http://pocketknowledge.tc.columbia.edu/home.php/browse/5292/19/27132? This is a file listing from PocketKnowledge This is a file listing from PocketKnowledge en-us Sat, 25 May 2013 12:44:49 EDT Various: PocketKnowledge Digital Archiving http://pocketknowledge.tc.columbia.edu/home.php/viewfile/8917 CHAPTER XII<br />SUMMARY<br />General education is not the result of an ephemeral trend. The forces responsible for the increase in general education are on the upswing, and there is every indication that the form progress is taking in our society will be increasingly reflected in more general education in higher education.<br />With this in mind, college hygiene has to modify its organization and scope in order to find a place for itself in general education curricula, and in order to make a maximum contribution to the objectives of general education. The writer believes that the best way for college hygiene to effect this revision is to utilize the guides (methods and procedures for implementing the achievement of objectives) for a course in a program of general education which were developed in Chapter II of this study.<br />There are factors, however, which limit the degree of utilization of these guides. It is important for any college planning to use these guides to full advantage to be realistic about these limits -- the practical factors in the situation. One of these factors is the tradition of the program within which the course operates, and to facilitate an understanding of such an influence, Chapter III discussed the limitations the Columbia College program imposes upon the utilization of these guides in Hygiene A1.<br />Another such factor is the nature of the course itself, and Chapter IV considered the extent to which the operation of the guides is influenced by the limits inherent in college hygiene in its present stage of development.<br />Chapter V gave an illustration of a course operating in an actual situation -- Hygiene A1 in the Columbia College program -- in order to show how a course can be adapted from an ideal course to one that can function effectively within the limits discussed in Chapters III and IV.<br />Chapters VI through XI elaborated upon and clarified the nature of, and made recommendations for the more effective operation of the guides developed in this study, in order to increase their potential value to institutions that might be interested in using them.<br />While this study has accomplished its essential purpose -- to state guides for a course in college hygiene within a program of general education -- its real value will be determined by the extent to which these guides are used by colleges in the modification and improvement of their hygiene offerings, and in helping college hygiene to find its just place in programs of general education. It is hoped that the study did everything possible to encourage this utilization. CHAPTER XII<br />SUMMARY<br />General education is not the result of an ephemeral trend. The forces responsible for the increase in general education are on the upswing, and there is every indication that the form progress is taking in our society will be increasingly reflected in more general education in higher education.<br />With this in mind, college hygiene has to modify its organization and scope in order to find a place for itself in general education curricula, and in order to make a maximum contribution to the objectives of general education. The writer believes that the best way for college hygiene to effect this revision is to utilize the guides (methods and procedures for implementing the achievement of objectives) for a course in a program of general education which were developed in Chapter II of this study.<br />There are factors, however, which limit the degree of utilization of these guides. It is important for any college planning to use these guides to full advantage to be realistic about these limits -- the practical factors in the situation. One of these factors is the tradition of the program within which the course operates, and to facilitate an understanding of such an influence, Chapter III discussed the limitations the Columbia College program imposes upon the utilization of these guides in Hygiene A1.<br />Another such factor is the nature of the course itself, and Chapter IV considered the extent to which the operation of the guides is influenced by the limits inherent in college hygiene in its present stage of development.<br />Chapter V gave an illustration of a course operating in an actual situation -- Hygiene A1 in the Columbia College program -- in order to show how a course can be adapted from an ideal course to one that can function effectively within the limits discussed in Chapters III and IV.<br />Chapters VI through XI elaborated upon and clarified the nature of, and made recommendations for the more effective operation of the guides developed in this study, in order to increase their potential value to institutions that might be interested in using them.<br />While this study has accomplished its essential purpose -- to state guides for a course in college hygiene within a program of general education -- its real value will be determined by the extent to which these guides are used by colleges in the modification and improvement of their hygiene offerings, and in helping college hygiene to find its just place in programs of general education. It is hoped that the study did everything possible to encourage this utilization. James Luke Malfetti James Luke Malfetti Sat, 25 May 2013 19:51:00 -0400 health education, Study and teaching (Higher), Hygiene http://pocketknowledge.tc.columbia.edu/home.php/viewfile/8917 http://pocketknowledge.tc.columbia.edu/home.php/browse/5292/19/27132?