=========================================================================
#380
Date: Sat, 1 Apr 1995 18:04:34 -0800
From: Lawrence Green
Subject: NUD.IST workshop (fwd)
For those considering coming to our 3-day (June 12-14) or 5-day (June
12-16) 2nd UBC Summer Institute on Health Promotion Planning and
Evaluation, here is an option for days 4-5 (Thurs.-Friday). You might be
more interested in the qualitative methods featured in this workshop than
the quantitative and EMPOWER software options offered in our
Thursday-Friday program. If you have not received a brochure on our
Summer Institute and would like to have one, reply to me by e-mail or
call Wood & Associates in Vancouver, BC (604) 688-3787, or fax (604)
688-5749. --Larry Green
---------- Forwarded message ----------
Date: Mon, 27 Mar 95 17:26:29 EST
From: Joan Bottorff
To: Multiple recipients of list
Subject: NUD.IST workshop
**********************************************
Qualitative Analysis Workshop Using NUD*IST
A 2-day workshop with Associate Professor Lyn Richards,
Co-designer of the NUD*IST software
June 15 -16, 1995
University of British Columbia
Vancouver, British Columbia
**********************************************
WHAT IS NUD*IST?
QSR NUD*IST (Non-numerical Unstructured Data Indexing Searching and
Theorising) is a graphical user interface program (for IBM-PC or Macintosh)
designed to help researchers handle small or large mountains of words (or
any other unstructured on-line or off-line records). A document system
supports thorough organisation and rigorous analysis whilst not damaging
the complexity or losing the context of these records. The researcher
creates and manages ideas and categories in a flexible index system.
Coding is done simply on the screen, exploring is done by searching text or
coding. The program uniquely supports the qualitative techniques of
exploration of data, returning discoveries and answers to the system as
more data for future exploration and interrogation.
NUD*IST is the product of research at La Trobe University in Melbourne and
is sold in 40 countries around the world, handling unstructured data in a
very wide range of areas in and outside academia. These areas including
social, health, legal, educational, literary, historical, business,
evaluation and policy research. A spin-off company of La Trobe University,
Qualitative Solutions and Research, now develops and markets the software.
NUD*IST runs on IBM/PC-Windows and Macintosh computers, in identical
graphical user interface version 3.0. Researchers can move swiftly between
tasks on multiple windows. The new version includes visual display of
index system, on-screen indexing for documents, editing of documents
or memos, and rapid access via menus and dialogue boxes to the
many interlinked processes available.
WHO SHOULD ATTEND?
- Senior/graduate tertiary students and teaching staff, and
- Researchers from academia, government, and the private sector who
- are NUD.IST users
- may become NUD.IST users
- want to learn about computational qualitative analysis methods;
- Computing support staff for the above;
- People who are (or are interested in becoming) trainers, or
consultants for NUD.IST;
- Main discipline areas are:
- Social science research
- Education research (and as a high-school/tertiary study aid)
- Humanities involving textual research
- Health research
- Nursing research
- Business studies
- Market research
- Evaluation studies
- Law and legal studies
- Community organisations with research arms
- Political parties
- Local-body, State and Federal government agencies involved in community
research
THE TWO DAY WORKSHOP:
This workshop will teach and demonstrate on computer the main methods
NUD*IST provides for managing data and ideas, and linking them.
Participants will be given free demonstration diskeettes with tuorials, to
enable them to explore the program in their own time. A discounted
price will be avilable for purchases made at the workshop.
Associate Professor Lyn Richards is a Reader in Sociology at La Trobe
University, author or co-author of three books on Australian family like.
With Associate Professor Tom Richards she developed the NUD*IST
softward and had authored chapters and papers in interantion collections
on qualitativ computing (most recently the capter on computing
in the Sage Handbook of Qualitative Analysis, eds N. Denzin and
Y. Lincoln).
WORKSHOP OUTCOMES:
Participants will learn how to
- start a project and quickly get going with analysis
- store and retrieve documents
- record factual information, write and edit a memo about the document
- search for words, phrases, or patterns of characters and automatically
index them
- on-screen indexing of documents
- find passages of text and the ideas in them
- learn new techniques for interpretation and analysis,
- record emerging theoretical understanding,
- search for combinations of indexing
- store and build on answers to questions
- test theories or hypotheses and link with numerical analysis
The first day will cover:
Morning:
Qualitative computing, its relevance, range of programs
NUD*IST and its tool kit: applicability to different research approaches
Introducing and understanding the program
Designing and starting a project
Preparing documents (on-line or off-line)
Document introduction
Afternoon:
Qualitative coding and data management processes
Doing coding and starting an index system
Index system design
Using the editor and storing ideas in memos at documents and categories
Techniques for categorizing and theorizing
The second day will cover:
Morning:
Ways of asking questions
Text searching, for exploratory purposes
Saving the answers and building on them
Using text search for auto-coding
Introduction to command files
Afternoon:
Theorising and analysis processes,
Asking questions with index searches and combining them in enquiries
Exploiting the analysis tools and editor
Building theories and testing hypotheses
Automating processes by command file
FOR FURTHER INFORMATION CONTACT:
"Qualitative Analysis Workshop Using NUD*IST
School of Nursing
University of British Columbia
T206 - 2211 Wesbrook Mall
Vancouver, BC, Canada
V5Z 2B2
fax: (604)822-7466
tel: Joan Bottorff (604) 7438
e-mail: bottorff@nursing.ubc.ca
REGISTRATION FORM
Space is limited. Register early by completing this form
and return with your cheque or money order to the address
listed below.
Name: ________________________________________
Telephone (home/work) ___________________________
Address (for registration materials) __________________
______________________________________________
______________________________________________
______________________________________________
Fax: _______________________
E-mail: _____________________
Institutional Affiliation: ____________________________
Enclosed is my cheque or money order for (circle one):
Before May 15 After May 15
Student $175 $225
Faculty & others $275 $325
Students: Please attach a copy of your current student
registration or ID card to this form
Signature: ______________________________________
Please enclose a cheque or money order in Canadian funds
payable to "Qualitative Analysis Workshop Using NUD*IST"
and mail with this form to:
Qualitative Analysis Workshop Using NUD*IST
School of Nursing
University of British Columbia
T206-2211 Wesbrook Mall
Vancouver, BC
Canada V6T 2B3
=========================================================================
#381
Date: Mon, 3 Apr 1995 11:33:51 +0000
From: Maud M van der Venne
Organization: Edinburgh University
Subject: Community participation
I am working as a research-fellow in the United Kingdom. My area of
onterest is community participation and social action in relation to
urban policy and practice. I would like to know if a kind of kit or tool is
developed for measuring participation at the community level. I have
got the Susan Rifkin's web and literature that focuses mainly on
measuring participation at a decision-making or policy-making level.
The idea is to develop a kind of kid or tool for community workers that
they can use for instance, evaluating participation.
If you got some suggestions or literature that would be very helpful.
Furthermore, has somebody used the social action theory in Health
Education?
Thanks for the effort
Maud van der Venne
reply to: m.van.der.Venne.ed.ac.uk
=========================================================================
#382
Date: Mon, 3 Apr 1995 11:14:12 -0500
From: Jim Robinson
Subject: Quality of Life Survey
A colleague of mine needs some help. He is looking for an instrument whihc
measures quality of life. The survey was presented at the AAHPERD
Convention in New Orleans a few years back. We are trying to locate the
instrument and/or the author who developed it. From what information he has
from his conference notes. The instrument measures quality of life using
continuous measures of the individual's perceptions of personal quality of
life. PLEASE CONTACT HIM DIRECTLY AND NOT THROUGH THE LISTSERVE.
Dr. John Green at: JSGREEN@ACS.tamu.edu
Thanks.
=========================================================================
#383
Date: Tue, 4 Apr 1995 14:28:58 EDT
From: Joyce Morris
Subject: community health analysis course
I am beginning to develop a course on community health analysis for
graduate students in public health [not just health ed]. I am probably
going to use the APEX manual as one of the major text and guide for the
course. I am thinking of including topics like housing assessment in
addition to those traditionally associated with health like disease rates.
As I currently conceptualize this course I will be teaching how to do
the assessment more than what you should include. I will be assuming
that students have completed courses like epidemiology that will have
taught them how to calculate a rate but not how to do a projection of
incidence in the population if the data they have is from a sample.
I am looking for any assistance - syllabus of a course you currently/
previously teach/taught, text and reading suggestions, assignment
suggestions, etc. I am interested in background information for my
own use as well as materials for the students.
TIA
Joyce Morris jjmorris@gandalf.rutgers.edu
=========================================================================
#384
Date: Tue, 4 Apr 1995 22:15:58 -0500
From: emiller@VMS1.GMU.EDU
Subject: SPIRITUAL HEALTH
In-Reply-To: <9504031100.AA21366@gmu.edu>
Hello everyone. I was wondering if I could make a request. I have been
asked to give a talk on spiritual health to a church group and I could
use some input:
Does anyone know a simple to use spiritual health self-assessment
instrument (for lay people)?
Does anyone have a short list of resources in spiritual health (so I can
kindly refer the audience to at the end of my talk).
Thanks for helping me out. I will "credit" you during my introduction to
the audience.
Rich Miller
George Mason University
emiller@vms1.gmu.edu
=========================================================================
#385
Date: Wed, 5 Apr 1995 09:19:39 EDT
From: Anthony V Parrillo
Subject: Re: community health analysis course
In-Reply-To: Message of Tue,
4 Apr 1995 14:28:58 EDT from
Dear Joyce:
At East Carolina we teach a course on Planning & Evaluation which, over the
years, has evolved into a course on Community Diagnosis (CDx). Our course
sounds strikingly similar to the one you are developing -- ours includes both
undergraduate and graduate students.
Our course involves the identification of major health problems in the
communi-
ty in which students will undertake their internships. It is based on the
APEX
protocol, and includes Model Standards, Model Communities, Healthy People
2000,
and Healthy Carolinians 2000 in the theoretical framework.
I have several resources to share with you (besides the course syllabus). If
you get the chance, please call me @ 919-328-4638. My office hours are: Tue,
Wed, Thu --> 9:00-to-10:00 AM; Fri --> 2:00-to-5:00 PM.
Look forward to hearing from you.
/avp
Anthony V. Parrillo, PhD, CHES Assistant Professor
East Carolina University
School of Health & Human Performance
Department of Health Education
A-11 Minges Coliseum Greenville, NC 27858 919-328-4638
Bitnet: COPARRIL@ECUVM1 Internet: COPARRIL@ECUVM.CIS.ECU.EDU
=========================================================================
#386
Date: Wed, 5 Apr 1995 09:54:26 -0400
From: Miriam Kiser
Subject: Spiritual assessment (fwd)
Mr. Miller et al,
I apologize for the length of this response. This is a spiritual
assessment bibliography posted to our list a few months ago. If you would
like for me to post your request to our Interfaith Health Practices-NET,
please let me know. You may get some more useful information there.
Another contact individual would be Brian Luke Seaward, Ph.D. who has done a
lot of work in this area. His phone number is 303-678-9962.
---------- Forwarded message ----------
Date: Mon, 30 Jan 1995 02:40:33 -0500 (EST)
From: WNB850@delphi.com
To: IHP-net@interaccess.com
Subject: Spiritual assessment
Last week an enquiry was posted on IHP-net concerning spiritual assessment
in hospice settings. I replied to the enquirer, sending him details about a
number of articles in the literature concerning this subject.
This past weekend, it has occured to me that there may be others who would
like to see this bibliography. They were taken from a database of pastoral
care literature which I have been building over the last 7-8 years. There
are currently over 4 800 abstracts in the database.
If you would like to know more about this project and receive a free copy of
the eight-page publication of recent abstracts, send me your name and
address and I shall mail you the latest issue.
I am attaching here the list of assessment articles which have been
abstracted.
Material obtained from The ORERE SOURCE, a database of pastoral
abstracts:
As of 012895, database holds 4 884 abstracts.
LNA[ Allison FNA[ David W.
ART[ Communicating clinical pastoral assessments with the
healthcare team]
JNL[ J. of Pastoral Care VOL[ 46 # 3 (Fall 1992)]
PP[ 273-282
ABS[ Describes the use of a spiritual assessment instrument in a
general hospital, making use of a graphic tool for communicating
assessments to the other members of the team. The benefits of its
use are described. While open to some critical comment, Allison's
work makes a useful addition to the question of how to ensure
that pastoral assessment has its righful place in the planning of
patient care.
LNA[ Bracki, J. M. Thibault, F.E. Netting, & J.W. Ellor FNA[
Marie
ART[ Principles of integrating spiritual assessment into
counseling with older adults]
JNL[ Generations VOL[ 14 # 4 (Fall 1990)]
PP[ 55-58
ABS[ Brief overview of the development of the understanding of
religion's role in older persons, followed by an also brief
review of the development of ways of assessing religion,
religiosity, the spiritual well-being and spiritual needs of this
group of persons. The authors then describe a model they have
developed in order to understand spiritual functioning and
integration. How this model may be used, and its implications for
care of the aged at programmatic, the organizational, community
and policy levels are then discussed.
LNA[ Dudley, Cheryl Smith and Martin B. Millison FNA[ James R.
ART[ Unfinished business: assessing the spiritual needs of
hospice patients]
JNL[ Healing Ministry VOL[ 1 # 2 (March/April 1994)]
PP[ 8-15
ABS[ Report of a study of 117 hospice staff contacted in New
Jersey, New York and Pennsylvania hospices. One hundred
responded. The study was designed to discover whether these staff
conducted spiritual assessments with their clients, and if they
did, to find out what they asked. The methodology and the study
questions asked are described. The authors preface their findings
by describing some recent attempts to define spiritual assessment
(and delineating it from religious assessment) and some of the
issues related to spiritual assessment. They also report their
examination of whether and in what ways spiritual assessments are
used as a basis for planning spiritual intervention. The article
would be a useful introductory resource for discussing the
subject of spiritual assessment.
LNA[ Emblen, George Fitchett, Carol J. Farran and J. Russell
Burck FNA[ Julia Q.
ART[ Identifying parameters of spiritual need]
JNL[ Caregiver Journal VOL[ 8 # 2 (1991)]
PP[ 44-49
ABS[ Description of an initial step in the process of preparing
a spiritual assessment tool. The tool is multi-dimensional, takes
religious beliefs, experiences and practises into account, as
well as psychological and sociological components of
spirituality.
LNA[ Fitchett and Russell Burck FNA[ George ART[ A
multi-dimensional, functional model for spiritual assessment]
JNL[ Care Giver Journal VOL[ 7 # 1 (1990)]
PP[ 43-62
ABS[ A follow-up report on the project to understand
spiritual assessment. The authors describe how they understand
spirituality, they present a case, the model is used to provide
an understanding of the case, and the strengths and weaknesses of
the model are presented. They also suggest directions for further
research.
LNA[ Fitchett, J. Quiring-Emblem, C. Farran and J. Russell Burck
FNA[ George
ART[ A model of spiritual assessment]
JNL[ Care Giver Journal VOL[ 5 (Sept 1988)]
PP[ 144-154
ABS[ Describes a project at Rush-Presbyterian-St Luke's Medical
Center in Chicago focussing on spiritual assessment. The goal of
the project was to develop a method by which spiritual
care-givers could assess the spiritual well-being of a hospital
patient. The paper describes problems of definition, criteria for
evaluating other models, a perspective on applying the model and
its use.
LNA[ Hay FNA[ Milton W.
ART[ Principles in building spiritual assessment tools]
JNL[ American J. of Hospice Care VOL[ - (Sept/Oct 1989)]
PP[ 25-31
ABS[ Having defined spirituality, to distinguish the concept from
religious beliefs, Hay discusses five principles of assessment.
These are that: (1) the categories of spirituality should
encompass both religious and non-religious belief systems; (2)
the language of the assessment tools must respect the integrity
of both psychology and religion; (3) spiritual needs may become
evident only after a certain "threshold of acuity" is
psychosocial assessments is crossed; (4) it must be acknowledged
that the varied systems human reality each have rich resources
within them to effect healing; and (5) that spiritual assessment
and intervention must take in to account the ways that spiritual
developments occur in people. Hay provides his spiritual
diagnosis categories and gives case examples to illustrate how
his system works. He also includes the assessment form which is
used for recording the initial spiritual assessment.
LNA[ Horvat FNA[ Ed
ART[ Pastoral care: stories of healing in hospice]
JNL[ The CareGiver Journal VOL[ 9 # 4 (1992)]
PP[ 16-20
ABS[ Two case studies are presented, illustrating the importance
of addressing issues in the area of spirituality for persons who
are terminally ill. Spiritual care is a necessary part of hospice
services if quality holistic care is to be provided and
assessment must be used for providing this care.
LNA[ MacDonald, Rita Sandmaier, and Robin L. Fainsinger FNA[
Susan M.
ART[ Objective evaluation of spiritual care: a case
report]
JNL[ J. of Palliative Care VOL[ 9 # 2 ( - 1993)]
PP[ 47-49
ABS[ A case history is presented which shows
the importance of spiritual counseling as a therapeutic modality.
The authors objectively evaluated the therapeutic value of
pastoral care using visual analog scores. (VAS) (Note: This
method of objectively measuring patient response is not described
here, but there is a reference to an earlier paper describing
what they have called "the Edmonton symptom assessment system.")
The care team began with the belief that the impact of the
spiritual issues on the patient's symptoms was profound. All of
the team's interventions in the patient's behalf are considered
for their impact, including medication for pain and depression.
The team's judgment, and that of the patient herself was that
what had made the difference to her symptoms was "talking to
Rita", the pastoral care worker. In the subsequent discussion,
the authors note the problem of defining spirituality, and who
should provide this care. They conclude with guidelines for the
benefit of the pastoral person. The importance of this paper lies
in the report of an objective attempt to clinically evaluate
pastoral care in the way that any intervention would be
evaluated. It is also pointed out that both spiritual and
physical suffering must be provided in palliative care, and that
treating one arena affects the other.
LNA[ Maloney FNA[ H. Newton
ART[ Making a religious diagnosis: the use of religious
assessment in pastoral care and counseling]
JNL[ Pastoral Psychology VOL[ 41 # 4 (March 1993)]
PP[ 237-246
ABS[ Maloney believes the practise of assessment is important
because it assures a unique role for pastoral counselors in the
helping process. He uses the method first developed and used by
Paul Pruyser. He briefly describes how Pruyser developed his
model, and the assumptions which underly it. Maloney urges
pastoral counselors to help persons grow in their spiritual life
by raising issues made explicit in the assessment process.
LNA[ Nash FNA[ Roy B.
ART[ Life's major spiritual issues: an emerging framework for
spiritual assessment and pastoral diagnosis]
JNL[ Care Giver Journal VOL[ 7 # 1 (January 1990)]
PP[ 3-42
ABS[ Nash's framework for evaluating the spiritual life of
persons. He has identified nineteen different dimensions, each of
which has three traits. He presents three cases and uses them to
illustrate how his model might be applied. He concludes with a
discussion of the implications of the model.
LNA[ Stoddard and Jean Burns-Haney FNA[ Gregory
ART[ Developing an integrated approach to spiritual assessment:
one department's experience] JNL[ Care Giver Journal VOL[ 7 # 1
(1990)]
PP[ 63-86
ABS[ Description of a chaplaincy department's efforts to develop
an integrated approach to the task of spiritual assessment of
patients in a general medical hospital. Choosing a model,
adopting methodology, developing tools and conducting evaluation
procedures is described.
LNA[ Weston FNA[ John H.
ART[ The spiritual dimension in psycho-social assessment: a case
study]
JNL[ J. of Religion and Health VOL[ 30 # 3 (Fall 1991)]
PP[ 207-214
ABS[ An extensive case study of an 81 year old Jewish immigrant
which carefully describes her history and current situation. In
the process, Weston allows the reader to see the place and value
of both ministry and the task of pastoral assessment.
Noel Brown
wnb850@delphi.com
=========================================================================
#387
Date: Wed, 5 Apr 1995 23:58:04 -0400
From: Andrea Frank
Subject: Re: SPIRITUAL HEALTH
Rich, I coordinate a group called the Spiritual Wellness Network. This is an
interdisciplinary learning network for health and human service professionals
interested in exploring the connection between spirituality and health.
I'll be happy to share some of our resources with you for your church group
presentation, but I need a little more information from you first.
Spiritual health is a broad umbrella term. I conceptualize 3 different
dimensions of spiritual health:
1) the relationship between spirituality and mental health (e.g. role of
spirituality in recovery from addictions, etc.)
2) the relationship between spirituality and physical health (e.g., healing
power of prayer, the religious communities response to people with
disabilities, etc.)
3) discernment of healthy spirituality -- what is spiritual wellness? (e.g.
religious cults, religious abuse and religious addiction, sexual exploitation
by clergy, the problem of God and suffering, etc.)
Any of these areas and sub-areas could be a whole program in itself. What
area will you be zeroing in on for your talk, and will you be speaking to
mainline protestants, catholics, jews, evangelicals, pentecostals, or some
other group? I assume you're also trying to develop a resource list that
targets a lay audience rather than citations written in academic-ese?
I don't know of any generic spiritual health assesment instruments, although
one for Catholics was developed by David Moberg at Marquette University in
Milwaukee about 10 years ago. (He has since retired). You also might want
to contact Ann Solari Twadell who's involved in a long-standing parish
nursing health promotion program established by the Lutheran Health Care
System (708-696-8775).
I'll be happy to provide more info as soon as you relay more specifics.
Andrea Frank
andyfrank@aol.com
(Weaver, Spiritual Wellness Network
and Wellness Instructor, Waukesha County Technical College
and doctoral student at University of Wisconsin - Madison)
=========================================================================
#388
Date: Thu, 6 Apr 1995 15:59:00 EDT
From: lb30
Subject: Re: assessment tool
In-Reply-To: <9503292352.AA07537@umailsrv1.UMD.EDU>
Hi. I used to work with Dr. Sheryl Ryan at the University of Maryland at
Baltimore's Adolescent Clinic. She worked with Hopkins on a CHIP tool (I
forget what the acronym stands for). This "tool" was, I believe, designed
for use with an adolescent population. Her phone number is (410) 328-6495
at work. Good Luck!
Linda J. Brafford
University of Maryland, College Park
=========================================================================
#389
Date: Fri, 7 Apr 1995 09:29:22 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: I'm back
Besides missing the week for the AAHE meeting in Portland I had
an unexpected family matter take place for these past few days...so
I've been out of touch for almost two weeks. For those of you that
have asked for information/help, I apologize for my delay...hopefully
everybody is up to snuff.
A couple of points: first, it was good seeing many of you in Portland.
The directories continue to grow, and it's basically through your word
of mouth.
Second, I'm continuing to update the lists through my filemanager.
If you need to update your list, use the commands that I sent you
last month. If you have further problems, contact me.
Third, the graduate students will be sending out an evaluation
survey on the list. Please take a few minutes and respond to it.
It's more than just a class project, it will really help us determine
future needs. I will not see individual responses...only group scores.
Finally, mother's day is coming up soon...make sure you give your mom
a call.
=========================================================================
#390
Date: Fri, 7 Apr 1995 12:25:53 -0400
From: Darwin Dennison
Organization: University at Buffalo
Subject: Re: I'm back
Mark... good to have you back... hope you enjoyed Portland...when there
is a break in the action, please send me an updated list of members...
for AAHE News... Thanks... Darwin Dennison.
=========================================================================
#391
Date: Fri, 7 Apr 1995 10:26:00 EST
From: "Herrington, James E."
Subject: Community health education short courses
Colleagues:
Am interested in locating information/contacts re short courses (4-8 weeks)
in community health education intended for international health professionals
from developing countries. Looking for English, Spanish, and/or French
offerings. Thanks!
Jim Herrington
Health Education Specialist
CDC Division of Vector-Borne Diseases
Fort Collins, Colorado
303-221-6429
fax 303-221-6476
Wolof proverb -- "Slowly, slowly you catch a monkey in the forest."
=========================================================================
#392
Date: Fri, 7 Apr 1995 10:46:00 EST
From: "Herrington, James E."
Subject: Comm Health Education short courses-more
Colleagues:
Internet replies to previous request re above can also be made to:
jxh7@cidvbi1.em.cdc.gov
=========================================================================
#393
Date: Fri, 7 Apr 1995 14:32:42 CDT
From: Gene Fitzhugh
Subject: Call for papers (minority health)
Wellness Perspectives: Research, Theory, and Practice announces a
special issue on minority health. Articles may be theoretical,
empirical, or emphasize program planning and evaluation methodology.
Articles should focus on minority groups including African-Americans,
Hispanics, Asians, women, etc. We are especially interested in articles
that examine minority community organization, and design and
implementation of models related to minority populations. Suitable
articles can include, but are not limited to, cross-cultural
community health education and health promotion programs,
sociocultural influences upon health behavior and attitudes towards
health promotion, health promotion interventions for minority
populations, community empowerment as strategy for health promotion,
role of churches in health promotion and disease prevention,
improving utilization of health promotion programs by African-
American men, and social marketing strategies for reaching minority
populations.
Authors should follow the standard manuscript submission procedures
for Wellness Perspectives as stated in the "Invitation to Submit
Manuscripts" (inside back cover of each issue). Submissions
should be approximately 7-12 pages in length including references,
tables, and figures.
The deadline for submission of manuscripts is December 1, 1995.
Questions concerning the special issue or the appropriateness of
a particular manuscript may be addressed to the Guest Editor:
B. Lee Green, Ph.D.
Department of Health Studies
P.O. Box 870312
The University of Alabama
Tuscaloosa, AL 35487-0312
(205) 348-9208
LGreen at Bamaed.ua.edu
All papers will be reviewed by a Guest Editorial Board composed of
researchers and practitioners in the area of minority health.
=========================================================================
#394
Date: Fri, 7 Apr 1995 17:56:23 -0700
From: Lawrence Green
Subject: Re: Summer Institute on Participatory Development (fwd)
For those coming to British Columbia for our Summer Institute on Health
Promotion Planning and Evaluation June 12-16, you might be interested in
extending your stay in Western Canada for a program in Alberta the
following week and make the weekend a drive over the Rockies with a stop
in Banff or Lake Louise. The program described below is very
complementary to ours and for some possibly a better choice if you have
only a week to spend in Western Canada. --Larry
---------- Forwarded message ----------
Date: Thu, 6 Apr 1995 22:06:26 -0700 (PDT)
From: Margaret Cargo
To: Lawrence Green ,
Jim Frankish
Subject: Re: Summer Institute on Participatory Development (fwd)
This may be of some interest to you. ---Margaret
---------- Forwarded message ----------
Date: Wed, 5 Apr 1995 12:25:57 -0800
From: Don Richardson
To: Margaret Cargo
Subject: Re: Summer Institute on Participatory Development (fwd)
FYI
Don Richardson
---------- Forwarded message ----------
Date: Mon, 3 Apr 1995 15:45:49 MDT
From: Al-Noor ZGR Nathoo
To: Multiple recipients of list CASID-L
Subject: Re: Summer Institute on Participatory Development
The International Centre Division of International Development,
University of Calgary, is pleased to announce a Summer Institute on
Participatory Development from June 19-30, 1995.
The Institute will provide a 4-day orientation to the principles,
practice and theory of Participatory Development. The session will review
where PD has been and how that history reflects upon the current state of
the art. We will then expand our thinking to integrate concepts like
civil society, social capital and ecological sustainability.
This will be followed by a choice of either:
1. A stream of study which focuses upon: Planning. Management and
Evaluation of Participatory Development Projects - how to prepare for the
unique challenges of being involved as funders, policy makers and/or
field personnel; or
2. A stream of study which focuses upon a hands-on exploration of
Community-based Environmental Impact Assessment.
Sessions will be led by international and Canadian facilitators who
represent some of the field's most innovative and exciting authors,
teachers and practitioners.
The conference will be of interest to individuals who need to make
decisions within or about the field of development and are interested in
a fresh look at issues of development in the 1990's and beyond.
Participants will be expected to draw upon their own field experiences to
contribute to course discussion.
Publication Option: Participants are encouraged to bring case studies
from their own experience. Support from Institute staff will also be
provided to assist in putting material into publishable form.
For futher information regarding fees and registration please contact:
Summer Institute on Participatory Development
Division of International Development - BI 570
The University of Calgary
2500 University Dr. NW
Calgary, Alberta, Canada T2N 1N4
Telephone: (403) 220-7078
Fax: (403) 289-0171
Internet: solis@acs.ucalgary.ca
=========================================================================
#395
Date: Sat, 8 Apr 1995 11:59:39 EDT
From: Pat Dunn
To: Multiple Recipients
I am trying to locate information/strategies for training teachers and
other professionals to work effectively with Hispanics--especially
migrant farm workers who are msotly from Mexico.
Thank you very much
=========================================================================
#396
Date: Sat, 8 Apr 1995 14:17:39 EDT
From: Joyce Morris
Subject: Re: Community health education short courses
In-Reply-To: Your message of Fri, 7 Apr 1995 10:26:00 EST
Sorry to reply to the list but Jum forgot his email address at the end
of his posting and on my system I am unable to retrieve header info.
Jim,
WHO had a book on health education in environmental health. I think it
was published in the '70s but am not sure. Unfortunately I have
either packed it away in preparation for a move or someone has borrowed
it.
Joyce Morris jjmorris@gandalf.rutgers.edu
=========================================================================
#397
Date: Sat, 8 Apr 1995 12:47:53 -0700
From: James Frankish
Subject: Mental Health, Physical Activity & Conditions of Living
Our Institute is beginning a literature review on the relations between
mental health, physical activity (also referred to as active living) and
conditions of living (eg., education, income, employment status, social
support). We would greatly appreciate any information about published (or
unpublished) reports or documents on these relations. More specifically,
we are interested in information on:
a) Mental Health - Active Living - Conditions of Living Relations
b) Mental Health - Active Living Relations
c) Mental Health - Conditions of Living Relations
d) Active Living - Conditions of Living Relations
Any information that you can provide will be greatly appreciated and
acknowledged. All information should be sent to:
C. James Frankish, Ph.D.
Assistant Director
Institute of Health Promotion Research
University of British Columbia
Hut-B3, 6248 Biological Sciences Road
Vancouver, British Columbia, CANADA
V6T 1Z4
Phone: (604) 822-9205
Fax: (604) 822-9210
I would be pleased to discuss this project with interested parties. We
can also pay the cost of sending documents, if necessary. Thanks for any
assistance. Jim Frankish.
=========================================================================
#398
Date: Sun, 9 Apr 1995 09:53:15 EDT
From: "Ernie Randolfi (Ohio University)"
Subject: More useless mail to read
Ohio University Electronic Communication
Date: 09-Apr-1995 09:39am EST
To: Remote Addressee (
_MX%"hlthprom@relay.adp.wisc.edu" )
Remote Addressee ( _MX%"HEDIR@SIUCVMB.SIU.EDU" )
From: Ernesto Randolfi Dept: Health Sciences
RANDOLFI Tel No: 614 593 0232
Subject: More useless mail to read
Received this on another list. Seemed very appropriate.
Ernie Randolfi
randolfi@ohiou.edu
THE NATURAL LIFE CYCLE OF MAILING LISTS
Every list seems to go through the same cycle:
1. Initial enthusiasm (people introduce themselves, and gush
alot about how wonderful it is to find kindred souls).
2. Evangelism (people moan about how few folks are posting to
the list, and brainstorm recruitment strategies).
3. Growth (more and more people join, more and more lengthy
threads develop, occasional off-topic threads pop up)
4. Community (lots of threads, some more relevant than others;
lots of information and advice is exchanged; experts help other
experts as well as less experienced colleagues; friendships
develop; people tease each other; newcomers are welcomed with
generosity and patience; everyone---newbie and expert alike---
feels comfortable asking questions, suggesting answers, and
sharing opinions)
5. Discomfort with diversity (the number of messages increases
dramatically; not every thread is fascinating to every
reader; people start complaining about the signal-to-noise
ratio; person 1 threatens to quit if *other* people don't
limit discussion to person 1's pet topic; person 2 agrees
with person 1; person 3 tells 1 & 2 to lighten up; more
bandwidth is wasted complaining about off-topic threads
than is used for the threads themselves; everyone gets
annoyed)
6a. Smug complacency and stagnation (the purists flame everyone
who asks an 'old' question or responds with humor to a serious
post; newbies are rebuffed; traffic drops to a doze-producing
level of a few minor issues; all interesting discussions happen
by private email and are limited to a few participants; the
purists spend lots of time self-righteously congratulating
each other on keeping off-topic threads off the list)
OR
6b. Maturity (a few people quit in a huff; the rest of the
participants stay near stage 4, with stage 5 popping up briefly
every few weeks; many people wear out their second or third
'delete' key, but the list lives contentedly ever after)
"Lets shoot for 6b." ER
Received: 09-Apr-1995 09:53am
=========================================================================
#399
Date: Mon, 10 Apr 1995 11:30:28 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Valerie Welsh from CDC has asked that I post this on the HEDIR.
As some of you may know, Dr. J. Michael McGinnis, Director,
Office of Disease Prevention and Health Promotion (ODPHP)
in the Office of the Assistant Secretary
for Health (OASH), U. S. Public Health Service (PHS), is retiring
from the PHS this summer. Dr. McGinnis has ably directed
the office since 1977.
A search committee, chaired by Dr. David Satcher, Director,
Centers for Disease Control and Prevention, and Dr. Joanna Siegel,
who is coordinating the search, are
in the process of identifying strong candidates for the position
as a new director.
ODPHP is a staff office of the OASH. The director of ODPHP is
responsible for coordinating the efforts of the U.S. PHS agencies
in the area of disease prevention
and health promotion. The Director develops and leads national
prevention initiatives involving state and local public
health departments, professional and
voluntary organizations, diverse health care organizations, and
industry.
The directorship requires an individual of vision and strong
leadership to exercise
the full potential of this office for furthering prevention as
part of the national health agenda. The high level
management skill required to direct an office of 30
professional staff is also essential. Candidates should have
a broad and thorough knowledge of prevention issues,
preferably including medical or
related training.
Disease prevention and health promotion activities are of
critical importance in minority communities, where the
burden or preventable illness remains
disproportionately large. We particularly welcome the
recommendation minority candidates for the Directory of ODPHP.
Recommendations for this position may be sent to Dr. Joanna Siegel.
Interested candidates may also send a c.v. and cover
letter to Dr. Siegel.
Her address is:
Joanna E. Siegel, Sc.D.
Office of Disease Prevention and Health Promotion
U.S. Public Health Service
Switzer Building, Room 2132
330 C Street, S.W.
Washington, D.C. 20201
202-205-9370
202-205-7478 fax
jsiegel@oash.ssw.dhhs.gov
=========================================================================
#400
Date: Mon, 10 Apr 1995 11:24:32 CDT
From: Theresa Byrd
Subject: information for working with farm workers
Sorry to mail to whole list--didn't see your e-mail address. I have used
"Where There Is No Doctor" by David Werner in the past. Both professionals
and
lay folk can learn a lot from it.
TByrd@utsph.sph.uth.tmc.edu
=========================================================================
#401
Date: Mon, 10 Apr 1995 18:45:18 -0700
From: Lawrence Green
Subject: Mental Health, Physical Activity & Conditions of Living (fwd)
FYI.
---------- Forwarded message ----------
Date: Sun, 9 Apr 1995 15:45:19 -0700 (PDT)
From: James Frankish
To: Lawrence Green
Subject: Mental Health, Physical Activity & Conditions of Living (fwd)
Larry: I tried positng this message to the lists below but for some
reason it came back undelivered. Can you re-post it to any appropriate
lists? Thanks Jim
---------- Forwarded message ----------
Date: Sat, 8 Apr 1995 12:47:53 -0700 (PDT)
From: James Frankish
To: healthre@ukcc.uky.edu
Cc: hedir%siucvmb.bitnet@vm42.cso.uiuc.edu, behavior@zeus.med.uottawa.edu,
fit-l@etsuadmn.etsu.edu, psychiatry@mailbase.ac.uk,
depression@mailbase.ac.uk, clinical-psychology@mailbase.ac.uk,
public-health@mailabse.ac.uk, hmatrix-l@ukanaix.cc.ukans.edu,
health-l%irlearn.bitnet@acadvm1.uottawa.edu, prevres@halycon.com
Subject: Mental Health, Physical Activity & Conditions of Living
Our Institute is beginning a literature review on the relations between
mental health, physical activity (also referred to as active living) and
conditions of living (eg., education, income, employment status, social
support). We would greatly appreciate any information about published (or
unpublished) reports or documents on these relations. More specifically,
we are interested in information on:
a) Mental Health - Active Living - Conditions of Living Relations
b) Mental Health - Active Living Relations
c) Mental Health - Conditions of Living Relations
d) Active Living - Conditions of Living Relations
Any information that you can provide will be greatly appreciated and
acknowledged. All information should be sent to:
C. James Frankish, Ph.D.
Assistant Director
Institute of Health Promotion Research
University of British Columbia
Hut-B3, 6248 Biological Sciences Road
Vancouver, British Columbia, CANADA
V6T 1Z4
Phone: (604) 822-9205
Fax: (604) 822-9210
I would be pleased to discuss this project with interested parties. We
can also pay the cost of sending documents, if necessary. Thanks for any
assistance. Jim Frankish.
=========================================================================
#402
Date: Tue, 11 Apr 1995 11:09:11 EDT
From: "Ernie Randolfi (Ohio University)"
Subject: AIDS Software
Ohio University Electronic Communication
Date: 11-Apr-1995 10:51am EST
To: Remote Addressee ( _MX%"HEDIR@SIUCVMB.SIU.EDU" )
From: Ernesto Randolfi Dept: Health Sciences
RANDOLFI Tel No: 614 593 0232
Subject: AIDS Software
A few weeks ago someone asked for information about AIDS Education
Software. I lost the original message, but this may be of interest to
others.
Inner Action Corporation a non-profit org. in Georgia is offering an
interactive program for a recommended donation of $30.00. The program
(a 2.5 hour computer baased training program) was developed by an
individual who lost a brother to AIDS.
One of my graduate students recently conducted an evaluation of the
program as part of her thesis.
System requirements:
IBM compatible 286 or greater, VGA (640x16 color) display, 11MB of hard
disk space.
AIDS Interactive Information Series
Inner Action Corporation
236 Corley Chase
Canton, GA 30114
404-720-6291
Received: 11-Apr-1995 11:09am
=========================================================================
#403
Date: Tue, 11 Apr 1995 19:06:32 -0700
From: Lawrence Green
Subject: Re: Ray Carlaw
In-Reply-To: <199502080525.VAA25971@igc2.igc.apc.org>
Friends of Ray Carlaw: I just learned from Flo that Ray died in late March.
You might expect to receive a notice from Paul Mico with an invitation to
attend the Memorial Service at the Men's Faculty Club at UC Berkeley on
June 10, Saturday 11 am to 1 pm. Paul is organizing a booklet of letters
from Ray's family, friends, colleagues and students. Send 1-3 pp double
space to Paul (address in SOPHE directory) by May 1. If you have not
received his notice with guidelines for the letter, give him a call.
Ray and Flo visited us in Vancouver last Fall and were enjoying travel
during Ray's apparent remission. They went on to Australia for visits. I
spoke with him a few days before his death and can say with a lump in my
throat that he was nearly as buoyant as ever and deeply appreciating the
coming together of his family who had not been together for many years as
a group. Below are some details from Bill Ward from the month before Ray
died.
--Larry
On Tue, 7 Feb 1995, International Student Services wrote:
> Tuesday, February 7, 1995
>
> Larry, I received a letter from Ray today. In it, he indicated
> that he may have a week or two at the most to live. Cancer he has been
> fighting for eighteen months (bone marrow() has spread to his lumbar
> spine. I called and talked with Flo. He was not able to talk. He felt
> that the letter would be his last communication. I assume Paul Mico
> knows and you may well have but this was a complete shock to me. Ray
> was a great person in addition to his contributions as a health
> educator. I am not sure what would be appropriate as an expression of
> our appreciation for his contributions but feel that there should be
> something. I felt that Ray Isley's wife appreciated the posthumous
> award but it is truly anticlimactic. I am sending a carbon copy of
> this to Marsh. Ray's phone number is (206) 835-3547 and his address is
> Washougal, WA 98671. I should have put the PO Box 308 first.
>
> Yours, Bill Ward
>
>
=========================================================================
#404
Date: Tue, 11 Apr 1995 20:28:29 -0700
From: Kim Clark
Subject: Re: sexual fidelity (fwd)
RicK; Probably what triggered my response to your statements regarding the
goal of sexual fidelity in a public classroom was my sensitivity to denying
the role that religion, culture, family values or whatever do actually play
in defining or supporting (or driving crazy) some students' choices with
regard to sex, drugs, etc.
In California we have published a document to guide the public schools'
discussions of these issues: "Civic and Moral Education, and Teaching About
Religion". This document underscores the important place that
home/church/culture play in informing some student's (and political
institution's) attitudes and behaviors. Warning against indictrinating
students with only "one" correct value or belief, the document nevertheless
suggests that students be referred back to these other institutions as a
reference and support (or check) against the information and social and
cognitive skills provided in the classroom.
So... cannot the religious tradition of fidelity (barring all those
Biblical accounts of INfidelity!) be referenced?...certainly not preached
as sole doctrine and basis for human relationships however.
Kim Robert Clark, DrPH
Assistant Professor
Department of Health SCience and Human Ecology
California State University San Bernardino
San Bernardino, California 92407
(909) 880-5323
(909) 880-7005 FAX
kclark@wiley.csusb.edu
=========================================================================
#405
Date: Tue, 11 Apr 1995 20:43:43 -0700
From: Kim Clark
Subject: Re: sexual fidelity (fwd)
So who's going to teach the kids about relationships? BINGO! Therein lies
the contracdiction of abstinence education. (Dean: don't you dare steal
what I am about to write -- I'll be turning this into an article soon!)
Bean counting conservatives keep us hopping (or hopping mad) by pointing
the number of times, hours, level of emphasis, HIV/AIDS educators place on
safer sex practices vs. abstinence. BUT COME ON...WHAT IS THERE TO SAY
ABOUT ABSTINENCE?! Abstinence is a non-behavior.
Teaching kids "abstinence" falls prey to the "Dead Man's Rule" in
education. Simply stated, "If a dead man can do your instructional
objective, then it probably isn't a good instructional objective for a
living person." (e.g., sit in your chair, keep still, don't talk, don't
smoke, don't take drugs, don't have sex, etc.") Dead men can accomplish all
these!
What we need to teach are real live replacement behaviors (which many of my
abstinence-only proponents don't exhibit...) like how to love, care, form
friendships, express intimacy, be a companion, etc., instead of hopping in
the sack. Yet I have been told that human relationships trainings is NOT
part of HIV/AIDSeducation...hence there will always be an imbalance between
safer sex behavior and the tiny time dedicated to abstinence/non-behaving.
Further idea:
Tom Gray in San Diego noted that we spend about 7 years (K-6grade) denying
student's sexuality, talking around it, assuming abstinence. Then for
several days or weeks (when we honestly admit the existence of SEX) we are
scrutinized for whether we mention abstinence enough. After this brief
instructional episode entitled the Family Life Unit or the HIV/AIDS Unit,
we go back to acting like sex doesn't exist! So...abstinence (not doing
something which doesn't exist) is clearly the major emphasis in schools
K-12. Stop the bean counters!
Kim Robert Clark, DrPH
Assistant Professor
Department of Health SCience and Human Ecology
California State University San Bernardino
San Bernardino, California 92407
(909) 880-5323
(909) 880-7005 FAX
kclark@wiley.csusb.edu
=========================================================================
#406
Date: Wed, 12 Apr 1995 09:30:51 CST
From: Carol Campbell
Subject: HEALTH EDUCATION MODELS/BEHAVIOR THEORIES
TO: All HEDIR Subscribers
I am presently working on a project to formulate a United States
Department of Agriculture National Extension Service Health Education
Model. We are in the literature search and research stage. For now,
we are looking at developing a community model of health education
that would focus on adults. Later, we will test our model by first
using the self-care curricula. At present, I have texts and journal
articles on PRECEDE (1980) and PRECEDE/PROCEED (1991) Models. I also
have information on the following behavioral theories: Stimulus
Response; Social Cognitive Theory; Theory of Reasoned Action. Two
combination health behavior models I have investigated so far are the
Health Belief Model and the Transtheoretical Model. If you have
ideas or information about "must read" or "must see" articles or
books on other models or theories (such as empowerment, ecological
models, PATCH, and so on) that would help us in our quest, please e-
mail them to me at:
carolc@mces.msstate.edu
Thanks!
Carol Campbell
=========================================================================
#407
Date: Wed, 12 Apr 1995 00:25:23 -0500
From: "Michael J. Ludwig"
Subject: Re: sexual fidelity (fwd)
In message Tue, 11 Apr 1995 20:43:43 -0700,
Kim Clark writes:
> So who's going to teach the kids about relationships? BINGO! Therein lies
> the contracdiction of abstinence education.
Or for that matter, any education as traditionally conceived. "Kids" come
to us with a wealth of knowledge about relationships: from their families,
their communities, and the wealth of different media they are exposed to.
We (educators) have to realize that education is not only from books and
does not only happen in the classroom.
> BUT COME ON...WHAT IS THERE TO SAY
> ABOUT ABSTINENCE?! Abstinence is a non-behavior.
Exactly what is meant by abstinence? Is it avoiding vaginal-penile
intercourse? Does it include oral sex? anal sex? mutual masturbation?
heavy petting? making out? It seems that this is an area that is ripe for
questioning and exploring. If it is only the avoidance of vaginal-penile
intercourse that defines abstinence, how did that come to be? and on and
on...there are many different issues to interrogate.
> Then for
> several days or weeks (when we honestly admit the existence of SEX) we are
> scrutinized for whether we mention abstinence enough. After this brief
> instructional episode entitled the Family Life Unit or the HIV/AIDS Unit,
> we go back to acting like sex doesn't exist! So...abstinence (not doing
> something which doesn't exist) is clearly the major emphasis in schools
> K-12.
I agree. It is one of the major influences in schools...along with many
sex-negative warnings: STDs, pregnancy, abuse, rape. These are real
problems that need to be addressed. However, the notion of desire and
pleasure are never allowed to surface. And this happens in a culture where
sex is used to sell everything from anti-perspirant to automobiles. Usually
within a patriarchal framework. Which causes another question to surface:
What is the relationship between patriarchy and fidelity?
______________________________________________________________________
Michael J. Ludwig |Home:
Work: |308 Park Avenue
Georgia Southern University |Statesboro, GA 30458
Landrum Box 8075 |(912) 764-4211
Statesboro, GA 30460-8075 |mjludwig@gsvms2.cc.gasou.edu
(912) 871-1552 (voice) |mjludwig@gsaix2.cc.gasou.edu
(912) 681-0721 (fax)
"It is not easy to escape mentally from a concrete situation, to
refuse its ideology while continuing to live with its actual
relationships." --Albert Memmi
=========================================================================
#408
Date: Wed, 12 Apr 1995 13:56:40 -0400
From: Jill Blair
Subject: Re: sexual fidelity (fwd)
On any other subject, we would not dream of teaching the "don't do" until we
were certain our students understood and grasped the "do-do."
With sex - the religious and fundamentalist "right" have subverted the educati
onal process by requiring a particular approach and emphasis without regard
to current state of knowledge, intent, or behavior. To the extent that most
reasonable people share a goal - and I think we do: to protect the lives of
our youth - then why are we not more interested in understanding the process
by which we impart knowledge, the process by which we acquire new
information, the process by which we intend to act, and the process by which
we take action.
Along this continuum there are many gaps - we may effectively impart
knowledge; we may effectively acquire knowledge; we may effectively intend to
act - though I'm not certain about this transition from knowledge to intent;
and we definitely have a gap between the intent to act and the action itself.
All of this to say that teaching people "not to do something" before we
appreciate why, in many permutations, people want to do the thing we want
them not to do, is a waste of time, and could actually be destructive.
For example, in New York City, according to one survey we conducted while I
was with the school system, the students most likely to perceive their risk
of HIV infection were least likely to engage in high risk behavior. Now,
what does this mean? One might quickly conclude that their fear of infection
triggered their behavior, but it could also be that their fear of risky
behavior was along the same continuum of fear of infection, not causal but
related. Why is it that we are seeing gay and bisexual men revert, after a
decade of adopting safer sexual behaviors, to risky behaviors? Why is it
that when you interview them you find that they intend to be safe but they
fail to act safely?
The key problem with the dialogue that is taking place in schools around the
country concering sexuality education is that it is conducted in an
abstinence vacuum - and does not benefit from an open, if difficult,
discussion of human sexual behaviors, sexual desires, cultural norms
associated with gender, among other issues.
For educators, the current debate forces us into one of three corners: we
either capitulate to the frantic cries for morality from the religious right
and respond to their demands, averting the blank stares of the students we
serve in order to maintian our positions within our respective school
communities: or, we effectively ignore those frantic cries and do what we
always do in our classrooms - respond to the needs of our studens as they
present; or, we tackle the frantic cries, become politicized by our
frustration and speak out against the ignorance, and too often bigotry that
underlies the rhetoric of morality. Enough said - I am interested in these qu
estions. Anybody want to talk?
Jill Blair
Stanford, CA
.
=========================================================================
#409
Date: Wed, 12 Apr 1995 15:08:37 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: Conference
Ellen Oshea from Oregon State has asked that post this:
Students from the Department of Public Health and College of Health and
Human Performance at Oregon State University, are sponsoring a tobacco
policy lecture at OSU to bring attention to the present policy struggle
against the Dr. David Kessler at the FDA and his attempts to bring
tobacco under the FDA as a controlled substance. The lecture will be as
follows:
Tobacco Policy and the Health of the Nation
Monday, April 17th 1995
Milam Auditorium, OSU, Corvallis OR
7 to 10 pm
Keynote Speaker: Oregon Congressman Ron Wyden
Member of the Congressional Subcommittee investigating
tobacco
Also
Panel of Public Health and Systems professionals including
Dr. Susan Prows,PHd, Public Health, OSU
"Targeting Teens for Tobacco"
Dr. Ray Tricker, PHd,Public Health, OSU
"Special Interests Groups and How they Workd to Sustain the Tobacco Industry
Tom Engle, RN
Benton County Health Department Administrator
Trends for Tobacco in ORegon
Dr. David Bella, Phd, Civil Engineer, OSU
Taking a Systems Analysis Approach to Looking at U.S. Tobacco Policy
Thanks for you attention
Ellen O'Shea
ORegon State University
Health Promotion and Education Club
=========================================================================
#410
Date: Thu, 13 Apr 1995 10:34:22 -0800
From: michael olpin
Subject: evaluating a corporate retreat or health resort
TO ALL HEDIR SUBSCRIBERS:
I am working on my dissertation specifically lookang at evaluating a health
& wellness resort and/or health spas and retreats used for corporate
wellness programs. To this point I have found very little research that has
been done as prior research along these lines, especially on health
resorts. If any of you have ideas regarding resources for research &
evaluation done in these types of settings or anything similar that
involves evaluation of corporate health retreats and the like, I would
really appreciate it.
The major emphasis of this study will revolve around stress management,
relaxation, rejuvenation, and burnout among professionals.
Thank you in advance for your help!
michael olpin
dept. of health education & recreation
southern illinois university @ carbondale
home:(618) 529-1215 GO
office: (618) 453-2777 JAZZ!
fax: (618) 453-1829
e-mail: olpin@siu.edu :-)
=========================================================================
#411
Date: Thu, 13 Apr 1995 10:43:14 -0500
From: "L. Melendez-Figuero"
Subject: Re: sexual fidelity (fwd): Yes, I want to talk.
>On any other subject, we would not dream of teaching the "don't do" until we
>were certain our students understood and grasped the "do-do."
>Jill Said:
>With sex - the religious and fundamentalist "right" have subverted the
educational process by requiring a particular approach and emphasis without
regard to current state of knowledge, intent, or behavior. To the extent that
most reasonable people share a goal - and I think we do: to protect the lives
of our youth - then why are we not more interested in understanding the
process by which we impart knowledge, the process by which we acquire new
information, the process by which we intend to act, and the process by which
>we take action.
Wow! Talking about name calling and rethoric by liberals. Can you define
for me what is a fundamentalist right? Are you saying religious people,
because they have higher moral standard, are waco people? Are they
healthier because their moral standard help and prevent then to engage in
risky behaviors? Who live longer, a religious person with high moral
standards or people that select a gay lifestyle? Come on, lets be real. I
am sure you would not teach sexual education to my children.
>Along this continuum there are many gaps - we may effectively impart
>knowledge; we may effectively acquire knowledge; we may effectively intend to
>act - though I'm not certain about this transition from knowledge to intent;
>and we definitely have a gap between the intent to act and the action itself.
> All of this to say that teaching people "not to do something" before we
>appreciate why, in many permutations, people want to do the thing we want
>them not to do, is a waste of time, and could actually be destructive.
>
>For example, in New York City, according to one survey we conducted while I
>was with the school system, the students most likely to perceive their risk
>of HIV infection were least likely to engage in high risk behavior. Now,
>what does this mean? One might quickly conclude that their fear of infection
>triggered their behavior, but it could also be that their fear of risky
>behavior was along the same continuum of fear of infection, not causal but
>related. Why is it that we are seeing gay and bisexual men revert, after a
>decade of adopting safer sexual behaviors, to risky behaviors? Why is it
>that when you interview them you find that they intend to be safe but they
>fail to act safely?
>
>The key problem with the dialogue that is taking place in schools around the
>country concering sexuality education is that it is conducted in an
>abstinence vacuum - and does not benefit from an open, if difficult,
>discussion of human sexual behaviors, sexual desires, cultural norms
>associated with gender, among other issues.
Jill said:
>For educators, the current debate forces us into one of three corners: we
>either capitulate to the frantic cries for morality from the religious right
>and respond to their demands, averting the blank stares of the students we
>serve in order to maintian our positions within our respective school
>communities: or, we effectively ignore those frantic cries and do what we
>always do in our classrooms - respond to the needs of our studens as they
>present; or, we tackle the frantic cries, become politicized by our
>frustration and speak out against the ignorance, and too often bigotry that
>underlies the rhetoric of morality. Enough said - I am interested in these
questions. Anybody want to talk?
The church and religious people neglected for many years to participate in
the political process including school board politics. Now for the past
few years they went into the arena and learned how the liberals do it. No
wonder many peolple in power are resenting this new forces. They are
participating in the political process and giving a fight for their beliefs
(as any other citizen as guarantee in the constitution) and Jill is
complaining about it. Lets the debate go foward and lets democracy plays
its rol. At the end the mayority thinking will prevail. Talking about
open minded people, It its amazing that people that have diferents views
than Jill are: ignorant, cries babies, and bigots. Thats speak for itself.
Leo Melendez
UT-Austin
=========================================================================
#412
Date: Thu, 13 Apr 1995 11:23:42 CDT
From: Gayle Schmidt
Subject: help
Buzz Pruitt and I are being asked to assist a local curriculum writing group
to
provide a documented definition of "abstinence directed" and "abstinence
based
" sexuality curriculum. We know what the terms mean but are having difficulty
finding a specific source. If you can provide this info, please forward soon.
We need to get it to a committee before Tuesday, April 18. Thanks!
=========================================================================
#413
Date: Thu, 13 Apr 1995 13:42:23 -0600
From: David Foulk
Subject: Sexual fidelity/abstinance thread
Both Mike and Jill are correct that students come to us with extant
knowledge, intents and behaviors based on their environment. Often the
knowledge is inaccurate, the intentions dangerous and the behaviors
unhealthy. It is our job as health educators to reinforce those pieces of
information, intentions and behaviors which are most likely to lead to
positive health behaviors and to provide educational opportunities which may
lead to positive change. We do not choose to leave unchanged those
"histories" which students bring to us.
If we believe that students should be presented with options which can work
in their environments and that we should try to change student's behaviors
which threaten their health and quality of life we should not "overlook" the
only proven method of birth control, STD and HIV/AIDS prevention from fear
of giving the appearance that what we advocate is somehow based on religious
or moral grounds. I cannot believe that this message cannot be transmitted
without religious bias or moral overtones.
Perhaps the danger is not from the religious right alone, perhaps the danger
is also from those who fear being perceived as non-liberal to the point that
they are willing to forego a student's right to hear ALL messages in this
discussion. Do we advocate for what the most effective (in terms of
prevention) course of action is or do we become idealogues in fear of losing
the moral high ground. It is much easier to tag the opposition the
"religious right" and do what we wish than to admit the dreaded enemy may be
right.
In closing I think we have to present both sides of this discussion, to do
less is reprehensible. One does not have to be on the religious right to
believe abstinance and sexual fidelity are worthwhile goals, conversely one
does not have to be a "secular humanist" to believe that education for safer
sex is AS necessary a component of the family life curriculum as any other
and both should receive equal consideration. I am nervous when we talk
about the exclusion of either.
***************************************************************************
David Foulk
Dept. Health Science Ed.
Georgia Southern University
Phone 912-681-5266
FAX 912-681-0721
=========================================================================
#414
Date: Thu, 13 Apr 1995 12:47:50 -0700
From: Kim Clark
Subject: Re: sexual fidelity (fwd)
Jill:
Good conceptualizsation.
Did you see my response to Buzz entitled "Dead Man's Rule"?
KC
Kim Robert Clark, DrPH
Assistant Professor
Department of Health SCience and Human Ecology
California State University San Bernardino
San Bernardino, California 92407
(909) 880-5323
(909) 880-7005 FAX
kclark@wiley.csusb.edu
=========================================================================
#415
Date: Thu, 13 Apr 1995 16:50:28 -0600
From: Michele Mannion
Subject: Sign me up!
In message Thu, 13 Apr 1995 10:43:14 -0500,
"L. Melendez-Figuero" writes:
>
>> On any other subject, we would not dream of teaching the "don't do"
>> until we were certain our students understood and grasped the "do-do."
>> Jill Said:
>> With sex - the religious and fundamentalist "right" have subverted the
>> educati onal process by requiring a particular approach and emphasis
>> without regard to current state of knowledge, intent, or behavior. To
>> the extent that most reasonable people share a goal - and I think we
>> do: to protect the lives of our youth - then why are we not more
>> interested in understanding the process by which we impart knowledge,
>> the process by which we acquire new information, the process by which
>> we intend to act, and the process by which we take action.
>>
>
> Wow! Talking about name calling and rethoric by liberals. Can you
> define for me what is a fundamentalist right? Are you saying religious
> people, because they have higher moral standard, are waco people? Are
> they healthier because their moral standard help and prevent then to
> engage in risky behaviors? Who live longer, a religious person with high
> moral standards or people that select a gay lifestyle? Come on, lets be
> real. I am sure you would not teach sexual education to my children.
Hmm, I didn't read anything in Jill's message above that smacked of morality--
far from it. Leo, are you equating a particular religious belief with higher
moral standards? If so, which religious belief, 'CUZ I'D LIKE TO JOIN!
What's the criteria? (Will the fact I've said the word "condom" on a
Catholic campus be held against me?)
Healthy regards,
Michele Mannion
+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
Michele Mannion, Ph.D. Slimeiness usually comes with a
219-631-5829 continent's worth of denial.
Notre Dame Human Resources --Andrew Vogelmann
=========================================================================
#416
Date: Fri, 14 Apr 1995 12:00:45 -0400
From: "Molly Laflin, PhD"
Subject: abstinance thread/big brother
The Seductive Illusion of Control
For me, I think this issue gets at the crux of our
professional goals. Frankly, I think our advocacy for "healthy bahvior"
trips over into what I call "health fascism" far too often. Who are we to
decide what "the good life" is for others? Health is not the end goal for
most people, but only a means to the good life. Because of our biases, I
think we lose sight of this fact far too easily. Personally the hair on
the back of my neck starts to prickle when I hear proclamations about how I
should behave to suit some group of people who think they know what I value
better than I do. I resent people looking down their noses at me when I
don't chose to embrace the latest health fad.
The truth is that there are people who know that cigarettes are
harmful, but they want to smoke them anyway. There are people who know
that sex can lead to disease and death, but who want sex anyway. Is that
concept so hard for us to understand!
If we are to be respectful of people and their choices, we need to
work from a harm reduction model. It would be more "healthful" for people
to stop driving their cars, stop having sex, stop eating chocolate chip
cookies, never hang glide or parchute jump, never run marathons, and never
tell a joke on this listserve.
Don't you think we should lighten up a bit? My chest starts to get
tight when I hear us taking ourselves so seriously -- as if our decisions
about what to preach about is really going to be what kids decide to do! I
have more respect for kids than that.
By the way, I realize I'm not being politically correct. But what
the heck, I've got tenure.
Molly
Molly Laflin, Ph.D., Bowling Green State University
419-372-0301 voice, 419-372-8012 fax
=========================================================================
#417
Date: Fri, 14 Apr 1995 13:08:44 -0400
From: Jill Blair
Subject: Re: Sexual fidelity/abstinanc...
Anyone who has ever given any thought to efffective comprhensive sexuality
education recognizes the importance of, and incorporates a full discussion
of abstinence and its overwhelming benefits with respect to pregnancy-, STD-,
and HIV-prevention. I never meant to suggest otherwise. I do believe,
however, that those who advocate for an abstinence-only approach to sexuality
education do our children a grave disservice - they assume that providing
information is in and of itself dangerous - that we should with hold
information as a means of "controlling" our children'ts behavior. I am not
afraid of losing the moral highground...I am afraid of losing children's
lives.
jill
=========================================================================
#418
Date: Fri, 14 Apr 1995 15:59:50 EDT
From: "Ernie Randolfi (Ohio University)"
Subject: Contract with America's Children
Ohio University Electronic Communication
Date: 14-Apr-1995 03:59pm EST
To: Remote Addressee (
_MX%"hlthprom@relay.adp.wisc.edu" )
Remote Addressee ( _MX%"HEDIR@SIUCVMB.SIU.EDU" )
Remote Addressee (
_MX%"790791@oak.cats.ohiou.edu"
)
Teacher ListServ ( TEACHERMGR )
From: Ernesto Randolfi Dept: Health Sciences
RANDOLFI Tel No: 614 593 0232
Subject: Contract with America's Children
I received this e-mail message today and thought others would also be
interested. :-{)
Ernie Randolfi
randolfi@ohiou.edu
CONTRACT WITH AMERICA'S CHILDREN
WE NEED YOUR HELP! On December 15th, 1994, on the steps of the United
States Capitol, the Coalition for America's Children and Children Now
launched a campaign for America's children, releasing a "Contract with
America's Children." This contract outlines a set of ten principles by
which we can measure government reform efforts on behalf of children in
the
areas of health, education, safety
and income security.
The success of this campaign depends on our ability to deliver. If we
can show Congressional leaders that the majority of people who voted for
change also want children to become a top priority in how we allocate
dollars and reshape government, then we will have succeeded in standing
up for America's children.
Time is critical since we hope to have collected at least 100,000
signatures to deliver to Congressional representatives by late April,
1995.
Contract With America's Children
These are the promises we make to America's Children:
1. CHILDREN FIRST.
We promise to consider children's needs and well-being first and
foremost in evaluating health and welfare reforms or any other national
policy.
2. HEALTHY CHILDREN.
We promise to ensure that all children get the basics they need
to grow up healthy.
3. CAPABLE CHILDREN.
We promise all children the chance to realize their potential,
and we expect all parents to join in the promise by becoming active
partners in their child's education.
4. SAFE CHILDREN.
We promise to reduce the exposure of children to violence - on
television, on our streets and in our homes -- and to educate the
public about the risks of firearms.
5. FAMILIES TOGETHER.
We promise to support marriage, help families stay together, and
help young people understand the responsibility of parenting.
6. WORKING FAMILIES.
We promise to help working families stay out of poverty.
7. FAIR CHANCE.
We promise to support a family's efforts to get ahead by making
sure that continuing education and job training are available to people
of all means.
8. VALUE YOUTH.
We promise to provide young people with places to go and things
to do that will help them become responsible members of our society.
9. COMMUNITY RESPONSIBILITY.
We promise to do our part in our own communities to support all
children's healthy development.
10. LEADERSHIP ACCOUNTABILITY.
We promise to hold our elected leaders accountable for their
responsibilities to safeguard the future of America's children.
TWELVE THINGS YOU CAN DO TO PUT CHILDREN FIRST
On The Internet
ADD YOUR NAME BY E-MAILING CHILDREN NOW
Send email to children@dnai.com. In the message simply type: "
Yes! I support the Contract with America's Children! Please add my
name."
Please include your full name, mailing address, phone number, and
the name of your congressional representatives (if known).
SPREAD THE WORD ON THE INTERNET!
Forward this posting to friends, family, or colleagues who might
be interested.
In Your Home
EDUCATE YOURSELF WITH THE FACTS
Read the Contract With America's Children and acquaint yourself
with the facts about America's children. We all need to take
responsibility for the impact that proposed reforms will have on our
nation's children.
INFORM LOCAL OFFICIALS
Find out who your Congressional representatives are and inform
them of your concern for our children's health, safety, education and
economic security.
Encourage 10 people to write or call their Congressional
representatives and ask how they will support America's children.
ENCOURAGE OTHERS TO PARTICIPATE
Ask family members and friends to sign the Contract. Emphasize
the importance of staying informed on the issues at hand to secure our
children's future welfare.
In Your Community
DISTRIBUTE MATERIALS
Organize signings of the Contract at your local child care
center, elementary and secondary schools. Remember to contact
college-based
child care and after-school programs too. Ask members of your local school
board to sign the Contract, as well, to emphasize their commitment to
children
EDUCATE OTHERS
Alert your congregation and community groups to the need for
communty partnerships on behalf of children. Post information about the
Contract with America's Children on the Community Bulletin Board at
your church or local grocery store.
ORGANIZE A COMMUNITY CONTRACT SIGNING
Ask your local retail or toy stores for permission to set up
signing tables to encourage participation in the Contract commitments.
INCREASE PARTICIPATION
Think of other places to share the Contract with America's
Children. Ask your pediatrician, local community center, or health
clinic to place Contract information in waiting rooms and information
centers.
In Your Workplace
BROWN BAG BRIEFING
Suggest that your workplace conduct a lunchtime briefing on
children's issues and the current reform dialogue that is circulating
across the nation. Bring in speakers who can educate others about the
implications these proposals would have on children.
MOTIVATE YOUR CO-WORKERS
Encourage your co-workers to sign the contract and act upon their
commitment by helping a children's program in the community with
supplies and volunteers.
In the Media
SPREAD THE WORD
Ask your local newspaper to write a story about the Contract with
America's Children and the significance of its message. Encourage them
to print a copy of the Contract in their paper for readers to sign.
To get an information packet and copies of the contract in the mail,
email Children Now at children@dnai.com. or call 1-800-CHILD-44.
Alternatively, print out copies of the contract and collect signatures
(one per page, please). You can mail signed copies of the contract to:
Contract with America's Children, c/o Children Now, 1212 Broadway,
Suite
530, Oakland, CA 94612.
Children Now
Educates the public and decisionmakers about the needs of
children;
Develops and promotes effective strategies to improve their
lives;
Generates new resources for cost-effective programs that benefit
children and families;
Reaches out to parents and children to inform them of
opportunites to help themselves.
Children Now
children@dnai.com
1-800-CHILD-44
Received: 14-Apr-1995 03:59pm
=========================================================================
#419
Date: Fri, 14 Apr 1995 16:57:12 -0400
From: Andrea Frank
Subject: Re: HEALTH EDUCATION MODELS/BEHAVIOR THEORIES
Sorry -- this is for Carol but is going out to everyone. I tried sending
directly to Carol, but it was returned as undeliverable.
There may be some models and theories in adult ed that you would find
helpful. One is Paulo Freire's critical consciousness theory from his book
Pedagogy of the Oppressed. A practical application of this approach to
health ed can be found in the Health Education Quarterly, Vol 15 (4), pp.
379-394, Winter, 1988 ("Empowerment Education: Freire's Ideas Adapted to
Health Education"). A spinoff from Freire is Jack Mezirow's book,
Transformative Dimensions of Adult Learning, Jossey-Bass, 1991. A newly
published, eminently practical approach to program planning is Planning
Responsibly for Adult Education: A Guide to Negotiating Power and Interests,
by Ronald Cervero and Arthur Wilson, Jossey-Bass, 1994.
If you are focusing on self-care, you also might find a wealth of relevant
information in the adult ed literature by searching ERIC using the
descriptors: "self-directed and learning." There have been a number of good
articles in matching teaching styles to adult learner readiness for self
direction written by Gerald Grow in the Adult Education Quarterly.
There are two professors in adult education at UW-Madison who I think could
be a goldmine of information for your project. Jerry Apps will be retiring
soon and has
done a tremendous amount of work in ag extension leadership. Another is Alan
Knox (department chair) who is currently working on a project
integrating primary prevention education into physician office practice.
Both have an international reputation in the field and are extremely
approachable. They can be reached at the University of Wisconsin's
Department of Continuing and Vocational Education (CAVE) at 608-263-2481.
You can tell them I sent you, if you wish.
I hope this is helpful to you. Good luck!
Andrea Frank
andyfrank@aol.com
414-453-8752
=========================================================================
#420
Date: Fri, 14 Apr 1995 14:41:39 -0800
From: "Andrew Jenkins (Central Washington University)"
Subject: Re: sexual fidelity (fwd): Yes, I want to talk.
In-Reply-To: <01HPAW9L3H2Q000RV6@AURORA.CWU.EDU>
Perhaps I've not been reading the right journals in this area but
I am not aware of any studies which have compared the longevity of
homosexuals to religious persons nor the longevity of religious
homosexuals to persons with low moral standards. It does seem to be an
interesting research topic if hasn't been overdone already. ;{l
Andrew P Jenkins, PHD
Central Washington University
On Thu, 13 Apr 1995, L. Melendez-Figuero wrote:
> Wow! Talking about name calling and rethoric by liberals. Can you define
> for me what is a fundamentalist right? Are you saying religious people,
> because they have higher moral standard, are waco people? Are they
> healthier because their moral standard help and prevent then to engage in
> risky behaviors? Who live longer, a religious person with high moral
> standards or people that select a gay lifestyle? Come on, lets be real. I
> am sure you would not teach sexual education to my children.
=========================================================================
#421
Date: Fri, 14 Apr 1995 15:06:00 -0800
From: "Andrew Jenkins (Central Washington University)"
Subject: Hugging
In-Reply-To: <01HPAW9L3H2Q000RV6@AURORA.CWU.EDU>
Fellow HE's and Portland goers,
What a wonderful meeting this year. Good sessions, good networking,
great facilities, fantastic town (pretty fair weather, too). It was
especially nice to meet many of the people who we formerly only new as
nameplates on the HEDIR. Now we've got faces and smiles to attach
to the e-mail personalities we all know and love.
You meet some of the nicest people at conferences.
****************************
Once at the American School Health Conference, I met a very old teacher
once who told me a wonderful story of compassion and love in education.
She was assigned a class of angry, troubled kids in an an angry, troubled
school. Strict rules and hard discipline were the order of the day.
She had one particular "rule": Every student had to hug Teacher at the end
of the day. The first ten days of class, the kids grabbed their coats and
lunchboxes and bolted for the door! The "unfortunate" ones were "caught"
and Teacher hugged them and said to each one, "You're a good boy or you're
a good girl" By the end of the second week, she had a half dozen
"volunteers." By the end of the third week, not a single child snuck out
the door. By the end of the fourth week, the line would form at five
minutes to the hour.
Have a Good Friday, ;{)
Andrew P Jenkins, PhD, CHES, HA!
=========================================================================
#422
Date: Fri, 14 Apr 1995 22:22:24 EDT
From: Bill London
Subject: Re: abstinance thread/big brother
In-Reply-To: Message of Fri,
14 Apr 1995 12:00:45 -0400 from
I'm glad Dr. Laflin contributed to the discussion on sexual abstinence by
noting: "Health is not the end goal of most people, but only a means to the
good life." Like her, I also support the philosophy behind a harm reduction
model and the merits of "lightening up a bit." Her message of 14 Apr 1995
has encouraged me to, in all seriousness, express the unbearable lightness
of my being (if not thinking):
(1) Perhaps some people benefit from instruction and/or propaganda about
sexual abstinence. (It pains me to admit this. Please tell me I'm wrong.)
(2) Perhaps some sizable numbers of people who are already quite skilled
at maintaining abstinence (without even trying) can benefit greatly from
explicit instruction on how to negotiate sexual encounters and relationships.
(3) Perhaps the big problem with Dr. Joycelyn Elders' statement about teaching
masturbation was her concession to those who ridiculed the notion
that people need instruction on how to do it. The fact is many people do
not enjoy masturbating as much as they might because they don't know what
they're doing, they're afraid to learn how, and/or they know nothing about
the possibility of hitting the jackpot. (Orgasm for you sticklers
of proper terminology.)
Yes, I know about the need for health educators to appreciate community values
(including those based on intractable ignorance and superstition) and work
cooperatively with stakeholders (including those who oppose "lightening up")
to
develop programs that affirm community values. And I also know that many of
you are adept at this process and are doing good work. Who knows?--Maybe
you folks are so good that one of the objectives of Healthy People 2010 will
be: "Increase to 90 the percentage of Americans who are regularly gratified
or self-gratified sexually." However, as a pessimist who is rarely
disappointed, I'll settle for the objective: "Increase to 1 the percentage
of Americans who regularly talk about health education and are able to
lighten up while doing so."
Shalom.
William M. London, Ed.D., H.E.W.A.
Associate Professor of Health Education at Kent State University
(where all the Health Educators know how to lighten up one way or another)
=========================================================================
#423
Date: Sat, 15 Apr 1995 09:52:32 -0400
From: Michael Pejsach
Subject: HEALTH EDUCATION TRAINING VIA INTERNET/COMPUTER
As you probably already know (sorry about all those messages), the Health
Education Electronic Forum, a conferencing/e-mail/database server, is now
available. I am getting ready to develop and implement training programs for
teachers around the state of Louisiana. Louisiana has mandated a full
semester course in Health Education. Teachers are not ready to implement, the
curriculum guide is out-of date. I don't have a lot of money or staff to go
out and train the 600-800 teachers who will have the responsibility of
teaching the new course. We're supporting THTM and want to provide
distance-learning in this curriculum. We eventually want to enhance
pre-K-12 programs in health ed.
As far as pre-service training, we're already scheduled to teach "Health
Education Planning and Evaluation" this fall as an INTERNET/MODEM course
through Southeastern Louisiana University, Hammond, LA.
THE BOTTOM LINE- I am looking for help. I would like to discuss the
strategic planning of this project with a team of folks who have experience
with curriculum and distance learning and see if we can apply some of what we
know to teaching by MODEM/INTERNET.
If you're interested in working on this project with me, as a trainer,
planner, or counsultant, please call me, (504) 342-1015 (voice-office), (504)
443-4958 (voice-home) or call the HEEF (504) 342-3733 (you can also use
SOFTARC's First CLass Client 2.6 and choose TCP-IP in the GENERIC NETWORKand
then set the server address to 199.4.193.58, heef.doe.state.la.us --I can
send you free software, pre-set with instructions). HEEF FTP, Gopher and
direct e-mail connectivitiy will be available soon.
Thanks!
Michael Pejsach
mpejsach@aol.com
=========================================================================
#424
Date: Sat, 15 Apr 1995 20:15:55 -0800
From: HOSETHPE@PLU.EDU
subscribe HEDIR-L
=========================================================================
#425
Date: Mon, 17 Apr 1995 07:12:08 -0500
From: william murphy
Subject: Re: your mail
Please remove my name from the list. Thank you.
=========================================================================
#426
Date: Mon, 17 Apr 1995 11:05:16 -0400
From: Jill Blair
Subject: Re: abstinance thread/big bro...
I'm all for sex, chocolate chip cookies, and even hang gliding molly, but i
have an appreciation of the risks I am taking when I engage in each activity.
Like you, I have no use for big brother, but I do think we ought it young
people to give them all the information they need to make the decisions they
will inevitably make, with or without our assistance.
jillblair
=========================================================================
#427
Date: Mon, 17 Apr 1995 12:24:10 -0500
From: "Bret T. Simon"
Molly Laflin writes:
"Who are we to decide what 'the good life' is for others? Health is not the
end goal for most people, but only a means to the good life."
As a humanist (and, I believe, in support of one of Molly's basic premises)
it is vital to respect and value the individual. But we must also recognize
that there are "good and bad choosers", to use Maslow's term. I can respect
you and still recognize that the behavior (or belief or value) you are
engaging in is ultimately harmful or beneficial to you, the society, or the
planet.
Like it or not, we have power. First, most of us have advanced degrees: we
are more "expert" than our clients/students. Second, our education and our
experience gives us (hopefully) a perspective that others do not have. If
we are not qualified to decide what "good" health is, then who is? If we
are interested in using our power to improve humankind (pardon my
anthropocentrism), we must make decisions about the relative value of our
behaviors -- health and otherwise. I would argue that there IS an
objectively knowable "good life": There is a set of conditions that is
health/life enhancing in the broadest sense of the term. I am not a "health
fascist", but if a specific set of values and behaviors appear to promote
high-level health and functioning then those values and behaviors are the
ones I am going to promote in others -- as well as try to incorporate into
my own life. Why argue for anything less?
As to the issue at hand, abstinence, my own perspective is that abstatining
from sex is not really the issue. In the same way that drugs may be used or
abused, so it is with sex. The question for me is not do or do-not, but how
and why. Ram Dass tells a story of two priests whose master tells them to
go to the temple to pray. On the way they pass a brothel, and one of the
priests decides to go inside while the other goes on to the temple. While
making love, the priest at the brothel thinks of nothing but the temple,
while the priest at the temple can think of nothing but the brothel. The
moral, of course, is that it is more than the act itself, it is what is in
your heart. Sex may be a form of prayer, a celebration of life and spirit,
a shared expression of love. It can also be an escape, a form of abuse or
control, or an addiction. All these variations -- positive and negative --
can be present regardless of whether the sex is "validated" by marriage or
other social protocol.
Bret Simon
Doctoral Student
Southern Illinois University
=========================================================================
#428
Date: Mon, 17 Apr 1995 11:16:05 -0700
From: Kim Clark
Subject: Re: abstinance thread/big brother
Molly:
What about the illusion of cost savings? Or the illusion of protecting
children by mediating their (in)access to health information and health
hazards?
I'm not being facetious-- I fully understand your comment re: lightening up
about controlling others' adult-chosen behaviors. But then I think about
kids, about shared public costs..., and I get that old big brotherish
feeling again.
Kim Robert Clark, DrPH
Assistant Professor
Department of Health SCience and Human Ecology
California State University San Bernardino
San Bernardino, California 92407
(909) 880-5323
(909) 880-7005 FAX
kclark@wiley.csusb.edu
=========================================================================
#429
Date: Mon, 17 Apr 1995 13:00:02 -0700
From: SSHANNON@MEDUSA.BITNET
Subject: Re: abstinance thread/big brother
In-Reply-To: Your message dated "Mon,
17 Apr 1995 11:16:05 -0700" <01HPG189SYC2000F7A@MEDUSA.UNM.EDU>
Molly:
What about the illusion of cost savings? Or the illusion of protecting
children by mediating their (in)access to health information and health
hazards?
I'm not being facetious-- I fully understand your comment re: lightening up
about controlling others' adult-chosen behaviors. But then I think about
kids, about shared public costs..., and I get that old big brotherish
feeling again.
Kim Robert Clark, DrPH
Assistant Professor
Department of Health SCience and Human Ecology
California State University San Bernardino
San Bernardino, California 92407
(909) 880-5323
(909) 880-7005 FAX
kclark@wiley.csusb.edu
>> Please take my name off the health educators list.
Suzanne Shannon, M.S.
University of New Mexico School of Medicine
Albuquerque, New Mexico 87131
sshannon@medusa.unm.edu
=========================================================================
#430
Date: Mon, 17 Apr 1995 14:45:04 EDT
From: stu fors
Subject: Re: Your mail
In-Reply-To: Message of Mon, 17 Apr 1995 12:24:10 -0500 from
RE: Bret Simon's comment about "knowing the good life".
I agree in principle, however, we have a tough time reading others' minds
and "knowing" how they look at health (and related behaviors) from the
emotional, social and spiritual dimensions. The physical dimension is
pretty objective, the others are somewhat elusive. For example, if I see
a young woman jogging or fast-walking, I may say about her, "that's great,
she's really into fitness and cardiovascular health. However, her real reason
for the physical activity is a morbid fear of gaining weight. There's lots of
room for misinterpretation. stu
=========================================================================
#431
Date: Mon, 17 Apr 1995 14:44:04 EST
From: Stefanie Wicks
Subject: Health Education Software
Hi! I am trying to locate computer software for our student healt center.
Our goals are to try to provide educational material to the students
waiting to see health professionals as well as serve the needs of the greater
Purdue community.
Topics of Interest include: sexuality, wellness, alcohol and other drugs,
nutrition, international student health concerns, etc.
Any information that anyone has that may be of help will be greatly
appreciated
Please contact:
Mark Sienicki
Health Promotion Programs
Student Health Center
Purdue University
West Lafayette, IN 47907-1826
(317) 494-9355
sienicmt@mentor.cc.purdue.edu
=========================================================================
#432
Date: Mon, 17 Apr 1995 15:19:45 -0400
From: Jurassic Stress
Subject: Re: abstinance thread/big brother
In-Reply-To: <199504142245.AA27765@unf6.cis.unf.edu>
It's only a small percentage of people who actually practice what they
preach. We're only humans. But as health educators, it is our duty to
inform people of consequences, but not in a dictating way. It's up to them,
the students, to
decide and pay the consequences whether they are good or bad. And I think
it's up to us, the educators, in the way we teach it.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% CoraLynn Navarrete Torio % e-mail: %
% 5921 Broken Arrow Dr. W. % ctorio@unf6.cis.unf.edu %
% Jacksonville, FL 32244-2256 % %
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
=========================================================================
#433
Date: Mon, 17 Apr 1995 14:41:46 CDT
From: "Mary K. Dinger"
Subject: Research Methods/Design Textbook
I will be teaching a graduate level course in research methods and design
for health educators in the fall semester. Can anyone recommend a good
textbook to use for the course? Please respond to my e-mail address:
HPEDMD@MIZZOU1.MISSOURI.EDU
Thanks,
Mary K. Dinger, PhD, CHES
Department of Health and Exercise Sciences
University of Missouri
Columbia, MO 65211
(314) 882-3482
QUIT
=========================================================================
#434
Date: Mon, 17 Apr 1995 19:25:01 EDT
From: Mitchell Brodsky
Subject: Re: abstinance thread/big brother
I wish I had more time to really get into this one. I have a few
questions. Are we talking about college aged students, elementary
-aged, or what? Wouldn't our approach to sexuality education be
determined by our population? Do we need to consider socio-
economic population? It seems to me that one audience may take
everything we give them to heart, and another would simply toss
away our message as fast as we attempt to ram it down their
throats.
Is it safe to say that ones own fears about sexuality can somehow
enter into the way they teach about sexuality to others? Isn't
AIDS the latest fear fueling our "sex educators?" Years ago it
was homosexuality, wasn't it. If we teach about it, our children
will consider it and we would have all these homosexuals running
around corrupting one another. Isn't that how it goes?
Certainly, I am for helping our students, whatever age,
race, socio-economic background, intelligence, etc, make informed decisions
about
about their sexuality. What I'm hearing, and please correct me if
I'm wrong, is that fear-based sexuality education is more
effective than open, alternative minded sexuality
education. Naturally, abstinance is an alternative. Who wouldn't
acknowledge that? Perhaps this is the source of my confusion.
Are we implying that if all the alternatives are taught, we are
leaving out abstinance? Or if abstinance is taught, we are
leaving out the other alternatives?
My students seem to say to me each
semester, "I wish we had learned about this in high school, or
even earlier. Perhaps I wouldn't have made the mistakes I made
when I was younger. All they taught us was about birth control,
std's and how to say "no." But I never really learned anything."
I ask them, "If you were taught to say no, why didn't you?" Every
answer seemed the same: "I don't know, you know, the heat of the
moment, etc, etc,.
It seems we are still in the dark ages when it comes to teaching
about sexuality. These are the same arguments I remember reading
about when I was training to teach about sexuality, in the mid
seventies.
Well, I've said enough. Happy holidays everyone.
Mitch Brodsky
=========================================================================
#435
Date: Tue, 18 Apr 1995 07:46:58 -0500
From: Sandra Evans
Subject: Re: Health Education Software
Mark:
I may have some information for you on software for HIV prevention. Let me
know if you are looking for software for the IBM. MAC, and whether you have
a videodisk player.
sandra evans
=========================================================================
#436
Date: Tue, 18 Apr 1995 09:18:18 -0400
From: Karen Goldman
Subject: Re: To all Health Educators
In-Reply-To: from "Achooo@AOL.COM" at Mar 10, 95 04:36:23 pm
>
> I am writing to you in behalf of the Cook County Department of Public
> Health. We are in the process of doing grant research in the hopes of
setting
> up a comprehensive adolescent health clinic. I have two questions that I
hope
> some of you can help me with.
> #1) Do any of you know of any literature on how to attract adolescents to a
> clinic of this sort, and, once in the clinic how to get them to stay to
> complete a visit. We would love documented literature, but ideas or concepts
> in place at other clinics would be very helpful as well.
>
> #2) Do any of you have any ideas on attracting male adolescents to a clinic
> of this type. Pregnancy prevention is a main focus and needs to be addressed
> on both ends of the spectrum.
> Any help with either of these would be extremely appreciated. The area
in
> which this clinic would be funded to go is very needy, and this would do a
> world of good for this community. I can be reached at the below E-mail
> address.
>
> Thank you all very much!
As a health educator with about 20 years of experience - like many of
you, I'm sure - and an advocate for the application of marketing
(comprehensive, not just promotion!) techniques, principles, and concepts
to health education - likek some of you, my first reaction is: if you
design something that meets/satisfies the needs of your target audience
much of your promotional problems disappear. I do not mean to sound too
simplistic. As I have learned: if I know my prospective clients well
enough, I can develop a product (be it a physical good, a service or a
message), price it (financially, emotionally, temporally, etc.)
"right" for that audience, place it "Right (by offering the
product in familiar, convenient "outlets" that either will or
allready are known to attract or at least not frighten off
youth), and then promote it "right" (by using a combination of
advertising, face to face selling, incentives, and pr techniques that
have been shown to be most effective with this group). There is also
the issue of the "personality" our organization has to the potential
client. How are we perceived? It's hard to chaange, but it we're
new, we can take the time and energy to create a profile or
personality for our organization or our product that, again,
reflects the values of our potential clients. Other concepts
from marketing to keep in mind are segmentation (not treating all
adolescents alike) and levels of demand (there are 8
of them, and knowingg where your different audiences
are can prove very insightful when designing a
campaign). Sorry to be so pedantic! I am
incredibly passionate about what marketing has to
offer health education and would be glad to discuss
it with others.
karen denard goldman
kgoldman @umdnj.edu
(908)445-0220
=========================================================================
#437
Date: Tue, 18 Apr 1995 09:23:32 -700
From: "Frederick S. Hees"
list
=========================================================================
#438
Date: Tue, 18 Apr 1995 10:49:15 -0400
From: Karen Goldman
Subject: Re: Diffusion Network
In-Reply-To: from "ksandow" at Mar 24, 95 03:00:20 pm
Kay: if you find out about the diffusion network, could you post it? Am
eager to learn about it as well.
Thanks
Karen Denard Goldman
kgoldman@umdnj.edu
=========================================================================
#439
Date: Tue, 18 Apr 1995 11:00:36 -0400
From: Karen Goldman
Subject: Re: NUD.IST workshop (fwd)
In-Reply-To: from "Lawrence Green" at Apr 1, 95 06:04:34 pm
Larry:
Just a quick note to let you know that Todd sent me the information on
your summer institute and that it has gone into News & Views which I hope
ends up being timely. Glad to be of help.
Karen Denard Goldman
Since you may or may not know me, let me just say that at the Washington,
DC party for Sig Deeds, I was the one who gave her the chop sticks with
the fork and knife at one end and the points at the other after giving
a short statement about the Chinatown fiasco and how she can
ssuccessfully turn situations around - which you can do with the fork
sticks if they don't work as chop sticks. Elaine Auld, Sarah Olson, Val
Welsch and I are trying to be an Editorial Board for the national
newsletter since finding someone to replace Todd has been nigh unto
impossible. Is there anyone you can think of we might approach?
Thanks.
kdg
=========================================================================
#440
Date: Tue, 18 Apr 1995 10:28:51 -0400
From: Karen Goldman
Subject: Re: Textbook advis[D[Dce for health planning course
In-Reply-To: from "Michael Pejsach" at Mar 23, 95 00:00:47 am
>
> I would recommend Green and Kreuter's PRECED/PROCEED Text.
>
> P.S.:
> Graduate classes via the INTERNET!
> Hope this is OK. I am just about to send out a network note and thought this
> reply would be approrpriate.
> The HEEF is accessible via modem to (504) 342-3733.
> CHES CEUs, courses (you can offer some as well), files for transfer (APHA's
> COMPUTER SIG files), syllabi, other helpful texts and soon, access to CHID
> database!
> Also- e-mail, conferences on all areas of health education. private
> conferences, as well as public conferences.
> INTERNET (soon): heef.doe.state.la.us
> Free software to connect- using FIRST CLASS SOFTWARE- ALL ICON DRIVEN!
> MOVIES, GRAPHICS, SOUNDS!
> (We're actually going to send movies of lectures and sound files on lecturs
> for classe and CHES CEU's). Video conferencing coming!
>
Thanks for the feedback. P-P by Green has been the book usually used for
the graduate course. The electronic information you sent is totally new
to me and I'm deslighted to get it. Will see if I can get it together
enough to look into the programs you mentioned. Again, many thanks.
karen denard goldman
kgodlman@umdnj.ed,
=========================================================================
#441
Date: Tue, 18 Apr 1995 11:06:47 -0400
From: Karen Goldman
Subject: Re: Community participation
In-Reply-To: from "Maud M van der Venne" at Apr 3, 95 11:33:51 am
Though this probably should have gone directly to the sender and I blew
it, people interested in c ommunity participation might be interested in
work being done on citizen participation groups at the Center for
Environmental Communication at Cook College. Nevin Cohen has
studied a number of organizations that set up citizen
advisory panels to help facilitate projects. His work on
their perceptions of how they "really" participated and
the impact they had is very interesting. He's at PO box
231, New Brunswick, NJ 08903-0231, phone 908-932-8795.
Just say "Goldman from EOHSI sent me."
Karen denard goldman
kgoldman@umdnj.edu
=========================================================================
#442
Date: Tue, 18 Apr 1995 11:22:40 -0400
From: Karen Goldman
Subject: Re: your mail
In-Reply-To: from "Pat Dunn" at Apr 8, 95 11:59:39 am
In response to the request for information about working with hispanic
populations, one of the most well known sources over in this neighborhood is
The
National
Coalition of Hispanic Health and Human Services Organizations, 1501
Sixteenth Street, NW, Washington, DC 20036-1401, phone 202-387-5000.
Hope this is helpful.
Karen Denard Goldman
=========================================================================
#443
Date: Tue, 18 Apr 1995 11:28:40 -0400
From: Karen Goldman
Subject: Re: information for working with farm workers
In-Reply-To: from "Theresa Byrd" at Apr 10, 95 11:24:32 am
>
> Sorry to mail to whole list--didn't see your e-mail address. I have used
> "Where There Is No Doctor" by David Werner in the past. Both professionals
an
d
> lay folk can learn a lot from it.
> TByrd@utsph.sph.uth.tmc.edu
>
Their other book Helping Health Workers Learn is also jam packed
with useful ideas for effective teaching. Hpefully the workers will
become peer educators. Information re book: Werner and Bower, The Hesperian
Foundation, PO Box 1692, Palo Alto, CA 94302; Eighth printing: 1988 -
there may be a new edition out. Cost is $15 about! Good luck - would
love to hear of short course sources.
kgoldman@umdnj.edu
=========================================================================
#444
Date: Tue, 18 Apr 1995 11:46:04 -0400
From: Jill Blair
Subject: Re: abstinance thread/big bro...
This is in response to Mitch Brodsky's piece - first, abstinence is spelled
with an 'e' folks, not an 'a.' On to more pressing matters - for the most
part, human development/sexuality education/family living including sexuality
education, is not taught by "sex educators." It is frequently taught by
people who have little if any background at all in human development and
human sexuality. I'm not saying this is bad; in fact, in the program we
developed for the New York City Public Schools, we deliberately asked
teachers to volunteer to be involved rather than assign responsibility for
teaching and discussing topics with which they might have been uncomfortable.
I just think it's important that we be precise in our language about who is
teaching what for whom when. It seems pretty clear that the debate about
sexuality education breaks down at one point - we agree on the goals
generally speaking - to avoid unintended pregnancies, STD's and HIV
infection. We agree about abstinence, generally - it must be presented as
the most effective means by which to avoid contracting certain kinds of
diseases. Where there is disagreement is that some of us, and I count myself
among this group, believe that we should provide young people, beginning in
kindergarten, with age-appropriate, developmentally appropriate, culturally se
nsitive information about human development and sexuality. I think over
time, between kindergarten and twelfth grade, we should cover all aspects -
homosexuality, bisexuality, the biological and sociological compulsions that
influence our behavior - the risks associated with specific types of behavior
- abusive/addictive relationships, etc,. I believe that the more we talk
about these difficult issues, the better chance we give young people to make
healthier choices and be more comfortable with the choices they make.
Fear-based approach to sexuality education was long ago proven ineffective -
it didn't work for WWII soldiers, and it won't work for us. The other side
would prefer to only teach abstinence - to present abstinence as the only
acceptable option - and to address alternative choices/behaviors in a
punitive manner, with an aim toward embarrassing young people out of those
choices and behaviors. I call this the "scarlet letter" approach to
sexuality education, and it doesn't work.
Finally, how do we prepare/support educational administrators, and teachers
to withtstand the pressure to abandon good pedagogy for political expedience?
Is it possible, do you think, to undertake a real evaluation effort on these
questions? To develop an explicit and comprehensive human sexuality
curriculum, k-12, and offer it to one set of students in a school, then offer
an existing abstinence-only approach, k-12, to another set of students, and
measure, over the long term, the results? I'd be up for it - in a minute,
then maybe we would have 'weapons' needed to withstand the pressure I
described above.
jillblair@aol.com
=========================================================================
#445
Date: Tue, 18 Apr 1995 12:06:47 -0400
From: Karen Goldman
Subject: Re: help
In-Reply-To: from "Gayle Schmidt" at Apr 13, 95 11:23:42 am
>
> Buzz Pruitt and I are being asked to assist a local curriculum writing group
t
o
> provide a documented definition of "abstinence directed" and "abstinence
base
d
> " sexuality curriculum. We know what the terms mean but are having
difficulty
> finding a specific source. If you can provide this info, please forward
soon.
> We need to get it to a committee before Tuesday, April 18. Thanks!
>
In a pinch, wenever I need sexuality related information, including
definition, I always call SIECUS, the sex information and education
council of the US here in NYC. The librarian in the Mary S. Calderone -
remember her? - is James
Shortbridge and he's very helpful. 212-819-9770. Hope this helps.
Karen Denard Goldman
=========================================================================
#446
Date: Tue, 18 Apr 1995 11:39:03 PDT
From: STONECL@FSA.WOSC.OSSHE.EDU
Organization: Western Oregon State College
Subject: Arctic health
I'm a student teacher doing a interdisciplinary unit on the Arctic. I'm
interested in
information and/or lesson plans in several health related areas; such as,
Environmental health and nutrition related to Arctic exploration and the
indigenous
population.
Please send reply to: stonecl@fsa.wosc.osshe.edu
Thank you,
Kevin O'Brien
=========================================================================
#447
Date: Tue, 18 Apr 1995 14:21:49 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: World Wide Web Connection
Folks, the e-mail directory is soon to be on the world wide web.
It won't be officially opened for a few days, but if you have access to
either mosaic or netscape you can get a sneak preview. The address is:
http://www.siu.edu/departments/coe/hedrec/Email.html
If you don't have access to the world wide web this message will
mean nothing to you. Sorry.
=========================================================================
#448
Date: Wed, 19 Apr 1995 14:12:53 -0400
From: "Robert H. Anderson (West Virginia University)"
Subject: Distance Education
Having taught a course over a computer network, I'd like to communicate with
colleagues who have done the same, or are considering doing so. Please email
me, rather than post to everyone here. Thanks.
Bob Anderson, West Virginia University
=========================================================================
#449
Date: Wed, 19 Apr 1995 13:36:57 EST
From: stefanie
Subject: computer software search
Thanks to all for the very valuable input concerning our search for health
education computer software. We are planning on compiling a report that
will draw upon information from multiple sources (i.e discussion
groups, www, etc.)
As soon as we have a finnished report we will post a summary for all to
read. In the meantiime, keep the comments coming!
THanks again!
Stefanie
Please send comments to
Mark Sienicki
sienicmt@mentor.cc.purdue.edu
=========================================================================
#450
Date: Wed, 19 Apr 1995 23:04:47 -0400
From: Michael Pejsach
Subject: Re: Textbook advis[D[Dce for health planning course
Thanks for the feedback re: the planning & eval book and class (HEEF).
I read your note on marketing and am in agreement. Perhaps we can do the
same thing with our professional organizations. I brought the idea of using
marketing principles at a SOPHE town meeting some time ago. SOPHE
could/should be the one general organization representing our profession, but
the name needs to be "new and improved" since it connotes something that
appears to be closed to all health educators. And then they need to market
their new product to all sorts of health educators. There's a tremendous
customer base out there (worksite health educators, academic-types, school
health types, etc.). We need ONE supportive, truly health education
organization TAKING THE LEAD to help protect our turf (it's abloody reality,
damn it!) and not as part of a larger entity, like AAHE.
I know there's a history and tradition involved....but all things change.
Let's not be afraid of change.
The docs have one (EVEN THOUGH --I KNOW AND YOU KNOW-- that only 1/3 of all
docs are members of the AMA), the nurses have one (ANA), and they're miles
ahead of us in their professional growth. Heard a hospital administrator
talk about using docs to "keep the population healthy and free of disease,"
since that particular hospital is going through capped payments from
insurance providers and others. We can train them and/or we can work with
them as team members. Unfortunately, they don't know we're out there. Then,
of course, there are the nurses who want to do "wellness" and consider
themselves health educators because that's what they do everyday. Some are
qualified, but most do not go through the training need to organize
communities, coordinate activies, collaborate and work towards enhanced
health-related beahviors.
We need to get together in ONE organization, talk to one another, collaborate
and have sections or special interest groups in whatever specialty area we're
interested. A dream? Perhaps. But I am tired of psychologists, home
economists and nurses getting the jobs and not necessarily doing the best
possible in health promotion/education because of their training.
I think it could all start with some basic marketing-- and I am NOT talking
about public relations type stuff. I'm talking about theory and
research-based marketing! The real stuff.
Whew....I feel much better now.
=========================================================================
#451
Date: Thu, 20 Apr 1995 08:18:17 -0300
From: Dan Luxenberg
Organization: National Health Information Center
Subject: ****Networked Health Conference Announcement*****
----------------------------------------------------------------
PLEASE CROSS-POST AS APPROPRIATE
------------------ CONFERENCE ANNOUNCEMENT ---------------------
Partnerships for Networked Health Information for the Public
May 14-16, 1995
Rancho Mirage, California
Sponsored by the U.S. Department of Health and Human Services,
Public Health Service, with other Agencies and Organizations.
Hosted by the Annenberg Center at Eisenhower.
CONSUMER HEALTH INFORMATION
The conference will focus on health information that helps
individuals stay healthy, participate responsibly in medical care
decisions for themselves or their families, and make smart
consumer choices among health care providers. Interest in such
information comes not only from consumers themselves but from the
health care and health policy areas as well, because of the
potential for reducing health care costs. At the same time, a
wide variety of community-based organizations--including
libraries--are increasingly called on to provide local health
information support systems.
NEW TECHNOLOGY
Exciting developments in interactive, networked technology
suggest opportunities for more effective health communication.
As a result, traditional providers of consumer health information
are looking at new media approaches, while advanced communication
technology companies are exploring health as a content area for
their products and services.
POTENTIAL PARTNERSHIPS
The conference will be the first opportunity for the full range
of interested parties to jointly explore the apparent potential
of network technologies and consumer health information
applications, identify problems and issues needing further
clarification, and begin to define their respective roles.
WHO SHOULD ATTEND?
Federal Agencies that generate much of the basic biomedical and
health services research from which consumer health information
content is derived;
Other public agencies responsible for ensuring and promoting
health at the national, state, and local levels;
Non-profit health organizations that provide information and
services in specific fields;
Community-based organizations, including Libraries, that provide
access to information in the community;
Foundations that support innovative health communication
activities;
Managed care and other medical institutions that value informed
patients;
Employer organizations that promote wellness and wise medical
consumerism; and
Electronic publishers, interactive application developers,
telecommunications and computer companies that create or deliver
vital health information to the public.
CONFERENCE HIGHLIGHTS
Plenary to be video-conferenced between Rancho Mirage,
California, and Washington, D.C.
Report of a national assessment of consumer health information
demand and delivery.
Discussion on the economics of networked health information for
the public.
Demonstrations of innovative projects serving communities and
systems with national applications.
FEATURED PRESENTATIONS
C. Everett Koop, M.D., C. Everett Koop Institute, Dartmouth
University
Donna Shalala, Secretary, U.S. Department of Health and Human
Services
J. Michael McGinnis, M.D., Deputy Assistant Secretary for Health,
U.S. Department of Health and Human Services
Reed Tuckson, M.D., President, Charles Drew University of
Medicine and Science
William Smith, Ed.D., Vice President, Academy for Educational
Development
John Wilcox, Technology Evangelist, Microsoft Corporation
(invited)
Monday Plenary:
Presentation: Results of a National Assessment of Consumer Health
Information Demand and Delivery
John Harris, Vice President, Reference Point Foundation
Response Panel:
Moderator: Linda Harris, Ph.D., Senior Research Scientist, Center
for Health Policy Research, George Washington University
Panelists:
George Needham, Executive Director, Public Library Association
John Wennberg, M.D., M.P.H., Director, Center for Evaluative
Clinical Sciences, Dartmouth Medical School
Steven Schlossstein, President and CEO, Interactive Health
Network
John Eger, Chairman, San Diego City of the Future
Margaret Cary, M.D., M.B.A., M.P.H., Regional Di