#247
Date: Mon, 1 Aug 1994 11:52:08 -0600
From: "Mark J. Kittleson"
Hope your summer is going well. A few points: first, AAHE has
agreed to print hard copies of the directory for those
requesting. Thus, it is important that your information
is accurate. Please double check your institution and your
information. I'll be sending AAHE an update each month
along with the normal e-mail copy to you. By the way, AAHE
should be on the internet soon.
Second, for those of you who live in STATES that
begin in letters A through G, please give me three descriptors
about your interests.
Descriptors are requested for all new
enrollees, and in order to prevent a floodgate of work for
me, I'm trying to systematically update the entire directory...
so for this month, STATES A THROUGH G, can send me their
descriptors. Oh, by the way, doctoral students
are excluded from the descriptors.
Enjoy the rest of the summer.
_____________________________________________________
Mark J. Kittleson, Ph.D., ga3748@siucvmb.siu.edu
Southern Illinois University
Founder and Owner of the International E-Mail Directory
and the HEDIR listserv
"The best defense is a strong offense, and I
intend to start offending right now."
===========================================================
==============
#248
Date: Mon, 1 Aug 1994 11:52:14 -0600
From: "Mark J. Kittleson"
**This memo contained the directory of all subscribers. To save space, the contents
of this memo has been removed. To receive a current up-to-date list, check out the
e-mail home page. MJKittleson**
===========================================================
==============
#249
Date: Sun, 26 Jun 1994 16:54:47 GMT+0200
From: " ANSA.OJANLATVA@UTU.FI"
--Boundary (ID sppexw/UCNR9V9r+pCCqfA)
Content-type: TEXT/PLAIN; CHARSET=US-ASCII
Õ**** Insert text here ****þ
The enclosed article on gender in student evaluations was forwarded to me from
both the Scandinavian and the Finnish educational e-mail network. Some of you
may have seen it. Nevertheless, you may find it interesting... Ansa.
Ansa Ojanlatva, PhD, CHES, CSE Internet: ansa.ojanlatva@sara.cc.utu.fi
Department of Public Health
University of Turku
Lemminkaisenkatu 1
20520 Turku/Finland
tel. +358-21-633 8513 +358-21-633 81 (operator)
FAX +358-21-633 8439
--Boundary (ID sppexw/UCNR9V9r+pCCqfA)
MIME-version: 1.0
Content-type: MESSAGE/RFC822
Return-path:
Received: from ra.abo.fi by sara.cc.utu.fi (PMDF V4.3-7 #3299)
id <01HDU732Y5XS9375VW@sara.cc.utu.fi>; Wed, 22 Jun 1994 09:49:05
GMT+0200
Received: (from daemon@localhost) by ra.abo.fi (8.6.6.Beta9/8.6.6.Beta9)
id JAA07798 for educ-outgoing; Wed, 22 Jun 1994 09:48:23 +0300
Received: from SILKE.ABO.FI (silke.abo.fi Õ130.232.17.27þ)
by ra.abo.fi (8.6.6.Beta9/8.6.6.Beta9) with ESMTP id JAA07791 for
; Wed, 22 Jun 1994 09:48:17 +0300
Received: from finabo.abo.fi by finabo.abo.fi (PMDF V4.3-8 #3309)
id <01HDU71KIUPU8ZEOPK@finabo.abo.fi>; Wed, 22 Jun 1994 09:47:52 EET
Received: from joyx.joensuu.fi by finabo.abo.fi (PMDF V4.3-8 #3309)
id <01HDU71AAI408X0RJ5@finabo.abo.fi>; Wed, 22 Jun 1994 09:47:39 EET
Received: by joyx.joensuu.fi (5.57/Ultrix3.0-C) id AA04213; Wed,
22 Jun 94 09:43:46 +0300
Resent-Date: Wed, 22 Jun 1994 09:48:17 +0300
Date: Wed, 22 Jun 1994 09:41:53 +0300
Resent-from: kuittinen@joyl.joensuu.fi
From: kuittinen@joyl.joensuu.fi (MATTI KUITTINEN)
Subject: educ: gender and evaluation of teaching
educ-request@ra.abo.fi
Resent-to: educ@ra.abo.fi
To: educ@finabo.abo.fi
educ@ra.abo.fi
Resent-message-id: <01HDU71KKGL08ZEOPK@finabo.abo.fi>
Message-id: <9406220643.AA04213@joyx.joensuu.fi>
X-VMS-To: EDUC
MIME-version: 1.0
Content-type: TEXT/PLAIN; CHARSET=US-ASCII
Student Ratings of Professors Are Not Gender Blind
Susan A. Basow, Lafayette College, Easton, PA 18042 (written 1/94)
Copyright 1994 by Susan A. Basow.
Student ratings of professors may be biased against women in subtle but
significant ways. This is not the result reported by most field research,
however, as Peter Seldin has noted ("The Use and Abuse of Student Ratings of
Professors," _Chronicle of Higher Education_, July 2, 1993). The typical study
finds that the average rating of all male instructors does not differ
significantly from the average of all female instructors at most colleges.
This is a very reassuring finding; it is also deceptive because most studies
ignore the gender of the students doing the evaluations, the disciplines
involved, and the fact that female professors are often judged on a double
standard.
Researchers who consider the gender of the rater find a more complex pattern.
The ratings of male professors are unaffected by student gender, but female
professors frequently receive lower ratings from their male students and
higher ratings from their female students. Female professors also appear to be
evaluated according to a heavier set of expectations than are male professors
and these expectations affect student ratings.
Research conducted at Lafayette College, a small liberal arts institution in
Pennsylvania, demonstrates these complexities. In one study (Basow and
Silberg, 1987), 16 female professors were matched with a male professor in the
same division, at the same rank, and with the same number of years at the
college. More than 1,000 students in classes taught by these 32 professors
filled out two questionnaires. One was a standard student rating form
consisting of 26 questions, summarized into five factor scores (scholarship,
organization/clarity, instructor-group interaction, instructor-student
interaction, and dynamism/enthusiasm) and an overall rating. The second (the
Bem Sex Role Inventory) asked students to rate their professor on two sets of
personality traits: instrumental (such as assertive or dominant), often viewed
as "masculine," and expressive (such as warm or nurturant), often considered
"feminine."
The results revealed a consistent pattern. On all five factor scores and the
overall rating, male students rated female professors more negatively than
they rated male professors--and generally more negatively than did female
students in the same class. This type of interaction between the gender of the
student and the gender of the professor has been found in laboratory research,
but less frequently in field studies, which typically neglect to ask the
gender of the student rater or fail to match professors on important variables
like rank and discipline.
More recent research conducted at Lafayette College confirms the effect of
gender variables on these evaluations. A study of student ratings of all
professors in all classes over four years reveals that male faculty were
evaluated similarly by their female and male students on virtually all
questions, but female faculty were evaluated differently by their male and
female students--especially female faculty in the humanities and social
sciences, and particularly on certain questions.
In general, female faculty received higher ratings on questions addressing
interactions with students (for example, "treats students with respect"), but
female students rated female faculty even higher than did male students. On
questions tapping teaching style (such as, "speaks in an appropriate manner"),
female faculty tended to be rated higher than their male counterparts by their
female students but lower by their male students.
Few college promotion and tenure committees look at responses to specific
questions, however. They usually just review the overall rating, which appears
on the surface to be unaffected by teacher gender. However, when we examined
student gender and course division (humanities, social sciences, natural
sciences), we found that teacher gender affected student responses regarding
overall effectiveness. Male students tended to rate female faculty lower,
while female students tended to rate female faculty higher on this question,
especially in the humanities and social sciences. Thus, certain women
professors may indeed receive ratings affected by their gender.
How should we interpret these findings? First we must understand that in
college teaching, males are the norm. Men are professors, women are women
professors. Thus women are marked for gender in ways men are not. Indeed,
students appear to respond to male professors in a uniform manner, regardless
of their own gender. Students respond differently to female professors,
however, perhaps because women faculty are still a minority (less than 30% of
all full-time faculty are women).
Furthermore, stereotyped expectations of women (for example, to be nurturant
and warm) overlap very little with expectations of professors (for example, to
be knowledgeable and competent). However, stereotyped expectations of men
coincide with what we expect of professors.
Research documents that people who violate expectations generally are rated
more negatively than people who behave as expected. To receive good
evaluations, male professors simply must demonstrate their competence and
knowledge; that is, they need to fulfill their stereotypical gender role
expectations. But female professors bear a double burden: they must fulfill
both their gender role by being nurturant and warm, as well as their
professional role by being competent and knowledgeable.
For example, separate studies led by Sheila Bennett and Anne Statham found
that women professors are judged more negatively than males if they are not
more interested in and available to students than male professors. But even
when women professors are more available and more helpful, their overall
ratings are no higher. In order to receive comparable ratings, female
professors need to do more than their male counterparts. Thus, findings of no
difference between male and female professors in overall ratings may mask the
fact that different standards are being used to judge male and female faculty.
In the Basow and Silberg study, female faculty who received low ratings on
instructor-student interaction also got low marks on gendered personality
traits, suggesting that they may not have fulfilled the double set of
expectations placed upon them. In the more recent research, the higher ratings
of female faculty on several interpersonal questions did not always translate
into better overall ratings, especially when the rater was male. Again it
seems that in order to receive comparable overall ratings, women professors
must be better interpersonally when compared to their male counterparts.
Why do male students tend to rate certain female faculty more poorly than
male faculty? Male students may be more influenced by gender stereotypes than
are female students. Research documents that men, compared to women, hold more
traditional attitudes toward gender roles and demonstrate more bias against
gender-role violators. In the Basow and Silberg study, males majoring in
business and economics or in engineering rated female faculty most negatively.
We found that those students have the most traditional attitudes toward women
and gender roles.
Ratings may also reflect gender differences in preferences regarding teaching
style. Female students may appreciate a warmer and more involved interpersonal
style, as perhaps found in their female teachers, whereas male students may
appreciate a cooler interpersonal style but more displays of scholarship, as
perhaps found in their male teachers.
The effects of gender on student ratings of professors are complex but real,
and should not be dismissed with a general statement of "no effect." Although
small on average, these effects may be quite marked for specific teachers. For
instance, a female teacher whose direct teaching style lacks marked warmth or
friendliness may find the cards stacked against her when teaching male
students in a field where women are a rarity.
Studies at a wider range of institutions will help scholars better understand
how and when gender factors affect student ratings, particularly teacher
gender in interaction with both student gender and divisional affiliation.
Until then, those of us who evaluate female faculty must be alert to the
various and subtle ways in which gender bias can affect perceptions and
evaluations.
-----------
References:
Basow, Susan A. (1994). Student evaluations of college professors: When
gender matters. Manuscript in preparation.
Basow, Susan A., and Silberg, Nancy T. (1987). Student evaluation of college
professors: Are female and male professors rated differently? Journal of
Educational Psychology, 79 (3), 308-314.
Bennett, Sheila. (1982). Student perceptions of and expectations for male and
female instructors. Journal of Educational Psychology, 74, 170-179.
Statham, Anne, Richardson, Laurel, and Cook, Judith. (1991). Gender and
University Teaching: A Negotiated Difference. SUNY Press.
*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*
People are welcome to make use of this essay as long as they cite
author and title.
*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*
Susan A. Basow, Psychology Dept.
Lafayette College, Easton, PA 18042-1781 610-250-5294 Bitnet:
BS#1@lafayacs.bitnet Internet: BS#1@lafibm.lafayette.edu
*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*
--Boundary (ID sppexw/UCNR9V9r+pCCqfA)--
===========================================================
==============
#250
Date: Thu, 4 Aug 1994 10:24:08 EDT
From: Pat Dunn
In- Message of Mon, 1 Aug 1994 11:52:08 -0600 from
Mark, Here is my new address/phone number for the Directory:
Patricia C. Dunn, Ph.D.
Professor of Health Education
Department of Health Education
East Carolina University
Greenville, North Carolina 27858
Phone: (919) 328-6433
FAX: (919) 328-4655
===========================================================
==============
#251
Date: Mon, 8 Aug 1994 11:01:35 +22310935
From: Leeann Hamilton
Subject: Health/Wellness Newsletter requests
Dear Health Professional:
Our Health Promotion Department will begin publishing a health/wellness
newsletter at the University of Arizona this coming year. I would be
grateful to recieve any back copies you have of your publications. If you
have any advice or suggestions regarding publication, distribution or
funding, I would also appreciate your comments. I realize that it takes
time to respond to such a request and I will be most grateful for any
information you can pass along.
Please mail your newsletter(s) to me:
Lee Ann Hamilton, C.H.E.S.
Health Promotion
Old Main 208 B
University of Arizona
Tucson, AZ 85721
Thank you!!
Lee Ann Hamilton, C.H.E.S.
Health Educator
(602) 621-4967 Fax (602) 621-8412
===========================================================
==============
#252
Date: Mon, 8 Aug 1994 19:40:00 EDT
From: dl16
Subject: Re: Health/Wellness Newsletter requests
In- <9408081915.AA16026@umailsrv1.UMD.EDU>
The following is a length description of the Adult Health 7 Development
Program at the University of Maryland, and its spread to other colleges and
universities (called the National Network for Intergenerational Health. I
shall send a paper copy and other materials by mail.
The following describes our 22 year old Adult Health and
Development Program at the University of Maryland at College
Park (AHDP/UMCP), and is the model used in developing the
National Network for Intergenerational Health (NNIH). One goal
of the AHDP/NNIH is to use health promotion with its emphasis
on physical activity and health education as a means to bring
people representing diverse groups together to reduce labels and
stereotypes that contribute to violence and other forms of
Horrendous Death.
Individuals wishing to develop an AHDP on their campus
should contact me. Read on if you wish.
The NNIH is the proliferation of intergenerational health
promotion and rehabilitation programs, that is, AHDPs,
throughout the United States and overseas. During 1991-1993
universities in the USA, and in Israel were developed using the
model. Universities that now have their own AHDPs are Aurora
University, Bloomsburg State College, Howard University,
Nicholls State University, Gallaudet University, Northern
Virginia Community College, and the program in
Israel.Universities soon to open their AHDPs include the
University of Delaware, University of Miami at Oxford, Utica
College, and Western Colorado University. Programs modeled
after the AHDP also located at the University of the District of
Columbia, Chesapeake College (Wye, MD), and Montgomery
Junior College in Takoma Park, MD. In May 1994
representatives from three Historic Black Colleges and
Universities (Florida A & M University, Paine College, and
Clark Atlanta University were trained enabling them to become
part of the NNIH.This project was sponsored by a 3- year grant
from the US Department of Education.
The AHDP is an internationally known program
("intervention"), designed to positively affect the health,
well-being, physical fitness, and health knowledge status of the
institutionalized and non-institutionalized older adult. It is an
academic course and medical school elective at the University of
Maryland. It is partially self-supporting subsisting on program
revenues, a percentage of profits earned by its related program,
Camp Rediscovery, and through contributions solicited by the
AHDP Board of Advisors.
The "key" to the AHDP are the trained staffers who work as
"friendly coaches" with their member on a one-to-one basis to
encourage the member to get into a "health groove". Both
staffers and members are given the theory and data of health,
and then opportunity for reification. As members gain in self-
efficacy they gain in sense of control and mastery over their
health status.
The nature of recreational and playful activity and mutual
health education (where both learn together) is non-threatening
and enjoyable. Thus members and staffers return year after year
to both the AHDP and Camp Rediscovery (our five- and 12-day,
intensive version of the AHDP). The AHDP functions both as a
health promotion (preventive health) and rehabilitative
(postvention) health program.
Goals of the AHDP
The goals of the AHDP are to
1. Positively affect the health, sense of well-being,
physical fitness, and health knowledge status of the older adult
enabling the "member" to gain greater control over his/her health
and well-being.
2. Allow the student and other staffers to learn of aging,
old age, history and different cultures in our particular
environment.
3. Have the AHDP serve as a catalyst integrating the
University and community (with emphasis on the private sector)
to work toward the common purpose of goals number one and
two.
4. Serve as a means of reducing racial-ethnic-age
stereotypes and labels thus tightening the social fabric of the
country, and the probability of Horrendous Death (e.g.,
people-caused forms of death).
Members and Staffers
Using the Fall, 1991 semester as a guide there were
approximat- ely 80 older adult "members" and 90 "staffers".
Average age of the members was approximately 68 years, range
= 48 to 94 years. Twelve members were domiciled in a VA
nursing home; 10 were Hispanic elderly from the community
(matched with Spanish-speaking staffers) and the remainder were
non-Hispanic members from the community. About 33% of the
members have been in the AHDP for eight semesters. Our Fall,
1992 data indicate that 40% of the members were representatives
of minority groups:
The Veterans Administration (VA) patients who come to the
AHDP are living examples of the cost of war. Many are
amputees, and have other war- related injuries. Ruth Frank, a
nurse who sacrifices her Saturdays to bring the vets to the AHDP
said,
"We have people who don't want to be discharged because
they'll miss their Saturday at the Program. Many of them have
no one left. These young people add a lot of spark and
enthusiasm to their lives. The Veterans just blossom. They've
been out, met somebody new and have a new friend who cares
about them. They now have a reason for living Õmy emphasisþ"
(Prince Georges ÕCounty, MDþ Journal, February 21, 1989, p. 3).
Staffers come from every academic discipline. During the
Fall, 1992 semester, seven staffers were high school students.
The youngest was a junior, age 16 years.
About 70 percent of the senior and regular staffers enroll in
the AHDP/UMCP for academic credit while 20 percent are
volunteers. During the Fall, 1992 semester, 33 out of 62 regular
staffers (53%) represented minority groups.
During the Fall, 1992 semester, 3,166 freshmen enrolled at
UMCP of which 412 were African American (13%). The
retention rate was 76.5% a drop from the previous year, 1990.
Health status.
In terms of health status, about 33% of "members" were
classified as being at a high level of health and physical fitness,
while others suffered from a variety of symptomatic conditions
including arthritis, Down's Syndrome, cognitive impairment,
sensory deficits, obesity, Parkinson's Disease, Alzheimer's
Disease, and depression. Others were recovering from by-pass
surgery, and experiencing psychological and emotional reactions
to death of a spouse and the "empty nest" syndrome.
Schedule. The AHDP meets for nine Saturdays each
semester from 8:00 a.m. to 1:00 p.m. The first half hour is
concerned with Group Leaders' training.
Group Leaders' Training. Group Leaders are experienced
staffers who have shown leadership and teaching abilities. They
meet on Saturdays, and during the week to plan the events for
the day and subsequent weeks, the progress of both staffers and
members, problems, and ways of improving the Program.
Meetings for improving the Program are also held during the
summer, and before and after each session. Group Leaders'
training is conducted by the Director and Associate Directors.
Training. Staff training is the sine qua non to the success of
the AHDP. Two Saturdays are devoted to training before the
AHDP begins. Subsequently, training runs from 8:30 - 9:30 a.m.
and, again, at the end of the day, from noon to 1:00 p.m. for the
nine Saturdays of the Program's duration each semester. Topics
include AHDP theory and philosophy; the AHDP Coaching
model; our version of psychosocial stress theory; empathy
exercises; safety; physical fitness, health and aging;
understanding the cognitively impaired including Alzheimer's
Disease; working with the frail older adult; working with the
wheel chair bound individual; Understanding different ethnic
groups; motivation of the AHDP member and staffer; preparing
for the end of the semester's Program: Disengagement; intimacy
and sexuality; and drug interactions and side effects. As the
senior staff gains in experience they increasingly conduct the
training. Training involves both the dissemination of knowledge
and subject matter, and processing. Concerning the latter, it is
important for staffers (and members) to express their feelings,
anxieties and fears, and frustrations. After 18 years we are able
to assuage concerns and show that the staffer and member are
making progress often without the staffer being aware of it.
Training is directed by the Director, Associate Directors, and
Group Leaders.
Staffers are trained to follow our ACAEM paradigm:
Assessment. Staffers make an assessment of the member's
medical, physical fitness, and psycho-social health status.
Creativity. A plan consisting of physical activity, health
education and friendship is designed to meet needs identified
under the assessment. The plan is always designed in
collaboration with the member. Parenthetically, we train to
prevent coercion and patronizing behavior.
Action. The couple engage in the activities mutually agreed
upon.
Evaluation. The staffer evaluates results. Did the member enjoy
the activity? Was there any progress or potential for progress?
If the activities were not well-received how might they be
modified?
Modification. The evaluation is then implemented by
modification of the plan of action, and the process begins anew.
A Typical Day
At 9:30 the members arrive and are met by their staffers.
9:30 to 11:00 is the activity hour where the member-staff dyad
engage in activities including walking, bowling, swimming,
jogging, square dancing, aerobics, Yoga, singing, t'ai chi, games,
sports, resistance exercise, and so forth. Since fun in itself is
therapeutic and worthwhile the ambience is one of smiles,
laughter, joy, and affection. This happens because of the
non-threatening and spontaneous nature of play and non-coercive
learning. A 70-year old member from El Salvador or Puerto Rico
may walk down the corridor with his or her bi-lingual staffer for
a workout on the stationary bicycle or the Universal Gym, or
they may join in the popular square dancing, exercise, T'ai Chi
or Yoga sessions. The staffer may be a language major receiving
some informal lessons in conversational Spanish while learning
of the member's life and home in Latin America, a major in law
enforcement, or a medical student.
Health Education
Since preventive intervention is an important aspect of the
AHDP a health education hour is conducted from 11:00 to noon.
During this time topics such as coping with stress, physical
fitness, prevention of Osteoporosis, grief and bereavement, the
intelligent use of medications, medical problems, etc. are
discussed in both Spanish and English led by experts in their
field.
We will have other intergenerational discussions. "What was
it like growing up when you were a child?", is a favorite
question of the staffers. "What were the health problems when
you were growing up in your culture?", is another question of
interest. We learn much from all participants but especially from
those members who have suffered persecution or prejudice.
Special events. Often a special event such as Hispanic Day or
the AHDP version of the Olympics will be held. In the enjoyable
and friendly ambience, members and staff will eat together either
in a party or dining situation. During Hispanic Day fried chicken
is purchased from a local restaurant to supplement the home
cooked Mexican, spanish, or Cuban food brought in members
and staff. We label the chicken, "Spanish Chicken" and get on
with the festivities like madly attacking the Pinata. "Special
Events," dining together, aquatic activities, and "New Games" are
excellent means for integrating our heterogenous group. Why?
Because everyone can participate regardless of disability or age.
Follow-up. At the end of the day staffers accompany their
members to their vehicles while recapitulating the day's events,
progress made, and plans for the next week. Staffers contact
their members during the week by telephone or visit.
Of course, planning goes on during the week and during
those times when the AHDP is not in session. The time and
energy devoted to the Program by staffers is quite amazing.
A Vignette. One Veterans Administration Nursing Home patient
who has been coming to the AHDP for years illustrates how
handicapped members can serve as teachers to their staffers. Mr.
X is self-educated Black man who served in World War II, has
minimal function of his lower extremities, and is clearly a
favorite with the staffers. During the spring, 1989 semester he
gave the AHDP Director a audiotape which was a combination
oral history and legacy. He noted, without any bitterness, that he
had fought the "White man's war" only to return to his country
with its racism, hatred and bigotry. As objective as any scientist
he noted the changes for good which had occurred over time
such as legislation in the civil rights area, Blacks winning
elective office, etc. Better, he saw a change in attitude as the
races became integrated often in the spirit as well as the letter of
the law. Still, he recognized the fact that to be Black was a
health and economic risk. The first to die in war and homicide,
and the last to be employed in a decent job and education. He
laughed when I suggested that if one wished to live long choose
White parents and be a female.
For him the AHDP represented a model conducive to
bringing together all people to work toward common purpose
while enjoying one another. His final words were to the effect
that unless we come together at the national and global levels as
we do in the AHDP we will destroy one another. He did not
wish that for "his kids", the AHDP staffers, or others. Younger
staffers have learned from this remarkable man as he serves as
teacher to the young. His involvement in the AHDP, and his role
as teacher are rehabilitative and contribute to his health and
sense of well-being.
Camp Rediscovery
In 1984, Camp Rediscovery was developed to disseminate
the theory and methods of the AHDP to a camp or resort setting;
provide jobs for highly trained staffers including "peer" staffers
(older adults themselves); and partially fund the University's
AHDP. The fee for the Camp has always been kept reasonable.
Low income individuals are often funded by contributions from
corporations, individuals, and Camp Rediscovery itself. Plans are
underway to develop a sessions which can accommodate disabled
older campers.
Selected Research
The AHDP, and its younger sister, Camp Rediscovery, have
stimulated research in terms of health and well-being outcomes.
In one summative evaluation over 80% of the AHDP's members
(N=34) perceived improvement in personal health, well-being,
body image, physical fitness, intellectual stimulation, health
knowledge, and staff-member friendship. Over 85% of the
members very much looked forward to the Program the
following semester, approximately 94% strongly agreed or
agreed that the Program contributed to their sense of happiness,
and well-being (84%). These results were similar to those of the
an NIA/SBIR Phase I study concerning Camp Rediscovery
(Grant No. 1 R43 AGO5018-01A2). The Camp has been shown
to increase risk taking behavior in its campers as well as physical
fitness.
Reitzes' dissertation looked at the forms of communication
within the AHDP using participant observer methods, and
recommended that "mutual counseling" between staff and
member needed to become more mutual than unidirectional. The
recommendation was immediately implemented.
Both formative and summative research has been conducted
by graduate students with the recommendation that while the
AHDP fits no theory of voluntary organizations, it works well.
Staffers are motivated beyond tha t usually found in essentially
volunteer organizations. Cook cited a need for improved
communication and delineation of roles but noted that staffers
supported another up insuring that the AHDP would accomplish
its mission. She also noted that the staffers were very protective
of the AHDP.
Another graduate student, Dixon, compared AHDP staffers
enrolled for credit to students enrolled in other health education
classes. No pre-test differences between groups existed on
variables of age, gender, religion, term in school, volunteerism
history, self-health ratings, ethnicity, marital status, family
income, or by initial tests of health attitudes, health behaviors or
perceived value of kindness. Process evaluations confirmed that
the AHDP group experienced successful, care-giving health
experiences, and that these experiences were not reproduced for
controls. ANCOVA'S of 9-week changes in health behaviors and
attitudes showed slight but not significant higher gains for AHDP
staffers than for controls. From anecdotal data, treatment group
students were more likely to express altruistic and social
motivations for enrolling in the AHDP and to attribute classroom
success to altruistic and social factors. Dixon conclusion, similar
to Cook's study, "that the AHDP works but the mechanism for
its success remains unknown." The investigator (Dixon)
concluded, "that I don't know what it is about the program that
is special. There doesn't appear to be anything special about the
students who come to the program, nor is the effect of the
program on student participants' health attitudes and practices
outstanding. Nevertheless, qualitative data and personal
experience support the notion that there is something special
about HLTH 487 (The AHDP) as an educational experience. The
'something special' has yet to be positively identified, or
quantified in a substantial way."
Faber randomly distributed Hispanic elderly into the AHDP
and a waiting-list control group to test the effects of the AHDP,
and found a statistically significant reduction in depression and
an increase in morale.
Recent research and evaluation emanating from the US
Department of Education grant indicate significant improvement
in subjective and objective measures of physical fitness and
health.
Thus, the AHDP and Camp Rediscovery are seen as two
sides of the same coin. Both programs can stimulate research.
Both can affect large numbers of participants, young and old, in
enjoyable ways. Both can provide or prepare staffers for jobs
(nearly all staffers applying to medical school have been
accepted). The for-profit Camp Rediscovery can help partially
fund campus programs like the AHDP.
Daniel LEVITON
Email:Daniel_LEVITON@umail.umd.edu (dl16)
Phone:52528
===========================================================
==============
#253
Date: Thu, 11 Aug 1994 10:43:46 CDT
From: Kim Miner
Organization: Minnesota Department of Health
Subject: FAS warning signs
This is a request for anyone familiar with state or local
policies pertaining to the postage of warning signs in
establishments licensed to sell alcohol or tobacco.
I'm specifically interested in the existence, enforcement,
and evaluation of policies requiring (or encouraging) licensees to
post signs warning of the risk of alcohol, tobacco, and other
drug use during pregnancy.
Thanks!
'___0
_\_<,
(*)/'(*)
Kim Miner
FAS Prevention Coordinator
Health Promotion & Education
Minnesota Department of Health
717 Delaware St. SE
PO Box 9441
Minneapolis, MN 55440-9441
Phone: (612) 623-5334
FAX: (612) 623-5775
E-mail: kim.miner@health.state.mn.us
===========================================================
==============
#254
Date: Thu, 11 Aug 1994 18:15:47 LCL
From: "I.Pitchford-InterPsych"
Subject: NEW: InterPsych Psychiatry / Psychology List Additions
The following announcements of a dozen "InterPsych" lists reated to
psychiatry and psychology were submitted by
Ian Pitchford
and general questions may be directed to him.
Lists included:
attachment on mailbase@mailbase.ac.uk
psychiatry-resources on mailbase@mailbase.ac.uk
psychiatry on mailbase@mailbase.ac.uk
depression on mailbase@mailbase.ac.uk
clinical-psychology on mailbase@mailbase.ac.uk
child-psychiatry on mailbase@mailbase.ac.uk
helplessness on mailbase@mailbase.ac.uk
traumatic-stress on mailbase@mailbase.ac.uk
transcultural-psychology on mailbase@mailbase.ac.uk
psychiatry-assessment on mailbase@mailbase.ac.uk
psy-language on mailbase@mailbase.ac.uk
psycho-pharm on listserv@netcom.com
Additional information is provided when you subscribe to one of these
lists. mgh
----------------------------------------------------------------------
attachment on mailbase@mailbase.ac.uk
This list welcomes discussion on Bowlby-Ainsworth's theory of
attachment. From theoretical and philosophical issues, to clinical
or applied issues. Particular emphasis is given to socio-affective
and defensive processes, and unconscious representations.
To join send the message
join attachment firstname lastname
to mailbase@mailbase.ac.uk
Owner: attachment-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry-resources on mailbase@mailbase.ac.uk
This list is intended for those who wish to co-operate in the
compilation of a resource guide to enable clinicians and academics in
the areas of psychiatry and abnormal psychology to gain maximum
benefit from the facilities available over the Internet.
To join send the message
join psychiatry-resources firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-resources-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry on mailbase@mailbase.ac.uk
Many research findings and viewpoints in psychiatry are
controversial,leaving a gulf between those pursuing radically
different approaches to mental illness. This forum will act as a
bridge between those taking a biomedical approach and those taking a
psychodynamic approach.
To join send the message
join psychiatry firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-request@mailbase.ac.uk
----------------------------------------------------------------------
depression on mailbase@mailbase.ac.uk
This forum exists for scholarly discussion of issues related to mood
disorders in clinical and research settings. Integrative biological-
psychological contributions are particularly welcome. Topics include
causation, correlates, consequences, co-morbidity,
treatment/prevention, etc.
To join send the message
join depression firstname lastname
to mailbase@mailbase.ac.uk
Owner: depression-request@mailbase.ac.uk
----------------------------------------------------------------------
clinical-psychology on mailbase@mailbase.ac.uk
This list promotes the exchange of ideas on matters relevant to
clinical psychology, and particularly to the practice of clinical
psychology.
To join send the message
join clinical-psychology firstname lastname
to mailbase@mailbase.ac.uk
Owner: clinical-psychology-request@mailbase.ac.uk
----------------------------------------------------------------------
child-psychiatry on mailbase@mailbase.ac.uk
The Child Psychiatry list is devoted to the discussion of various
issues around Child and Adolescent Psychiatry. This includes
treatment issues, psychopharmacology, inpatient/outpatient care
plans, emergency child/adolescent psychiatry etcetera.
To join send the message
join child-psychiatry firstname lastname
to mailbase@mailbase.ac.uk
Owner: child-psychiatry-request@mailbase.ac.uk
----------------------------------------------------------------------
helplessness on mailbase@mailbase.ac.uk
Learned Helplessness and Explanatory Style was created to discuss the
latest research on animals and humans, biological substratum,
depression, anxiety, prevention, CAVE, politics, children, personal
control, health, battering, bereavement, PTSD, sex differences,
pessimism, work, heritability.
To join send the message
join helplessness firstname lastname
to mailbase@mailbase.ac.uk
Owner: helplessness-request@mailbase.ac.uk
----------------------------------------------------------------------
traumatic-stress on mailbase@mailbase.ac.uk
This list promotes the investigation, assessment, and treatment of
the immediate and long-term psychosocial, biophysiological, and
existential consequences of highly stressful (traumatic) events. Of
special interest are efforts to identify a cure of PTSD
(Post-traumatic Stress Disorder)
To join send the message
join traumatic-stress firstname lastname
to mailbase@mailbase.ac.uk
Owner: traumatic-stress-request@mailbase.ac.uk
----------------------------------------------------------------------
transcultural-psychology on mailbase@mailbase.ac.uk
Discussion of the delivery of mental health services to diverse
cultures. Topics may include, cultural differences in views on
mental disorders, culture-specific syndromes, collaboration between
Western and traditional healers, and cultural variance in symptoms.
To join send the message
join transcultural-psychology firstname lastname
to mailbase@mailbase.ac.uk
Owner: transcultural-psychology-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry-assessment on mailbase@mailbase.ac.uk
This sublist focusses on research and clinical issues related to use
of psychological tests (including traditional clinical instruments &
normal personality measures) in psychiatry and clinical psychology.
To join send the message
join psychiatry-assessment firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-assessment-request@mailbase.ac.uk
----------------------------------------------------------------------
psy-language on mailbase@mailbase.ac.uk
For discussions related to language and psychopathology. Discussions
could include: theories of language and their relevance for the study
of psychopathological speech, new research and publications in the
area, requests for help with one's own research.
To join send the message
join psy-language firstname lastname
to mailbase@mailbase.ac.uk
Owner: psy-language-request@mailbase.ac.uk
----------------------------------------------------------------------
psycho-pharm on listserv@netcom.com Psychopharmacology
The purpose of the Psychopharmacology Mailing List, psycho-pharm,
is to provide a forum for for the professional discussion of all
aspects of clinical psychopharmacology. Clinical psychopharmacology
is broadly defined as the treatment individuals with psychiatric
disorders through the use of psychotropic medications. All mental
health professionals, and graduate students may subscribe to the
Psychopharmacology Mailing List.
To join send the message
subscribe psycho-pharm your-Internet-address
to listserv@netcom.com
PLEASE NOTE: The subscription address AND SYNTAX for the
psycho-pharm list differs from the other InterPsych
lists announced above AND from normal Revised LISTSERV.
Owner: Dr. Ivan Goldberg ikg@phantom.com.
----------------------------------------------------------------------
===========================================================
==============
#255
Date: Sat, 13 Aug 1994 21:16:14 LCL
From: "I.Pitchford-InterPsych"
Subject: NEW: InterPsych Psychiatry / Psychology List Additions
The following announcements of a dozen "InterPsych" lists reated to
psychiatry and psychology were submitted by
Ian Pitchford
and general questions may be directed to him.
Lists included:
attachment on mailbase@mailbase.ac.uk
psychiatry-resources on mailbase@mailbase.ac.uk
psychiatry on mailbase@mailbase.ac.uk
depression on mailbase@mailbase.ac.uk
clinical-psychology on mailbase@mailbase.ac.uk
child-psychiatry on mailbase@mailbase.ac.uk
helplessness on mailbase@mailbase.ac.uk
traumatic-stress on mailbase@mailbase.ac.uk
transcultural-psychology on mailbase@mailbase.ac.uk
psychiatry-assessment on mailbase@mailbase.ac.uk
psy-language on mailbase@mailbase.ac.uk
psycho-pharm on listserv@netcom.com
Additional information is provided when you subscribe to one of these
lists. mgh
----------------------------------------------------------------------
attachment on mailbase@mailbase.ac.uk
This list welcomes discussion on Bowlby-Ainsworth's theory of
attachment. From theoretical and philosophical issues, to clinical
or applied issues. Particular emphasis is given to socio-affective
and defensive processes, and unconscious representations.
To join send the message
join attachment firstname lastname
to mailbase@mailbase.ac.uk
Owner: attachment-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry-resources on mailbase@mailbase.ac.uk
This list is intended for those who wish to co-operate in the
compilation of a resource guide to enable clinicians and academics in
the areas of psychiatry and abnormal psychology to gain maximum
benefit from the facilities available over the Internet.
To join send the message
join psychiatry-resources firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-resources-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry on mailbase@mailbase.ac.uk
Many research findings and viewpoints in psychiatry are
controversial,leaving a gulf between those pursuing radically
different approaches to mental illness. This forum will act as a
bridge between those taking a biomedical approach and those taking a
psychodynamic approach.
To join send the message
join psychiatry firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-request@mailbase.ac.uk
----------------------------------------------------------------------
depression on mailbase@mailbase.ac.uk
This forum exists for scholarly discussion of issues related to mood
disorders in clinical and research settings. Integrative biological-
psychological contributions are particularly welcome. Topics include
causation, correlates, consequences, co-morbidity,
treatment/prevention, etc.
To join send the message
join depression firstname lastname
to mailbase@mailbase.ac.uk
Owner: depression-request@mailbase.ac.uk
----------------------------------------------------------------------
clinical-psychology on mailbase@mailbase.ac.uk
This list promotes the exchange of ideas on matters relevant to
clinical psychology, and particularly to the practice of clinical
psychology.
To join send the message
join clinical-psychology firstname lastname
to mailbase@mailbase.ac.uk
Owner: clinical-psychology-request@mailbase.ac.uk
----------------------------------------------------------------------
child-psychiatry on mailbase@mailbase.ac.uk
The Child Psychiatry list is devoted to the discussion of various
issues around Child and Adolescent Psychiatry. This includes
treatment issues, psychopharmacology, inpatient/outpatient care
plans, emergency child/adolescent psychiatry etcetera.
To join send the message
join child-psychiatry firstname lastname
to mailbase@mailbase.ac.uk
Owner: child-psychiatry-request@mailbase.ac.uk
----------------------------------------------------------------------
helplessness on mailbase@mailbase.ac.uk
Learned Helplessness and Explanatory Style was created to discuss the
latest research on animals and humans, biological substratum,
depression, anxiety, prevention, CAVE, politics, children, personal
control, health, battering, bereavement, PTSD, sex differences,
pessimism, work, heritability.
To join send the message
join helplessness firstname lastname
to mailbase@mailbase.ac.uk
Owner: helplessness-request@mailbase.ac.uk
----------------------------------------------------------------------
traumatic-stress on mailbase@mailbase.ac.uk
This list promotes the investigation, assessment, and treatment of
the immediate and long-term psychosocial, biophysiological, and
existential consequences of highly stressful (traumatic) events. Of
special interest are efforts to identify a cure of PTSD
(Post-traumatic Stress Disorder)
To join send the message
join traumatic-stress firstname lastname
to mailbase@mailbase.ac.uk
Owner: traumatic-stress-request@mailbase.ac.uk
----------------------------------------------------------------------
transcultural-psychology on mailbase@mailbase.ac.uk
Discussion of the delivery of mental health services to diverse
cultures. Topics may include, cultural differences in views on
mental disorders, culture-specific syndromes, collaboration between
Western and traditional healers, and cultural variance in symptoms.
To join send the message
join transcultural-psychology firstname lastname
to mailbase@mailbase.ac.uk
Owner: transcultural-psychology-request@mailbase.ac.uk
----------------------------------------------------------------------
psychiatry-assessment on mailbase@mailbase.ac.uk
This sublist focusses on research and clinical issues related to use
of psychological tests (including traditional clinical instruments &
normal personality measures) in psychiatry and clinical psychology.
To join send the message
join psychiatry-assessment firstname lastname
to mailbase@mailbase.ac.uk
Owner: psychiatry-assessment-request@mailbase.ac.uk
----------------------------------------------------------------------
psy-language on mailbase@mailbase.ac.uk
For discussions related to language and psychopathology. Discussions
could include: theories of language and their relevance for the study
of psychopathological speech, new research and publications in the
area, requests for help with one's own research.
To join send the message
join psy-language firstname lastname
to mailbase@mailbase.ac.uk
Owner: psy-language-request@mailbase.ac.uk
----------------------------------------------------------------------
psycho-pharm on listserv@netcom.com Psychopharmacology
The purpose of the Psychopharmacology Mailing List, psycho-pharm,
is to provide a forum for for the professional discussion of all
aspects of clinical psychopharmacology. Clinical psychopharmacology
is broadly defined as the treatment individuals with psychiatric
disorders through the use of psychotropic medications. All mental
health professionals, and graduate students may subscribe to the
Psychopharmacology Mailing List.
To join send the message
subscribe psycho-pharm your-Internet-address
to listserv@netcom.com
PLEASE NOTE: The subscription address AND SYNTAX for the
psycho-pharm list differs from the other InterPsych
lists announced above AND from normal Revised LISTSERV.
Owner: Dr. Ivan Goldberg ikg@phantom.com.
----------------------------------------------------------------------
----------------------------------------------------------------------
Ian Pitchford, c/o Department of Biomedical Science, University of
Sheffield, Western Bank, SHEFFIELD, S10 2TN, United Kingdom.
E-mail: I.Pitchford@Sheffield.ac.uk, md932481@silver.shef.ac.uk
-----------------------------------------------------------------------
For the psychiatry database telnet bubl.bath.ac.uk, login bubl. Search
the subject tree for 616.89 Psychiatry. Contributions welcome.
http://www.bubl.bath.ac.uk/BUBL/home.html (BUBL)
http://mailbase.ac.uk/welcome.html (MAILBASE)
----------------------------------------------------------------------
===========================================================
==============
#256
Date: Mon, 15 Aug 1994 13:52:00 CDT
From: Rob Sepich
Subject: Peer Review of Health Educators
The Health Promotion Program of University Health Services at the Univ of
Wisconsin is looking into a peer review system of the counseling work done by
our health educators (e.g., nutrition, sexuality, ATODA, stress). The system
would be modeled from the peer review work done by physicians and nurses in the
Health Service.
1. Is this being done in Health Education/Promotion elsewhere?
2. If so, what is your system like and how does it work?
Thank you.
Rob Sepich
rsepich@macc.wisc.edu
608/265-2536
Rob Sepich, University Health Services
1552 University Ave; UW-Madison; 608/265-2536
Internet: rsepich@macc.wisc.edu
===========================================================
==============
#257
Date: Tue, 16 Aug 1994 13:54:00 EDT
From: "Robin Rager (814) 863-0435"
Subject: Worksite Health Promotion Legislation Update
Here's a status report on the health care reform legislation related to the
provision of financial incentives for worksite health promotion programs,
courtesy of the Worksite Health Promotion Alliance.
- - The original note follows - -
³ ³ ³
³ ³ ³
8/15/94 \³/ UPDATE !! \³/ UPDATE !! \³/ 8/15/94
³ ³ ³
WORKSITE HEALTH PROMOTION FINANCIAL INCENTIVES
IN THE HEALTH CARE REFORM LEGISLATION
FROM THE WORKSITE HEALTH PROMOTION ALLIANCE....
STATUS OF LEGISLATION IN THE SENATE:
The Worksite Health Promotion Alliances (WHPA) has reached a
critical stage in its health reform efforts and needs your help
to protect the worksite health promotion incentives that are
currently in the Senate bill presented by Senate Majority Leader
George Mitchell (D-ME) on August 3, 1994. Senate debate on
health reform began last Tuesday and is expected to continue for
at least the next week.
We are happy to report that the bill, as presented, contains
incentives for worksite health promotion. While the language in
the bill is much briefer than that contained in Committee
versions, the incentives are expected to remain the same.
Senator Mitchell's bill contains the following language in
Section 1486:
(a) IN GENERAL -- The Secretary Õof Laborþ shall develop
certification criteria for workplace wellness programs.
(b) APPLICATION OF SECTION -- Any health plan may offer a
uniform premium discount, not to exceed 5 percent, to
employers maintaining certified workplace wellness programs.
However .... Mitchell's bill is under attack and all provisions
are open to debate. Amendments to the current bill and
substitutes for the bill will be offered. Some of these could
change or delete the incentives we have worked so hard to have
included in the bill. We must keep pressure on Members of
Congress to ensure that adequate incentives remain in any health
reform legislation that is eventually passed.
We have identified the following Senators as supporters or
moderates who should be asked to help ensure that these
incentives remain in the health reform bill. Call them and
encourage them to work to ensure that incentives for worksite
health promotion are not inadvertently deleted by any floor
amendments or substitute bills. You may reach the Members by
dialing (202) 224-(see ext. below). Please call us or fax us
with any feedback you receive.
Extension Extension
Jeff Bingaman (D-NM) 5521 Bill Bradley (D-NJ) 3224
John Breaux (D-LA) 4623 John H. Chafee (R-RI) 2921
Kent Conrad (D-ND) 2043 Dave Durenberger (R-MN) 3244
Dianne Feinstein (D-CA) 3841 Bob Graham (D-FL) 3041
Tom Harkin (D-IA) 3524 Bob Kerrey (D-NE) 6551
Herb Kohl (D-WI) 5653 Frank Lautenberg (D-NJ) 4744
Patrick Leahy (D-VT) 4242 Joe Lieberman (D-CT) 4041
Claiborne Pell (D-RI) 4642 Donald Riegle,Jr.(D- MI) 4822
Paul Simon (D-IL) 2152 Harris Wofford (D-PA) 6324
STATUS OF LEGISLATION IN THE HOUSE:
House Majority Leader Richard Gephardt (D-MO) introduced the
House version of the health reform bill on Friday, July 29, but
has not yet released the language used in the bill. WHPA has
been informed by several sources that this bill provides only for
a "demonstration project" for worksite health promotion.
Unlike the Senate, the number of amendments that can be offered
to the House bill is strictly limited by the House Rules
Committee. It is expected that very few amendments will be
allowed, with the majority of those being substitutes for the
entire bill. While the House is to begin debates next week,
there may be an opportunity to get this language in the bill.
Every organization and individual should send a letter to
Majority Leader Gephardt urging him to include these incentives
in the bill. Fax you letters to (202) 225-7414 and send a copy
to us as well.
__________________
For further information about legislative or grass roots
activities contact Worksite Health Promotion Alliance
representatives Bob Waters at (202) 857-6398, or Lynn Frendt
Shotwell at (202) 857-6351, Fax (202) 857-6395.
===========================================================
==============
#258
Date: Tue, 16 Aug 1994 15:20:00 EDT
From: "Robin Rager (814) 863-0435"
Subject: Worksite Health Promotion Legislation Update
An update on health care legislation related to worksite health promotion
financial incentives, courtesy of the Worksite Health Promotion Alliance
(WHPA).
- - The original note follows - -
³ ³ ³
³ ³ ³
8/15/94 \³/ UPDATE !! \³/ UPDATE !! \³/ 8/15/94
³ ³ ³
WORKSITE HEALTH PROMOTION FINANCIAL INCENTIVES
IN THE HEALTH CARE REFORM LEGISLATION
FROM THE WORKSITE HEALTH PROMOTION ALLIANCE....
STATUS OF LEGISLATION IN THE SENATE:
The Worksite Health Promotion Alliances (WHPA) has reached a
critical stage in its health reform efforts and needs your help
to protect the worksite health promotion incentives that are
currently in the Senate bill presented by Senate Majority Leader
George Mitchell (D-ME) on August 3, 1994. Senate debate on
health reform began last Tuesday and is expected to continue for
at least the next week.
We are happy to report that the bill, as presented, contains
incentives for worksite health promotion. While the language in
the bill is much briefer than that contained in Committee
versions, the incentives are expected to remain the same.
Senator Mitchell's bill contains the following language in
Section 1486:
(a) IN GENERAL -- The Secretary Õof Laborþ shall develop
certification criteria for workplace wellness programs.
(b) APPLICATION OF SECTION -- Any health plan may offer a
uniform premium discount, not to exceed 5 percent, to
employers maintaining certified workplace wellness programs.
However .... Mitchell's bill is under attack and all provisions
are open to debate. Amendments to the current bill and
substitutes for the bill will be offered. Some of these could
change or delete the incentives we have worked so hard to have
included in the bill. We must keep pressure on Members of
Congress to ensure that adequate incentives remain in any health
reform legislation that is eventually passed.
We have identified the following Senators as supporters or
moderates who should be asked to help ensure that these
incentives remain in the health reform bill. Call them and
encourage them to work to ensure that incentives for worksite
health promotion are not inadvertently deleted by any floor
amendments or substitute bills. You may reach the Members by
dialing (202) 224-(see ext. below). Please call us or fax us
with any feedback you receive.
Extension Extension
Jeff Bingaman (D-NM) 5521 Bill Bradley (D-NJ) 3224
John Breaux (D-LA) 4623 John H. Chafee (R-RI) 2921
Kent Conrad (D-ND) 2043 Dave Durenberger (R-MN) 3244
Dianne Feinstein (D-CA) 3841 Bob Graham (D-FL) 3041
Tom Harkin (D-IA) 3524 Bob Kerrey (D-NE) 6551
Herb Kohl (D-WI) 5653 Frank Lautenberg (D-NJ) 4744
Patrick Leahy (D-VT) 4242 Joe Lieberman (D-CT) 4041
Claiborne Pell (D-RI) 4642 Donald Riegle,Jr.(D- MI) 4822
Paul Simon (D-IL) 2152 Harris Wofford (D-PA) 6324
STATUS OF LEGISLATION IN THE HOUSE:
House Majority Leader Richard Gephardt (D-MO) introduced the
House version of the health reform bill on Friday, July 29, but
has not yet released the language used in the bill. WHPA has
been informed by several sources that this bill provides only for
a "demonstration project" for worksite health promotion.
Unlike the Senate, the number of amendments that can be offered
to the House bill is strictly limited by the House Rules
Committee. It is expected that very few amendments will be
allowed, with the majority of those being substitutes for the
entire bill. While the House is to begin debates next week,
there may be an opportunity to get this language in the bill.
Every organization and individual should send a letter to
Majority Leader Gephardt urging him to include these incentives
in the bill. Fax you letters to (202) 225-7414 and send a copy
to us as well.
__________________
For further information about legislative or grass roots
activities contact Worksite Health Promotion Alliance
representatives Bob Waters at (202) 857-6398, or Lynn Frendt
Shotwell at (202) 857-6351, Fax (202) 857-6395.
===========================================================
==============
#259
Date: Mon, 22 Aug 1994 15:48:44 CDT
rom: Nicholas K Iammarino
Subject: New email userid
Dear Colleagues,
If anyone is interested, I have changed my email userid.
It used to be iammari@rice.edu
It is now nki@rice.edu
This should appear in the next HEDIR updated directory.
Keep those cards and letters comin' and I look forward to seeing many of
you in Houston in October at ASHA.
******************************* ******************************
Nicholas K. Iammarino, Ph.D., CHES
Professor Chief, Health Professions Advisor
Department of Human Performance Health Professions Office
and Health Sciences MS-545 Ley Student Center MS-529
Rice University Rice University
6100 Main Street 6100 Main Street
Houston, Tx. 77005 Houston, Tx. 77005
713-527-4058 713-527-4998
713-285-5329 FAX 713-285-5199 FAX
****************************** ******************************
===========================================================
=====================
Received: from vm42.cso.uiuc.edu by SIUCVMB.SIU.EDU (IBM VM SMTP
V2R2) with TCP;
Mon, 28 Nov 94 09:26:29 CST
Received: from VM42.CSO.UIUC.EDU by vm42.cso.uiuc.edu (IBM VM SMTP
V2R2)
with BSMTP id 2412; Mon, 28 Nov 94 15:26:15 UTC
Received: from SIUCVMB.BITNET (NJE origin MAILER@SIUCVMB) by
VM42.CSO.UIUC.EDU
(LMail V1.2a/1.8a) with BSMTP id 3447; Mon, 28 Nov 1994 15:26:01 +0000
Received: from SIUCVMB.BITNET by SIUCVMB.BITNET (Mailer R2.07) with
BSMTP id
4245; Mon, 28 Nov 94 09:07:08 CST
Date: Mon, 28 Nov 1994 09:06:20 -0600
From: BITNET list server at SIUCVMB (1.8a)
Subject: File: "HEDIR LOG9409"
To: "Mark J. Kittleson"
===========================================================
==============
#260
Date: Mon, 29 Aug 1994 10:38:09 -0400
From: Stacey Beth Rattner
Subject: A Call for Delphi Panelists
ATTENTION!
Graduate Research Study Seeking:
Instructors of Personal Health Courses
% Are you currently teaching or have you taught an undergraduate personal
health course in the United States in the past three years?
% Do you have access to an e-mail account?
% Would you like to participate as a Delphi panelist to determine the
relationship between student and faculty perceptions of student health
concerns and content priorities for the personal health course?
If you have answered YES to all of these questions or know someone who fits
these criteria, please contact Stacey Rattner (coke@wam.umd.edu) or Dr. Robert
Gold (73002.1774@compuserve.com).
===========================================================
==============
D