{"id":5,"date":"2016-03-22T21:10:04","date_gmt":"2016-03-23T07:10:04","guid":{"rendered":"https:\/\/programs.coe.hawaii.edu\/chl\/fshn491-approach\/contact\/"},"modified":"2016-06-28T10:18:47","modified_gmt":"2016-06-28T20:18:47","slug":"course-overview","status":"publish","type":"page","link":"https:\/\/programs.coe.hawaii.edu\/chl\/fshn457\/course-overview\/","title":{"rendered":"Course Overview"},"content":{"rendered":"<p><span style=\"font-weight: 400\">This course will take you on a journey through the Pacific region, learning about the People and their culture. We will focus on approaches for promoting child health in the Pacific region. <\/span><\/p>\n<p><b>Course Introduction Video<\/b><\/p>\n<p><iframe loading=\"lazy\" title=\"CHL-SI Culture intro\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/uoFkuTr2zCU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><b>Instructor Introduction Video<\/b><\/p>\n<p><iframe loading=\"lazy\" title=\"Cyndy Kahalewale Intro\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/u0QNkp0i48U?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><b>Syllabus<br \/>\n<\/b><span style=\"font-weight: 400\">Use this link to access the <\/span><a href=\"https:\/\/drive.google.com\/open?id=1a91qUtmeMrMFJb2M7GtzlnNogZzKYqG8AVXOZRCyrms\"><span style=\"font-weight: 400\">Syllabus<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/p>\n<p><b>Course Structure<br \/>\n<\/b><span style=\"font-weight: 400\">This course aims to develop understanding of health problems in the Native Hawaiian and Pacific Islander populations of Hawai\u2018i and the greater Pacific through a culturally-framed lens. The concepts of cultural safety and Indigenous worldviews are embedded in discussion on multidisciplinary approaches to promote child health. <\/span><\/p>\n<p><span style=\"font-weight: 400\">This course is made up of 6 modules. Each module is made up of a number of lessons. \u00a0Go through each of the modules and lessons in order. Each lesson has required resources, readings and media. It is expected that you\u2019ll study each of these prior to completing the graded activities. Many modules will also have optional resources. These readings and media are for your reference, you will not be responsible for these in completing the graded activities.<\/span><\/p>\n<p><span style=\"font-weight: 400\">This is a distance learning course with all of the material available online. A reliable internet connection is required to view course materials and complete graded <\/span><span style=\"font-weight: 400\">activities<\/span><span style=\"font-weight: 400\">. This is an asynchronous online course meaning there will be not be any face to face or online class meetings in which all participants meet at the same time. However, this is not a self-paced course, the class schedule will be adhered to strictly.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Participation in the course will take place through the course website and <\/span><a href=\"http:\/\/laulima.hawaii.edu\"><span style=\"font-weight: 400\">Laulima<\/span><\/a><span style=\"font-weight: 400\">, the University of Hawaii\u2019s course management system. You can always find the link to the course website in the Laulima course site.<\/span><\/p>\n<p><b>The Polynesian outrigger canoe \u2013 a metaphor for the course<br \/>\n<\/b><span style=\"font-weight: 400\">This course has multiple levels of content, starting with lessons on the Pacific Region \u2013 its people, geography and history. We move into the concept of culture and what shapes the cultures in the Pacific. Then, we learn about concepts of cultural competency and cultural safety within the context of the Pacific Region. These concepts will give guidance on approaches most unique and relevant in promoting health, particularly child health, in this region. Throughout the course, students are asked to personally reflect on the materials and discussions. Students complete self-assessments pre- and post-course to define their own cultural awareness, bias, and sensitivities. <\/span><\/p>\n<p><span style=\"font-weight: 400\">To give foundation and support for this course, a metaphor of the Polynesian Outrigger Canoe is used. Here\u2019s an introductory excerpt taken from the PBS program NOVA, entitled \u201c<\/span><a href=\"http:\/\/www.pbs.org\/wgbh\/nova\/ancient\/polynesia-genius-navigators.html\"><span style=\"font-weight: 400\">Polynesia&#8217;s Genius Navigators<\/span><\/a><span style=\"font-weight: 400\">\u201d.<\/span><\/p>\n<p><i><span style=\"font-weight: 400\">&#8220;The people of the Pacific are intimately tied to the ocean. They sailed the sea hundreds of years before Europeans, using voyaging canoes crafted from island materials and stone tools. The Polynesians approached the open ocean with respect; indeed, the ocean was integrated naturally into Polynesian culture, as they came from small islands surrounded by vast ocean expanses. No other culture embraced the open sea so fully.<\/span><\/i><\/p>\n<p><i><span style=\"font-weight: 400\">For the continental Europeans, on the other hand, the ocean was looked upon as a menacing world that only the bravest explorers ventured upon for long periods of time. And even these explorers felt at odds with the ocean upon which they traveled. One of Magellan&#8217;s chroniclers described &#8220;a sea so vast the human mind can scarcely grasp it.&#8221; To a Polynesian islander, the world is primarily aquatic, since the Pacific Ocean covers more area than land in this region. The Pacific, in fact, covers one-third of the Earth&#8217;s surface.&#8221;<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">The outrigger canoe provides a metaphorical foundation for the course. Much like how the Polynesians approached the open ocean \u2013 <\/span><b><i>with respect<\/i><\/b><span style=\"font-weight: 400\">, <\/span><b><i>we<\/i><\/b><span style=\"font-weight: 400\"> will approach the content of this course. The canoe is often used as a metaphor for teamwork. Being in the canoe provides an example of sharing in a journey of strength and exploration. Let\u2019s break down the canoe parts. Here is the anatomy of an outrigger canoe from a <\/span><span style=\"font-weight: 400\"><a href=\"http:\/\/hokuloaoutrigger.typepad.com\/hokuloa_outrigger_canoe_c\/2007\/10\/anatomy-of-an-o.html\">canoe club website<\/a>.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The pikao<\/span><span style=\"font-weight: 400\"> (hull) is handcrafted meticulously by trained wood carvers \u2013 a craft passed down from generation to generation in the Pacific. The hull is crafted from a single log, specifically selected to give solid foundation for the canoe and the many journeys it will offer. The hull represents the course, its content and, an opportunity to explore.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The ama<\/span><span style=\"font-weight: 400\"> is the \u201coutrigger\u201d of the canoe. Its purpose is to provide support so the canoe doesn\u2019t flip over (huli). Sometimes, when the canoe is running perfectly in the water, the ama will float in the air. This is the ultimate feeling!\u2026 when, the ama becomes unnecessary. Students will get there \u2013 but first, due diligence in learning is expected. Students are not asked to flow through this course without the ama\u2026 Think of Kumu (teacher) as the ama. Kumu is there for support.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The hoe<\/span><span style=\"font-weight: 400\"> (paddle) is a \u201ctool\u201d used to move the canoe. And, the paddle is a very personal item. Each paddler carefully selects his\/her own paddle based on their own comfort, body size and; most importantly; with consideration for the other paddlers in the canoe. Paddlers in the same canoe must have certain similarities in their paddles that are consistent such as the angular degree in the shaft of the paddle or the size of the blade. Think of the paddle as each student\u2019s personal tool for learning. It is designed to enable teamwork while allowing for individuality. Some paddlers like to share their paddles more than others. This is completely understood and respected. <\/span><\/p>\n<p><span style=\"font-weight: 400\">The canoe<\/span><span style=\"font-weight: 400\"> typically has 6 seats. For this course, each seat represents a module in the course. The summer course nicely fits offering 6 weeks in the summer session, therefore, each week is a module. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat One sets the pace for the pikao (hull or course content). In module one, the course syllabus and foundational lessons are provided setting the pace for the course. Paddling Portfolios are started \u2013 each student selecting their own paddle.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat Two backs up Seat One. In module two, the lessons give more foundation to the overall content. The course begins to build on the foundational knowledge of culture in the Pacific.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat Three calls out changes \u2013 that is, when the paddlers switch from paddling on one side of the canoe to the other. In the course, changes in the Pacific are discussed \u2013 changes in food systems, diets, and the health of the Pacific Peoples. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat Four typically is the strongest paddler in the canoe. In module four, the course provides lessons on the strength and resilience given the rough waters (historical trauma and colonization) in the Pacific.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat Five is a supportive seat \u2013 when the canoe flips (huli), seat five gathers the paddles for safe-keeping. In module five, lessons on the concepts of cultural competency and cultural safety are provided.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Seat Six is the leader and steersman of the canoe. It is the job of the steersman to keep the crew safe and steer the boat through its journey. In module six, students are given opportunity to steer, taking the lead and providing the crew (a target population in the Pacific) an approach of cultural safety. <\/span><\/p>\n<p><span style=\"font-weight: 400\">As many paddlers will share, paddling takes commitment. This commitment involves hours of practice and diligence. And, as many paddlers will tell you, it\u2019s all worth it! To be in the canoe with the ama flying through the air, off the water\u2026 IT\u2019S SURREAL! Each student will get there in their own time, with their own paddle. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Enjoy the ride!<\/span><\/p>\n<p><b>Writing Expectations<br \/>\n<\/b><span style=\"font-weight: 400\">This course requires a significant amount of writing. You will be asked to do <\/span><span style=\"font-weight: 400\">activities<\/span><span style=\"font-weight: 400\"> that involve short answer writing as well as reflections that will require significantly more writing. Please refer to the Course Schedule in the <a href=\"https:\/\/drive.google.com\/open?id=1a91qUtmeMrMFJb2M7GtzlnNogZzKYqG8AVXOZRCyrms\">syllabus<\/a> for due dates of all writing <\/span><span style=\"font-weight: 400\">activities<\/span><span style=\"font-weight: 400\"> in the form of Find\/Think\/Share and Portfolio Entries. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Each lesson will have specific instructions under \u201cGraded <\/span><span style=\"font-weight: 400\">Activities<\/span><span style=\"font-weight: 400\">\u201d. You are expected to follow the instructions that are specified within each lesson. The Find\/Think\/Share activities will be posted on Laulima, Discussion Forum for all course participants to view. The Portfolio Entries will be done in your \u201cMy Paddle\u201d Portfolio. Therefore, the reflective writing can be more personal in nature. <\/span><span style=\"font-weight: 400\">See the \u201cMy Paddle\u201d Portfolio for further instructions. <\/span><\/p>\n<p><span style=\"font-weight: 400\">All written activities are to be checked for correct grammar, spelling, capitalization, and punctuation. Please proofread carefully and\/or use the spell and grammar checkers of a word processing program. Students are expected to use an academic approach to writing that is at the university level.<\/span><\/p>\n<p><span style=\"font-weight: 400\">It is expected that you make connections in your writing based on the course content. For example, you may be asked to make a connection or find common themes reflecting on a lesson about Pacific Island cultures and Native Hawaiian culture. You will be asked to reflect on your own thought processes &#8211; how have you developed your own perspective? Is it of a more Western worldview thinking or perspective (to be explained in course lesson)? Or, is your perspective more like a Pacific worldview (Indigenous perspective or \u201cNative Voice\u201d)? <\/span><\/p>\n<p><span style=\"font-weight: 400\">All writing should follow the course \u201cGround Rules\u201d (see <a href=\"https:\/\/drive.google.com\/open?id=1a91qUtmeMrMFJb2M7GtzlnNogZzKYqG8AVXOZRCyrms\">course syllabus<\/a>) &#8211; remember to be respectful. Any concerns or questions regarding the writing expectations should be addressed to the Kumu. You are encouraged to express yourself and share within your own comfort level.<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><\/p>\n<p><b>My Paddle Portfolio<br \/>\n<\/b><span style=\"font-weight: 400\">In this course you will be continuously adding to a Google document called \u201cMy Paddle Portfolio.\u201d This is a reflective portfolio and will be different from traditional assignments. In the portfolio you will be exploring your own learning process. You will be asked to share personal perspectives, opinions, observations and feelings about assignments, readings and overall course content. I encourage you to be honest in your writing. The portfolio will <\/span><b>only<\/b><span style=\"font-weight: 400\"> be shared between the individual student and Kumu during the course. It is up to you if you want to share with anyone else. See details in the syllabus on how the portfolio will be evaluated. \u00a0In addition to the portfolio document, you will also be downloading resources to your own computer. The intent for you to have copies of the references from the course to take with you after the completion of the course. We hope you find both the portfolio and references useful in your future work. <\/span><\/p>\n<p><b>Terminology<br \/>\n<\/b><span style=\"font-weight: 400\">The content in this course will involve some terminology that may be used interchangeably. <\/span><\/p>\n<p><span style=\"font-weight: 400\">The following <\/span><a href=\"http:\/\/indigenousfoundations.arts.ubc.ca\/home\/identity\/terminology.html\"><span style=\"font-weight: 400\">definitions<\/span><\/a><span style=\"font-weight: 400\"> from the Department of First Nations &amp; Indigenous Studies at the University of British Columbia may be helpful as you navigate through this course.<\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>Indigenous<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">Indigenous is a term used to encompass a variety of Aboriginal groups. It is most frequently used in an international, transnational, or global context. This term came into wide usage during the 1970s when Aboriginal groups organized transnationally and pushed for greater presence in the United Nations (UN). In the UN, &#8220;Indigenous&#8221; is used to refer broadly to peoples of long settlement and connection to specific lands who have been adversely affected by incursions by industrial economies, displacement, and settlement of their traditional territories by others. <\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>Native<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">&#8220;Native&#8221; is a general term that refers to a person or thing that has originated from a particular place. The term &#8220;native&#8221; does not denote a specific Aboriginal ethnicity (such as First Nation, M\u00e9tis, or Inuit). In the United States, the term &#8220;Native American&#8221; is in common usage to describe Aboriginal peoples. In Canada, the term &#8220;Aboriginal&#8221; or &#8220;Indigenous&#8221; is generally preferred to &#8220;Native.&#8221; Some may feel that &#8220;native&#8221; has a &#8220;Native&#8221; is a general term that refers to a person or thing that has originated from a particular place. The term &#8220;native&#8221; does not denote a specific Aboriginal ethnicity (such as First Nation, M\u00e9tis, or Inuit). In the United States, the term &#8220;Native American&#8221; is in common usage to describe Aboriginal peoples. In Canada, the term &#8220;Aboriginal&#8221; or &#8220;Indigenous&#8221; is generally preferred to &#8220;Native.&#8221; Some may feel that &#8220;native&#8221; has a negative connotation and is outdated. This term can also be problematic in certain contexts, as some non-Aboriginal peoples born in a settler state may argue that they, too, are &#8220;native.&#8221; <\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>Is it okay to say &#8220;native&#8221;?<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">While &#8220;native&#8221; is generally not considered offensive, it may still hold negative connotations for some. Because it is a very general, overarching term, it does not account for any distinctiveness between various Aboriginal groups. If you are referencing a specific group, it is generally considered more respectful to use another term that more specifically denotes which peoples you are referring to. However, &#8220;native&#8221; is still commonly used. <\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-weight: 400\">Many people find it to be a convenient term that encompasses a wide range of populations. When wanting to use a general term in the Canadian context, one might prefer the use of the term &#8220;Aboriginal.&#8221; <\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>Peoples<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">The plural peoples recognizes that more than one distinct group comprises the Aboriginal population of Canada. For example, Aboriginal people (singular) might mean each Aboriginal individual, whereas Aboriginal peoples (plural) indicates a number of separate Aboriginal populations. <\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>To capitalize or to not capitalize?<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">There is no official consensus on when to capitalize certain terms. Some people consider capitalization a sign of respect to the people you are referring to. Therefore, it may not be necessary to capitalize when using the term as an adjective and not in direct reference to a population. (For example, consider, She is a native to the area to She is Native American or even, She is Native.) Perhaps the term with the most definite capitalization rule is Indian, as it is a legal entity enforced by the Canadian government. Ultimately, style guides have not created strict guidelines. As a result, you may find variation depending on your resources. Oftentimes, authors will explain their decision in a preface or a footnote.<\/span><\/p>\n<p style=\"padding-left: 30px\"><b><i>Model and Framework &#8211; what\u2019s the difference?<br \/>\n<\/i><\/b><span style=\"font-weight: 400\">Increasing organizational and individual capacities to provide public health in a multicultural environment requires knowledge and application of many key terms, models, and frameworks. Some of them have multiple definitions and applications. The following models and frameworks were selected because they have relevance for public health in a multicultural environment.<\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-weight: 400\">To view these selected examples, see: <\/span><a href=\"http:\/\/www.nccccurricula.info\/public\/C18.html\"><span style=\"font-weight: 400\">http:\/\/www.nccccurricula.info\/public\/C18.html<\/span><\/a><\/p>\n<p><b>Symbols &amp; Icons<br \/>\n<\/b><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-670\" src=\"https:\/\/programs.coe.hawaii.edu\/chl\/fshn491-culture\/wp-content\/uploads\/sites\/4\/2016\/03\/icons.png\" alt=\"icons\" width=\"800\" height=\"172\" srcset=\"https:\/\/programs.coe.hawaii.edu\/chl\/fshn457\/wp-content\/uploads\/sites\/4\/2016\/03\/icons.png 800w, https:\/\/programs.coe.hawaii.edu\/chl\/fshn457\/wp-content\/uploads\/sites\/4\/2016\/03\/icons-300x65.png 300w, https:\/\/programs.coe.hawaii.edu\/chl\/fshn457\/wp-content\/uploads\/sites\/4\/2016\/03\/icons-768x165.png 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/p>\n<p><b>Important Dates<br \/>\n<\/b><span style=\"font-weight: 400\">The important dates section on every lesson page lists due dates for the lesson\u2019s graded activities. Each type of graded activity has a symbol associated with it. Use the legend above to identify each graded activity symbol.<\/span><\/p>\n<p><b><\/b><b>Laulima<br \/>\n<\/b><a href=\"http:\/\/laulima.hawaii.edu\/\"><span style=\"font-weight: 400\">Laulima<\/span><\/a><span style=\"font-weight: 400\"> is the University of Hawai\u2018i\u2019s course management system. Use your UH username and password to log in to Laulima. \u00a0<\/span><\/p>\n<p><b>Tips for Success in this Course<br \/>\n<\/b><span style=\"font-weight: 400\">What do I do if I feel like I\u2019m going to<\/span><i><span style=\"font-weight: 400\"> huli <\/span><\/i><span style=\"font-weight: 400\">(boat flips over) and I need help?<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Paddle to your instructor\u00a0<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">Schedule an appointment with the instructor via email\u00a0<\/span><span style=\"font-weight: 400\">(We can chat over the phone or via Skype) <\/span><\/li>\n<li><span style=\"font-weight: 400\">Send a private email to the instructor\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Paddle with your classmates\u00a0<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">Write in discussion forum on Laulima opening up or responding to discussions\u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400\">Send a classmate a private message\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li><span style=\"font-weight: 400\">Meditate in the boat\u00a0<\/span>\n<ul>\n<li><span style=\"font-weight: 400\">Keeping a private diary or space to write your own thoughts could be very helpful for you as the course progresses<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Being an online student can be a very different experience from being a face-to-face student. Do the following to be successful in this course:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Check the course website and Laulima site daily<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">View all of the module materials and read the assigned readings<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Complete all of the graded <\/span><span style=\"font-weight: 400\">activities<\/span><span style=\"font-weight: 400\"> on time<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Pay attention to the course Announcements from Laulima and your hawaii.edu mail<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Ask when you have questions, don\u2019t wait if you have a problem<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Take this <\/span><a href=\"http:\/\/www.unc.edu\/tlim\/ser\/\"><span style=\"font-weight: 400\">online readiness survey<\/span><\/a><span style=\"font-weight: 400\"> and consider what skills you might need to work on<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Review this description <\/span><a href=\"http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/pedagogy\/StudentProfile.asp\"><span style=\"font-weight: 400\">of successful online students<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>This course will take you on a journey through the Pacific region, learning about the People and their culture. 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