=========================================================================
#523
Date: Mon, 1 May 1995 08:40:36 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: Re: Questionnaire Sought
Robert -
My colleague here at UNC, Sandra Quinn, was involved in a study of
African-American churches in the North. There may be aspects of the survey
they used which might be appropriate for your purposes. Her email is:
squinn@sophia.sph.unc.edu.
Also, the United Methodist Church has been working to expand its
efforts in their churches of color, and has developed a couple of general
questionnaires which might be useful. The contact person for these is Connie
Gates (919) 929-0650.
If you come across any general KAP surveys which have been used with
African-American churches, I would appreciate receiving information about them
Thanks.
Carol Parks
UNc School of Public Health
cparks@sophia.sph.unc.edu
=========================================================================
#524
Date: Mon, 1 May 1995 08:41:00 EDT
From: jg56
Subject: Re: Questionnaire Sought
In- <9504290132.AA11296@umailsrv1.UMD.EDU>
>We're considering working with African-American churches and are looking
>for questionnaires that could be completed by participants. Our
interests
>are in learning about the knowledge, attitudes, and behaviors of those
>filling-out the instrument. Any help that can be provided would be
appreciated.
>
>Robert H. Anderson, CHES [] Internet: randers@wvnvm.wvnet.edu
>West Virginia University [] 304-293-7585 (voice)
>Center for Health Promotion & [] 304-293-4667 (fax)
> Disease Prevention Research []
>P.O. Box 9005 []
>Morgantown, WV 26506-6116 []
>
Colleagues:
I, too, would be interested in any such instruments. Rather than burden
everyone on the listserv, you can mail it directly to me at the address below:
Jerrold S. Greenberg
College of Health and Human Performance
HHP Building, Valley Drive
University of Maryland
College Park, MD 20854
Thanks.>
=========================================================================
#525
Date: Mon, 1 May 1995 09:22:56 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: New directories
A few weeks ago I indicated that new directories can be obtained by
requesting them through the listserv at SIU. I will not send out
updates on a monthly basis, however, I will occasionally send out new
directories. If you want new updates, follow the directions given several
weeks ago. Also, the directories are available on the world wide
web at the following address:
http://www.siu.edu:80/departments/coe/hedrec
Besides this memo, you will be receiving two more files from
me with the updated directories. If you don't want them,
just erase them.
Mark
=========================================================================
#526
Date: Mon, 1 May 1995 09:22:56 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: Site directory
**For sake of space, this memo has been eliminated. It merely listed the
subscribers by site at this date.MJKittleson**
=========================================================================
#527
Date: Mon, 1 May 1995 09:23:11 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
**For sake of space, this memo has been eliminated. It merely listed the
subscribers by site at this date.MJKittleson**
=========================================================================
#528
Date: Mon, 1 May 1995 08:55:10 -0600
From: "David C. Wiley 245-2946"
Subject: Thanks For the Help!!
Dear HEDIR Members,
I wanted to thank everyone for their suggestions on how to deal with
right-wing extremism. Our group of health educators and other interested
parties met on Friday and Saturday in Austin, TX and I feel we had a very
productive meeting. Hopefully, we will be able to develop and implement some
strategies that will be beneficial to our constituents in the public schools.
I realize that I did not give a succinct definition of "right-wing" extremism.
My general concept of "right-wing" extremism was any group or individual who
used political pressure to censor or ban textbooks and/or withhold information
from students regarding their health. Due to time constraints, I chose to not
spend 2-3 pages to outline a defintion which was inclusive of every angle of
right-wing extremism. I just kinda wanted some help on how to deal with
censors and book banners. I also realize that extremism can take many forms. I
agree that extremism can also be those with extremely liberal views. However,
my experience has been that "left-wingers" have not been on the forefront of
censorship efforts in the schools.
Once again, thanks for the help!
David C. Wiley, Ph.D.
Southwest Texas State University
=========================================================================
#529
Date: Mon, 1 May 1995 13:39:02 -0400
From: REBECCA LEAS
Subject: Kombushka mushroom - medicinal or quack???
Does anyone know anything about the Kombushka mushroom? I am frustrated
because a good friend is convinced this thing will help her husband's
brain tumour. Although I find it highly suspect, I have no hard evidence
to dispute her claims. This is a dire situation and I would appreciate any
leads or information.
Thank you
Dr. Rebecca Leas
Clarion University of PA
leas@vaxa.clarion.edu
814-226-2390
=========================================================================
#530
Date: Mon, 1 May 1995 14:32:00 -0400
From: RICK PETOSA
Subject: Re: abstinance thread/big bro...
Regarding the discussion on Sexuality Education as health educators
might do it I have the following concerns.
1. Many of the comments were highly politicized. Some were unabashed
in defending the "right" or "left", some were eclectic. What struck me
was the willingness to take a political position. While polarized,
simplified, political positions regarding sex. ed. are controversial,.
and therefore get some press, they are not sufficient grounds for a
professional philosophy regarding this issue.
2. Consider the school age children, fear and death have again been
reintroduced in sex. ed.. They have become pawns in a politicized
battle for the moral high road. What are the children really
learning in this not so hidden curriculum?
3. The larger question remains, what are the purposes of a program
which educates children to promote healthy sexuality? The failure
to articulate a salient response to this question leaves sex ed
open to trivialization.
rick petosa
=========================================================================
#531
Date: Mon, 1 May 1995 17:26:28 CDT
From: Wes Sime
Subject: Re: HIV Project Newsletter
SORRY GUYS THIS IS NOT A JOY AND IT IS NOT FUNNY. MY TIME IS VALUABLE TOO.
I AM IRRITATED THAT SO MANY PEOPLE PUT TRIVIA ON THE SYSTEM. I MAY HAVE TO
UNSUBSCRIBE BECAUSE IT IS JUST TOO MUCH OF A "TIME-WASTER" DECIDING WHAT TO
DELETE BEFORE OR AFTER READING THE FIRST FEW LINES. BYE BYE FOLKS - -
>The greatest joy I have found with working on a computer is the "Delete"
>function. Someone makes a mistake and "bleep" all is gone, all is
>forgotten! Wouldn't it be nice if "real life" worked that way??
>
>Andy Jenkins (with a wink and a smile) ;{)
>
> On Wed, 26 Apr 1995, Wes Sime wrote:
>
>> PARDON ME - - WHY THE HECK DO THE REST OF US NEED TO READ YOUR PERSONAL
MAIL.
>>
>> >Dear Andy, How fun. I just read this. I've been out of town and swamped
>> >with papers to grade. You are, of course, right on the money in my
>> >opinion. I'm glad you teach the way you. I'm also glad I ge to teach at
a
>> >university where I have academic freedom and can say what I think needs to
>> >be said. The political reality of a public school would make me shrivel
up
>> >and die. Molly
>> >
Wes Sime Telephone: (402) 472-1161
Dept. of Health and Human Performance Fax:
University of Nebraska-Lincoln Internet: wsime@unlinfo.unl.edu
=========================================================================
#532
Date: Mon, 1 May 1995 12:19:31 -0400
From: Karen Goldman
Subject: Re: student excuses
In- from "Joyce Morris" at Apr 24, 95 11:11:08 am
>
> A colleague on another list sends a condolence card to the family when a
> student reports a death. If there really was a death the family is very
> impressed with the sensitivity and caring of the professor. If it was
> not true the desired consequences ensue. This colleague had a student
> who reported 4 deaths in one semester; turns out all were true.
>
> Joyce Morris jjmorris@gandalf.rutgers.edu
>
Ssounds like Klinger on MASH, doesn't it?
See, I'm using the system.
Just so you know - thee lunch in your honor you couldn't attend has been
rescheduled for the 10th of mMay with the thought that perhaps it would
be nice to have an honoree presennnt. Nice thinking. Will try to
think of some excuses I got - my most frequent at ESU was that it was
the opening day of hunting season as if that had to be traeted with the
same reverence as Rosh Hashaanah or something.
kdg kgoldman@umdnj.edu
=========================================================================
#533
Date: Tue, 2 May 1995 09:51:00 CDT
From: Steve Lux
Subject: HEDIR "netiquette"
In response to some of the comments about "netiquette" on the HEDIR
list...
I am a subscriber to many lists and have been for over a year. It
is a time consuming task to manage E-mail discussion lists. (I
remember when I first discovered them, I over-subscribed and the
first Monday morning I had over 400 messages) I treat my E-mail
like I do my regular mail - I check it every morning. I, unlike
many of you, do not have a system which allows easy use of a delete
key. I have to scan a list of senders and topics, or read each one.
Some lists have tried to deal with the problem of "junk mail" by
changing the system settings with the listserv regarding the reply
function. They have changed the setting so that when someone uses
the reply function, the message automatically goes to the person
who sent the message, not the whole list. This forces people to
type in the send to HEDIR@siucvmb.siu.edu in order to send a
message to the entire list. This has resulted in much less
unintended mail being sent to all and reduces clutter on the
internet as well.
I also have learned that people who send messages to an individual
via the entire list are not "insensitive jerks who delight in
making my day a little harder", but are just learning to deal with
this new technology. The best way to learn this stuff is to just
do it. We all have to learn to be tolerant, or we should drop E-mail
and stick to the telephone.
Mark, what do you think about changing the reply function on the
system settings?
Steve Lux PH: (815) 753-9746
Health Educator FX: (815) 753-9599
Health Service Internet: slux@niu.edu
Northern Illinois University
=========================================================================
#534
Date: Tue, 2 May 1995 12:25:33 -0800
From: Paula Swinford
Subject: Re: HEDIR "netiquette"
I would like to see the reply function changed to sender only on this list.
As long as the discussions are being archived, I would not miss the open
forum. People could still copy the list if they wanted to.
Thanks for the consideration.
>In response to some of the comments about "netiquette" on the HEDIR
>list...
>
>I am a subscriber to many lists and have been for over a year. It
>is a time consuming task to manage E-mail discussion lists. (I
>remember when I first discovered them, I over-subscribed and the
>first Monday morning I had over 400 messages) I treat my E-mail
>like I do my regular mail - I check it every morning. I, unlike
>many of you, do not have a system which allows easy use of a delete
>key. I have to scan a list of senders and topics, or read each one.
>
>Some lists have tried to deal with the problem of "junk mail" by
>changing the system settings with the listserv regarding the reply
>function. They have changed the setting so that when someone uses
>the reply function, the message automatically goes to the person
>who sent the message, not the whole list. This forces people to
>type in the send to HEDIR@siucvmb.siu.edu in order to send a
>message to the entire list. This has resulted in much less
>unintended mail being sent to all and reduces clutter on the
>internet as well.
>
>I also have learned that people who send messages to an individual
>via the entire list are not "insensitive jerks who delight in
>making my day a little harder", but are just learning to deal with
>this new technology. The best way to learn this stuff is to just
>do it. We all have to learn to be tolerant, or we should drop E-mail
>and stick to the telephone.
>
>Mark, what do you think about changing the reply function on the
>system settings?
>
>Steve Lux PH: (815) 753-9746
>Health Educator FX: (815) 753-9599
>Health Service Internet: slux@niu.edu
>Northern Illinois University
******************************************************************************
|*/\*| Paula Swinford, MS, CHES |*/\*| 213/740-WELL |*/\*|
|*\/*| Assistant Director |*\/*| 213/740-0214 fax |*\/*|
|*/\*| University Park Health Center |*/\*| |*/\*|
|*\/*| University of Southern California|*\/*| swinford@mizar.usc.edu |*\/*|
******************************************************************************
=========================================================================
#535
Date: Tue, 2 May 1995 10:14:34 -0300
From: Dan Luxenberg
Organization: National Health Information Center
Subject: *Teleconference/Internet Conference on Networked Health Informat
----------------------------------------------------------------
PLEASE CROSS-POST AS APPROPRIATE
------------------ CONFERENCE ANNOUNCEMENT ---------------------
Partnerships for Networked Health Information for the Public
Teleconference and Internet Conference
May 15, 1995
U.S. Department of Health and Human Services
200 Independence Ave, S.W.
Washington, DC
Sponsored by the U.S. Department of Health and Human Services,
Public Health Service, with other Agencies and Organizations.
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.
TELECONFERENCE
May 15, 1995
U.S. Department of Health and Human Services
200 Independence Ave, S.W.
Washington, DC
11:45-12:15 (Eastern time) Welcome -- Donna Shalala, Secretary,
U.S. Department of Health and Human Services; Carl Stauber,
Under Secretary for Research, Education, and Economics,
U.S. Department of Agriculture Invited
12:15-12:45 (Eastern Time) Introductory Remarks -- C. Everett
Koop, M.D., Sc.D., Senior Scholar, C. Everett Koop Institute,
Dartmouth Medical School (via videotape from New Hampshire)
12:45-1:15 (Eastern Time) Keynote address -- Reed Tuckson, M.D.,
President, Charles Drew University of Medicine and Science
1:15-1:30 (Eastern time) Break
1:30-2:00 (Eastern time) Presentation: Results of a National
Assessment of Consumer Health Information Demand and
Delivery -- John Harris, Vice President, Reference Point
Foundation
2:00-3:00 (Eastern Time) Panel Response and Open Discussion --
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 Director, U.S.
Department of Health and Human Services
Mary Gardiner Jones, LLD, President, Consumer Interest Research
Institute and President, Alliance for Public Technology
INTERNET CONFERENCE
The teleconference and selected other conference materials will
also be available through a special Internet connection.
The registration fee includes print and/or electronic copies of all
conference materials. If you plan on registering for the Internet
Conference, please be sure to include your e-mail address, as
details on accessing the conference materials will be distributed
via e-mail.
CONFERENCE FEES
Teleconference: $25
Internet conference: $25
TO REGISTER:
Please include your FULL NAME, ADDRESS, TELEPHONE,
FAX AND E-MAIL. Also indicate if you are registering for the
Teleconference or Internet conference. Preregistration for the
Washington Teleconference closes Friday, May 5th, 1995. After
this date you must register on-site. Registration for the Internet
conference closes May 10, 1995.
PLEASE MAKE CHECKS PAYABLE TO: FRIENDS OF THE NLM
IF YOU WISH TO PAY BY CREDIT CARD, PLEASE
CALL 202-462-9600
MAIL REGISTRATION TO:
Barbara Moore
Friends of the National Library of Medicine
1555 Connecticut Avenue, N.W., Suite 200
Washington, DC 20036
For more information on the Teleconference or Internet
conference, please call 202-462-9600
=========================================================================
#536
Date: Tue, 2 May 1995 14:44:45 -0400
From: Karen Goldman
Subject: Re: HEDIR "netiquette"
In- from "Steve Lux" at May 2, 95 09:51:00 am
My apologies to the group at large. Beginner's bad luck resulted in one
more inadvertant mass mailing. Abject apologies all 'round, and thanks
to those who understand the phenomenon of "Lousy Learner's Luck."
Kgoldman.umdnj.edu
=========================================================================
#537
Date: Tue, 2 May 1995 13:20:08 -0700
From: Kim Clark
Subject: Re: abstinance thread/big bro...
Well enunciated regarding ideology overshadowing direct health message.
Although I recognize that to present, for example, "neutral" messages re
HIV prevention is itself an ideological stance, I was struck recently by
the degree to which the extreme "left" or extreme "right" positions on HIV
education are more about "should/ought" ideology,( e.g., reject/accept
gays, reject/accept condoms, reject/accept non-traditional families, etc.)
than about core protective and preventive behaviors.
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
=========================================================================
#538
Date: Tue, 2 May 1995 21:50:36 -0400
From: Andrea Frank
Subject: Re: student excuses
At the risk of being flamed, let me say I do not find this discussion of
"student excuses" very entertaining. Certainly there may be students who
abuse "the system," but perhaps we should be questioning the philosophical
assumptions on which this system rests, and then consider how we might
re-invent a more egalitarian paradigm of education.
First, the very notion that an adult student must provide excuses to a
teacher makes a profound statement about the lack of equality in
student-teacher relationships. Why should teachers have such absolute
control over artifical educational deadlines when it is the student who is
shelling out substantial sums of tuition for this "privilege"? Why can't
students have more leeway in mutually negotiating deadlines with teachers?
What's wrong with taking an incomplete? (Ah, but you say students must
learn how to meet uniform deadlines in the "real world." -- but whose needs
should the educational system be designed to meet -- the students', or the
future employers'? Even "real world" employment provides more room to
negotiate deadlines than academia, and at least employees get a salary in
return for the autonomy they sacrifice).
Second, this discussion of excuses about missing final exams calls into
question the entire system of evaluating learning. It seems to me we have
created a mass market approach to evaluating learning, in order to make it
easier for instructors to provide a grade or a score for a CHES exam. Hence,
students are primarily concerned about "learning to the test" rather than
being evaluated on what they have actually learned. Is uniform written
testing really necessary? What about using individualized learning contracts
and projects to evaluate learning outcomes instead? Why do we need grades?
Third, I find it appalling that any professor would send a clearly insincere
condolence card to a student's family with the primary intent to find out
whether or not the student was gaming the system. What are the professional
ethics involved when a teacher engages in such a purposeful maneuver to
disrupt a student's personal life? This seems like a prime example of "I'll
teach you!", eye-for-an-eye backstabbing vengeance to me. If a teacher has a
suspected gripe with the student, he or she should confront the student
directly rather than taking an indirect, cowardly approach.
Students should not be objects of ridicule. Teaching and learning should not
be a competitive game to see which party can outscam the other. I am clearly
passionate about this. Let's use this forum to discuss the real issue here,
which is why do students feel they need to lie and make excuses at all, and
how we can bring more equality back into the teaching-learning process so
that students who are "falling behind" can freely come forward to renegotiate
deadlines and get the help they need BEFORE FINAL EXAM WEEK without being
shamed in the process?
Andrea Frank
University of Wisconsin - Madison
flame me at: andyfrank@aol.com
=========================================================================
#539
Date: Wed, 3 May 1995 09:15:47 -0500
From: "Michael J. Ludwig"
Subject: Re: student excuses
In message Tue, 2 May 1995 21:50:36 -0400,
Andrea Frank writes:
> At the risk of being flamed, let me say I do not find this discussion of
> "student excuses" very entertaining.
Bravo! Nor did I. I applaud you taking the time to eloquently reject the
pedagogy of conformity and to expose the unequal relationships that many in
education use in unjust ways.
Thank you for the passion. No flames here.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% Michael J. Ludwig % (912) 871-1552 (voice) %
% Georgia Southern University % (912) 681-0721 (fax) %
% Landrum Box 8075 % mjludwig@gsvms2.cc.gasou.edu %
% Statesboro, GA 30460-8075 % %
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
% "It is ridiculous what airs we put on to seem profound while %
% our hearts gasp dying for want of love." --William Carlos Williams %
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
=========================================================================
#540
Date: Wed, 3 May 1995 11:40:13 EDT
From: Joyce Morris
Subject: Re: HEDIR "netiquette"
In- Your message of Tue, 2 May 1995 12:25:33 -0800
I would like to see the reply function stay the same but perhaps a
reminder could automatically be put at the beginning or end of each
posting which reminds people that "reply" will send to the list and that
you have to use "send" for messages intended for only one individual.
This is done on another list that I am on and it seems to help.
It also would help if everyone would put their e-mail address at the
END of their message to facilitate sending individual messages.
The number of individually-directed messages on this list seem to me to
be relatively low. When the reply function is set to individual replies,
then messages are not sent to the list. To me this would make this
a virtually useless list. The discussion and seeing the replies to
the queries of others is what makes this a useful list.
Joyce Morris jjmorris@gandalf.rutgers.edu
=========================================================================
#541
Date: Wed, 3 May 1995 12:09:49 EDT
From: Joyce Morris
Subject: Re: student excuses
In- Your message of Tue, 2 May 1995 21:50:36 -0400
A student who presents an excuse has not bothered to negotiate for a
different deadline or for an alternative way of completing the course.
They are giving a reason why they were unable to meet the requirement.
You have implied that when a student presents an excuse that they are
automatically rejected. The fact of the matter is that most excuses
are accepted and students are allowed to extend the deadline or take
the exam.
Some very legitimate excuses *are* funny. If you do not think that the
student who told a colleague that she could not turn her paper in on
time because her parrot, who liked to sit on top of her monitor,
crapped in her computer is not funny then I feel sorry for you. It
was true and the student got an extension - both the student and the
professor still laugh about it.
I plead guilty to preparing students to meet the needs of an employer.
I teach in a professional preparation program. That means that my students
have chosen a major which will prepare them for a specific type of job.
If I do not do that then I am derelict in my duty.
Joyce Morris jjmorris@gandalf.rutgers.edu
=========================================================================
#542
Date: Wed, 3 May 1995 13:10:00 EST
From: Isabel Burk
Subject: Inspiration for the Day
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
CC:
SUBJECT: Inspiration for the Day
Date: 05-03-95 13:07 EST
PRIORITY:
May I brighten the day with this nugget that came across my desk today:
Yesterday is history
Tomorrow is a mystery
Today is a GIFT
That's why they call it "the present"
Isabel Burk
Putnam/No. Westchester BOCES
BURK112W@wonder.em.cdc.gov
=========================================================================
#543
Date: Wed, 3 May 1995 15:21:03 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: Junk mail reduction
Several days ago Steve Lux wrote a memo to the list indicating that
we need tolerance with those who are not familiar with the system.
Generally speaking, most have been tolerant. Yet, we do get irritated
that people tend to hit the reply button and send a response to
all when it is most appropriate to send to just the original person.
He suggested that I look into my listserv to see if I could change
some configurations. Well, I have, and I have found
his suggestions to be most beneficial.
Steve wrote:
"Some lists have tried to deal with the problem of "junk mail" by
changing the system settings with the listserv regarding the reply
function. They have changed the setting so that when someone uses
the reply function, the message automatically goes to the person
who sent the message, not the whole list. This forces people to
type in the send to HEDIR@siucvmb.siu.edu in order to send a
message to the entire list. This has resulted in much less
junk mail."
Effective immediately, anybody who uses their reply button
to respond to a memo from hedir will have their response
sent to the individual---not the entire HEDIR group.
If one does want to respond to a memo from HEDIR to
the entire group of HEDIR, they will have to compose
a new "note" addressed to HEDIR@siucvmb.siu.edu to be able
to do so.
I believe this will eliminate many memos that were intended
to be sent to the individual but were mistakenly sent via
HEDIR.
This is not to infer that we should not maintain conversations
via the HEDIR. Nor should it mean that if somebody requests
information and if you believe it is of value to everybody, that
one should not use HEDIR. Please use it. But as we all know,
there are many (either through accident, ignorance, or whatever)
will send a personal memo via the HEDIR.
As a sidenote, many of you participated in an evaluation of the
e-mail service that was done by some of our students here at SIU.
My thanks to all that have participated. I'll be sharing with
you the results in a couple of weeks. Thanks.
=========================================================================
#544
Date: Wed, 3 May 1995 18:54:00 EST
From: Isabel Burk
Subject: "present"
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
CC:
SUBJECT: "present"
Date: 05-03-95 18:52 EST
PRIORITY:
I'm glad you enjoyed that little "present." However, I'm sorry that the
friend who passed it on didn't have a primary source. She heard it from a
friend, who heard it from a friend. Bartlett's doesn't mention it. If anyone
out there happens to know the source/author, I'd like to know myself. It gave
my entire office a lift today.
Isabel Burk
BURK112w@wonder.em.cdc.gov
=========================================================================
#545
Date: Thu, 4 May 1995 08:32:28 -0600
From: "Carole A. Jordan 512-245-8027 FAX: 512-245-3819"
Subject: Sexuality Education Policies
In the wake of a recent controversy over National Condom Day, we are trying to
develop a comprehensive policy statement for Southwest Texas State. I am
writing to ask for your help in locating written policy statements regarding
sexuality education on university campuses. Specifically, we would like to
know:
1. Does your school have a policy statement?
2. What are the key issues covered in the policy (e.g., condom
availability, etc.)
3. Who or what departments were involved in developing the policy?
4. Who or what departments signed the policy (Health Center Director,
VP
of Student Affairs, etc.)?
For those of you that have policies, we would appreciate receiving a copy.
Please send your e-mail responses directly to me. I will send a summary of
the
results back to the list, if this would be helpful.
Thanks for your help!
Carole Jordan-Belver, Project Coordinator
AIDS Consortium of Texas Colleges and Universities
Southwest Texas State University
Jowers Center, Room A142
San Marcos, TX 78666
(512)245-8027
CJ08@A1.SWT.EDU
P.S. I am planning to contact SIECUS and AASECT for their philosophy and
ethics statements.
=========================================================================
#546
Date: Thu, 4 May 1995 09:06:57 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
One can now receive a copy of all messages sent through HEDIR. To
do this, follow these commands:
1.) compose a note addressed to listserv@siucvmb.siu.edu
2.) don't put anything in the subject line
3.) in your message box, type "get hedir log95xx" (without quotes).
The 95 is obviously the year (if you wanted 94 type 94). The
double xx represents the month. January is 01, February is 02
November is 11. Do not put a space between the year and month.
4.) You should get back two memos...one confirming your request,
the other with all of the messages sent during the time
period requested.
Hope you enjoy this.
=========================================================================
#547
Date: Thu, 4 May 1995 09:15:29 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
USING THE LISTSEARCH OF HEDIR
1. First, create a note to send to listserv@siucvmb.siu.edu
//
Database Search DD=Rules
//Rules DD *
Search keyword in HEDIR
Index
/*
Where it says keyword type in a word related to whatever you so desire.
Make certain that you put nothing in the SUBJECT section of the memo.
3. Send this file to listserv@siucvmb.siu.edu
4. You should get back one memo indicating that the listserv
has received and is processing the request.
5. You should receive back another memo with an index of all
the files that has the keyword in its title or its body.
Each memo will have a file number
preceding it. It is important to note such numbers.
6. After you have recorded the appropriate numbers of the
files that you want, create another note with the
following commands:
//
Database Search DD=Rules
//Rules DD *
Search keyword in HEDIR
Index
print all of xxx
/*
The additional line of "print all of xxx" will tell the
filelist to send you those messages with those numbers.
For example, if the index had messages with
preceding numbers of 178, 192, 210, you would type those
numbers in, separating by commas. Again, make certain
that you put nothing in the SUBJECT section of
the memo. Also, make certain that the keyword that you
used earlier is still listed.
Send this note to listserv@siucvmb.siu.edu
7. Again, you should get two messages;
one confirming that the listserv has received such a request.
The second will include the entire message of the
numbers that you have requested.
=========================================================================
#548
Date: Thu, 4 May 1995 11:28:40 -0400
From: Sally Robilotto
Subject: Upcoming Wellness Conference
This message will be of interest to folks in the northeast. All others
can hit the delete key.
The Seventh NYS Wellness Conference at the SUNY Institute of
Technology,
Utica, NY, will take place on May 18, 1995. This one day conference
titled, Mind/Body Wellness, Individual Responsibility/Institutional Goal,
will be highlighted by presentations by Dr. Candace Pert (who will present
on "Mind, Emotions and Health: Integrative Physiology") and Mr. Murray
Banks (who will present on "Listen to Your Body, Talk to Your Mind:
Keeping Your Life in Balance"). Both will be presenting at the National
Wellness Conference at Stevens Point in July, so if you don't have the
airfare, you can hear them "locally".
In addition to these keynote speakers, there will be concurrent
breakout sessions that deal with such topics as, Laughter and Life, The
Humor Prescription; Dreams and the Art of Coping; Promoting Family
Wellness: The Dilemma of Caring for a Frail Parent or Spouse; Seven
Habits of Highly Effective Educators; Learning to Live with Conflict;
Male as Protector and Provider:The Emotional Lobotomy and MORE!!
Who should attend? Those intersted in enhancing wellness
education in institution and/or corporate settings. The latest research
on how the mind/body connection can work to enhance your personal
well-being will be explored. Worksite wellness programs will also be
featured.
For further information, please contact:
Sally Robilotto
(315) 792-7172 or e-mail sser@sunyit.edu
=========================================================================
#549
Date: Thu, 4 May 1995 17:19:48 -0400
From: Andrea Frank
Subject: Re: student excuses
2:20 p.m. CDT 5-4-95
If the 12 replies I received in the last 36 hours is any indication, then the
comments I made this week about student excuses and challenging paradigms of
education must have struck some sort of chord (sometimes harmonious,
sometimes not). I expect a few more responses will trickle in, so I hope
you'll be patient and give me a few more days to sift and winnow through
these. I'll try to shape them into a more coherent whole, and then use this
forum to post some further insights with everyone in the HEDIR and hope they
will stimulate further discussion of key issues.
Whether you agree with me or not, keep those email cards and letters rolling
in! This is a great opportunity to engage in critical thinking about the
foundations of a profession we all care so passionately about!
Andrea Frank
University of Wisconsin - Madison
andyfrank@aol.com
=========================================================================
#550
Date: Thu, 4 May 1995 17:21:27 -0500
From: Wes Sime
Subject: Re: student excuses
WHAT A WONDERFUL STATEMENT - - I AGREE WHOLE-HEARTEDLY
>At the risk of being flamed, let me say I do not find this discussion of
>"student excuses" very entertaining. Certainly there may be students who
>abuse "the system," but perhaps we should be questioning the philosophical
>assumptions on which this system rests, and then consider how we might
>re-invent a more egalitarian paradigm of education.
>
>First, the very notion that an adult student must provide excuses to a
>teacher makes a profound statement about the lack of equality in
>student-teacher relationships. Why should teachers have such absolute
>control over artifical educational deadlines when it is the student who is
>shelling out substantial sums of tuition for this "privilege"? Why can't
>students have more leeway in mutually negotiating deadlines with teachers?
> What's wrong with taking an incomplete? (Ah, but you say students must
>learn how to meet uniform deadlines in the "real world." -- but whose needs
>should the educational system be designed to meet -- the students', or the
>future employers'? Even "real world" employment provides more room to
>negotiate deadlines than academia, and at least employees get a salary in
>return for the autonomy they sacrifice).
>
>Second, this discussion of excuses about missing final exams calls into
>question the entire system of evaluating learning. It seems to me we have
>created a mass market approach to evaluating learning, in order to make it
>easier for instructors to provide a grade or a score for a CHES exam. Hence,
>students are primarily concerned about "learning to the test" rather than
>being evaluated on what they have actually learned. Is uniform written
>testing really necessary? What about using individualized learning contracts
>and projects to evaluate learning outcomes instead? Why do we need grades?
>
>Third, I find it appalling that any professor would send a clearly insincere
>condolence card to a student's family with the primary intent to find out
>whether or not the student was gaming the system. What are the professional
>ethics involved when a teacher engages in such a purposeful maneuver to
>disrupt a student's personal life? This seems like a prime example of "I'll
>teach you!", eye-for-an-eye backstabbing vengeance to me. If a teacher has a
>suspected gripe with the student, he or she should confront the student
>directly rather than taking an indirect, cowardly approach.
>
>Students should not be objects of ridicule. Teaching and learning should not
>be a competitive game to see which party can outscam the other. I am clearly
>passionate about this. Let's use this forum to discuss the real issue here,
>which is why do students feel they need to lie and make excuses at all, and
>how we can bring more equality back into the teaching-learning process so
>that students who are "falling behind" can freely come forward to renegotiate
>deadlines and get the help they need BEFORE FINAL EXAM WEEK without being
>shamed in the process?
>
>Andrea Frank
>University of Wisconsin - Madison
>flame me at: andyfrank@aol.com
Wes Sime Telephone: (402) 472-1161
Dept. of Health and Human Performance Fax:
University of Nebraska-Lincoln Internet: wsime@unlinfo.unl.edu
=========================================================================
#551
Date: Thu, 4 May 1995 12:46:03 -0700
From: Robert Collins
Subject: Re: abstinance thread/big bro...
In- <9504231626.AA23637@mx4.u.washington.edu>
Specialists in health education for each classroom at the elementary level
would not be necessary, but we should move toward a situation where each
elementary school in the "world" had at least one health education
specialist with the time and responsibility for assisting the faculty in
designing an integrated curriculum and providing inservice and demo
health instruction. This would have a major impact (positive) on the
quality and quantity of health education for students. Do others think
this is a worthwhile goal? Are there some models already working?
What's happening at the elementary level? Ciao! Bob
Bob Collins 206-545-3586
Center for Studies in Health Education collinsb@u.washington.edu
University of Washington
On Sun, 23 Apr 1995, Joyce Morris wrote:
> We do not use specialists in the classroom at the elementary school level
> for math or English or art or ... so why should we expect someone other
> than t he classroom teacher to teach health?
>
> Joyce Morris jjmorris@gandalf.rutgers.edu
>
=========================================================================
#552
Date: Fri, 5 May 1995 08:34:10 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Friday Inspiration
In- <01HQ4E0LRZPE000H8Q@AURORA.CWU.EDU>
Friends,
This week's message is almost to goopy for words but darn it, it's good. :{)
In Defense of Hugging
Hugging is healthy. It helps the body's immune system; it keeps you
healthier, it cures depression. It reduces stress, it induces sleep.
It's invigorating, it's rejuvenating, it has no unpleasant side
effects--hugging is nothing less than a miracle drug.
Hugging is all natural. It is organic, naturally sweet, no pesticides,
no preservatives, no artificial ingredients, and 100% wholesome.
Hugging is practically perfect. There are no moving parts to wear out,
no batteries, no periodic check ups, low energy consumption--high energy
yield, inflation proof, non-fattening, no monthly payments, no insurance
requirements, theft proof, non-taxable, non-polluting and, of course,
FULLY RETURNABLE
Author unknown
Keep the Dream!
Andrew P Jenkins, PhD, CHES
Central Washington University
=========================================================================
#553
Date: Fri, 5 May 1995 11:37:49 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: A new message
Fellow Subscribers:
I am enclosing a copy of the new general message that I send
to anybody requesting information and/or interest in subscribing
to this service. It's long, but it's much more clear on the
policies of this service. Please take a few minutes to read
through it and if you so desire, give me your feedback.
Please note, that toward the middle of the memo I have
included information on how to get updated copies of
the directories, and how one can get a copy of previous
messages sent via HEDIR.
In addition, I have included a statement toward the end
on what I consider appropriate and inappropriate uses
of the HEDIR. Finally, I will now start requiring
people who are interested in subscribing to this service
to read this memo and to send me back a memo indicating
that they have read and understood the policies.
I do not expect any of you to send me such a memo...
only newcomers.
I hope this will help clarify to people coming aboard
the purpose of this service and how to use it most efficiently.
Appreciate any comments.
Mark Kittleson
START OF NEW MEMO.....
THIS IS A LONG MEMO. HOWEVER, TO BE ABLE TO SUBSCRIBE TO
THIS SERVICE, YOU ARE ASKED TO READ THE ENTIRE MEMO.
I'LL KNOW IF YOU HAVEN'T READ IT. PLEASE SAVE THIS FILE
FOR FUTURE REFERENCE.
INFORMATION ON USING AND SUBSCRIBING
TO THE E-MAIL SERVICES FOR HEALTH EDUCATORS
(Southern Illinois University)
This email service provides two major functions: 1) it provides two
electronic directories of health educators throughout the world, and
2) an electronic communications system for news of interest
to professionals and students in the field of health education
(referred to as the listserv).
BEING ADDED TO THE DIRECTORIES
The directories are open, free of charge, to all full-time health
education professionals and graduate students in health
education. To be listed in these directories
send an email message to Dr. Mark Kittleson at
GA3748@siucvmb.siu.edu, and include the following information:
Your name
Your institution/organization
Your mailing address, phone number, and fax number
Three or four key-word descriptors
of your health education interest areas (graduate students
are excluded from the descriptors)
Your email address (Internet preferred)
You will be added automically to the two directories.
When you first request to be listed, you will be sent the
lastest versions of the two directories. One directory
lists individuals by job site, and the second directory
will list individuals alphabetically. To get updated
versions, please follow the instructions given to you
below.
In addition, this directory is available on the world wide
web, of which you can download the directories and send
messages directory from the web. The address on the web is:
http://www.siu.edu:80/departments/coe/hedrec
SUBSCRIBING TO THE LISTSERV
The listserv (list) is an electronic mechanism in which one can
send memos to all subscribers instantly with just one memo. By
addressing the memo to the list address, it will be sent to all
health educators who subscribe to this list. This list is called
HEDIR. HEDIR is a vehicle in which we can share thoughts, ideas,
job announcements, conferences (and calls for papers), requests
for ideas, etc. It is to be used to help health educators
communicate more effectively and efficiently. The HEDIR list
is not for personal communications, but rather announcements
of general importance to all subscribers.
The HEDIR list is different from the directories. Not everybody
listed in the directories will be on the HEDIR list. On the other
hand, not everybody on the HEDIR list are health educators.
Let me explain:
If you do not meet the qualifications to be listed in the
directories (for example, you are not a health educator),
you can still request to be added to the listserv.
You will receive all correspondence from among all participants
in this listserv. There are many people who are not health
educators, but who have a vested interest in the profession.
Since the vast majority of people who will be using this service
are health educators, they will be listed in both the directories
and the HEDIR list. If for some reason you want to be dropped
from the HEDIR, you must send a memo to me asking to be dropped.
UNLESS YOU SPECIFY, YOUR NAME WILL STILL BE LISTED IN THE
DIRECTORIES. What this means is that you will not receive
messages received from the HEDIR list, but others will still be
able to locate you and send you personal memos.
TO SEND A MESSAGE TO ALL HEDIR SUBSCRIBERS
Since this directory is part of a "listserv" system, you can send
a message simultaneously to EVERYONE who is a HEDIR subscriber.
To email a message across the system to all subscribers, simply
send the email to: hedir@siucvmb.siu.edu
NOTE!!! If you want to send a message to an INDIVIDUAL
subscriber, use their own email address listed in the HEDIR
directory. ----> THIS IS A VERY IMPORTANT CONCEPT TO REMEMBER!!
ANYTHING YOU SEND VIA THE LISTSERV WILL BE SENT TO EVERYBODY ON
THE LIST. DO NOT USE THE LISTSERV AS A MEANS TO SEND PRIVATE
MESSAGES...MAKE SURE YOU USE THE INDIVIDUAL'S EMAIL ADDRESS.
Please help to cut down on the "junk mail" by using
the system properly. For those of you who do use the listserv
inappropriately, you'll get a "gentle" reminder not to do so.
There is still much debate on the privacy of such messages via e-
mail. Although I'm not in a position to discuss such legalities,
it is my opinion that anything sent via the HEDIR list is public
domain information, and by stating something you are releasing
your rights to privacy about that particular memo. On the other
hand, anything sent to somebody at their personal e-mail address
should be considered completely confidential and not shared with
others without the permission of the sender.
In addition, there is some additional information that may make
you feel more comfortable using this service.
Mike Barnes, New Mexico State University, offers the following
information to new comers to e-mail:
1. E-mail is informal. Grammar and spelling policies not
emphasized.
2. Don't "flame" or reply to "flaming." Flaming is really
"toasting" someone through written expression over the
internet.
3. Don't post private messages to a list/group.
4. Post nothing that you wouldn't say in a public setting.
5. Don't post to inappropriate groups/lists.
6. "Lurk" for a period of time on a new group/list. Lurking
means read messages for a while without replying -- get a
sense of how the group operates and what is appropriate for
posting.
One of the problems with e-mail (as with any written
correspondence) is the fact that people can misinterpret what you
are saying because there is no vocal participation. I saw an
interesting article in the St. Louis Post that
I thought I would pass these on to you for your reference.
ALL CAPS IS CONSIDERED SCREAMING ON THE INTERNET.
:-) Smile; laugh; "I'm joking"
:-( Frown; sadness; "bummer"
:) Variant of :-) or "Have a nice day"
:-O Yelling or screaming or completely shocked
:-() Can't (or won't) stop talking
%-) Confused but happy; drunk or under the influence of
controlled substances
%-( Confused and unhappy
{{{***}}} Hugs and kisses
GETTING UPDATED COPIES OF THE DIRECTORIES
I have created a filelist manager here at SIU. I now can put files
and have subscribers to HEDIR request such directories whenever they
desire. If you desire an updated copy you will need to do the following.
Steps:
1.) Compose a note addressed to "listserv@siucvmb.siu.edu"
(without quotes)
2.) Don't put anything in the "subject" category
3.) Type the following message in the body of text:
get hedir1 note
4.) That command will get you the health education directory
that lists people by job site. To get the directory of people
listed alphabetically, compose another note to
"listserv@siucvmb.siu.edu" and type:
get hedir2 note
Remember, DO NOT SEND THIS REQUEST TO THE "HEDIR@SIUCVMB.SIU.EDU"
ADDRESS. You will get many negative responses.
Keep in mind that it may take a while for the listserv here at SIU to
send you the files. Please let me know whether these commands work.
These files are updated each Monday.
USING THE LISTSEARCH CAPABILITIES OF HEDIR
It is now possible for you to get copies of previous messages
sent via the HEDIR list. Follow these directions:
1. First, create a note to send to listserv@siucvmb.siu.edu
//
Database Search DD=Rules
//Rules DD *
Search keyword in HEDIR
Index
/*
Where it says keyword type in a word related to whatever you so desire.
Make certain that you put nothing in the SUBJECT section of the memo.
3. Send this file to listserv@siucvmb.siu.edu
4. You should get back one memo indicating that the listserv
has received and is processing the request.
5. You should receive back another memo with an index of all
the files that has the keyword in its title or its body.
Each memo will have a file number
preceding it. It is important to note such numbers.
6. After you have recorded the appropriate numbers of the
files that you want, create another note with the
following commands:
//
Database Search DD=Rules
//Rules DD *
Search keyword in HEDIR
Index
print all of xxx
/*
The additional line of "print all of xxx" will tell the
filelist to send you those messages with those numbers.
For example, if the index had messages with
preceding numbers of 178, 192, 210, you would type those
numbers in, separating by commas. Again, make certain
that you put nothing in the SUBJECT section of
the memo. Also, make certain that the keyword that you
used earlier is still listed.
Send this note to listserv@siucvmb.siu.edu
7. Again, you should get two messages;
one confirming that the listserv has received such a request.
The second will include the entire message of the
numbers that you have requested.
GETTING ALL MESSAGES DURING A PARTICULAR TIME PERIOD
1. To obtain all messages sent through the HEDIR,
you can do the following:
Send a note to listserv@siucvmb.siu.edu with the following
statement (put nothing
in the SUBJECT section of the memo:
get hedir log95XX
The XX's mean the month you are requesting--January is 01, April is 04,
November is 11. Please note the spacing...log95xx do not
have any spaces between them.
2. You should get back two memos...one confirming your request,
the other with all of the messages sent during
the time period requested.
FINALLY, THIS IS REALLY IMPORTANT.
This service is most efficient when subscribers are
fully aware of how to use their personal e-mail systems, and
when they are aware of the rules and regulations of this
listserv. Listservs are new, and many people don't realize
the purpose. People respond to issues of importance...please
feel free to do so. If a particular person asks for some
advice, in most instances, please respond to that person
via his/her private e-mail address. However, sometimes
the information you share with that person may be of value
to everybody. Again, feel free to share that with the HEDIR
list. You will receive many messages each day...many of which
will be of no interest to you. That is the nature of the
listserv. If you don't like what you are reading, you can
either delete the message, or unsubscribe. Don't get
irritated just because you don't like what some people are
saying. Do become irritated at people who abuse the system
by sending private memos via the HEDIR list. I get upset at
that. The only exception are people who send a memo via
HEDIR asking to subscribe. Be patient with them...they
don't know the policies yet.
An example of what not to send via HEDIR:
To: Sam Somebody
From: Matilda Marvelous
Subject: Something
Sam, let's have dinner when I see you at the next conference.
Love the story about the poodles.
This is inappropriate to send via HEDIR. Send such a memo
to Sam's personal e-mail address.
What is appropriate is as follows:
To: Sam Somebody
From: Matilda Marvelous
Subject: Something
Sam, per your recent request on the HEDIR.
I too experienced the same problems with
our schools. In my state, I contacted the
local board and asked to speak with the chairperson
personally. Also, the lastest Journal of XXX had an
interesting article on dealing with principals.
Does anybody else have any other ideas?
This, in my opinion, is an appropriate use of the HEDIR list.
Although it was focused at Sam, it may be of value to other
subscribers.
FINALLY...
In order for you to be maintained on this system,
after READING THIS GENERAL MESSAGE, PLEASE INDICATE
THAT YOU UNDERSTAND SUCH POLICIES AND WILL, TO THE BEST OF
YOUR ABILITY, ABIDE BY SUCH POLICIES. If I do not receive
a memo of such from you, I will assume you have not read
this memo, and I will drop you from the listserv until you
indicate to me that you have read and understood this.
Hope you enjoy this service.
_____________________________________________________
Mark J. Kittleson, Ph.D., ga3748@siucvmb.siu.edu
Southern Illinois University
Founder and Owner of the International E-Mail Directory
and the HEDIR listserv
=========================================================================
#554
Date: Fri, 5 May 1995 08:57:36 -0800
From: Paula Swinford
Subject: Another prespective on Student Excuses
I am a Health Educator at the Student Health Center (SHC) at the University
of Southern California. My cooleagues and I at SHCs across the country
truely find giving class excuses a waste of time, student come to see us
for every little thing to get a slip of paper that says "Sam visited the
SHC today". The "funny" thing is professors take this paper and them excuse
them from major assignment and comittments. In Loco Parentis lives.
******************************************************************************
|*/\*| Paula Swinford, MS, CHES |*/\*| 213/740-WELL |*/\*|
|*\/*| Assistant Director |*\/*| 213/740-0214 fax |*\/*|
|*/\*| University Park Health Center |*/\*| |*/\*|
|*\/*| University of Southern California|*\/*| swinford@mizar.usc.edu |*\/*|
******************************************************************************
=========================================================================
#555
Date: Fri, 5 May 1995 18:34:04 -0400
From: Nathan Matza
Subject: Laserdisks
Hello Colleagues:
I am considering using laserdisk technology and family life education as a
topic for my dissertation. Anyone have any research relating to the use of
this technology in public schools i.e., high school health classes? Replies
appreciated.
Nathan Matza = Matzanm@aol.com
=========================================================================
#556
Date: Fri, 5 May 1995 20:21:00 EST
From: Isabel Burk
Subject: elementary health ed.
FROM: Burk, Isabel
TO: SMTP:hedir@siucvmb.siu.edu
CC:
SUBJECT: elementary health ed.
Date: 05-05-95 20:18 EST
PRIORITY:
Putnam/No. Westchester BOCES has a 3 year Dept. of Education FIRST grant which
has developed and implemented a model for training elementary classroom
teachers to integrate health K-6. What we've done is developed a 5-6 hour
training model with several different integration models for teachers to use.
Our training model incorporates the tenets of good instruction in that it
uses both theory and practice for the teachers. when they leave our training
they have (1) three different "tools" for their use/adaptation (2) practiced
team planning (3) developed the "seeds" of several lessons/units (4) become
more familiar with the conceptual areas of health ed.
Evaluations reveal a high degree of satisfaction and competence by the
teachers. Actually, elementary teachers do a lot of integration naturally;
what they need is a better introduction/understanding of health concepts and
some time and resources!
I adapted this model for a Drug-Free Schools grant for Mercy College/NYC. For
that training, we used the same tools with a grid of prevention topics listed
in the New York State Drug Education syllabus. All sample lessons related to
ATOD or risk/protective factors. It worked beautifully and we're now in our
third training cycle with this model.
The federal grant also developed an integrated lesson guide, "Tried, Tested
and Approved!" which contains sample integrated lessons for all grades K-6
broken down by New York State's syllabus -- 11 conceptual areas of health
education. It's another tool for them to use or to adapt for use with any
other curriculum they're currently using.
If you'd like more information, contact Isabel Burk at
Burk112W@wonder.em.cdc.gov
Putnam/No. Westchester BOCES
Health Ed. Center
200 BOCES Drive
Yorktown Heights, NY 10598
(914) 248-2454
fax: (914) 962-6819
=========================================================================
#557
Date: Sat, 6 May 1995 18:25:36 CST
From: Bill Cissell
Subject: African American PhD Alums
Howdee, Ya'll!!!
Pardon me please for using the net to brag a little bit. You have to
understand that as a latter day Texan I have to try harder than the natural
born Texan, as is represented by Buzz Pruitt. The Department of Health
Studies
has successfully graduated four individuals of African descent from May 1992
through May 1994. This year we will celebrate the graduation of Mary Walker
Shaw, who received the Mary Lynn Walker-Drews Scholarship (we give this to our
outstanding graduate student each year). Mary is planning on graduating in
our
December commencement.
Among our alums are:
Dr. Marsha Prophet, who recently accepted an associate
professor position at Western Conn. Univ. Marsha (May 1992 graduate)
currently holds an assistant professor posistion in the Department of
Education
at UT Arlington.
Dr. Rosa "Patty" Herring, who recently accepted an assistant
professor position in the School of Public Health at Loma Linda University, is
a December 1992 graduate and previously held a patient educator position with
Kaiser Permanente of Texas.
Dr. Josh Thompson (May 1993) is currently employed as Health
Promotion Manager of the worksite health promotion program at Sheppard Air
Force Base, Wichita Falls, Texas.
Dr. Robert Ibironke (May 1994) is currently employed as
Program
Coordinator, Denton State School, Denton, Texas.
I am curious about whether any other program that is preparing doctoral level
health educators has been comparably successful in preparing minority
candidates.
Of course, it takes outstanding faculty to successfully recruit, retain and
graduate students of any background. Dr. Judy Baker, Graduate Program
Coordinator, certainly plays an important role in our program. Dr. Baker
chaired the dissertation committees of Dr. Josh Thompson and Dr. Beverly
Tremain, a December graduate who is of Mexican descent. Dr. Susan Ward, who
chaired Dr. Marsha Prophet's dissertation committee and is currently chairing
Mary Walker Shaw's, certainly plays an important role. Dr. Ward has chaired
the dissertation committees of seven doctoral students within the past five
years (her first five in higher education). Veteran faculty members of our
department include: Dr. Ruth "Betsy" Tandy, Dr. Leslie M. Thompson (who as
graduate dean does not get to chair any dissertation committees at present),
Dr. Barbara J. Cramer, Dr. Roger R. Shipley, and Ms. Barbara Odom-Wesley.
Faculty who have joined us within the past two years are Dr. Eva Doyle and Dr.
Rob Rager. The latter two are having immediate positive impact on the quality
of our degree programs.
We are equally proud of our many alums of diverse backgrounds. Our majority
alums and our international alums are doing extremely well, too.
We are well aware that there are many other great professional preparation
programs across the country and around the world. There are several others in
Texas, but we are sure the faculty from these can hold their own in a bragging
contest.
Adios Partners!
Bill Cissell
D_Cissell@Venus.TWU.edu
=========================================================================
#558
Date: Sun, 7 May 1995 11:41:37 -0700
From: Bryan Allen
This is for Mark Kittleson.
I would like to subscribe!
Bryon Allen
Oregon State University
=========================================================================
#559
Date: Sun, 7 May 1995 22:15:35 -0400
From: Andrea Frank
Subject: Re: student excuses - synthesis
Over the past 5 days, I received 14 replies to my critique of the "student
excuses" HEDIR discussion. Two of these replies were posted to everyone on
the HEDIR, which you have all had access to. The other 12 were sent to me
privately. Of those privately sent, one person said they agreed with some of
what I had said, and comments typical of the other 11 were several "Bravos!"
and >>>"I agree wholeheartedly with your response regarding student excuses.
I teach at a commuter school with a wide range of ages. Quite often I am
confronted with an "excuse" about why an assignment could not be turned in.
I wrestled with this for a while, trying to determine which "excuse" was
acceptable and which one wasn't. Finally I gave up trying and have placed
responsibility on the student.>>>
Another respondent wrote: >>>"I felt uncomfortable when I read the message to
collect the 'excuses' but was not able to articulate that discomfort. Thank
you for doing that! I also wonder at the culture of academia that encourages
the us-them view of education. I do believe it revolves around the power of
giving grades.">>>
Several professors also shared some thoughts on how they try to humanize the
teaching-learning process:
>>>"It seems our educational system hasn't been able to move beyond it's
original intent -- that is, to TRAIN people to be good, obedient, factory
workers on an assembly line. The paradigm needs to change. When I am in a
teaching role as a guest instructor ... I make it a point to share
expectations and negotiate outcomes or adjust my teaching to what the
students have prioritized as their learning needs. Yes, it takes time --
more time than 'across the board' expectations, but the results, I believe,
are great. When students are learning what they want and need within the
framework of course content, their participation is greater and the quality
of work is better.">>>
Another professor took the time to share this approach:
>>>In the first class period we discuss the syllabus and spend quite a bit
of time on attendance and the importance of being in class. My feeling is
if a student can pass a class without attending then why is a teacher
necessary? The classroom experience must be such that missing class means
that the student has missed something important that cannot be read in a
book or copied from someone else's notes. If that isn't the case then I
am not doing my job. I didn't even take attendance this semester as an
experiment and guess what? The students who really want to be there to
learn were there and the ones that have most of the excuses are absent
and end up doing worse in class. But that is a consequence of not
attending regularly. I tell my students that they have four
free days to miss before it may (I emphasize may) affect their grade. I
don't want to know why they weren't there - therefore no "excuses". If
they miss a test they must have made contact with me prior to their
absence in order to take a make up and receive full credit. In addition
to this, I monitor their progress and remind them I am available most
any time to discuss the class and problem areas they may have. This
system, while not perfect, seems to work. Of course, extenuating
circumstances always pop up and are dealt with as necessary - after all,
life happens! Next semester I want to use a portfolio approach (or
individualized
contract if that is a more correct term) for one of my classes (Personal
Health). As you mentioned that in your e-mail message do you have
information on this? A citation for an article to read or something you
could copy and send me? Any help would be appreciated.">>>
In response to this professor, I would say that individual learning contracts
and portfolio systems are two different evaluation approaches. Resources
regarding these areas which may be of interest to other HEDIR subscribers
are:
For information on the use of learning contracts: The Modern Practice of
Adult Education: From Pedagogy to Andragogy, by Malcolm Knowles, Jossey-Bass
Publishers, 1984.
For practical information on the use of portfolio systems, contact Alverno
College's public relations department at (414-382-6166). Alverno is a
private Catholic college in Milwaukee, Wisconsin, which eliminated grades 20
years ago and substituted a portfolio system. They are pioneers in this
area. Rather than being an impediment to employment, their graduates are
extremely well regarded (I've heard that employers rush to hire them) and the
college continually receives excellent national rankings as an institution of
higher education.
In addition, I am posting a separate mesage to reply to Joyce Morris' public
statement to me over the HEDIR a few days ago. Perhaps others "out there"
would like to join in a more open discussion of these issues. Beyond Joyce's
public comments, questions posed to me privately by others that might be
discussed further include:
>>>1. How do we get our colleagues and people in general to think more
critically about issues and look for constructive alternatives that don't
foster we-they attitudes whether teacher-student, one kind of health educator
vs. another, etc.
>>>2. Is there an end product of higher education? To enrich society,
should we not be concerned with both the needs of students AND future
employers? What do you believe students "expect" from their education?
What is the purpose of faculty?
>>>3. How do we evaluate students if we no longer use a traditional grading
method?
The virtual absence of flaming in this matter was most heartening. Thank
you! I appreciate participating in a forum where we can engage in meaningful
debate re: critical professional issues.
Andrea Frank
University of Wisconsin - Madison
andyfrank@aol.com
=========================================================================
#560
Date: Sun, 7 May 1995 22:16:03 -0400
From: Andrea Frank
Subject: Re: student excuses
Joyce Morris' posting of 5-3-95 said:
>>>>A student who presents an excuse has not bothered to negotiate for a
different deadline or for an alternative way of completing the course.
They are giving a reason why they were unable to meet the requirement.
You have implied that when a student presents an excuse that they are
automatically rejected. The fact of the matter is that most excuses
are accepted and students are allowed to extend the deadline or take
the exam. Some very legitimate excuses *are* funny ... >>>
Joyce, rather than contradicting the point I was trying to make, your
statement is proof positive of the lack of equality in traditional
student-teacher academic relationships. Take a moment to deconstruct your
statement:
>>>>A student who presents an excuse has not bothered to negotiate for a
different deadline or for an alternative way of completing the course. They
are giving a reason why they were unable to meet the requirement>>>
"The" requirement? Whose requirement are we talking about here? Who
inherently has the power to set requirements in traditional academic
settings? Do students have ANY power to negotiate deadlines or alternatives
AT THE COURSE OUTSET, or are all students expected to conform to uniform
content and deadlines set by an authority figure and cited in a course
syllabus the student had no voice in developing? The flip side of the
question is this: in what way did the teacher "bother to negotiate"
individualized deadlines or an alternative way of completing the course with
students from the very start?
The absolute power of the teacher is further echoed by the language you
employed in your next few sentences:
>>>You have implied that when a student presents an excuse that they are
automatically rejected. The fact of the matter is that most excuses
are accepted and students are allowed to extend the deadline or take
the exam. Some very legitimate excuses *are* funny ... >>>
Rejected/accepted/allowed/legitimate -- these words venture onto a slippery
slope, where an all-powerful authority figure can magnanimously
accept-reject; allow-disallow; legitimate-delegitimate another human being.
Finally, you state:
>>>I plead guilty to preparing students to meet the needs of an employer.
I teach in a professional preparation program. That means that my students
have chosen a major which will prepare them for a specific type of job.
If I do not do that then I am derelict in my duty.>>>
Advocating traditional educational paradigms to prepare community health
educators is not in anyone's best interest. Employers (spelled businesses)
ultimately exist to serve the needs of the public. Thus, first and foremost,
we should be preparing health ed professionals to meet the educational needs
of the community. Yet, many (if not most) health education efforts are a
dismal failure. Program dropout rates are high, and success in changing
health behaviors and attitudes is rare. Why? I propose this failure is
inherent in the way we prepare health educators as professionals.
In the "real world" people attend health education programs voluntarily with
little or no financial investment. They don't get a grade based on the
number of pounds they have lost during the semester, and the instructor has
no authority to impose sanctions if a student misses a smoking cessation
class or drops out of an aerobics program. In fact, if the health educator
doesn't immediately address the participant's needs and create a program that
is meaningful according to the STUDENTS' standards, the program will collapse
post haste.
Unfortunately, from kindergarten through college, most newly minted health
educators have never been involved in this type of teaching-learning
transaction, where authoritarian educational rules don't apply. So, they
venture into the "real world" and recreate the only educational structures
they know and have seen modeled. They are rudely awakened when they discover
that methods for teaching children don't work with adults, but they have no
alternative models of teaching-learning to build upon. Health educators then
fall back into the medical model rut, using educational versions of behavior
compliance and treatment adherence and re-naming it "wellness education." Is
it any wonder the public is growing tired of our repeated healthy lifestyle
ministrations?
If professional health education preparation programs addressed these issues,
maybe we could finally break away from the paternalistic medical model we've
bought into and could carve out a unique professional identity for ourselves.
Instead, we have chosen to hide behind the skirts of a CHES exam to prove to
the world (and ourselves?) that our profession is something unique. Computer
programmers don't need a certifying exam to compete for employment, because
everyone knows who they are and what it is that they so uniquely do. Perhaps
some day health education will be in the same enviable position.
Andrea Frank
University of Wisconsin - Madison
andyfrank@aol.com
=========================================================================
#561
Date: Mon, 8 May 1995 09:50:46 -0500
From: Jim Robinson
Subject: Last Call for Delphi
A couple of weeks ago, the memo below was sent to the HEDIR. Thanks to all
of you who responded. So far we have 15 participants. If you would like to
be added to the list, contact MARK at the address below by Friday of this
week. Next week we will get started so we finish before everyone heads to
the Bahamas.
Mark Kittleson and I are interested in developing a set of operating
procedures/code of ethics for the HEDIR e-mail users. We want to develop
this instrument with input from the people who use e-mail - you folks on
the Listserve. We are beginning an e-mail Delphi process and are looking
for 10-15 individuals who would like to volunteer to participate. We expect
to make this process as simple and user friendly as we can. As we go
through the rounds of the Delphi, it may take no more than 10 minutes of
your time for each round. If you would like to serve, send your name and
e-mail address to MARK (NOT ME) at GA3748@SIUCVMB.SIU.EDU He will be
developing a listserve for this special group.
Thanks. Jim Robinson
=========================================================================
#561
Date: Mon, 8 May 1995 11:59:00 CDT
From: Steve Lux
Subject: other health ed related lists
Not that I'm trying to create more of an E-mail management problem,
but I thought some of you folks may not be aware of two other
health lists. One, the aforementioned SHS (Student Health Service)
list has quite a few health educators on it and often have some
good discussion threads. Send a "Sub SHS 'your name'" - without all
the quotes to listserv@utkvm1.utk.edu
Another list is called Hlthprom - Health Promotion operated by
Craig Roberts at the University of Wisconsin at Madison. Send a
sub hlthprom your name message to listserver@relay.doit.wisc.edu
NOTE: the proper address is to listserver, not listserv
Enjoy!
Steve Lux PH: (815) 753-9746
Health Educator FX: (815) 753-9599
Health Service Internet: slux@niu.edu
Northern Illinois University
=========================================================================
#562
Date: Tue, 9 May 1995 09:29:00 EST
From: Isabel Burk
Subject: thoughts for the day
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
CC:
SUBJECT: thoughts for the day
Date: 05-09-95 09:26 EST
PRIORITY:
A new book, discussed in my local Gannett newspaper, "Wisdom From the Walls",
includes these gems:
--If pro is the opposite of con, then what is the opposite of progress?
CONGRESS
--If love is blind, why is lingerie so popular?
--Rome wasn't built in a day. That's because it was a government job.
It's a compilation of bathroom wall philosophy. Kind of Forrest Gump-y but
funny.
=========================================================================
#563
Date: Tue, 9 May 1995 15:28:48 -0500
From: "L. Melendez-Figuero"
Subject: Re: Thanks For the Help!!/Response
>Dear HEDIR Members,
>
>I wanted to thank everyone for their suggestions on how to deal with
right-wing
>extremism. Our group of health educators and other interested parties met on
>Friday and Saturday in Austin, TX and I feel we had a very productive
meeting.
>Hopefully, we will be able to develop and implement some strategies that will
>be
>beneficial to our constituents in the public schools.
>
David Said:
>I realize that I did not give a succinct definition of "right-wing"
extremism.
>My general concept of "right-wing" extremism was any group or individual who
>used political pressure to censor or ban textbooks and/or withhold
information
>from students regarding their health.>Due to time constraints, I chose to not
>spend 2-3 pages to outline a defintion which was inclusive of every angle of
>right-wing extremism. I just kinda wanted some help on how to deal with
censors
>and book banners. I also realize that extremism can take many forms. I agree
>that extremism can also be those with extremely liberal views. However, my
>experience has been that "left-wingers" have not been on the forefront of
>censorship efforts in the schools.
Once again, thanks for the help!
>
>David C. Wiley, Ph.D.
>Southwest Texas State University
Leo responded:
So, any body that try censor a book is a "right-wing" extremist. How
elite and out of touch in academia we can get? By your definition,
liberals and only liberals are the only ones that know what is best for
school children. If parents get involve in censorship and/or are involve
in the political process or are conservatives, by your definition and PC
position they are extremists. Do the liberty of any one to participate in
the political process is curtail by the US Constitution unless it contains
or has a liberal-radical left point of view? Or, it is not OK that
concern parents get involve in what they think it is best for their
children? Who should have the last word, people in academia or parents and
tax payers or a rational thinking decisional proces among groups?
What I get from your definitions is that any body that disagree with your
point of view (as an authority) is an extremist and should be silent. Can
we be more rational in the discussions of ideas an agree that it is OK to
have differents points of views about implementing programs and
curriculums. Let the political procees take its way and will see that the
electoral and democratic process will always represent the will of the
people and not the will of us in academia.
Leo Melendez
University of Texas at Austin.
=========================================================================
#564
Date: Tue, 9 May 1995 14:37:31 +22310935
From: Lee Ann Hamilton
Subject: HIV prevention for gay men
Looking for info on any HIV prevention activities, projects, or programs
targeting college age men who have sex with men. Please send info or
"leads" to me at email address below. THANKS!!
Lee Ann M. Hamilton, BS, CHES (602)621-4967
Health Educator (602)621-8325 fax
Student Health Service lhamilto@well.health.arizona.edu
University of Arizona
Tucson, AZ 85721
=========================================================================
#565
Date: Wed, 10 May 1995 00:31:00 EDT
From: RICK PETOSA
Leo Melendez continues to criticize the use of "far right"
"extremists" and expresses faith in the democratic process.
My position is that censorship of health curricula exists far more
than is beneficial for children's health. Some groups actively seek
to politicize and polarize communities on sensitive issues.
The democratic process is very delicate when applied
to health/curriculuar community decision making. I have witnessed
several groups from a variety of ideological perspectives intentionally
undermine the democratic decision making process.
The Journal of School health (v8n4, 1988) contains an article on
educational censorship. This piece defines educational censorship,
reviews common tactics and suggests ways of preserving democratic
decision making in the face of censorship.
rick petosa
=========================================================================
#566
Date: Wed, 10 May 1995 15:18:28 CDT
From: "Grit A. Youngquist"
Organization: Minnesota Department of Health
Subject: Requesting recommendations for workshop presenters
Several colleagues and I are putting together plans for a possible
"institute" for community-based sexuality educators (doing group
education in schools and other community settings), and family
planning clinicians who do client education/counseling about birth
control, STDs, and pregnancy. The population focus: adolescents.
I am curious to hear if any of you on the HEDIR have suggestions/
recommendations for us regarding possible keynote speakers for such
an event. I'll explain a bit more what we are thinking about.
We believe there is a need - and interest from educators/
practitioners ("hands on" folks) in Minnesota - to have the
opportunity to come together to learn/discuss/digest the latest
research on what is considered "best practice" in our fields, vis a
vis how we do what we do. At present we simply have no such arena.
We hope we can make it happen!
We will be interested in contracting with a possible speaker or 2.
We need to know who the people are who really know this research and
can present it in an engaging way, relating it to practice. Any
suggestions? If so, we would really appreciate your reply. You can
send me e-mail at: grit.youngquist@health.state.mn.us. Or you can
phone me at 612-623-5446. FAX: 612-623-5442.
Thank you!
Sincerely,
Grit Youngquist
Minnesota Department of Health
=========================================================================
#567
Date: Fri, 12 May 1995 07:18:58 -0500
From: emiller@VMS1.GMU.EDU
Subject: Hlth Ed Methods Software
Hello everyone. I am in the process of creating my own software for
a Health Education Teaching Methods course. I will be using
MacIntosh's HyperCard with script language. Examples:
health self-assessments (for students and school personnel), "review
quizzes," step-by-step instructions for constructing lesson plans, etc.
At the same time, I am trying to secure some internal funding at my
university to carry out these tasks this summer.
My questions:
"Is/has anyone on this listserv doing/has done anything similar? If so,
could you please contact me?" I need this information in order to justify
my request for funding.
I realize, from time to time, colleagues have posted messages regarding
available health education-related software. I was just curious
regarding who is trying to create his/her own applications especially for
the MacIntosh.
By the way, if anyone is interested in my shareware, feel free to
let me know and we will try to work-out something. My production schedule
ought to end by September 1995.
Thanks
=========================================================================
#568
Date: Fri, 12 May 1995 10:43:06 -0700
From: "Andrew Jenkins (Central Washington University)"
Friends, It seems to me... On this Eve of Mother's Day Eve, it seems
appropriate to reflect on our own mothers and childhoods. So often we
blame our present status, stability, and mental health on our mothers and
our childhoods. Sometimes it's warranted and sometimes not. Regardless,
some of us grew up fast and feel cheated of our childhoods and left to
live out our lives in a humorless, serious "playless" fasion. This
morning I heard the most uplifting (absorbed in my usual bonk-on-the-head
fasion) quote from my favorite humorous author, Patrick E. McManus
"You're never too old to have a happy childhood."
Say it again,
"You're never too old to have a happy childhood."
'Nuff said!
Andy J :{)
=========================================================================
Date: Fri, 12 May 1995 14:51:32 -0500
"L. Melendez-Figuero"
From: "L. Melendez-Figuero"
Subject: Re: The Saga Continues: Faith in Democracy
**************************************************
Rick Petosa wrote:
>Leo Melendez continues to criticize the use of "far right"
>"extremists" and expresses faith in the democratic process.
>My position is that censorship of health curricula exists far more
>than is beneficial for children's health. Some groups actively seek
>to politicize and polarize communities on sensitive issues.
>The democratic process is very delicate when applied
>to health/curriculuar community decision making. I have witnessed
>several groups from a variety of ideological perspectives intentionally
>undermine the democratic decision making process.
**************************************************
Leo replied:
We Americans understand that democracy is not perfect. The beauty of this
great nation is that we can agree to disagree and continuous to discuss our
ideas and philosophies in the open arena without fear of going to jail or
become a "Desaparecido" like in some of our neigboring countries. Having
different opinions does not means you or me are extremist either to the
right or to the left. It just enhance the thinking process and sometimes
others get enlightedby our opinions. Are you saying that when dealing with
health curriculum democracy should be halted and applied only liberals and
socialist-totalitarian ideas for the benefit of the common good? Is that
far left extremism, elitism, or it is not?
Another point that I want to express is that sometimes we in academia, from
our Ivory Tower position, perceive that our ideas and what ever we do is
the best for the communities we serve. We, the experts, sometimes come
with this wonderful programs without consultation of the people that it is
supposed to serve (As the PRECEED/PROCEED planning model suggest we should
do). That is one of the many problems with theory and practice where time
and money is wasted. Are the people values and beleifs either from
religious or salutary origin important (Bandura, Ajzen, Fishbein, etc). Do
the communities have the right to empower themselves and comes with
decisions that they believe are better for their communities regardlees of
what we in academia belief is right or wrong (Paulo Freire). Is the roles
of health educators and health activist- to facilitate but not to impose
our agenda?
Yes, I continues to express faith in the democratic process and I will
fight against totalitarian ideas either from the left or from the right.
Lets stop calling everything extremist because you or me have a different
point of view. At both sides of the coin exist wonderful and honest people
that also are working for what they think will benefit the health of
children and adults --in accordance with their own perspective. Even with
all the defects of the democratic system, the mayority view will prevail.
It will depend on which side does a better job selling their ideas.
Leo Melendez,
MS, Environmental Health Sciences
Kinesiology & Health Education
Doctoral Candidate
University of Texas at Austin
=========================================================================
#569
Date: Sat, 13 May 1995 20:15:07 CDT
From: deborah cohen
Hi! I'm new on the internet and want to connect with any discussion groups
re: health education and health policy. I'd appreciate any direction you
have to offer. Thanks!
Sheri Cohen
=========================================================================
#570
Date: Mon, 15 May 1995 10:38:17 -0500
From: Jim Robinson
Subject: Parking Information
I hope some of you will be able to help me with this personal/professional
request for some information. I thought this would be the quickest way to
get a response. This coming year, it appears that TAMU is going to increase
our faculty parking fees 33%. Needless to say, faculty are not happy with
the decision given the fact that salaries are expected to go up only 0%. To
prepare an argument against the increase I though it would be helpful to
know what out colleagues pay. How much is 12-month parking at your
institution? Please respond to jrobins@summa.tamu.edu Thanks.
=========================================================================
#571
Date: Mon, 15 May 1995 18:13:26 +0200
From: Roger Deacon
Subject: Query
Could someone please provide me with information about this list -
can one subscribe to or otherwise access it, for purposes of
searching for international e-mail addresses, and if so how?
Roger Deacon.
=========================================================================
#572
Date: Tue, 16 May 1995 09:36:18 -0400
From: Bob Bensley
Subject: Request for Materials
I am in the process of trying to obtain the following materials to use in a
couple of classes I teach. If you know of a source, I would certainly
appreciate your input. Please respond to bensley@wmich.edu. Thanks
1. A video tape of over-the-counter medication television ads.
Specifically, I am looking for a tape that has a number of short television
ads that focus on the marketing of various drugs/medication (e.g., antacids,
cough syrups, aspirin/pain medications, etc.) There are some very
interesting commercials out there that definitely impact consumer health. If
a video tape doesn't come to mind, how about a collection of slides?
2. Last year, the Senate had a series of hearings relating to tobacco youth
advertising. These hearings were televised on (I believe) CNN. One program
had the Senate committee questionin the CEO's of the major tobacco
corporations (e.g., RJR, Phillip Morris, American Brands, etc.). It was a
fantastic piece that I would love to use in a class pertaining to tobacco
policy. If anyone knows how I could get a hold of a copy of this tape,
please let me know. Brick Lancaster- if you are reading this, would CDC have
something like this available?
Thanks for your assistance,
Bob Bensley
=========================================================================
#573
Date: Tue, 16 May 1995 13:59:36 -0400
From: "Robert H. Anderson (West Virginia University)"
Subject: Job Openings in WV
I am posting this announcement on behalf of the the WV Bureau for Public
Health. The Division of Health Promotion is looking for a Director for
Community Health Programs. This is not an entry level position. There are
also openings for a school health position and for a worksite health promotion
position.
People wishing more information should NOT contact me, but contact:
Tom Sims, Director
Divison of Health Promotion
WV Bureau for Public Health
1411 Virginia St., East
Charleston, WV 25301
304-558-0644
tsims@muvms6.mu.wvnet.edu
Message posted by:
Bob Anderson, WVU
=========================================================================
#574
Date: Tue, 16 May 1995 16:12:51 -0600
From: Susan Telljohann
Subject: Comprehensive School Health Instruction
Dear Health Educators,
I am currently chairing our local American Cancer Society Comprehensive
School Health Education Committee. Our first project is to conduct a
health education summit for our local supt., principals, and school board
members to try and convince them to allow more time for health education.
One of the pieces of information we are trying to find is at least one
school district that mandates more than one semester of health education at
both the junior high and high school levels. If you know of a district,
please contact me with the name, address, and phone number of the
district. My E-mail address is stelljoh@uoft02.utoledo.edu. Thanks so
much.
Susan Telljohann, HSD
The University of Toledo
=========================================================================
#575
Date: Tue, 16 May 1995 17:39:26 -0400
From: Nathan Matza
Subject: Re: Request for Materials
TO FELLOW COLLEAGUES:
I too am interested in a video copy of the tobacco investigations by the
congress last year. I watched them late in the PM on CSPAN and did not get a
copy. I teach several courses dealing with the politics of tobacco. If you
have not read it, see "Tobacco, Biology and Politics," by Stan Glantz (HEALTH
EDCO PUBLISH. WACO, TEXAS Anyone have any source ideas?
Nathan Matza
=========================================================================
#576
Date: Tue, 16 May 1995 09:54:00 PDT
From: kim
Subject: (COPY) (FWD) House Budget Committee elminates NSF social science
Received this on another list. Please take appropriate action.
-------------------------TEXT-OF-FORWARDED-MAIL-------------------------------
-
Date: Tue, 16 May 1995 07:50:52 -0400
D
U>
Subject: (FWD) House Budget Committee elminates NSF social science funding
Details and recommended actions are given below. Please pass this
information along to your colleagues.
-----------------------------------------------------------------------
Jim Cassell jwcassell@UNC.EDU
Institute for Research in Social Science Phone: 919-962-0782
University of North Carolina-Chapel Hill Fax: 919-962-4777
Chapel Hill, NC 27599-3355 USA
---------- Forwarded message ----------
Date: Tue, 16 May 1995 07:23:13 -0400
From: Andrew Beveridge
To: Multiple recipients of list
Subject: Forwarded mail....
---------- Forwarded message ----------
Date: Mon, 15 May 1995 21:14:41 -0400
From: MLV.APA@email.apa.org
Message from senate-l:
Subjecnologergency Action Alert
Date: Mon, 15 May 95 20:45
owner-kenslist@QueerNet.ORG
Precedence: bulk
----------------------------Original message----------------------------
EMERGENCY ACTION ALERT
From the Federation of Behavioral, Psychological and Cognitive
Sciences
The House Budget Committee has recommended the complete elimination of
NSF research funding for Psychology, Anthropology, Sociology,
Linguistics, Political Science, Economics, Geography, Cognitive Science,
Decision, Risk and Management Sciences, History of Science, and
Statistical Research for the Behavioral and Social Sciences-- as NSF's
contribution to balancing the Federal budget.
There is no doubt that NSF funding will be cut in the effort to balance
the budget. But to selectively wipe out the behavioral and social
sciences goes far beyond simply saving money. This is the most important
crisis these sciences have faced since Ronald Reagan attempted to
eliminate the same sciences in the early 1980s. Action on this will
happen very quickly. The Budget Committee approved the budget package on
May 11. The vote on the package by the full House will happen sometime
between the 15th and 18th of May. In all likelihood, the budget
resolution will pass the House unaltered. The Appropriations Committee
will be bound by the spending limits imposed by the Budget Committee.
But it need not be bound by the particular cuts recommended by the Budget
Committee! Unfortunately, the House leadership has also made it known
that no program that lacks a current authorization will be funded. The
National Science Foundation is not currently authorized. Efforts to pass
its authorization failed last year in the Senate. The House Science
Committee Chair, Robert Walker (R-PA) has said that as soon as the budget
is passed, the Science Committee will proceed to report its
authorizations which include, among other things, NSF, NASA, and the
research programs of the Department of Energy. Robert Walker is also the
Vice-Chair of the Budget Committee, and he played a key role in
determining the selective cuts at NSF. In a news conference on May 12,
Walker said that the Directorate containing the research programs
mentioned above was created simply because it was "politically correct"
and that it is now time to make a correction. This means that there is
little chance the NSF authorization from his Committee will contain an
authorization for the Social, Behavioral, and Economic Sciences
Directorate. If the Committee does not authorize the Directorate, the
Appropriations Committee cannot fund the research programs it contains.
So scientists must pay close attention to actions of the Budget,
Appropriations, and the authorizing committee.
The only way the course of events can be changed is for concerned
citizens to let their elected representatives know that they as voters do
not approve of these ideological cuts masquerading as budget balancing
measures. You must take it on yourself immediately to
1) write or call your own representative and senator's office to express
your disapproval
2) send a copy of your letter to: Robert Walker, George Brown (ranking
minority member of the Science Committee and a likely ally of behavioral
and social scientists), Jerry Lewis (Chairman of the House Appropriations
Subcommittee that appropriates money for the National Science
Foundation). And this next thing is equally important: SEND, FAX OR
EMAIL A COPY OF YOUR CORRESPONDENCE TO THE FEDERATION OF BEHAVIORAL,
PSYCHOLOGICAL, AND COGNITIVE SCIENCES. We have to be able to monitor how
great an impact behavioral and social scientists are having, and the only
way we can do that is by keeping track of how many contacts from
scientists congressional offices have received. Any letter to Congress
may be addressed as follows: Representative's name, U.S. House of
Representatives (or U.S. Senate) Washington, D.C. 20515 (House) or 20510
(Senate). The Federation email is federation@apa.org. Federation fax is
(202) 336-6158. If you need more information, our telephone number is
(202) 336-5920.
3) Help us get the word out. Please see that the anthropology,
sociology, linguistics, economics, political science, cognitive science,
and geography departments on your campus receive this action alert as
well.
4) It is very important that elected representatives do not hear only
from the scientists affected. If you have acquaintances in the physical
or biological sciences or the university administration who would write a
letter or make a phone call to an elected representative, do everything
you can to get such a communication sent.
__________________________________________________________________________
For help with senate-l, mail a message to majordomo@shiva.hunter.cuny.edu
with the word "help" in the body of your message.
__________________________________________________________________________
=========================================================================
#577
Date: Wed, 17 May 1995 07:42:24 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: world wide web
Several weeks ago I believe somebody indicated that they were collecting
various addresses of health related issues on the world wide web. Has
anything happened regarding this? If not, I would like to request that
those that have addresses (and brief descriptions) of various health
related topics to please pass them along. To start things off, I have
identified the following:
http://hpb1.hwc.ca/links/english.html Canadian list of health topics
http://nuinfo.nwu.edu/research Dissertation sources from Northwest
http://stats.bls.gov Bureau of Labor
http://www.yahoo.com/government/agencies Listing of gov. agencies
http://www.siu.edu:80/departmetns/coe/hedrec Email for Health Educators
If you have found any of interest, please pass them along.
If somebody has already collected these, please let me know.
No sense in duplicating somebody else's effort.
Please send them directly to me:
Mark Kittleson ga3748@siucvmb.siu.edu
=========================================================================
#578
Date: Wed, 17 May 1995 11:07:14 -0500
From: wohl royal
Subject: Portfolio/Indiv Learning Contracts
I am in the process of collecting information/sources/citations regarding
the use of portfolio systems or individualized learning contracts for use
in my Personal and Community Health course. I appreciate and thank you
for any assistance you may provide.
Roy Wohl
Dept of Health, Phys Ed and Exer Science
Washburn University
1700 College Ave
Topeka, KS 66621
Tel: (913) 231-1010 x1459
Fax: (913) 232-1091
e-mail: zzwohl@acc.wuacc.edu
=========================================================================
#579
Date: Wed, 17 May 1995 17:20:30 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: Re: African American PhD Alums
Bill -
I can't let your praises of Texas outdo Tennessee, which also has an
increasingly good tract record in producing high quality African American
health educators. To name a few:
Dr. Moses Goldmon, Associate Director, North Carolina Health Careers
Access Program, University of North Carolina at Chapel Hil; formerly Executive
Director of East Tennessee Area Health Education Center.
Dr. Collins Airhihenbuwa, Chair, Department of Health Education, The
Pennsylvania State University; a 1995 recipient of AAHE's Presidents Award.
the late Dr. Iris Brown, Chair, Department of Health Education,
Norfork
State University.
Dr. Deborah Fortune, Project Director, HIV Prevention with CSHE
Project
for AAHE; former Assistant Professor of Health Education, University of North
Carolian at Charlotte; formerly Assistant Professor of Health Education at
East Tennessee State University (smile!).
AND - me!!
Chime in with others, Tennesseans!!!
Carol Parks
Instructor, Health Behavior and Health Education
UNC School of Public Health
Special Assistant Health Director
Wake County Department of Health
=========================================================================
#580
Date: Thu, 18 May 1995 10:02:11 EDT
From: "Ernie Randolfi (Ohio University)"
Subject: position announcement
Ohio University Electronic Communication
Date: 18-May-1995 09:58am 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: position announcement
Employment Opportunity
Please Post
OHIO UNIVERSITY EMPLOYEE WELLNESS COORDINATOR
Ohio University invites applications and nominations for the position
of Employee Wellness Coordinator. Founded in 1804, Ohio University is
a state assisted institution enrolling 19,000 students at its Athens
campus and 8,000 students at its five regional campuses in Southeastern
Ohio. The Ohio University Employee Wellness Program coordinates and
facilitates a variety of wellness related programs and activities for
faculty and staff of the Athens campus.
Responsibilities: The coordinator is the overall administrator of the
Employee Wellness Program and will serve as a resource for coordinated
activity between the Employee Wellness Program and Ohio University's
various wellness programs including Healthbeat, Adult Fitness,
Nutrition Program, etc. The position is directly responsible for the
development, implementation and assessment of the programs operational
plan and associated budget. Support academic programs through
supervision of internships, practica and teaching.
Qualifications: Successful candidates must have experience in
budgeting and human resource management. A Masters Degree with an
emphasis in health promotion, wellness, or a related field and a
minimum of 2 years experience in the delivery of one or more wellness
areas is required. Proficient computer skills as well as strong
written and oral communication skills are also required. Evidence of
creative accomplishments is desirable.
Appointment information: A twelve month administrative position with
August 1, 1995 as the preferred starting date. Salary is commensurate
with qualifications and experience with a minimum salary of $27,000.
University benefits include a comprehensive insurance package and full
tuition benefits for self and family.
Application procedure: To assure full consideration the Screening
Committee should receive the following materials by May 30: letter of
interest summarizing qualifications and relevant experience; resume;
names, addresses and phone numbers of three references. Nominations
and applications should be sent to:
Douglas Franklin, Chair
Search Committee for Employee Wellness Coordinator
College of Health and Human Services
Ohio University
010 Grosvenor Hall
Athens, OH 45701
An Equal Opportunity /Affirmative Action Employer
Received: 18-May-1995 10:01am
=========================================================================
#581
Date: Thu, 18 May 1995 11:20:33 -0500
From: Jim Robinson
Subject: Elementary Health and Physical Education
Not too long ago we were discussing the seperateness of health and physical
education. It appeared the discussion centered largely around health
education being taught by prepeared health educators. I have begun
wondering about health and physical education in the elementary schools.
Many universities offer coursework to prospective elementary teachers
preparing them to deliver health and PE in elementary settings. At three
institutions where I have been employed over the years, there were seperate
courses for health and PE required in the elementary teacher prep curricula.
I would be interested in hearing from you regarding the model used at your
institution. Do you have seperate courses for health and PE ? Do you see
that your institution would ever offer a single course to train elementary
ed students in both disciplines? If this did happen, what type of faculty
would be asked to deliver the course, health or PE - or could there be a
team teaching?
=========================================================================
#582
Date: Thu, 18 May 1995 10:53:50 EST
From: "Stan Henderson (Indiana State)"
Subject: Re: Parking Information
Date: Mon, 15 May 1995 10:38:17 -0500
Jim Robinson
From: Jim Robinson
Subject: Parking Information
X-To: HEDIR%SIUCVMB.BITNET@ricevm1.rice.edu
To: Multiple recipients of list HEDIR
I hope some of you will be able to help me with this personal/professional
request for some information. I thought this would be the quickest way to
get a response. This coming year, it appears that TAMU is going to increase
our faculty parking fees 33%. Needless to say, faculty are not happy with
the decision given the fact that salaries are expected to go up only 0%. To
prepare an argument against the increase I though it would be helpful to
know what out colleagues pay. How much is 12-month parking at your
institution? Please respond to jrobins@summa.tamu.edu Thanks.
Response: At Indiana State Univerity, the parking fee is $30.00 per year
per vehicle tag.
=========================================================================
#583
Date: Thu, 18 May 1995 10:50:55 -0500
From: Jim Robinson
Subject: Parking Survey
Thanks to the 47 people who responded to my request for parking information.
Many of you asked for some summary of the findings, so I'll give you a
breif synopsis.
There are some very fortunate people out there who work at James Madison U.,
U of Connecticut, East Stroudsburg State, Ohio U., and Western Michigan who
report no parking fees! (don't say that too loudly ;-)). The highest fee
reported was at New York U. - 10.25 per day. If the faculty drive to work
three days per week, it would come to about $1537. The highest annual fee
was for the Oregon Health Sciences Center - $1800 for "close in" parking.
The average, excluding those who reported $0, was $191 per year.
In addition to the fees reported, there were three prevalent comments which
came forward.
1. It's a shame to have to pay so much money to park where you work.
2. Comparatively speaking, the parking fees are high,compared to the
amount of money we make.
3. The fee increases come more frequently, and are greater, than salary
increases.
Some of you asked about Texas A&M. Our reserved parking is now $135/year
for reserved, $100 otherwise. Our reserved spaces will be increased to $200
next March. I'm not sure that we can influence any of these charges, but it
was interesting finding out what our colleagues are faced with also.
Thanks again for your help.
=========================================================================
#584
Date: Fri, 19 May 1995 08:27:56 -0500
From: "Dr. Brian Colwell"
Subject: Re: African American PhD Alums
Regarding the bragging of various numbers of persons of color that have
graduated from various institutions:
"I have a dream that my four little children will one day live in a nation
when they will not be judged by the color of their skin, but by the content
of their character."
Rev. Martin Luther King, Jr.
Aug. 28, 1963
How sad it is that academia continues to be led by, rather than lead
society. The University of Tennessee should be proud of Carolyn not because
of the color of her skin, but because she is a respected leader in our
profession. The attitude of pride in the numbers of minorities we graduate
is demeaning to everyone that graduates from a program, especially minorities.
Our graduate programs should be open to people with the intellectual
qualities that we consider essential for them to be successful both in grad
school as well as our profession. Skin color is not one of those qualities.
32 years since that statement was made and too often we still contiue to see
skin color first, rather than capabilities.
Shaking my head sadly I return now to my asbestos-reinforced bunker to await
the incoming flames.
Brian
Brian Colwell, Ph.D., CHES
Assistant Professor of Health Education
Texas A&M University
=========================================================================
#585
Date: Fri, 19 May 1995 11:17:54 EST
From: ksandow
Subject: Re: African American PhD Alums
Brian, What more to say than Well Said!
=========================================================================
#586
Date: Fri, 19 May 1995 12:23:00 PDT
From: kim
Subject: (COPY) Re: African American PhD Alums
I hope Brian doesn't get flamed by this list. He is right. I am not a person
of color but my children are. I would be very upset if one day an academic
lauded their progress not because they were brilliant students and made
something of themselves, but because they are women of color.
Excelling in life and making a place for themselves in the world are values
their father and I are instilling in them. It would not be an extraordinary
feat for them to earn an advanced degree and excell in the career of their
choice, rather it is expected of them. Honoring them because their skin
is darker than many of the other students would be unfair to them and the
others who have worked equally hard to excell. KIM
-------------------------TEXT-OF-FORWARDED-MAIL-------------------------------
-
Brian wrote: ...
A
.EDU>
Regarding the bragging of various numbers of persons of color that have
graduated from various institutions:
"I have a dream that my four little children will one day live in a nation
when they will not be judged by the color of their skin, but by the content
of their character."
Rev. Martin Luther King, Jr.
Aug. 28, 1963
How sad it is that academia continues to be led by, rather than lead
society.
The attitude of pride in the numbers of minorities we graduate
is demeaning to everyone that graduates from a program, especially minorities.
Brian
Brian Colwell, Ph.D., CHES
Assistant Professor of Health Education
Texas A&M University
=========================================================================
#587
Date: Fri, 19 May 1995 15:56:48 CDT
From: "Grit A. Youngquist"
Organization: Minnesota Department of Health
Subject: Abstinence "education" - speakers
I wonder if any of you out there on the HEDIR might have any
suggestions/ideas on the following.
Over the past couple years we have been finding more and more that
schools (which are generally strapped for $$$) are finding ways to
fund-raise $1000-$2000 in order to bring in what I think of as a
"quick fix" abstinence/chastity/secondary virginity type of
motivational speakers for mandatory school assemblies - middle school
and high school. I am certain this is not unfamiliar to folks in
other parts of the country.
A number of us here in MN who do sexuality education and public/
community health work are concerned about several aspects of these
speakers' tone and content: being heavily fear and shame based,
presenting inaccurate information about risks of sexual involvement,
STDs, birth control, condoms, risk reduction, HIV/AIDS,
homosexuality, abortion, etc. Generally speaking the speakers seem
appealing because they are entertaining with many personalized
stories to tell, i.e. good theatre.
Those of us in our network who do speaking in classrooms around here
aren't exactly the motivational speaker types! Plus, you know the
notion of an expert is someone who comes from somewhere far away...
The long and short of this is that we find we do not have any great
alternatives to offer the folks in school districts/parent groups who
want this kind of speaker to come into their schools with a strong
abstinence message for their adolescents.
I would like, if possible, to develop an alternative list of
speakers to offer - folks whose message is not about control/fear/
shame, and who do not distort/misrepresent factual information about
aspects of sexuality. At the same time, someone who can give a
persuasive pitch for postponing sexual involvement, while not leaving
out those who are already sexually involved. A tall order???
Do you know of any jazzy, entertaining, motivational style speakers
who deal with healthy sexuality and relationships? If so, please get
in touch. My e-mail address is:
grit.youngquist@state.health.mn.us
telephone: 612-623-5446
FAX: 612-623-5442
Thanks for the help!!!
=========================================================================
#588
Date: Fri, 19 May 1995 15:52:29 -0800
From: Paula Swinford
Subject: osu position/bulletin board
>X-UIDL: 800923286.006
>From: Judith L Brady
>Subject: osu position/bulletin board
>To: swinford@mizar.usc.edu
>Date: Fri, 19 May 1995 15:05:14 -0400 (EDT)
>X-Mailer: ELM [version 2.4 PL23]
>MIME-Version: 1.0
>
>Caption: WELLNESS PROGRAM DIRECTOR - STUDENT HEALTH SERVICES
>
>The Ohio State University Student Health Services and the Department of
>Recreation and Intramural Sports are jointly seeking candidates for the
>position of Wellness Program Director. Responsibilities include directing
and
>coordinating wellness and health promotion activities through the
development,
>implementation, and evaluation of campus-wide programs. Master's degree
level
>or above in health promotion, health psychology, health education, or related
>field and a minimum of 3 years experience in the development and
implementation
>of similar programs in college health/wellness are required. Requires
>excellent communication and organizational skills, ability to work
>independently, and ability to coordinate successful Drug & Alcohol and Peer
>Health Education Programs. Send resume, salary requirements, and cover
letter
>to Judith Brady, Chair Search Committee, Wilce Student Health Center, 1875
>Millikin Road, Columbus, OH 43210. Preference will be given to applications
>received by June 16, 1995. An Affirmative Action/Equal Opportunity Employer.
>
>
******************************************************************************
|*/\*| Paula Swinford, MS, CHES |*/\*| 213/740-WELL |*/\*|
|*\/*| Assistant Director |*\/*| 213/740-0214 fax |*\/*|
|*/\*| University Park Health Center |*/\*| |*/\*|
|*\/*| University of Southern California|*\/*| swinford@mizar.usc.edu |*\/*|
******************************************************************************
=========================================================================
#589
Date: Fri, 19 May 1995 12:42:57 CST
From: Bill Cissell
Subject: African American PhD Alums
Brian, I too look for the point in history when we have a completely level
playing field and all persons from all backgrounds, without regard to color,
ethnicity, socioeconomic class, religious preference, sexual orientation, or
physical abilities, will be able to have access to education, employment,
investment opportunities, housing, leadership opportunities, etc. I believe
we
need to provide handicaps (as in golf) for groups that have and continue to be
discriminated against on the basis of difference from male, white, and
protestant.
I grew up among people who were highly invested in the male,
white, and protestant supremacy. Most of them with whom I maintain contact
remain heavily invested in this orientation. It is illogical that they would
do so, since they were "working class" Catholics. My father participated in a
KKK activity that removed two African American Catholic brothers from a small
(two room) rural Catholic parochial in spite of the fact that the KKK
discriminated against Catholics almost as vigorously as it did African
Americans. Most of my extended family and school friends still spout the same
racist, sexist, and other male, white and protestant supremacy rhetoric that I
heard as a child and youth. Most of them remain "working class," particially
because they failed to achieve academically and partially because they were
discriminated against as poor white trash. They still have not gotten the
picture; some of them believe President Reagan was a hero in spite of the fact
that his administrative policies returned many of them to the unemployed ranks
and caused some of them to experience the first bankruptcies among our known
lineage.
Yes, Brian, I am pleased to be doing the best I can to level the playing field
for as many of those who are discriminated against as I can. I am proud that
I
have played a small part in helping African Americans access the credential of
doctor of philosophy. I do not believe being proud of helping individuals who
faced many obstacles achieve their goals is demeaning them. I do not believe
that the fact I take pride in being the first "white trash" sharecropper's son
in my entire lineage known to me to graduate from high school, the BS degree
program, the MSPH program, and the PhD program as demeaning anyone. I hope
Dr.
Bob Russell, Dr. Deward Grissom, Dr. Ned Johns, my wife, Mary Ellen, and the
other individuals who helped me develop academic goals and achieve them will
never perceive being proud of their contributions as demeaning anyone.
Until the previously disadvantaged persons that I assist in reaching their
goals tell me that I am demeaning them by expressing pride in their
achievements, I will continue doing so. I am proud of the achievements of all
of my alums. We have outstanding alums from advantaged backgrounds. We have
alums who have overcome being single mothers with low incomes. We have alums
with documented learning deficiencies. We have alums with physical
limitations. And, we have alums who are first generation "working class" high
school and college graduates. I am proud of all of them. I am proud of the
support that my fellow faculty and I gave them as they achieved their academic
goals.
Frankly, Brian, what bothers me is the sophisticated language that those who
defend male, white, and protestant supremacy use today. They have become much
slicker than in the past. Prior to the success of some of the civil rights
efforts of the 1960s, many racists were very blunt and unsophisticated in
expressing their racist attitudes to the media. After the 1960s most racists
avoided making public statements that expressed their attitudes. Of course
they still expressed these attitudes frequently in private settings. I
personally find that some talk radio hosts and college professors have given
racists words and expressions that help twist meanings so that they can
express
their attitudes in a manner that suggests those who pursue leveling the
playing
field for the socially disadvantaged are whiners, social demons, or leeches.
I consider such efforts as false and mean spirited.
As a young marine, I learned to use the flame thrower with some
sophistication.
It seems curious to me that some individuals with substantial advantages build
asbestos lined bunkers to protect themselves from the disadvantaged. Anyone
who admires the one liners of Rush should have considerable ability for
winning
a flame throwing contest.
Bill Cissell
D_Cissell
=========================================================================
#590
Date: Fri, 19 May 1995 18:00:32 -0500
From: Veronica M Acosta
Subject: Re: African American PhD Alums
In- <9505191453.AA21455@mail.auburn.edu>
On may 19, 1994, Dr. Brian Colwell wrote:
> How sad it is that academia continues to be led by, rather than lead
> society. The University of Tennessee should be proud of Carolyn not because
> of the color of her skin, but because she is a respected leader in our
> profession. The attitude of pride in the numbers of minorities we graduate
> is demeaning to everyone that graduates from a program, especially
minorities.
>
> Our graduate programs should be open to people with the intel