=========================================================================
#1011
Date: Mon, 3 Jun 1996 12:53:04 -0400
From: "Donald B. Ardell"
Subject: compulsive exercise
On Mon, 3 Jun 1996, the following message was posted on another health
promotion list.
> > I would like to know if there are posters, that give a brief description
> of what would be a healthy amount of exercise and the dangers associated
> with over exercising...
This sparked a draft article for the next ARDELL WELLNESS REPORT (AWR
#43). Perhaps the commentary will be of interest to some of you. If
so,comments/suggestions are welcomed. Cheers.
A CONTEMPORARY BOGEYMAN
You may find this hard to believe but, on occasions, I displeased
my parents as a child, acting out in cute and creative ways that,
due to the fact that they did not fully understand things from my
perspective, led to parental stress. Every so often, my Mom
would suggest that if I did not reform my ways or at least cease
and desist whatever I was doing at the time, arrangements would
be made and "the bogeyman" would get me. My dictionary
definition of bogeyman is "a monstrous imaginary figure used in
threatening children, a terrifying or dreaded person or thing."
Like Calvin, I first imagined the bogeyman to be "a loathesome
bat-webbed booger being--a repulsive leech-like creature that
attaches itself to you and never lets you alone until you're
dead." Later, the image was moderated a bit when Mom got more
literal, suggesting the bogeyman was the old, physically-
challenged fellow who came down the alleyway once a week
collecting old rags for recycling. (This was before I became
socially-conscious, so was not aware of the fact that the poor
fellows pursuing this profession were not motivated primarily
with saving the environment.)
In any event, as the years passed, the definition and usage of
the term "bogeyman" changed quite a bit. Today, bogeyman is
synonymous with "strawman" or "setup," an easy target not to be
defended but introduced expressly to draw attention away from
something else that IS to be protected or advanced.
One popular bogeyman in wellness is the idea that it can and
often is overdone by extremists, out of control zealot-wellite
types who take a good thing beyond the limits of good sense.
Exercise, for example, is a popular bogeman with those who tend
to do too little of it. Recently, health promoters on a list
service on the internet engaged in a hand-wringing discussion
about what to do about college students and others who
OVEREXERCISE! In my humble opinion, overexercise is not the
problem, folks. Overexercise has, for some, become the
contemporary wellness bogeman.
Here are two points to consider. One, for every over-exerciser,
there are at least ten UNDER exercisers. The latter is a far,
far greater problem. Further, over exercise frequently is self-
regulating (injury, illness, the advent of an appreciation for
better balance); underexercise usually becomes a comfortable
life-long pattern.
Two, overexercise should not be diagnosed or even suggested
without an awareness of the context or goals involved. If the
objective is simple good health, this invites one level of
activity, usually quite modest as in the Ken Cooper model. On
the other hand, if the student is a competitive athlete,
different parameters apply. A marathon runner, triathlete or
other serious though non-professional exerciser could easily
justify two to three hours of exercise every other day, and not
risk encountering the dreaded "loathesome bat-webbed booger
being" called overexercise. Of course, the more one exercises,
the more important it is to understand and apply the best of the
art and science of getting fitter/faster/safely in order to
attain peak performance.
There's a lot more to be said about overexercise but this will do
for the moment. You might want to keep these two points in mind
if people, particularly sedentary people, insinuate that you
exercise too much. If you don't feel like explaining things in
detail, suggest that the worseness bogeman will get them unless
they shape up and learn to agree with your point of view that
OVERexercise is not the problem!
Don Ardell
ardell@pegasus.cc.ucf.edu
ardell wellness report #43
=========================================================================
#1012
Date: Mon, 3 Jun 1996 13:43:22 -0500
From: Laura Anne Dugey
Subject: Re: Social Marketing Conf, FL
In-Reply-To: <199605040214.VAA00952@tam2000.tamu.edu>
please remove my name from the directory.
****************************************
* * l-dugey@tamu.edu *
* ********************
* Gig 'em Aggies! *
* ********************
* * Laura Anne Dugey *
****************************************
=========================================================================
#1013
Date: Mon, 3 Jun 1996 15:59:23 -0600
From: "susan j. koch,
Subject: Away from my mailbox
I am currently away from my mailbox and unavailable. I expect to
return on ...
You should receive this notice only once even if you send me multiple
messages during my time away from the office. ALL messages will be
delivered, and I will read them when I get back.
Thanks,
=========================================================================
#1014
Date: Tue, 4 Jun 1996 16:43:00 WST-8
From: Peter Howat
Organization: Public Health, Curtin University of
Subject: Job vacancy in Australia - repeat message
Dear colleagues
My apologies for the quality of the previous version of this message.
Apparently some of you received it in a distorted format. Hopefully
this version is complete.
Curtin University has two academic positions available. Please
encourage appropriate candidates to apply. The closing date is
June 30 1996. Applications addressing the selection criteria must
quote the positions reference no. (Ref 2065), and include the names,
addresses, phone nos/fax of three referees'. Salary range - A$42,198 -
$59,605. Address: The secretary, School of Public health, Curtin
University, GPO Box U1987, Perth Western Australia 6001.
fAX 09-351-2958
NEWSPAPER ADVERTISEMENT
Lecturer/Senior Lecturer
HEALTH PROMOTION (Ref 2065 )
The School of Public Health requires staff (two positions) to undertake
lecturing duties in
the health promotion; supervise student projects and masters degree theses;
participate
in research activities; and undertake other administrative duties.
Applicants require a relevant masters degree. A doctorate would be desirable.
Other
requirements include : experience working in relevant health promotion areas;
tertiary
teaching experience ; evidence of research, publications and research grant
writing;
active involvement with professional associations and community agencies.
Biostatistical
skills would be desirable.
The positions are for an initial period of one year with a possibility of
extension for two or
more years.
Apply by 30 June, 1996 to The Secretary, School of Public Health, Curtin
University of
Technology, GPO Box U1987, Perth, WA 6001. For further information telephone
(09)
351-7927. FAX 09-351-2958
Department of Health Promotion
School of Public Health
Curtin University of Technology
Senior Lecturer Position in Health Promotion (Contract)
Essential Criteria
Qualifications: Masters degree preferably in health promotion. A doctorate
would be
desirable.
Experience: Relevant work experience in the health promotion field in
community,
school, worksite and tertiary institution settings.
Teaching experience: Experience lecturing in health promotion at tertiary
level.
Evidence of a high standard in teaching.
Research : Evidence of grant writing, research and publications in the health
promotion
area. Biostatistical skills would be an advantage.
Community and professional association involvement: Evidence of active
involvement in
professional associations and community-based organisations.
Professional integrity: Ability to work co-operatively with colleagues and
community
personnel.
Teaching areas: Experience in at least two of the following: evaluation of
health
promotion; worksite health promotion; strategies and methods of health
promotion;
alcohol studies; drugs, sexuality and life-style education programs; the
Australian health
care system; stress management/ mental health promotion; community and political
advocacy in health promotion; emergency medical care; biostatistics, computing;
research methods in health promotion.
Communication: High level of oral and written communication skills
Desirable Criteria
Teaching areas: Principles of health behaviour; injury control.
Leadership skills: Evidence
Miscellaneous: Evidence of a significant contribution to their organisation
over and
above the normal job requirements. Knowledge of the Australian health care
system
and professional contacts.
Position Responsibilities
1. Co-ordinate the MPH/MSc distance learning program in health promotion.
2. Teach up to 16 hours per week (includes some co-ordination time, supervision
of
masters and
other PostGraduate projects and supervision of distance learning units) .
3. Supervise graduate projects , masters and PhD theses as appropriate
4. Prepare research grant proposals and assist with health promotion research.
5. Assist with Departmental administration and other duties as required.
The position is for an initial period of one year with a possibility of
extension for two or
more years.
Department of Health Promotion
School of Public Health
Curtin University of Technology
Lecturer Position in Health Promotion (Contract)
Essential Criteria
Qualifications: Masters degree preferably in health promotion.
Experience: Relevant work experience in the health promotion field in
community,
school, worksite and tertiary institution settings.
Teaching experience: Experience lecturing in health promotion. Evidence of a
high
standard in teaching.
Community and professional association involvement: Evidence of active
involvement in
professional associations and community-based organisations.
Professional integrity: Ability to work co-operatively with colleagues and
community
personnel.
Teaching areas: Experience in at least two of the following: evaluation of
health
promotion; worksite health promotion; strategies and methods of health
promotion;
alcohol studies; drugs, sexuality and life-style education programs; the
Australian
health care system; mental health promotion; emergency medical care.
Communication: High level of oral and written communication skills
Desirable Criteria
Qualifications: A doctorate.
Research : Evidence of grant writing, research and publications in the health
promotion
area.
Teaching areas: Professional practice; principles of health behaviour;
community and
political advocacy in health promotion; biostatistics, computing; research
methods in
health promotion.
Leadership skills: Evidence
Miscellaneous: Evidence of a significant contribution to their organisation
over and above
the normal job requirements. Knowledge of the Australian health care system and
professional contacts. First Aid Instructor's certificate.
Position Responsibilities
1. Teach up to 16 hours per week (includes some co-ordination time, supervision
of
masters and
other PostGraduate projects and supervision of distance learning units) .
2. Supervise graduate projects and theses as appropriate
3. Help prepare research grant proposals and assist with health promotion
research.
4. Assist with Departmental administration and other duties as required.
The position is for an initial period of one year with a possibility of
extension for two
or more years.
postndc.doc 24/4/96
HEALTH PROMOTION
AT CURTIN UNIVERSITY
Perth, Western Australia
Introduction
Curtin University has been a pioneer of health promotion studies in
Australia and currently offers the most extensive range of courses of
any tertiary institution in the Southern Hemisphere. As well as
providing instruction in courses of study, staff in the Department of
Health Promotion are involved in research, consultancy, continuing
education, advocacy, and community service.
Health Promotion Courses
The health promotion programs at Curtin have been developed under the direction
of the
Curtin University Health Promotion Advisory Committee and in close consultation
with
the WA Health Department, other health agencies and organisations and the WA
Ministry
of Education. Core competencies in health promotion have been identified,
which form the
basis of the courses.
The health promotion courses consist of specialist health promotion studies as
well as
support units. Each course includes studies of appropriate theoretical
components of
health promotion but with a strong emphasis on health promotion practice.
Professional
Practice units provide opportunity for further development of practical skills.
The programs have been designed to suit the needs of students wishing to pursue
careers
in community health promotion, worksite health promotion, or in school health
education.
Objectives
The health promotion courses are designed to enable the student to develop
appropriate
knowledge about, and skills in:
. the major principles pertaining to health promotion,
. current issues in health promotion, and
. the processes of planning, implementing and evaluating health
promotion programs in clinical, community, school and
worksite settings.
Courses in Health Promotion
Curtin offers the following courses in health promotion :
. Certificate of completion for individual units or short courses
studies for non-degree credit,
. Certificate in Health Promotion,
Bachelor of Science (Health Promotion),
. Graduate Certificate in Health Promotion,
. Postgraduate Diploma in Health Promotion,
. Master of Public Health, Master of Science, and Doctor of
Philosophy degrees with a health promotion orientation. (The
post-graduate programs are also available by distance-learning
mode).
Research
Staff in the Department of Health Promotion, chiefly through the
Curtin University Centre for Health Promotion Research, are involved
in a range of research projects. Staff have been the recipients of in
excess of $4million in grants and contracts during the last several
years. The focus of the research is increasingly in the youth health
area. Recent projects have been undertaken in areas such as:
Aboriginal health promotion; worksite health promotion; alcohol and
other drugs in the workplace; AIDS prevention; drug education
training; employee assistance programs; training for radio broadcasters
in Pakistan; health promotion programs for tertiary students; school
health promotion policies; competencies for health promotion practice;
evaluation of health promotion programs; development and diffusion
of school health promotion programs; protective behaviours
intervention programs; injury prevention programs; drink driving
prevention; water, electrolytes and heat stress - workers and athletes.
Many of these projects have provided senior students opportunities to
develop relevant research and work experience. .
hlthprom0 25/5/96 Phowat
HEALTH PROMOTION STUDIES AT CURTIN UNIVERSITY
Curtin University offers the following health promotion courses:
1. Certificate in Health Promotion
2. Bachelor of Science (BSc)
3. Graduate Certificate in Health Promotion (GradCertHlthProm)
Post-Graduate Diploma in Health Promotion (PGradDipHlthProm)
4. Master of Science (MSc
Master of Public Health(MPH)
5. Doctor of Philosophy (PhD)
The programs which are co-ordinated by the School of Public Health, consist of
specialist health promotion studies as well as support units.
The present health promotion programs have been developed under the direction
of the Curtin University Health Promotion Advisory Committee and in close
consultation with the WA Health Department, other Health agencies and
organisations and the WA Ministry of Education.
As a consequence, programs at Curtin have been designed to suit the needs of
students wishing to pursue careers in community health promotion, worksite
health promotion, or in school health education.
1. CERTIFICATE IN HEALTH PROMOTION
(Not to Diploma or Degree Level)
The Certificate in Health Promotion offers a continuing education course to
personnel not wishing to undertake studies in health promotion to degree level.
Students undertake at least 60 hours of courses in core and optional areas of
health promotion. This Certificate is suitable for health professionals who
wish to
improve and update their skills in health promotion.
2. UNDERGRADUATE DEGREES
Bachelor of Science (Health Promotion)
The Bachelor of Science degree is structured to provide flexibility to suit the
needs of individual students. The students are required to undertake two major
areas of study to third year level, such as health promotion and general
science;
worksite health promotion and management; health promotion and
behavioural sciences; or health promotion and media studies. Students planning
to become school teachers are required to study for an additional year in the
Faculty of Education to obtain a Diploma in Education.
The course is suitable for students wanting a career in health promotion and
also for health professionals, such as nurses, dental therapists and
podiatrists; or
school teachers holding a Tchg. Dip. who desire to upgrade their qualification
to
degree status.
3. GRADUATE DEGREES
Graduate Certificate in Health Promotion
The Graduate Certificate in Health Promotion involves the completion of
six
months full-time study or equivalent in units required for the Post-Grad
.Dip,
below.
Post-Graduate Diploma in Health Promotion
The Post-Graduate Diploma in Health Promotion is offered to candidates
holding a Bachelor's Degree or equivalent. This Diploma can be complete
d
via one year of full - time study or two years, or more, part-time.
4. Masters of Science and
Master of Public Health
To be eligible to enrol for the program leading to the award of Master o
f
Science or Master of Public Health, a prospective student needs to have
completed the the Post-Graduate Diploma in Health Promotion or Post
Graduate Diploma in Health Sciences, or equivalent.
The Master's degree involves some course work plus the completion of a
major project during the equivalent of one year of full time study beyon
d the
Post-Graduate Diploma. Alternatively, the degree can be obtained by
completing a thesis only, without additional course work.
(The Graduate Certificate, the Post-graduate Diploma, and the Masters
degrees are also available by distance learning mode).
5. Doctor of Philosophy
Applicants for the PhD program require a relevant master's degree as a p
re-
requisite. A minimum period of two years of full-time or equivalent par
t-time
work on a research project is required to fullfill the requirements of the
PhD.
--------------------------------------------------------------
Course-work for the degrees and diplomas includes units in the following areas:
health promotion foundations and planning; health promotion strategies and
methods; evaluation of health promotion; health promotion and the mass media;
worksite health promotion; health promotion professional practise; injury
control;
school health promotion; sexual health promotion; mental health promotion;
physical activity and health; principles of health behaviour; patient education;
infectious diseases and their control; public health nutrition; environmental
health; management; alcohol and drug studies; epidemiology; biostatistics; and
research methods.
Department of Health Promotion
School of Public Health
Curtin University
GPO Box U1987 Perth WA 6001
Telephone (09) 351-7927
HPROMO broch96 25/5/96 PAH
=========================================================================
#1015
Date: Wed, 5 Jun 1996 08:23:38 -0600
From: "BYTE::MRGATE::\"HOBBESA1::JKGROCHOWSKI\""@BYTE.STTHOMAS.EDU
Subject: Re: compulsive exercise
Please advise on how to temporarily unsubscribe. Thank you.
=========================================================================
#116
Date: Wed, 5 Jun 1996 14:27:10 GMT
From: "BYRNE, JEAN"
Subject: Computer Programs for Epidemiology
I am interested in finding a computer based instructional program for
Epidemiology ( methodology and/or statistics) appropriate for an
introductory level course. I am familiar with Principles of
Epidemiology available through the Health Sciences Consortium. I was
wondering if anyone knew of others. If so, I would appreciate it if
you could share the information with me. Thanks.
Jean Byrne,
Health Education
Kent State University
jbyrne@emerald.educ.kent.edu
=========================================================================
#1017
Date: Thu, 6 Jun 1996 11:01:26 CST
From: Deb Grundmanis
Subject: Announcing DR-ED! (Medical Education listserv)
FYI. This may be of interest to some subscribers. -Deb
------- Forwarded Message Follows -------
Date sent: Thu, 7 Mar 1996 18:49:43 -0500
Send reply to: "AERA-I Division I: Education in the Professions"
From: "Joseph J. Brocato"
Subject: Announcing DR-ED! (Medical Education listserv)
Originally to: family-l@mizzou1.missouri.edu
To: Multiple recipients of list AERA-I
It is my pleasure to announce a new electronic bulletin board (listserv)
housed at Michigan State University's Office of Medical Education Research
and Development (OMERAD) entitled DR-ED. DR-ED was developed for those
interested in scholarly activity in medical education. Specifically, it was
developed to:
*Promote discussion and development of scholarly activities related to
medical education
*Facilitate networking with colleagues nationally who share common
interests or expertise related to medical education
*Provide an electronic forum for disseminating information about funding
and other resources related to medical education development and research
interests
Please consider signing on to DR-ED, as well as passing this message on to
other medical educators and other medical education related listservs. For
further information, there is also an OMERAD homepage located at
http://omerad1.chm.msu.edu/Users/~omerad/ which also contains an
information link for signing on DR-ED (among other neat stuff on the OMERAD
homepage!). Should you have any questions about DR-ED or the OMERAD home
page, feel free to contact me via return e-mail at brocato@msu.edu.
Thanks for spreading the word about DR-ED! We are very excited about the
potential of this listserv for generating lively discussions on issues
related to medical education.
JB
********************************************************************************
To join the DR-ED listserv:
(1) Send an e-mail message to: listserv@msu.edu.
(2) Leave the subject line blank
(3) In the body of the message type: SUBSCRIBE DR-ED firstname lastname
(4) Replace firstname lastname with your own first and last names and send the
message!
(5) Within three to five days you will receive an automated response
confirming
your subscription. The confirmation may include additional instructions.
To remove your name from DR-ED, follow the same procedure described above,
but in the body of the message type: SIGNOFF DR-ED firstname lastname
******************************************************************************
Joseph J. Brocato
Instructor
College of Human Medicine
Office of Medical Education, Research & Development
Michigan State University
A209 East Fee Hall
East Lansing, MI 48824
(517) 353-9656 (phone)
(517) 353-3146 (fax)
brocato@msu.edu
****************************************************************************
Deborah Recksiedler Grundmanis, MBA
Minnesota Department of Health, Indoor Air and Lead Programs
Telephone: 612 215 0882
Telefax: 612 215 0975
Internet: deb.grundmanis@health.state.mn.us
*************************************************
=========================================================================
#1018
Date: Thu, 6 Jun 1996 14:09:02 -0400
From: NCIH1996@AOL.COM
Subject: National Council for International Health Virtual Conference
Following is an announcement for an upcoming conference and Internet
Virtual Conference. There is NO REGISTRATION DEADLINE for the Virtual
Conference -- participants who sign up during or after the conference
will receive all materials and transcripts and can participate in
ongoing discussions. Details below.
NCIH 23rd Annual Conference
"Global Health: Future Risks, Present Needs"
June 9-12. 1996 - Washington, DC
The role of US foreign aid, its link to health, and the threats
posed by new and re-emerging infectious diseases are the main
themes of the 23rd annual international health conference
sponsored by the National Council for International Health
(NCIH) June 9-12 at the Hyatt Regency Crystal City Hotel in
Washington, DC, area.
"The US is at a crossroads in deciding between isolationist and
international leadership policies that will impact the health of
countless generations," said NCIH Board Chair Angela Churchill,
US Peace Corps. She said that NCIH hopes to point out the
consequences of these choices to policymakers and to the public.
"This is of particular importance in light of the threats posed
by new and re-emerging diseases."
Entitled "Global Health: Future Risks, Present Needs," the
conference will feature speakers from public- and private-sector
organizations. Guest speakers include Dr. James Hughes,
director of the Center for Infectious Diseases at CDC, Dr.
Anthony Fauci, director of the National Institute of Allergy and
Infectious Diseases at NIH, Laurie Garrett, author of The
Coming Plague, Nobel Laureate Josh Lederberg, the co-discoverer
of DNA, J. Brian Atwood, the administrator of the US Agency for
International Development, and a host of leading scientific and
development authorities.
Highlights of the Conference
An opening reception on Sunday, June 9, from 4 to 6 pm in the
Exhibit Hall where one hundred public agencies, NGOs, academic
institutions, and private exhibitors will display their services
and products. A videotaped address by First Lady Hillary
Clinton will launch the plenary meeting at 6 pm, and remarks by
Undersecretary of State for Global Affairs Tim Wirth and The
Hon Branford Taitt, member of parliament and former minister of
health of Barbados, is also scheduled.
Monday, June 10, is devoted to exploring "The Link between
Health and Development." Presentations by noted health and
family planning policymakers, including members of the
government of Egypt and Spain, the deputy director of PAHO, as
well as members of the US Department of Health and Human
Services, the World Bank, and UNDP, are scheduled throughout the
day, along with concurrent roundtable and panel sessions on
related sub-themes. Forum sessions center on issues of human
development and health and on menis role in reproductive health.
Tuesday, June 11, focuses on the theme of "New and Re-emerging
Infectious Diseases." The plenary panel at 8:30 am, entitled
"Perspectives on Re-emerging Diseases," includes several well-
known authorities: Dr. Anthony S. Fauci, the director of the
National Institute of Allergies and Infectious Diseases; Dr.
James Hughes, director of the National Center for Infectious
Diseases at CDC; Dr. Steve Joseph, the Assistant Secretary of
Defense for Health; and Dr. Peggy Hamburg, the NY Health
Commissioner. This plenary is followed by three forum sessions:
"New Threats, Old Threats," "Early Warning Network for Emerging
Infectious Diseases," and "TB - The Re-emerging Disease."
Wednesday, June 12, begins with a high-level discussion of
outbreak scenarios by leading health officers from US and
international health agencies, entitled "The Coming Plague? A
Discussion of Recent Outbreaks." Moderated by Conference
Co-chair Dr. Hughes, ten discussants will review actual
outbreaks and comment on world preparedness in an "open forum"
session. The discussants include Pulitzer Prize winning author
Laurie Garrett of Newsday, James LeDuc of the World Health
Organization, David Brandling-Bennett of PAHO, Steve Joseph of
the DOD, Nils Daulaire of USAID, Dr. Larry Altman of the New
York Times, Stuart Nightingale of the FDA, and Stephen Ostroff
of CDC. Also invited are Sen Nancy Kassebaum and C. Payne Lucas
of Africare. This plen- ary is followed by three concurrent
forum sessions: "Responding to Questions about Outbreaks,"
which features a both reporters and health-agency public-affairs
officers, "Cost Recovery and HIV/- AIDS Treatment," with Dr
Helene Gayle of CDC, and "Assessing Future Risks: a
Futurologistis Perspective" with United Nations University Prof.
Jerome Glenn.
Between 1,200 and 1,500 people are expected to attend. Others
will be linked to our parallel "Virtual Conference" via the
Internet.
About NCIH
NCIH is a non-profit 501 (c)(3) organization that was created in
1971 with the aim of focusing US attention on international
health issues and to develop networks of US and developing
country organization. At present, NCIH's membership consists of
more than 100 organizations and 1,700 health professionals who
are primarily US citizens. As a networking organization, NCIH
collaborates with numerous other health, environmental, and
development organizations including the State Department and
USAID, CDC, HHS, NIH, and a host of international and
community-based organizations that work to advance health and
human development. Our program areas include maternal/child
health, HIV/AIDS awareness, women's health, domestic and
international violence prevention, nutrition, and many others.
NCIH has different levels of memberships, including student and
retiree categories. For further information about membership,
please contact the NCIH Conference Department at tel (202)
833-5900, fax 833-0075, or via the internet at .
Virtual Conference Logistics
The virtual conference allows you to be a participant in the
conference as it happens even if you are physically unable to
attend. Here's how it works:
1) Virtual registrants must register for the virtual conference,
just as they would for the actual conference. Every effort is
made to ensure that virtual registrants receive the same
benefits as onsite registrants. The registration fee for the
virtual conference is $125, or $100 for students.
2) Virtual registrants are signed up for a private electronic
mailing list that is opened prior to the conference.
Registrants are encouraged to introduce themselves during our
"Virtual Opening Reception", and share their reasons for
attending the virtual conference, in order to create the same
atmosphere of shared information and resources that will occur
at the onsite conference.
3) Virtual registrants receive via electronic mail a copy of all
of the registration materials that is given to onsite
participants.
4) Virtual registrants are encouraged to mail to the conference
organizers their own questions and comments to be circulated at
the conference.
5) During the conference, every session is transcribed as it
occurs. These transcripts are broadcast to the virtual
participants shortly after the end of each session, so they may
"attend" the conference sessions and discuss them with the other
virtual registrants.
6) Every effort will be made throughout the conference to
improve the conference experience for virtual registrants. If
there are any additional materials that you wish to receive or
services that you need to become more involved with the
conference, please send them to private mailing list and we will
do our best to accommodate you.
7) Following the end of the onsite conference, the mailing list
will be maintained for a period of several weeks to allow
virtual participants to discuss the conference issues and follow
through on the work of the conference. Virtual participants
will receive all post-conference mailings and materials to which
onsite participants are entitled.
Program Agenda
All forum and plenary sessions are included in the Virtual
Conference. Concurrent breakout sessions are generally not
included, but some may be added.
NCIH 23rd Annual Conference on Global Health
Sunday 9 June 1996
12:00 - 6:00 pm Registration
12:00 - 4:00 pm International Film Festival - Hyatt Theater
(Atrium Level)
4:00 - 6:00 pm Welcome Reception in the Exhibit Hall
6:00 - 7:30 pm Opening Plenary Session - Regency Rooms
Keynote Speakers:
Hillary Rodham Clinton (videotaped remarks)
Branford Taitt, Member of Parliament-Barbados
Monday 10 June 1996 - Theme: The Health-Development Link
7:30 - 5:00 pm Registration - Foyer 2C
8:30 - 10:15 am Plenary Panel: The Health - Development Link
Welcome: Rosalia Rodriguez-Garcia, NCIH Conference Co-Chair
Moderator: Branford Taitt, MP-Barbados
Jo Ivey Boufford, Health & Human Services (HHS)
David Brandling-Bennett, Pan American Health Organization (PAHO)
Ann Van Dusen, Deputy Asst Admin Bureau of Global Affairs, USAID
Maher Mahran, National Population Council of Egypt
9:30 - 6:00 pm Exhibit Hall Open: NCIH Career Connections Job
Fair
9:30 - 6:00 pm Posters on Display (Atrium Level)
10:30 - 12:00 N Forum A: Continuing Health Care Reform
for Human Development
Moderator: James Banta, GWU/CIH
Alberto Infante, PAHO
Michel Jancloes, World Health Organization (WHO)
Octavio Quintana Trias, Deputy Dir, Spain MOH
10:30 - 12:00 N Concurrent Roundtable Sessions
Africa: Crisis & Sustainable Development
Bancoumana: A Model Community-Based Health Care System in Rural
Mali
Data for Community MCH/FP Decision Making
Disability & International Health & Development
Helping Youth Help Themselves: A FP/RH Special Initiative
School Health Education in China
Usable Knowledge: The Role of Policy Communication
Monday 10 June 1996 - Theme: The Health-Development Link
12:00 - 2:00 pm Exhibit Hall - Lunch/Special Event
12:00 - 1:45 pm Christian Connections "AIDS & Ebola in Zaire"
- Dan Fountain
12:30 - 1:45 pm USAID "AIDS Technical Support Pjct Update" -
Brown Bag Meeting
12:30 - 1:45 pm NCIH Open Membership Meeting - Brown Bag
2:00 - 3:30 pm Forum B: Indicators of Human Development
Moderator: Waafas Ofosu-Amaah, Consultant/NCIH Board
Sakiko Fukuda-Parr, UNDP - Human Development Report Office
Sushma Palmer, Central European Center for Health & the Env
Muthu Subramanian, WHO - World Health Report Office
2:00 - 3:30 pm Concurrent Panel Presentations
Community-Based Initiatives to Improve Child Surv
Directional Approaches to Decision Making
Health Service Delivery Options: What Works?
Improving Health Care through Better Access
Innovative Sources for Health Care
Linking Health & Development for Women
Quality FP Services in Egypt
3:30 - 4:00 pm Coffee Break / Exhibit Hall
4:00 - 5:30 pm Forum C: Men, Sexuality, and Reproductive
Health
Introduction: Elaine Murphy, PATH
Moderator: Gretchen Bloom, USAID Gender/WID Advisor
Mihira Karra, USAID
Gadde Narayana, India Director, Futures Group
Fatoumata Traore, CEDPA-Katibougou Family Health Pjct, Mali
David Wilkinson, AVSC /Innovative Communications Sys (Nairobi)
4:00 - 5:30 pm Concurrent Panels
Youth as Leaders
Health Insurance an International Perspective
A Closer Look at Factors Influencing MMR in LDCs
Sustainable Health Care
FP & Birth Spacing Choices for Women
RH & FP Challenges Facing the NIS
Personal Accounts of Bringing Lesson Home to US
5:30 - 6:30 pm Auxiliary Meeting: APHA Task Force on Men and
Repro Health
7:00 - 9:00 pm Evening Lectures & Special Functions
The Paul Alexander Lecture/Management Sciences for Health:
"Lessons without Borders" with Nils Daulaire, USAID; Martin
Wasserman, Maryland Dept of Health; Gail Price, MSH; and Sally
Findley, Columbia Univ. The panel is moderated by Judith
Kurland, McDermott/O'Neill.
The Martin Forman Lecture/Helen Keller International:
"Nutrition, The Key to Humanizing Capacity Development," with Dr
Beryl Levinger of the Monterey Institute of International
Studies. Human capacity development and human capital
development are two distinct approaches for improving the lives
of millions of children, women, and men in the world's most
impoverished countries. Are these approaches conflicting or
complimentary? How do they differ and how, if at all, do they
help individuals become more "human"?
Tuesday 11 June 1996 - Theme: New and Re-emerging Infectious
Diseases
8:00 - 5:00 pm Registration - Foyer
8:30 - 10:15 am Plenary: Perspectives on Re-emerging Diseases
Moderator: George Curlin, NIH
Anthony S. Fauci, Director - NIAID
James M. Hughes, Director, National Center for Infectious
Diseases/CDC
Margaret Hamburg, NY Health Commissioner
Stephen C. Joseph, DOD Health
10:30 - 12:00 N Forum A: New Threats, Old Threats
Moderator: Scott Halstead, USN Med Research & Dev Command
Gail Cassell, Univ of Ala.
Rita Colwell, Univ of Maryland
Ogobara Doumbo, Univ of Mali
Duane Gubler, CDC
10:30 - 12:00 N Concurrent Roundtable Sessions
AIDS and the Social Crisis in Guatemala
Int'l Health Statecraft: Empowering Nations to Address Current &
Future Risks
Integrating HIV/AIDS/STDs in Kenya FP Programs
Moving an NGO Toward Financial Sustainability
Partnerships: Coordinating Sectors to Cure TB
Prefilled Syringes to Extend Vaccination Coverage
12:00 - 2:00 pm Exhibit Hall - Lunch / Musical Entertainment
12:00 - 1:45 pm Auxiliary Meetings:
NCIH Student Lunch Meeting
CCIN: Christian Connections for Health "AIDS and Ebola in
Zaire: A Perspective"
ADA: Dental Caucus
JHU: Johns Hopkins University's Health and Child Survival
Fellows Program
GWU/CIH: GW University/Center for Int'l Health roundtable
discussion on "Microenterprise Development for Better Health
Outcomes."
PATH: Panel on "Challenging Traditions: Eradicating FGM in
Africa"
IRH: Georgetown Univ Institute for Reproductive Health Meeting
on Breastfeeding, RH, & Lactational Amenorrhea" at the Hyatt
Theater
APHA: Business Meeting - International Health Section
Rational Pharmaceutical Management
Treatment and Prevention of Vitamin A Deficiency in Kiribati
2:00 - 3:30 pm Forum B: Early Warning Network for Emerging
Infectious Diseases
Moderator: Ruth Berkelman, NCID/CDC
James LeDuc, WHO
Ethleen Lloyd, CDC
Steve Corber, PAHO
Ann Marie Kimball, Univ of Washington
2:00 - 3:30 pm Concurrent Panel Presentations
AIDS Prevention in Refugees Communities
AIDS: Life Ops as a Determinant for Risk Behavior
A Global View on EPI
Cholera Prevention: 3 Individual Approaches
The Environmental Link between Health & Development
Tuesday 11 June 1996 - Theme: New and Re-emerging Infectious
Diseases
4:00 - 5:30 pm Forum C: TB - The Re-emerging Disease
Moderator: Basil Vareldzis, USAID
Chris Beyrer, Research Inst for Health Svcs
Nancy Binkin, CDC
Robert Benjamin, Communicable Disease Control & Prev, Alameda Co,
CA
4:00 pm - 5:30 pm Concurrent Panels
Migration, Immigration and Health
Analyses & Evaluation of Vaccines
HIV/AIDS Interventions
Prev & Control of New & Re-emerging Diseases
5:30 - 7:00 pm NCIH HIV/AIDS Program Networking Reception -
Atrium
7:30 - 9:30 pm Auxiliary Meetings:
CDC: "The Role of NGOs, the Private Sector, and US Gov't in
Addressing Emerging Global Diseases" at the Hyatt in
Washington Room A/B
ACNM: American College of Preventive Medicine Program Update and
Networking Meeting
MEPHA: "New Developments in the Field of Malaria Therapy," with
Dr Milorad Andrial
JSI: Empowerment of Women Forum
IHTN: International Health Trainers Network Meeting
Wednesday 12 June 1996 - Theme: Assessing & Managing Outbreaks
8:00 - 9:30 am Plenary: The Coming Plague? A Discussion of
Recent Outbreaks
Moderator: James Hughes, CDC
Lawrence Altman, NYT
David Brandling-Bennett, PAHO
C. Payne Lucas, Africare
Nils Daulaire, USAID
Laurie Garrett, author/Newsday
Steve Joseph, DOD
James W. LeDuc, WHO
Stuart Nightingale, FDA
Steve Ostroff, CDC
9:30 - 10:00 Coffee Break
9:30 - 12:30 Exhibit Hall Open
NCIH Job Connection
Wednesday 12 June 1996 - Theme: Assessing & Managing Outbreaks
10:00 - 11:15 Forum A: Communication Needs During Infectious
Disease Outbreaks
Moderator: Robert J Howard, CDC
Lawrence Altman, NYT
Bob Bazell, NBC TV News
Bryna Brennan, PAHO
Shannon Brownlee, US News & World Report
Laurie Garrett, Newsday
Margaret Winker, JAMA
10:00 - 11:15 Forum B: Are there Options for Cost Reduction
in AIDS Treatment?
Moderator: Helene Gayle, CDC
Richard W. Steketee, CDC
Mary Bassett, Columbia Univ
Col Donald S. Burke, Walter Reed
Rick Marlink, Harvard AIDS Inst
10:00 - 11:15 Forum C: Ways to Assess Future Risk: A
Futurologist's Perspective on Health
Jerome Glenn, UN Univ - Think Tank/Millennium Project
12:00 - 12:30 VP Al Gore - (tentative scheduled-TBA)
1:20 - 4:00 pm Plenary: NCIH Awards Luncheon
Keynote: Joshua Lederberg, Nobel Laureate
Awards Ceremony: Recipients: Rotary Int'l, Anthony Fauci,
Mufaweza Khan, Marge Koblinsky
Remarks: J Brian Atwood, USAID Administrator
Closing: Conference Co-Chair Rosalia Rodriguez-Garcia, GWU/CIH
NCIH HIV/AIDS Workshop: Thursday, 13 June 1996 9 am - 4 pm -
Separate Registration, not included in Virtual Conference
The NCIH HIV/AIDS Program Annual Workshop in on "Traditional
Healing: A Community-based Response to the HIV/AIDS Pandemic,"
and will held on Thursday, June 13. Registration for the
workshop is separate from the NCIH Annual Conference. On-site
registration $65/$50 non-member/member rates (includes lunch).
Registration for the Conference and Virtual Conference
To attend the on-site conference, you must register on-site at
the Hyatt Regency, Crystal City, Virginia (703/418-1234). The
registration fees for the on-site conference are as follows:
NCIH members -- $285
Student or retired members -- $145
Non-members -- $385
Student or retired non-member $170
To register for the virtual conference, please fill out the
following and e-mail to ncih1996@aol.com, or fax to (202) 244-9629.
Name:
Organization:
Title:
Address:
Phone:
Fax:
E-mail:
The registration fee for the virtual conference is US$125, US$100 for
students. Please check your means of payment:
___ Check made payable to the National Council for International
Health. Mail to:
NCIH Virtual Conference Registration
1701 K St. NW Suite 600
Washington, DC 20006 USA
___ Mastercard ___ Visa
Name as appears on card:
Card number:
Expiration
Date:
Signature (if faxed): ___________________________
=========================================================================
#1019
Date: Thu, 6 Jun 1996 22:38:00 EST
From: Isabel Burk
Subject: health reform bill-forward
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: health reform bill-forward
Date: 06-06-96 22:38 EST
PRIORITY:
Once again, the magic of internet access/forwarding brings the most intriguing
(bizarre?) news to our doorstep. Thanks once again to the International
Counselors Network for this message. It's quite an eyeful, isn't it!
Isabel Burk
Putnam/No. Westchester BOCES (until 6/30)
914-248-2454 (until 6/30) 914-638-3569 (after 6/30)
Subject: Re: Kassenbaum-Kennedy bill - Bizarre Hazard to Fee-For-Service
Care?
I have enclosed the full text of the article. It was in the Thursday Wall
Street Journal, 5/30/96. Feel free to pass it on.
***********************************************
Health Bill Would Shackle Doctors -- Literally
By James M. Orient
Sending doctors or patients to federal prison in order to protect health
plans from paying too much was one the most loathsome features of the
defeated Clinton Health Security Act. Now it's back, passed by both houses
of Congress, voted for by all 150 senators. However, all attention is
focused on the argument over revised tax treatment for medical savings
accounts, a feature of the House but not the Senate bill.
Here are some highlights of both versions of the Kassebaum-Kennedy health
care bill: five years in prison for making a misstatement to your health
plan (say you "forgot" to mention a pre-existing condition); 10 years in
prison for intentionally "misapplying" any assets of the plan (say to a
"medically unnecessary service that nonetheless relieves your symptoms): one
year in prison if the "misapplied" amount is less than $100; five years in
prison for failing to turn over a patient's records (say to a prosecutor who
wants to accuse him of making a misstatement to the plan); life in prison if
a plan is "defrauded" in connection with the care of a patient who dies.
And that's not all. The bill also calls for fines of $10,000 for each
instance of "incorrect" coding, even an honest mistake, on insurance claims
(there are thousands of codes and no consistent interpretation); fines
and/or prison for those who "transfer items or services for free or for
other than fair market value" (i.e., who provide unauthorized charity):
automatic seizure of all property paid for with the gross proceeds of any
"federal health care offense" (and all offenses related to any health
insurance plan, public or private, will be federal offenses).
The message sent by the Kassebaum-Kennedy bill is loud and clear: Any doctor
who practices fee-for-service medicine has to put it all on the line -- his
house, his car, his office, his bank account, and most of all, his liberty.
If he "fails to comply with a statutory obligation" to provide only
"medically necessary" services, correctly coded, he can be reduced to
lifelong poverty and imprisoned besides. The law enforcement machinery will
be vastly augmented to meet the challenge. There will be rewards to
informants, and prosecutors get to keep the fines and seized property. If
the enforcers need evidence, they can seize anybody's medical records
anytime (this will be even easier once the records are on a computer
network).
When opponents of the Clinton plan pointed out provisions like this, nobody,
Democrat or Republican, actually tried to defend the criminalization of
medicine. The opponents were called "liars," but all they had to do was
carry a copy of the plan around and invite people to read it.
The Clintons made a big mistake: They tried to keep the work of the task
force a secret. That made people too curious. The Kassebaum-Kennedy bill is
no secret. And the criminal provisions are not discreetly buried in some
1,300 page document. The Kassehaum-Kennedy "antifraud" and "administrative
simplification" (forced computerization provisions are about a third of the
whole bill.
How, then, did this bill pass? I think the answer must be this: Nobody
reads. Congressmen don't read the bills: they just pate them. Sen. John
Chafee's (R, R.I.) staff actually told one constituent that the senator
didn't even care what was in the bill, as long as it passed! Reporters don't
read the hills either.
So here's the strategy: If you want to peas something that almost everyone
will hate, slip it into a bill that Congress is desperate to pass just
before an election so congressmen can say they "passed health care reform"
or something equally popular. And talk about your good intentions:
portability, "access" and (by the way) "tougher" sanctions against fraud and
waste (skip the devilish details).
Despite the current bill's Draconian enforcement provisions, much of the
debate over Kassehaum-Kennedy focuses on modifying the tax code, which now
discriminates against people who buy their own insurance or who have large
deductibles and pay most medical bills directly rather than through an
employer-provided insurance plan.
Some people think that medical sayings accounts, which allow individuals to
decide how to spend their health care resources, would be the death knell
for managed care. Why pay a third party or middleman to manage your money
(and deny you access to medical services you want) when you could make your
own decisions and keep any savings? If favorable tax treatment for medical
savings accounts makes it into Kassehaum-Kennedy and these "antifraud"
provisions survive, it will be a Pyrrhic victory. Sure, you can have an MSA.
But just try to find a doctor who will treat you. No wonder HMO executives
look so smug. They bash MSAs, but they don't have to worry very much; with
this bill, they win either way.
Doctors who do not aspire to martyrdom have a number of options under
Kassebaum-Kennedy: Open a pizza parlor, retire altogether (and hope they
don't get sick themselves), or sign a capitation contract with an HMO. If
they sign on, they may get $10 per month for each person they don't see. And
they need not live in fear of a knock on the door from the FBI. (If the HMO
runs afoul of the law, the HMO just has to file a corrections plan.) After
we finish eliminating fraud by individual doctors (by driving them out of
practice), maybe we can start on real campaign reform for congressmen: one
year in prison for misstating a campaign expenditure by $100 or less, and 10
years for misstatements involving more than $100.
It's a matter of equality under the law. If we can't hope for private
doctors to have the same due process rights as people accused of rape or
aggravated assault, let's at least assure that congressmen are treated as
well as private doctors and their patients
- - - - - - - - - - -
Dr. Orient is in solo private practice and is executive director of the
Association of American Physicians and Surgeons.
=========================================================================
#1020
Date: Fri, 7 Jun 1996 08:40:52 -0400
From: Mary Kriener
Subject: Re: health reform bill-forward
Very interesting. But I'd like to know how on earth they got 150 senators to
vote for the bill when there are only 100 in the senate. Makes the numbers
even more amazing.
=========================================================================
#1021
Date: Fri, 7 Jun 1996 21:00:00 EST
From: Isabel Burk
Subject: Tipper Gore's Comment on Mental Health P
FROM: Burk, Isabel
TO: Guiles, Jane
SMTP:HEDIR@SIUCVMB.BITNET
SMTP:mjalloh@int1.mhrcc.org
SMTP:jenkinsa@CWU.EDU
Kessler, Susan A.
Rodman, Beth
SMTP:asmith@fpcm.med.uth.tmc.edu
SUBJECT: Tipper Gore's Comment on Mental Health P
Date: 06-07-96 21:00 EST
PRIORITY:
FYI, a serious comment about a topic that is much misunderstood.
Isabel Burk
---------- Forwarded message ----------
Following is a statement made yesterday (6/5/96) by Tipper Gore on
mental health parity legislation. Over the past month we've seen
claims from the business community that parity for mental health "cost
too much," "employers will cut health benefits," and other arguments
to scare the public and Congress in not supporting parity for mental
health. But Tipper Gore brings the debate back to the real issue:
there is no logical reason for discrimination to continue. I thought
you would be interested.
John Ambrose
American Assocaition for Marriage and Family Therapy
jambrose@aamft.org
______________________
"I have been proud to stand with Senator Pete Domenici and Senator
Paul Wellstone in their fight to bring fairness to insurance coverage
for mental illnesses. I am concerned to learn that some of Senator
Domenici's Republican colleagues --including those in the Senate who
just weeks ago voted for parity in coverage --now may be unwilling to
support even incremental moves toward equity.
"I challenge every Member of Congress, as they consider these issues,
to substitute cancer or heart disease for the words mental illness.
If you had a loved one with cancer, would you settle for "another
study" if the issue at hand was making sure cancer was covered by
insurance? I don't think so! We have done better than "another study"
for cancer and we can, and should, for mental illness.
"It is my hope that Members of Congress will have an open mind to
meaningful compromises. I caution those in Congress, the public and
the press to make sure they do not base their conclusions on outdated
and misleading cost data and estimates that -- by their authors, own
admission -- have a high degree of uncertainty.
"It is regrettable that the most up-to-date evidence from states that
have implemented variations of parity have not been adequately taken
into consideration. There is available current information on the cost
of the treatment of mental illnesses in managed care systems, as well
as information on the cost to business and society of not providing
treatment.
"Senator Domenici, Senator Wellstone and others have brought a sense
of American fairness and justice to this debate. Their courage,
foresight and leadership have moved us closer than ever before to an
end to discrimination against a population that has for too long
suffered unequal treatment just because their particular disorder
affects the brain."
=========================================================================
#1022
Date: Sat, 8 Jun 1996 12:28:04 EDT
From: "Don E. Little" <76746.3712@COMPUSERVE.COM>
Subject: Lesson Plans
Dear Fellow Health Educators,
My name is Don Little and I teach health on the HS level in a surburban system
in Ala. My problem is that the textbook that I have to use is copyrighted in
1980. Obviously, I use this book only as a reference for vocabulary, basic
facts, etc. Due to the fact that I have a PhD from SIU I have many resources
and know how to get many more. I basically teach from my notes and any other
resources that I can dig up. I have a state course of study which I have to
follow but I still have a great deal of latitude in both my methods and content.
However, as anyone I am always trying to improve my level of instruction. For
that reason I am asking any of you out there who might have a unique or
stimulating way of teaching a particular topic to share it with me. Let me give
you a few facts about my situation. My course is a required 1/2 unit and we use
the block schedule. Most of my students are 10th graders and the course is
taught for approximately 45 days in 96 minute segments. This 96 minute time
block is great because of the time that it gives you to develop a topic. If
anyone has a unique way of teaching a particular topic or a way that seems to
get you students especially excited I would greatly appreciate you sharing it
with me. You can E-Mail me directly at 76746.3712@ compuserve .com. This might
be the best way to go to keep this listserve from becming too crowed with
messages that many will not be interested in. Thank you in advance for your
help.
Don Little
76746.3712@ compuserve.com
=========================================================================
#1023
Date: Sat, 8 Jun 1996 12:41:23 -0500
From: Sara Long Anderson
Subject: Change of Address
Please note the change in my e-mail address. Thanks.
Sara Long Anderson, PhD, RD, LD
Director, Didactic Program in Dietetics
Assistant Professor
Animal Science, Food and Nutrition (MC 4317)
Southern Illinois University at Carbondale
Carbondale, IL 62901-4317
618/453-7512
618-453-7517 (fax)
saraland@siu.edu
=========================================================================
#1024
Date: Sat, 8 Jun 1996 15:52:03 -0400
From: Nathan Matza
Subject: Re: Lesson Plans
Dear Don,
I too teach HS and am completing a DrPH in public health. You may be
interested in learning more about CASHE, the CA Assoc of School Health
Educators. We recently went on line and have a home page on the WWW. E-mail
Ric Loya casheric@aol.com, and he will give you the address. We plan on
having lesson plans and all sorts of great stuff.
Regards,
Nathan Matza, MA, DrPH (Cand) CHES
Health Teacher
=========================================================================
#1025
Date: Mon, 10 Jun 1996 12:11:37 -0600
From: Rob Simmons
Subject: Dr. Orient's Comments on the Health Insurance Reform Bill
As a response to Dr. Orient's comments, the Society For Public Health
Education(SOPHE) supports the Senate version (S.1028) of the bill and in
particular the inclusion of mental health benefits and the exclusion of the
Medical Savings Accounts (MSA's).
Regarding Dr. Orient's comments on the MSA's, we are opposed to inclusion of
them at this time without further study because of the strong possibility that
as the young and healthy switch to MSA's, those at high risk and with chronic
conditions would likely stay in the traditional plans. If traditional
insurance plans cannot offset expenditures for the sick with profits from the
healthy, they would likely have to raise their rates significantly making
health care insurance for those with chronic conditions practically
unaffordable. This would defeat the original purpose of the bill that of
providing portable health care insurance. Another concern of MSA's is that
the lure of saving money may entice many to scrimp on preventive health care.
SOPHE does not take a position on physician penalities. We encourage all
health educators to contact their Senators and local Congresspersons via
e-mail, fax, or letter to support the original intent of the Kassebaum-Kennedy
legislation (S. 1028) that passed the Senate on a 100-0 vote. Senate-House
conferees are likely to be selected any day and these individuals will need to
be targeted with communication from health educators.
Rob Simmons, SOPHE Advocacy Committee Chair
=========================================================================
#1026
Date: Mon, 10 Jun 1996 14:16:31 -0500
From: Caile Spear
Subject: Re: Service Learning Interest Group
In-Reply-To: <199604291444.JAA16041@comp.uark.edu>
Dear Dr. Greenberg,
I would be interested in becoming involved in the "Service-Learning in
Health Education Interest Group"
My name is Caile E. Spear
address is HPER 326A, University of Arkansas, Fayetteville, AR 72701
telephone is 501-575-5639 and e-mail is cspear@comp.uark.edu. I am moving
to Boise to start a new position at Boise State University as of
August 1. I will send you that information when it becomes available.
thank you
On Mon, 29 Apr 1996, J. Greenberg wrote:
> Dear Colleagues:
> In Atlanta, at the AAHE convention, a group of us with an interest in
> service leraning met and formed the "Service-Learning in Health Education
> Interest Group." We hope to become an Ad Hoc Committee of the Association
> for the Advancement of Health Education, and eventually, a Standing
> Committee of AAHE. If you have an interest in joining our
> "Service-Learning in Health Education Interest Group," please send me info.
> to include on our roster (name, work address, telephone #, fax #, e-mail
> address).
>
> I look forward to hearing from you.
>
> 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
>
Caile E. Spear, CHES
=========================================================================
#1027
Date: Mon, 10 Jun 1996 16:21:00 EDT
From: "CAIN.RICHARD"
Subject: New e-mail address
My e-mail address is no longer rxc136@psu.edu OR rxc136@psuvm.psu.edu
It is now rxc25@psu.edu
Rick Cain
Penn State University
Department of Health Education
Room 18 White Building
University Park, PA 16801
814-865-7576
=========================================================================
#1028
Date: Mon, 10 Jun 1996 18:56:00 EST
From: Isabel Burk
Subject: Today's thought
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: Today's thought
Date: 06-10-96 18:55 EST
PRIORITY:
"One thinks like a hero to behave like a merely decent human being."
May Sarton
*****************************************************************************
.oooO
( ) Oooo.
\ / ( )
(__) \ / Courage is rightly esteemed the first of human qualities,
(__) because...it is the quality that guarantees all others.
Winston Churchill
Isabel Burk
Putnam/No. Westchester BOCES
914-638-3569 ***914-962-6819 (fax)
Burk112w@wonder.em.cdc.gov
*****************************************************************************
=========================================================================
#1029
Date: Tue, 11 Jun 1996 10:32:44 -0400
From: Christopher Locke
Subject: Nutrition Analysis Software
In-Reply-To:
The UCF Wellness Center is looking to purchase new software to analyze the
diets of our students. We are strongly considering Nutritionist 4 and I
welcome any feedback concerning this program or the program you use on
your campus. Thank you.
____________________________________________________________________
| Christopher Locke | "You'll never be happy with |
| Campus Wellness Center | more until, you're happy |
| University of Central Florida | with what you've got" |
| Orlando, FL 32816-3331 | -- |
| (407) 823-5841 | |
____________________________________________________________________
=========================================================================
#1030
Date: Tue, 11 Jun 1996 15:05:15 EDT
From: Susan Massad
Subject: Re: Nutrition Analysis Software
Your request for feedback regarding nutritionist IV software:
We use it rather extensively in all of our nutrition classes. It is basically
okay if you want an overall dietary analysis of a typical food pattern. It has
drawbacks though. (They all do). It is lacking many foods in the data base.
It especially lacks less common foods (e.g. wheat-free, dairy free, fat-free
foods, and anything considered a bit "alternative" in terms of diet). If
anyone has any suggestions regarding a better nutrition analysis software
program, I'd appreciate hearing about it! Thanks.
Susan Massad, Dept. Health Studies, Springfield College
SMASSAD@SPFLDCOL.EDU.
To: HEDIR @ SIUCVMB.BITNET (Multiple recipients of list HEDIR) @ World
cc: (bcc: Susan Massad/Springfield College/US)
From: crl25709 @ PEGASUS.CC.UCF.EDU (Christopher Locke) @ World
Date: 06/11/96 10:32:44 AM
Subject: Nutrition Analysis Software
The UCF Wellness Center is looking to purchase new software to analyze the
diets of our students. We are strongly considering Nutritionist 4 and I
welcome any feedback concerning this program or the program you use on
your campus. Thank you.
____________________________________________________________________
| Christopher Locke | "You'll never be happy with |
| Campus Wellness Center | more until, you're happy |
| University of Central Florida | with what you've got" |
| Orlando, FL 32816-3331 | -- |
| (407) 823-5841 | |
____________________________________________________________________
=========================================================================
#1031
Date: Tue, 11 Jun 1996 16:24:23 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Professional Position
WANTED: MANAGING EDITOR - The Social Marketing Quarterly
Talented writer with excellent organizational, editing and desktop
publishing skills. Must be computer proficient. Experience with
internet, web sites and electronic publishing preferred. Must have
the creativity, drive and people skills needed to manage a
professional, peer-reviewed journal. The Social Marketing Quarterly
is a journal for health promotion, health communications, marketing,
social science, medical, academic, and other public health
professionals and practitioners that publishes news and research
about national and international health issues.
The Managing Editor will be expected to deal directly with the
Editorial Review Board members through FAX, e-mail, phone, and person-
to-person correspondence; organize meetings, the peer review process,
circulation, distribution, printing, and grant renewal; update and
solicit subscriptions and articles; routinely format pages to camera
ready copy; perform editing/design/layout; implement the marketing
and publicity plan; solicit advertising; produce and organize
promotions; and develop plans for future growth in subscriptions,
readership, articles, and financial support/revenue.
The SMQ is financially supported under a cooperative agreement from
the CDC through ASPH and Best Start, Inc. The SMQ is published four
times per year by Best Start, Inc. and the Department of Community
and Family Health at the University of South Florida College of
Public Health in Tampa.
The salary range is $22K to $34K depending on experience and skill.
A minimum of a bachelor's degree is required. Background and
experience in public health and/or journalism is preferred.
Please e-mail or fax a resume, salary history/requirements, and a
breif writing sample to BEST@HOLONET.NET or call 813/971-2119 c/o the
managing editor.
=========================================================================
#1032
Date: Tue, 11 Jun 1996 21:27:03 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: PLEASE POST
Stephen Thomas has asked that I circulate the following memo:
>Date: Tue, 11 Jun 1996 15:56:55 +0500
>From: Stephen Thomas
>To: kittle@siu.edu
>Subject: PLEASE POST
>X-Url: http://www.siu.edu/~kittle/info/vitae.html
>
>Call for Manuscripts on Prevention of HIV Disease Among Ethnic and
>Racial Minority Populations in the U.S.
>
>
>
>The Journal of Health Education invites those interested to submit
>manuscripts for consideration in a special issue of the Journal that
>addresses behavioral science, health education and evaluation
>research on prevention of HIV disease among ethnic and racial
>minority populations in the U.S. Submit manuscripts by the October
>1, 1996 to the special issue guest editor at the address below:
>
>
>
>Stephen B. Thomas, Ph.D.
>Special Issue Guest Editor
>Journal of Health Education*
>1900 Association Drive
>Reston, VA 22091
>404-727-3944 (Office)
>404-727-1369 (Fax)
>*Official Publication of The American Association for Health
>Education
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#1033
Date: Tue, 11 Jun 1996 21:27:39 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: CALL FOR PAPERS: PLEASE POST
This is another memo that Stephen wanted me to distribute to HEDIR.
>Date: Tue, 11 Jun 1996 15:57:29 +0500
>From: Stephen Thomas
>To: kittle@siu.edu
>Subject: CALL FOR PAPERS: PLEASE POST
>X-Url: http://www.siu.edu/~kittle/info/vitae.html
>
>Call for Manuscripts on Prevention of HIV Disease Among Ethnic and
>Racial Minority Populations in the U.S.
>
>
>
>The Journal of Health Education invites those interested to submit
>manuscripts for consideration in a special issue of the Journal that
>addresses behavioral science, health education and evaluation
>research on prevention of HIV disease among ethnic and racial
>minority populations in the U.S. Submit manuscripts by the October
>1, 1996 to the special issue guest editor at the address below:
>
>
>
>Stephen B. Thomas, Ph.D.
>Special Issue Guest Editor
>Journal of Health Education*
>1900 Association Drive
>Reston, VA 22091
>404-727-3944 (Office)
>404-727-1369 (Fax)
>*Official Publication of The American Association for Health
>Education
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#1034
Date: Wed, 12 Jun 1996 01:41:37 -0700
From: Barry Zack
Subject: unsubscribe
Subject: Time: 1:35
OFFICE MEMO unsubscribe Date: 6/12/96
please unsubscribe
Barry Zack
Marin AIDS Project
barry_zack@quickmail.ucsf.edu
=========================================================================
#1035
Date: Wed, 12 Jun 1996 08:24:45 -0400
From: stephen thomas
Subject: Re: unsubscribe
In-Reply-To: <199606120842.EAA12357@fox.sph.emory.edu>
Please unsubscribe ASAP
Stephen B. Thomas
Rollins School of Public Health
Emory University
Atlanta, GA
=========================================================================
#1036
Date: Wed, 12 Jun 1996 09:01:19 EDT
From: Pat Dunn
Subject: Re: Nutrition Analysis Software
In-Reply-To: Message of Tue,
11 Jun 1996 15:05:15 EDT from
About Nutrition analysis software--you might try Nutrition Discovery--it is on
a CD--easy to use by the individual and includes everything on food p[yrmid--gi
ves you an analysis built around that--also includes questions about vitamin su
pplememts, etc. Pat Dunn
=========================================================================
#1037
Date: Wed, 12 Jun 1996 13:40:50 -0400
From: "Donald B. Ardell"
Subject: A MODEST PROPOSAL
Anyone interested in discussing vast disparities in
wealth and income? Does the existence of a widening gulf between
Americans, and between Americans and the third world, have any
implications for health promotion?
What about the health implications of disparities within a
corporation for the capacity of a workforce to experience integrity,
compassion, connectedness, and alignment with each other, with their
customers and with the larger community?
Are there global implications of a wellness nature if we
work for or even feel affected by huge corporations that outsource
work at subsistence wages to undeveloped countries, leading to the
exploitation of women and children (not that I'm not concerned about adult
males, too!) in these countries? These are just a few questions that
might make the following draft ARDELL WELLNESS REPORT item pertinent
subscribers on our favorite health promotion lists.
Comments, as always, are welcomed.
I'm especially interested in opinions as to whether there would really be
much opposition to the following "modest proposal" if it were put forward
after the requisite impact studies were conducted, especially if a think
tank or two suggested that it might be a rather sensible notion.
------
A MODEST PROPOSAL
In America and elsewhere, there are more good programs than there
are taxpayers willing to pay for them, myself included. Thus, a
process is needed to decide which programs will be enacted to
benefit which taxpayers, and which group of taxpayers will get to
underwrite the costs of said benefits. The process we use to
make these decisions is called politics. It ain't pretty, it
makes a lot of folks very unhappy and while most choose not to
get directly involved, it affects everybody. Even the wellness
promoter/practitioner.
I have a MODEST PROPOSAL to suggest which will be red meat for
the political process.
At the present time, a few mega-programs are serving as
headliners in the political process known as the presidential
election. Who wins and who loses is pretty important, since
everybody will be affected by the spoils and attendant policies,
either as program beneficiaries, taxpayers or both! These mega-
programs include Medicare and Social Security--two gorilla issues
in politics, but there are a full range of very expensive
programs right behind them, such as the federal budget, the
deficit, health insurance, welfare for the poor, corporate
welfare, and so on.
There are few if any simple solutions or clear choices that are
morally superior to all the other solutions/choices, despite what
the politicians would have you believe. All programs are costly,
complex, and have negative consequences, in addition to the
possible benefits they are intended to render.
The problem comes down to this, ultimately: There's never enough
money to pay for all the programs that no doubt would do some
folks a lot of good. The harsh reality is that if a fraction of
proposed programs were enacted by the U.S. Congress, all
taxpayers would be crushed. Fortunately, I know where America can
find a bundle and it won't cost very many taxpayers a dime!
That's why I decided it was a MODEST PROPOSAL.
You're probably wondering, "How did Don come up with his MODEST
PROPOSAL?" Or, perhaps you're thinking, "What the heck IS his
MODEST PROPOSAL?" Well, excuse me for being such a tease, but
before I unveil the MODEST PROPOSAL, let me tell you how I got
the idea. I give credit to Philip H. Knight, founder and CEO of
NIKE, Inc., because this proposal was born out of exasperation
with wretched excess and exploitation! And, when it comes to
wretched excess and exploitation, Phil Knight and NIKE seem to
have an attitude of "Just Do It."
This year, Phil Knight makes $864,583, plus an annual bonus,
which was $787,500 in 1995. But, this is chump change, for
Phil's real bucks come from his company stock, which is valued at
what a New York Times columnist called "a breathtaking $4.5
billion!" (See Bob Hebert's IN AMERICA column "Nike's Pyramid
Scheme," 6/10/96, p.A19) Yeah, I guess that's pretty breathtaking.
It took mine, for a moment.
Of course, Knight is not the only character in America with the
kind of wealth that could take even YOUR breath away. We have
all read about Michael Eisner, Michael Jordan, Michael Jackson,
and all kinds of other celebrities and business tycoons not named
Michael who have what some non-prudish types might consider
genuinely pornographic levels of wealth, given that lots of
people don't have enough for a decent life. One characteristic
every one of these fortunate folks seems to have in common is
they all want more! And, in some cases, such as Mr. Knight's,
they are willing to make life quite unpleasant for people who
already have too little for a decent life in order to get more!
Since it's hard to imagine how our tycoon friends can spend this
kind of money, we ordinary mortals have to wonder, "Why do they
do it? Why act so ruthlessly for more when you can't spend what
you have?"
I could go on and provide details of how NIKE acts like Kathy Lee
Gifford in outsourcing the manufacturing of its product to women, mainly,
in Asian countries. But, I suspect you already know about the
tendency of companies like NIKE, if not the details of NIKE
practices, to employ folks in undeveloped countries who are
willing to work like slaves for peanuts ($2.20 a day, actually),
then turn around and sell the finished, highly advertised product
to celebrity-addled (but often quite poor) teens in America for
$140! But, that would take more space and I think you already
know about this. Besides, I suspect you are ready to entertain
my MODEST PROPOSAL.
THE MODEST PROPOSAL. I propose a ceiling of 250 million dollars
be established as a maximum level of permissible net worth for
anyone who lives or works in the U.S. Any assets over that go to
the government to help pay for Medicare or Social Security or
whatever. How many Americans can get hurt by such a modest shift
in the distribution of assets? Not many. How many really care
if Phil Knight has to live on only $250. million? Not many.
Who knows--maybe if there were a ceiling like this, Phil Knight
would not feel a need to continue to bleed Asians and other
disadvantaged populations? And maybe we could all get a better
deal on a pair of NIKE'S.
Of course, I realize that there are a few details to be worked
out before my MODEST PROPOSAL could become a reality. But, hey,
I don't do details, in part because the Devil is said to lurk
there and in part because it's too much work--and nobody's
offering me the kind of annual salary ($864,583?) and annual
bonus ($787,500?) which I richly deserve, at least for this kind
of work.
Still, wouldn't it be great if Presidential candidate Richard
Lamm adopted a MODEST PROPOSAL like this? It might sweep him
into the White House, because there just aren't enough Phil
Knight's out there to vote down the idea of having to get by in
life on only $250 mil.
draft item: AWR # 43 comments welcomed:
Donald B. Ardell, Ph.D., Publisher
ARDELL WELLNESS REPORT
9901 Lake Georgia Drive
Orlando, FL 32817
(407) 823 2453 or FAX 823 3411
(e-mail) ardell@pegasus.cc.ucf.edu
=========================================================================
#1038
Date: Thu, 13 Jun 1996 17:01:25 +0000
From: Grady Cash
Subject: Financial health education
>Don Ardell wrote:
> Anyone interested in discussing vast disparities in
> wealth and income? .......
>What about the health implications of disparities within a
>corporation......
Yesterday, Larry Chapman, a leader in corporate health promotion
program design, told me that he is hearing more and more financial
concerns from employee surveys and interest is growing to add
financial health education into existing wellness programs.
In the past month, I've received more calls from the recent article
on financial health in Employee Health and Fitness Newsletter than in
any article in the past six years.
In 1995, the DOD Marsh report cited financial problems as one of
the top four causes of lost productivity. The DOD subsequently
commissioned a study that will track relationships between financial
health, productivity, and health care costs. Their findings could
open financial wellness as a new wellness dimension.
Currently a national research project teaching a wellness-oriented
approach to personal finance is being taught at 40 organizations
across the country. If you'd like to read about the project, visit
our web site in the signature line below.
If you would like to participate in the research aspects of this
program, please contact me. Initial results have been excellent.
Any funding leads would also be appreciated.
- - - - - - - - - - - - -
Grady Cash, M.Ed., CFP cash@cashwellness.com
Center for Financial Well-Being http://www.ns.net/cash/
"Building healthier attitudes towards money."
=========================================================================
#1039
Date: Sun, 16 Jun 1996 00:39:00 EST
From: Isabel Burk
Subject: career advice
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: career advice
Date: 06-16-96 00:38 EST
PRIORITY:
Forwarded from another list. In light of previous discussions about health
education careers, this may be of interest. Happy Fathers Day!
Isabel Burk (note new address, phone # below; E-mail the same!) :-)
*****************************************************************************
.oooO
( ) Oooo.
\ / ( )
(__) \ / Courage is rightly esteemed the first of human qualities,
(__) because...it is the quality that guarantees all others.
Winston Churchill
Isabel Burk
The Health Network
11 Adam Place
New City NY 10956
914-638-3569
Burk112w@wonder.em.cdc.gov
*****************************************************************************
"A Harsh and Challenging World of Work: Implications for
Counselors."
The author is Lawrence K. Jones (larry_jones@ncsu.edu) of North
Carolina State University. The article appears in the May/June
issue of the Journal of Counseling and Development (74:5; pps
453-459).
The article discusses threats to worker health and the lack of
economic security in the US job market, and presents implications
for career counseling practice based on these "harsh realities."
In the article, Jones urges counselors to:
1. Emphasize the work is primarily an economic relationship, and
help clients understand the implications of this relationship in
terms of skill development, self-interest, and limiting the
emotional bond with the employer/job.
2. Promote the concept that every worker is a "free agent" and
should always be developing himself for the "next" job.
3. Avoid promoting work as the primary source of self-esteem and
meaning.
4. Reconsider the goals of school career development programs,
and incorporate elements that promote understanding of the "harsh
realities" of the work place.
5. Consider occupational health threats when providing career
counseling.
6. Monitor student part-time employment and the risks associated
with it.
7. Advocate and promote an improved work place environment.
Sorry if this message gets to you via more than one venue.
Regards,
Valerie Lipow, M.S.
Nationally Certified Career Counselor
Grand Junction, CO
970/248-6102 (voice) Mondays-Thursdays
970/242-4413 (voice/fax) Fridays-Sundays
Valerie.Lipow@gjpomail.doegjpo.com (office)
ValLipow@aol.com (home)
We don't see things as they are, we see things as we are --- Anais Nin
=========================================================================
#1040
Date: Sun, 16 Jun 1996 12:41:08 -0400
From: JSBRECK@AOL.COM
Subject: Re: unsubscribe
Please unsubscribe me for the present. Thanks so much.
JSBreck@AOL.COM
Judith Breckenridge
=========================================================================
#1041
Date: Mon, 17 Jun 1996 09:40:47 -0400
From: Barbara M Chrisley
Subject: unsubscribe
June 17,1996
Please unsubscribe me from the list at the present time.
Thank you.
Barbara Chrisley
BCHRISLE@RUNET.EDU
=========================================================================
#1042
Date: Mon, 17 Jun 1996 10:50:08 -0500
From: vicki boye
Subject: needs assessment
I need help. I am developing a wellness needs assessment tool both
faculty/staff and students at the University of Nebraska - Lincoln.
Has anyone addressed the issue of spiritual health in an assessment,
and if so how did you do it? Any sample questions or suggestions would be
greatly appreciated. Thanks....
Vicki Boye
Graduate Intern
UNL Wellness Task Force
=========================================================================
#1043
Date: Mon, 17 Jun 1996 13:50:00 EST
From: "Wechsler, Howell"
Subject: Release of CDC Nutrition Education Guidelines
CDC's "Guidelines for School Health Programs to Promote Lifelong Healthy
Eating" will be available on the World Wide Web this week and formally
released to the public on Thursday, June 20, 1996. The following provides
information on this document and how to obtain it.
_______________________________
Morbidity and Mortality Weekly Report
Reports and Recommendations
Guidelines for School Health Programs to Promote Lifelong Healthy Eating
Most young people in the United States are not making healthy eating
choices, which puts them at risk for many short-term and long-term health
problems. A new CDC report, Guidelines for School Health Programs to
Promote Lifelong Healthy Eating, provides schools with the recipe for the
most effective policies and educational programs to improve their students'
eating habits. Schools are most likely to accomplish this goal, according
to the report, if they help children learn skills (not just knowledge)
needed to practice healthy eating, give children repeated opportunities to
practice healthy eating behaviors, and make nutrition education activities
fun. The report is based on an extensive review of research and input from
the nation's leading experts in nutrition education.
Among the findings of this research are the following points:
Most young people in the United States are not making healthy eating
choices: more than 84% of children and adolescents eat too much fat; more
than 91% eat too much saturated fat; and more than 79% do not eat enough
fruits and vegetables. The prevalence of overweight among youths ages 6-17
years has more than doubled in the past 30 years, with most of the increase
occurring since the late 1970s.
Healthy eating patterns in childhood and adolescence promote optimal health,
growth, and intellectual development; prevent immediate health problems,
such as obesity, eating disorders, iron deficiency anemia, and dental
caries; and may prevent long-term health problems, such as the three leading
causes of death --heart disease, cancer, and stroke.
Research has shown that well-designed, well-implemented school-based
nutrition education programs can improve the eating habits of young people.
Schools are most likely to improve their students' eating behaviors by
helping children learn skills needed to practice lifelong healthy eating
(and not merely increasing student knowledge about nutrition), giving
children repeated opportunities to practice healthy eating skills, and
making nutrition education activities fun.
June, 1996
________________________________
Guidelines for School Health Programs
to Promote Lifelong Healthy Eating
This report summarizes strategies most likely to be effective in promoting
healthy eating among school-age youth and provides nutrition education
guidelines for a comprehensive school health program. The guidelines are
based on a review of research and current practice, and were developed by
CDC in collaboration with experts from universities and from national,
federal, and voluntary agencies.
Recommendations
The guidelines provide seven recommendations for ensuring a quality
nutrition program within a comprehensive school health program. Vigorous,
coordinated, and sustained support from communities, local and state
education and health agencies, institutions of higher education, and
national organizations also is necessary to ensure success.
1) POLICY: Adopt a coordinated school nutrition policy that promotes
healthy eating through classroom lessons and a supportive school
environment.
2) CURRICULUM: Implement nutrition education from preschool through
secondary school as part of a sequential, comprehensive school health
education curriculum designed to help students adopt healthy eating
behaviors.
3) INSTRUCTION: Provide nutrition education through developmentally
appropriate, culturally relevant, fun, participatory activities.
4) INTEGRATION OF SCHOOL FOOD SERVICE AND NUTRITION EDUCATION: Coordinate
school food service with nutrition education and with other components of
the comprehensive school health program to reinforce messages on healthy
eating.
5) TRAINING: Provide staff involved in nutrition education with adequate
preservice and ongoing in-service training that focuses on teaching
strategies for behavioral change.
6) FAMILY AND COMMUNITY INVOLVEMENT: Involve family members and the
community in supporting and reinforcing nutrition education.
7) EVALUATION: Regularly evaluate the effectiveness of the school health
program in promoting healthy eating, and change the program as appropriate
to increase its effectiveness.
Source: Morbidity and Mortality Weekly Report Recommendations and Reports,
June 14, 1996/Vol. 45/No. RR-9
Copies : Electronic copy is available from CDC's World-Wide Web server at
http://www.cdc.gov. (On the CDC Homepage, click on MMWR, then select
Recommendations and Reports, then select June 14, 1996). Print copies are
available from CDC, Division of Adolescent and School Health, 4770 Buford
Highway, Mailstop K-32 , Atlanta, GA 30341-3724, ATTN: Resource Room.
=========================================================================
#1044
Date: Mon, 17 Jun 1996 15:29:49 -0400
From: Megan Wiston
Subject: CHES Exam
I am a graduate student at the Rollins School of Public Health of Emory
University in the division of Health Education. Some of my fellow
students and I have been trying decide whether or not to take the CHES
exam in October. We have been receiving a fairly biased opinion from the
faculty in our department since many of them were instrumental in
developing the specialization.
I would love to hear some unbiased opinions regarding the exam from
practicing health educators who either have or do not have the CHES
certification. Is it worth the time and money? Will it really help us get
a job? Will we bother to get recertified? Basically, is the time
spent studying and taking the exam and the money spent on it really worth
the honor of putting four letters after your name? I would love for
someone to convince me that it is because, so far, I'm a nonbeliever.
Please respond only to me unless you would like the discussion to be open
be debate. Thanks!
Megan Wiston
mwiston@drk.sph.emory.edu
MPH candidate, Rollins School of Public Health
=========================================================================
#1045
Date: Mon, 17 Jun 1996 14:40:35 -0500
From: Steve Lux
Subject: needs assessment -Reply
Vicki,
The Lifestyle Assesment Questionnaire (LAQ) from the National
Wellness Institute used to include a section on spirituality. Contact them
at:
NATIONAL WELLNESS INSTITUTE
1045 Clark St., Ste. 210; PO Box 827
Stevens Point WI 54481-0827
Phone (715) 342-2969
FAX (715) 342-2979
Also, John Travis published a "Wellness Workbook" in the early 80's that
had several sections of a twelve section wellness inventory dealing with
spiritual issues. I'm not sure if it's still available. Anyone out there know
which reference I'm talking about?
Steve Lux
slux@niu.edu
=========================================================================
#1046
Date: Mon, 17 Jun 1996 15:53:15 CDT
From: Joyce Morris
Subject: Re: CHES exam
Megan (and interested others):
I do ad hoc consulting for the health promotion arm of one of the local
hospitals. The president of that group asked me how to find out who
the CHES in Kansas were so that he could try to recruit them. He did
this simply on the basis of having seen the initials after my name.
He was very disappointed to learn that there were such a limited
number and would have been very open to applications from CHES in
other parts of the country who would have been willing to move to
Wichita. This is a man who 3 months before I had to convince should
be staffing his health information center with a health educator
rather than a nurse.
To me whether to become CHES is based on whether you are proud to be
a health educator and think you have something to contribute to health
care which is different from other health professionals.
Joyce Morris
Wichita State University
morris@islchp.uc.twsu.edu
=========================================================================
#1047
Date: Mon, 17 Jun 1996 16:09:46 -0400
From: Collins Airhihenbuwa
I am writing to request information from any you that have or are using the
PEN-3 model or any of its related component in your research projects,
including doctoral dissertation, teaching or conference presentations. I
receive request regularly from colleagues (students and professionals) who
would like more on the model, particularly with respect to its use by others
in the field. I will appreciate any information from anyone who uses the
model or who works with a student, professor or practitioners who does.
Please send your information to me at my direct e-mail number: aou@psu.edu.
My snail mail address is Penn State, Department of Health Education, 19
White Building, University Park, PA 16802. My fax is 814-863-8586 and my
phone is 814-863-8586. In advance, thank you for your time and support.
Collins Airhihenbuwa
=========================================================================
#1048
Date: Mon, 17 Jun 1996 16:49:44 -0400
From: Michael Sikich
Subject: CHES Exam
Please open the discussion reagarding the value of the CHES exam. I am
in the same situation as Megan Wiston and I would like hear the
responses.
Michael A. Sikich, M.Ed.
sikichm@cesmtp.ccf.org
Patient Education Department
The Cleveland Clinic Foundation
=========================================================================
#1049
Date: Mon, 17 Jun 1996 18:20:03 -0400
From: Alyson Taub
Subject: Re: CHES Exam
In-Reply-To: <9606172036.AA01915@is.nyu.edu>
Here's another perspective about the CHES exam. It is part of a national
credentialing system established by the health education profession to
improve professional practice. The exam is merely the entry point to the
system. The important part is the continuing education required for
re-certification. It assures the public and employers that certified
health education specialists have met national standards and continually
maintain their competence through continuing education.
The national credentialing system is still relatively new. However, many
employers now seek those with the CHES. If you are just entering the
health education profession or want to enhance your health education
credentials, the CHES could be a valuable asset.
=========================================================================
#1050
Date: Mon, 17 Jun 1996 17:54:07 -0600
From: Rob Simmons
Subject: CHES Certification
To Megan and others inquiring about the CHES certification:
I think your questions are good ones about the value of the CHES exam and
certification. Five years ago, those questions were difficult to answer. Not
so today.
In my previous two jobs, the CHES certification was either preferred or
required. Of significance was my current position as Chief of Health
Education and Promotion for a Preventive Medicine Institute within a large
medical center. The CHES was "required" while the doctoral degree was
"preferred". The CHES certification, maybe more so than the doctoral degree
has helped provide credibility and opened up doors in meetings with
physicians, nurses, and particularly managed health care organizations.
In echoing Joyce Morris' comments, CHES provides the initiative for
continuing education to enhance our competencies whether that's via
conferences, journal reading and review or health education service with one
of our national or local health education organizations. The proposed new
competencies for the graduate level health educator will further our goals to
strengthen our profession and help us communicate to our fellow health care
providers the value of our work.
Is it expensive? YES! Is it worth the time and expense? From my experience
as a health education practitioner for 22 years, the answer is also YES!
p.s. I keep the CHES responsibilities and competencies in my briefcase all
the time to share with other practitioners (particularly nurses) what a health
educator does. I seem to constantly get asked for a copy.
=========================================================================
#1051
Date: Mon, 17 Jun 1996 16:31:36 -0600
From: Kenneth McLeroy
Subject: Re: CHES Exam
Dear Megan:
As I am sometimes want to do, and at the risk of offending some of my
colleagues, I will go out on a limb concerning the CHES examination.
I think there are several issues with the CHES. The first issue
concerns direct benefits to the individual. I would contend that CHES
will be of direct economic benefit only if employers differentially
recruit, employ or pay CHES graduates. At this time, I do not think
this is occuring with many employers. Thus, I would not expect the
CHES to benefit you directly, depending to some extent on where you
live or look for a position.
A second issue concerns benefits to the profession. I have heard from
some colleagues that individuals in some states have used the CHES to
indicate to state personnel offices that there are specific skills and
abilities among entry level health educators. Moreover, in some cases,
entry level salaries appear to have been raised.
A third issue is what CHES represents. Is the CHES examination for
entry level--read bachelors degree--health educators and represent
entry level skills, or does it represent advanced training. I believe
that it is primarily entry level, and of marginal utility for MPH
trained practitioners or those with advanced degrees.
Thus, in general, whether or not to take the CHES examination is, at
least in part, a classical commons dilemma. By taking the examination
one may not benefit directly, but may benefit the profession, and if
one is lucky, society. The potential "tragedy of the commons" could be
an argument for certification.
On the other hand, it is not clear from the sociology of the
professions literature who benefits from professionalization, besides
the profession. Typically, professionalization limits entry into the
profession, and as a result, may raise salaries. Does it raise
quality? For many professions that may be left as an open question.
Just a few thoughts for consideration.
-Kenneth McLeroy
Kenneth_McLeroy@uokhsc.edu
______________________________ Reply Separator _________________________________
Subject: CHES Exam
Author: HEDIR%SIUCVMB.BITNET@aardvark.ucs.uoknor.edu at cclink
Date: 6/17/96 3:43 PM
WARNING - Original "From:" field length exceeds cc:Mail maximum.
Field truncated for delivery. Reply may or may not work.
Original "From:" field was:
The International Electronic Mail Directory for Health Educators
I am a graduate student at the Rollins School of Public Health of Emory
University in the division of Health Education. Some of my fellow
students and I have been trying decide whether or not to take the CHES
exam in October. We have been receiving a fairly biased opinion from the
faculty in our department since many of them were instrumental in
developing the specialization.
I would love to hear some unbiased opinions regarding the exam from
practicing health educators who either have or do not have the CHES
certification. Is it worth the time and money? Will it really help us get
a job? Will we bother to get recertified? Basically, is the time
spent studying and taking the exam and the money spent on it really worth
the honor of putting four letters after your name? I would love for
someone to convince me that it is because, so far, I'm a nonbeliever.
Please respond only to me unless you would like the discussion to be open
be debate. Thanks!
Megan Wiston
mwiston@drk.sph.emory.edu
MPH candidate, Rollins School of Public Health
=========================================================================
#1052
Date: Mon, 17 Jun 1996 21:06:28 CDT
From: Barb Giloth
Subject: CHES Exam
The issue of whether or not to take the CHES exam really goes far beyond the ex
am. I made the decision to become a CHES because I think that we need to bring
a variety of quality control measures to professional preparation and developm
ent. Does this mean that we will be somewhat exclusionary? Yes. Are all who
pass the test well qualified health education professionals? No. Is there a r
isk that CHES will rest on their laurels and do no further development post exa
m? Probably some will not. More and more employers are requiring CHES or at le
ast asking for it. However, we need to keep in mind that NCHEC is us--we have
the opportunity to shape the profession and its standards as we see fit to bett
er accomplish goals related to enhancing consumer participation in health care
and increasing their ability to make health-related decisions.
=========================================================================
#1053
Date: Mon, 17 Jun 1996 17:48:09 -0700
From: Margo Harris
Subject: Re: CHES Exam
Great questions and thoughts. I have a mixed bias about the exam. =
First of all, I am not a CHES, and I have been a health educator for 25 =
years. I was eligible to be grandfathered in to the credential, but =
chose not to take that course. While I don't participate in CHES, it =
has been interesting to observe colleagues and what they have done. =
Here are some of my random thoughts.
1. The CHES exam is a paper and pencil test that makes sense for =
bachelor's level students to take upon completion of their degree. It =
determines a basic knowledge of entry level information in health =
education. My personal bias is that it does not test ability or =
practice skills, nor could it. When a health ed major at the bachelor's =
level asks me if they should take it, I suggest that they do. The =
master's level is different.
2. I have colleagues that got their CHES because they didn't have an =
MPH and they needed "something". Many of those people have not renewed =
or kept the credential current. I wonder how many others have chosen =
this path. Those same folks didn't find the CHES as helpful as they =
hoped and went on to get an MPH.
3. Depending on where you live/work, it may be extremely difficult to =
meet the continuing education requirements through programs that offer =
CHES credits. I believe that will improve as the number of =
videoconferences increases. I am currently co-president of the Pacific =
Northwest Chapter of SOPHE. Our chapter covers Alaska, Idaho, (soon) =
Montana, Oregon and Washington. Probably the most common concern I hear =
re: CHES is that programs are not available for folks to accumulate the =
number of credits they need. CHES credits are now available for a wide =
array of offerings, and that's another concern. Some of the offerings =
are questionable health education offerings at best.
4. I don't work in an environment that demands CHES. I have colleagues =
in California who often tell me that an MPH and CHES are required for a =
job in any public health setting. So, (to paraphrase Microsoft) where =
do you want to work today (or tomorrow)? That could be an important =
determinant.
I applaud the effort to develop a health education credential. Some =
wonderful people worked hard on the professionalization of health =
education. There are still some issues to work out to make CHES a =
valuable and recognized credential. My practice lately has taken me =
more toward training issues and I read the training and development =
literature as well as health education. Robert Mager (he may have been =
your model for writing behavioral objectives) made a comment in recent =
months that as we move on to the 21st century, for some our specific =
profession will be less important and we will all become more =
professional. As a masters level student, it may be a tough call for =
you. To be honest, for some it comes down to money. Right out of =
school, with or without a job, you may not have the money to take the =
exam nor keep the credential current. There are also people who are =
remarkable practicing health educators that lack the "proper" background =
to sit for the test. Issues like that still make me uncomfortable. I =
enjoy the eclectic nature of the profession of health education, and I =
enjoy working with a wide array of professionals. I guess I still get =
as angry when someone says that only a certified health educator can do =
a certain job as I get when someone refuses to hire me because only a =
nurse can do that job!! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
#1054
Date: Tue, 18 Jun 1996 12:01:36 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Re: CHES exam
In-Reply-To: "Your message dated Mon,
17 Jun 1996 15:53:15 -0500 (CDT)"
<01I618C45HRM9KMXQD@sara.cc.utu.fi>
I would agree with what Joyce said at the end.
A point needs to be made known though. If you plan to remain outside the US,
the process is probably going to bring you more headache to keep up with than
it is worth. The CHES certification is strictly following the American options
--unlike e.g. the AASECT sex educator certification where cont. ed.
requirements vary slightly to accomodate variations is work and location, at
least up to this point. (I have held CSE since 1982.) Some people may need
several kinds of certifications in order to keep their professional lives
going. If the certifications do not allow overlap with cont. ed. hours,
priority setting is essential. Being a health and sex educator --and a medical
educator -- I have only so much time to devote to professional activities. I
have a health education degree but I do need the CSE certification in order to
do the work at the medical setting. So you know my priorities, if something has
to go. Someone else might feel differently. You have to set your own goals.
For me, CHES certification is important, and I would like it to advance.
I would like to see CHES develop more options for integrated cont. ed.
activities (for instance with AASECT and other sexuality organizations), to
provide more visibility (e.g. among potential employers), and an increasingly
better communication network in order not to "lose time" in the process. CHES
certification provided visibility for me in the US but here it seems to cause
envy (what do you need it for here, type of thing). Being a health educator is
not easy in any culture, I suppose. In the US, you have a way to show who you
are, to get support, and be visible for assignments others might get without
the lettering. Go for it. You can always drop it if you do not like it. Using
the letters without the process (what ever it might be at the time) would be
unethical or wrong doing. AO.
************************
Ansa Ojanlatva, PhD, CHES, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http//www.utu.fi/tdk/laak/crede)
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
************************
=========================================================================
#1055
Date: Tue, 18 Jun 1996 08:52:00 -0500
From: "Cunnien, Renae D., Ph.D."
Subject: Re: CHES exam
*** Reply to note of 06/18/96 04:17
From: Renae D. Cunnien, Ph.D.
Patient Education
2-8138 or 2-8644
Like Margo Harris, I, too, could have been grandfathered in back when CHES
certification began. I recall that at the time I was getting my Ph.D. and as a
poor graduate student, I didn't want to spend the money. But since then, I
have chosen not to become CHES certified for many of the reasons previously
cited by Margo and others. Let me just say that while I think the CHES may
have some value for the entry level health educator, not having it, in MY
experience, has not been a detriment. I have not worked in settings where it
was required or even strongly encouraged. As a Ph.D. in Health Education with
21 years experience in the field, I guess I figure it that's not good enough
for them, then will "CHES" after my name (indicating basic competencies)
really make a difference?
Renae D. Cunnien, Ph.D.
Patient Education Specialist
Mayo Clinic Scottsdale
=========================================================================
#1056
Date: Tue, 18 Jun 1996 09:16:42 -0500
From: Angelina Rose Parr
Subject: unsubscribe
Please unsubscribe me from the list.
Thanks,
AParr
=========================================================================
#1057
Date: Tue, 18 Jun 1996 10:24:01 CDT
From: Joyce Morris
Subject: Re: CHES exam
I disagree with those who feel the exam is only for those coming out
of undergraduate programs because it is an entry-level exam. It is an
unfortunate fact that CHES is individually more important for the
person coming out of an undergraduate program but this is because despite
having produced competent health educators from many undergraduate
programs [and incompetent ones from many graduate programs] we still
refuse to recognize a baccalaureate degree as an adequate credential.
Entry-level means someone who is first going out into the field. It
says nothing about the level of the degree.
I am also disturbed by the assertions that because the CHES exam is a
paper and pencil test it can only test knowledge and not skills. A
well-designed paper and pencil test CAN test skills. The question is
to what extent should the CHES exam be doing this? Given that you do
not have to have any experience before you take the exam, at what level
would you expect skill? I often get the impression that people believe
an entry-level health educator should have knowledge and skills at the
same level as those of us who have been in the field for over five years.
Passing the CHES exam, IMHO, says this individual has the requisite
knowledge and skills to *start* practicing in this field; it does not
say they are an expert.
To those who think that the CHES exam does not adequately test skills,
how would you test skills?
Joyce Morris
Wichita State University
morris@islchp.uc.twsu.edu
=========================================================================
#1058
Date: Tue, 18 Jun 1996 11:00:42 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: ches certification
Although I was grandfathered in with the CHES, I let my certification
expire. There are many reasons, but over the years I've come to realize
that personally, having a CHES certification doesn't help. Fortunately at
the university level, health educators have done a pretty good job at having
health educators done by academically trained health educators (yes, I know
there are some instances where non-health educators do health education, but
generally speaking, the profession has done a pretty good job at the
university level).
However, I fully support entry-level health educators to obtain the CHES
certification, because it is an additional tool in which one can use to
"convince" employers that we're legitimate professionals. More important
though, I believe all entry-level health educators (bachelors or masters)
should also carry and use the role delineation model seven areas of
responsibilities as a mechanism to show how health educators are unique
professionals.
I
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=========================================================================
#1059
Date: Tue, 18 Jun 1996 11:31:44 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: CHES Exam
Date sent: Mon, 17 Jun 1996 18:20:03 -0400
Send reply to: The International Electronic Mail Directory for Health Educators
From: Alyson Taub
Subject: Re: CHES Exam
Originally to: The International Electronic Mail Directory for Health Educators
To: Multiple recipients of list HEDIR
Here's another perspective about the CHES exam. It is part of a national
credentialing system established by the health education profession to
improve professional practice. The exam is merely the entry point to the
system. The important part is the continuing education required for
re-certification. It assures the public and employers that certified
health education specialists have met national standards and continually
maintain their competence through continuing education.
The national credentialing system is still relatively new. However, many
employers now seek those with the CHES. If you are just entering the
health education profession or want to enhance your health education
credentials, the CHES could be a valuable asset.
REPLY to HEDIR by Bob McDermott:
I think Alyson has put the correct spin on this issue. Having made a
conscious decision to avoid the CHES controversy myself, I
nevertheless encourage it among MPH graduates, have recently
completed faculty recruitment with the intention of hiring a
PhD/CHES, and have perhaps even resigned myself to having to sit for
the exam so as to be an example to students. The exam has numerous
shortcomings, many of which have been pointed out during this
exchange. Until its validity is defensible, and currently I believe
this is not the case, taking it and passing it will merely be a
ritual, and one pretty much without professional meaning. What we
owe to the profession is to improve the exam's relevance, quality,
and validity. Until passing the exam clearly distinguishes the
individual as having both knowledge and practice skills that
separate her or him from other less-skilled individuals, the task
of educating prospective employers about CHES versus non-CHES, or
requiring the credential for employment at any level, or using the
credential as a mechanism to pay more adequate salaries will be
frustrating and without result. There are many holes in the "portal
of entry" to the system right now and others in the continuing
education piece. Yes, the credentialing business is still "young,"
but we are in our eighth year of this process, and it is time to nail
things down tighter, or else back off some from our criticism of
people in related occupations and "movements," some of whom perform
excellent health education planning, evaluation, research,
and other forms of "delivery," but do it under the guise of "health
promotion," "health psychology," "wellness," other traditional
health occupation titles, or something else.
=========================================================================
#1060
Date: Tue, 18 Jun 1996 09:50:50 -0700
From: Margo Harris
Subject: Re: CHES exam Part 2
Okay, Joyce, in my post, I said I don't think the CHES exam tests skills =
and I believe I said it could not. What I should have said was it =
doesn't give the individual an opportunity to actively demonstrate =
skills. I don't expect an entry level person to have or demonstrate =
five years of experience. But I am familiar with a number of graduate =
and undergraduate programs, that,rovide experiential learning =
opportunities, field service/internships, and other opportunities in =
which students learn and demonstrate skills. Many if not most entry =
level students do not graduate "skill-less"! I suspect with emerging =
technology (near and dear to both of our hearts), there will be a =
remarkable future opportunity for students to demonstrate skills on =
video, CD-ROM, other interactive process. In addition to the paper and =
pencil exam, students may have to submit some other "piece" of work to =
obtain the credential.
I see the CHES process as evolving, with potential to improve over =
time. Yet, it is not a license such as the RN, MD, and other =
certifications. It is still at a point where I can practice and be =
recognized as a health educator without the certification. Whereas in =
other fields, I can't practice without the license/certificate. I share =
your love of the profession, without embracing the exclusivity of the =
profession. I know many other professionals that can perform the =
competencies, and I am eager to work with them. I don't share the, "If =
you love it (the profession) you will do this..." mindset, a trap many =
of us have fallen in to on other issues from religion to =
relationships!!!!
Health education and health educators are remarkable. Again I applaud =
the effort toward professionalization. Still, individuals approach "to =
CHES or not to CHES" based on a set of personal circumstances. While I =
am not a CHES, neither is it my style to detract or criticize the =
process or those that choose to participate. It meets your--and =
others--needs, terrific. At present there's still room for both of us =
in the profession. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
#1061
Date: Tue, 18 Jun 1996 10:40:56 -0700
From: Margo Harris
Subject: Experience with HIV CD-ROM
I recently read a review of a CD-ROM program called "Living with HIV" =
which was funded by the Henry J. Kaiser Family Foundation and produced =
by IVI Publishing Inc. IVI is selling the disk through its toll-free =
order number, 800/432-1332, for $19, just enough to cover the cost of =
manufacturing and shipping.
In the review I read, it noted "Living with HIV" is primarily intended =
for healthcare c linics as a way for patients newly diagnosed with HIV =
to learn at their own pace--thereby removing a huge burden from =
overworked doctors and nurses. But "Living with HIV" deserves a much =
wider audience. I would strongly recommend the CD-ROM to anyone with =
HIV--and anyone who wants to know more about the challenges facing =
HIV-positive people.
Is anyone familiar with this program and have any additional comments?
=
Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
#1062
Date: Tue, 18 Jun 1996 10:47:02 -0700
From: Margo Harris
Subject: Congrats to PA SOPHE
I'm playing catch up after two weeks "on the road." One great stop was =
in Westchester, PA for the SOPHE Mid-Year Conference. Hats off to PA =
SOPHE that hosted and presented a very worthwhile conference. For those =
who attended, I hope you found it as valuable as I did.
We heard keynotes from Noreen Clark, Marshall Kreuter, and a the =
dynamic founder and President of MEE Productions, Inc, Ivan Juzang. A =
wide array of Concurrent Sessions were available, and participants were =
given an opportunity to participate in SOPHE's Strategic Planning =
Process.
The entertainment was outstanding, from a String Band straight from =
the Mummer's Parade, with a band leader that made us all get on our =
feet. Okay, Kay Fox was the best dancer! On to the Brandywine Museum =
(Wyeth lovers unite) and Longwood Gardens. This is my too long delayed =
THANKS for a great meeting and great colleagial (sp!) exchange. My =
favorite question? Are you the Margo on "the list"! Nell, how come I =
don't see you on the list!!!! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
#1063
Date: Tue, 18 Jun 1996 10:58:36 -0700
From: Margo Harris
Subject: Theory into Practic
One leftover thought from the SOPHE Mid-Year is a question about theory =
in to practice. My thanks to Judith Ausherman and Jill Black from =
Cleveland State University. In much too short a time, they offered a =
segment on, "Demystifying the Practical Application of Theory in Health =
Education."
We participated in the "Theory Query" which asked us to list theories =
and then asked 4 questions:
1. List ALL the THEORIES related to Health Education that you know.
2. Which THEORIES have YOU utilized or practiced in your work?
3. What type of environment do you work in (we had a short list to =
check)?
4. What are some of the BARRIERS you have experienced in the use of =
THEORY?
5. Can you suggest ways to overcome these BARRIERS?
This continued a conversation I have been having with colleagues and =
some new students who feel a high degree of uncertainty about =
application of theory and would like your help. Some of us have been =
out of school 15-20+ years. Our master's program didn't include a =
Theory of Health Ed to begin with, and continuing ed has filled in some =
blanks, but not enough. We were familiar with and may even have some of =
the books on the excellent bibliography that Jill and Judith passed out, =
but are still uncertainl. Some have read, Theory At A Glance, a great =
practical handbook from NCI that needs to be more widely disseminated, =
but are looking for more.
Have you offered or seen a continuing education offering that might =
meet the needs of the above sort-of-described learners? No, we would =
probably not enroll as a non-matriculated student in a course taught to =
majors. As adult learners that feels a bit too intimidating, but we =
have a real need to fill some gaps in our education. So, we're out of =
the closet and would welcome your suggestions. Thanks in advance. =
Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=========================================================================
#1064
Date: Tue, 18 Jun 1996 12:06:03 CST
From: g_ghazizadeh@VENUS.TWU.EDU
Subject: Retired professors to teach/resarch in developing countries; A
feasibility study.
Hi;
This is a forwarded message. If you know any retired professor who may be
interested in this project, please forward this message accordingly.
Majid Ghazizadeh
Texas Woman's University
---------------------------------------------------
Begin forwarded message:
***************************************************************
* Originator: hzamanpo@ccs.carleton.ca (Haleh Zamanpour)
***************************************************************
Dear Colleague:
.
A few months ago we received small grants from the Canadian Bureau
for International Education and from the Society for the
Psychological Study of Social Issues to study the feasibility of
having retired professors in developed countries volunteer their
time and expertise to work with professors in developing countries
as team teachers or research consultants. We are writing you now
to ask if you and some of your colleagues would consider
participating in such a project.
.
The rationale for the project came from both developed and
developing countries. A large number of productive academics are
now retiring from colleges and universities in North America,
Europe and elsewhere. We believe that a significant proportion of
.
them want to continue using their knowledge and skills in some
teaching or research capacity. Yet most cannot do so in their own
universities. At the same time, many universities in developing
countries have a shortage of professors. Most professors who do
teach in developing countries are extremely talented and dedicated
to their profession. Yet they and their students lack access to
many educational and research resources and have few opportunities
for contact with international colleagues.
.
We think it is possible to solve some of the problems of higher
education in developing countries with the time and talents of
retired professors in developed ones. A few years ago, this could
have been done by flying retired professors to universities in the
developing world. But the world has changed. There is now little
money anywhere to support an airlift. On the other hand, we now
have the Internet.
.
Most professors in the developed world have access to the
Internet, and it is rapidly proliferating in developing countries.
.
Almost all countries in Latin America have at least one university
with some form of Internet access. A few universities in Africa
have limited Internet access (for electronic mail). Universities
in Asian countries and in the Middle East are joining the Internet
as fast as possible.
.
As a result, it is now possible to link retired professors in
developed countries to an increasing number of working colleagues
in developing countries via the Internet. If good relations can
be established this way, many useful and joint activities would be
possible. Working professors in developing countries and their
students would benefit from contact with an experienced colleague.
Retired professors would be able to continue using their talents,
feel appreciated, and learn about another culture.
.
Would you like to become involved in this project? If so, we
would like you to help with our feasibility study. Please send us
back your name and addresses using the form below and return them
to us. We will then contact you with further information about
.
the project, and ask you a few questions about your teaching and
research needs. Also, if you know of colleagues who you think
would be interested in the project, please forward this message to
them or add their names and addresses in the spaces below so that
we can contact them directly.
.
Thank you for your interest. We hope to hear from you soon.
.
Sincerely,
Warren Thorngate, Professor
Carleton University, Ottawa
warrent@ccs.carleton.ca
&
Charles McClintock, Professor Emeritus
University of California, Santa Barbara
mcclinto@blue.weeg.uiowa.edu
-------------------------------------------------------------
"THE FORM"
Your name:
Institution:
Department:
Mailing address:
FAX:
Home phone:
E-mail address (if available)
Do you know colleagues who may be in