=========================================================================
# 634
Date: Mon, 1 Apr 1996 10:00:13 -0500
From: Mimi Kiser
Subject: Public Health Week Day 1
Colleagues,
As promised ....
Public Health: Celebrating Success
Today we enjoy better health, live in healthier conditions, know more
about how to take care of our health, and live longer than at any time in
the past. To a large extent, these trends are the result of the efforts
and activities of public health. Public health works, and we are the
living proof.
Public health at the local, state, and national levels uses systematic,
population-based approaches to:
- Prevent epidemics and the spread of disease
- Protect against environmental hazards
- Prevent injuries
- Promote and encourage healthy behaviors
- Respond to disasters and assist communities in recovery
- Assure the quality and accessibility of health services
Successes in these areas have contributed to a 30 year increase in the
average life span of Americans in the 20th Century. Public health shares
these successes with the public it serves because ultimately our
collective and individual health depends on the partnership of public
health with legislatures, the media, business, scientists, the medical
community, other governmental agencies, voluntary organizations, and
individuals. Please join in celebrating the many successes in our public
health.
This first day of Public Health Week we celebrate the success of
vaccinations. The history of childhood infectious illness in the United
States shows the enormous benefits of vaccinations. Because of public
health leadership, many dangerous and sometimes deadly diseases have been
eliminated or contained. A good example is measles.
Before the measles vaccine was approved in 1963, 3 to 4 million people
contracted measles and several hundred, mostly children died each year.
Today, measles has all but disappeared in the United States - along with
many other infectious childhood diseases. Effective immunization involves
more than giving children shots; it requires many public health
activities, including researching and testing vaccines, mobilizing health
care workers, and educating parents. Some causes for celebration:
Disease Reported Cases in Worst Year Cases in 1993
Measles 894,134 (1941) 281
Diptheria 206,939 (1921) 0
Mumps 152,209 (1968) 1,640
Polio 21,269 (1952) 4
Tetanus 1,560 (1923) 43
Rubella 57,686 (1969) 195
Whooping Cough 265,269 (1934) 6,335
=========================================================================
#635
Date: Mon, 1 Apr 1996 11:38:05 -0500
From: Mimi Kiser
Subject: Go, Public Health! (fwd)
Health Education Colleagues,
Dave Hilton responded to me first public health posting with this email
that I am forwarding to you. It is reminiscent of our recent root causes
discussion. I felt my posting was incomplete without recognizing issues
that he has raised. He has given permission for me to share this with you
and I am sure would enjoy responses for health education professionals.
Yours,
Mimi Kiser
Interfaith Health Program
The Carter Center
---------- Forwarded message ----------
Date: Mon, 1 Apr 1996 09:17:16 -0500
From: Dave Hilton
To: ihp-net@synasoft.com
Subject: Go, Public Health!
Many thanks, Mimi, for passing on the tribute to public health. There is
real reason to celebrate and give thanks.
I hope that public health won't rest on its oars, though. Although,
historically, public health has looked at the root "causes" of diseases,
and addressed them at the prevention-oriented level, those root causes have
changed dramatically in this century so new prevention strategies are
needed.
David Werner talks about the "but why" method, saying that every time we
find a root cause we should ask "but why" again until we find the real root
cause. In todays world that leads us to such issues as poverty, injustice,
racism, violence, and exploitation. Many of these are taken for granted in
our society, much as mosquitoes and open sewers were in the early days of
public health. They are enshrined in the social and political institutions
of our culture. So we are prone to say that it is not our business. But if
not ours, whose business is it?
Because of it's illustrious history, I am optimistic that public health
will be able to move beyond the "swamp draining era" and have the courage
to tackle the real root causes of the major threats to health in today's
world. dh
=========================================================================
#636
Date: Mon, 1 Apr 1996 10:29:22 -0600
From: Dick Millspaugh
Subject: Public Health Week Day 1 -Reply
Mimi - I presume the numbers following the worst year for given
diseases represent number of deaths. Is this true? Dick Millspaugh
=========================================================================
#637
Date: Mon, 1 Apr 1996 13:02:16 PST
From: Dawn Graff-Haight
Organization: Urban and Public Affairs
Subject: Re: AAHPERD
Greetings!
We have an award-winning health education student who is receiving no
financial support to attend AAHPERD. (PSU Public Health Ed Dept.
doesn't have a travel budget - poor higher ed funding.) At any rate, is
there anyone out there who could use a roommate for Friday and Saturday
of the conference? She would be willing to split the cost of a room.
Any students out there who could use a few more bucks toward the cost of
a room? Please respond to me at:
dawn@upa.pdx.edu
Thanks!
Dawn Graff-Haight
=========================================================================
#638
Date: Mon, 1 Apr 1996 10:32:13 -0500
From: "J. Greenberg"
Subject: Re: Public Health Week Day 1
Colleagues:
Yet--
1. We have an outragous infant mortality rate as compared to other
developed countries
2. We have an inadequate family and medical leave policy when compared to
other developed countries (many countries pay between 80-90% salary for up
to several months to a year-- we give 12 weeks at no salary)
3. Too many of our children are dying from guns, accidents, and other sources
4. 20% of our high schoolers report they've considered killing themselves
and approximately 9 percent have actually tried
5. Too many of our fellow citizens live in poverty, do not have health
insurance, abuse their kids and/or their spouses, smoke cigarettes and
drink too much and use other harmful drugs, and isolate themselves from
their communities
6. Etc., etc., etc., etc., etc.
Lest we forget, this, too, is part of our public health world. Let's be
proud of our accomplishments, but view them in a more realisitc
perspective.
Peace and Health,
Dr. Jerrold S. Greenberg
Universty of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
=========================================================================
#639
Date: Mon, 1 Apr 1996 17:15:39 -0500
From: James M Glock
Subject: software for better health
I am a student at the University at buffalo who is interested in staying
in shape,eating healthy, and losing weight. I took a class that used this
program called Dine Healthy and was quite impressed with it's effectiveness.
It totals up nutritional stats on a huge variety of foods, even brand names.
I also incorporated my work outs and tracked my weight. I bought it by
calling 716 688-2400, email dinesystem@aol.com. I recommend it to any
health educators or those concerned about their health and what they eat.
=========================================================================
#640
Date: Mon, 1 Apr 1996 17:42:46 -0500
From: "Carolyn Parks (U of North Carolina at"
Subject: Re: AAHPERD
Dawn - I know of a group of 19 students from one of the local colleges
who are staying at the Youth Hostel for $13.00/night. I can get a number
if you wish.
Carol Parks
cparks@sophia.sph.unc.edu
=========================================================================
#641
Date: Mon, 1 Apr 1996 17:15:55 -0600
From: Grit Youngquist 612-266-2407
Subject: Strategies for community-based family planning outreach
I am looking for recommendations any of you HEDIR members might have on
people/programs we could contact (or other sources from which we could
learn) about what's currently considered "best strategies" for
community-based outreach to promote family planning among urban teen and
adult women who are un- or under-insured.
A local "learning readiness" agency that is well regarded in the
community here is preparing to do a pilot project. They will be hiring
2 family planning outreach workers who will be figuring out - and
implementing - the most effective strategies to reach their population
with their message. Would like to hear if you have suggestions on how
to learn what others have tried and found to be effective - that might
be applicable in some way here.
I expect there are a number of projects like this that have been
implemented with success in other countries, but we aren't sure how to
go about finding information on them (or any in the U.S. as well).
In advance of any replies, thanks very much. Your time and suggestions
will be much appreciated.
You can contact me directly at:
youngquist@a1.rcdp.gov
Sincerely,
Grit Youngquist
Adolescent Health Coordinator
Ramsey County Department of Public Health
Saint Paul, MN
telephone: 612-266-2407
=========================================================================
#642
Date: Mon, 1 Apr 1996 18:05:33 -0600
From: Pam Cooper
Subject: Two On-line Forums Health and Technology and Fitness and
Wellness
Brown & Benchmark is sponsoring two on-line forums this week, April
1-5. I think that the topics are such that will interest the members of
HEDIR listserve. Here's a quick summary:
Health and Technology Forum with Bob Gold
Discussion Topic: Advanced Health Communication Technologies
The purpose of this forum is to share thoughts and ideas concerning
how advanced health communications technologies can be appropriately
applied and evaluated in health education efforts.
http://www.bbp.com/hper/forumtwo/wwwboard.html
Fitness and Wellness Forum with Chuck Corbin
Discussion Topic: Fitness and Wellness as Part of General Education
Our discussion topic is fitness and wellness as part of general
education. ...It would be interesting to share ideas concerning how these
fitness and wellness courses are faring in higher education. Is it possible
for schools to institute school wide requirements for all students? If so,
what are the best ways to get the job done? What is the best way to
provide evidence to justify such classes? Or, is it better to offer
fitness/wellness classes a electives? If you do not have such an
elective class that is available to all students in your institution you may
benefit from the ideas of others who have implemented such classes.
Let the discussion begin!
http://www.bbp/hper/forumone/wwwboard.html
We hope that by sponsoring these forums we are able to facilitate a
dialog and that we all learn something about educational needs in health
and physical education in higher education today.
Please join in and let us know what you think. You can reach me
through e-mail, or in Madison, or stop by and say hello in Atlanta if you
happen to be attending. Our HPER address is
http://www.bbp.com/hper.html
Pamela S. Cooper
Senior Marketing Manager HPER
Brown & Benchmark Publishers
608-277-7343 e-mail pam.cooper@tmhe.com
25 Kessel Court
Madison WI 53711
=========================================================================
#643
Date: Tue, 2 Apr 1996 09:50:42 -0500
From: Mimi Kiser
Subject: Public Health Day 2
Thank you Dr. Greenberg for your 'real' additions to the public health
picture.
Getting the Lead Out (another of our successes!)
Public health has led the attack on lead poisoning, a serious health risk
caused by exposure to lead in the environment. Most victims are children,
and the effects can be devastating: damage to the central nervous system,
life-long reduced intelligence and behavior problems, seizures, coma, and
even death.
It was public health that identified lead in gasoline as a major source
of exposure among children and influenced its removal. As a result of
that change alone, blood lead levels of children declined 70%. Public
health also has been instrumental in:
- Eliminating lead in paint
- Eliminating lead solder in food cans
- Keeping lead out of drinking water
- Reducing air pollution around ore smelters
Public health departments across the country continue to take an active
role in educating parents about sources of lead poisoning, screening and
identifying children and communities at risk, and developing effective,
low-cost ways to remove lead-based paint from old housing.
=========================================================================
#644
Date: Tue, 2 Apr 1996 09:57:03 -0500
From: Mimi Kiser
Subject: Re: Strategies for community-based family planning outreach
In-Reply-To: <199604012336.SAA25032@graf.cc.emory.edu>
The Lincoln Community Health Center in North Carolina has had an
interesting church-based adolescent health program. It is no longer
funded and active, but staff continue to do family life education in
churches and have a manual and knowledge to share about what they have
done and learned. The contact person is Kathy Fitzsimmons, 919-956-4000.
Mimi Kiser
Interfaith Health Program
The Carter Center
404-420-3848
=========================================================================
#645
Date: Tue, 2 Apr 1996 10:15:12 -0500
From: James M Glock
Subject: software for better health (fwd)
---------- Forwarded message ----------
Date: Mon, 1 Apr 1996 17:15:39 -0500 (EST)
From: James M Glock
To: hedir@siucvmb.siu.edu
Subject: software for better health
I am a student at the University at buffalo who is interested in staying
in shape,eating healthy, and losing weight. I took a class that used this
program called Dine Healthy and was quite impressed with it's effectiveness.
It totals up nutritional stats on a huge variety of foods, even brand names.
I also incorporated my work outs and tracked my weight. I bought it by
calling 716 688-2400, email dinesystem@aol.com. I recommend it to any
health educators or those concerned about their health and what they eat.
=========================================================================
#646
Date: Tue, 2 Apr 1996 11:30:00 EST
From: MARS100W@WONDER.EM.CDC.GOV
Subject: Substace Abuse Position-Job descript
FROM: Marshall, Robert J., jr.
TO: whz4health@aol.com
SMTP:rebanks@pcad-ml.actx.edu
SMTP:foley@health-center.tamu.ed
SMTP:hedir@siucvmb.siu.edu
Lancaster, Brick
Yoast, Richard, PhD
SUBJECT: Substace Abuse Position-Job descript
Date: 04-02-96 11:36 EST
PRIORITY:
In response to the several inquiries I have received, I am including the
position description in the Email, rather than as an attachment. We have
re-opened the search and are accepting applications through April 15. Please
distribute to anyone you think may be interested.
ASSOCIATE DIRECTOR OF HEALTH (SUBSTANCE ABUSE)
The Rhode Island Department of Health is seeking qualified
candidates
for the position of Associate Director of Health (Substance Abuse).
This position is responsible for directing the substance abuse
prevention and treatment programs at the Department. Duties
include
responsibility for the administration of statewide health programs
involving substance abuse prevention, treatment, early
intervention,
policy, planning, and evaluation activities. Successful candidates
must have a thorough knowledge of public health principles and
practices, and possess a master's degree or higher in public health
or a closely related field. Candidates must have a minimum of five
years experience and employment in an agency involving major
responsibilities for the administration of a public health program
in
substance abuse or an allied field of public health.
Candidates must possess:
o strong leadership abilities
o excellent knowledge and experience with the application
of principles of public health administration
o a thorough knowledge of substance abuse treatment and
prevention fields
o experience in working with federal and state officials,
provider community and consumers
o ability to develop, implement and maintain comprehensive
management and administrative practices
o the ability to plan, organize, review and evaluate the
work of a staff of professional, technical, clerical and
other personnel.
This position is subject to the provisions of the Rhode Island
Merit System Law, and is subject to Civil Service Examination.
The State of Rhode Island is an Equal Opportunity Employer.
Applicants must be Rhode Island residents or establish residency
and domicile within six months of appointment. Any individual with
a disability who requires assistance to effectively participate in
the application process should contact the Rhode Island Department
of Health at the numbers listed below.
Salary: $58,379 - 66,868 plus fringe benefits
Please send resumes to: Edward D'Arezzo
Rhode Island Department of Health
3 Capitol Hill
Providence, RI 02908
(401) 277-2265
TDD # (401) 277-2506
Fax # (401) 277-6548
Application Deadline: April 15, 1995
CLASS TITLE: Associate Director of Health (Substance Abuse)
CLASS DEFINITION:
General Statement of Duties: Within the Department of Health to be
responsible for the administration of statewide health programs
involving substance abuse prevention, treatment, early
intervention,
policy, planning, and evaluation activities.
Supervision Received: Works under the administrative direction of
the Director of Health with considerable latitude for the exercise
of
independent judgement; work is reviewed for the application of
accepted professional principles, methods and techniques, and for
conformance to law, rules, regulations and instructions.
Supervision Exercised: Plans, organizes, reviews, and evaluates
the
work of a staff of professional, technical, clerical and other
personnel.
ILLUSTRATIVE EXAMPLES OF WORK PERFORMED:
To be responsible for the administration of statewide health
programs
involving substance abuse prevention, treatment, early
intervention,
policy, planning and evaluation activities.
To be responsible for the overall budget of the Division of Sub-
stance Abuse, grants and contracts for services, and for
govern-ment-
owned facilities involved in substance abuse activities.
To develop an effective leadership role within the substance abuse
community, developing coordination with other agencies and advisory
groups within the government (local, state, federal) and private
community.
To evaluate the effectiveness and efficiency of present programs
for
attaining their objectives and to prepare future plans and budget
proposals based on this evaluation.
To assist in the formulation of departmental policy and procedure.
To represent the state on national professional groups related to
substance abuse programs.
To take a lead role in the development of the substance abuse
component within a behavioral health system of services and
financing
designed to meet the needs of a population for substance abuse and
other public health services.
To plan, organize, review, and evaluate the work of employees in
the
Division of Substance Abuse.
To do related work as required.
REQUIRED QUALIFICATIONS FOR APPOINTMENT:
Knowledge, Skills, and Capacities: A thorough knowledge of the
principles, practices and techniques of substance abuse prevention,
treatment and early intervention and the ability to apply such
knowledge in the administration and implementation of statewide
health programs. Specific knowledge of the principles of public
health administration and excellent ability to develop, implement
and
maintain comprehensive management and administrative practices as
demonstrated by past experience; specific knowledge of substance
abuse policy issues and experience with the development and
recommendation and implementation of legislation, regulations and
other policy mechanisms; the ability to coordinate divisional
activities with those of the department to improve the health of
the
citizens of the state; the ability to plan, organize, review and
evaluate the work of a staff of professional, technical, clerical
and
other personnel engaged in providing effective services in said
health programs; the ability to establish and maintain effective
working relationships with other staff members of the department,
other agencies, community organizations, business enterprises and
the
public; and related capacities and abilities.
Education: Such as may have been gained through; possession of a
master's degree or higher degree in substance abuse or a related
field of public health, and
Experience: Such as may have been gained through a minimum of five
years experience and employment in a responsible position in a
private or public agency involving major responsibilities for the
administration of a public health program in substance abuse or an
allied field of public health.
Or, any combination of education and experience that shall be
substantially equivalent to the above education and experience.
=========================================================================
#647
Date: Tue, 2 Apr 1996 14:52:54 -0400
From: BRYAN WILLIAMS
Subject: University of Medicine & Denistry of New Jersey (Graduate Program
in Public Health)
I would like to invite members of the HEDIR to check out the new home
page for our program in public health. It's currently under construction
so please be patient. Any inquiries about the UMDNJ Graduate Program in
Public Health should be directed to Joan McLane at (908) 445-0199. see
you all in Atlanta!
________________________________________________________________________
Bryan L. Williams
Assistant Professor/Behavioral Scientist
Robert Wood Johnson Medical School
(908) 445-0922
--
Bryan L. Williams
Assistant Professor/Behavioral Scientist
Robert Wood Johnson Medical School
(908) 445-0922
=========================================================================
#648
Date: Tue, 2 Apr 1996 16:33:27 -0500
From: Carl A Stockton
Subject: Roommate for AAHPERD (fwd)
---------- Forwarded message ----------
Date: Tue, 2 Apr 1996 16:25:02 -0500 (EST)
From: Carl A Stockton
To: HEDIR@SIUCVMB.BITNET
Subject: Roommate for AAHPERD
I am looking for a person to share room expenses at the AAHPERD
Convention. I am a non-smoking male. If any male has a room and needs a
person to split expenses, please email me at:
cstockto@runet.edu
Thanks.
Dr. Carl Stockton
Radford University
Radford, Virginia 24142
(540) 831-5305
=========================================================================
#649
Date: Tue, 2 Apr 1996 16:23:43 EST
From: webman@DJSA.COM
Organization: Publisher: Who's Who Guide
Subject: Free Web Site
Need A Web Site?
===============
We can help! We offer FREE Web Sites to all
who join our service. You get 1/2 meg of
disk space and you can manage your website
yourself because YOU are the Webmaster!
If you would like more information then send
e-mail to archive@djsa.com. The topic of
your message should be HELP. You'll receive
an automatic reply with detailed information
about publishing your own web pages.
If you prefer, telnet to djsa.com and look
for menu item eb Blaster. Or visit us
at http://www.djsa.com.
=========================================================================
#650
Date: Tue, 2 Apr 1996 18:08:18 -0500
From: "Donald B. Ardell"
Subject: Evolution
Greetings:
I have a three page editorial on "evolution and wellness" in final
form for the 42nd edition of the ARDELL WELLNESS REPORT. If anyone wants
to have a look with the idea of providing comments/suggestions before it
goes to press next week, I'd be delighted to have the feedback. Just ask
and I'll send. Thanks. Here are introductory opening paragraphs--a teaser
paragraph of sorts.
WELLNESS AND EVOLUTION
THE NEVER MENTIONED WELLNESS VARIABLE. Wellness promoters,
myself included, love to go on about motivation, cultural norms,
self-responsibility, environmental sensitivity and all manner of
things that affect the capacity and willingness of homo sapiens
to get a grip on lifestyle. But one variable is never mentioned.
Until now, even I neglected it! I overlooked it when I wrote
High Level Wellness and other books, I ignored it in 41 previous
WELLNESS REPORTS and, until very recently, said nothing about it
in thousands of lectures. What's more, everyone else seems to
have looked the other way, too! It just never seems to come up
when wellites discuss the capacity and willingness of homo
sapiens to get a grip on lifestyle. It is ignored at National
Wellness Conferences, at seminars around the Western world, in
health promotion journals and elsewhere. This has to end--now!
Yes, the time has come to face up to the greatest of all
variables affecting our willingness and capacity to entertain,
pursue and achieve genuinely advanced lifestyles. "And what
might this variable be, you ask?" Nothing less than the extent
to which we have evolved and continue to evolve as a species!
Yes, we must study, discuss and act on the connections between
evolution and wellness! We must do this because someone has to
and we can't cede the field to Pat Robertson!
To start things off, here are my thoughts on the matter. Does
this make me the Charles Darwin/Clarence Darrow of wellness?
Probably not--that might be just a little grandiose. Still, no
harm in applying a bit of spin control on the subject. When
discussing evolution, you never know if some authorities in
Tennessee might want to have a trial or something in your honor!
In any event, let's get this started with a glimpse of the big
picture.
THE BIG PICTURE
(cont'd)
=========================================================================
#651
Date: Tue, 2 Apr 1996 21:27:43 PST
From: Donna Champeau
Subject: Allyn and Bacon web page
I have noted references to many different Web sites for Publishers,
special events, special resources, etc., on the HEDIR lately. One
that I have had great results with (and which seems to be one of the
better Publishers of Health Education materials) is...Allyn and Bacon
Publishers. They were among the first to conduct on-line-chats with
health educator/authors on salient health topics...telecourses for
health information,etc. As a Health Educator interested in quality
and up to date material, I find them to be on top of things in the
selection of authors and timely productions of cutting edge materials.
Most importantly, I have found them to be one of few publishers with
sales representatives who are efficient and FAST in getting
results...You can visit them at http://www.abacon.com. Happy
browsing!
Donna Champeau
=========================================================================
#652
Date: Wed, 3 Apr 1996 14:55:32 GMT+0200
From: " ANSA.OJANLATVA@UTU.FI"
Subject: educational theory and health education
Last summer, someone asked about information re: curriculum theory
(educational theory) and health education. Those words or individual terms do
not seem produce results using MEDLINE or ERIC. Is there someone among us
who is presently contributing to the theoretical research body with new
articles ... Am I just having bad luck with the searches?
They say it is spring but we still have lots of snow, ice and sleet. Hoping to
receive a heart-warming greeting from someone with a reference. Ansa.
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
(Please note the new "zip" code and telephone/fax "prefix")
************************
=========================================================================
#653
Date: Wed, 3 Apr 1996 07:51:34 -0700
From: Linda Howard
Subject: Textbook Suggestions
I am looking for textbook suggestions for an upper division course I teach
called "Nutrition Education Strategies." This is a required course for
dietetics majors and an elective for health education majors. In the past
I have used Communication and Education Skills by Holli and Calabrese.
Thanks for any recommendations.
Linda
******************************************
Linda Howard, Assistant Professor
Idaho State University
Department of Health & Nutrition Sciences
Box 8109
Pocatello, ID 83209-8109
208 236-3054
FAX 208 236-4654
e-mail ranklind@isu.edu
******************************************
=========================================================================
#654
Date: Wed, 3 Apr 1996 09:59:15 -0500
From: Mimi Kiser
Subject: Public Health Day 3
Seat Belts Work!
While each year 40,000 people die in motor vehicle accidents in the U.S.,
that number would be much higher if not for public health's initiative to
have people use seat belts. In the past two decades, seat belts in
vehicles have saved 65,000 lives and prevented countless injuries. This
success is a result of public health leadership and combined efforts of
people and legislatures. Activities in this collaborative effort include:
- Public health education for legislatures and the public about the
benefit of using seat belts.
- Federal laws mandating seat belts in vehicles.
- State laws requiring that seat belts be used.
- Personal efforts of people to use seat belts and encourage their
passengers to do so.
As a result, in 1994:
- 47 States had seat belt laws
- 67% of passengers used them
- 9,175 lives were saved by seat belts
(Information is from APHA Public Health Week promotional materials)
=========================================================================
#655
Date: Tue, 2 Apr 1996 23:29:59 CST
From: g_ghazizadeh@VENUS.TWU.EDU
Subject: World Health Day.
You may find the following information interesting.
Majid Ghazizadeh
PhD Student
Texas Woman's University
g_ghazizadeh@venus.twu.edu
==========
April 7 is World Health Day - the birthday of the World Health Organization.
This year, World Health Day celebrates Healthy Cities:
"Healthy Cities for Better Life"
To coincide with World Health Day, the WHO Regional Office for Europe is
launching two sets of World Wide Web pages:
1) World Health Day web pages:
http://www.who.dk/tech/whd01.htm
containing most of the contents of the World Health Day briefing pack,
background information, etc.
2) WHO Healthy Cities project web pages:
http://www.who.dk/tech/hcp/index.htm
==========
=========================================================================
#656
Date: Wed, 3 Apr 1996 10:56:03 -0400
From: BRYAN WILLIAMS
Sorry folks I forgot the url for the home page I told you about
yesterday for the Robert Wood Johnson Medical School Graduate Program in
Public Health. The URL is as follows:
http://www.eohsi.rutgers.edu/gpph/index.html
________________________________________________________
Bryan L. Williams
Assistant Professor/Behavioral Scientist
Robert Wood Johnson Medical School
(908) 445-0922
=========================================================================
#657
Date: Wed, 3 Apr 1996 11:17:23 -0400
From: BRYAN WILLIAMS
Subject: Graduate Assistantship in UMDNJ Graduate Program in Public Health
Members of the HEDIR:
GRADUATE ASSISTANTSHIP
UMDNJ GRADUATE PROGRAM PUBLIC HEALTH
I currently have a graduate research assistantship available for a
highly qualified applicant to the graduate program in public health at
UMDNJ. The applicant must possess a strong quantiative backgound and
have had experience in instrument development, data collection, data
management, and data analysis. Experience in cross-cultural settings is
a plus. The position is available immediately and is renewable
contingent upon performance. If you know of anyone who might be
interested in this assistantship or if you require additional
information please contact me ASAP. Thanks, see you all in Atlanta.
____________________________________________________
"All the world's a stage and most of us are desperately unrehearsed"
-Sean O'Casey
Bryan L. Williams
Assistant Professor/Behavioral Scientist
Robert Wood Johnson Medical School
(908) 445-0922
--
Bryan L. Williams
Assistant Professor/Behavioral Scientist
Robert Wood Johnson Medical School
(908) 445-0922
=========================================================================
#658
Date: Wed, 3 Apr 1996 13:08:07 -0500
From: "Carolyn Parks (U of North Carolina at"
Subject: Youth Hostel Information
Several of you requested the information on the Youth Hostel in Atlanta
as a housing site for students during the AAHPERD Convention. Hence, I'm
distributing this to the entire list.
- Douglas Jones, Contact
404-872-8844
Hope this helps and thanks to Barbara Baylor at NC Central University for
putting us all in touch with this resource.
Carol Parks
UNC School of Public Health
=========================================================================
#659
Date: Wed, 3 Apr 1996 20:33:45 -0600
From: Judy Drolet
Subject: Re: Textbook Suggestions
Several years ago Benjamin/Cummings in Menlo Park, CA published a text
NUTRITION FOR LIVING by Janet Christian and Janet Greger. In addition to
standard content that you might expect they hilited nutrition for athletes,
vegetarians, food labeling, a variety of chronic diseases, alcohol,
international nutrition concerns. Students seemed to enjoy/kept the book.
You might check on a more recent version than the second edition that I
used. Good luck with your search.
>I am looking for textbook suggestions for an upper division course I teach
>called "Nutrition Education Strategies." This is a required course for
>dietetics majors and an elective for health education majors. In the past
>I have used Communication and Education Skills by Holli and Calabrese.
>
>Thanks for any recommendations.
>
>Linda
>
>******************************************
>Linda Howard, Assistant Professor
>Idaho State University
>Department of Health & Nutrition Sciences
>Box 8109
>Pocatello, ID 83209-8109
>208 236-3054
>FAX 208 236-4654
>e-mail ranklind@isu.edu
>******************************************
=========================================================================
#660
Date: Thu, 4 Apr 1996 08:20:43 EDT
From: "Dr. M.S. Davidson"
Subject: Re: Textbook Suggestions
Did you pick "Awakenings" or was it assigned to you? I'm staying home today
because of the holiday and am not sure if I will go out on Friday. There is a
slight possibility that we have Awakenings at home. But, I recall purchasing
another of his books, "The Man Who Mistook His Wife For a Hat" which is similar
to awakenings and probably better. Somewhere, I also have an article he wrote
about a surgeon with the syndrome (I can't recall the name) which causes severe
tics, swearing and other strange things, expecially among jews.
I'll see what I can do.
Thinking of making a type of pot roast for Friday eve. Sound OK?
Love, Pop
=========================================================================
#661
Date: Thu, 4 Apr 1996 09:56:34 -0500
From: Mimi Kiser
Subject: Public Health Day 4
Fewer Smokers
The year was 1964; smoking was accepted, widespread, on the upswing.
Then, the U.S, Surgeon General's Report on Smoking and Health was
released with scientific evidence linking cigarettes to disease and death.
The massive public health effort to reduce smoking that followed is a
model of success. The percentage of Americans who smoke dropped from 42%
in 1965 to 26% in 1992. Without the anti-smoking campaign, an estimated
42 million more Americans would be smoking today.
Public health has collaborated with many partners to address:
- smoking behaviors
- rights of nonsmokers
- effects of second-hand smoke
- advertising and influencing youth
- insurance issues
- economics of tobacco
Despite these successes, smoking remains the largest cause of preventable
death. Continued efforts target the 48 million Americans who continue to
smoke and the $50 billion annual price tag for direct medical costs
related to smoking.
(Again, this information is from APHA 1996 Public Health Week promotional
materials.)
=========================================================================
#662
Date: Thu, 4 Apr 1996 10:38:34 -0500
From: Rosie King
Subject: Position Announcement
In-Reply-To: <199604041516.KAA01214@obslave.ucs.indiana.edu>
** HEALTH EDUCATION EVALUATOR POSITION AVAILABLE **
The Indiana University Institute for Drug Abuse Prevention has an
immediate opening for a full-time health education evaluator to assist
with the evaluation of two federally-funded, community-based drug
prevention programs. This is a one-year academic appointment as a
visiting research associate, with further appointments possible,
depending upon funding.
Requires EXPERIENCE with program evaluation, a minimum of a completed
master's degree, and a high comfort level with IBM-PC type computers.
Must be available to start work in Bloomington, Indiana quickly. Writing
sample consisting of a completed evaluation report will be required.
FAX or express mail vita to: James W. Crowe, HPER Building Room 116,
Indiana University, Bloomington, IN 47405. Phone: (812) 855-3627;
FAX: (812) 855-3936.
Indiana University is an affirmative action, equal opportunity employer.
=========================================================================
#663
Date: Thu, 4 Apr 1996 11:14:29 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: New Listserv
HEDIRs, I am pleased to announce the formation of a new listserv for AIDS
educators throughout the country and/or world. This listserv will hopefully
serve in the same capacity as the HEDIR, but specifically for people who are
in the AIDS education profession.
The AIDS listserv is an open subscription, meaning that you can subscribe
yourself. In order to do this, follow these directions:
1. compose note to listserv@siucvmb.siu.edu
2. skip the subject line
3. type the following in the note section of your e-mail:
subscribe AIDS Your Name
4. hit your send button
The AIDS listserv address is the following: AIDS@SIUCVMB.SIU.EDU
DO NOT send your request to subscribe to the HEDIR to subscribe.
You can also find out more information about this by viewing the directions
on my home page listed below--look under the Listservs I Operate link.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#664
Date: Thu, 4 Apr 1996 11:57:15 CST
From: Erin Foley
Organization: TAMU Student Health Center
Subject: abortion
I have a few question for any of you who are working in the area of
sexual health:
1. Does anyone remember what happened with the gag order on abortion
counseling or know where to get information on that?
2. Does anyone work for an organization that is affected by federal
funds and any rules and regulations about abortion counseling and
referels? If so, what have your experiences been?
3. Does anyone know of any official policy statements that we can
access for abortion referels or counseling, particularily at campus
health centers?
Thank you.
Erin Foley
Assistant Health Education Coordinator
Texas A&M University
Foley@Health-Center.tamu.edu
=========================================================================
#665
Date: Thu, 4 Apr 1996 17:54:41 -0500
From: "Donald B. Ardell"
Subject: Evolution and wellness
Dear Dr. Ardell:
I have thoroughly enjoyed your postings to the HEDIR. It's refreshing to
see a person who can laugh at himself, others, and human nature in a
politically incorrect fashion, and then not back down in the face of PC
criticism.
I teach a 3-credit healthy lifestyles course to 1,000 students a year at
the University of Nebraska-Lincoln. We occassionally discuss what the
human organism was designed for, and, when we violate certain evolutionary
design principles, our health can suffer (e.g. high energy inputs and
outputs, forcing the body to slough excess sodium when we're designed to
conserve sodium, etc.).
I would be interested in a copy of your wellness and evolution report. Thanks.
John Scheer
Mabel Lee Hall
University of Nebraska
Lincoln, NE 68588-0229
John Scheer Phone: (402) 472-1704
MABL 250 FAX: (402) 472-8317
University of Nebraska-Lincoln Internet: jscheer@unlinfo.unl.edu
___________________________
Dear John
Thanks for the good message. A Report will go to you in the
morning. Here are a few commentaries that will be published with the
editorial. The latter will follow in a separate post. Be well.
Don
=========================================================================
#666
Date: Thu, 4 Apr 1996 17:55:59 -0500
From: "Donald B. Ardell"
Subject: Commentaries
Ooops, this was left off. Enjoy.
COMMENTARIES
# 1 - The environment is changing very fast at the moment with
increasing population density, pollution (air, water, food) and
nastier bugs. The fittest who survive this crisis will be those
who have developed the best inner defenses/resources. We can
only do so much about the external threats: What we can work on
is our own resiliency (i.e., wellness).
Andrew T. Weil, M.D., Tucson, AZ
# 2 - Of course, how we answer the questions of who or what
created us will give a strong bias as to how we determine our own
unique purposes in life and subsequently how we will interpret
the chaotic and stressful events life presents.
>
David Randle, Sandy, UT
# 3 - Don, I found your discussion interesting and provocative
despite my basic philosophy of life that we are here because God
created us, with help from our parents. Now I must quickly add
that I do not share the views of Pat Robertson, Pat Buchanan or
other "too pat" answers from the religious right. In general, I
find "holy" politics full of holes...while still believing in God
and divine guidance. I can accept evolutionary progression
(or regression) and survival of the fittest while still embracing
a Genesis-type of creation story. What has become clear to
me as I age and become wiser(?) is that we are created to be
whole or, well, holy. This can't happen unless we take care of
all three aspects of our being--the body, mind and spirit. In
order to enjoy optimal wellness, we need to cultivate, exercise,
and maximize our appreciation of all three parts of our being.
As previously noted, I regret the Calvin and Hobbs or Ardellian
thesis that existence is pointless. To be sure, the existence we
know and experience now, in this lifetime, is temporary, but for
those tending to their spiritual dimension, life goes on after
the annihilation of the physical body.
Your conclusions that we are still evolving, not necessarily for
the better, is so right! In fact, many are actually "revolving,"
not evolving. Going constantly around in the same circle is to
revolve but to evolve in the sense of progressing, that entails a
change for the better and demands that that we think and live
holistically. Enjoy the moment. Live it fully, with your whole
being--mind, body, spirit. This is wellness!
Darwinian maladaptations? Yes, there are so many examples all
around us. Extinction as the rule? Yes and no. Physically,
Yes--it can't be avoided but we--Don, Bill, Donna, Tom, Dick,
Harry, Jane, etc. shall live eternally. I hope I'm prepared.
That's it, Don. Live and love eternally--my philosophy of life
as it has EVOLVED. Peace.
Bill Wallace, Charleston, WV
*****
@ *
__O <#\/ <&\/
_~\<,_ ~\/ \ / \
___O/\ (_)/_(_) / / /
__~ ~~~ ~~~~~~ ~ ~~ ~ ~ ~ ~ _____
||__))|| ||||\\ ||\\ || | ||\\ || // \\
||\\ || |||| \\ || \\ || | || \\ |||| ____
|| \\ \\__//|| \\|| \\|| | || \\|| \\___//
(407) 823-2453 fax # 823-2099 www.ns.net:80/cash/topics.html#ardell
"It's a magical world, Hobbes, Ol'Buddy...let's go exploring!" (Calvin's
last words,12/31/95) Good luck, kid. You are sorely missed.
=========================================================================
#667
Date: Thu, 4 Apr 1996 23:25:07 EST
From: R Olds
Subject: Re: educational theory and health education
In-Reply-To: Message of Wed,
3 Apr 1996 14:55:32 GMT+0200 from
In response to the recent comment about curriculum theory in health education,
I was the one last summer who raised the question. Medline really isn't
the appropriate data base, however ERIC doesn't yield much better recall.
To date, it has been my experience that the traditional db's don't hold
this information because the profession hasn't been making contributions
in this area. Though this conclusion may be premature, I cannot locate
the information to believe otherwise. Perhaps it is because as an eclectic
field, we rely on the curriculum and instruction theorists to generate such
work. In any event, more questions than answers remain. For instance,
should HED be developing curriculum theory? If so, would it be different
from curriculum theory in other content areas and why? Does curriculum
theory exist in school-based domains only? If not, what sort of fidelity
problems, if any, exist by transferring such theory from schools to a public
health education setting? What does it mean to the profession if we are not
developing theoretical curriculum models? What are the best ways to develop
and test such theory? Thanks for responding. The lack of a response seemed
to suggest that my conclusion noted earlier was warranted. I hope I am
wrong.
=========================================================================
#668
Date: Fri, 5 Apr 1996 08:58:00 EST
From: Isabel Burk
Subject: legislative update
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: legislative update
Date: 04-05-96 09:04 EST
PRIORITY:
The following excerpt from the International Counselors' Network, may be of
interest to you.
Best wishes to all of you for a healthy and happy holiday season!
Isabel Burk
From: Braden Goetz
ACA GOV'T RELATIONS UPDATE for the Week of 4/1/96
EDUCATION FUNDING: GOOD NEWS, MAYBE
Congress failed (again) to reach a final agreement on a fiscal year
1996 budget before heading off for Easter recess, but the
negotiators did tentatively resolve most issues involving funding
for education programs. This preliminary decision is generally good
news for school counselors and others who have been working with us
to reverse initial Congressional plans to axe $3 billion from
education programs.
Under the agreement:
- Funding for Title I remedial education and vocational education
would be maintained at last year's levels.
- Funding for the Safe and Drug-Free Schools and Communities
program would be cut $65 million or 14%. The House had initially
proposed cutting the program by more than 50%.
- Funding for bilingual education would be cut 14%, or $31 million.
- The Pell Grant maximum award would be set at $2,470, an increase
of $130.
- State Student Incentive Grants, which are awarded to states to
provide aid to low-income postsecondary students, would be cut 50%.
- Several programs would win funding increases over last year's
level, including School to Work (+$100 million) and Charter Schools
(+$12 million).
House, Senate and Administration negotiators still have many other
differences to settle before finalizing funding legislation for
fiscal year 1996. The only outstanding education issue centers on
the Direct Student Loan program, with the Republican leadership
adamant about limiting the number of schools who can participate in
the program and the Clinton Administration equally determined to
avoid any restriction on school participation.
Negotiations will resume the week of April 15, with a final
agreement hoped for by April 24, the date the current temporary
funding resolution expires. But don't hold your breath: Congress
has already enacted 12 short-term funding extensions since the
budget battle began in October, and may well have to pass yet
another short-term bill before everything is wrapped up. Maybe
number 13 will be the charm?
*** For more information or to share your comments, feel free to
contact us at acagov@aol.com. Braden Goetz & Scott Barstow, ACA
Government Relations. ***
*****************************************************************************
.oooO
( ) Oooo.
\ / ( ) Hope and trust accompany each of us....
(__) \ /
(__)
Isabel Burk
Putnam/No. Westchester BOCES
200 BOCES Drive
Yorktown Heights NY 10598
914-248-2454
914-962-6819 (fax) Burk112w@wonder.em.cdc.gov
*****************************************************************************
=========================================================================
#669
Date: Fri, 5 Apr 1996 09:27:34 -0500
From: Mimi Kiser
Subject: Public Health Day 5
Life and the Mississippi
Disasters, such as earthquakes in California, hurricanes on the Gulf
Coast, and the bombing in Oklahoma, City, occur with disturbing frequency.
An example of public health's ability to respond successfully occurred
during the 1993 Midwest floods when 532 counties in 9 states were
declared disaster areas. While the water was still rising, federal
dollars were flooding the area, and state and local public health workers
were providing on-site recovery aid.
Their response required the full spectrum of public health activities,
including monitoring environmental conditions, diagnosing health
problems, mobilizing communities and enforcing health regulations.
Workers tested water in 8,000 wells for contamination and 300,000
mosquitoes for organisms that carry diseases.
Mental Health Aid:
Public health also provided crisis counseling, monitored signs of
lingering problems, such as alcohol abuse and domestic violence, staffed
telephone hot lines, and linked people with needed services long after
the flood waters receded.
=========================================================================
#670
Date: Fri, 5 Apr 1996 11:10:28 -0500
From: "J. Greenberg"
Subject: AAHE Convention
Colleagues:
Just a reminder that anyone attending the AAHE Convention in Atlanta this
April and interested in Community Service and/or Service-Learning in health
education is invited to attend a discussion group on Thursday (April 18) at
3:30 p. m. in Room 258W in the Convention Center.
Peace and Health,
Dr. Jerrold S. Greenberg
University of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
=========================================================================
Date: Fri, 5 Apr 1996 10:29:00 CST
Burns@uta.edu
From: NANCY BURNS
Organization: University of Texas at Arlington
Subject: Travel-Study-Learn in Cuernavaca, Mexico
THE CENTER
for
HISPANIC/LATIN AMERICAN
HEALTH & CULTURAL STUDIES
The University of Texas at Arlington
School of Nursing
Where: Cuernavaca, Mexico - The City of Eternal Spring
When: May 24, 1996 Depart DFW for Mexico
June 1, 1996 Return DFW from Mexico
and
May 16, 1996 meet at UTA School of Nursing for an
orientation to the culture and country of
Mexico
TYPICAL DAY
Buenos Dias
Breakfast with family
8:00 am to 2:00 pm
Culture & language study
2:00 pm to 4:00 pm
Main mean with family
4:30 pm to 6:30 pm
Field trips, cultural tours,
shopping
Evening - Social activities
Time on your own
Buenas Noches
WHO/WHY
Practicing nurses and faculty in all health care settings who wish to
begin or refine Spanish language skills and learn about Mexican
culture and health firsthand.
> Roundtrip airfare from DFW to Mexico City
> Roundtrip transportation from Mexico City to Cuernavaca
> Field trips to hospitals & local cultural & historical sites
> Lodging and food with a Mexican family
> Welcome reception
> Bilingual tour guide
> 30 course Continuing Education Credit, Type I
> Spanish language certificate from the Center for Bilingual
Multicultural Studies
FEE
$1400.00 - nine days, eight nights
GENERAL INFORMATION
> Limited enrollment
> Fee must accompany registration form
> Registration available with Visa, Mastercard, Discover
FACULTY
Mary Elaine Jones, PhD, RN is professor and director of Child
Health in the Graduate Program at the University of Texas at
Arlington. Dr. Jones received a BSN from Incarnate Work
College, San Antonio, Texas, an MA from New York University and
a PhD in Anthropology from Southern Methodist University.
Mary Lou Bond, PhD, RN is Professor and Assistant Dean for
Undergraduate Programs at The University of Texas at Arlington.
Dr. Bond received a BSN from Texas Christian University, Fort
Worth, Texas, an MN from the University of Pittsburgh, and a
PhD in nursing from The University of Texas at Austin. She has
studied, lived and practiced professional nursing and nurse-
midwifery in Mexico.
Faculty at the Center for Bilingual Multicultural Studies in
Cuernavaca are credentialed Spanish language teachers.
For additional information, call the continuing Nursing Education
office at The University of Texas at Arlington
817-272-2778
Make checks payable to: The University of Texas at Arlington or
Credit card may be used
Mail checks and registration form to:
Sharon Judkins, MS, RN
Director of Continuing Nursing Education
The University of Texas at ARlington
School of Nursing Box 19407, Arlington, TX 76019-0407
Metro 817-272-27766 Fax 817/272-5006
e-mail Bond@uta.edu
--------------------------------------------------------------------
Registration Form
____________________________________________________________
Full Name Initial Last Name
____________________________________________________________
Home Street Address
--------------------------------------------------------------------
City State Zip Code
--------------------------------------------------------------------
Employing Agency Title or Position
--------------------------------------------------------------------
Employer's address City, State Zip Code
--------------------------------------------------------------------
(AC) Business Phone (AC) Home Phone
S.S. Number __________________________
Check enclosed for $____________
Please bill my ____ Visa ____ MasterCard
____ Discover
Account # _____________________________________________Expires______
_____________________________________________
Authorized Signature
Seat preference for airlines
____ Aisle _____Window
Registration with a deposit of 1/2 the fee ($700) must be received by
April 10th in order to secure airline fares. airfares after April
10th cannot be guaranteed and may cause total fee to increase.
Balance must be paid on or before May 10th.
Airline tickets will be booked through EEM Tours in Dallas and
airfare portion of the registration fee will be billed to your
credit card separately.
Due to short time constraints, no moneys will be able to be refunded
should you not be able to attend once you have registered.
=========================================================================
#671
Date: Sat, 6 Apr 1996 11:48:04 GMT+0200
From: " ANSA.OJANLATVA@UTU.FI"
Subject: Re: educational theory and health education
In-Reply-To: "Your message dated Thu,
04 Apr 1996 23:25:07 -0500 (EST)"
<01I36AV9VMEQ9D5H95@sara.cc.utu.fi>
Re: curriculum theory
I am getting some good solid responses mailed to me directly regarding this
issue. From where I sit (or stand, if you will), I feel this would be a good
time to carry out a theoretical conversation on the topic. Would you be ready
for it right now? I think it would be important.
It would seem reasonable that those who teach health education theory and
philosophy would need to cover a variety of theories and models. From what I am
reading, model development seems to be the chosen way to go and develop this
profession further. Since models traditionally seem to involve development from
a number of larger theories (and there are no solid health education theories to
draw from???), this is the chosen direction for curriculum development in
health education... (At least this is the way I perceive the matter to be.)
The education professionals in Finland refer to constructionist ideas in the
development of new curricula, and I have had a member of of this network
mention this theory (Steve, would you like to repeat your comments here?)
Does it provide the way for us to move forward?
In medicine, theory development does not seem important. Medical education
dissertations are being written without a mention to educational theory
(or sometimes any other theory) and criticized by the education professionals.
Jill and others, what do you teach about health education curriculum
development within the lists of theories you cover for future professionals?
Do you explain different theories for different settings? Do you
go into educational theory/theories? Do Newman, Dewey, Hutchins, Kerr and
others matter when health education is being applied to general education
programs? Who are the leading people in clinical curriculum theory (at e.g.
Kaiser Permanente or medical education programs at the medical schools
when programs are being set up)? What about the health education theory base
for the educational programs of the profession (such as SIU, Ball State,
Illinois. etc.) at the present time?
I do not remember that the discussion a year ago would have netted any
substantial amount of information --at least I do not recall it. Would there be
interest in it now? Ansa.
PS: I will not be able to access www programs at this point and it would be
important to have the discussion within this network. Thank you.
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
(Please note the new "zip" code and telephone/fax "prefix")
************************
=========================================================================
#672
Date: Sat, 6 Apr 1996 11:55:03 CST
From: f_baker@VENUS.TWU.EDU
Subject: Re: Allyn and Bacon web page
You are invited to visit the new webpage for the Department of Health Studies
at Texas Woman's University. The internet address is:
http://www.twu.edu/hs/hs/hspage.htm
Happy surfing, Judy Baker
=========================================================================
Date: Fri, 5 Apr 1996 13:07:11 +0200
From: "Nicola du Plessis,
President of the South Africa Association of University Students
and the Board of Directors of the South Africa Association of
University Students"
Subject: ---> FREE 1 yr. Magazine Sub sent worldwide- 290+ Popular USA
Titles
The following was an advertisement unrelated to health education. It has been removed to save space. MJKittleson
=========================================================================
#673
Date: Sat, 6 Apr 1996 16:58:22 -0600
From: "Marjorie E. Scaffa"
Subject: Re: educational theory and health education
In-Reply-To: <9604061258.AB00508@jaguar1.usouthal.edu>
I too am concerned about the state of theory and theory development in
health education and would welcome discussion on this topic.
I would like to see the discussion stay broad and focus on theory in
general rather than only curriculum/educational theory. I am also
concerned that doctoral students in health education are not adequately
being trained in theory development in order to advance the profession.
In 1992, I completed a dissertation entitled "The Development of
Comprehensive Theory in Health Education: A Feasibility Study". I would
be happy to share some of the information generated in that research
through this network.
Looking forward to hearing from others on this topic.
Marjorie E. Scaffa, Ph.D.
On Sat, 6 Apr 1996, ANSA.OJANLATVA@UTU.FI wrote:
> Re: curriculum theory
>
> I am getting some good solid responses mailed to me directly regarding this
> issue. From where I sit (or stand, if you will), I feel this would be a good
> time to carry out a theoretical conversation on the topic. Would you be ready
> for it right now? I think it would be important.
>
> It would seem reasonable that those who teach health education theory and
> philosophy would need to cover a variety of theories and models. From what I a
m
> reading, model development seems to be the chosen way to go and develop this
> profession further. Since models traditionally seem to involve development fro
m
> a number of larger theories (and there are no solid health education theories
to
> draw from???), this is the chosen direction for curriculum development in
> health education... (At least this is the way I perceive the matter to be.)
>
> The education professionals in Finland refer to constructionist ideas in the
> development of new curricula, and I have had a member of of this network
> mention this theory (Steve, would you like to repeat your comments here?)
> Does it provide the way for us to move forward?
>
> In medicine, theory development does not seem important. Medical education
> dissertations are being written without a mention to educational theory
> (or sometimes any other theory) and criticized by the education professionals.
>
> Jill and others, what do you teach about health education curriculum
> development within the lists of theories you cover for future professionals?
> Do you explain different theories for different settings? Do you
> go into educational theory/theories? Do Newman, Dewey, Hutchins, Kerr and
> others matter when health education is being applied to general education
> programs? Who are the leading people in clinical curriculum theory (at e.g.
> Kaiser Permanente or medical education programs at the medical schools
> when programs are being set up)? What about the health education theory base
> for the educational programs of the profession (such as SIU, Ball State,
> Illinois. etc.) at the present time?
>
> I do not remember that the discussion a year ago would have netted any
> substantial amount of information --at least I do not recall it. Would there b
e
> interest in it now? Ansa.
>
> PS: I will not be able to access www programs at this point and it would be
> important to have the discussion within this network. Thank you.
>
> ************************
> Ansa Ojanlatva, PhD, CSE, docent
> faculty member and Coordinator
> Dept Public Health Sexology Program
> Lemminkaisenkatu 1 Center for Reproductive and
> 20014 University of Turku Developmental Medicine
> Finland
>
> tel. +358-21-333 8513 (+358-21-333 81 operator)
>
> FAX +358-21-333 8439
>
> (Please note the new "zip" code and telephone/fax "prefix")
> ************************
>
=========================================================================
#674
Date: Mon, 8 Apr 1996 03:35:22 -0400
From: JohnChen00@AOL.COM
Subject: Interesting Free Offer........
The following was an advertisement unrelated to health education. It has been removed to save space. MJKittleson
=========================================================================
#675
Date: Mon, 8 Apr 1996 09:47:47 -0500
From: Autumn R Raus Benner
Subject: Re: Interesting Free Offer........
In-Reply-To: <199604080754.CAA11523@obslave.ucs.indiana.edu>
I am looking for some information that I saw years ago on an FYI public
service announcement. The announcement was one that was done by Hal
Lindon(SP?) in an announcement called FYI. It stated that spinning
children (lightly of course, not the shaken child syndrome) actually
helps brain development. Does anyone know of any studies to back up this
statement, or does anyone else remember these public service
announcements?
please respond to:
abenner@indiana.edu
=========================================================================
#676
Date: Mon, 8 Apr 1996 11:03:00 EDT
From: "Petosa.1@osu.edu (rick petosa)"
Subject: Re: educational theory and health education
Marjorie,
I think it would be a great way to initiate dialogue on theory
if you would provide a brief summary of your research on this topic.
rick petosa
=========================================================================
#677
Date: Mon, 8 Apr 1996 11:07:00 EST
From: Amir Bidgoli
Subject: Email Problems
On Sunday April 7th, 1996, we experienced some problems that caused
emails to get bounced. The problems have been fixed. Please resend any
messages that could not be delivered.
We apologize for any inconveniences that this may have caused.
Amir Bidgoli
ITS Operations
National Academy of Sciences
=========================================================================
#678
Date: Tue, 9 Apr 1996 13:55:03 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Atlanta
HEDIRs,
For those of you who are going to attend AAHE next week, has anybody heard
of some sort of celebration in downtown Atlanta. I'm hearing a lot of weird
statements that there's an equivalence to Mardi Gras in downtown Atlanta
from Thursday, April 18 to Sunday, April 21. I'm hearing a range of stories
from it being a "fun-filled" activity to one that has store merchants
closing up for fear of violence, gang activities, etc. Does anybody know
the real scope? Anybody from the Atlanta area want to give us the real story?
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#679
Date: Tue, 9 Apr 1996 14:24:28 CST
From: Erin Foley
Organization: TAMU Student Health Center
Subject: Atlanta
That is the weekend of Freaknik. Freaknik is the annual event for
African American College students to come to Atlanta to celebrate
spring break and a combined cultural heritage. It started as a
really great tradition for the students and a great chance for them
to get to meet each other. However, some people view it as a chance
to engage in less than desirable behavior. They are the minority,
but of course they ruin the experience and good name of Freaknik.
The city has been very upset by the violence and such that occurs
during that week. There was talk of banning it once. The security
is unreal during that week. Last year there was some violence and
store owners were targeted for looting. It was relatively small and
well contained. Certain streets are closed off because of past
experiences. You will want to allow for extra time to get to certain
locations of the city. You will also want to be careful to not get
caught up in any potential violence. There is still the wonderful
experience and excitement for the students who still see Freaknik as
a chance to get to know each other and celebrate Spring Break. The
city is really alive that week and with life you must take the good
and the bad. Enjoy Atlanta and be careful. It is still a city and
crime is always an element. But if you want to see a good example of
a community and an event that you might consider targeting for some
well needed health education (violence prevention, alcohol and other
drug education, sexual health education, wellness and general health
prevention!) - then go and experience Freaknik.
=========================================================================
#680
Date: Tue, 9 Apr 1996 20:26:32 LCL
From: jrcalvo@JRCF.EXT.ULPGC.ES
Subject: Re: Atlanta
I am plannig to go to Atlanta the next week but I have not received
any information from AAHEE regarding exact dates and venue. Could
anybody to give me some information befor monday?
Thanks
Jose R. Calvo
JRCALVO@JRCF.EXT.ULPGC.ES
=========================================================================
#681
Date: Tue, 9 Apr 1996 17:53:44 EDT
From: "Stu Fors (University of Georgia)"
Subject: Re: Atlanta
In-Reply-To: Message of Tue,
9 Apr 1996 14:24:28 CST from
RE: freaknik in Atlanta. What Erin said was basically true, however,
Freaknik really won't kick in until Thurs the 18 and Friday the 19th.
Two years ago, the primary streets downtown and getting to downtown were
gridlock. Plan on using MARTA to get to town or to get out of town if
you're staying downtown. It's safe. It'll just be rowdy and loud -
kind of like the AAHE, no host social. Overall, it's just a very large
group of college kids letting go. stu fors
U. of Ga
Athens
=========================================================================
#682
Date: Tue, 9 Apr 1996 17:14:47 -0500
From: georgia lynn keeney
Subject: Re: Atlanta
It is called Freaknick (I'm not sure of spelling). It is a gathering
of Black college students. I think they having meetings, etc. to
attend but it gets rowdy and other peolple get involved. My Atlanta
source says the traffic is awful and the trains are very crowded. You
have the same dates that I've heard. I think it will be a good chance
for the law enforcement/traffic control people to practice for the
Olympics! See you in Hot'Lanta!!!
=========================================================================
#683
Date: Tue, 9 Apr 1996 19:19:05 -0400
From: "Carolyn Parks (U of North Carolina at"
Subject: Re: Atlanta
Health educators don't have to go to Atlanta and experience Freaknik
among African American students as "a good example of a community and an
event that you might consider targeting for some well needed health
education..." This event sounds no different from the "raves" that are
prominent and growing among white suburban youth, attended by hundreds,
and even thousands, I understand. My predominately white campus has
experienced several two substance abuse related deaths, several rapes,
and various other acts of violence within the last six months. No, we
don't have to "experience Freaknik" to target youth for "violence
prevention, alcohol and other drug education, sexual health education,
wellness and general prevention." Some of us just need to look right in
our own backyards!
=========================================================================
#684
Date: Wed, 10 Apr 1996 10:05:30 -0400
From: "J. Greenberg"
Subject: Re: Atlanta
Not to mention Daytona Beach, Ft. Lauderdale, or Virginia Beach!
Peace and Health,
Dr. Jerrold S. Greenberg
University of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
=========================================================================
#685
Date: Wed, 10 Apr 1996 09:41:32 CST
From: Erin Foley
Organization: TAMU Student Health Center
Subject: Atlanta
Just out of curiosity, does anyone do programs for students at events
like Freaknik, Daytona and other spring break events, and other large
scale gatherings of students? Not prior to going, but programs and
health education once they are there at the events? If so, what are
they?
Erin Foley, M.Ed.
Assistant Health Education Coordinator
Texas A&M University
Foley@Health-Center.tamu.edu
=========================================================================
#686
Date: Wed, 10 Apr 1996 10:41:33 -0400
From: "J. Greenberg"
Subject: Re: Atlanta
Jose:
Good to hear you will be in Atlanta for the AAHE convention. It starts on
April 16 (I believe, I am arriving on April 17) and last until April 21.
It is in Atlanta. I believe the Westin Peachtree Plaza Hotel is the
convention hotel, but I am not sure. For more detailed info. call AAHE at
1900 Association Drive, Reston, VA 22091, (703) 476-3441. Hope to see you
there.
Peace and Health,
Dr. Jerrold S. Greenberg
University of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
=========================================================================
#687
Date: Wed, 10 Apr 1996 09:39:55 -0600
From: nancy oestreicher
Subject: Natl TV-Turnoff Wk (fwd)
This message comes to you (with permission to forward) from the
University of New Mexico. for more information from the national source
contact:
TV Free America
1322 18th St.NW
Washington, DC 20036
(202)887-0436
---------- Forwarded message ----------
Date: Tue, 9 Apr 96 08:42 MDT
From: Jenn Ruebush
To: Multiple recipients of list
Subject: Natl TV-Turnoff Wk
During the last week of April 1996, thousands of families, schools,
libraries, and community organizations will join together in a
coordinated effort in which millions of individuals will leave their TV
sets _off_ for seven days. In exchange, participants in the second
annual National TV-Turnoff Week will engage in a broad range of
substitute activities that foster greater social, physical, academic, and
creative development.
The average American watches more than 4 hours of TV each day. At this
rate, by age 65, that person will have spent 9 years of their life
watching television. Upon graduation from high school, the average
American child will have spent more time watching TV than in school.
National TV-Turnoff Week is endorsed by the:
American Medical Association
American Psychiatric Association
National Association of Elementary School Principals
National Coalition on Television Violence
American Federation of Teachers
Congress of National Black Churches
Children's Defense Fund
American Academy of Family Physicians
Literacy Volunteers of America
American Nurses Association
Student Environmental Action Coalition
President's Council on Physical Fitness and Sports
and more!
If you would like more information, please contact Nancy Kent at 277-4087.
Here are a few statistics:
Percentage of households that possess at least one TV: 99
Percentage of US homes with three or more TVs: 66
Number of videos rented daily in the US: 6 million
Number of public library items checked out daily: 3 million
Number of minutes per week that the average child watches TV: 1,680
Number of minutes per week that parents spend in meaningful
conversation with their children: 3.5
Percentage of 4-6 year olds who, when asked to choose between
watching TV & spending time with their fathers, preferred TV: 54
Number of murders seen on TV by the time an average child finishes
elementary school: 8,000
Number of violent acts seen on TV before age 18: 200,000
Jenn Ruebush MPH Program 505-277-4173 FAX 277-4494 jennr@unm.edu
"Won't you come into my garden? I would like
my roses to see you." - Richard B. Sheridan
=========================================================================
#688
Date: Wed, 10 Apr 1996 11:44:42 -0500
From: Beavers Robert B
Subject: Re: Atlanta
In-Reply-To: <199604101437.AA14088@bp.ucs.usl.edu> from "J. Greenberg" at Apr
10, 96 10:05:30 am
Add to this list - MADI GRAS
Robert B. Beavers
Univ. of Southwestern Louisiana
Lafayette, LA
Dept. of HPER
=========================================================================
#689
Date: Wed, 10 Apr 1996 12:58:26 -0400
From: "Michael J. Ludwig"
Subject: Re: Natl TV-Turnoff Wk (fwd)
Hi all!
While this is a well-intentioned idea, it is also somewhat
quixotic. Why not acknowledge the pedagogical aspects of
TV and other media, and work to develop critical media
literacy? After all, the media, including TV, are not going
anywhere.
Just a thought.
Michael Ludwig
Michael J. Ludwig
Georgia Southern University
Department of Health Science Education
Landrum Box 8075
Statesboro, GA 30460-8075
(912) 871-1552 (voice)
(912) 681-0721 (FAX)
(912) 681-5266 (department secretary)
"Choice is illusory to the degree it represents the
expectations of others." -Paulo Freire
=========================================================================
#690
Date: Wed, 10 Apr 1996 14:10:00 -0400
From: "Michael P. McNeil"
Subject: Re: Atlanta
In-Reply-To:
BACCHUS & GAMMA have educational information displays at Daytona Beach,
South Padre Island, Panama City, and in the past Lake Havasu City. We
make information available to students and encourage them to sign the
Safe Spring Break Pledge.
For more information on these programs, please contact our national
office in Denver.
PO Box 100430
Denver, CO 80250-0430
(303) 871-3068
(303) 871-2013 fax
bacgam@aol.com
Michael P. McNeil
Student Trustee
BACCHUS & GAMMA Peer Education Network
University of Central Florida
mpm54241@pegasus.cc.ucf.edu
"Be a person of pride and pride the person you are."
- Mickey Neil
=========================================================================
#691
Date: Thu, 11 Apr 1996 09:31:41 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Call for paper
This call for paper will also be available to be downloaded from the HEDIR
web page (check out downloaded section). This will be available on Friday.
46th SOPHE Annual Meeting
November 15-17, 1996
New York, NY
With Liberty and Justice and Health For All
Call for Papers
Program Objectives
The 5 primary objectives of this conference are to:
increase participants' knowledge of the links between social justice,
equity, and health status as they relate to the midcourse review of Healthy
People 2000 Objectives
develop participants' skills in facilitating the achievement of social
justice and health
provide a forum for participants to discuss future health education
research needs and to exchange ideas for facilitating the timely transfer of
research into practice
provide an opportunity for participants to share innovative and successf
ul
health education approaches, programs and results related to the program
theme and Healthy People 2000 Objectives
support excellence in health education practice by providing participan
ts
who are certified health education specialists an opportunity to earn
continuing education contact hours.
Theme
Health professionals are increasingly concerned and vocal about the lack of
universal access to health care and the challenges of managed care. Health
educators, however, are uniquely concerned about stimulating environmental
change for access to prevention programs and services. Consequently, health
educators often act as community organizers, advocates, assessors, planners,
evaluators, media specialists, and policy analysts and developers.
This year's annual meeting theme, "With Liberty and Justice and Health For
All" underscores a basic health education belief in the right to health for
all people. The program will focus on the role of health education in
assuring access to health care and good health. We seek papers illustrating
in theory and/or practice the relationship between social justice and
health, and the role of health education in achieving the one through the other.
Plenary and other thematic sessions will feature studies and programs that
demonstrate the importance of social justice to achieving health for all,
and the role of health education in promoting social justice and to
achieving liberty and justice - thus working toward ending the disparity in
health status among segments of the population.
Program Format
The program will include a combination of plenary keynote presentations and
panel discussions, short research and practice paper presentations, poster
sessions, health education program showcases, skill- building workshops, and
special student sessions.
Call for Papers
The Conference Planning Committee is soliciting abstracts for short research
or practice presentations, research or practice poster sessions, and
skill-building workshops. The committee seeks abstracts on any aspect of
the interdependence of social justice and health in any population group,
particularly those populations typically described as minority or
hard-to-reach, including women, immigrants, the differently-abled, the
elderly, the uninsured, etc.
Abstracts not directly related to the theme but that address the Healthy
People 2000 Objectives or report on innovative approaches or significant
research advances are welcome. They may take the form of poster sessions,
papers, or skill-building sessions.
All submitted proposals will be peer-reviewed.
Papers will be presented in sessions that include 5 short (10 minutes)
related papers, with time for questions and comments. Poster session
displays will have a specific time when presenters must be available to
discuss their work. If you have a format preference, please indicate it on
the application form. Please note, however that such a designation may
decrease your chance of acceptance. Skill-building sessions (60 minutes)
are "how-to" sessions that teach a specific skill or technique.
If Accepted...
If your abstract is accepted, you (or a substitute presenter) are committed
to making a presentation at the meeting. All participants at the meeting
are expected to register. Accepted proposals will be assigned as papers,
posters or skill-building workshops at the discretion of the program
planning sub-committee. Additional instructions and presentation
suggestions will be sent to presenters over the summer. All communication
will be with the designated corresponding author.
Deadlines
Abstracts must be received by May 3, 1996. Letters confirming receipt of
abstracts will be sent. Notices of acceptance will be sent by June 15, 1996.
For Call for Papers Information Call:
Karen Denard Goldman (908) 932-4009 x 671 Christine Shesler (201) 59
3-3059
Hotels
The meeting will be held in Manhattan's mid-town section at either the New
York Sheraton, New York Hilton or Marriott Marquee in conjunction with the
American Public Health Association meeting. Alternative housing option
lists will be provided in future mailings.
Special Interest Group Sessions
Each SOPHE Special Interest Group (SIG) will sponsor one 60 minute session
at the conference, with its own program and program requirements. For
further information, contact:
Anthropology and Public Health
Lynn Woodhouse (717) 422-3560
College/University Faculty
Elaine Auld (202) 408-9804
Community Health Education
Elaine Auld (202) 408-9804
Health Communications/Social Marketing
M. Jane Lewis (202) 223-0344
International and Cross-Cultural Health
Valerie Welsh (301) 443-9923
Medical Care Settings
Lisa Riegel (201) 982-3323
School Health Education
Marcia Brown-Machen
Patricia Morgan
Worksite Health Education
Elaine Auld (202) 408-9804
Registration Fees
Every possible effort is being made to make this conference as financially
accessible to all health educators as possible. The lowest possible
registration fees will be offered. Special student rates will require proof
of full-time student status. Some scholarships may be available.
Members Save the Most
Registration fees are lower for national SOPHE and/or local SOPHE chapter
members. National and local members of organizations in the Coalition of
National Health Education Organizations will also receive a registration fee
discount. Join SOPHE now or when you register for the conference and pay
reduced member rates! A membership application is attached.
Planned 1996 Annual Meeting Highlights!
Pre-Conference Workshops
Immigrant Health: Tuberculosis as a Case Study
Adolescent Sexuality and Pregnancy Prevention: A Wholist
ic Approach:
Michael Carrera, EdD
Program Evaluation
Awards Banquet with entertainment, at "Tropico", a trendy, New York City
hot spot that's all the rage!
Health Education Research Agenda Update and "Translating Research into
Practice" Panel
Governance Meetings open to all members
Opening Night Social at the American Folk Art Museum
3 Plenary/Keynote Sessions
Social Justice & Public Health Panel
Health Education Programs S*h*o*w*c*a*s*e
"On the Town" Lunch Special Out in the Big Apple!
Special Interest Group Workshops
and much, much more! Society for Public Health Education Membership Application
The Society for Public Health Education (SOPHE) is a national professional
organization founded in 1950 to promote the health of all people, by
stimulating research on the theory and practice of health education,
supporting high quality performance standards for the practice of health
education and health promotion, advocating policy and legislation affecting
health education and health promotion, developing and promoting standards
for professional preparation of health education professionals, and
promoting networking among health education professionals. SOPHE is the
only professional organization devoted exclusively to public health
education and health promotion. SOPHE members specialize in many different
content areas, work in a variety of settings, perform a wide variety of
skills, provide a broad spectrum of services and come from many health
related fields in addition to health education. There are no degree or
certification requirements.
Active Fellow - $65 New Member - $45 Retired/Emeritus - $45
Student Member
- $35
Student applicants must be enrolled full-time in a health education
program. The application must be accompanied
by a statement from a faculty ;member attesting to the full-time status
and the expected date of graduation.
Please select one special interest group section:
___ community health education ___ international/cross-cultural
health
education
___ medical care/patient education ___ anthropology and pub
lic health
___ school health education ___ health communications/social
marketing
___ worksite health education ___ college/university faculty
Preferred mailing address: ___ work ___ home
Name:________________________________________Title:_________________________
__________________
Organization:_______________________________________________________________
___________________
Street:____________________________________________________________
Apt./Box:____________
City:_____________________________________________________State______ Zip
Code__________-_______
Phone: Home: ( )_________________________ Work: ( )
_____________________________
Fax: ( ) ________________________________ E-mail:
____________________________________
Society for Public Health Education, Inc.
1015 15th Street, NW, Suite 410
Washington, DC 20005
202/408-9804 Fax: 202/408-9815
Important HEALT
H EDUCATION CONFERENCE!
Professional Development Fri., Nov. 15- Sun.,
Nov. 17, 1996
Information!
New York, NY
If addressee not available, please forward
to person(s) responsible for health
education and promotion activities! Submission Form - Deadline May 3, 1996
Please complete all sections.
Incomplete or incorrect submissions will not be considered.
Complete one submission form for each paper or workshop.
The information requested includes information for the CHES continuing
education credits application. The opportunity to provide this information
now is a service to members and a courtesy to presenters who will not need
to be contacted for this information at a later date. Experience has shown
that the availability of credit often influences session attendance (CHES
approved presentations are so listed in all program materials), therefore,
it is our goal to see that all sessions that qualify are approved.
Abstract Type: ___ Research ___Program
___Skill-Building
Topic:
______________________________________________________________________________
Target Population: ___mothers/infants ___children ___adolescents
___adults ___seniors
(check all that apply) ___health education professionals
___minority:_________________________
Setting: ___community ___medical care setting ___worksite
___international ___school
Format: Research/Practice Paper Skill-building Workshop
I prefer: ___Paper ___Poster I prefer: ___ 30 mins.
___60 mins.
I'll accept: ___Paper ___Poster I'll accept:___30 mins.
___ 60 mins.
Level: ___Entry-level ___Intermediate ___Advanced ___Not a
pplicable
Keywords: ______________________ ______________________
_____________________
Corresponding Author (name, institution, address, phone, fax, and e-mail):
____________________________________________________________________________
________
____________________________________________________________________________
________
____________________________________________________________________________
________
____________________________________________________________________________
________
Attach a separate page listing additional authors other than corresponding
author or presenting author (including name, institution, address, phone,
fax, and e-mail) if necessary.
Presenting Author Name:
__________________________________________________________
Degrees and Certifications: ____, ____, ____, ____; CHES? ___Yes,
number: _______ ___No
Current Employer: ________________________________________________
__________
Division/Department: ________________________________________________
__________
Address: ________________________________________
__________________
__________________________________________________________
Phone numbers:
Day:__________________________Eve:_________________________
(Area Code)
(Area Code)
Method(s): ___Lecture ___Lecture/Discussion ___Discu
ssion
___Panel ___Debate/Dialogue ___Small
group activity
___Participatory learning...role plays, group problem-solving, s
tructured
individual activities
A-V Needs: ___overhead projector ___VCR/monitor ___slide projector
___ screen
___ 16 mm projector ____ flip chart (Please bring ow
n carousel)
over--->
Speaker Qualifications to speak on this subject (education, training, work
experience, publications, past presentations, research, memberships in
relevant professional organizations, etc.) This will be used by moderators
for introductions. Sell yourself!
Objectives: By the end of this presentation, attendees will be able to:
1.
____________________________________________________________________________
__
______________________________________________________________________________
2.
____________________________________________________________________________
__
______________________________________________________________________________
3.
____________________________________________________________________________
__
______________________________________________________________________________
CHES Responsibilities Addressed: Please select the primary responsibility
(ies) of Certified Health Education Specialists which will be addressed in
your presentation. Place an "x" on the appropriate line(s).
___ Responsibility I Assessing individual and community needs
for health
education
___ Responsibility II Planning effective health education programs
___ Responsibility III Implementing health education programs
___ Responsibility IV Evaluating effectiveness of health education pro
grams
___ Responsibility V Coordinating provision of health education servi
ces
___ Responsibility VI Acting as a resource person in health education
___ Responsibility VII Communicating health and health education needs,
concerns, and resources
Abstract: Your abstract should be no more than 300 words and should be
formatted to follow the guidelines provided. See enclosed example and
detailed instructions. Mail this form, an original abstract, five blind
copies of your abstract (no authors' names or affiliations included) and a
computer disk (which includes copy of original and blinded abstracts, saved
in ASCII, please) to:
Christine Shesler, MS, CHES
Madison Health Dept., Hartley Dodge Memorial Bldg.,
Kings Road, Madison, NJ 07940
Mailing Check List:
___ 6 "hard copies" of the abstract: ___ 1 original
___ 5 blind copies (for reviewers)
___1 disk with original abstract (including authors' names) saved on it
Check one: ___ Mac ___ PC Please save your abstract in AS
CII!
Word processing program
usually used: ____________
___Mailed in time to be received by May 3
Instructions for Preparing Abstracts
1. Prepare your abstract on a separate sheet of paper.
2. The abstract should be no more than 300 words and should provide a
concise description of your proposed presentation following the guidelines
outlined below.
3. The three types of presentations - research, practice, and skill-buildin
g
- call for slightly different types of abstracts.
Research: include Background, Theoretical Framework, Hypothesis, Methods
,
Results, Conclusions, and Implications for Practice
Practice: include Background, Theoretical Basis, Objectives,
Interventions/Procedures, and Evaluation Measures
Skill-building: Description of Skill, Rationale/Need for Skill, Possible
Applications of the Skill, Steps/Procedures
4. Make five copies of your abstract for blind peer review. For these
copies, mask out author names and affiliations and the corresponding
author's name and address. In addition to the "hard", paper copies of the
abstract, submission of a disk is requested. Convert your document to an
ASCII file when you save it.
5. Your abstract will be published exactly as you submit it. Please be sur
e
to edit and proofread your final copy. SOPHE is not responsible for any errors.
6. Use clean, clear, black type from a typewriter or from a letter-quality
or laser printer. Dot matrix printers are not acceptable. Use 12-point
type (10 pitch on a typewriter). Use a serif typeface (e.g., Times Roman or
Palatino). Do not use condensed or reduced type.
7. Typing should be within a space of 5" wide by 7-1/2" tall. On your
screen or on your typewriter, for 8-1/2" x 11" paper, set the left margin at
3.0", the right margin at 0.5", the top margin at 2.75" and the bottom
margin at 0.75". Make sure all printing is well within these margins. Do
not put a box around your text.
8. Your title should be short but descriptive. Type it in upper and lower
case, flush left (not indented).
9. Double space between the abstract title and the author's name. Authors
and their affiliations should be flush left (no indent), upper and lower
case. List each author's name, middle initial, last name, and degree,
followed by his or her institutional affiliation (no addresses). Authors
with common affiliations should be grouped together and the institution
listed only once.
10. Double space again between the authors' section and the body of the
abstract. Indent each paragraph. Single space both the text and
paragraphs. Double space again after the body of the abstract. Then type
the name and address of the corresponding author, as shown in the attached
example.
(See sample abstract on reverse side)
Sample Abstract
A Short But Descriptive Title, Typed in Upper and Lower Case, Flush Left (No
Indentation)
Authors and Their Affiliations Should Be Flush Left (No Indent), Upper and
Lower Case. List Each Author's Name, Middle Initial, Last Name, Degree and
Institutional Affiliation.
Background
Evaluation criteria: Is the abstract health education related? Does the
abstract reflect a theory-based intervention or research study? Is the
program/intervention or research have a theoretical or conceptual framework
consistent with the theme of the conference and/or does it offer important
new insights to the field? Can the research, methodology, program or
intervention be applied elsewhere?
Methods
Evaluation criteria: Are objectives or research questions clearly
stated? Does the abstract present an original concept or new approach? Is
the whole abstract written clearly and concisely with ideas presented in a
logical, coherent manner?
Results
Evaluation criteria: Are the outcomes or findings reported and
consistent with the research or program objectives? Were supporting data
promised or included?
Conclusions
Evaluation criteria: Is the information useful to practicing health
educators, to researchers, or other health professionals? Is the subject
matter timely? Are the implications for health education and health
educators clearly stated?
Corresponding Author:
Karen Denard Goldman, PhD, CHES, Department of Urban Studies and Community
Health, Rutgers - The State University of New Jersey, 33 Livingston Ave.,
New Brunswick, NJ 08901
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#692
Date: Thu, 11 Apr 1996 09:36:32 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: AAHE
HEDIRs and Former Salukis (actually, once a Saluki always a Saluki):
Be sure you make time to stop by the SIU Saluki Social scheduled for Friday,
April 19 from 6:00 p.m. to 8:00 p.m. at the Hyatt Regency. The specific
room has not yet been identified, but look for the signs. Come to the best
social of the conference and help us celebrate the promotion and tenure of
Drs. Kathleen Welshimer and Bobbi Ogletree, and the AAHE award of Dr. Judy
Drolet.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#693
Date: Thu, 11 Apr 1996 18:16:21 -0400
From: "Donald B. Ardell"
Subject: The Idle Rich
Dear Folks,
Anybody want to comment on the disaster involving the little girl
seeking to set a flight record? No? Well, I have a comment or two. I
know you want to hear it so...
First, however, I want you all to know that, if anything I write about
"the flight" is offensive, please consider that I am a middle age male and
thus am not responsible, due to the fact that (see today's newspapers) I have
lost 15 percent of my frontal lobe volume and 8.5 percent of my temporal lobe
volume. Women, on the other hand, experience "very mild" shrinkage. All
this affects my attention span, abstract reasoning, mental flexibility and
capacity to inhibit my impulses, though I'm not sure I'd want to inhibit my
impulses in any event, no matter how much lobe volume I had. I mean, my
impulses are basically socially acceptable and have stood me in good
stead, for the most part, on many occasions.
So, that said, here's my take on the flight, which I know you
have been waiting to hear before you could get any work done today.
The parents, most likely the father, were exploiting the child to get
their own needs for attention met. This was a useless, meaningless stunt
with no redeeding value of any kind. I would have been more impressed if
the kid had simply flown a plane around the airfield--if nobody else were
in the plane, though it's likely the outcome would have been the same.
The parents are guilty of child abuse. The father got what he
deserved--too bad the kid had to die with the instructor who, after all,
was just trying to make a living.
There. Now you know how you, too, might want to think about this
incident. Guys, try to make all your decisions in life before 30, when you
will be like me--brain tissue impaired.
Love,
Don
=========================================================================
#694
Date: Thu, 11 Apr 1996 18:13:19 CST
From: Bill Cissell
Subject: Re: Atlanta
Mark:
Carolyn and Jerry are right. Playboy has named lots of wild, and sometimes,
violent parties among its top 25 college parties. Carbondale/SIU have made
this list for the infamous Halloween Party. There is no basis to distinquish
college student and wanabees' rowdiness on ethnic lines.
Bill
=========================================================================
#695
Date: Fri, 12 Apr 1996 00:05:00 EDT
From: "Petosa.1@osu.edu (rick petosa)"
Subject: Re: The Idle Rich
Don Ardell writes:
> First, however, I want you all to know that, if anything I write about
> "the flight" is offensive, please consider that I am a middle age male and
> thus am not responsible, due to the fact that (see today's newspapers) I have
> lost 15 percent of my frontal lobe volume and 8.5 percent of my temporal lobe
> volume. Women, on the other hand, experience "very mild" shrinkage. All
> this affects my attention span, abstract reasoning, mental flexibility and
> capacity to inhibit my impulses, though I'm not sure I'd want to inhibit my
> impulses in any event, no matter how much lobe volume I had. I mean, my
> impulses are basically socially acceptable and have stood me in good
> stead, for the most part, on many occasions.
>
I am intrigued by male brain shrinkage. Implications anyone?
After a certain degree of shrinkage males should:
1. be held less accountable for personal opinions and actions.
2. have special remedial and entitlement programs.
3. can't "think of" the third one.
4. read the new book "Modest level wellness for the brain shrunk"
5. wonder,what else is shrinking in their lives.
6. get data compression programs for small data storage capabilities.
7. take e. schumacher seriously, small is beautiful.
rick asotep
=========================================================================
#696
Date: Fri, 12 Apr 1996 08:47:36 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Doctoral Producing Institutions
This memo is directed toward doctoral producing institutions...
SIU is thinking of instituting a required doctoral orientation starting this
fall. It will be mandatory for all new doctoral students. Although we have
done this "unofficially" for years, we felt that it would be best to have a
more formal orientation. My question and/or request is as follows:
Of the doctoral producing institutions in health education, who has had such
an orientation? Also, we have a pretty good idea of what we want to cover,
I would like to get some of your ideas as far as what you cover.
Please send responses to my personal e-mail (kittle@siu.edu)
I'll be in Atlanta all next week...if you're there perhaps we can talk. If
not, send an e-mail and I'll get back to you the following week.
Thanks.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#697
Date: Fri, 12 Apr 1996 10:21:28 -0400
From: "FRANCES T. MOSELEY"
Subject: Transtheoretical model and drug abuse
I am a public health education graduate student at the University of
North Carolina at Greensboro in my second year. I am doing an internship
this summer and am looking for books and articles to supplement my
reading. I am interested in the transtheoretical model and how it has
been applied to drug abuse (treatment mainly). I am
specifically interested in IV drug abuse and HIV prevention.
I am also beginning the plans for my thesis which I plan to do on needle
exchange programs. If any of you have suggestions for reading
(especially books) on needle exchange, drug abuse treatment and HIV
prevention as they relate to the transtheoretical model, I would
appreciate a reply. I am also interested in
learning more about the injection of meth and its relationship to HIV
contraction.
Please reply to:
Caroline Moseley
ftmosele@hamlet.uncg.edu
University of North Carolina at Greensboro
Department of Public Health Education
=========================================================================
#698
Date: Fri, 12 Apr 1996 10:41:59 -0400
From: BRYAN WILLIAMS
Subject: Brain Shrinkage
I would like to thank Rick for his comments on the HEDIR, although for
the life of me I can't remember a thing he said. But, I agree with him
anyway!
Bryan
=========================================================================
#699
Date: Fri, 12 Apr 1996 12:19:48 PST
From: Dawn Graff-Haight
Organization: Urban and Public Affairs
Subject: Re: The Idle Rich
Don and fellow HEDIR subscribers,
I opened discussion of my Health Promotion for Children and Youth class
today with the fateful flight of the 7 year old girl. We could have
discussed the issue forever. Here are my thoughts:
I have the most incredible 6 1/2 year old daughter that was ever born.
The rest of the world will probably never know it because I would never
exploit her many talents.
We don't give 7 year-olds the right to drive cars and perform other
tasks that are similar because they don't have the physical skill or the
emotional judgment to take on such tasks. Unfortunately, the adults in
this child's life were sadly lacking in judgment as well.
I am thinking now of Marian Wright Edelman's prayer for children. I'm
holding my 6 year old extra tight today. I am sad and angry, about this
senseless death, and the senseless deaths of all children.
Thanks for listening.
Dawn Graff-Haight
dawn@upa.pdx.edu
=========================================================================
#700
Date: Fri, 12 Apr 1996 13:34:39 -0600
From: Melody Madlem
Subject: Judgemental Problems
Ok, Don. Thanks for your opinion. Just as an aside, it appears that many of
the social problems in this country are compounded by the attitudes of those
whom are terribly judgemental. (I am assuming that you did not know this
family personally, or have not evolved the sixth sense that may enhance your
insight into the private affairs of others.) Seems a little iatrogenic to me.
Ever hear of compassion?
Melody Madlem, Ph.D., CHES
Asst. Professor-HED
Baylor University
=========================================================================
#701
Date: Fri, 12 Apr 1996 14:32:14 -0500
From: "Dr. Gayle Schmidt"
Subject: Re: The Idle Rich
Well said Dawn. Someone once said, "Just because you can doesn't mean you
must." Living through our children rather than supporting, encouraging, and
picking them up when they fall is unfair to everyone. Now a mother,
brother, and sister are left without two major pieces of the fabric we call
family. Memories are wonderful and to die doing what you love is great, but
what else would she have learned to love had she been given the opportunity
to simply be a child?
Gayle Schmidt
At 12:19 PM 4/12/96 PST, you wrote:
>Don and fellow HEDIR subscribers,
>
>I opened discussion of my Health Promotion for Children and Youth class
>today with the fateful flight of the 7 year old girl. We could have
>discussed the issue forever. Here are my thoughts:
>
>I have the most incredible 6 1/2 year old daughter that was ever born.
>The rest of the world will probably never know it because I would never
>exploit her many talents.
>
>We don't give 7 year-olds the right to drive cars and perform other
>tasks that are similar because they don't have the physical skill or the
>emotional judgment to take on such tasks. Unfortunately, the adults in
>this child's life were sadly lacking in judgment as well.
>
>I am thinking now of Marian Wright Edelman's prayer for children. I'm
>holding my 6 year old extra tight today. I am sad and angry, about this
>senseless death, and the senseless deaths of all children.
>
>Thanks for listening.
>
>Dawn Graff-Haight
>dawn@upa.pdx.edu
>
=========================================================================
#702
Date: Fri, 12 Apr 1996 14:45:10 CST
From: Bill Cissell
Subject: Re: The Idle Rich
Don referred to The Idle Rich in criticizing "the flight" activity that led to
the death of the seven year old girl, her father and her flight instructor. I
would observe that, in spite of my love for bashing the rich, use of a child to
gain attention for the parent is practiced by all income groups. I am reminded
of an occasion when I was nearly blown away by my 11 year old brother (I was
10) who used the firearm that my dad had proudly provided him at a very young
age.
If the father of the seven year old girl is guilty of child abuse, the flight
instructor has greater complicity than Don suggests. A worker has a moral
responsibility to reject the opportuntity to earn a living by participation in
an unethical or abusive activity. It appears that regulatory agencies are also
guilty of complicity, as well.
Bill D_Cissell@venus.twu.edu
Date: Thu, 11 Apr 1996 18:16:21 -0400
From: "Donald B. Ardell"
Subject: The Idle Rich
To: Multiple recipients of list HEDIR
Dear Folks,
Anybody want to comment on the disaster involving the little girl
seeking to set a flight record? No? Well, I have a comment or two. I
know you want to hear it so...
First, however, I want you all to know that, if anything I write about
"the flight" is offensive, please consider that I am a middle age male and
thus am not responsible, due to the fact that (see today's newspapers) I have
lost 15 percent of my frontal lobe volume and 8.5 percent of my temporal lobe
volume. Women, on the other hand, experience "very mild" shrinkage. All
this affects my attention span, abstract reasoning, mental flexibility and
capacity to inhibit my impulses, though I'm not sure I'd want to inhibit my
impulses in any event, no matter how much lobe volume I had. I mean, my
impulses are basically socially acceptable and have stood me in good
stead, for the most part, on many occasions.
So, that said, here's my take on the flight, which I know you
have been waiting to hear before you could get any work done today.
The parents, most likely the father, were exploiting the child to get
their own needs for attention met. This was a useless, meaningless stunt
with no redeeding value of any kind. I would have been more impressed if
the kid had simply flown a plane around the airfield--if nobody else were
in the plane, though it's likely the outcome would have been the same.
The parents are guilty of child abuse. The father got what he
deserved--too bad the kid had to die with the instructor who, after all,
was just trying to make a living.
There. Now you know how you, too, might want to think about this
incident. Guys, try to make all your decisions in life before 30, when you
will be like me--brain tissue impaired.
Love,
Don
=========================================================================
#703
Date: Fri, 12 Apr 1996 17:47:52 -0500
From: Donna Stauber
Subject: Re: Judgemental Problems
You go girl!!! ds
Donna Stauber, Ph.D.,CHES
Product Development Coordinator
WRS Group, Inc.-Health Edco
701 N. New Rd.
Waco, Texas 76710
Phone- 817-776-6461 ext. 612
Fax- 817-754-8023
=========================================================================
#704
Date: Fri, 12 Apr 1996 18:27:28 -0600
From: Judy Drolet
Subject: Re: AAHE
Since Mark is being "humble", I'll add his promotion to Professor and
another Saluki (Joyce Fetro) national award from AAHE. Looking forward to
seeing all of you adopted Dawgs and Salukis!
>HEDIRs and Former Salukis (actually, once a Saluki always a Saluki):
>
>Be sure you make time to stop by the SIU Saluki Social scheduled for Friday,
>April 19 from 6:00 p.m. to 8:00 p.m. at the Hyatt Regency. The specific
>room has not yet been identified, but look for the signs. Come to the best
>social of the conference and help us celebrate the promotion and tenure of
>Drs. Kathleen Welshimer and Bobbi Ogletree, and the AAHE award of Dr. Judy
>Drolet.
>__________________________
>Mark J. Kittleson, Ph.D.
>Owner and Founder of HEDIR
>Home Page: www.siu.edu/~kittle
>HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#705
Date: Fri, 12 Apr 1996 16:42:54 -0700
From: Donna Holberg Kuttner
Subject: "Idle rich" discussion
Dear HEDIR Colleagues,
One of the things that jumped out at me from the articles in today's papers
was that the child was not in school. Her father said that he could have
put her in private school with the money he invested in her flight training
and experience. The local school system didn't even know of this child's
existence. It occurs to me that the popularity of home schooling and the
public school bashing of recent years may breed more of this type of
misguided parenting. I know home-schooled children can benefit from
parents' attentions and learn to value learning if their parents seem to
value it. But isn't there the danger that withoug proper supervision more
of these dangerous experiements can result in child abuse, injury, and even
death? Comments?
Donna Holberg Kuttner
dkuttner@proaxis.com
=========================================================================
#706
Date: Sat, 13 Apr 1996 12:11:26 -0400
From: "Donald B. Ardell"
Subject: Judgemental Problems re Idle Rich Post
Dear Folks
Responses to the above noted opinion piece have been most enjoyable.
I commented privately to a few, particularly those (by Rick, Gayle and
Donna) that wittily and even wickedly pointed out the ridiculous nature of my
silly points of view, some of which even I found questionnable and
offensive. To Bill Cassell, I wrote "Wonderful, incisive--I couldn't
agree more. Wish I had thought of these points."
But, ever once in a while, along comes a post sent to the entire
universe which invites a response to the inhabitants of said universe
(HEDIR).
For instance, Melody Madlem posts, as follows:
-------
Ok, Don. Thanks for your opinion. Just as an aside, it appears that many of
the social problems in this country are compounded by the attitudes of those
whom are terribly judgemental. (I am assuming that you did not know this
family personally, or have not evolved the sixth sense that may enhance your
insight into the private affairs of others.) Seems a little iatrogenic to me.
Ever hear of compassion?
--------
Whooo, Ms. Melody! You're welcome for the opinion but as an aside,
speaking as one WHOM IS compounding social problems daily, be advised
that I have indeed evolved a sixth sense giving me insights into private
affairs. You'd be surprised to know how much fun these enhanced insights
can be.
I don't know if it's iatrogenic or not but I have just set up a
double-blind, cross-over trial of a longitudinal, horizonal and dignified
nature to explore this matter scientifically, and will let you what I
discover.
Yes, I have heard of compassion and, if memory serves, it's a good thing.
As a matter of fact, I'm feeling rather compassionate right now, for
myself, as cranial capacity is down another three percent.
And, while we're on the subject, let me share with you and all the good
folks of HEDIR another reaction not seen on this list so far, this from my
good bud from downunder. Like myself, Grant Donovan has evolved a sixth
sense that enables him to look into private affairs--and here is what
such a view led him to conclude about this sorry episode of
contemporary record-setting by an ambitious parent on behalf of a little
child.
Oh, be forewarned--Grant, too, might seem a bit compassion-challenged but that
could be due to excessive gravity or something endured by the good folks
living underneath the Earth.
----------------
4/13 Grant Donovan to Don Ardell:
I am not offend (able), if you know what I mean. Who cares if people of any
age go around killing themselves? That's what freedom's all about. Aren't
there too many people in the world anyway? One child and two men, with
missing lobe volume, are no loss. Let's face it, in parts of the world
where kids are dying in the hundreds and thousands each day, just waking
up to no food is worth some news print. Of course, in your country as in
mine, idiocy rates big time. Starving kids are boring. My view on "the
flight?" A waste of news print and media footage.
See you soon! Oh yeh, print the nude shots. I hear viewing such photos
increases frontal lobe volumes 10 percent.
Grant
=========================================================================
#707
Date: Sat, 13 Apr 1996 10:19:44 -0600
From: Larry Fahlberg
Subject: Sex, Ecology, and Spirituality in Atlanta
Anybody want to discuss the ideas in Ken Wilber's new book, Sex, Ecology,
and Spirituality, while in Atlanta for AAHE? A few of us are going to
have continuing but very informal discussions of these ideas from Tuesday
evening to Saturday evening. If you would like to join us, contact me at
the Hyatt Regency or before Monday.
Larry Fahlberg
llfahl@uwyo.edu
=========================================================================
#708
Date: Sat, 13 Apr 1996 11:41:51 -0600
From: PHPE6086@SELU.EDU
Organization: Southeastern Louisiana University
Subject: Re: The Idle Rich
In-Reply-To: "Your message dated Thu,
11 Apr 1996 18:16:21 -0400" <01I3FEA7UYCYICJ4GG@selu.edu>
Dear Don,
Ever consider the idea that kids now a days are making lots of independe
nt
decisions are their own? (ie: Divrocing their parents ). I agree that the
parents could have played a large role in the child's decision. But, for
goodness sake please don't blame the parents. I am sure that they are
suffering enough from the loss of their child. \
Katrina Kimberlin
Southeastern LA University
=========================================================================
#709
Date: Sat, 13 Apr 1996 13:20:09 -0400
From: "Donald B. Ardell"
Subject: Re: The Idle Rich
In-Reply-To:
Hi Katrina
Thanks for the post. Just fyi and our dialogue, a few responses
to your comments/questions.
On Sat, 13 Apr 1996 PHPE6086@SELU.EDU wrote:
>
> Ever consider the idea that kids now a days are making lots of indepen
dent
> decisions are their own?
SURE. IN FACT, I MADE A LOT OF THEM MYSELF 50 YEARS AGO. BUT,
I DON'T THINK THIS 7 YEAR OLD MADE AN INDEPENDENT DECISION TO FLY AN
AIRPLANE ACROSS THE COUNTRY AND, IF SHE DID, I SUSPECT SHE GOT HELP
GETTING TO THE AIRPORT, TALK SHOWS, ETC.
I agree that the parents could have played a large role in the child's
decision.
COULD HAVE? HELLO?
But, for goodness sake please don't blame the parents.
WHY NOT? WHEN WAS IT DECIDED THAT PARENTAL RESPONSIBILITY (OR
IRRESPONSIBILTY) WAS OFF LIMITS TO DISCUSSION?
I am sure that they are suffering enough from the loss of their child. \
>
NOT SO. THE FATHER IS NOT SUFFERING AT ALL, AS HE IS DEAD.
THE MOTHER NO DOUBT IS SUFFERING, BUT THEN SO ARE WE LISTENING TO HER GO
ON ABOUT "BEING IN THE MOMENT" AND SIMILAR NEW AGE GOOFYTALK. HAVE YOU
LISTENED TO OR READ ABOUT THIS WOMAN?
DON
=========================================================================
#710
Date: Sun, 14 Apr 1996 22:44:00 EDT
From: "Petosa.1@osu.edu (rick petosa)"
Subject: Re: Brain Shrinkage
> I would like to thank Rick for his comments on the HEDIR, although for
> the life of me I can't remember a thing he said. But, I agree with him
> anyway!
>
>
> Bryan
Dear Bryan,
You may want to consider helping me develop a support group for males
with B.S. (brain shrinkage). I figure if we can get 7 or 8 of us
together we could function as one. Of course,personal responsbility for
this whole would be proportionally assigned based on degree of brain
remaining. I think, maybe.
rick petosa
=========================================================================
#711
Date: Sun, 14 Apr 1996 23:04:57 -0700
From: Margo Harris
Subject: "Idle rich" Discussion and More
------ =_NextPart_000_01BB2A57.E4733F20
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I've been interested in the thread of this discussion and the various =
responses that have reacted to the daily news coverage. I really think =
that many have replied with humanity and compassion, but your mind still =
reels with the tragedy that occurred and many are trying to unmask the =
cause in an effort to make sense of a senseless act and prevent a =
recurrence. But...
1. Home schooling as a cause of this tragedy and cause of more to come? =
An increasing number of parents home school, some well, some not well. =
It challenges me to think it leads to this type of tragedy.
2. Regulatory complicity as a cause? That ignores th