=====================================================================
====
#802
Date: Wed, 1 May 1996 09:34:14 -0400
From: Mary Kriener
Subject: Re: Clarification of request - secon. curric
I would have to disagree on Discover Health. I reviewed these materials as
well and found the organization to be good and intriguing enough to make me
want to take a closer look. Upon closer look (i.e. reading the content), I
was very disappointed with the superficial coverage of information. The
structure had merit, but the depth just wasn't there in my opinion.
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====
#803
Date: Wed, 1 May 1996 12:19:03 -0400
From: Michael Pejsach
Subject: Re: evaluating Internet info
Are WEB PAGES the only resource on the INTERNET being evaluated? Aren't
there other services (like 1,000,000 First Class Server/Conference/BBS
services and over 1 million others)? Are we confusing Web sites with
INTERNET?
=====================================================================
====
#804
Date: Wed, 1 May 1996 12:23:01 -0400
From: Michael Pejsach
Subject: Re: Job bank
HEEF JOB BANK
The HEEF is on the internet at 206.218.187.2
The HEEF is NOT a WEB page on the NET, but we do have a SUPPORT web site at
the same address. This WEB SITE links to the site (www.softarc.com) where
you can get the FREE software to call into the HEEF.
It also has information and illustrations of what you get when you call HEEF.
OUR WEB ADDRESS: http://heef.doe.state.la.us/
OR: http://206.218.187.2/
(same thing)
HEEF is a First Class Server (you'll see the screen pictures at the web
site). You can ALSO call us DIRECT via modem with ANY telecommunications
software, like Smartcom or others.
Our modem number is 504-342-3733 (free).
Or, you get the software and set it to 206.218.187.2 on the set-up page.
Here's how: after loading run FCC. You'll see a login dialog box with a
little SETUP button on the right side. Press the set up button. Another
dialog box will open. Make the changes you'll need: Select TCP/IP at the top
and add the internet address number above where it says NETWORK address.
Dat's it!
First Class Client (2.6 or higher) runs on a Mac or Windows.
First Class Client is necessary to call us on the Net.
After getting in, go to CONFERENCES. Double click on that folder. You'll see
our JOB BANK FOLDER. Check it out.
You can also upload your resume on this system.
THIS IS A FREE SERVICE.
=====================================================================
====
#805
Date: Wed, 1 May 1996 10:16:55 -0700
From: Margo Harris
Subject: Re: web technology & health
------ =_NextPart_000_01BB3751.6C811C60
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I think I focus on many of the same uses you have named, Donna. I would =
add some of these additional health and non-health uses.
1. OTC drug info as well as prescription
2. Employment searching
3. Training vendors/resources
4. Educational resources - related to coursework I'm doing, as well as =
my own professional development, i.e. adult learning theory, etc. Great =
site on learning theory at GWU - http://gwis2.circ.gwu.edu/~kearsley/
5. Quote sites for use in presentations
6. alt.support groups for different chronic diseases I work on
7. New teaching/training resources, publishers home pages, etc. Check =
out Activing Learning: 101 Strategies to Teach Any Subject by Mel =
Silberman from Allyn and Bacon
8. Listservs - just like this one!
I'm sure there are more, but those are some of my Wednesday AM thoughts! =
Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com=20
=====================================================================
====
#806
Date: Wed, 1 May 1996 10:26:09 -0700
From: Margo Harris
Subject: Re: Rating the Net
------ =_NextPart_000_01BB3751.7EEF20E0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi Paul - After about a dozen hits in an hour, I added a second, more =
detailed message to the list. Hope that helps.
I would add a suggestion that you develop a close, personal =
relationship with a medical librarian on or off campus. I do not have a =
university affiliation. The conference affirmed something I found out =
some time ago. Medical librarians see themselves as resources for the =
university/medical center they represent, as well as the community at =
large. They believe that historically right up to present day their =
role includes review, evaluation, recommondation of worthy, credible =
resources--in house or virtual! We were encouraged to find a medical =
librarian we could call at 2 AM when approaching killer grant deadlines! =
We were also encouraged to take them to lunch at a later date (and =
time) to maintain the relationship! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
-
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====
#807
Date: Wed, 1 May 1996 11:27:19 -0700
From: Margo Harris
Subject: Rating Other Internet Services
------ =_NextPart_000_01BB3751.8DCCABA0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
What a great question, Michael! I think some people do that, i.e. =
equate Web sites with the Internet. The librarians would tell you that =
they evaluate--and are willing to evaluate--any and all services, but =
their strength is in content, credibility, etc. They will tell you =
their limitations and what services they are not qualified to evaluate =
or frankly are not familiar with. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#808
Date: Wed, 1 May 1996 15:45:37 -0400
From: "Lea S. Dooley"
Subject: FWD from Dennis Martell , re Academic Freedom (fwd)
---------- Forwarded message ----------
Date: Wed, 01 May 1996 11:33:01 -0400 (EDT)
From: Cecily C. Criminale
To: mapsse
Subject: FWD from Dennis Martell , re Academic Freedom
In reply to Academic Freedom, Dawn, I would not even think about ever adding
a disclaimer to any of the Human Sexuality courses I have ever taught, teach,
or will teach. It would open the flood-gates of those who set sexuality apart
from who we are as men and women. I would have no problem resfusing to teach,
leave, or quit my position if I was ever asked to do this for reasons of
bowing to one complaint, or any Pat Bucannan want-a-be. We as educators,
especially sexuality educators need to stand on our pedagogy philosophy
concerning those who would restrict knowledge through the classroom or
otherwise. I would advise that you contact SIECUS for more help and
understanding, as well as numbers.
Dennis P. Martell Ph.D.
Center for Sexual Health Promotion
Michigan State University
& Lansing Community College
=====================================================================
====
#809
Date: Wed, 1 May 1996 15:47:21 -0400
From: "Lea S. Dooley"
Subject: Re: Academic Freedom/Human Sexuality Course (fwd)
---------- Forwarded message ----------
Date: Tue, 30 Apr 1996 19:34:10 -0400
From: Dr. Robert W. Hatfield
To: mapsse@lists.nyu.edu
Subject: Re: Academic Freedom/Human Sexuality Course (fwd)
I have been teaching Human Sexuality at the University of Cincinnati for 14
years to 1500-2000 students per year. I have a very mild "disclaimer" in my
extensive syllabus which merely says that this is a sexuality course for
adults, and that if they believe they might be offended by media nudity or
frank discussions of human sexuality, they should drop the course. Knock on
wood ...no major incidents since the class began in 1972.
A humorous one though... Several years ago the class was watching
"Achieving Sexual Maturity" (Hippies on the Beach, Part 1) when a touring
group of parents and high school seniors stuck their heads in the large
lecture hall. I didn't see them, but the dean contacted my dept. head who
immediately contacted me. I seems they had looked in just at the brief
masturbation scene. No problem and no negative outcome. I've always
believed the students immediately decided to attend U.C., but that their
parents may have refused.
>Whew!!! Now here are my questions:
>
>1. Do any of you personally include a disclaimer on your human
>sexuality course syllabus? If so, what does it look like? If not, JUST
>SAY NO!
>
>2. What do you think about putting a disclaimer on a human
sexuality
>course syllabus?
>
>3. Has anything like this ever happened to you, and how did you deal
>with it?
>
>I appreciate as many responses as I can get, particularly to question
>#1. I would very much like to provide a numeric response to the dean,
>so the more responses I get, the better my case AGAINST placing a legal
>disclaimer on my course syllabus in the future. I am scheduled to teach
>human sexuality summer, fall and winter in 1996/97. I think the person
>currently teaching the class would welcome the opportunity to read your
>responses as well.
>
>Thanks in advance for participating. And Mark Kittleson, thank you for
>providing this forum.
>
>Sincerely,
>
>Dawn Graff-Haight
>dawn@upa.pdx.edu
>
>
/////////////////////////////////////////\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
\\\\\\
Robert W. Hatfield, Ph.D. University of Cincinnati
Psychological Services Center
316 Dyer Hall, ML #0034 Cincinnati, OH 45221-0034
(513) 556-3949 FAX: (513) 556-1904
"Some mornings, it's just not worth
chewing through the leather straps."
-- Emo Phillips --
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\///////////////////////////////////
//////
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====
#810
Date: Wed, 1 May 1996 16:17:34 -0600
From: Pete LeRoy
Subject: Use of Student Evaluations
Colleagues:
I realize this is an old issue revisited but.....would you please
be kind enough to provide me with your opinions, facts, or perhaps better
yet, what research says about the following topics [where appropriate]?
Briefly.....
1. "What role should student evaluations of teacher [professor]
effectiveness/performance play in one's retention, tenure, and/or
promotion?"
2. "What role should peer evaluations of teacher [professor]
effectiveness/performance play in one's retention, tenure, and/or
promotion?"
3. "What is the accepted procedure currently in place in your
department, school, and/or college?"
In advance, I thank you very much!
Pete LeRoy
Texas Tech University
----------------------------------------------------------------------------
Visit our Web site at http://www.ttu.edu/~hper
-------
C.H. LeRoy, Ph.D., CHES | ||
Dept. of HPER - Texas Tech University | ||____
MS 3011, Lubbock, TX 79407-3011 | * \\
Ph. (806) 742-2940 | --
Fax (806) 742-1688 ----- Texas \\
E-mail UNCHL@TTACS.TTU.EDU \ USA //
\ --- --//
-------------------------------------- // \ //
* Schedule your end-of Century party \ //
for the right date! \ //
The correct last day of the 20th C. is V)
31 Dec. 2000 (not 1999--there was no year 0)
=====================================================================
====
#811
Date: Wed, 1 May 1996 17:48:34 -0600
Reply-To: The International Electronic Mail Directory for Health Educators
From: Marilyn Massey
Subject: Re: Service Learning Interest Group
Jerry,
I'm still interested -- thanks for your efforts in organizing this
group!
Marilyn S. Massey, EdD, CHES
Assistant Professor of Health
Dept. of HPER - Texas Tech University
Box 43011, Lubbock, TX 79409-3011
Ph. 806 742-2332
Fax 806 742-1688
unmsm@ttacs.ttu.edu
Visit our Web site at http://www.ttu.edu/~hper
=====================================================================
====
#812
Date: Wed, 1 May 1996 18:08:28 -0500
From: "Marjorie E. Scaffa"
Subject: Re: educational theory and health education
In-Reply-To: <9604061258.AB00508@jaguar1.usouthal.edu>
This note (from Ansa) appeared almost a month ago and I was one who
responded that I would like to be part of a dialogue on theory issues,
so here goes....
A few years ago, I completed some research on theory development in health
education. The purpose of this research was to "test the waters"
regarding the importance, desirability and feasibility of developing
macro or comprehensive theory specific to health education. The study
defined "comprehensive theory" as a scientific theory (using Stephen
Hawking's definition) that incorporates all of the essential elements
needed for the practice of health education irrespective of setting or
target population". Another way to think of this is as a "generic theory"
that could potentially spin off more specialized models.
The study utilized a mixed quantitative/qualitative design. The qualitative
portion used the Delphi method and the quantitative portion was a survey
of chairs of health education doctoral programs, key leaders in all of
the health education professional associations and members of the Delphi
panel who were selected for their expertise in health education theory
and/or theory development.
I do not want to get into a major treatise on methodological issues
here, but would however like to share some of the general findings for
discussion purposes.
Some general indications from the research:
1. The majority who were surveyed agreed that the development of
"comprehensive theory" specific to health education is important and
desirable, many however rated the task as not very feasible.
2. According to the Delphi panelists, many of the barriers to developing
such a theory were related to the size and complexity of the task and to
idiosyncracies in the profession of health education. For example,
the complexity of health behavior, conflicting goals/philosophies in the
field, lack of theoretical training in professional preparation programs,
and limited agreement on the basic definitions in the field.
3. The Delphi panelists consensus indicated that for such an endeavor to
be successful it would need the buy-in from health education professional
associations, involvement of a wide cross-section of health educators,
and effective leadership/critical thinkers. In addition, the profession
would need to increase the number of health educators trained in theory
development.
There are some/many(?) in our profession who do not see the need for
health education-specific theory in our discipline and are content
borrowing from other disciplines or utilizing fragments of theory
currently available in health education. This is obviously a valid
issue/position that can and should be discussed.
Some of you may remember participating in the study I just described,
and some may recall hearing me report the results of this study at AAHPERD
in Portland last year. I am hopeful that those who are interested can
renew the dialogue that was begun in Portland over a year ago.
Marjorie E. Scaffa, Ph.D.
University of South Alabama
On Sat, 6 Apr 1996, SENDER: ANSA.OJANLATVA@UTU.FI wrote:
> Re: curriculum theory
>
> I am getting some good solid responses mailed to me directly regarding this
> issue. From where I sit (or stand, if you will), I feel this would be a good
> time to carry out a theoretical conversation on the topic. Would you be ready
> for it right now? I think it would be important.
>
> It would seem reasonable that those who teach health education theory and
> philosophy would need to cover a variety of theories and models. From what I a
m
> reading, model development seems to be the chosen way to go and develop this
> profession further. Since models traditionally seem to involve development fro
m
> a number of larger theories (and there are no solid health education theories
to
> draw from???), this is the chosen direction for curriculum development in
> health education... (At least this is the way I perceive the matter to be.)
>
> The education professionals in Finland refer to constructionist ideas in the
> development of new curricula, and I have had a member of of this network
> mention this theory (Steve, would you like to repeat your comments here?)
> Does it provide the way for us to move forward?
>
> In medicine, theory development does not seem important. Medical education
> dissertations are being written without a mention to educational theory
> (or sometimes any other theory) and criticized by the education professionals.
>
> Jill and others, what do you teach about health education curriculum
> development within the lists of theories you cover for future professionals?
> Do you explain different theories for different settings? Do you
> go into educational theory/theories? Do Newman, Dewey, Hutchins, Kerr and
> others matter when health education is being applied to general education
> programs? Who are the leading people in clinical curriculum theory (at e.g.
> Kaiser Permanente or medical education programs at the medical schools
> when programs are being set up)? What about the health education theory base
> for the educational programs of the profession (such as SIU, Ball State,
> Illinois. etc.) at the present time?
>
> I do not remember that the discussion a year ago would have netted any
> substantial amount of information --at least I do not recall it. Would there b
e
> interest in it now? Ansa.
>
> PS: I will not be able to access www programs at this point and it would be
> important to have the discussion within this network. Thank you.
>
> ************************
> Ansa Ojanlatva, PhD, CSE, docent
> faculty member and Coordinator
> Dept Public Health Sexology Program
> Lemminkaisenkatu 1 Center for Reproductive and
> 20014 University of Turku Developmental Medicine
> Finland
>
> tel. +358-21-333 8513 (+358-21-333 81 operator)
>
> FAX +358-21-333 8439
>
> (Please note the new "zip" code and telephone/fax "prefix")
> ************************
>
=====================================================================
====
#813
Date: Thu, 2 May 1996 08:08:53 -0400
From: "Carol J. Teske"
Subject: Exercise adherence in ex-athletes
I have been lurking for almost six months and forwarding to the members
of my department those discussions and/or topics in which I believed they
might have an interest. As a result of these forwarded messages, I have a
colleague, Fred Garman, who would like to request information about
athletes and exercise adherence.
Question: Does anyone know of any studies relevant to what types of
exercise is engaged in by athletes who are no long active intercollegiate
or interscholastic athletes? Do they continue to participate in some
form of exercise program? What type? Any information will be appreciated.
Thank you for your help.
=====================================================================
====
#814
Date: Thu, 2 May 1996 08:38:18 -0500
From: Kelli Brown
Subject: Graduate Assistantship Available
Gradaute Assistantship available for Fall 1996. The Department of Health
Sciences, Health Education program, has a graduate assistantship available.
It carries a stipend of $5400.00 for the nine-month school year, plus a full
tuition waiver for two semesters and one summer. Responsibilities include
teaching introductory courses in Drugs in Lifestyles.
Applicants interested in the position should contact Dr. Marilyn Morrow,
Health Education Program Director, 309-438-8329 OR mmorrow@ilstu.edu.
=====================================================================
====
#815
Date: Thu, 2 May 1996 09:49:56 -0500
From: Kelli Brown
Subject: Graduate Assistantship Available
Illinois State University, Normal IL
Department of Health Sciences
Health Education Program
Graduate Assistantship available for Fall 1996. The Department of Health
Sciences, Health Education Program, has an assistantship available. It
carries a stipend of $5400.00 for the nine-month school year, plus a full
tuition waiver for two semesters and one summer. Responsibilities include
teaching introductory courses in Drugs in Lifestyles.
Applicants interested in the position should contact Dr. Marilyn Morrow,
Health Education Program Director, 309-438-8329 OR mmorrow@ilstu.edu.
=====================================================================
====
#816
Date: Thu, 2 May 1996 13:41:59 -0400
From: "Lea S. Dooley"
Subject: Re: Use of Student Evaluations
In-Reply-To: <9605012217.AA01406@is.nyu.edu>
Once more into the fray.......
In response to Pete Leroy's questions regarding student
evaluations of teachers, I have a few things to say as a student. Every
year since I was a freshman in undergrad I have been asked to fill out a
student evaluation form for my classes. Every year I do this and every
year I am disappointed. I am currently in my second year of a MPH degree
program at New York University. I have never found evidence that student
evaluations are either read or paid any attention to. This is, as you
can imagine, an extremely frustrating experience. Unwilling to believe
that the institution of my choice was so caulous to student evaluations,
I would quiz other students who had taken the same teacher or course - I
rarely found differing opinions. The problem is that our opinions have
not always been good! In my undergrad institution I found that for at
least the four years that I attended, the head of the math department was
five years over retirement age, the oldest tenured professor there, and
very ill. He suffered from Parkinson's which made it sometimes
impossible to understand him verbally or understand what he had written
on the board. He also was so exhausted all the time that he was not
avcailable for outside help and couldn't complete problems that he put up
on the board. We never knew if our answers on tests and quizes were
truly wrong or rihht, since we always found mistakes in his corrects and
grades. Now I understand that this is an extreme case - but I needed
this class and I was passed out of it without knowing much about
statistics and that means I wasted my money. When I asked administration
about the situation, they brushed it off and said that they didn't want
to be the person to tell him that he was too old or sick to teach
anymore. Now I can appreciate this, and I liked my prof. as a person -
but can you justify years of student evaluations saying that we aren't
getting the information we need in certain classes for reasons that have
to do with the teacher? On the other side of the coin - and so you know
that I am not on a teacher-bashing rant - I have had several excellent
visiting professors that were open about being evaluated to be retained
by the institution. Those professors received glowing reccommendations
and out of the 4 that I have had classes with in this situation - Not One
Was Retained. There are always extentuating circumstances, yes, but when
I asked these teachers, they had no answers as to why someone else was
hired.
From a purely capitalist point of view - I know that most schools
are businesses and need teachers that are publishing or doing research,
etc. When they are hired to teach and do research - often the class
suffers. What it comes down to is this - whose needs are being addressed
here? I happen to believe that students are the schools gravy train and
we should therefore have classes that are worth taking. PArticularly for
Master's and Doctoral programs. We're being trained and if the class is
a bust not only have we wasted outrageous amounts of our money, but we
don't get trained either and then our fields are filled with incompetent
people.
If this was particularly harsh, I apologize. Since this is the
end of the semester I am in the middle of writing out more teacher
evaluations and I am faced again with the dispair of putting in my time
and energy into an evaluation that will never be seen or used. I'd love
to hear back from someone in any schools' administration on how these are
used at different schools. Because if they are used - as a student I can
tell you that we're not seeing the impact of our time energy and words.
Lea Dooley
MPH Candidate
New York University
=====================================================================
====
#817
Date: Thu, 2 May 1996 14:49:49 -0700
From: Margo Harris
Subject: Don't Apologize, Lea
------ =_NextPart_000_01BB383A.52E33060
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Lea, I think you touched on an issue that reaches us all, whether =
students or faculty. You aren't the only one feeling frustrated, and I =
didn't object to you voicing that. I'd make sure you administration =
knows in clear, unemotional terms about your thoughts.
As a student at the moment, I've had similar and dissimilar =
experiences. I am completing a 3-quarter program in Training. In the =
first quarter, we had a mid quarter evaluation of the teacher/course. =
The teachers (it was team taught) read the evaluations and made =
substantive changes in how the course was conducted for the remainder of =
the quarter. We congratulated and thanked them. In the second quarter, =
there was no mid-quarter evaluation, and we had one grossly =
inappropriate an poor teacher. Several students visited the =
administrator responsible and voiced concerns. We were told that the =
teacher refused to do the evaluation and stated it wasn't necessary; so =
the school went along with her. The administration assured us that it =
wouldn't happen again. In 3rd quarter, we had mid-quarter evaluations, =
with no remarkable difference to date. So experiences vary.=20
Write, visit, however, make your concerns known in a factual, =
documented (where possible) way. There are times I've had thought =
courses should be offered with a money back guarantee! I know the =
academics will like that. One of the comments the class made to the =
administrator in 2nd quarter was, "If this course was offered with a =
money back guarantee, you would have a line of 35 students requesting a =
refund." He said that comment sent a pretty powerful message. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#818
Date: Thu, 2 May 1996 17:42:58 CDT
From: Joyce Morris
Subject: Re: forwarding messages
It is a breach of etiquette to forward message without the permission
of the person who sent the message. Although many people will state
it is ok there are many people, for many different reasons, who do
not want their posts forwarded. Their wishes should be respected.
Mark, maybe this should go into the introductory message - this is
the second time in a fairly short while that it has come up on the list.
Joyce Morris
=====================================================================
====
#819
Date: Thu, 2 May 1996 18:13:14 CDT
From: Joyce Morris
Subject: Re: teacher evaluations
The answer to your question is that they are used in a variety of ways
from not at all to for every decision which is made relative to that
instructor. The standards applied to the results also greatly vary.
There are a number of problems with course evaluations ranging from
a lack of reliability and validity to problems with getting students
to take them seriously. Although the students may have commented to you
that the teacher was a really bad teacher there is a great likelihood
that the evaluations did not reflect this or did not reflect it to the
degree that their comments to you reflected.
If you have concerns about an instructor there are a number of things
that you should do. First, when you first detect a problem, go talk
to the instructor. Don't wait for the course evaluations to say that
the teacher was bad. The powers that be will discount anything you
say if you have made no efforts to correct the problems. Also do not
assume that the instructor knows and/or is unwilling to work with you
in correcting the problem(s).
If you are not satisfied with the results when you talk to the
instructor go the program director or department chair. Talk to
them about your concerns. But realize that they may or may not be able
to do anything at that point. It does not mean that nothing will be
done. The same is true with the instructor; depending on the nature
of the problem it may or may not be possible to make mid-course
corrections. An example of this is last semester one of the texts
for a course I was teaching was a problem. At that point I could not
change the text or have no text.
After the course is over, if you think it is warranted, write a letter
to the program director, chair, or dean stating what the problems were
and how you think they could be corrected. Actually at all of the
levels you should have some idea of what you think should be done to
correct the problem [and be realistic - an instructor is not going to
get fired in the middle of the semester or even probably at the end of
the semester]. Remember that a university is no different from any
other employer. A strong, DOCUMENTED case must be made before
someone is fired. The employee must be given sufficient warnings and
allowed to make corrections. Universities have particular problems
because although students complain a lot to each other and even sometimes
to some faculty, they rarely commit those complaints to paper. I
cannot tell you how many students I had in my office complaining about
a particular professor that I urged to file formal complaints about.
I can tell you that the course evaluations did not show this
professor to be bad and I only had one student who actually bothered
to write a letter of complaint.
If you want a really good understanding of why little is often done
to professors you perceive to be bad teachers I would urge you to take
a labor management course or a human resource management course. You
will also gain an understanding of what you need to do to have an
impact for change. And you might want to also do some reading on
the reliability and validity [or lack thereof] of course evaluations.
Joyce Morris
Health Services Organization and Policy
Wichita State University
morris@islchp.uc.twsu.edu
=====================================================================
====
#820
Date: Thu, 2 May 1996 08:37:30 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Re: educational theory and health education
In-Reply-To: "Your message dated Wed,
01 May 1996 18:08:28 -0500" <01I47P0YRMIA9D9HS9@sara.cc.utu.fi>
Warning--this is a little long...
Marjorie,
I did not know who the Marjorie was in Petosa's suggestion. Now I know. Thank
you.
Portland was out of my reach at the time. I hope you published your study as
well (reference?). I would particularly like to see the methodology of the
study (delphi) as I am interested in that method myself and need references.
When I worked in the States, I took it for granted that I had the support of my
peers. The real world is way different out here. Finland was "ahead" in health
education in the 1970s, so to speak. Right now, changing health habits is the
"in-thing". If you are a smoker and plan to quit, you get all the support you
ask for. Health education monies go to the same. Yet, I do not see
HEALTH EDUCATION references cited. I see medical references and psychological
references cited. Even in health education. (Personal good health as well
as the tidious work needed to keep everything going is considered self-evident.
I would like those of us who have succeeded in staying --I hear I still look too
young...-- as good role models, to get some rewards for it. Or do we have to
get some bad habits and then be reformed in order to get support for our work?)
Even the education professionals consider health education a side show...
Support for my HEALTH EDUCATION is still in the States. Meanwhile, one of the
universities has begun to train health educators directly from high school.
I am afraid they are being socialized into oblivion unless this culture
changes in substantial ways, quickly. --This is not exactly the most positive of
cultures. Cognitively goal oriented, emotionally "absent". --(Students now have
information about HEDIR student network).
I believe that a part of the reasons (for citations) is that we have either
failed to develop our own "comprehensive theory" as you put it, Marjorie, (and
why not feasible?) or do not see the need (as in your summary). Green
and Kreuter's work does not reach the "education" in health education very
well, or the medical thinkers.
One of my (present) interest involves general education -type education for
university students. General Education Theory (Howard) discusses the various
approaches, but I am not at all sure that the faculty planning health education
for general education considered those points. Or did they? And I would
envision that the theory building for the health education courses would stem
from health education, not from education alone. Is our undergraduate
programming general education or is it professional education? If university is
not to prepare professionals, then all undergraduate education would be
expected to be liberal education.?? Yet, companies complain that university
teachers are not facing the demands of the real world --at least not here (not
necessarily focusing on health education). Would theory discussion help?
Someone should be thinking about the total picture of where in the world we
fit. Perhaps it is me; I have chosen to follow a path that is not exactly
clear. I hear the word "pioneer" almost daily; I was that over 20 year ago, not
any longer, in my mind. But here, health education is really new, again.
To add fuel to the fire: our undergraduate medical education was evaluated
last month. The committee reported that they are concerned about the a lack of
the general curriculum, and in so doing, some of the topics --such as health
promotion, disease prevention, ethics, child health development-- may not be
adequately covered. (Only the largest program areas of 54 were evaluated). The
positive side of it is that our program got visibility through the
recommendation. The negative side of it is that they had not heard e.g. that
students reported feeling of success as a result of the health promotion
course. If we were to reverse the medical model, I would tend to think that we
would need to give these students a chance to experience a feeling of success
in their own lives --before they attempt to influence change in others' lives.
Correct? --We already use the kinds of learning approaches the committee
recommended...
Whether I have succeeded in seeing forest from the trees, I do not know, but
I feel that the kind of "comprehensive" theory Marjorie is referring to would
be needed in order for us to see health education literature cited in health
education by medical professionals who work with health education. Or should we
keep reinventing the wheel?
Ansa.
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http//www.utu.fi/tdk/laak/crede)
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
************************
=====================================================================
====
#821
Date: Thu, 2 May 1996 21:06:20 -0500
From: Lawrence Green
Subject: Re: intern opportunities in Australia
In-Reply-To: <199604261635.JAA02182@unixg.ubc.ca>
Above (in cc:) are some Australians involved in more than straight
academic health promotion who might be willing to consider taking an
American health education/health promotion student as an intern. --Larry
Green
On Fri, 26 Apr 1996, Donna Champeau wrote:
> I am in charge of the Health Promotion/Education interns here at
> Oregon State University and have had a request from a student for
> information/contacts in Australia. Does anyone have a connection for
> possible intern opportunities in Australia? If so, I would appreciate
> any information you could give me. Thanks
>
> Donna Champeau
> Champead@ccmail.orst.edu
>
=====================================================================
====
#822
Date: Thu, 2 May 1996 22:31:27 -0400
From: "Lea S. Dooley"
Subject: Re: Academic Freedom/Human Sexuality Course (fwd)
This actually goes out to Dawn regarding her questions. It seems there
is still some confusion regarding forwarding email.
Food for thought
Lea Dooley
---------- Forwarded message ----------
Date: Thu, 2 May 1996 15:19:33 EST
From: JULIE A. MILLER
To: "Lea S. Dooley"
Subject: Re: Academic Freedom/Human Sexuality Course (fwd)
Lea,
You have my sympathy. I teach a Sexual Health Peer Health
Facilitation Class. Each semester, the Peers who I teach are to
present 3 HIV/AIDS & STD programs in Psychology 101 lab. They are
graded on these presentations, so they are vital to the course. In
previous years, I have had an excellent working relationship with the
Psychology department, which is the main reason the Psych. 101 course
was singled out for the Peers to present to. In the course of a
year, approximately 1500 to 2000 students take the Psych. 101 course.
As a part of the Peer presentation, condoms are discussed, a demo is
done by the Peer instructors, and wooden penis models are passed out
to the students along with condoms and lube to practice the skill of
correctly putting on and removing a condom. Students are told that
they have the right to pass if they really do not want to
participate. They are told "We strongly encourage your participation
even if you are not sexually active, because we would like for you to
have this skill if and when the occassion arise (no pun intended).
Furthermore, you may have the chance to show a friend how to
correctly use a condom, which could help him/her reduce the chance of
STD's or unwanted pregnancy if applicable."
We have done this for several years without any major complaints. If
students were offended, they could pass, or if the whole presentation
offended them, they were free to get up and walk out. However, last
year a female student came to see my supervisor and eventually ended
up in my office. It seems that her boyfriend was in the Psych. 101
class that morning and had put a condom on a penis model. She was
appalled and offended (although he was not) and thought that we
should immediately discontinue this horrible practice. Her
suggestion was that we offer this explicit type of info in evening
programs open campus wide to anyone who is sexually active and wants
to come. When I explained to her that it is rare that anyone would
attend a general session such as she was suggesting, she said that
perhaps we should just stop teaching this type of education then.
After an hour of conversation with this female, she eventually ended
up crying, stating that her boyfriend and her were engaged and had
never had sex. She said that when they do have sex (after marriage)
that they would be using condoms until they decide to have children.
She went on to say that I had "ruined" what should have been a
beautiful moment between the two of them - learning how to put on
a condom. I told her that there is really quite a bit of difference
between putting a condom on a wooden model and the real thing and
that this could actually make the experience better, since there
would be less likely a chance that the condom would be used
incorrectly, thus making unwanted pregnancy more unlikely. She was
not to be consoled or won over however. She stated that students
should not be forced to sit through such sexually graphic material.
When I told her that students always have the option of leaving if
they are offended, she stated that this puts students on the spot and
they will end up staying due to fear of what their peers will think
about them. I told her that in my opinion, college students are
adults, who should be able to make adult decisions as to whether or
not they find something offensive and thus feel free to walk out of a
presentation which makes them feel uncomfortable.
She went to the Psychology department chair and now (as a result of
one person's complaint), the Psych. 101 syllabus states the
following: Sexual Health Peer Health Facilitators come into the
classroom one day out of the semester to give a presentation on
HIV/AIDS, STDs. Due to the explicit nature of their presentation,
students have the choice of whether they want to attend the class or
not. They will not be penalized if they are absent on this day, and
the Teaching Assistants are to announce the date of the presentation
in advance so the students will know before they walk into the class
room that they are about to experience a sexually graphic
presentation." As you can imagine, the numbers of students attending
class on these days dropped by more than half. The only reason we
have that many is because the T.A.'s are giving extra credit to those
who attend.
=====================================================================
====
#823
Date: Fri, 3 May 1996 11:22:12 -0500
Reply-To: The International Electronic Mail Directory for Health Educators
From: "Mark J. Kittleson, Ph.D."
Subject: concern
How are the HEDIR members living in the northwest (especially around
Seattle)? Any problems with the earthquake?
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=====================================================================
====
#824
Date: Fri, 3 May 1996 12:36:31 -0400
From: Karoline Gottschild
Subject: Social Marketing Conf, FL
Hi,
I'm thinking of going to the Social marketing conference in Tampa FL. IT's
June 19-22
I'm told it's interesting, lots of company-type people (vs academics)
attend, and a good place
to bring one's resume...
Anyone have any comments? Been there?
(I've a very broad background & just finishing an MA on
Healthcare & the Internet. sorry, haven't had time to put my 2cents in on
recent string. MA zombie blues...;-)
Also, if anyone is going. Know of any cheap accomodations? or willing to
'splurge' on the Hilton & split the room? (Male or Female ok). Or anyone
live around there & has a comfy floor? I'm very nice, clean, affectionate,
housetrained and everything! ;-)
I'd appreciate any input.
Karoline Gottschild
kxg13@psu.edu
Penn State U
=====================================================================
====
#825
Date: Fri, 3 May 1996 10:59:15 -0700
From: Barbara Cooley
Subject: Re: concern
In-Reply-To: <9605031622.AA01397@mx3.u.washington.edu>
Those of us in the Seattle area are fine this morning. A little
structural damage in the Duvall area, the quake's epicenter. Lots of
things off the shelves and walls in some places. No major damage and only
one injury reported so far. The major item of conversation this morning,
as you might imagine, is where people were and what they were doing at
9:04 p.m. last night and how long it took each to realize what s/he was
experiencing was an earthquake. Having been in the 1971 LA (Northridge)
one, I knew right away what it was----and hoped it wouldn't get any worse
before it stopped. We're mighty fortunate this time. Keeping fingers
crossed that that's it instead of being a forerunner of something more.
Thanks for asking, Mark. What a lovely, thoughtful use of the HEDIR. I'm
not at all surprised the inquiry came from a Saluki.
Barbara Cooley, Hall Health Primary Care Center, University of Washington
On Fri, 3 May 1996, Mark J. Kittleson, Ph.D. wrote:
> How are the HEDIR members living in the northwest (especially around
> Seattle)? Any problems with the earthquake?
> __________________________
> Mark J. Kittleson, Ph.D.
> Owner and Founder of HEDIR
> Home Page: www.siu.edu/~kittle
> HEDIR Home Page: www.siu.edu/~kittle/HEDIR
>
=====================================================================
====
#826
Date: Fri, 3 May 1996 11:24:54 PDT
From: norm eburne
Organization: Western Oregon State College
Subject: Health education in Ghana
Does anyone have a contact in Ghana who is involved in health education?
A health education major at Western Oregon State has been awarded a
fellowship to spend the summer in Ghana and I would like to expand her
experience to include both school and public health education. Her
current assignment will be very useful but the experience could be
enhanced if she is able to connect with someone who has earned a
U.S.style (if there is such a thing) degree in our field.
thanks in advance for any assistance
norm eburne
western oregon state
monmouth oregon
ps Mark, we didn't feel anything following the Washington quake last
night
=====================================================================
====
#827
Date: Fri, 3 May 1996 14:16:20 -0400
From: Jmccompany@AOL.COM
Subject: Catalog
Any Library Interested in recieving our 8,000 title Educational &
Informational Video Catalog, please E-Mail your name, mailing address, and
phone number to:
Jmccompany@aol.com
Thank You
=====================================================================
====
#828
Date: Fri, 3 May 1996 14:35:58 -0500
From: "Marjorie E. Scaffa"
Subject: Re: educational theory and health education
In-Reply-To: <9605030214.AB24805@jaguar1.usouthal.edu>
Ansa,
Thanks for your response to my posting about the development of
"comprehensive theory". The Delphi panelists indicated that the low
feasibility rating had to do with barriers within the profession and with
the complexity of the task.
I agree with you that much of what I read in health education and allied
health literature relies on theory from other disciplines. I believe
strongly that we need to reference our own theoretical frameworks and
that other disciplines involved in health promotion/disease prevention
should cite health education theory as well, but unfortunately not much
health education theory exists.
As far as your question about undergraduate programming- is it general
education or professional preparation- I would say that it is both. For
students who take elective health education courses then the goal should
be general education, but for those students who are health education
majors the focus is on preparing professionals and theory becomes
critically important. Theory answers the question of why we do what we
do as health education professionals.
I look forward to others joining in on this discussion. I would welcome
rigorous debate as it demonstrates interest and commitment.
Thanks.
Marjorie E. Scaffa
=====================================================================
====
#829
Date: Fri, 3 May 1996 13:05:49 -0600
From: Kenneth McLeroy
Subject: Re: Use of Student Evaluations
In response to the questions on teaching evaluation, I think it is
important to recognize that the various approaches to the evaluation
of teaching--including student evaluations, peer evaluations, review
of syllabi, followup with graduates, etc.--serve multiple purposes and
audiences: (1) The instructor; (2) administrators; and (3) students.
Moreover, teaching is more than simply performance in the classroom.
From an instructor's point of view, I hope that I use teaching
evaluations to help me identify problems in my teaching and to improve
my teaching performance, particularly over the long haul. Prior to
being tenured, I also used teaching evaluations to argue--in merit
reviews and tenure and promotion files--that I was at least a good
teacher.
As an administrator, I use teaching evaluations to identify
problems--whether of faculty, a course, the curricula, or students--
that can be resolved over time, and to encourage faculty to improve
their teaching skills.
As a student I would want teaching evaluations used to strengthen
classroom performance and to reward good teachers or punish bad ones.
The problem, of course, is that if we consider teaching related
activities--such as advising, mentoring, counseling, course
development, etc.--as part of teaching, then the evaluation of
teaching becomes more complicated. Moreover, the use of teaching
evaluations for both administrative and improvement of teaching
purposes may be ineffective. For example, as an instructor trying to
improve my teaching then I need as much information as possible on
strengths and weaknesses. However, if I am applying for merit or
tenure and promotion, then I may simply want to document that my
teaching is of high quality.
These issues with the evaluation of teaching have led many
institutions to move towards teaching portfolios, with an emphasis on
improving teaching performance, rathern than administrative
evaluations of faculty.
So what does all of this mean for students with a poor classroom
instructor? I think that students should make an issue of teaching
performance when it falls below acceptable levels. Making an issue of
teaching to administrators is more than filling out an evaluation
form, and is more than being punative. I would hope that health
education students are learning to act collectively and can approach
administrators in a constructive way to address problems.
As an administrator I try to keep in mind a statement by a colleague
at another university. He noted that there are relatively few terrible
teachers and relatively few outstanding ones. In fact the truly bad
and truly great teachers are easy administrative decisions, since one
gets rid of the former and rewards the latter. In reality, most of us
are ok to good teachers who are simply trying to improve.
Adminstrators, then, need to emphasize the importance of teaching--but
not to the exclusion of other professorial activities--and create
structures and procedures for strengthening teaching performance.
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
Colleagues:
I realize this is an old issue revisited but.....would you please
be kind enough to provide me with your opinions, facts, or perhaps better
yet, what research says about the following topics [where appropriate]?
Briefly.....
1. "What role should student evaluations of teacher [professor]
effectiveness/performance play in one's retention, tenure, and/or
promotion?"
2. "What role should peer evaluations of teacher [professor]
effectiveness/performance play in one's retention, tenure, and/or
promotion?"
3. "What is the accepted procedure currently in place in your
department, school, and/or college?"
=====================================================================
====
#830
Date: Fri, 3 May 1996 13:03:42 -0700
From: Donna Holberg Kuttner
Subject: forwarding messages
Dear HEDIRS,
I have only heard Joyce Morris' opinion on this topic and I am wondering if
it reflects a consensus. I have always looked on listserv postings as a
kind of public bulletin board or letter- t- the-editor column where we can
state points of view on and make announcements about topics which are
current. It is also a place where we exchange information and ask for help.
I have no problem with anything posted being shared. Listserv postings are
not the same as email which I personally consider as private letters.
I see no problem with forwarding information to non-HEDIRs provided it is
properly documented.
Please feel free to straighten me out on this if I am wrong.
Donna Holberg Kuttner, PhD, CHES
dkuttner@proaxis.com
=====================================================================
====
#831
Date: Fri, 3 May 1996 14:32:14 -0700
From: Margo Harris
Subject: Taking It In Stride
------ =_NextPart_000_01BB3904.B14D34A0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I'd say Seattle is taking the earthquake in stride. Or, as Barbara =
Cooley noted, it depended on where you were! A large crowd was in the =
Kingdome watching the Seattle Mariners play. You sports enthusiasts may =
know that Ken Behring, owner of the Seattle Seahawks, is trying to move =
the Seahawks out of Seattle to the LA area, cited the fact that the =
Kingdome was not earthquake proof, as one reason for moving. Well, it =
stood up just fine--at least to a 5.4 on the Richter Scale.
For the record, I was on my way home from school at the University of =
Washington stopping at a downtown Post Office picking up the SOPHE mail =
from the PO Box. Do I get extra credit from SOPHE or hazard pay? =
Probably not. It certainly reinforces for me why we teach earthquake =
education in our schools and why we encourage earthquake preparedness =
kits for all--I just can't seem to recall where I put mine!!!! Thanks =
for asking, Mark. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
=====================================================================
====
#832
Date: Fri, 3 May 1996 14:42:18 -0700
From: Margo Harris
Subject: Forwarding Messages
------ =_NextPart_000_01BB3904.BDE87080
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Well, Joyce may be right for some. I didn't really think permission was =
necessary or "required," but then perhaps I never had a message of note =
or merit or whatever. If there was any question in my mind, I started =
asking permission to forward, and it was always granted. Until a few =
weeks ago. I received what I thought was a very informative message =
from AAHE, and I asked for permission to share with the list. I did not =
receive permission, or any answer, not even after making a second =
request.
I interpreted that as not having permission, and I didn't forward the =
message. For some, Joyce Morris is right. Their etiquette is, ask for =
permission. Better safe than sorry. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#833
Date: Fri, 3 May 1996 20:11:16 -0400
From: PDezendorf@AOL.COM
Subject: Re: teacher evaluations
Teacher evaluations are like client satisfaction surveys.
You need them, but you need to use them intelligently.
Paul Dezendorf
=====================================================================
====
#834
Date: Fri, 3 May 1996 21:38:00 EDT
From: "Petosa.1@osu.edu (rick petosa)"
Subject: Re: teacher evaluations
student evaluation of teaching
i agree with paul, student evaluation of college instruction tends
to be norm-referenced, (Is this the greatest instructor you have ever
taken a course with?) consumer satisfaction surveys. As a researcher in
education and health, I have always been very respectful of the limits
of these types of evaluation tools. There are other more rigorous
approaches to the evaluation of instruction, and they should be used
more often. My view is that the consumer satisfaction surveys often
are used to the exclusion of other more appropriate forms of evaluation.
These forms of evaluation can ultimately serve to deteriorate the qualit
y of university instruction. I challenge those who are
involved in the evaluation of instruction to devote research effort to
the development of criterion-referenced, expert evaluation instruments.
That would be a contribution.
rick petosa
=====================================================================
====
#835
Date: Fri, 3 May 1996 22:11:04 -0400
From: TSIMS@MUVMS6.MU.WVNET.EDU
Subject: Re: Social Marketing Conf, FL
In-Reply-To: <01I49PGX8AMQBIKFSR@WVNVMS.WVNET.EDU>
Karoline,
I attended the Social Marketing Conference last year and highly
recommend it. Nice setting and great speakers.
You (and other readers in HEDIR) should check out the information
on scholarships (room, board, registration, travel) from the Univ of
Central Florida, which sponsors the conference. There are stipends for
attendance each year.
Also, as the University is a campus, there may be some ad hoc
dorm rooming available for a reasonable fee.
Finally, you might want to put out a call on the internet to
identify another paricipant who would like to save expenses by sharing
lodging.
I definitely recommend you attend if you can.
On Fri, 3 May 1996, Karoline Gottschild wrote:
> Hi,
>
> I'm thinking of going to the Social marketing conference in Tampa FL. IT's
> June 19-22
>
> I'm told it's interesting, lots of company-type people (vs academics)
> attend, and a good place
> to bring one's resume...
>
> Anyone have any comments? Been there?
> (I've a very broad background & just finishing an MA on
> Healthcare & the Internet. sorry, haven't had time to put my 2cents in on
> recent string. MA zombie blues...;-)
>
> Also, if anyone is going. Know of any cheap accomodations? or willing to
> 'splurge' on the Hilton & split the room? (Male or Female ok). Or anyone
> live around there & has a comfy floor? I'm very nice, clean, affectionate,
> housetrained and everything! ;-)
>
> I'd appreciate any input.
> Karoline Gottschild
> kxg13@psu.edu
> Penn State U
>
=====================================================================
====
#836
Date: Sat, 4 May 1996 10:02:06 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Xylitol and prevention of caries
In-Reply-To: "Your message dated Fri,
03 May 1996 14:35:58 -0500" <01I4AA5LN1F69DAR08@sara.cc.utu.fi>
The following is summarized from the local paper and I thought health
educators might like to hear it hot off the press (Turun Sanomat)...
*****
The earlier a child get a mutans strepto infection, the likelier he/she is to
have cavities. The infection is almost always obtained from the mother. Regular
chewing of xylitol by the mother will reduce this chance, the researchers say.
Docent Eva Soderling (o with the dot above) is leading the group in this
investigation (others: dos. Kaisu Pienihakkinen, prof. Jorma Tenovuo). The
study uses pregnant women whose level of the bacteria in the mouth was high
(infection from their own mothers; not possible to get rid of later on).
One may of course influence the course of the cavity formation with good oral
hygiene and diet --as health educators suggest all over the world!
The mothers chewed 3-5 pieces of this gum daily until the babies reached 2 years
of age. The infection formation is then considered to be reduced. A comparison
group without the intervention was used. Over 50% of the mothers in the
comparison group had infected their babies while only 15% of the intervention
group mothers had done so. A second comparison group used a polish which is
known to kill the bacteria; the results of the xylitol group were at least as
good as those using the polish (2-3 annual visit to the dentist needed).
According to the study, xylitol does not kill the existing mutans bacteria but
it does change the existing bacteria so that they cannot stick to teeth as
well. Research will continue on the process.
Docent Eva Soderling can be reached at the University of Turku (+358-21-333 81
operator). I would expect that her papers appear in the dental journals. The
dental undergraduate program is in the process of being phased out and
discontinued (I will miss the advanced/special study students when it end),
but the research element and ocntinuing education are expected to continue.
Xylitol gum was invented by a research group at this university. Ansa.
(PS. I apologize for any (potential) cultural differences in spelling ...as we
had some months ago.)
Also, a note of political curiosity for those of you who might have read this
far: The Speaker of the Parliament is a woman in Finland. And so are the two
Vice Speakers. The only male Vice Speaker is moving to another opportunity.
The male network (as the paper put it) failed to collect enough votes to get
a man in. The men are complaining... and not very nicely.
(meanwhile this university medical school has one female professor/54 programs)
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http//www.utu.fi/tdk/laak/crede)
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
************************
=====================================================================
====
#837
Date: Sat, 4 May 1996 11:03:44 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Re: educational theory and health education
In-Reply-To: "Your message dated Fri,
03 May 1996 14:35:58 -0500" <01I4AA5LN1F69DAR08@sara.cc.utu.fi>
Thank you, Marjorie, for the response. From what I have read thus far,
discussed the issues with others, and observed as a lack of discussion
surrounding the topic in this network, 'the barriers within the profession' and
'the complexity of the task' from your study would not be unusual. To get the
discussion going, would you be willing to elaborate the findings further in
depth. What was meant by those barries? Complexity of the task? It may well be
that you are the present leader of the discussion. I hope you will take the
lead and discuss them further. Am I to understand that you have not published
the outcome of the panel survey?
My question regarding liberal education really meant the professional part. The
BS degrees are being eliminated in many universities here and I wonder what the
fate of the (what we knew as) BS content will be. When I was a student here
(long ago) I had the option of having a BS. I needed it in order to pursue my
education there. Today, many do not have the option any longer. I was a TA at
SIU when the program had both personal health and sexuality classes as general
education requirements (I guess they still do?). However, to my knowledge, no
Finnish university has health classes as requirements, other than for
professional school students like med students. Then, are they general or are
they professional...
We have a professor in this building who is considered a leader on discussion
of future change. His message is that change is here, it is unpredictable and
impossible to control. He also talks about psychologically safe framework which
we need in order to turn the views into ourselves and our abilities to change.
For health education which is directed to behavior change, it must be essential
but for those of us who are directed to wellness, the approach might be
different. Is this part of the complexity? Is it essential for us to be able to
create a psychologically safe environment? How is it done?
I am trying to stir the waters, on purpose, and hope to succeed. Ansa.
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http//www.utu.fi/tdk/laak/crede)
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
************************
=====================================================================
====
#838
Date: Sat, 4 May 1996 11:50:09 -0500
From: Bob McDermott
Organization: USF College of Public Health
Subject: Re: Social Marketing Conf, FL
Just so that there is no confusion about this, the Social Marketing
Conference is sponsored by the University of South Florida College of
Public Health. Scholarships for the conference were awarded months
ago, but the hotel rate is inexpensive, the conference is absolutely
first rate, and the setting is picturesque. There is ample
opportunity for scholarly activity, both formal and informal, as well
as opportunity for social activity and relaxation. I very much doubt
that anyone who attends this conference will find it anything less
than one of the best knowledge and skill building meetings they have
ever attended. If anyone has any questions or wishes to receive more
information about this meeting, please correspond with me on the
HEDIR or call Ginger Phillips, the conference coordinator, at 813/974-
6684. The meeting is June 19-22 at the Sheraton Sand Key Hotel,
Clearwater Beach, Florida.
Date sent: Fri, 3 May 1996 22:11:04 -0400
Send reply to: The International Electronic Mail Directory for Health Educators
From: TSIMS@MUVMS6.MU.WVNET.EDU
Subject: Re: Social Marketing Conf, FL
To: Multiple recipients of list HEDIR
Karoline,
I attended the Social Marketing Conference last year and highly
recommend it. Nice setting and great speakers.
You (and other readers in HEDIR) should check out the information
on scholarships (room, board, registration, travel) from the Univ of
Central Florida, which sponsors the conference. There are stipends for
attendance each year.
Also, as the University is a campus, there may be some ad hoc
dorm rooming available for a reasonable fee.
Finally, you might want to put out a call on the internet to
identify another paricipant who would like to save expenses by sharing
lodging.
I definitely recommend you attend if you can.
On Fri, 3 May 1996, Karoline Gottschild wrote:
> Hi,
>
> I'm thinking of going to the Social marketing conference in Tampa FL. IT's
> June 19-22
>
> I'm told it's interesting, lots of company-type people (vs academics)
> attend, and a good place
> to bring one's resume...
>
> Anyone have any comments? Been there?
> (I've a very broad background & just finishing an MA on
> Healthcare & the Internet. sorry, haven't had time to put my 2cents in on
> recent string. MA zombie blues...;-)
>
> Also, if anyone is going. Know of any cheap accomodations? or willing to
> 'splurge' on the Hilton & split the room? (Male or Female ok). Or anyone
> live around there & has a comfy floor? I'm very nice, clean, affectionate,
> housetrained and everything! ;-)
>
> I'd appreciate any input.
> Karoline Gottschild
> kxg13@psu.edu
> Penn State U
>
=====================================================================
====
#839
Date: Sat, 4 May 1996 12:16:37 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: New info on directories
Most of you know that besides the HEDIR listserv, I have organized three
e-mail directories which will list health educators by job site, by name,
and by state/country. The job site includes not only the
institution/organization that you are affiliated with, but also one's
address, fax and phone. In addition, it gives a brief description of your
interest areas. It's important that these directories stay up to date, so I
would encourage you to review these directories occassionally--if you see
any incorrect individuals, or individuals who are no longer at your
institution, please let me know. They can be viewed and/or downloaded on my
web page at www.siu.edu/~kittle/HEDIR/Menu.html or you can request it from
me by sending me a note at my personal e-mail (kittle@siu.edu)
Also, I am going to start listing institution/organizations home page
addresses and individual home pages. If you or your organization has a home
page on the worldwide web, please send me the address (URL). I will start
putting these URLs onto the job site directory.
When you send such addresses, please make sure that you indicate whether
this is your department's or your personal home page.
For example, my department's home page is:
www.siu.edu/departments/coe/hedrec/
whereas my personal home page is:
www.siu.edu/~kittle/
I tend to update these directories every two weeks or so. As soon as I
start receiving such addresses.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=====================================================================
====
#840
Date: Sat, 4 May 1996 15:36:01 -0400
Reply-To: The International Electronic Mail Directory for Health Educators
From: Jeanchev@AOL.COM
Subject: CRaZy Complimentary Offer........
---------------------
Forwarded message:
Subj: CRaZy Complimentary Offer........
Date: 96-05-04 14:44:00 EDT
From: Jeanchev
To: free_offer_news.reflector@usenet.vax1.zer2.co.np
This is an unrelated advertisement. It has been removed to save space. MJKittleson
=====================================================================
====
#841
Date: Sun, 5 May 1996 10:53:18 -0700
From: "Evelyn E. Ames"
Subject: Re: concern
In-Reply-To: <9605031622.AA20904@henson.cc.wwu.edu>
An open message: it was a rolling wave type movement in Bellingham. In
Seattle area and especially in the northeast area around Bellevue, the
rolling wave lasted for several seconds 9TV news said around 20 - 30
seconds). Several people I talked with on Friday said they did not feel
the earthquake. Hum!!! I did and got up and headed towards the door but
the quake stopped. No damage in Bellingham but damage to houses and
stores (items falling off shelves) in the Duvall area. Geologist at
Western said that if the wave keeps going, get out of the house. Who
knows, it may be another hundred years before the big one or tomorrow.
We are due for a big one (plates of San Juan are to slip) but no one knows
for sure. All's well in the northwest. Evelyn Ames
eames@henson.cc.wwu.edu
P.S. apparently quake felt throughout state of Washington and into BC,
Canada (Victoria, which is further south of Bellingham, and Vancouver).
On Fri, 3 May 1996, Mark J. Kittleson, Ph.D. wrote:
> How are the HEDIR members living in the northwest (especially around
> Seattle)? Any problems with the earthquake?
> __________________________
> Mark J. Kittleson, Ph.D.
> Owner and Founder of HEDIR
> Home Page: www.siu.edu/~kittle
> HEDIR Home Page: www.siu.edu/~kittle/HEDIR
>
=====================================================================
====
#842
Date: Sun, 5 May 1996 13:40:05 -0700
From: Margo Harris
Subject: Final Earthquake Assessment
Okay, here's the wrap up:
1. One broken arm - A mom ran up the stairs to check on her kids, fell =
and broke her arm.
2. One premature baby - Earthquake struck at 9:04 PM, Mom's water broke =
at 9:06 PM, baby arrived four weeks premature less than 2 hours later. =
Mom, Dad and baby doing fine.
3. Greatest distress experienced by Seattle Metro area TV viewers of =
ABC and NBC due to constant program interruptions and incomplete =
broadcast of Seinfeld, and no broadcast of ER. Over 600 complaints =
received. No such problem on CBS, they continued to broadcast the =
Sonics/Sacramento basketball game (Sonics won!) with a "picture in =
picture" update. Radio stations continue to play, "Whole Lot of Shaking =
Going On."
For the record, what top 10 items would you want in your earthquake =
preparedness kit (yes, I found mine)? Fine prizes may be awarded for =
winning entries. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
=====================================================================
====
#843
Date: Sun, 5 May 1996 15:14:14 PST
From: Dawn Graff-Haight
Organization: Urban and Public Affairs
Subject: Re: forwarding messages and sex update
Dear fellow HEDIRS,
I for one was thrilled that some of you forwarded my message regarding
academic freedom and the human sexuality fiasco to others with similar
responsibilities. Responses from folks in Psychology and Sociology are
still coming in. I agree with Donna Holberg-Kuttner that items
appearing on the list are pretty much public domain. If someone is
concerned about their HEDIR message being sent on, they should say so in
their posting.
By the way, I intend to send a summary of responses related to the
academic freedom and disclaimer subject across the HEDIR when I get
through midterms (we're on the quarter system here at PSU). FYI, the
attorney for our University suggested modifying one part of the
assignment, but did not feel a legal disclaimer for the course was
necessary. Still, my dept. chair wants to discuss the disclaimer idea
for use in human sexuality in the future. Fortunately I have a banquet
of items to share from all over the world related to the topic. Thank
you everyone for your thoughtful, helpful, and admittedly appreciated
humorous responses.
More on the subject in a few weeks, where I will post Dawn's "Top 10"
Sexuality Course Syllabus Disclaimers. If you'd like to contribute,
please do so now.
Thanks.
Dawn Graff-Haight
dawn@upa.pdx.edu
=====================================================================
====
#844
Date: Sun, 5 May 1996 23:03:04 -0400
From: MidK@AOL.COM
Subject: Big Earthquakes
I learned of the Seattle quake on this list serve. I still have not seen
coverage of it here in the San Francisco Bay Area.I am gald to hear that
things are OK.
My recommendations for an earthquake kit come from direct experience.
I was in the Loma Prieta Earthquake in 1989. You all know, the one that
happened at the World Series.We were less than 5 miles from the epi center of
the 7.1 quake.
I was in my office at ETR Associates gathering my stuff to take to the ASHA
conference in Chicago (flight the next day). The noise was the first thing I
noticed.It sounds like a giant truck rumbling toward you.I rode it out in the
doorway of my office with TWO other colleagues. The chair where I was sitting
was smashed by the bookcase that fell on it. When it stopped we climbed over
the mass of books in the hallway to get to the stairs and down to the first
floor and outside.
I jumped in my car and tried to get home, I was lucky. It was early and roads
were not yet closed. I had a four wheel drive car and was able to get around
fallen trees etc. to my home. Once there -- all I cared about was seeing my
husband and my son (5 at the time). My husband had also been lucky getting
home and my son was there with a sitter. I really did not care that we lost
so many material things inside our home. We were safe and together. I had
stored water and food. I was thankful for the campling equipment, because we
used it in the front yard.
Beyond water and food -- THE most imporant thing to us was a battery powered
radio. We had no power and had no information. Another thing that we did not
have was any ready cash. I had planned to go the instant teller the next day.
WRONG!
We were cut off from most of the world because the roads to Santa Cruz County
were closed due to mountain slides. We had three days without power and
camped outside for about a week.
These are the things I learned;
1. Newer is better and building codes are good things.
2. It is a good thing to secure bookcases to the wall -- even if it is a
pain.
3. People are amazing in these situations. There was no looting -- only
concern for the people who were displaced. Everyone helped everyone else.
Something not often talked about re: quakes is how dsiturbing the aftershocks
are. We had them for months. Some as big as 5.6 and 6.0. It is very hard to
recover mentally (even after the physical stuff is over) when you are
tramatized over and over again. I still feel the fear when I hear a truck
rumble by and have to decide if it is necessary to duck under the desk!
My recommendations:
battery powered radio
cash
a plan with family members about where to meet or who to call if you are
separated.
Kathleen Middleton
Executive Director and Publisher
ToucanEd Publications and Communications(now on my own)
@ToucanEd.com or MidK@aol.com
=====================================================================
====
#845
Date: Mon, 6 May 1996 05:48:39 -0400
From: Ernesto Randolfi 614 593 0232
Subject: New Web page and a note on managed care
For anyone who is interested, the Ohio Association of University Health
Educators (OAUHE) has a Web page at:
http://ouvaxa.cats.ohiou.edu/~randolfi/OAUHE.html
Check us out and see what we are all about.
The following has been forwarded from a number of other lists. It may
be of interest to any who discuss the merits of cost containment in
health care in their classes. Enjoy
Ernie Randolfi
randolfi@ohiou.edu
***********************************************************************
Subject: Cost Containment Humor: The Unfinished Symphony (fwd)
>>
>---------- Forwarded message ----------
The president of a large managed health care facility also served on
the board of his community's symphony orchestra. Finding that he could
not go to one of the concerts, he gave his tickets to the company's
director of health care cost containment. The next morning, he asked
the director how he enjoyed the performance. Instead of the usual
polite remarks, the director handed him a memo which read as follows:
The undersigned submits the following comments and recommendations
relative to the performance of Schubert's "Unfinished Symphony" by this
city's symphony orchestra as observed under actual working conditions:
A. The attendance of the conductor is unnecessary for the public
performances. The orchestra has obviously practiced and has the prior
authorization from the conductor to play the symphony at a
predetermined level of quality. Considerable money could be saved
merely by having the conductor critique the orchestra's performance
during a retrospective peer review meeting.
B. For considerable periods, the four oboe players had nothing to do.
Their numbers should be reduced and their work spread over the whole
orchestra, thus eliminating peaks and valleys of activity.
C. All 12 violins were playing identical notes with identical
motions. This is unnecessary duplication: the staff of this section
should be cut drastically with consequent savings. If a large volume of
sound is required, this could be obtained through electronic
amplification, which has reached high levels of reproductive quality.
D. Much effort was expanded playing 16th notes or semi-quavers.
This seems an excessive refinement, as most listeners are unable to
distinguish such rapid playing. It is recommended that all notes be
rounded up to eighth. If this is done, it would also be possible to use
trainees and lower grade musicians with no loss of quality.
E. No useful purpose would be appear to be served by repeating with
horns the same passage that has already been handled by the strings. If
all such redundant passages were eliminated, as a determined by the
utilization review committee, the concert would have been reduced from
two hours to about 20 minutes, resulting in substantial savings in
salaries and
overhead. In fact, if Schubert had addressed these concerns on a cost
containment basis, he probably would have been able to finish this
symphony!
Unsigned
=====================================================================
====
#846
Date: Mon, 6 May 1996 10:01:31 -0700
From: Donna Holberg Kuttner
Subject: disaster preparedness
As a veteran of many hurricanes (I grew up in Houston and worked for many
years in Galveston County), earthquakes (lived a while in San Francisco)
and floods (the recent biggie here in Oregon's Willamette Valley), I have a
few items to add to the disaster preparedness list.
Good flashlights with batteries
Aladdin hurricane lamp--very bright
a backpacking stove and a supply of freeze dried camping foods
5 gallons of water
water purification system
matches
And as Kathleen Middleton suggested, a plan.
A cellular phone or two with charged batteries is a great item as well.
Donna Holberg Kuttner, PhD, CHES
dkuttner@proaxislcom
=====================================================================
====
#847
Date: Mon, 6 May 1996 13:15:27 -0400
From: "Robert H. Anderson"
Organization: WVU Mary Babb Randolph Cancer Ctr.
Subject: Forwarding of Mail
When people post a message to a LISTSERV with hundreds of members,
many of whom probably freely share the notes with other faculty and students,
it seems a bit late for some one posting a message to be concerned about where
it goes to next. One should only post a message to HEDIR if it is something
s/he has is willing to share with many other people.
On the other hand, it IS inappropriate to forward a PRIVATE message to
someone else without the approval of the sender.
**********************************************************
Robert H. Anderson 304-293-1828 (voice)
Prevention Research Center 304-293-8624 (fax)
Robert C. Byrd Health Sciences Center
P.O. Box 9005
West Virginia University
Morgantown, WV 26506-9005
*******************************************************
=====================================================================
====
#848
Date: Mon, 6 May 1996 14:47:00 -0500
Reply-To: The International Electronic Mail Directory for Health Educators
From: "Mark J. Kittleson, Ph.D."
Subject: Personal vs. Private
Just for clarification, as my memo states to all newcombers, it is the HEDIR
view that anything sent over HEDIR (or any other listserv) is considered
public domain/public statement. Anything sent to an individual is
considered private. Until the courts decide otherwise, that is my impression.
To forward a memo one receives from any listserv is appropriate (I do think
it would be appropriate to cite the original author) to the HEDIR.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
=====================================================================
====
#849
Date: Mon, 6 May 1996 13:46:35 -0700
From: Barbara Cooley
Subject: Position Announcement: Health Education Resources Coordinator 2
Please call this announcement to the attention of anyone qualif ied who
might also be interested. This now is a fulltime position. It previously
was advertised as a half-time one.
My conclusion after eight years here in a similar position is that Hall
Health Primary Care Center at the University of Washington is a great
place to work---if you like enjoyable and challenging work with
interesting, competent, dedicated colleagues who are thoroughly committed
to excellence in primary health care--- including health education and
health promotion services.
My other pertinent bias based on nearly 25 years of experience is that the
area is a wonderful place to live. Yes, we have a large number of gray
days---and even an occasional earth-rumbling, but Portland has a higher
average annual rainfall---and so does New York City. Seattle also has the
highest per capita boat ownership and the highest per capita library use
rates in the contiguous 48 states. The coffee's not bad, either---and
it's certainly widely available. Preference for tea is honored and
respected. Pacific Northwest SOPHE is very active and very
good---interesting people in interesting positions with great networking
and professional education opportunities. The UW has an excellent
transportation system, called U-Pass, for those commuting to campus from
all over this and two neighboring counties.
Application materials may be obtained as early as Monday, May 6, 1996, by
writing, calling, or faxing:
University of Washington
Employment Office
Box 354450
Seattle, WA 98195 - 4550
(206) 685-2728
Fax: (206)685-0632
HEALTH EDUCATION RESOURCES COORDINATOR 2
Reference: A2727
General Duties: Initiate, develop and manage health promotion activities
for Hall Health Primary Care Center. Function in highly visible way within
the practice and University community. Coordinate planning, development,
implementation and evaluation of annual Health and Fitness fair. Build
community support for development of Health Promotion and Development
program. Assess patient and practice needs to identify program needs and
develop health promotion programs to meet needs. Design, conduct and
evaluate learning groups in areas such as nutrition, exercise, stress
management. Develop, implement, promote and evaluate a speakers' bureau.
Work with other University units to design, conduct and evaluate jointly
sponsored programs. Direct individuals and groups to other appropriate
resources on campus and in the community. Identify potential grant
agencies and develop grant proposals. Work with Patient Relations Office
to develop consumer education materials for managed care and other
patients. Manage Wellness Resource Center: establish library; arrange and
manage staffing; plan and arrange displays. Coordinate identification,
evaluation, ordering, storage, distribution and display of educational
materials for the practice, Wellness Resource Center and satellite
locations. Select and set up computer-based edeucational materials index
and inventory control system.
Minimum Qualifications: Master's degree in education, health education or
health science discipline and two years experience in the development,
planning or coordination of health or education related activities,
including one year in developing and/or evaluation instructional media
materials or equivalent education/experience.
Desirable: Experience with public health policy and administration.
Combined Eligible List: For this classification, all eligible applicants
may be placed on one combined list. A five percent increase will be added
to the evaluation scores of permanent, Classified UW employees.
Salary Range: $2,393 - 3,054
Closing Date: Monday, May 20, 1996
Employment Offices are accessible to persons with disabilities.
Please telephone for entrance directions. If you need disability
accommodation in the application/employment process, please call
543-6540 (voice) or 543-6452 (TDD).
The University of Washington is an equal opportunity, affirmative
action employer.
=================================================================
Barbara Cooley, M.A., CHES, Hall Health Primary Care Center, UW
=====================================================================
====
#850
Date: Mon, 6 May 1996 19:43:05 CDT
From: Joyce Morris
Subject: Re: forwarding messages
It is not my opinion that messages should not be forwared without
permission; it is the opinion the courts. The courts viewed a
mailing list, especially a private one like this, to be equivalent to
a a letter to the editor of any publication. Once it is published
you need permission to use it in any way other than which it was
intended. This intention is for it to be posted on the mailing list
and anyone who is subscribed to that mailing list has access to it.
This is the same as anything which is published in any publication.
You may paraphrase the entire post since it [the mailing list] is
publically available but you may not directly quote more than what
is necessary in order to make a point.
I have also seen explanations of why it is not ok to forward posts
without permission as being plagiarism. Basically you do not have
permission to use someone else's work in its entirety. Anyone who
wants access to the postings can subscribe to the list.
My personal opinion is that it does not matter why someone might be
upset at their posting being forwarded or whether it is illegal; it
is simple courtesy to ask. My guess is that in 90% or more cases the
answer will be yes but that does not matter. The fact is that there
are people who would say no [as evidenced by that there was a court
case] and their wishes should be obeyed. I am not sure why for people
who champion the rights of the minority that this is such a hard
concept for people to accept.
Joyce Morris
Health Services Organization and Policy
Wichita State University
=====================================================================
====
#851
Date: Mon, 6 May 1996 21:12:09 -0400
From: Lawrence Green
Subject: Re: concern
In-Reply-To: <199605031622.JAA29058@unixg.ubc.ca>
No major problems in Vancouver, BC, though the tremor was definitely felt
here. Epicenter was northeast of Seattle in Washington State. --Larry
On Fri, 3 May 1996, Mark J. Kittleson, Ph.D. wrote:
> How are the HEDIR members living in the northwest (especially around
> Seattle)? Any problems with the earthquake?
> __________________________
> Mark J. Kittleson, Ph.D.
> Owner and Founder of HEDIR
> Home Page: www.siu.edu/~kittle
> HEDIR Home Page: www.siu.edu/~kittle/HEDIR
>
=====================================================================
====
#852
Date: Tue, 7 May 1996 07:58:22 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Re: forwarding messages
In-Reply-To: "Your message dated Mon,
06 May 1996 19:43:05 -0500 (CDT)"
<01I4EWSFJ6LE9DBBS9@sara.cc.utu.fi>
Thank you, Joyce.
I would tend to think that placing messages out of context
would be considered similar to gossip. We have to ask for a permission for
picture or table to be used in a special study, thesis or other work --without
speaking of longer parts of text. Thus far those permissions have been granted
but corrections have also been suggested so that original work (e.g. thesis)
be quoted instead of a publication where it first appeared.
As internet develops, I am sure that there will be discussion of what is
appropriate and what is not. The discussion being carried out right now is one
of those. There will always be happenings which are errors --and they can
happen to anyone. Continued, intentional repetition is another matter, however.
Ansa.
************************
Ansa Ojanlatva, PhD, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http//www.utu.fi/tdk/laak/crede)
tel. +358-21-333 8513 (+358-21-333 81 operator)
FAX +358-21-333 8439
************************
=====================================================================
====
#853
Date: Tue, 7 May 1996 10:23:01 -0600
From: Vincent Lee
Subject: need help to unsubscribe
Hi, could someone please tell me how to unsubscribe from this
mailing list? The e-mail address currently subscribed to the list is
ppae@web.apc.org
We tried the command "SIGNOFF HEDIR" to LISTSERV@SIUCVMB.BITNET a few
times, but that doesn't seem to work.
The reason for unsubscribing is that we will be switching the Internet
connection to another server in the near future. Thank you very much for
your attention.
Vincent Lee
=====================================================================
====
#854
Date: Tue, 7 May 1996 12:35:37 CDT
From: Joyce Morris
Subject: concentration vs generalist
I need fast feedback. We had submitted three proposed curricula
concentrations to our dean. She has returned them to us and asked
us to discuss them further. She and several of the faculty believe
that we should have a generalist MPH rather than an MPH with the
choice of 3 concentrations. What is your feeling? I especially
need the feedback from practitioners who are in a position to hire
people. How do you view someone with a generalist instead of a
specific focus in their masters degree?
Thanks
Joyce Morris
morris@islchp.uc.twsu.edu
=====================================================================
====
#855
Date: Tue, 7 May 1996 10:01:47 -0800
From: Mark Fulop
Subject: Re: concentration vs generalist
Joyce,
In some California county structures, positions are only filled by MPH with
a concentration in Health Promotion and education.
In real life, I look *only* for generalist skills in candidates I hire.
Can they community org, program plan, evaluate, design interventions?
Content is rapidly changing to the point where is someone concentrates in
MCH and knows that content well, I say -- so what? the money I am working
with now is HIV related or Alcohol related. I am interested in what they
can do rather than what they know.
However, the real point is not what I think about 1 vs 3 concentrations in
practice. The bottom line is marketing. Why do car companies sell 23
different models of cars or tobacco companies 10 different brands of
cancer? I think it would be a marketing short-sight not to offer multiple
tracks.
_________________________________________________
Mark Fulop, MPH, CHES
fulop@mail.sdsu.edu
Co-Director,
College Health 2000
Health Promotion and Education Projects
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/chhome.html
=====================================================================
====
#846
Date: Tue, 7 May 1996 11:22:55 -0700
From: Margo Harris
Subject: Generalists Unite
------ =_NextPart_000_01BB3C07.E5B4F560
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
If you don't mind more of a business model approach, your subject was =
addressed in the Wall Street Journal last week. The column, Managing =
Your Career, offered a topic, "Striking A Balance Between Expertise, =
Wearing Many Hats."
To paraphrase: "Decide whether you want a specialist with generalist =
skills or a generalist with specialty knowledge. What's the difference? =
The former wants to remain an expert, but he or she has the broader =
business knowledge and the communication and marketing skills needed to =
deal with a variety of customers, external and internal.
The latter aspires to broader management authority and has the =
abilities to synthesize his areas of expertise into new ideas and to =
organize and motivate people to get them to market.
Of course, you should know the industry and company you're in (aiming =
for). Companies who have already pushed through big cultural and =
organizational changes are looking for industry and product specialists =
to start them off on their new course. Meanwhile, static companies =
seeking to push change are looking for generalists who can shake things =
up."
So much of health--education/information/technology/care--is in a state
=
of change, the generalist may be viewed favorably. I pitch my diverse =
talents when I go after work. On the other hand, I recently came in =
second for a position when someone with an exact match to the job was in =
the applicant pool. So it depends on the employer. I suspect that the =
answer is that both types of trained MPH folks are needed. My choice is =
for the generalist that can shift skills as one grant runs out and a new =
one requiring other skills starts up. The versatility of the generalist =
is a plus.
The article concludes by suggesting "the generalizing specialists are =
more introverted and concrete. They're more often lone wolves than team =
players. On the other hand, the more extroverted, action-oriented =
people who don't particularly care about the details tend to be =
specializing generalists." There is a substantial focus on teams, =
=====================================================================
====
#847
Date: Tue, 7 May 1996 14:22:40 MDT
From: Onie Grosshans
Organization: College of Health, DEANS server
Subject: HE Theories in graduate programs
Adding to the discussion on theories and health education - I would
like to have feedback regarding theories taught by other health
educators in a graduate program.
Two questions: Are there major theories which need to be
taught in a health education graduate program - and if so, what are
they?
To aid in discussion - I will add the following list of theories.
__ Systems Theory & Biopsychosocial Model
__ Mindfulness & Stress Theory
__ Resiliency Theory & Chaos Theory
__ Emotions & Health (transactional model)
__ Cognitive and Developmental Theories
__ Marginality & Theory of Reasoned Action (also feminist theory)
__ Social Psychology Theories & Health Counseling
Social learning theory
Control: Locus of control, personal control
Social support
Attribution theory & learned helplessness
__ Behavioral learning theories (Skinner)
__ Engineering experiences using the COMPLEX MODEL
__ Cognitive-Behavorial Modifications (Meichenbaum)
__ Program Planning Models: PRECEDE/PROCEED
__ Revised Models
Health Belief Model
Theory of Planned Behavior
__ Theories of Changing Addictive Behaviors
Prochaska & DiClemente's Change Theory)
__ Marketing Theory
__ Communication & Diffusion of Information
__ Future Theories & World Views: Postmodernism & Env. Theory
O.k. - give me feedback..... thanks
Onie Grosshans
University of Utah
=====================================================================
====
#848
Date: Tue, 7 May 1996 15:28:43 -0500
From: John Harvey R
Subject: Re: HE Theories in graduate programs
In-Reply-To: <199605072023.PAA10270@uxa.ecn.bgu.edu>
How about using my "Affective Imbroglio" theory . . . sure beats
"Cognitive Dissonance" in explaining why people behave differently than
they know.
Cordially,
John
8-)
=====================================================================
====
#849
Date: Tue, 7 May 1996 17:17:50 -0400
Reply-To: The International Electronic Mail Directory for Health Educators
From: Dreadswim@AOL.COM
Subject: Re: concentration vs generalist
We have just established a base with an undergraduate degree in community
health, and are thus looking down the road to an MPH in Health Education. .
.generalist is our choice because of the need, plus cost of running one
rather than three, and the energy of a more focused view. go for it!
=====================================================================
====
#850
Date: Tue, 7 May 1996 17:30:02 -0400
From: Dreadswim@AOL.COM
Subject: Re: HE Theories in graduate programs
Where does one start? Let's try:
holistic health
mind/body connection
spiruality
alternative medicine
cognitive/behavioral teaching and learning
behavioral learning theory (Skinner)? Are you kidding?
learned personality through thinking, feeling and acting
moral education
self-esteem
etc., etc.,
=====================================================================
====
#851
Date: Tue, 7 May 1996 17:31:37 -0400
From: Eileen McDonald
Subject: health education position
Fulltime health educator needed to staff an injury prevention
resource center within the Department of Pediatrics at the Johns
Hopkins Hospital. Responsibilities include direct patient education,
educational and promotional materials development, proposal and
report writing, and liaison to hospital staff, supply vendors, and
potential donors. The position will be responsible for all
administrative tasks related to the resource center, including
inventorying and purchasing supplies, developing accounting
procedures, and tracking patient use of the center.
Effective candidates will have a bachelors degree in health education
plus experience working with low-income families, or a masters
degree. Experience in injury prevention is a plus.
To apply, please contact Johns Hopkins University, School of Hygiene
and Public Health, Office of Human Resources, 2021 E. Monument
Street, Baltimore, MD 21205, (410) 955-3006. PLEASE REFER TO HEALTH
EDUCATION COORDINATOR, POSITION NUMBER 1152-96.
=====================================================================
====
#852
Date: Tue, 7 May 1996 17:21:39 CDT
From: Joyce Morris
Subject: Re: generalist vs concentration
Thanks for the replies I have recieved so far. I think I need to
clarify. Our MPH degree is 36 credits. Once you take 15 credits off
for the 5 core courses [env hlth, biostat, epi, adm/policy, and behavior]
and 6-9 for the practicum or thesis option, you only have 12-15 credits
left for a possible concentration. The proposed conentrations are
administration, policy, and education. What has been proposed is to
drop these three concentrations in favor of the 12-15 credits being
generalist credits [whatever that means, I'm not sure].
The education concentration as currently proposed would have those
courses as behavior theory, methods and materials, planning,and
community assessment and development or approved course. The other
two concentrations are similarly constructed. The concentrations are
not in drug education or the like but really are broad concentrations.
The generalist degree would put together 4 unrelated courses for this
set.
Thanks again for the input.
Joyce Morris
morris@islchp.uc.twsu.edu
=====================================================================
====
#853
Date: Tue, 7 May 1996 20:27:25 -0400
From: "Lea S. Dooley"
Subject: May is National Masturbation Month?
I recently recieved a very amusing sticker that announced that May is
National Masturbation Month. It has a stick figure of "See Jane, See Jane
Play, Play Jane, Play" on it. Anyway, aside from it being funny, and
perhaps a great idea to promote, has anyone else heard of this? And if
so, are you promoting it? Or what do people think about promoting a
masturbation month? It's falls under health ed........
Lea Dooley
=====================================================================
====
#854
Date: Tue, 7 May 1996 20:34:56 -0400
From: "Lea S. Dooley"
Subject: Re: generalist vs concentration
In-Reply-To: <9605072225.AA10840@is.nyu.edu>
Joyce,
What a minute .. your MPH program is 36 credits???? Can we also talk
about what it means that so many different schools offer the same degree
but with huge variation in what it takes to aquire that degree? The
program that I am currently in (MPH, New York University) is 54 credits
excluding the 3 credit prerequisite. We have two areas to "concentrate"
in - International or Community. The only difference (really) is that in
International you are competent in a foreign language. But Yikes! The
money I could have saved by going to your school! Perhaps that's why I am
a little hesistent to join the debate on a general degree or a specialized
degree. Until your 36 credit bombshell, I had assumed we were all getting
the same basic background. My mistake (ah, the naivete of students). I
feel as though I have a pretty good background in needs assesments, grant
writing, education, workshops, etc.. So I suppose I'm in the general
category. However, here I am considered in a specialized field. Hhhmmmm
.. Just thought I'd throw all that onto the pile of things to discuss.
Lea Dooley
=====================================================================
====
#855
Date: Tue, 7 May 1996 18:34:35 PST
From: Dawn Graff-Haight
Organization: Urban and Public Affairs
Subject: Re: May is National Masturbation Month?
In response to the masturbation month message, I'd love to visit the now
famous human sexuality class at PSU where one student raised a ruckus
about the extra credit assignment. Perhaps I can get the instructor of
the course to add another option to the extra credit assignment in
celebration of masturbation month.
Of course, I think its appropriate for us all to observe this
celebration on our own.
Finally, I'd like to share a line from a Woody Allen flick. Responding
to the comment that Woody was a great lover, he replied, "Well, I
practice a lot when I'm alone."
Celebrate!!
Dawn Graff-Haight
dawn@upa.pdx.edu
=====================================================================
====
#856
Date: Tue, 7 May 1996 21:16:15 -0400
From: Lawrence Green
Subject: Re: educational theory and health education
In-Reply-To: <199605012309.QAA20990@unixg.ubc.ca>
Dr Scaffa's call for discussion of theory for health education could be a
most fruitful use of this listserver and productive for the profession.
The debates on this topic in the literature are too slow in turning the
issues into a dialogue rather than a series of monologues by individual
authors or camps. They also tend to give voice to academics, some of whom
try to give voice to practitioners, but it is always a bit suspicious
when we professors try to speak for practitioners.
I believe I was a subject in Dr. Scaffa's Delphi survey and one who
supported the feasibility and need for a general theory of health
education and health promotion (I believe the latter can encompass the
former, depending on how the terms are defined, which I realize is one of
the stumbling blocks for developing a general theory). A thoughtful
article on the value of "Health Education Theory: A Foundation for
Graduate Education," by Kathleen J. Welshimer, appeared in the Dec.1995
Eta Sigma Gamma Monograph on Graduate Professional Preparation in Health
Education, edited by Loren Bensley and Judy Drolet. Much discussion along
the same lines is taking place in other public health and health science
disciplines, and across the applied sciences. Theory and methodology are
intertwined, and much questioning of methodologies in building the
science of the health professions is afoot.
I, for one, welcome this discussion in health education and thank
Marjorie Scaffa for initiating it and Ansa Ojanlatva for encouraging it.
--Larry Green
On Wed, 1 May 1996, Marjorie E. Scaffa wrote:
> This note (from Ansa) appeared almost a month ago and I was one who
> responded that I would like to be part of a dialogue on theory issues,
> so here goes....
>
> A few years ago, I completed some research on theory development in health
> education. The purpose of this research was to "test the waters"
> regarding the importance, desirability and feasibility of developing
> macro or comprehensive theory specific to health education. The study
> defined "comprehensive theory" as a scientific theory (using Stephen
> Hawking's definition) that incorporates all of the essential elements
> needed for the practice of health education irrespective of setting or
> target population". Another way to think of this is as a "generic theory"
> that could potentially spin off more specialized models.
>
> The study utilized a mixed quantitative/qualitative design. The qualitative
> portion used the Delphi method and the quantitative portion was a survey
> of chairs of health education doctoral programs, key leaders in all of
> the health education professional associations and members of the Delphi
> panel who were selected for their expertise in health education theory
> and/or theory development.
>
> I do not want to get into a major treatise on methodological issues
> here, but would however like to share some of the general findings for
> discussion purposes.
>
> Some general indications from the research:
>
> 1. The majority who were surveyed agreed that the development of
> "comprehensive theory" specific to health education is important and
> desirable, many however rated the task as not very feasible.
>
> 2. According to the Delphi panelists, many of the barriers to developing
> such a theory were related to the size and complexity of the task and to
> idiosyncracies in the profession of health education. For example,
> the complexity of health behavior, conflicting goals/philosophies in the
> field, lack of theoretical training in professional preparation programs,
> and limited agreement on the basic definitions in the field.
>
> 3. The Delphi panelists consensus indicated that for such an endeavor to
> be successful it would need the buy-in from health education professional
> associations, involvement of a wide cross-section of health educators,
> and effective leadership/critical thinkers. In addition, the profession
> would need to increase the number of health educators trained in theory
> development.
>
>
> There are some/many(?) in our profession who do not see the need for
> health education-specific theory in our discipline and are content
> borrowing from other disciplines or utilizing fragments of theory
> currently available in health education. This is obviously a valid
> issue/position that can and should be discussed.
>
> Some of you may remember participating in the study I just described,
> and some may recall hearing me report the results of this study at AAHPERD
> in Portland last year. I am hopeful that those who are interested can
> renew the dialogue that was begun in Portland over a year ago.
>
>
> Marjorie E. Scaffa, Ph.D.
> University of South Alabama
>
>
>
> On Sat, 6 Apr 1996, SENDER: ANSA.OJANLATVA@UTU.FI wrote:
>
> > Re: curriculum theory
> >
> > I am getting some good solid responses mailed to me directly regarding this
> > issue. From where I sit (or stand, if you will), I feel this would be a good
> > time to carry out a theoretical conversation on the topic. Would you be
ready
> > for it right now? I think it would be important.
> >
> > It would seem reasonable that those who teach health education theory and
> > philosophy would need to cover a variety of theories and models. From what I
a
> m
> > reading, model development seems to be the chosen way to go and develop this
> > profession further. Since models traditionally seem to involve development
fro
> m
> > a number of larger theories (and there are no solid health education
theories
> to
> > draw from???), this is the chosen direction for curriculum development in
> > health education... (At least this is the way I perceive the matter to be.)
> >
> > The education professionals in Finland refer to constructionist ideas in the
> > development of new curricula, and I have had a member of of this network
> > mention this theory (Steve, would you like to repeat your comments here?)
> > Does it provide the way for us to move forward?
> >
> > In medicine, theory development does not seem important. Medical education
> > dissertations are being written without a mention to educational theory
> > (or sometimes any other theory) and criticized by the education
professionals.
> >
> > Jill and others, what do you teach about health education curriculum
> > development within the lists of theories you cover for future professionals?
> > Do you explain different theories for different settings? Do you
> > go into educational theory/theories? Do Newman, Dewey, Hutchins, Kerr and
> > others matter when health education is being applied to general education
> > programs? Who are the leading people in clinical curriculum theory (at e.g.
> > Kaiser Permanente or medical education programs at the medical schools
> > when programs are being set up)? What about the health education theory base
> > for the educational programs of the profession (such as SIU, Ball State,
> > Illinois. etc.) at the present time?
> >
> > I do not remember that the discussion a year ago would have netted any
> > substantial amount of information --at least I do not recall it. Would there
b
> e
> > interest in it now? Ansa.
> >
> > PS: I will not be able to access www programs at this point and it would be
> > important to have the discussion within this network. Thank you.
> >
> > ************************
> > Ansa Ojanlatva, PhD, CSE, docent
> > faculty member and Coordinator
> > Dept Public Health Sexology Program
> > Lemminkaisenkatu 1 Center for Reproductive and
> > 20014 University of Turku Developmental Medicine
> > Finland
> >
> > tel. +358-21-333 8513 (+358-21-333 81 operator)
> >
> > FAX +358-21-333 8439
> >
> > (Please note the new "zip" code and telephone/fax "prefix")
> > ************************
> >
>
=====================================================================
====
#857
Date: Tue, 7 May 1996 22:27:02 -0400
From: aj
Subject: Re: May is National Masturbation Month?
In-Reply-To:
Hey there. Yes, Lea, you are correct, Good Vibrations has declared may
National Masturbation Month. AS a matter of fact, today, May 7, is
National Masturbation day!! Don't forget to celebrate and tell all your
friends.
Myself and some friends are the ones behind the stickers. we made many
different versions of them. (fellow sexual health advocates jillian and
miriam were also in on this venture.) anyhow, i've been wearing one on my
bag and people certainly look twice. we should absolutely promote positive
selflove in my opinion...another attempt to break down some taboos.
happy celebrating!
amy jo goddard
NYU
******************************************************************************
"No hate in your head
let love in your heart"
--Sky Cries Mary
******************************************************************************
=====================================================================
====
#858
Date: Tue, 7 May 1996 22:35:35 -0500
From: Autumn R Raus Benner
Subject: Re: generalist vs concentration
In-Reply-To: <199605072236.RAA15326@obslave.ucs.indiana.edu>
I am a doctorate student at Indiana University struggling with balancing
being a full time mom and a full time student. Usually this goes well,
but on one occasion, I was forced to take my 3 yr old daughter to class
with me. It was the last day of classes, and no exam or anything was
scheduled for this class meeting
Here's the point. The professor in this class did not allow me to attend
class on this evening. He stated "You have 15 minutes to get rid of her,
or leave."
Because I don't believe this is the universal policy of most professors,
and because I want a diverse gathering of opinions, I am asking the many
subscribers to the HEDIR to tell me what their general policy if for
handling the occasional situation when a Student needs to bring a child
to class.
Please put your school association and department on your replies since I
want to look at where the answers are coming from.
Thanks in advance
Autumn Benner
abenner@indiana.edu
=====================================================================
====
#859
Date: Wed, 8 May 1996 08:09:34 -0500
From: "Marty Wood (Ball State University)" <00mlwood@BSUVC.BSU.EDU>
Subject: Children in class
I was appalled by Autumn Benner's tale of woe regarding children in the
college classroom. We have a fairly large "nontraditional" student population
here at Ball State, many of them single women struggling valiantly to
pursue an education while supporting themselves and children. I find these
students to be some of our most focused, motivated, high-achieving students.
They bring an invaluable "real world" message to their classes, a clarity of
purpose and vision that most of the 18-22 year olds can't summon up. These
nontraditional students have frequently brought their children into my
classes: school holidays don't always jibe with university ones, snow days,
childhood illness, you name it, there are plenty of reasons. I have NEVER
experienced any problems from children in class. They have always been
quiet and respectful, sitting unobtrusively in the back of the room coloring
or reading, and never disrupting class. I don't know what our official
university policy is on class visits by children of students, but I would
hate to bar any students from class because of family hardship.
Marty Wood
Assistant Professor
Ball State University
Muncie, IN
=====================================================================
====
#860
Date: Wed, 8 May 1996 09:20:25 EDT
From: "Stu Fors (University of Georgia)"
Subject: Re: Children in class
In-Reply-To: Message of Wed,
8 May 1996 08:09:34 -0500 from <00mlwood@BSUVC.BSU.EDU>
Marty, et al: I haven't experienced any problems with children of students
_visiting_ my classes because of some special occasion, such as those that
you mentioned. However, I can see the potential for problems if a student
was to bring a young child to all classes as a substitute for child care or
a baby sitter. Additionally, when one or two kids come with their mother
or father the behavior issue has been fine, but what happens if two, three or
four parents start bringing their young children on a regular basis. There's
going to be some interaction with those kids in the same room together and
now the teaching-learning situation is compromised (at least for many of the
other students). That's where profs (if not the institution as a whole) need
to require students to ask permission ahead of time and to establish some
other "ground rules". My experience in 25 years in higher ed has been that
students have been very considerate of classmates in this regard. stu fors
=====================================================================
====
#861
Date: Wed, 8 May 1996 09:42:43 -0400
From: Robin Sawyer
Subject: Re: Children in class
I was extremely disappointed to hear of Autumn Benner's plight when
circumstances necessitated her taking a child to class. I was a single
parent for 5 years, raising 2 daughters, working, and finishing my
doctorate at the same time. I was often let down by babysitters and
without the forebearance of others I would never have kept my job, never
mind complete my degree! Now that I'm on the other side of the fence, I
have no problem if parents are occasionally forced to bring children to my
class - I know only too well the vagaries of half days at school, snow days
etc. Obviously, if some individuals abuse this flexibility or the children
are disruptive then I may need to rethink my philosophy, but up to this
point, students have not taken advantage and the children have been better
behaved than some of my students!! At least the sound of colouring is less
distracting than the "cracking" of gum!!
Robin Sawyer
University of Maryland
=====================================================================
====
#862
Date: Wed, 8 May 1996 09:02:00 CST
From: Bill Cissell
Subject: Forwarded Message
HEDIR Subscribers:
I am forwarding information that I downloaded from the Stand for Children email
address. This event is scheduled for June 1, 1996 and I thought many of you
would be interested in it.
Bill D_Cissell@venus.twu.edu
STAND FOR CHILDREN FREQUENTLY ASKED QUESTIONS (FAQ)
This version was updated on April 20, 1996
Thank you for your interest in Stand for Children Day! This FAQ should
answer most of your questions about Stand for Children Day, its
message and how you can get involved. If the answers to your questions
are not on this FAQ, please see below how to obtain more information
via e-mail, phone or post.
If you have WORLD WIDE WEB access, visit our web site periodically
for the most updated information on state by state contacts, travel
information and endorsing organizations. You can find us on the Web at
http://www.stand.org
If your email message included requests for bulk materials or a message
for someone on the Stand staff, it will be forwarded to the appropriate
person. If you are a reporter working on deadline and need more
information, please contact our Media Department by calling (800) 233
1200 x777 or (202) 234 0095 x 777.
This FAQ answers the following questions:
1. What is Stand for Children Day?
2. Who is involved in Stand for Children?
3. Is the Stand an effort to build support for a partisan political
agenda?
4. How will the Stand for Children make a lasting difference?
5. How can I get involved?
6. What will happen on June 1?
7. How can I get to DC and where will I stay?
8. What other information is available electronically?
9. How can I get in touch with the Stand for Children Day Office in DC?
1. WHAT IS STAND FOR CHILDREN DAY?
----------------------------------
A national day of commitment to children.
A non-partisan call to action at a critical moment in our nation's
history; the last national election year of the 20th century; the eve
of a new millennium when our nation's legacy is at stake; a time when
the decisions we now make will shape the future for our children and
our nation in the coming century.
A day for Americans to gather and affirm our responsibility as
individuals, families, communities, and as a national community for
improving the quality of life of children.
A day for Americans of every race, age, region, income, and faith to
unite in Washington, DC as a national community in support of children.
A day to affirm what unites us rather than what divides us: a desire
to raise healthy, educated, and moral children.
A day for us to celebrate children and those who struggle every day
to raise them well.
A day to send a message to political, business and cultural leaders
that they must do no harm to children and that they should make it
easier rather than harder for families to raise children.
A day where parents and grandparents, aunts and uncles, big brothers
and big sisters, students and educators, advocates and nurturers
will commit ourselves to doing better for children and commit to
holding our cultural, business and political leaders responsible for
doing more for children.
A day to speak in one voice: "Leave No Child Behind!"
2. WHO IS INVOLVED IN STAND FOR CHILDREN DAY?
---------------------------------------------
Stand for Children Day was the idea of Marian Wright Edelman, founder
and president of the Children's Defense Fund, an organization that has
for almost twenty-five years provided a voice for children in
Washington DC. Stand for Children is a separate non-profit
organization with broad-based support in every corner of the country.
So far, over 1,800 national, state and local groups which represent
tens of millions of Americans from every walk of life have endorsed
this day of moral commitment to children. And the list continues to
grow. To receive a current list of endorsing organizations via e-mail,
send an email message to . Please note
that this a large file-a list of over 1,800 organizations.
3. IS THE STAND FOR CHILDREN AN EFFORT TO BUILD SUPPORT FOR A
PARTISAN POLITICAL AGENDA?
-------------------------------------------------------------
June 1st will be a day of spiritual and community renewal. It will be
a day of commitment to children, not a partisan political day.
Americans who care about children are coming as parents and
grandparents, aunts and uncles, big brothers and big sisters, students
and educators, nurturers and providers, not as "Republicans" or
"Democrats" or "Independents." And when they go back home, we hope
that Americans of every persuasion will insist that local and national
political leaders do no harm to children and take positive steps to
support them.
No politicians or candidates will be invited to speak at Stand for
Children Day. Of course, if politicians want to come as parents they
are welcome to do so. Supporting children and making it easier rather
than harder for families struggling to raise them is not a partisan
issue. Americans agree that every child should be given the chance to
realize his or her God-given potential, and that no child should grow
up hungry, sick, unsafe, or uneducated. We are trying to build a new
spirit of caring for children that transcends party labels or racial,
regional or economic boundaries.
4. HOW WILL THE STAND FOR CHILDREN MAKE A LASTING DIFFERENCE?
-------------------------------------------------------------
Stand for Children Day is a call to action. The focus on June 1st will
be on concrete steps that every American