp://nccam.nih.gov/health/supplements/wiseuse.htmhttp://www.gao.gov/products/GAO-10-662Thttp://www.gao.gov/products/GAO-10-662Thttp://nccam.nih.gov/training/videolectures/herbs.htmhttp://nccam.nih.gov/training/videolectures/herbs.htmhttp://nccam.nih.gov/training/videolectures/herbs.htmhttp://www.gao.gov/products/GAO-10-662Thttp://nccam.nih.gov/health/supplements/wiseuse.htm


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Remember to select the option to receive the certificate for proof of completion! You may use

your CSU email and the University address / phone number if you do not want to disclose your

private mail / phone number. The lecture and quiz will take approximately 3 hours to complete.


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Complete chapter two, including the test, on or before5PM on Monday, September 13, 2010.

Submit a PDF of your quiz results / CE certificate via the GeorgiaVIEW dropbox.

September 13-19, 2010: Mind-Body Medicine / Integrative Medicine

Reading Assignment Three: Read the following articles on mind-body medicine from NCAMat: http://nccam.nih.gov/research/results/spotlight/122606.htm (on hypnosis) andhttp://nccam.nih.gov/health/cancer/camcancer.htm (on Cancer and CAM).

Learning Team Assignment: In your learning team, answer discussion question three asdirected.

Individual assignment: Complete case study three, as outlined below. Assignment due

Monday, September 20, 2010 at 5PM. Submit via the GeorgiaVIEW dropbox.

September 14, 2010: Last day to apply for Spring 2011 graduation!

September 17-18, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday,

and ends at 7AM on Saturday. Please plan accordingly.

Discussion Question Three closes at 5PM on Monday, September 20, 2010!

September 20-26, 2010: Mind-Body Medicine / Integrative Medicine

Individual assignment: Mind-Body Medicine. Complete the following lecture / educational

program on mind/body medicine: http://nccam.nih.gov/training/videolectures/mindbody.htm .

Remember to select the option to receive the certificate for proof of completion! You may useyour CSU email and the University address / phone number if you do not want to disclose your

private mail / phone number. The lecture and quiz will take approximately 3 hours to complete.Complete chapter three, including the test, on or before5PM on Monday, September 27,

20105PM. Submit a PDF of your quiz results / CE certificate via the GeorgiaVIEW dropbox.

September 27-October 3: Acupuncture

Reading Assignment Four: Read the following articles on acupuncture from NCAM:

http://nccam.nih.gov/health/acupuncture/introduction.htm ., and

http://nccam.nih.gov/health/acupuncture/acupuncture-for-pain.htm .

Learning Team Assignment: In your learning team, answer discussion question four as

directed.

Individual Assignment: Review one of the acupuncture and disease state articles from NCAM

found at: http://nccam.nih.gov/health/acupuncture/. Briefly review this article, listing the prosand cons of acupuncture for this disease state. The review should be less than one page long.

Summarize by concluding whether or not you would personally or would recommend
http://nccam.nih.gov/research/results/spotlight/122606.htmhttp://nccam.nih.gov/research/results/spotlight/122606.htmhttp://nccam.nih.gov/health/cancer/camcancer.htmhttp://nccam.nih.gov/health/cancer/camcancer.htmhttp://nccam.nih.gov/training/videolectures/mindbody.htmhttp://nccam.nih.gov/training/videolectures/mindbody.htmhttp://nccam.nih.gov/health/acupuncture/introduction.htmhttp://nccam.nih.gov/health/acupuncture/introduction.htmhttp://nccam.nih.gov/health/acupuncture/acupuncture-for-pain.htmhttp://nccam.nih.gov/health/acupuncture/acupuncture-for-pain.htmhttp://nccam.nih.gov/health/acupuncture/http://nccam.nih.gov/health/acupuncture/http://nccam.nih.gov/health/acupuncture/http://nccam.nih.gov/health/acupuncture/acupuncture-for-pain.htmhttp://nccam.nih.gov/health/acupuncture/introduction.htmhttp://nccam.nih.gov/training/videolectures/mindbody.htmhttp://nccam.nih.gov/health/cancer/camcancer.htmhttp://nccam.nih.gov/research/results/spotlight/122606.htm


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acupuncture for this disease state. Assignment due Monday, October 4, 2010 at 5PM. Submit

via the GeorgiaVIEW dropbox.

October 1-2, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday, and


Discussion Question Four closes at 5PM on Monday, October 4, 2010!

October 4-10, 2010: Acupuncture

Individual assignment: Acupuncture. Complete the following lecture / educational program on

acupuncture:http://nccam.nih.gov/training/videolectures/acupuncture.htm .




Complete chapter four, including the test, on or before5PM on Monday, October 11, 2010 5PM.Submit a PDF of your quiz results / CE certificate via the GeorgiaVIEW dropbox.

October 8, 2010: Midterm. Last day to withdraw without academic penalty. Your midterm

grades will be posted on both DUCK and GeorgiaVIEW, and a class email sent out about them.

Midterm grades will be computed up to the previous weeks assignment, which accounts for ~50% of your overall course grade. Please contact the instructor if you have any questions or

concerns regarding your midterm grade.

October 11-17, 2010: Manipulative and Body-Based Therapies: Chiropractic and Spinal

Reading Assignment Five: Read the following articles from NCAM on chiropractic care:http://nccam.nih.gov/health/chiropractic/and:

http://nccam.nih.gov/health/pain/spinemanipulation.htm .

Learning Team Assignment: In your learning team, answer discussion question five as

directed.

Individual Assignment: Complete case study four, as outlined below. Assignment due

Monday, October 18, 2010 at 5PM. Submit via the GeorgiaVIEW dropbox.



Discussion Question Five closes at 5PM on Monday, October 18, 2010!

October 18-24, 2010: Manipulative and Body-Based Therapies: Chiropractic and Spinal
http://nccam.nih.gov/training/videolectures/acupuncture.htmhttp://nccam.nih.gov/training/videolectures/acupuncture.htmhttp://nccam.nih.gov/training/videolectures/acupuncture.htmhttp://nccam.nih.gov/health/chiropractic/http://nccam.nih.gov/health/chiropractic/http://nccam.nih.gov/health/pain/spinemanipulation.htmhttp://nccam.nih.gov/health/pain/spinemanipulation.htmhttp://nccam.nih.gov/health/pain/spinemanipulation.htmhttp://nccam.nih.gov/health/chiropractic/http://nccam.nih.gov/training/videolectures/acupuncture.htm


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Individual assignment: Chiropractic care: Complete the following lecture / educational

program on manipulative and body-based therapies and chiropractic care:http://nccam.nih.gov/training/videolectures/chiropractic.htm .


your CSU email and the University address / phone number if you do not want to disclose yourprivate mail / phone number. The lecture and quiz will take approximately 3 hours to complete.

Complete chapter five, including the test, on or before5PM on Monday, October 25, 2010 5PM.Submit a PDF of your quiz results / CE certificate via the GeorgiaVIEW dropbox.

October 25-31, 2010: CAM and Aging

Reading Assignment Six: Read the following articles from NCAM on CAM and aging:

http://nccam.nih.gov/research/results/spotlight/022608.htm ,http://nccam.nih.gov/health/menopause/menopausesymptoms.htm .,

http://nccam.nih.gov/health/sex/erectiledysfunction.htm , and

http://nihseniorhealth.gov/cam/toc.html (from the NIH Senior Health Center).

Learning Team Assignment: In your learning team, answer discussion question six as directed.

Individual Assignment: No individual assignment this week, as there are more readings than

normal on aging!



Discussion Question Six closes at 5PM on Monday, November 1, 2010!

November 1-7, 2010: CAM and Aging

Individual Assignment: CAM and Aging: Complete the following lecture / educational

program on CAM and aging: http://nccam.nih.gov/training/videolectures/aging.htm .




Complete chapter six, including the test, on or before5PM on Monday, November 8, 2010 5PM.Submit a PDF of your quiz results / CE certificate via the GeorgiaVIEW dropbox.

November 1-9, 2010: Pre-registration for Spring 2011. Please make an appointment to see

your academic advisor prior to registration.

November 8-14, 2010: Naturopathy
http://nccam.nih.gov/training/videolectures/chiropractic.htmhttp://nccam.nih.gov/training/videolectures/chiropractic.htmhttp://nccam.nih.gov/research/results/spotlight/022608.htmhttp://nccam.nih.gov/research/results/spotlight/022608.htmhttp://nccam.nih.gov/health/menopause/menopausesymptoms.htmhttp://nccam.nih.gov/health/menopause/menopausesymptoms.htmhttp://nccam.nih.gov/health/sex/erectiledysfunction.htmhttp://nccam.nih.gov/health/sex/erectiledysfunction.htmhttp://nihseniorhealth.gov/cam/toc.htmlhttp://nihseniorhealth.gov/cam/toc.htmlhttp://nccam.nih.gov/training/videolectures/aging.htmhttp://nccam.nih.gov/training/videolectures/aging.htmhttp://nccam.nih.gov/training/videolectures/aging.htmhttp://nihseniorhealth.gov/cam/toc.htmlhttp://nccam.nih.gov/health/sex/erectiledysfunction.htmhttp://nccam.nih.gov/health/menopause/menopausesymptoms.htmhttp://nccam.nih.gov/research/results/spotlight/022608.htmhttp://nccam.nih.gov/training/videolectures/chiropractic.htm


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Reading Assignment Seven: Read the following articles related to naturopathy from NCAM:

http://nccam.nih.gov/health/naturopathy/andhttp://nccam.nih.gov/research/results/spotlight/070708.htm .

Learning Team Assignment: In your learning team, answer discussion question seven as

directed.

Individual Assignment: Complete case study five, as outline below. Assignment due

November 15, 2010 by 5PM to the GeorgiaVIEW dropbox.

Discussion question closes Monday, 11/15/10 at 5PM.

November 12-13, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday, and


November 15-22, 2010: Final prep week for group project. Use this time to complete your

group project on CAM.

Group Projects due by 5PM 11/23/10. Follow the outlines for the project in the criteria below.

November 24-28, 2010 Thanksgiving break. Campus closed. Enjoy your holiday with your

family.

November 26-27, 2010: GeorgiaVIEW scheduled maintenance. Begins at 10PM on Friday, and


Final Exam: The final exam will be available online beginning Wednesday, November 24,

2010. You will have untilDecember 4, 2010

to complete the final exam. The final exam isopen book, open note, but you can not work in collaboration with another student. (So, no phone

a friend, no taking the test togethernothing like that! ) Please do not forget to take the final

exam, as it counts for 20% of your course grade. A study guide will be posted on or before

November 24, 2010 for your review.

December 4, 2010: Last day of classes for Fall 2010.

December 9, 2010: Last day to pay tuition / fees for Spring 2011.

December 11, 2010: Commencement. Congratulations to all graduating seniors! December 14, 2010: Grades due to DUCK.
http://nccam.nih.gov/health/naturopathy/http://nccam.nih.gov/health/naturopathy/http://nccam.nih.gov/research/results/spotlight/070708.htmhttp://nccam.nih.gov/research/results/spotlight/070708.htmhttp://nccam.nih.gov/research/results/spotlight/070708.htmhttp://nccam.nih.gov/health/naturopathy/


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Class Expectations:

All class members are expected to participate and post to the Discussion Topics each weekduring the current week we are studying. No late postings will be accepted. Postings must

reflect thought and all references must be cited. Students must check into the classroom at least 2times a week and post comments on the discussion board once for your ORIGINAL commentsassignment between MONDAY and FRIDAY and choose at least any three classmates to

respond to their postings each week by Sunday.

Discussion questions should be answered by Tuesday, with replies to peers posted between

Wednesday and Sunday of the same week.

All class members will be professional in postings, discussion boards, and papers. Slang or

profanity is not acceptable. Respectful behavior is expected.

Grading Rubrics will be available for all submitted assignments. Please see the courseassignment folder on GeorgiaVIEW for details.

This is an online class. I do not have office hours on the campus. You may reach me via email

@[email protected] set up a phone appointment or communicate via e-mail.

Please allow up to 24-36 hours for a response.

Welcome to class and I look forward to your enthusiasm and participation in AlternativeWellness!
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Learning Teams

Learning teams are designed to help the student develop a collaborative relationship with peers

in the online environment. Teams are assigned by the faculty member, and groups will be given

assignments to work on together throughout the semester. Students are required to participate in

all learning team activities for successful completion of the course.

Please note: I have simply divided students up in groups for this course. I want the disease

project to be a fun activity, on a topic that you are all interested in and will learn from. However,

if there is something else that your group is truly interested in, please let me know and we can try

to accommodate this to the best of my ability!

Please also note that these learning teams may change a bit after drop / add is over. Depending

on drop / add and the change in the roll, I will update the lists as appropriate / necessary.

For Fall Semester 2010, the following learning team assignments are made:

Learning Team 1.ADHDAlicia Alexander

Miriam Boswell

Brandi Boyd

Natalie Carne

Carinna Martinez

Learning Team 2.AnxietyCaitlin Clark

Jillian DavisNaquiesha Davis

Shaunise Fails

Learning Team 3.AsthmaJason Fordyce

Jay Garcia

Tiffany Goss

Salethea Graham

Learning Team 4.DepressionShelley Grant

Raquel Harvey

Teriwanda Hayes

Monique Johnson


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Learning Team 5.DiabetesMarva Kelly

Kirsten Kuriger

Leyla Mahmoudi

Caitlin Clark

Learning Team 6.Heart DiseaseSandi Millwood

Shar Murphy

Phong Nguyen

Edith Nwankwo

Learning Team 7.Inflammatory Bowel DiseaseUnique Rainer

Latoya SmithMichael Tejada

Sarai Vela-Castro

Learning Team 8.Sleep DisordersLauren Walker

Margaret Weathers

Aklea Whalen

Jennifer Williams

Courtney Zachery


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Discussion Questions

Discussion questions will be posted in learning teams to help students understand and develop

the skills presented in the weekly lectures and readings. Students are responsible (within their

learning teams) to answer the reflective questions (in one to two paragraphs, or as otherwise

directed) as well as responding to four of their learning team peers on two different days.Remember, these discussion questions are graded and proper grammar, etiquette and course

concepts should be included. Participation in the discussion questions is integral for successfulcompletion of the course.

Discussion questions should be answered by Tuesday of the week posted. By Sunday of theposted week, students should respond to four of their peers, on a minimum of two separate days.

Each student, then, will post their original answer by Tuesday. The remainder of the week will

be spent responding to and commenting on others posts (and posts made to your answer). For

credit to be given for the participation segment, posts must be substantive, and provide newinsight into the original answer. It is not enough to simply say I agree with the original poster.

The idea is to begin a discussion regarding the material read that week. Consider the onlinediscussions the lecture / discussion portion of class.

Students should post in their assigned learning teams to receive credit. The original post (the

answer to the discussion question) should have a created title that lists the students name andpost topic (for example, C MacKusick, Week One DQ). Replies to discussion posts should

indicate the topic being covered (for example, reply to C MacKusickinformation about

exercise frequency).

Discussion QuestionOne(for learning teams): Discuss in your learning teams the role

homeopathy plays with conventional medicine. What are the implications to healthcare

providers for individuals who are undergoing aggravation therapy? Is there science to supportthe use of homeopathic remedies? Why or why not?

Answer the question, and then respond as appropriate to other learning team members.

Remember, your critique (the answer to the question) is due on Tuesday, with responses due on

at least two days by the end of the week.

Discussion Question Two (for learning teams): Answer the following questions:

Select an herb from the following list: http://nccam.nih.gov/health/herbsataglance.htm Review

this herb for your learning team. Discuss the pros and cons of using this herbal supplement. Be

sure to include when this supplement is warranted and any adverse impacts the supplement mayplay in traditional medicine. Coordinate within your learning teams so that different

supplements are reviewed. (In other words, please do not review the same supplement more than

once!)

Answer the questions, and then respond as appropriate to other learning team members.

Remember, your answers to the questions are due on Tuesday, with responses due on at leasttwo days by the end of the week.
http://nccam.nih.gov/health/herbsataglance.htmhttp://nccam.nih.gov/health/herbsataglance.htmhttp://nccam.nih.gov/health/herbsataglance.htm


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Discussion Question Three (for learning teams): Review the specific CAM topics related to

cancer found at: http://nccam.nih.gov/health/cancer/. Select a topic to review (again,coordinating within your learning teams so duplicate work is not performed). Discuss the pros

and cons of using CAM with cancer treatment. Be sure to include when this integrative

medicine is supported with cancer and when it is not. Consider discussing potential fraud and

false hope issues, if applicable, and what (if any) adverse impacts the supplement may play intraditional medicine.


Remember, your answers to the questions are due on Tuesday, with responses due on at least

two days by the end of the week.

Discussion Question Four (for learning teams):

Review the list of clinical trials involving acupuncture here:

http://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTRE

ATMENT%5D?recruiting=false . Select one trial, as a learning team, to discuss. Consider thefollowing questions as you discuss clinical trials and CAM:

Why is there a necessity for clinical trials and CAM?

What did the results show?

Is the empirical evidence such that traditional healthcare providers should acceptacupuncture into their daily practices? Why or why not?

Answer the questions, and then respond as appropriate to other learning team members.Remember, your answers to the questions are due on Tuesday, with responses due on at least


Discussion Question Five (for learning teams):

Review the Time to Talk campaign sponsored by the NCAM. Information on Time to Talk may

be found at: http://nccam.nih.gov/timetotalk/. Consider the following: have you ever received

CAM and not disclosed this to a traditional provider? Why or why not? Would the informationyou have received in class so far encourage you to participate in CAM? Can CAM ever fully

replace traditional (Americanized / Westernized) medicine?




Discussion Question Six (for learning teams):

Review this website: http://www.nia.nih.gov/HealthInformation/Publications/quackery.htm .

After reading this website, and in conjunction with your other readings, consider the following:

Older adults can be considered a vulnerable population. Do CAM providers / marketers takeadvantage of this? Why or why not? Do you believe the statement that if it is too good to be
http://nccam.nih.gov/health/cancer/http://nccam.nih.gov/health/cancer/http://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTREATMENT%5D?recruiting=falsehttp://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTREATMENT%5D?recruiting=falsehttp://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTREATMENT%5D?recruiting=falsehttp://nccam.nih.gov/timetotalk/http://nccam.nih.gov/timetotalk/http://www.nia.nih.gov/HealthInformation/Publications/quackery.htmhttp://www.nia.nih.gov/HealthInformation/Publications/quackery.htmhttp://www.nia.nih.gov/HealthInformation/Publications/quackery.htmhttp://nccam.nih.gov/timetotalk/http://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTREATMENT%5D?recruiting=falsehttp://clinicaltrials.gov/search/term=(NCCAM)+%5BSPONSOR%5D+(acupuncture)+%5BTREATMENT%5D?recruiting=falsehttp://nccam.nih.gov/health/cancer/


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trueit probably is? Does this statement apply to CAM as the National Institute on Aging

seems to advocate? Is there any science to support CAM as an individual ages?

Answer the question, and then respond as appropriate to other learning team members.



Discussion Question Seven (for learning teams):

After reflecting on the readings for the week, consider the following: how does naturopathy

differ from homeopathy? Results of one study showed naturopathy to be more cost effectivethan patient education for relief of low back pain? What is the limitation of this study?

Answer the questions, and then respond as appropriate to other learning team members.Remember, your answers to the questions are due on Tuesday, with responses due on at least



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Case Studies

Case studies will be completed throughout the semester to help reflect on the materials presented

in the course. Students should read the information about the Clayton family and answer the

reflective questions posed at the end of each case study. Case studies are considered individual

work, and sources should be documented. Case study answers should not be longer than 1-2pages, and should be typed in Times New Roman, 12 point, double spaced. Submit via the

GeorgiaVIEW dropbox for credit by the associated deadlines.

Case Study One: The Clayton Family

The Clayton family has an illustrious history. They can trace their ancestry to the 1500s where

the first Clayton family lived in England. Throughout this course we will meet various members

of the Clayton family as they explore various methods to achieve health.

In 1720, Nathaniel Clayton sailed from England to Virginia, where he became a landowner. It is

recorded that he died about a brief illness, thought to be either pneumonia or TB (Consumption).His wife, Mary, died six months later from complications of childbirth. She had a high fever and

would have been diagnosed in modern times with a post partum infection. This was her eleventh

pregnancy since the couple married when she was 16. Nathaniel Clayton and his wife were 35

years old and 26 years old respectively. The couple left 7 children, four lived to adulthood. Hisyounger brother, Tobias, reared the children and inherited the plantation.

As you reflect on the history of healthcare, and approaches to CAM, answer the followingquestions for case study one:

Describe the type of healthcare available to the Claytons in the 1700s.

Include the rationale for treatment.Discuss any scientific basis or studies done to validate the practices.

Describe how this form of health care became mainstream.

Was there birth control available for Mrs. Clayton and if so what kind?Discuss the germ theory of disease prevention and when it became available as a medical

treatment.

If Mr. and Mrs. Clayton lived in todays society, how might their medical illnesses beentreated?

What are the advantages of todays healthcareconventional therapy for persons with these

problems?

What are some of the disadvantages of todays conventional therapy?Would the healthcare practitioners that cared for the Claytons be licensed and by what

governing bodies?


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Case Study Two: Sunshine Clayton-Morrow

Lets move forward to the year 2002. Many generations of the Clayton family have lived andmoved to various part of the United States. Josiah Clayton, (the sixth son of Nathaniel and

Mary Clayton) moved to Georgia in the middle 1700s and was given a land grant. His land was

in the Northern part of the territory. Lets meet some of his present day relatives.

Sunshine Clayton-Morrow is a student majoring in social studies at a state university. Her

mother Virginia Clayton-Morrow was a product of the sixties. She went to Woodstock, lived ina commune in her early twenties, is a vegetarian, and believes that natural therapies are best. She

married Sunshines father, Cody Morrow, in 1975 and had three children. Sunshine was born in

1980. Virginia owns a natural health food store and has an attached spa that provides massagetherapy, acupuncture and acupressure. Virginia also dresses her family in all natural fiber

clothing. Cody is a traditional type of guy and left the child-rearing and home management to

Virginia. Sunshine never had immunizations until she went to college and was forced to since

these were a requirement for admission. Sunshine has been reared as a vegetarian. Codys not a

vegetarian, and eats meat when he goes out for lunch during the week and not at home. Virginiahas them both on a strict regiment of herbal supplements. She also believes in aromatherapy and

feels the house with various scents. Virginia believes in acupuncture and acupressure for thetreatments of aches and pains. When Sunshine was young and had a headache or stress, she was

given massage therapy. The only doctor that Sunshine has visited is a homeopathic physician.

Sunshine enrolled in an alternative healthcare course. Since she knows so much aboutalternative health practicesat least, thats all shes known, she knows she will Ace thecourse. (Little did she know that there was some work to be done!)

As you reflect on the history of CAM, answer the following questions for case study two:

Help Sunshine define complementary healthcare and provide a brief history of its origin. Discuss the goals of complementary therapy with Sunshine and determine if the goals fit

into her lifestyle.

Discuss different forms of complementary healthcare and briefly describe their treatmentand purpose . (Exclude nutrition and vitamins.)

Provide examples of how complementary healthcare can improve, provide relief, andcure ailments.

Identify with Sunshine some ways to make complementary alternative therapies morecredible.


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Caste Study #3: Blending the old with the new

Sunshine Clayton-Morrow is now 22 years or age and has met the man of her dreams. He is

Tom Roswell, Jr. and he is from a very traditional family and was reared in a suburb of Atlanta.His father is an attorney and his mother is a real estate agent. He has two older sisters who are

both married. The Rowells have met the Morrows and think them a strange and brood. When

Mrs. Roswell discovered they were very non-traditional in their approach to wellness, shedecided to do some research to see what her only son was getting himself into. Help Mrs.

Roswell with her research and answer the questions below.

Identify the origin of Homeopathy and include a brief history and its basic philosophicalpremises.

Describe the goals of homeopathic therapy for a type of health problem or illness.

How has the practice of homeopathy evolved over the years?

Where may one train to become a homeopathic physician or practitioner? Where might Mrs. Roswell go to find information on homeopathy? Mrs. Roswell is so impressed with homeopathy that she is looking for a homeopathic

practitioner. Where may she go to find a reputable one and if she is licensed or not?

What types of consumers find satisfaction with homeopathic therapies? What insurance programs and/or companies pay for homeopathy treatments?


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Case Study 4: Tom Roswells bad back and Chiropractic Therapy

Mr. Roswell is an avid golfer and plays whenever he can. He has just returned from playing

golf. It started to rain during the drive to the 19th

hole and when he started his swing he slipped

and hurt his back. He now can barely walk and his pain is severe. When he gets home his wife

insists that he go to the doctor to get some relief. Mrs. Morrow, Sunshines mother is visitingwith Mrs. Roswell. She insists that he needs to go to a chiropractor for his back. He has only

gone to a traditional MD and his only contact with chiropractors is the commercials he sees on

television. Your mission for this week is to educate the Roswells on Chiropractic medicine.Discuss the questions below.

Describe the history of chiropractic medicine and how it has evolved in this country. Detail the educational requirements for a person to obtain chiropractic licensure. Explain to Mr. Roswell the basic premise of chiropractic treatment.

Identify and discuss some of the criticisms of chiropractic treatment.

Describe how the practice of chiropractic medicine integrates conventional medicaltechnology into its practice.

Explain to Mr. Roswell why so many people seek chiropractic care. Describe how many symptoms other than back pain may be helped with chiropractic

treatment. Explain medical insurance coverage to Mr. Roswell. Will most policies may for

treatment? Mr. Roswell asks you for your opinion. Should he go to a chiropractor or not? You must

recommend chiropractic therapy or not and give your reason for your answer.


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Case Study #5: Traditional Healing Systems / Chinese and Indian Medicine

John Roswell, the injured attorney, took someones advice and went to a chiropractor. He

was so pleased with the therapy and the results of his treatments that he decided to go new

age on everyone and find a non-traditional healing practice to use instead of traditional

medicine. Hes starting his research and was so pleased with your help in researchingchiropractic therapy, that he requests your help now. He has no idea where to begin. Help

him to answer the questions below:

Explore the origin of Indias Ayurveda science of life. Explain to Mr. Roswell the eight branches of Ayurveda. Identify and discuss some of the treatment forms in Ayurveda therapy. Describe how some of the treatments in Ayurvedic therapy are used as

conventional medical treatments.

How does Yoga and meditation fit into the practice of Ayurveda? What are some criticisms of Ayurveda? Can you buy into this form of healthcare? Why or Why not? Discuss the history of Chinese medicine. Describe the theory of bian zheng lun zhi. Identify the ways practitioners of Chinese Medicine gather information

to determine the course of treatment.

Discuss ways that Chinese Medicine can be used to treat various healthproblems.

From your research on the above topics what recommendations to youhave for John in regard to choosing an complementary alternativetherapy?


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Group Project Assignment / Grading Matrix

Students are required to work as a group to complete a power point presentation on a topic

related to CAM and a disease state. Students may elect to cover any and all CAM related to this

disease that are applicable. Topics and groups will be assigned by course faculty. Students will

work with their learning team on the group assignments. Group assignments may not bemodified, unless prior written approval is received by the faculty member. Although disease

states have been assigned to each learning team, if a particular disease interests a group in

particular (and is not being covered elsewhere), the group may notify the instructor forpermission to change the topic.

This power point presentation should be ten to fifteen slides of content. This content shouldcover the nutritional implications related to the disease state assigned. One slide only should be

devoted to a brief overview of what the disease is. Students will have up to five additional

slides: one slide will be the title slide, one will be the introduction slide, one will be the

conclusion slide, and the final slide will be devoted to references. One slide should be devoted to

the potential questions (see below). The title slide should include all members of the group thatparticipate in the group project. If a member elects not to participate, the group is able to leave

their name off of the final group project. A grade of zero will then be awarded to that student forthis project.

For each content slide, students should provide extensive notes / discussion in the speakers page.Students should reference as appropriate based on their topic. References should be from

scholarly works, and less than five years old.

Students should also include 4 potential exam questions (multiple choice) with answers (and thecorrect answer marked) with the power point presentation.

This is a group assignment and all members of the group should participate fully. Groups should

communicate and work together to develop and collaborate. Faculty will not mediate groupproblems or issues.

Groups will be required to post their group project (power point presentation and examquestions) to the GeorgiaVIEW discussion board by November 23, 2010 at 5PM. Groups should

designate a virtual spokesperson and indicate who that spokesperson is on the power point

presentation. This spokesperson will coordinate the response to questions and discussions postedregarding the presentation. All members should contribute to the discussion and answer, but the

spokesperson will be the only one who needs to post the answer. Group discussion and response

will count as part of the total course grade, making the total weight for this project 15% of the

course grade.

The power point presentation itself will be graded on thoroughness of material submitted, slide

transitions, use of color and appropriate graphics, and accuracy of information. Submittedquestions will be graded upon completeness and accuracy.


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There will be a total of eight groups. Groups will be determined by course faculty; these groups

are your designated learning teams. The topics covered in the presentations will be:

Learning Team 1.ADHDLearning Team 2.AnxietyLearning Team 3.AsthmaLearning Team 4.DepressionLearning Team 5.DiabetesLearning Team 6.Heart DiseaseLearning Team 7.Inflammatory Bowel DiseaseLearning Team 8.Sleep Disorders

Each student will be responsible for reviewing each power point and exam questions, posting

questions related to the group presentations, and reading / understanding the group presentations.Each group must ask at least one question of the other groups presentations (except their own

group). The group spokesperson will coordinate the responses to the questions asked.

NO late assignments will be accepted. Failure to complete the assignment by the posted

deadline will result in a grade of zero.

HLTH 3012: Alternative Wellness

Grading MatrixGroup Project

Item MaximumPoints

Points Received Comments

Introduction

Slide

5

Accuracy of

informationpresented

60

Concluding

slide

5

References(accurate, peer

reviewed,

recent)

5


30/30

Slide transition

/ use of

graphics

5

Questions

provided (4multiple choice

with answers)

10

Spelling,

grammar, useof APA as

appropriate for

references

10

Total 100

This project is worth 15% of your overall class grade.

Documents

Alt Wellness Syllabus Fa102