Glencoe Health 2005.pdf

Goal setting 392 unit 6 fetal ultrasound technologies

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Are You Getting Enough Calcium? (Goal Setting) . . . . . . . . . . . . . . . . . . . . 392 Unit 6 Fetal Ultrasound Technologies (Accessing Information) . . . . . . . . . . . . . 490 Government Spending for Health Research (Advocacy) . . . . . . . . . . . . . . . . . . . . . . 532 Unit 7 Help a Friend STOP Using Tobacco (Advocacy) . . . . . . . . . . . . . . . . . . . . . . 549 Seeing Through Alcohol Advertising (Analyzing Influences) . . . . . . . . . . . . . . 564 Analyzing Trends: Drug Prevention Programs (Analyzing Influences) . . . . . . . . . . . . . . 5 93 Unit 8 Reducing Your Risk of Lyme Disease (Analyzing Influences) . . . . . . . . . . . . . . 639 HIV in Teens (Advocacy) . . . . . . . . . . . . . . . . . . . . . . 660 Raising Teen Awareness of Diabetes (Advocacy) . . . . . . . . . . . . . . . . . . . . . . 692 Unit 9 Breaking the Accident Chain (Practicing Healthful Behaviors) . . . . . . . . 716 Contacting a Poison Control Center (Accessing Information) . . . . . . . . . . . . . 757 Indoor Air Pollution and Asthma: What You Can Do (Accessing Information) . . . . . . . . 770 GLENCOE_HLTH_DESIGN_TOC 12/26/03 10:44 AM Page xvi
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Unit 1 Should Service Learning Be Required? . . . . . 40 Unit 2 Should Random Drug Testing of Athletes Be Performed?. . . . . . . . . . . . . . . . . . . . 95 Should Soft Drinks and Snacks Be Taxed to Fund Health Education Programs? . . 112 Should Schools Limit the Use of Vending Machines?. . . . . . . . . . . . . . . . . . . . . . 149 Unit 3 Should Learning Styles Be Taken into Account in the Classroom? . . . . . . . . . 176 Change: Positive or Negative? . . . . . . . . . . 203 Unit 4 What Causes Conflicts to Escalate? . . . . . . 265 What Are the Benefits of Individual and Family Counseling? . . . . . . . . . . . 288 What Are the Benefits of Group Dating and Individual Dating? . . . . . . . . . . . . . . . 314 School Safety—What Works?. . . . . . . . . . . 339 Unit 5 Should Noise Levels at Concerts Be Controlled? . . . . . . . . . . . . . . . . . . . . 378 Bottled Water: Health or Hype? . . . . . . . . . 455 Unit 6 Should People Undergo Genetic Testing?. . 502 Should High School Classes Start Later in the Day?. . . . . . . . . . . . . . . . . . . . . . . 518 Unit 7 Are Tobacco Warning Labels Effective? . . . 544 Drug Testing: Yes or No? . . . . . . . . . . . . . . 614 Unit 8 Should More Money Be Spent on AIDS Research and Treatment? . . . . . . . . . . 666 Unit 9 Should All States Adopt Graduated Licensing for Teen Drivers?. . . . . . . . . . . . . . . . . 721 Should Schools Require Teens to Take a CPR Course? . . . . . . . . . . . . . . . . . . . . 745 1 GLENCOE_HLTH_DESIGN_TOC 12/26/03 10:44 AM Page 1
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2 Living a Healthy Life Your Health and Wellness Promoting a Healthy Lifestyle Your Behavior and Reducing Health Risks HS_HEALTH_U01_C01_CO 12/6/03 7:54 AM Page 2
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3 Using Visuals. Each day you make decisions that affect your health. What you choose to eat, your level of physical activity, how you manage stress, and the types of relationships you have all influence your overall feeling of well-being. Make a list of five decisions you’ve made this week that have had a positive effect on your health. Make this Foldable to help you organize your notes on health, wellness, and the health continuum. Begin with one sheet of plain 8 1 / 2 x 11 paper or one sheet of notebook paper. Fold the sheet of paper in half along the short axis. Fold in half again along the short axis. Cut up the inside fold of the front flap. Label the flaps as shown. Analyze and record your current position on the continuum diagram. Under the tabs, record habits, decisions, and other factors that influence your health. Before You Read Health Continuum As You Read HS_HEALTH_U01_C01_CO 12/6/03 7:55 AM Page 3
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Your Health and Wellness YOU’LL LEARN TO Relate the nation’s health goals and objectives in Healthy People 2010 to individual, family, and community health.
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