# 1
Date: Thu, 2 Jan 1997 09:33:19 -0500
From: SCHMIDT@CHATHAM.EDU
Subject: Re: Spirituality and Health
The July/August 1996 edition of the Journal of Health Education has an
annotated bibliography of Spiritual Health. Many worthwhile books have been
mentioned in this article.
------------------------------
#2
Date: Thu, 2 Jan 1997 10:15:37 -0800
From: Cathy Devera
Subject: Looking for resources
I apologize for cross-posting.
I'm seeking resources for a course I am instructing at Bastyr University in
Seattle, WA. The topic is Developmental & Educational Psychology to
nutrition students.
I am looking for:
* effective audio/visual resources, i.e. videotapes.
* activities, role plays, journal & magazine articles, books, etc.
* good resources on how to develop an effective presentation. I'm
searching
for "fresh stuff." Humorous is good! :-)
* list servs that may deal with this topic
* a professional *in the Seattle area* who specializes in
nutrition/eating
disorders (& incorporates developmental & educational Psychology)
that may
be interested in talking to my class.
Course Purpose: To provide an understanding of the stages of human
psychological development and the corresponding tasks, issues & challenges
inherent in each stage. Additionally, it examines learning styles across
the life span & the implications for adult learning. Focus will be on how
understanding this information can be applied to & benefit work in the
field of nutritional wellness.
Competencies:
1. Study developmental psychological stages in the human life span with
their accompanying tasks, challenges & potentials.
2. Explore the learning process & needs in each psychological stage with
specific focus on adult learning.
3. Explore psychological dimensions of eating disorders, i.e. bulimia,
anorexia & overeating.
4. Integrate a wellness perspective.
5. Develop a 2 hour nutrition presentation for a specific age group,
considering the group's psychological development & learning needs. (Since
I'm supposed to have between 35-40 students vs the norm of 20-25, I'll
probably have them develop a written presentation but won't have time for
them to actually do their presention).
The above isn't "engraved in stone," so if you have any suggestions and /
or resources, please e-mail me directly or call me at 206-440-9092.
Thanks so much!
Cathy Devera
------------------------------
#3
Date: Fri, 3 Jan 1997 16:43:15 +0000
From: Grady Cash
Subject: Re: Wellness Wheel
You can read the definitions of the wellness wheel dimensions at the
National Wellness Institute's web site at:
http://www.wellnessnwi.org/naweldef.htm
- - - - - - - - - - - - -
Grady Cash, M.Ed., CFP mailto:cash@ns.net
Center for Financial Well-Being http://www.ns.net/cash/
"Building healthier attitudes towards money."
------------------------------
#4
Date: Fri, 3 Jan 1997 22:28:48 -0800
From: Isabel Burk
Subject: teacher prep
Happy new year!
The December 11th Education Week printed a column by Diana Wyllie Rigden
"How
Teachers Would Change Teacher Education." The Council for Basic Education
(Wash., D.C.) surveyed teachers for advice on how to improve the quality of
teacher preparation programs. She summarizes the 3 changes these teachers
advocate:
"-Require all teachers to know the content of the subjects they teach.
-Teach pedagogy in the context of academic content.
-Offer prospective teachers many and varied school-based experiences."
Certainly sounds appropriate for persons who will teach health education,
whether at the elementary or secondary level.
Many respondents stressed that teachers cannot teach what they do not know.
One said, "It is ludicrous to expect elementary teachers to teach science or
math on >one< course in each of these disciplines."
Equally ludicrous for health education, yes?
This article is an excerpt from her full length article to be published in
Perspective. It is $5, available from the CBE at 202-347-4171.
+ + + + + + + + + + + + + + + +
Isabel Burk
iburk@mail.idt.net
------------------------------
#5
Date: Fri, 3 Jan 1997 22:25:45 -0800
From: Margo Harris
Subject: New Year's Resolutions on the Net
Right out of the Wall Street Journal column, Watching the Web by Thomas E.
Weber. Try these New Year's Resolutions:
Shape Up America! In the wake of all those holiday meals, this site
stands ready to remind visitors about the relationship between girth and
health. Click on your height and weight to let the site's interactive
calculator determine your "body mass index" and provide an evaluation of
the result. If the answer proves sobering, check out the site's fitness
and diet tips--http://www.shapeup.org/sua
CyberDiet A heavily interactive site, CyberDiet asks visitors to complete
computer-generated nutritional profiles, surveys and shopping lists. A
"recipe tips" department shares guidelines on making food preparations more
healthful. Example: substituting fruit puree for part of the fat in baked
goods. Unfortunately, the folks at CyberDiet are still working to finish
the site. Clicking on a "daily nutrition log" feature produced only a
"coming soon" message--http://www.cyberdiet.com
QuitNet For anyone hoping to give up smoking in 1997, QuitNet is a
must-visit site. After quizzing visitors on their smoking habits, QuitNet
offers tailored advice on kicking the nicotine habit. (The answers are
kept confidential; a state-funded program in Massachusetts operates the
site.) http://www.quitnet.org
Happy New Year! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
------------------------------
#6
Date: Sat, 4 Jan 1997 14:02:18 -0500
From: Andyfrank@AOL.COM
Subject: Re:
Re: Brian Luke Seaward's books. He has one book out on stress that includes
a lengthy chapter on spirituality, and a new book on spiritual health coming
out in April, 1997 called STAND LIKE A MOUNTAIN. If you'd like to contact
him directly, he can be reached at 303-678-9962 (mountain time) or mailing
address:
2540 Sunset Dr, #72
Longmont, CO 80501
And yes, he is an excellent speaker.
Andrea Frank
>>>Don Ardell has a new book out: THE BOOK OF WELLNESS, A SECULAR
APPROACH
TO SPIRITUALITY, MEANING AND PURPOSE, Prometheus Books, 1996.
Don is a frequent contributor to HEDIR, though I have not seen him
online for a while. (are you out there Don?)
I recently had the chance to hear Brian Luke Seaward speak at a
conference on the theme of wellness and spirituality. He is really
excellent, but I don't recall the name of his book(s). Maybe some
other HEDIRer can help??
Tom Sims (West Virginia)>>>
----------------------------------------------------------------------
#7
Date: Mon, 6 Jan 1997 10:19:01 -0600
From: Connie Constantine
Subject: Job Posting
I would like to post the following job position:
PROJECT DIRECTOR
Educational Development Center (EDC) is looking for a Project Director for a
multi-year initiative funded by the USCenters for Disease Control and
Prevention. The purpose of the project, known as the "National Training
Partnership", is to develop the capacity of state and local educational
agencies to deliver effective K-12 tracher training in the area of HIV
prevention education.
EDC is looking for a person, preferably at the doctoral level, capable of
being a national spokesperson for this work, with the capacity to manage a
large federal contract.
EDC is a publicly supported nonprofit organization dedicated to promoting
human development through education. Through a wide range of projects, EDC
works to address educational, health and social problems and improve the
quality of life for people of all ages and from all racial,ethnic and
cultural backgrounds. EDC is committed to education that builds knowledge
and skills, and engages learners as active,
problem-solving participants in the process. More than 390 professionals
work on 175 projects throughout the United States and in 20 developing nationa.
We would appreciate your sharing this opportunity with other individuals who
may be qualified to fill this position.
For more information and a job discription, please contact Denise
Farrington, Education Development Center, Inc., 55 Chapel Street, Newton, MA
02158 or E-Mail DFarrington@edc.org
------------------------------
#8
Date: Mon, 6 Jan 1997 11:17:33 EST
From: Karen
Subject: Re: Wellness Wheel
Sounds great!! I'll see you tommorrow at 8:00 (yawn....) a.m.
------------------------------
#9
Date: Mon, 6 Jan 1997 13:04:23 -0500
From: Darrell Crase
Subject: Evaluation Instrument
Has anyone developed a set of criteria (perhaps an item check list ) that students
can follow toward assertaining the authenticity of materials/entries appearing
on the World Wide Web? How can they determine what might be good vs that
which may not be so useful? Thanks. Suggestions appreciated.
Darrell Crase
The University of Memphis
crase.darrell@coe.memphis.edu
------------------------------
#10
Date: Mon, 6 Jan 1997 12:55:32 -0600
From: mal goldsmith
Subject: Re: teacher prep
While teachers cry out about having only one course in certain areas, a more
profound statement about the status of health education in the elementary
schools is that over 99% of elementary teachers have not had a course in
elementary school health education. While some may have taken a personal
health course, it's often early in their academic careers and offers no
insight in how to address health issues of the young. No wonder elementary
school teachers prefer to say we cover health in science.
*******************
Mal Goldsmith, Ph.D., CHES
Coordinator of Health Education
Southern Illinois University
Edwardsville, IL 62026
(618) 692-3252
(618) 692-3369 FAX
------------------------------
#11
Date: Mon, 6 Jan 1997 13:54:02 -0500
From: "TOM SIMS (in WEST VIRGINIA)"
Subject: Sexuality / Relationship Experts?
I am posting this request for Holli Shaw from Atlanta, Georgia. She is
working on putting together a roundtable of persons knowledgable in the
area of sexuality/relationships. Wanted to know if I knew any candidates
for participation in this roundtable. I told her I would put her e-mail
address on HEDIR in case any of you have suggestions, perhaps yourselves,
for the roundtable.
Contact: hshaw@mslpr.com
(404) 875-1444 ext. 236
Thank you.
Tom Sims (West Virginia)
------------------------------
#12
Date: Mon, 6 Jan 1997 15:41:24 EST
From: Fred Breukelman
Subject: ...no subject...
I don't have any prepared criteria for judging authenticity of Web
materials, but here are a few ideas that come immediately to mind.
===========================================================
======================================
Some Considerations in Judging Health Information on the Web
===========================================================
======================================
Is the information on a well-known and respected site? (a major
University, AAAS, Scientific American, Science News, Health Magazine,
New England Journal of Medicine, JAMA, etc.)
Is the information logical, and supported by research?
When "facts" are given, are the sources of the information cited? Are
those sources legitimate and scientific?
When data is presented, are the sources cited? Was the methodology
legitimate? Does the data appear to make distorted claims that don't
seem real to you?
Does the Web site frequently refer to faddish, questionable or outright
fraudulent claims, such as references to healing crystals or unproven
dietary "cures"?
Does the page have an apparent "axe to grind"? Is it sponsored by a
special interest group? What is their bias? How might it affect the
information presented? Is Wine Spectator a good source of health
information on alcohol?
Does the page have a hidden agenda? Could it be sponsored by some
organization/industry which is anti-health, e.g. the tobacco industry, the
alcohol industry, or a major polluter? Look for familiar names; view the
hidden html coding for clues; and look for claims commonly made by
these industries.
Be an open-minded skeptic. Be open to new ideas and information, but
be skeptical until that information is proven to be accurate.
Think scientific method.
------------------------------
#13
Date: Mon, 6 Jan 1997 17:37:26 -0500
From: "Steve G. Gabany"
Subject: Re: Curricula in Health Education
we have put at least a listing of our major and foundation courses on
the web. the address is:
http://web.indstate.edu/hlthsfty/ch/ch.htm
hope it helps
------------------------------
#14
Date: Tue, 7 Jan 1997 15:44:33 -0800
From: Jodi Mulder
Subject: sites for school health ed
I am looking for any sites on the web that provide information about
school health curriculums, laws relating to school health education and
any national requirements. Particular topics of interest include sex
education, HIV/AIDS education, and abortion. Thank for your help.
Jodi Mulder
Health Information Specialist
Henry Ford Hospital
mulderj@mlc.lib.mi.us
------------------------------
#15
Date: Tue, 7 Jan 1997 15:40:09 -0600
From: Sheila Simons
Subject: Re: Suggestions for keynote speaker
I believe that I may be able to help you in your search. Please contact
me directly through cfsrs@eiu.edu or at 217-581-6373.
Sheila R. Simons
Eastern Illinois Universit
Dept. of Health Studies
600 Lincoln Ave.
Charleston, IL 61920
------------------------------
#16
Date: Wed, 8 Jan 1997 10:39:31 -0600
From: DeLayne Hudspeth
Subject: Re: January 1997 Follow Up
John, I'm not sure on what health education list I first saw your
message, nor I do remember the exact message, but my impression is that
you asked who would like a list of commonly used toxic chemicals and an
audio tape that described such use in the US. Subsequently, I did request
such and listened to the whole tape while recently driving back from a
vacation in Colorado. There was nothing in the original request that
indicated you were advocating a pyramid scheme and selling commercial
products. May I request that in the future when you use academic
listserves for your personal gain, that you so identify the nature of
your message (commercial) and be specific in what you are distributing.
I would also comment that I feel the topics discussed on the tape
(nutritional uses of minerals and trace elements, avoidance of toxic
materials) are extremely important for us to try to understand but that
the method in which the topics were discussed smacked of charlatanry. The
only place I can see your message having credulance is in some kind of
faith healing environment.. and, while these are important sources of
health for some folk, such is not, in my opinion, the nature of academic
listserves.
--- DeLayne Hudspeth
On Wed, 8 Jan 1997, John Johnson wrote:
> Not long ago, at your request, I sent you a tape that contained information
> about colloidal mineral supplements and alternative personal care products
> that do not contain any ingredients that have been labled potentially toxic
> or harmful by the government. I am perplexed that after your initial
> interest, I have not heard from you further.
>
> I have been receiving feedback from a number of persons who are
> initially quite interested in the nutritional supplements and personal care
> products but who are "put off" by the emphasis the tape places on the
> "business opportunity."
>
> Let me assure you that it is not necessary to become a "business
> builder" in order to benefit from the NEWAYS products. There are three
> ways to benefit from this company.
>
> * You can become a "preferred customer" and order directly from
> the company, at wholesale prices via an (800) number, giving my ID# as a
> reference, pay by check or credit card, and have the products shipped
> directly to you by UPS.
>
> * You can register, at no cost, with the company as a distributor
> and order directly at wholesale prices paying by check or credit card,
> receive products directly at your home, and be eligible for
> commissions/rebates on your purchases.
>
> * Your can register as a distributor, order directly at wholesale
> prices, receive products directly at your home, and earn commissions on the
> purchases made by anyone who learns about NEWAYS from you and who shares
> your enthusiasm for the products.
>
> Remember: NEWAYS is the only manufacturer of nutritional
> supplements and personal care products that has as its mission that it will
> not use any ingredients that are listed by the government as potentially
> toxic or dangerous.
>
> Please reply and let me know which of these three options you see
> as most appropriate for you. From the date of your reply, you can be using
> the unique NEWAYS personal care or nutritional products in as little as 2-3
> days. For a complete review of NEWAYS products please visit the URL:
>
> http://www.indneways.com/~nutrinfo
>
> Thanks for your time, and have a wonderful 1997
>
>
> John Johnson
> Jarrell, TX
>
>
>
------------------------------
#17
Date: Thu, 9 Jan 1997 10:07:44 -0500
From: SCHMIDT@CHATHAM.EDU
Subject: Re: Suggestions for keynote speaker
There is a woman who has been a keynote for the National Wellness
Conference at Stevens Point every year for the past 15 years or so and she
is tremendous with children and self-esteem. her name is Sandy Queen. She
can be reached at Lifeworks which is based in Columbia Maryland. Phone # is
(410)992-7665.
------------------------------
#18
Date: Thu, 9 Jan 1997 09:19:24 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: annoucement
Jeff Clark has asked that I send this via HEDIR.
>Date: Wed, 08 Jan 1997 16:02:54 -0500
>From: Jeffrey Clark
>To: kittle@siu.edu
>Subject: annoucement
>
>Mark,
>
>I'm not sure as to how to post on listserve, so I'm sending to you an
>attached file to post on the list serve. The attachment announces a call
>for nominations for the Health Educator of the Years Award.
>
>Thanks for your help.
>
>
>Jeff
>
>------------------- NOMIN.TXT follows --------------------
>Health Educator of the Year Award
>
>
> The Health Education Division of Tambrands, with the assistance of the
American School Health Association, will present the eighth annual
Outstanding School Health Educator Award at the 1997 ASHA National School
Health Conference in Daytona Beach, Florida, October 22 - 26, 1997.
Nominations must be received by March 31, 1997.
>
> From the nominations, the Health Education Section's Award Committee will
select the recipient based upon the following criteria:
>
>* The nominee must be an active health educator practicing in a school
setting or public health setting as the award is intend to support efforts
at the grass roots level. The setting can include government or voluntary
health agencies.
>
>* The nominee must have made contributions to the promotion of child health
through schools; the nominee does not have to be a classroom teacher.
>
>* The nominee must be actively involved with a professional organization
that emphasizes the importance of school health education.
>
>Nominations must include two letters of support, one of which must be from
the nominator. Both letters should contain information highlighting the
nominee. Letters are limited to one, double-spaced, typewritten page.
Nominations must include a resume, not to exceed four, double-spaced,
typewritten pages, consisting of personal information, academic training,
employment background, professional association activities, honors, and
publications. Send nominations to: Dr. Jeffrey K. Clark, Dept. of
Physiology and Health Science, Ball State University, 200
>
>
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#19
Date: Thu, 9 Jan 1997 08:17:40 -0800
From: Donna Champeau
Subject: top ten qualifications for health promotion students
______________________________ Forward Header
__________________________________
Subject: top ten qualifications for health promotion students
Author: Donna Champeau at H&HP
Date: 1/9/97 08:07 AM
I am curious as to the opinion of all who might have one,about what
you might consider to be the top ten qualifying skills, knowledge
areas, and/or experiences a new graduate MPH or doctoral student
should have. Are there any special areas of training that would be
more beneficial than others for the job market TODAY?
Donna
------------------------------
#20
Date: Thu, 9 Jan 1997 12:21:58 -0800
From: Lynn Miller
Subject: Computer literacy test
Help! I am a doctoral candidate starting my research this semester at
Texas Woman's University and I could use some help. I am looking for a
computer literacy instrument to use as pre- and posttests to evaluate
undergraduate students prior to and following lecture and CAI
interventions. I will appreciate any help that you can provide. You can
contact me at:
mille8@flash.net
Thanks,
Lynn Miller
------------------------------
#21
Date: Thu, 9 Jan 1997 15:54:29 -0600
From: Kieran Fogarty
Subject: workshop
This is a multi-part message in MIME format.
--------------4823F065A74
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
The following information is for those interested in rural health, data
base management, and environmental health issues in the southern
appalachian region. I recently talked with Mark Kittleson, who has
suggested that many HEDIR subscribers would be interested in the
following information.
Sincerely, Kieran J. Fogarty, University of Arkansas for Medical
Sciences, Regional Medical Programs, AHEC-NW., (501)521-8269
kfogarty@ahecnw.uams.edu
Natural Resource and Human Health: Building a Cooperative
Announcement/ Synopsis of Workshop
Environmental change is impacting human health. Whether the issue is
the spread of vector borne disease (e.g. lyme disease); exotic
introductions (e.g. Asian Tiger mosquito); effects of environmental
toxins (e.g. SO2, NOx, dioxins); or emerging infectious diseases (e.g.
hantavirus), epidemiologists, public health researchers and others
monitoring human health have addressed the need for sharing information
and cooperating with those managing & monitoring natural resources.
The Southern Appalachian Man and Biosphere (SAMAB) program consists of a
twelve federal and three state agency cooperative focused on addressing
regional environmental issues in southern Appalachia. SAMAB’s recent
and most accomplished achievement is an examination of the region’s
natural resources. Consolidating datasets from participating SAMAB
agencies, the Southern Appalachian Assessment resulted in a common
database (5 CDs) accessible in one format -- ARC View or ARC Info. The
data layers include vegetation cover/class, air quality measurements,
toxic release inventory, demographics, reported fish kills, road
systems, and much more for the six state region.
There have been obvious trends of urbanization and increased sulfate
emissions in southern Appalachia as well as others which may have
potential impacts on human health. Although the SAA contains gaps and
was not focused on human health related data, the SAA and the SAMAB
framework offer an unique opportunity to begin dialogue on these two
areas -- human health and natural resource management.
To explain further the MAB program, SAMAB is part of an international
program created by the United Nations Scientific and Cultural
Organization. There are 47 biosphere reserves in the U.S. There is an
United States MAB program managed by the Department of State. Within
the fifteen agencies of the US National MAB Committee, the National
Institutes of Health is a member. Although historically not an active
member, NIH is currently investigating avenues of cooperation with the
MAB program. The subject matter of this workshop is considered one
avenue of interest for NIH.
SAMAB is recognized as the model for biosphere reserves
internationally. Hubert Hinote, Executive Director of SAMAB is also
the Chair of the US Directorate for Biosphere Reserves. As a result of
the above discussion, the US MAB program is partially funding a workshop
in southern Appalachia to assist with demonstrating the need for
building cooperation among natural resource managers and those managing
and monitoring human health. Attached is an agenda of that workshop.
Feel free to share this announcement with anyone interested but please
contact Kieran J. Fogarty of The University of Arkansas for Medical
Sciences, Regional Medical Programs, AHEC-NW at (501)521-8269 email:
kfogarty@ahecnw.uams.edu or Phillip Gibson of SAMAB at 423/436-1701 or
email: samab@ix.netcom.com if you plan to attend. An account of the
number of participants is needed to successfully coordinate the
workshop. Please do so by January 15, 1997.
The workshop is scheduled to take place February 3-4, 1997 at the
Radisson Summit Hill Hotel in Knoxville, TN (423) 522-2600. Rooms have
been blocked under the name "Health Workshop" at the government rate of
$69.00.
Again the objectives of the workshop are to :
· Identify leaders within Southern Appalachia who would assist with
informing and identifying priority health related concerns to regional
resource managers (e.g. NIH, CDC, State Health Departments, Local Area
Health Education Centers (AHECs), researchers on rural health problems,
and social scientists, others? );
· Develop informational links to the resource managers of the Southern
Appalachian Man and Biosphere (SAMAB) Cooperative (e.g. workshop
development to address and identify regional health concerns and their
relation to the future of regional resource management); and
· Identify and develop future agendas which would assist with adding to
the existing information base (e.g. identify health related data sources
to potentially be added to the existing Southern Appalachian Assessment
GIS database).
Integration of Human Health and Natural Resource
Management
On February 3-4, 1996, SAMAB and the Area Health Education
Center-Northwest will sponsor a workshop with the intent of bringing
those involved with research on the impacts on human health from
environmental change. The workshop will be held at the Radisson Hotel
in Knoxville, TN (423) 522-2600. Rooms have been blocked under "SAMAB
Health Workshop". For additional information contact Phillip Gibson at
(423) 436-1701, or Kieran J. Fogarty at (501) 521-8269 There is a
$35.00 registration fee.
Draft Agenda
3-4 February 1997
8:00 a.m. Welcome and Introductions, Kieran J. Fogarty, University of
Arkansas for Medical Sciences,Regional Medical Programs, AHEC-NW.
8:15 - 8:30 The U.S. Man and Biosphere (MAB) Program, Dean Bibles,
Chair, US MAB
8:30 - 8:45 Description of the Southern Appalachian Man and Biosphere
(SAMAB) Program, Hubert Hinote, Executive Director, SAMAB
8:45 - 9:00 Purpose of Workshop, Phillip Gibson, Environmental Planner,
SAMAB
9:00 - 9:45 NIH involvement in the U.S. MAB Program, Dr. Gordon Cragg,
National Institutes of Health,Chief, Natural Products Branch; U.S.
MAB National Committee Representative
9:45 - 10:30 Integration of Natural Resource and Human Health Monitoring
Dr. Paul Epstein, Associate Director, Harvard Medical School
10:30 - 10:45 Break
10:45 - 12:00 The Regional Association of Medical and Biological
Organizations (RAMBO) -- New Mexico Public Health -- Existing
cooperation with Long - Term Ecological Research (LTER) for studies
on Hantavirus
Dr. Gary Simpson, New Mexico Division of Public Health
Dr. Terry Yates, Chairman of the Department of Biology at U of New
Mexico
12:00 - 1:00 Lunch (on your own)
1:00 - 1:45 Center for Disease Control representative(s)
1:45 -- 2:15 State/Regional Perspective
Dr. Paul Erwin, State of Tennessee Department of Health
East Tennessee Regional Health Director
2:15 - 2:30 Break
2:30 - 3:30 Demonstration of the Southern Appalachian Assessment
Dr. Cory Berish, Environmental Protection Agency
Dr. Karl Hermann, National Biological Service/ University of
Tennessee-Knoxville
3:30 - 4:30 Facilitated discussion ; Identify priority issues (potential
impacts of environmental change on human health in Southern
Appalachia)
6 - 8 p.m. Social
4 February 1997
8-3 p.m. Facilitated workshop
· Set up framework for future cooperation; Identify key issues to
be addressed
------------------------------
#22
Date: Thu, 9 Jan 1997 20:27:57 -0800
From: Isabel Burk
Subject: top ten qualifications for health promotion students
Hello, Donna,
----what you might consider to be the top ten qualifying skills, knowledge areas,
and/or
experiences a new graduate MPH or doctoral student should have.--
Here are some ideas, in no particular order:
<> excellent networking skills
<> cross-disciplinary knowledge/training/field experience
<> polished writing skills (technical writing, grantwriting, writing for publication,
writing for the lay person, ability to self-edit)
<> time management/organization skills
<> active involvement in a professional organization
<> knowledgeable/interested/sensitive/appreciative of human diversity
<> high ethical standards
<> commitment to lifelong learning
<> ability to use research and knowledge in real life applications
<> dedication
Are there any special areas of training that would be more beneficial than others for
the job market TODAY?
<> Communication skills!!! It's more critical than ever to be a clear communicator,
in
writing or verbally. OK is not good enough for this competitive job market;
>excellent< is required.
Isabel Burk
The Health Network
iburk@mail.idt.net
------------------------------
#23
Date: Thu, 9 Jan 1997 23:03:20 -0800
From: Rob Andrews
Subject: Dynamic Aatomy Software
Hello,
My name is Robert Andrews, I own Castle Enterprises, which has
just released a software program dealing with human anatomy from an
introductory level. The program is entitled Dynamic Anatomy, and a
website is located at :
http://www.adamsheritage.on.ca/castle/anatomy.htm
Please visit if you are looking for a learning aid in human anatomy.
Once you've visited, feel free to contact me at castle@nhb.com for more
details or to address any queries you might have.
Thank you for your time.
Sincerely,
Robert Andrews
------------------------------
#24
Date: Fri, 10 Jan 1997 07:53:08 -0600
From: Helen Welle
Subject: Nursing Health Promotion
I need some "expert" opinion as our Health Science Education degree at
Georgia Southern is going thru some curricula redesign.
We currently offer two majors - Health Promotion and Community Health. Our
college is redesigning all majors because we are planning to change from
quarter to semester. In doing so, the B.S.N. program has decided to propose
a Nursing Degree with Health Promotion emphasis. All their courses come
from a pathophysiological approach and include some health promotion
components.
Once again, how do we defend our profession as a unique entity, distinct
from others professions?
PLease help! A defense must be put together by monday (jan 13th).
Thenks - Helen
P.S. Sorry is this message isn't entirely coherent - I have the flu!
------------------------------
#25
Date: Fri, 10 Jan 1997 11:26:35 -0600
From: Faye J Perkins
Subject: Call for Proposals
Midwest District AAHPERD 1998 Convention--- 1st call for proposals ---
Febraury 11, 1998, Fort Wayne, Indiana
To submit a proposal for the Health and Safety Education Division, please
send the following information to Faye Perkins by February 7, 1997:
Name
AAHPERD Membership #
Position/Title
School Address
School Phone & FAX number
Home Address
Home Phone
Program Title
Brief Description of Program
Format (lecture, activity, panel, demonstration, other)
Facility and/or Equipment Requirements (audio visual, etc...)
Return this proposal application by February 7, to Faye Perkins. Share
this information with others who may be interested. Thanks!
Faye J. Perkins, Ph.D.
Dept. of Health & Human Performance
UW-River Falls
410 S. Third Street
River Falls, WI 54022
715-425-3966 (office)
715-425-3696 (FAX)
715-425-8218 (home)
------------------------------
#26
Date: Fri, 10 Jan 1997 11:43:24 -0800
From: Mark Fulop
Subject: Computerized Health Risk Appraisals
Sorry for cross posting:
Does anyone have contact information computerized health risk appraisals
that you have used and what opinions do you have.... email me and not the
list and I will summarize the results and post shortly. Thanks
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Projects affiliated with San Diego State University
------------------------------
#27
Date: Fri, 10 Jan 1997 15:43:59 EST
From: AVP
Subject: Re: Nursing Health Promotion
Dear Helen:
So sorry to hear you are under the weather...looks as though you weren't immune
to the flu bug going around the South. In answer to your inquiry -- this is by
no means a finished product, by the way -- what I believe sets health education
apart from nursing is this: sociobehavioral processes/strategies which are used
for improving personal/community health behavior and implementing public health
measures.
The practice of nursing, in its purest form, has a different mission statement.
As health care reform evolves, however, professional preparation in health pro-
motion is inevitable for nurses (they are a natural extension of the biomedical
model).
I trust (and hope) you receive other responses from those on the HEDIR. I also
hope my input helped in some way -- but it IS late on Friday afternoon. Please
feel better...and good luck Monday!
/avp
------------------------------
#28
Date: Fri, 10 Jan 1997 13:25:14 -0800
From: Mark Fulop
Subject: Re: top ten qualifications for health promotion students
Donna wrote:
> what you might consider to be the top ten qualifying skills, knowledge
> areas, and/or experiences a new graduate MPH or doctoral student
Now, I hate to disagree with Isabel who responded to Donna but as I read
Isabel's list, I am struck with the "generic" nature of her list. I could
imagine interviewing a nurse, business graduate, software engineer and
journalism major and have each of them potentially pass an interview based
on her skill-set with flying colors. Does that mean that we want MBAs and
Journalism majors to be developing cardiovascular risk reduction programs
in the community or doing patient education in an HMO setting? I am
perhaps more keenly aware of this as I am helping a colleague who is
looking to hire a "new grad" for a health educator position. I would
suggest another ten (that assumes Isabel's generic skill set is a given
for most adult learners)
1) Program planning experience, including having skills at developing
alternative solutions.
2) Community organization being able to clearly identify steps for at
least one specific strategy that could be used (i.e., social action, social
planning)
3) Expertise in at least three major health behavior change theories.
4) Experience in program evaluation at least process and impact and at
least a conceptual understanding of outcome evaluation.
5) Media literacy skills, including computer skills (word processing,
spreadsheets) and a basic understanding of the potential uses of
interactive media for health education.
6) Writing skills as defined by Isabel, -- technical writing,
grantwriting, writing for publication, writing for the lay person, ability
to self-edit
7) Understanding of the levels of intervention (individual, group,
regional, etc) ...and the ability to apply the levels appropriately.
8) Ability to develop theoretically sound educational curricula including
developing measurable goals and learner objectives.
9) Knowledge of the public health infrastructure and how to access
community health information (i.e., knows the roles of public health,
community health, voluntaries, etc. and how to access each system)
10) Knowledge of specific group process methods (focus groups, delphi,
brainstorming, nominal group)
Hope this provides food for the grist mill
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Projects affiliated with San Diego State University
------------------------------
#29
Date: Fri, 10 Jan 1997 17:06:14 -0600
From: "Marjorie E. Scaffa"
Subject: Re: top ten qualifications for health promotion students
Mark,
I really liked your list. Is expertise in needs assessment strategies
implied in #1 program planning? If not, it should be added to the list.
Thanks for the good ideas.
Marjorie Scaffa
University of South Alabama
On Fri, 10 Jan 1997, Mark Fulop wrote:
> Donna wrote:
>
> > what you might consider to be the top ten qualifying skills, knowledge
> > areas, and/or experiences a new graduate MPH or doctoral student
>
> Now, I hate to disagree with Isabel who responded to Donna but as I read
> Isabel's list, I am struck with the "generic" nature of her list. I could
> imagine interviewing a nurse, business graduate, software engineer and
> journalism major and have each of them potentially pass an interview based
> on her skill-set with flying colors. Does that mean that we want MBAs and
> Journalism majors to be developing cardiovascular risk reduction programs
> in the community or doing patient education in an HMO setting? I am
> perhaps more keenly aware of this as I am helping a colleague who is
> looking to hire a "new grad" for a health educator position. I would
> suggest another ten (that assumes Isabel's generic skill set is a given
> for most adult learners)
>
> 1) Program planning experience, including having skills at developing
> alternative solutions.
> 2) Community organization being able to clearly identify steps for at
> least one specific strategy that could be used (i.e., social action, social
> planning)
> 3) Expertise in at least three major health behavior change theories.
> 4) Experience in program evaluation at least process and impact and at
> least a conceptual understanding of outcome evaluation.
> 5) Media literacy skills, including computer skills (word processing,
> spreadsheets) and a basic understanding of the potential uses of
> interactive media for health education.
> 6) Writing skills as defined by Isabel, -- technical writing,
> grantwriting, writing for publication, writing for the lay person, ability
> to self-edit
> 7) Understanding of the levels of intervention (individual, group,
> regional, etc) ...and the ability to apply the levels appropriately.
> 8) Ability to develop theoretically sound educational curricula including
> developing measurable goals and learner objectives.
> 9) Knowledge of the public health infrastructure and how to access
> community health information (i.e., knows the roles of public health,
> community health, voluntaries, etc. and how to access each system)
> 10) Knowledge of specific group process methods (focus groups, delphi,
> brainstorming, nominal group)
>
> Hope this provides food for the grist mill
>
>
>
> _________________________________________________
> Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
> Co-Director,
> College Health 2000
> A Health Promotion Collaborative
> 5500 Campanile Drive
> San Diego, CA 92182-4701
>
> Phone: 619.594.2869
> FAX: 619.594.5613
> http://shs.sdsu.edu/ch2000/
>
> Projects affiliated with San Diego State University
>
------------------------------
#30
Date: Sat, 11 Jan 1997 09:54:38 -0800
From: Daniel Leviton
Subject: Top 10 qualifications of health promotion and health education
professionals
I would add to the lengthy list of qualifications, a formal and
informal liberal arts education. Give me someone who is
sensitive to the social changes and factors affecting the health of
individual, community, nation and globe, and is will to do more than
teach or conduct research to remedy the situation.
To make the point, Mervyn Susser calls for change in the
training of epidemiologists to become more socially conscious, and,
". . . to comprehend the hurt and waste of deprived or disordered
communities. They will need to recognize the true scale of the effects
that a few percentage points in a cogent indicator can have on a nation's
health. Without intense socialization and learning, we may well find
because of the natural momentum and narrow focus that specialization
generates that the links between the values of public health and its
specialized disciplines dissolve as we watch. In this respect,
epidemiology is most certainly at risk" (Susser, AJPH, 1996, v. 86(5), p.
677).
Stevens, too, argues that we need a strong model of public health, a
visionary manifesto, that, ". . . will recognize the relationship of
social class and health in terms responsive to the specific conditions of
the 21st century. . . . It will relate the value of public health, in
decisive terms, to social betterment and violence prevention, looking
forward across a new century" (Stevens, AJPH, 1996, v.86(11), p. 1523).
Similarly, a Carnegie Foundation for the Advancement of Teaching
report found that over 80 percent of surveyed professors in the United
States agreed with the statement that they had a professional obligation
to apply their knowledge to problems in society (Boyer, E. L., Altbach,
P. G., & Whitelaw, M. J. (1994). The Academic Profession: An
International Perspective. Princeton: The Carnegie Foundation for the
Advancement of Teaching). The authors concluded that,"The academy must
consider these [sic] questions: ' . . . how can scholars also [sic]
harness their collective talents for the public good'" [Boyer,
1994 #897, pp.18, 22-23].
This question also applies to the public health profession in terms
of the larger social health issues.
--
Dr. Daniel Leviton
College of Health & Human Performance
University of Maryland
College Park, MD 20740, Phone: (301) 405-2528
------------------------------
#31
Date: Sat, 11 Jan 1997 10:55:39 -0600
From: "William B. Cissell"
Subject: Re: top ten qualifications for health promotion students
Donna wrote:
> what you might consider to be the top ten qualifying skills, knowledge
> areas, and/or experiences a new graduate MPH or doctoral student
Mark Fulop wrote on Jan. 10:
>Now, I hate to disagree with Isabel who responded to Donna but as I read
>Isabel's list, I am struck with the "generic" nature of her list. I could
>imagine interviewing a nurse, business graduate, software engineer and
>journalism major and have each of them potentially pass an interview based
>on her skill-set with flying colors. Does that mean that we want MBAs and
>Journalism majors to be developing cardiovascular risk reduction programs
>in the community or doing patient education in an HMO setting?
Donna, Isabel and Mark,
It might be well to look to the work produced by the National Task Force on
Preparation of Health Educators and the AAHE/SOPHE Joint Committee for the
Development of Graduate Preparation Standards (The Joint Committee) for
guidance in selecting the top ten qualifying skills, knowledge areas, and/or
experiences a graduate level health educator should possess, The Task Force
guided the role delineation process that produced "A Framework for the
Development of Competency-based Curricula for Entry Level Health Educators."
This document is available from the National Commission for Health Education
Credentialing at cogs101w@wonder.em.cdc.gov.
The document produced by "The Joint Committee" is its report to the boards of
AAHE and SOPHE. A copy of this can be obtained by contacting AAHE at
AAHE@AAHPERD.org or SOPHE at SOPHEAuld@aol.com. When you review
the two
documents together, you find that they are complementary and that they present
ten areas of responsibility of the professional health educator. For each area
of responsibility, there is a narrative introduction of several paragraphs in
length. This helps the reader get a grasp on the essential knowledge and skills
associated with each area of responsibility. The work of "The Joint Committee"
made the initial seven areas of responsibility more relevant to the graduate
level health educator and added three areas of responsibility that are
particularly essential to health educator prepared at the graduate level.
I concur with Mark that I find Isabel's list problematic. I like Mark's
better, but believe the exercise of reviewing the documents identified above
would be useful to anyone trying the define the professional health educator.
Bill D_Cissell@venus.twu.edu
------------------------------
#32
Date: Sat, 11 Jan 1997 10:08:57 -0800
From: Mark Fulop
Subject: Re: top ten qualifications for health promotion students
Bill Wrote
>
>I concur with Mark that I find Isabel's list problematic. I like Mark's
>better, but believe the exercise of reviewing the documents identified above
>would be useful to anyone trying the define the professional health educator.
Bill, the dilema I have with Isabel's list is based on about 10 years
experience in health education and 6-7 years being a program supervisor
hiring numerous health educators and occasionally firing one. My typical
interviewing experience is as follows:
1) I get between 40-60 applications.
2) Boil that list down to 10 (only half of whom genereally have MPH's)
3) Of those I interview, if I am lucky one person might be able to hit 7
of the 10 competencies I listed in my last post.
Now I am located in San Diego. A very sunny place that attracts lots of
people, not to mention being driving distance to SDSU, Loma Linda, UCLA,
CSU Long Beach and Northridge all pumping out health educators. I have
been at it long enough to have a sense of the Southern California school's
"products." I know for example that one university produces students who
are good basic researchers and totally clueless as to the list of 10
competencies I listed while an another school that produces students who
have virtually no research skills but are usually the "7 out of 10"
interviewees.
Long documents about what accredited schools of public health should be
including are great and my hunch is that Isabel was assuming those
comptencies are part of new grads, but the "in the trenches" reality I see
when I interview would be happy if new grads (and even many old grads)
could demonstrate at least my minimum list of ten.
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Projects affiliated with San Diego State University
------------------------------
#33
Date: Sat, 11 Jan 1997 18:05:20 -0800
From: Isabel Burk
Subject: Re: top ten qualifications for health promotion students
Hello all,
> Long documents about what accredited schools of public health should be
> including are great My point, exactly, 'cause I assumed that Donna might be
asking for "in the
trenches" ideas, as she has access to the standards documents!
> my hunch is that Isabel was assuming those comptencies are part of new grads,
> but the "in the trenches" reality I see when I interview would be happy if new
> grads (and even many old grads) could demonstrate at least my minimum list of
> ten.
Again, exactly what I assumed. But as you point out, Mark, that assumption is
not necessarily the reality. My generic list of suggestions was >not< health
education content/skill competency based, rather the "in the trenches" stuff that
would make an excellent professional, no matter what the profession.
My suggestions were purposely selected, purposely broad, based on what >I< think
would be appropriate for a professional entering the field.
Isabel Burk, M.S., CHES
The Health Network
iburk@mail.idt.net
------------------------------
#34
Date: Mon, 13 Jan 1997 00:48:18 -0500
From: PHOLLY@WITTENBERG.EDU
Subject: Health Materials in Spanish
Health Materials in Spanish
------------------------------
#35
Date: Mon, 13 Jan 1997 01:04:00 -0500
From: PHOLLY@WITTENBERG.EDU
Subject: Health materials for Honduras
I am searching for sources of health education materials appropriate for the
newly constructed "Whispering Hope Clinic" in the village of Chapagua in
Honduras. In February, I will join the "Missionary Health Service" team as
health educator. I am aware of some educational flip charts distributed, I
think, by the Honduran Government for health clinics but do not know the
contact person or possibly the distributing agency. I would greatly appreciate
any leads on these charts and any other basic hygiene materials (charts,
pamphlets, videos) written in Spanish which would be appropriate for the small
villages of Honduras.
Thank you - Pat Holly (PHolly@Wittenberg.edu)
------------------------------
#36
Date: Mon, 13 Jan 1997 08:31:45 -0500
From: Shadia Garrison
Subject: Re: Health materials for Honduras
You might try the American Red Cross for materials in Spanish. They now
translate almost every program they have into Spanish and some other
languages as well. Access their website at www.redcross.org for a 1-800
number to call. When you talk to someone about that, you also might ask
for the numbers of large chapters in areas where Spanish is spoken a
lot. For example, Houston, Dallas, Chicago, New York, L.A. etc.
Good luck,
Shadia Garrison
On Mon, 13 Jan 1997 PHOLLY@WITTENBERG.EDU wrote:
> I am searching for sources of health education materials appropriate for the
> newly constructed "Whispering Hope Clinic" in the village of Chapagua in
> Honduras. In February, I will join the "Missionary Health Service" team as
> health educator. I am aware of some educational flip charts distributed, I
> think, by the Honduran Government for health clinics but do not know the
> contact person or possibly the distributing agency. I would greatly appreciate
> any leads on these charts and any other basic hygiene materials (charts,
> pamphlets, videos) written in Spanish which would be appropriate for the small
> villages of Honduras.
>
> Thank you - Pat Holly (PHolly@Wittenberg.edu)
>
------------------------------
#37
Date: Mon, 13 Jan 1997 09:11:20 EDT
From: Elbert Glover
Subject: Free Disks
In the process of publishing the journal (The American Journal of
Health Behavior), we accumulate hundreds of disks. I would like to
send 3 1/2" disks FREE to anyone who would like them, preferably to
those persons teaching classes where the disks would be useful.
I will send 25 or 50 to each person (you specify) that responds to me
directly via e-mail until I run out. I need your full address.
If I don't receive sufficient requests for all the disks by January
20, I will donate the remainder to a local school.
Thanks
Elbert D. Glover, PhD
Professor, Behavioral Medicine & Psychiatry
Director, Tobacco Research Center, MBR Cancer Center
West Virginia University's
Robert C. Byrd Health Sciences Center
P.O. Box 9300
Morgantown, WV 26506
Voice: (304) 293-6988
Fax: (304) 293-4693
------------------------------
#38
Date: Mon, 13 Jan 1997 11:44:22 -0500
From: MidK@AOL.COM
Subject: Re: Health materials for Honduras
Pat
When I worked for ETR Associates we were expanding the line of Spanish
materials including brrchures, flip charts and videos. The new "Health"
catalog just came out. That will have the materials most useful for you.
Check with them about specific Spanish materials and ask for a catalog (800)
321-4407.
Kathleen Middleton
Publisher and Health Education Consultant
ToucanEd
MidK@aol.com
http:/www.ToucanEd.com
------------------------------
#39
Date: Mon, 13 Jan 1997 12:19:20 EDT
From: Elbert Glover
Subject: FREE DISKS
I RECEIVED MANY MORE REPLYS THAN WE HAVE DISKS...SO PLEASE
DO NOT
SEND ANYMORE REQUESTS FOR FREE DISKS.
FOR ALL OF THOSE OF YOU WHO DID SEND REQUESTS, WE WILL LIST
THE
E-MAIL MESSAGES BY THE TIME POSTED AND BEGIN TO SEND THEM
OUT
TOMORROW. HOPEFULLY THERE ARE ENOUGH DISK FOR ALL THOSE
PERSONS
WHO
REQUESTED THEM.
IF YOU DID NOT STATE AN EXACT NUMBER OF DISKS THAT YOU
WANTED, THE
STAFF HAS BEEN INFORMED TO SEND 25. YOU WILL BE SENT
50--ONLY IF
YOU REQUESTED 50.
THANKS FOR ALL THE REQUESTS, HOPEFULLY, THE DISK CAN BE OF
EDUCATIONAL USE.
Elbert D. Glover, PhD
Professor, Behavioral Medicine & Psychiatry
Director, Tobacco Research Center, MBR Cancer Center
West Virginia University's
Robert C. Byrd Health Sciences Center
P.O. Box 9300
Morgantown, WV 26506
Voice: (304) 293-6988
Fax: (304) 293-4693
------------------------------
#40
Date: Mon, 13 Jan 1997 13:03:03 -0500
From: SOUTHWEST VIRGINIA AHEC
Subject: Top ten qualifications for health promotion students
I agree with the previous writers' comments, particularly those by Mark
Fulop. From a health education practice standpoint, another important skill
is the ability to interpret and manage budgets, especially in public sector
positions where the dollars may flow from multiple sources. I realize this
is not listed as a basic competency by NCHEC, perhaps because it is viewed
as a management responsibility. The reality of practice is that in many
settings, we are the only, or one of just a few, health educator(s) employed
by the organization, and we are thrown into the budget management sea, sink
or swim. This may not be on everyone's top list when looking to hire a
health educator, but it should make someone more valuable to a potential
employer. It is interesting to note that medical schools are now
recognizing a need to provide business/financial management courses to their
students in preparation for the "real world" of medical practice, and in
particular, managed care.
------------------------------
#41
Date: Mon, 13 Jan 1997 14:06:16 EDT
From: Elbert Glover
Subject: Re: NO MORE AVAILABLE DISKS
I never thought I would receive so many requests for free disks. I
only had around 700, however, received requests for nearly 1,600.
Tomorrow, we will begin packing disks according to the time you made
the request. If you do not receive disks within the next 10 days, my
apologies, but the demand far exceeded the number of disks available.
In summary--no more requests for free disks.
Elbert D. Glover, PhD
Professor, Behavioral Medicine & Psychiatry
Director, Tobacco Research Center, MBR Cancer Center
West Virginia University's
Robert C. Byrd Health Sciences Center
P.O. Box 9300
Morgantown, WV 26506
Voice: (304) 293-6988
Fax: (304) 293-4693
------------------------------
#42
Date: Mon, 13 Jan 1997 11:58:51 -0800
From: "Evelyn E. Ames"
Subject: Re: top ten qualifications for health promotion students
May I suggest that health education professionals working with graduate
students review the Graduate Standards for Health Educators that were
presented to the profession at the National Congress held in Dallas last
February. Almost all graduate programs were presented. I note that
reference is made to needs assessment, research, management, etc. The
graduate standards do address those issues. If I read Donna's address
correctly, she must be at Oregon State University. Since Margaret Smith
is an emeritus from there, it would be beneficial for Donna to spend some
time chatting with Margaret about the graduate standards. These address
the competencies that graduate students in Health Education should meet.
On Fri, 10 Jan 1997, Marjorie E. Scaffa wrote:
> Mark,
>
> I really liked your list. Is expertise in needs assessment strategies
> implied in #1 program planning? If not, it should be added to the list.
>
> Thanks for the good ideas.
>
> Marjorie Scaffa
> University of South Alabama
>
>
> On Fri, 10 Jan 1997, Mark Fulop wrote:
>
> > Donna wrote:
> >
> > > what you might consider to be the top ten qualifying skills, knowledge
> > > areas, and/or experiences a new graduate MPH or doctoral student
> >
> > Now, I hate to disagree with Isabel who responded to Donna but as I read
> > Isabel's list, I am struck with the "generic" nature of her list. I could
> > imagine interviewing a nurse, business graduate, software engineer and
> > journalism major and have each of them potentially pass an interview based
> > on her skill-set with flying colors. Does that mean that we want MBAs and
> > Journalism majors to be developing cardiovascular risk reduction programs
> > in the community or doing patient education in an HMO setting? I am
> > perhaps more keenly aware of this as I am helping a colleague who is
> > looking to hire a "new grad" for a health educator position. I would
> > suggest another ten (that assumes Isabel's generic skill set is a given
> > for most adult learners)
> >
> > 1) Program planning experience, including having skills at developing
> > alternative solutions.
> > 2) Community organization being able to clearly identify steps for at
> > least one specific strategy that could be used (i.e., social action, social
> > planning)
> > 3) Expertise in at least three major health behavior change theories.
> > 4) Experience in program evaluation at least process and impact and at
> > least a conceptual understanding of outcome evaluation.
> > 5) Media literacy skills, including computer skills (word processing,
> > spreadsheets) and a basic understanding of the potential uses of
> > interactive media for health education.
> > 6) Writing skills as defined by Isabel, -- technical writing,
> > grantwriting, writing for publication, writing for the lay person, ability
> > to self-edit
> > 7) Understanding of the levels of intervention (individual, group,
> > regional, etc) ...and the ability to apply the levels appropriately.
> > 8) Ability to develop theoretically sound educational curricula including
> > developing measurable goals and learner objectives.
> > 9) Knowledge of the public health infrastructure and how to access
> > community health information (i.e., knows the roles of public health,
> > community health, voluntaries, etc. and how to access each system)
> > 10) Knowledge of specific group process methods (focus groups, delphi,
> > brainstorming, nominal group)
> >
> > Hope this provides food for the grist mill
> >
> >
> >
> > _________________________________________________
> > Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
> > Co-Director,
> > College Health 2000
> > A Health Promotion Collaborative
> > 5500 Campanile Drive
> > San Diego, CA 92182-4701
> >
> > Phone: 619.594.2869
> > FAX: 619.594.5613
> > http://shs.sdsu.edu/ch2000/
> >
> > Projects affiliated with San Diego State University
> >
>
------------------------------
#43
Date: Mon, 13 Jan 1997 16:17:19 EDT
From: Elbert Glover
Subject: Re: No more free disks
I do not have anymore free disks. I only had 700 and the requests
exceed 2,000! Do not request anymore--I'm out.
Elbert D. Glover, PhD
Professor, Behavioral Medicine & Psychiatry
Director, Tobacco Research Center, MBR Cancer Center
West Virginia University's
Robert C. Byrd Health Sciences Center
P.O. Box 9300
Morgantown, WV 26506
Voice: (304) 293-6988
Fax: (304) 293-4693
------------------------------
#44
Date: Mon, 13 Jan 1997 15:15:59 -0600
From: DeLayne Hudspeth
Subject: Re: Top 10 qualifications of health promotion and health education
professionals
With all due respect to serious discussion of qualifications for Health
professionals, I am reminded of a story that circulatred circa. 60's when
I was heavy into psychological profiles via standardized tests.
A sizable protestant church group was concerned because their preachers
were under fire for lack of skills such as holding effective meetings,
persuasive communications, financial management, etc. So, they hired a
psychological consulting firm who did an in-depth analysis of the many and
various skills that preachers needed. It seemed the closest matching
profile of skills needed were exactly those also needed by a Vice
President for Sears Roebuck.
------------------------------
#45
Date: Tue, 14 Jan 1997 09:57:00 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: job announcement
Executive Director: The American School Health Association seeks an
executive director to oversee operations, including a full-time staff of 13.
Founded in 1927, the American School Health Association has approximately
3,000 members. The national office is located in Kent, Ohio. The following
qualification criteria are preferred: management/administrative experience,
financial development and management skills; knowledge of and experience
with school health programs; membership development and recruitment skills;
ability to work with diverse groups; interpersonal communication,
negotiation, and consensus building skills; oral and written communication
skills; and at least a bachelor's degree in an appropriate field of study.
Salary range is $55,000 to $70,000 annually, plus benefits depending on
previous experience. Closing date is April 1, 1997 or until position is
filled. Tentative start date is fall 1997. Send a letter of application
including a detailed resume, names and phone numbers of at least three
references, and a separate sheet of paper addressing each of the
qualification criteria listed above to: Laura Kann, Ph.D., F.A.S.H.A.,
American School Health Association, 7263 State Route 43, P.O. Box 708, Kent,
Ohio 44240.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR
------------------------------
#46
Date: Tue, 14 Jan 1997 11:05:35 CDT
From: Judy
Subject: Re: top ten qualifications for health promotion students
Mark F., I liked your list of traits noted earlier for H. Ed. & also agree w/
my colleague at S. AL. re: needs assessment skills. Thanks for sharing the
list.
Judy Taylor
The Univ. of AL - Birmingham
------------------------------
#47
Date: Tue, 14 Jan 1997 09:24:50 -0800
From: Margo Harris
Subject: Health materials for Honduras
Hi Pat, et al -
Three national resources that I have found useful:
1. Office of Minority Health Resource Center - 800/444-6472
2. COSSMHO - National Coatlition of Hispanic Health and Human Services
Organizations, 202/797-4341
3. NCLR - National Council of La Raza - 202/289-1380
As Kathleen mentioned re: ETR, a number of commercial organizations and
non-profits have added Spanish materials to their menu of offerings. Just
because it doesn't appear in the catalog, don't assume it's not available.
Over the years, I have gotten Spanish materials from a variety of places.
Look for organizations placed in or serving Spanish speaking populations.
For instance, I obtained materials from the American Lung Association of
Puerto Rico - 809/765-5664 - when I needed lung health/disease resources.
Health organizations in Los Angeles, etc. were good resources.
I found quality materials at the National Center for Farmworker Health
because such a large portion of their audience is Spanish speaking -
512/328-7682
Now, no one mentioned the "type of Spanish" that was used in different
publications from different regions of the country. Ideally, you want to
find materials acceptable to the audience you're working with in Honduras.
However, many audiences are appreciative and accept the materials you find
and share with them, even if they are not written in the exact Spanish of
their region. Just a thought. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
------------------------------
#48
Date: Tue, 14 Jan 1997 10:01:24 -0800
From: Mark Fulop
Subject: Re: Top 10 qualifications of health promotion and health education
professionals
>A sizable protestant church group was concerned because their preachers
>were under fire for lack of skills such as holding effective meetings,
>persuasive communications, financial management, etc. So, they hired a
>psychological consulting firm who did an in-depth analysis of the many and
>various skills that preachers needed. It seemed the closest matching
>profile of skills needed were exactly those also needed by a Vice
>President for Sears Roebuck.
What I have found is that when consultants only have hammers in their
toolbox, then everything starts to look like a nail. My point is *not* to
challenge the need for new grads to have what I would call basic
"functional adult competencies." That is a given.
My point is to say that I truly at times dis-heartened with the basic
health education skill level of many graduates of schools of public health
that I interview. Many of these students have wonderful non-public health
experience, communicate well, carry Franklin Day Planners and are extremely
perfectionistic about the way in which they approach work. But when I ask
these planner toting new students to give an example of the steps they
would use to plan a tobacco prevention program targeting latino youths, I
often get absolutely blank stares followed by a 10 minute wandering
monologue that does *not* sound anything like "current needs minus current
resources + audience perceived needs over alternatives"
The is a difference between organization and community organization
Planning and program planning, writing and grant writing, having goals and
writing goals. I need health educators who can articulate these
differences.
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Projects affiliated with San Diego State University
------------------------------
#49
Date: Tue, 14 Jan 1997 11:00:40 -0500
From: CConstantine
Subject: Job Posting
I am re-posting this position for Project Director at Education
Development Center (EDC)
National Training Partnership
Health and Human Development Programs
Education Development Center, Inc.
In partnership with the U.S. Center's for Disease Control and
Prevention, Division of Adolescent and School Health, EDC is seeking a
director to lead a major national multi-year initiative. "The National
Training Partnership"(NTP)project aims to develop the capacity of
state and local education agencies (SEA's & LEA's) to deliver
quality, effective HIV prevention education. The NTP provides general
technical assistance and training in the area of HIV prevention and
comprehensive K-12 school health programs to eligible agencies, which
include all state education agencies and 18 of the largest urban
school districts.
The director will be a national spokesperson for this work.
Responsibilities will include supervising staff who provide intensive,
onsite technical assistance and generalized technical assistance by
phone, fax and mail to eligible agencies; working with researchers who
develop HIV/STD prevention interventions to create user-friendly
products for national dissemination to schools and community-based
organizations; providing training for these interventions; and
coordinating national meetings and training for the eligible agencies.
EDC is seeking a person who has presented on, and/or published in the
field of K-12 comprehensive school health or HIV prevention. The
individual will need strong leadership skills, and in-depth knowledge
of effective HIV prevention and training using all aspects of a
school's program. In addition, the project director must have skills
to manage a large federal contract, coordinate the delivery of a large
number of deliverables including curriculum products and training,
manage subcontracts, oversee the development of a tracking system for
SEA's and LEA's so that eligible agencies can track their training
efforts, supervise health curriculum development, and carry out other
duties as assigned.
The candidate should have at least 5 years experience in the area of
HIV and/or CSHE prevention at the national level; experience with
providing technical assistance to state and local education agencies,
excellent public-speaking and writing skills. Doctoral level and CHES
preferred.
Deadline for applications is January 24, 1997. Please send a cover
letter and resume to Denise Farrington, Education Development Center,
Inc., 55 Chapel Street, Newton, MA. 02158 E-mail DFarrington@edc.org
EDC is an Affirmative Action/Equal Opportunity Employer
EDC is committed to diversity in the workplace
------------------------------
#50
Date: Tue, 14 Jan 1997 14:42:57 -0600
From: Daniel Klein
Subject: Add as new member to HEDIR
Mark, I also have aquestion that I'd like to send out over the network.
We currently offer a personal health course with a student enrollment
of 25 per section. We are being asked by the powers above for an
unknown reason at this time to develop and offer larger sections ,
perhaps50-100 students. We would like to hear from anyone who
who might have gone through the same process. Thank you.
Daniel Klein, Northern Illinois University, FAX 815 753 1413, phone 815
753 8291.
------------------------------
#51
Date: Tue, 14 Jan 1997 13:57:42 -0800
From: "Evelyn E. Ames"
Subject: Re: Top ten qualifications for health promotion students
Regarding managing budgets: please refer to the new graduate
competencies for health educators. You will find that skill being
addressed in the new resposibilities and competencies. Also note that
ethics and the health educator are addressed in Responsibiity 10. Have a
great day. eames@henson.cc.wwu.edu
------------------------------
#52
Date: Tue, 14 Jan 1997 08:57:42 -0800
From: Margo Harris
Subject: Top ten qualifications for health promotion students
I replied to Donna private, but the gist of my response said, health
promotion grads need all that is generally expected, plus the
business/financial management knowlege/attitudes/behaviors needed in the
real world to "do business." Graduates will be employed in a greater and
greater variety of positions that may be regarded as traditional or
non-traditional health education/health promotion positions. Like the
physicians noted by the respondent from Southwest VA AHEC, health
promotion/education folks need to function in the "real world" of managed
care as well as other health and potential health settings. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
------------------------------
#53
Date: Tue, 14 Jan 1997 14:47:18 CST+6CDT
From: Karri Henning
Subject: Translated Health Materials
Anyone who is looking for, or currently using, health education materials
written in other languages this message is for you.
When looking for health education materials written in Spanish, etc. pay
special attention to whether or not the materials are translations or if they
were originally developed in that language. Often health education materials
are translated word-for-word into Spanish by someone who doesn't speak
Spanish as a first language. Putting dialect differences completely aside, these
translations may contain a variety of other problems including; unfamiliar
vocabulary words, technical jargon, cultural inappropriateness, and
grammatical errors. As a result, the translated messages make little
sense, and may be especially difficult to understand by people with lower
literacy levels.
In educational material catalogs the description for each item will usually
indicate if it was translated or originally written for that
language. Go for the original! If the description doesn't specify, I suggest
contacting the company and asking them directly to be sure. Good Luck!
_________________________________________
Karri Henning, MSPH
HIV/AIDS Health Educator
UAB School of Public Health
Department of Health Behavior
HIV Prevention Projects
1825 University Blvd
MJH Room 208
Birmingham, AL 35294-2010
voice:(205)934-9192
KHenning@hb.soph.uab.edu
------------------------------
#54
Date: Tue, 14 Jan 1997 21:52:48 -0500
From: "aahe.aahperd.org (Becky Smith)"
Subject: GRADUATE STANDARDS
There have been several messages in recent days which made reference
to the Graduate Standards in Health Education which were developed
over the past several years through the work of the Joint Committee
on Graduate Standards. We have already received several calls
regarding the availablity of this information. Individuals who
attended the National Forum as part of the development process will
receive the proceedings from the Forum in February, 1997 from the
AAHE office. The joint committee worked under the auspices of the
American Association for Health Education and the Society for Public
Health Education in collaboration with the National Commission for
Health Education Credentialing, Inc. and the Council for Education in
Public Health. It is anticipated that in March, 1997 a published
report on the work of the committee which will include the standards
will be available for purchase by interested parties. Please contact
either SOPHE or AAHE for an order form in February. Thank you for
your interest.
------------------------------
#55
Date: Wed, 15 Jan 1997 08:22:44 GMT+0200
From: "SENDER: ANSA.OJANLATVA@UTU.FI"
Subject: Re: Translated Health Materials
I would like to reinforce Karri's message about the translations of materials
into another language. Since my return to Finland, I have assisted researcher's
in replicating batteries of questionnaires into Finnish. Regardless of how good
one's language skills are, there are still possiblities to misunderstand
content.
The following has proved useful: first translate the material into the other
language. Then have someone translate it back to the original language and if
everything is ok, you may feel better about it. Nor secure, better.
A year or two ago, I had a group of students do a survey about dental health in
Finnish and Swedish. We assessed the similarity of the questions by doing the
one above. Yet, during the analysis of the data, we noticed that one of the
questionnaires had used a positive format while it was common for the other to
express the same thing in a negative way, changing the outcome.
Ten years ago, I had a student do a special study where one side of the text
was in Spanish, the other in English. The trouble supervising such a project is
that one is never skilled enough in the language part and there is uncertainty
about the "other" section. However, it might be a useful thought for some
universities where faculty are skilled in more than one language, to produce
materials in both languages, side by side. At least, the content will be in
order.
Since different cultures have different connotative meanings for words, they
may still be understood differently. The only way to clarify that is to explain
more. Ansa.
************************
Ansa Ojanlatva, PhD, CHES, CSE, docent
faculty member and Coordinator
Dept Public Health Sexology Program
Lemminkaisenkatu 1 Center for Reproductive and
20014 University of Turku Developmental Medicine
Finland (http://www.utu.fi/tdk/laak/crede)
tel. +358-2-333 8513 (+358-2-333 81 operator)
FAX +358-2-333 8439
personal home page: http://www.utu.fi/~ansoja/index.html
************************
------------------------------
#56
Date: Wed, 15 Jan 1997 08:57:47 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: Informational request
Greetings and a belated Happy New Year. For those of you in a university
setting, just a reminder that I am collecting syllabi of courses that you
are teaching presently, or do teach on a regular basis. If you would like
those to be listed on my HEDIR home page, please do one of the following:
1) either send me a copy of the syllabus electronically in either pc word
perfect 6.0 or older (or a version that can be converted); 2) if you
already have your syllabus on-line, just drop me the URL and I'll put to
your syllabus. Even those these have only been on-line for several months I
have gotten many positive comments on how helpful these are. It's a good
way to share with others different approaches in teachings.
A second request is to make sure that you occassionally look at the three
directories on the www. Please check to see that all of your information is
correct and to see if others listed from your place of employment are still
there. We have people leave places and they do not let me know. Thus, the
directory isn't as accurate as it could be.
Finally, as more public schools and public health departments get linked
into the www, please let those people know of the HEDIR services. Word of
mouth is still the best way to promote the HEDIR and its directories.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#57
Date: Wed, 15 Jan 1997 10:05:39 -0600
From: "William B. Cissell"
Subject: TSOPHE Mid-Year Conference
HEDIRs,
The Texas Chapter, SOPHE, and the Texas Department of Health are co-sponsoring
a conference titled: Educating & Promoting for Health: Strong Roots for an
Effective Health Program. It will be held on February 15 & 16, 1997, or one
month from now. The site is the Omni Hotel at I-10 and Wurzbach in San
Antonio, Texas, which is a fabulous conference location.
Conference Goal
The goal of this conference is to enhance health education and promotion
knowledge and skills. The conference is for all professionals who design and
implement health education and promotion programs. This will be a "hands-on"
conference with many opportunities for participants to learn more about
theories and models and get the latest information about health education and
promotion techniques.
Lodging
Omni Hotel . . . . . 1-800-460-8881; Room rates: Single is $55/night; Double
is $75.00
For these rates, reservations need to be made by 1/24/97.
CHES
A maixmum of 8.5 Category I Contact Hours
Dress
Casual; dress comfortably
Faculty
Some of the best and brightest university faculty and practitioners of Texas.
Topics of Sessions
Health Education and Modern Technology: How Information Technology is Going
to
Revolutionize Health Education
Health Behavior Theories: What They Are, What They Mean and How to Apply
Them
Effectively
Health Education and Promotion Models: What is Available, How to Decide Which
to Use and How to Use Them Effectively
TDH "Qualtiy in Health Promotion" Guide: What It Is and How to Use It for Your
Program
Program Design and Implementation: Strategies for a Successful Program
Registration Fees
$75 for TSOPHE Member
$85 for Non-TSOPHE Member
$25 for Student Member of TSOPHE
$35 for Student Non-Member of TSOPHE
Note: Add $10 for any category if registering after 1/31/97.
Make checks and money orders payable to:
TSOPHE c/o TPHA, TAX ID# 746058233
Address checks and money orders to:
TSOPHE c/o TPHA
3724 Jefferson St. Suite 309
Austin, Texas 78731-6222
Program Planning Committee
Lisa Rodriguez, MEd, CHES
Patty Stone, MSHP, CHES
Jacquie Shillis, MEd
Linda Brandmiller, MAIS, CHES
Josh Thompson, PhD
Texas Department of Health Representative
Lisa Regan-Vienop, MPH, CHES
Registration Form for 1997 TSOPHE & TDH Mid-Year Conference
Name _____________________________________________
Organization/employer _____________________________
Mailing Address __________________________________
City ______________________ State ______________
ZIP Code ________________ Phone ____/____-_______
Email Address _____________________________________
Anyone Interested in TSOPHE Member Mailing List Update
Name ________________________________________
Address _____________________________________
City ________________________________________
State _______________ ZIP __________________
_____ (check) Please send me more information on Texas Society
Y'all come, ya hear!
------------------------------
#58
Date: Wed, 15 Jan 1997 11:43:09 -0500
From: John Studach
Subject: spanish health sites
i recently heard about a site that does a lot of health information in
spanish and portugese. the organization is called bireme. i found several
of some of the links protected, but a way in that might be useful is url
http://www.bireme.br/I/imenu.htm
or you can search on bireme - most of the initial links were in portugese.
so if you want to investigate using your language skills, this may be a
useful site. john
John Studach
National Center for Health Fitness
American University
4400 Massachusettes Ave. NW
Washington DC 20016-8037
202-885-6287
202-885-6288 FX
jstudac@american.edu
http://www.healthy.american.edu
------------------------------
#59
Date: Wed, 15 Jan 1997 10:41:58 -0800
From: Donna Champeau
Subject: Thanks for the response
I'd like to thank all those that responded to my query about
qualification for a new graduate student. Our program here at Oregon
State University is well structured to meet the graduate competencies
but sometimes we all need to be reminded and reinforced just to find
out if we are still all on the same page. The discussion in my
graduate seminar should prove to be a good one thanks to your
comments.
Donna
------------------------------
#60
Date: Wed, 15 Jan 1997 11:54:48 -0800
From: Margo Harris
Subject: More Language Thoughts
I'm really appreciating and enjoying the conversation about health
education materials in languages other than English. As messages are being
shared around, I'm getting some new information from different sources.
I'm forwarding one message, with the author's position, about a non-profit
organization called Novela.
I also learned that the Seattle-King County Department of Public Health
set up a special program program some time ago called HELP. Sorry, I don't
recall exactly the words behind the acronym, but they describe an education
initiative offering print materials, developed in other languages, not
translated. The "L" refers to literacy and linguistics. HELP markets its
services nationwide and can be contacted through Ben Liefer, Public
Education Coordinator, Seattle-King County Department of Public Health,
206/296-4678 or email ben.liefer@metrokc.gov
Thanks for sharing this helpful information. Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
----------
> From: T. Furtwangler
> To: margoharris@halcyon.com
> Cc: R. Collins
> Subject: Novela
> Date: Tuesday, January 14, 1997 2:30 PM
>
> Ms Harris:
>
> Bob Collins forwarded your listserv message to me, and I am replying to
> make you aware of Novela Health Education. Located at the University of
> Washington, we are a nonprofit agency specializing in development and
> distribution of culturally sensitive health education materials, with
> particular emphasis on Spanish-language materials.
>
> Like ETR and other companies, we distribute nationwide via a mail-order
> catalogue, which I would be happy to send you if you'd like. In
addition,
> we maintain a modest web site whose address is listed below. Unlike ETR
> and many other companies, very few of our materials are translated from
> English. Instead, they are generally developed with the target audience
in
> mind from the outset.
>
>
> Please let me know if you'd like more information about Novela.
>
> Sincerely,
>
> Tom Furtwangler
> Program Manager
> University of Washington
> Novela Health Education
> 1001 Broadway, Suite 100
> Seattle, WA 98122
>
> 1-800-677-4799
> (206) 720-4380
> fax (206) 720-4382
>
> http://weber.u.washington.edu/~novela
>
------------------------------
#61
Date: Thu, 16 Jan 1997 10:17:26 -0800
From: Margo Harris
Subject: Critical Thinking Resource
I'm teaching a 2 credit course, Health Education for K-6, this quarter as
an adjunct faculty member for Western Washington University. The students
and I are having fun locating the "Internet Site of the Class Session."
Students are categorizing sites by what they find of most value there, i.e.
lesson plans, classroom materials, contact information for organizations,
etc. I insisted they also identify sites for professional development.
One I shared with them because I enjoy it myself (!) comes from San Jose
State and is a fascinating site on critical thinking, including tutorials.
If you haven't visited yet, go see
http://arachne.sjsu.edu/depts/itl/index.html And, yes, my students do
better than I do on the exercises! Margo
Margo Harris
Harris Training & Consulting Services
htcs@halcyon.com
------------------------------
#62
Date: Thu, 16 Jan 1997 16:28:29 -0600
From: Kathleen Janz
Subject: job announcement - please post
POSITION - FITNESS EDUCATION SPECIALIST
(Program Associate One) - The University of Iowa Student Health Services and
Department of Sport, Health, Leisure and Physical Studies
Description: Joint 12-month appointment to include campus-wide service
within the
auspices of The University of Iowa's Student Health Services and instructional
responsibilities within the Department of Sport, Health, Leisure and
Physical Studies.
Duties to include: delivery of campus physical fitness/activity outreach
programs;
clinical exercise counseling of Student Health Services patients; and
adjunct faculty
duties including teaching and advising within undergraduate Health Promotion
Program.
Qualifications: Master's Health Promotion or Exercise Science.
Programming/teaching
experience in health-related exercise testing/prescription. Preference
given to
candidates with health-related student services programming experience,
college-level
teaching, and ACSM certification at Health Fitness or Exercise Specialist level.
Salary: $29,110 to $34,000 with full benefits
Closing Date: March 15, 1997
Application Procedure: Send vita, academic transcripts, names of three
references and
cover letter describing preparation in fitness education including student
services
programming experience and courses taught to Professor Kathleen Janz, Fitness
Education Search, 130 FH, University of Iowa, Iowa City, IA 52242
Questions: contact
Pat Ketcham (319 335-8387) or Kathleen Janz (319 335-9345) - Co-Chairs Fitness
Education Search.
The University of Iowa is an affirmative action/equal opportunity employer.
Women,
minorities and persons with disabilities are encouraged to apply.
------------------------------
#63
Date: Thu, 16 Jan 1997 11:20:25 -0800
From: Donna Holberg Kuttner
Subject: Top 10 qualifiations etc.
Dear HEDIRs,
I just got back from 2.5 weeks in Europe so I am just catching up on the
discussion. I am concerned that when one has established these
qualifications, can one screen candidates in a blind fashion on a
quantitative scale? What I mean is, is there an instrument for determining
a level that meets the requirement? I know of schools that use writing
exams for example. Yet the individuals who read the papers can identify the
students who submitted each paper. That to my mind brings up the question
of bias whether overt or otherwise. My question is, what valid instrument
exists for the purpose of screening those candidates?
Donna
________________________________
Donna Holberg Kuttner, PhD, CHES
Corvallis, Oregon, USA
________________________________
Computers aren't really intelligent.
They just think they are.
________________________________
------------------------------
#64
Date: Fri, 17 Jan 1997 09:28:01 -0800
From: Mark Fulop
Subject: Re: Top 10 qualifications etc.
>Dear HEDIRs,
>I just got back from 2.5 weeks in Europe so I am just catching up on the
>discussion. I am concerned that when one has established these
>qualifications, can one screen candidates in a blind fashion on a
>quantitative scale?
Real life is messy. No one ever hires using a blind fashion. I don't
think it is useful or even prudent to try to develop a quantitative scale
to try and measure skills that are, for the most part, qualitative. For
example, in my list I included grant writing. How would you quantifiably
measure that skill in a new grad?
Knows how to read a RFP = 10 points
Uses good grammar = 5 points
Knows how to fill out cover sheets = 15 points
I don't think so... because we all have written the most awesome grants
and not gotten funded one time or another. Grant writing is part skill,
part art and part politics/luck ... Likewise for community organization,
program planning, behavior change and evaluation.... Health education is a
messy "science" let's admit it.
Interviewing folks for a job has never been quantitative, despite the large
number of likert interview scales we have all filled out over the years.
When I hire folks at the Master's degree level, I look for about 50% skill,
20% attitude and 30% potential. At the Bachelor's degree level I look for
30% skill, 20% attitude and 50% potential.
But when I do look for skills, I look for the ones I listed.
_________________________________________________
Mark Fulop, MPH, CHES fulop@mail.sdsu.edu
Co-Director,
College Health 2000
A Health Promotion Collaborative
5500 Campanile Drive
San Diego, CA 92182-4701
Phone: 619.594.2869
FAX: 619.594.5613
http://shs.sdsu.edu/ch2000/
Projects affiliated with San Diego State University
------------------------------
#65
Date: Fri, 17 Jan 1997 13:47:36 -0800
From: Mark Fulop
Subject: Results Computerized Risk Assess.
Below you will find the results of the 6 responses I received on
Computerized Health Appraisal programs. Since 4 of the 6 responses posted
to the list instead of me, a large potion of this post is redundant.
However, to model good listserv behavior I am posting all six responses...
The rest of you can grrrr that those who posted to the list(s) and not at
me.
Mark Fulop
Results:
-----------
1) I have been very pleased with a nutrition risk appraisal provided by
Health
Designs, Ponte Vedra Beach, FL. Health Designs also provides a health risk
appraisal. Each year at our health fair a trained attendant comes from the
company with pencil and paper computer data sheets for participants to fill
out
on their health behaviors. These are then input into the computer (a
matter of
feeding the sheet into a slot) and a computerized health risk appraisal prints
out which provides recommendations for improvement where needed. The
attendant goes over it with each person and briefly counsels with them. He
or she also
provides referrals to our health center for nutrition counseling where
appropriate. At the end of the health fair a printout is provided which
provides a graph of the results of the group sampled. For instance, we
learned
that students at FSU are cutting down on fat in their diets and are within
health recommendations for fat intake, but are deficient in their intake of
vegetables and the accompanying fiber.
Health Designs is a company which was begun by a health educator who graduated
from FSU and is now in this business. The company also sells Krames and Hope
pamphlets at discounted prices. For more information call Health Designs, and
ask for Ann Sabbage (904) 285-2019.
2) Contact G. Hydner at Purdue University -- he was completed some good
research in the area of health risk appraisals for various populations.
3) Here is information on several health risk assessment systems that you
might be interested in. I would be interested in hearing if you have any
other worthwhile replies to your query:
The first is a web-based system provided by a group called Applied
Medical Informatics, Inc. Here is a password and Username that
you can use to fully access their site.
Username: ami-guest
Password: 0custapp (that's a zero not an "Oh")
Visit their homepage at "http:\\www.ami-med.com". Here is a summary of
their system:
Health Risk Assessment
What It Does:
The Health Risk Assessment module determines what health problems you are
at risk for by asking you a
series of questions.
Who Should Take It:
Anyone who is concerned about their health. Don't worry, no information is
stored on this end.
How To Take It:
The questionnaire is broken up into groups of questions. It is suggested
that you fill out the questions in
one group, and then move onto the next group by clicking the "NEXT" button
at the bottom of the page.
You can jump to any group by clicking on the icons on the side of the
page, or the bottom.
How Much Should I Fill Out:
Obviously, the more information that the module has, the better it can
diagnose.
The second idea comes from an Adolescent Med MD from Honolulu. He by
the way is looking for Beta-testers for his latest rendition. Here is his
summary of his program:
Briefly, I have developed an expert system that takes health
histories in a very sophisticated branching way (like a health provider
would), and speaks to the patients as it records information, then
determines what health education feedback will be given to the patient.
It can upload the responses to the medical office system, and will print a
problem list assessment for the clinician. It then administers relevant
health education multimedia video program to the patient. I have finished
the system for adolescent preventive services (automates GAPS) and I am
working with Bright Futures / AAP to automate the well-child
examinations. I have been using computer-assisted health assessment for
teens for years, and benefits vastly outweigh the obstacles in terms of
costs, efficiency, and the increased numbers of patients I can assess.
Refer to J Peds V116 March 1990 p.456, and Health Education and Behavior
V24 #1 p.54 February 1997.
Computer assisted health assessment is practical, inexpensive, efficient,
and saves interview time.
David Paperny MD FAAP
1010 Pensacola St.
Honolulu HI 96814 USA
David M Paperny
There is also Healthier People HRA from Risk Assessment Systems, Inc.,
Risk Assessment Systems, Inc.
5846 Distribution Dr.
Memphis, TN 38141
901-795-1700
FAX 901-795-4400
800-256-1953
and the online HRA's from UWSP at:
"http://wellness.uwsp.edu/College_Health/Assess.shtml"
BSDI
PO Box 81
Chester, NJ 07930
908-879-4991
and
Health Data Options
Lori Craghead, Director Sales and Marketing
5450 Lafayette Rd, Ste One
Indianapolis, IN 46254
317-290-2614
FAX 290-9889
4) In response to your querie about computerized health risk appraisals, we
are using one called: Wellness Checkpoint, which is developed and
distributed by InfoTech Inc., 485 Madison Street, Winnipeg, Manitoba,
Canada R3J 1J2. The contact there is Zorianna L. Hyworon, President at
(204) 788-1500, fax: (204) 788-1600.
It is a user-friendly program for individual use, yet we've had a few
problems with the group analysis of the data. Each individual receives a
printed report of their results, and reports are available for the group
analysis as well.
5) I figured I'd better reply quickly to add to Thomas Kunstman's message
since the Healthier People HRA address has changed. I also ran across
what looks like an effective way Mathew Kreuter used HRAs and tailored
messages (check the lit. reference near end of this message). Below I
describe a little of how the HRA can be used and give two other HRAs to
check out. Definitely check U Wisc and Dr. Hettler's HRAs and web pages
- great stuff.
The HRA we use at Cal Poly Pomona is the Healthier People HRA with the
CDC data I understand was originally generated by the Carter Center at
Emory University. It seems most commercial HRAs use this data. I've
used it for about 12 years (into a 3rd or 4th version). About 4,500
students at Cal Poly have completed it and received their individual
reports in the past 6.5 years. Data has been exported to SPSS statistics
software for analysis. It is available from:
Healthier People Software
ATTN: Joe Hogan
PO Box 38623
Memphis TN 38183-0623
(800) 256-1953
Price is $375 ($595 for an enhanced version).
Questionnaires can be scanned but we still do hand entry at 2- to 3-
minutes per HRA.
Joe Hogan recently sent lots of new stuff (samples of reports, a disk
with info for a research version, supplementary questions guide). His
company has expanded and may be able to provide a more versatile product
adaptable to college students.
I started using this software after taking a seminar from a two business
professors who used it in consulting. An example they gave was being
able to get company's heatlh insurance reinstated. About 200 employees
completed the HRA. The company was about to lose health insurance and go
out of business due partly to high health costs. The HRA group report
helped them develop programs for targeted health problems. The company
was able to get health insurance. Each individual received an individual
report.
I've tailored the 40+ question questionnaire and group and individual
reports for Cal Poly. Among added questions are those on marijuana use,
binge drinking, number of sex partners, condom use, GPA, goal setting and
time management. The 2-page individual report lists and congratulates on
health enhancing behaviors used. It also lists recommendations for
behaviors they're not doing so well on.
The report gives specific information comparing the student's behavior to
that of all Cal Poly students. Example: if the student drinks 0 to 3
drinks per week it gives the social norms type message that "You drink
less than 4 drinks per week. That's like 83% of Cal Poly students." If
a student doesn't know blood pressure numbers or the description or
cholesterol numbers the report reminds them where and how to get them
checked and the cost through our SHS.
A beneficial thing to add to the questionnaire and report would be to do
what Mathew Kreuter did and reported on. He incorporated several health
models including the "Stages of Change" model by asking how serious the
person was about change certain behaviors in the next 6-months (like
losing weight, quiting smoking). The individual got the report plus
tailored information to help them make the change. My recollection is
that about 50% made at least one behavior change by 6-months. The
references is: "Do railored behavior change messages enhance the
effectiveness of health risk appraisals? Results from a randomized
trial." Health Education Research, Mar 01 1996 v11 n1.
Another two web sites to go. The Dept of Defense HRA at:
http://www.dtic.dla.mil/defenselink/locator/records/000217.html
Greenstone Healthcare Solutions with a great interactive questionnaire but
seems impossible to get the results at URL:
http://www.youfirst.com/
To see a small sample of the HRA data frequencies and means summarized and
crosstabbed by SPSS go to the URL below. It may be like that Julie White
was asking about last week. It is copied from the screen output and pasted
into a web page with very little editing by me so you'll see basicly what
SPSS produces. For easier reading, I did simply the means by rounding to
tenths instead of leaving numbers at a thousandths of a whole number.
Also, the variable names are as SPSS uses limited to 8 letters (example:
marijuana looks like MARIJUAN).
http://www.cyberg8t.com/grizzell/museatcp.htm
6) Mark, we developed and currently market a lifstyle assessment
specifically for college students, called LIBRA. We developed one about 8
years ago because there didn't seem to be an appropriate assessment targeted
for the college age student with subjects and feedback given in a way that
addresses their unique concerns, such as eatting disorders, sexual health,
binge drinking, etc. LiBRA is available in a scan version, two-page, and IBM
compatible. If you'd like printed materials and price info I'd be glad to send
it to you. Sincerely Jon Kermiet OHC22@MSU.EDU
------------------------------
#66
Date: Sat, 18 Jan 1997 08:34:20 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: job position
Southern Illinois University at Carbondale
Department of Health Education and Recreation
Accepting Applications for the following tenure-track position
Associate Professor of Health Education
Nine-month tenure-track position requiring the doctorate starting August
1997. Additional summer appointment possible. Requirements for the
position include a strong health education background; a demonstrated
commitment to high quality teaching at the university level with experience
working with graduate students, a demonstrated commitment to research in
health education as evidenced by quality publications in refereed journals.
It is desirable that candidates have certification as a health educator
(CHES) and experience and/or interest in the preparation of, and
participation in, contracts and/or grants. Salary is commensurate with
experience and background. Progress in rank and salary will require
demonstration of productivity in research and publication, teaching, and
service.
Send letter of application, vita, and three current letters of
recommendation to: Dr. Regina B. Glover, Chair, Department of Health
Education and Recreation, Southern Illinois University at Carbondale,
Carbondale, IL 62901-4632.
Application deadline: February 7, 1997
Effective date of employment: August 16, 1997
SIUC is an Equal Opportunity, Affirmative Action Employer
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#67
----------------------------------------------------------------------
Date: Sun, 19 Jan 1997 16:27:42 -0800
From: Brad Rice
Subject: new product for track and field/field day
My name is Brad Rice. I am a pe teacher in Oregon. I have developed the break
away
high jump strap for my students to eliminate crossbar fear. The nylon strap releases
upon contact with the jumper avoiding injury. Web page:
http://www.findinfo.com/highjump.htm My email tbbtk@proaxis.com phone
541 754-8394
Happy new year!
------------------------------
#68
Date: Mon, 20 Jan 1997 10:39:11 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: Announcment of 5 Positions
>Date: Mon, 20 Jan 1997 09:52:16 -0600
>To: kittle@siu.edu
>From: mhoadley@charlie.usd.edu (Michael R. Hoadley)
>Subject: Announcment of 5 Positions
>Cc: mhoadley@saluki-news.wham.siu.edu
>
>Mark,
>
>I have had several inquiries about these jobs from professionals in health
>education, so I thought I would send the announcement to you to see if it
>could be posted on the HEDIR list. Graduates of doctoral programs and ABD
>candidates (Spring or Summer, 1997) should also be encouraged to apply if
>interested.
>
>If it is possible to post this announcement, please include my message to
>you and these notes which follow:
>
>These 5 positions have a technology focus, but a technology degree is not
>required as indicated in the descriptions. The Division of TTD is looking
>for people with experiences in a variety of disciplines and work-related
>backgrounds, but who also have an interest in promoting the use of
>technology when appropriate in school and non-school settings. The closing
>date was January 13, 1997, but applications are still being accepted "until
>a suitable candidate is identified for each position." For more detailed
>information, check this web site: http://www.usd.edu/ttd/jobdesc.html.
>
>Thank you for your assistance.
>
>
>Michael
>
>
>-------------
>
>
>Technology for Training and Development (TTD)
>
>A New Division in the School of Education
>Larry K. Bright, Dean
>University of South Dakota
>Vermillion, SD 57069
>
>
>Announcement as it appeared in the Chronicle of Higher Education (Dec. 13,
>1996) .
>
>The new Division of TTD will offer Master's, Specialist, and Ph.D. Degrees
>in Technology for Training and Development. The Division's primary focus
>will be on research and development for improving rural education,
>responding to business and organizational training, and advancing the
>application of interactive technologies in education and training. The
>program will serve people in school and non-school settings.
>
>We are looking for collaborative and highly innovative individuals from a
>variety of backgrounds who can help define the program, attract students
>from new markets, and develop synergistic research. All positions require
>an earned doctorate. Skill in various areas of instructional technology is
>highly desired. Individuals with experience in K-college teaching or
>training adults in non-school settings will be given preference.
>
>Position 1: Assistant Professor: Professional Development Specialist
>Emphasis - Professional Development Specialist/ K-12 Linkages for
>Technology in Education Reform
>
>Position 2: Assistant/Associate Professor: Technology for Training and
>Development
>Emphasis - Instructional Design/ Cognition/ Learning/ Teaching in Education
>and Training
>
>Position 3: Assistant/Associate Professor: Technology for Training and
>Development
>Emphasis - Organizational Development/ Adult Training/ School to Work
>Project Development
>
>Position 4: Assistant/Associate Professor: Technology for Training and
>Development
>Emphasis - Distance Learning/ Networking/ Conferencing/ Telecommunications
>
>Position 5: Assistant/Associate Professor: Instructional Design and Delivery
>Emphasis - Instructional Design Specialist/ Higher Education Technology
>inTeaching Specialist
>
>For more detailed information about these positions and the Division of
>TTD, check this web site: http://www.usd.edu/ttd/jobdesc.html. Please
>direct questions to Dr. Michael Hoadley (mhoadley@charlie.usd.edu,
>605.677.5839), Chair of the Division of TTD, or Dr. Sharon Lee
>(slee@charlie.usd.edu, 605.677.5452), Chair of the Search Committees.
>
>
>
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#69
#70
Date: Tue, 21 Jan 1997 01:25:37 -0800
From: University Services-Internships & Careers
Subject: PlzPOST> Proj DIRs/Interns/Volntrs [AFRICA][BRAZIL] -summer
(deadline)
===========================================================
==========
=====
(IUN) Inter-University Network / University Services-Internships & Careers
===========================================================
==========
=====
International Programs
Americans, Canadians, etc.
RE: Non-Profit Organizations
Summer PROJECT DIRECTORS/INTERNS/VOLUNTEERS
Approaching Deadlines
Human Rights and Humanitarian Multi-disciplinary Projects
To: List Owner/Mgr
Please post/forward/share this information. Likely to be of interest
to the List and to a cross-section of persons seeking meaningful,
"different" summer experiences.
Deadlines/cut offs are but a few weeks away.
Thanks in advance
___________________________________________________________________
Subject: ANNOUNCE>ProjDIR/Volun/Intern Positions [AFRICA][BRAZIL]
Message-Id:
"American Educational Research Association List (AERA)"
Comments: ********************************************************
Newsgroups: bit.listserv.aera (additional opptys found here)
Application deadlines are approaching for the following summer jobs,
internships, and volunteer positions.
CAREER OPPTYS
1. AfriCare
......................................................................
SUMMER INTERNSHIPS/VOLUNTEER PROJECTS
2. Operation Crossroads: Global Volunteers/Interns/Project DIRECTORS
-> ONLINE applications now available for
Proj DIRs & Interns [Africa/Brazil]
Aimed at involving North Americans (and others) in sustainable
development efforts in Africa and Brazil, while
helping local communities to help themselves
Academic Credit
*highlights below*
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
1. A F R I C A R E -
Recruits for a variety of positions in non-profit
work. BA/BS, 3 years experience, language proficiency, job
specific. Contact:
Director of Management Services,
AFRICARE,
440 R Street, NW
Washington, D.C. 20001
(202) 462-3641.
......................................................................
2. O P E R A T I O N C R O S S R O A D S [AFRICA][BRAZIL]
Global Volunteers/Interns/Project Directors
Crossroads offers an opportunity to do summer work and participate in
multi-disciplinary grassroots projects that Africans and Brazilians
in rural & urban communities deem valuable. 20 - 25 projects are being
organized; plans are for 150 - 200 volunteers/interns and 15 - 20
Project Directors.
Crossroads recently announced that ONLINE applications (due over next few
weeks) are available for Project Directors/Leaders (26 yrs and over with
experience) & for Volunteers/Interns (college age & up; ALL are welcome)
C R E D I T : Students generally arrange with their campuses to receive
academic credit (typically 7 to 15 units) for their summer internship
experience. The Program starts with a several-day Training Orientation
in NYC in early July; Volunteers return to the US in mid-August.
CONTACT:
Operation Crossroads,
Attn: Overseas Department/LaVerne Brown
475 Riverside Drive, Suite 1366,
New York, NY 10027
212-870-2106
Or, to receive the brochure, application and other info by E-Mail,
send your request to <>
1- "Applications/Info Update" ,
2- "Brochure/New Programs"
..and in the Subject Field, put either of the following:
-> "SEND VOLUNTEER\INTERN's Packet" (college age & up/open to all)
o r
-> "SEND LEADER\ProjDIRECTOR's Packet" (26 yrs & up with experience)
Please include your street address in case our equipment malfunctions
P r o j e c t D i r e c t o r / L e a d e r applicants must include
a brief paragraph on their background & interests to receive application
Crossroads helps Volunteers/Interns raise funds for the
summer; EARLY application is a MUST
===========================================================
=========
MULTI-DISCIPLINARY PROJECTS / RESEARCH / WORK CAMPS / FIELD
STUDY
___________________________________________________________________
Ecology & Environment. Traditional Medicine. Oral History.
Folklore. Primary Care. Archaeology. Anthropology. Reforestation.
Media. <> Distance Learning. Art. Ethnomusicology. Public
Health. Construction Wildlife. HUMAN RIGHTS. Computer Literacy.
Agric/Farming. Nursing. Teaching/Tutoring. Business Dev.
African/Brazilian Language Study. Youth Programs. Recreation.
Traditional Religion. Anthropology. Dance. RURAL SOCIOLOGY
*******************************************************************
Including public health campaigns addressing Female Circumcision /
Genital Mutilation [FGM] carried out with sensitivity for local
customs and practices
C O U N T R I E S: Botswana, The Gambia, Ghana, Eritrea, Ivory Coast,
Kenya, Senegal, South Africa, Tanzania, Uganda, Zimbabwe, Namibia,
Guinea Bissau, Ethiopia, Malawi, Mali, Benin
and Brazil (in South America)
_______________________________
Operation Crossroads is a non-profit 501(3)(C) organization
Credited by JF Kennedy for inspiring the "birth" of the Peace Corps
Celebrating 40 yrs of service and contribution by 10,000 Volunteers
"Good ideas without action don't accomplish much"
-----------------------
(IUN) Inter-University Netowrk
University Services-Internships & Careers
USIC@hotmail.com
Note: Please post/disseminate
------------------------------
#71
Date: Tue, 21 Jan 1997 13:28:31 -0500
From: Ethel Pierce
Subject:
--=====================_853878382==_
Content-Type: text/plain; charset="us-ascii"
job listing to be posted
--=====================_853878382==_
Content-Type: application/mac-binhex40; name="HLTHEDUC.POS"
Content-Disposition: attachment; filename="HLTHEDUC.POS"
Attachment Converted:
D:\WPWIN60\WPDOCS\MAIL\HED489\HLTHEDUC.POS
--=====================_853878382==_
Content-Type: text/plain; charset="us-ascii"
--=====================_853878382==_--
------------------------------
#72
Date: Tue, 21 Jan 1997 11:29:15 -0600
From: "Dr. James Robinson"
Subject: AAHE 60th Anniversary
This year marks the American Association for Health Education's 60th
anniversary. We will be celebrating this anniversary with a special
celebration. The celebration is being supported by private contributions
and not AAHE funds. This memo is to solicit your or your agency/instition's
support for this celebration.
We are planning to raise approximately $6000 for this event. So far almost
half of it has been committed, so there is still time for you to become part
of this historical event. The classes of contributors are as follows:
SPONSOR - contributions of $1,000 and above
PATRON - contributions of $500 - $999
DONOR - contributions of $100 - $499
CONTRIBUTORS - contributions of $10 - $99
All those who commit money to the celebration will have their names listed
in the the convention program and likely a celebration program. In
addition, SPONSORS will receive 2 sets of AAHE mailing labels, and PATRONS
will receive one set of mailing labels.
If you want to be part of this celebration, notify me via my e-mail address
(DO NOT reply to HEDIR) or contact Becky Smith at bsmith@aahe.aahperd.org
Thanks. See you in St. Louis
Dr. James Robinson III
Department of Health and Kinesiology
Texas A&M University
College Station, TX 77843-4243
Office (409)862-3230
FAX (409)847-8987
------------------------------
#73
Date: Tue, 21 Jan 1997 18:55:13 PST
From: EBURNEN@FSA.WOSC.OSSHE.EDU
Subject: Super Bowl Sunday Myth
It seems that every year about this time a story surfaces that suggests that
more cases of spouse abuse occur on the Sunday when the Super Bowl is
contested than on any other day. I've never seen any data to support this and
seem to remember some discussion that suggested that this was really a
fabrication. Students still report hearing of this "Super Bowl Sunday-Spouse
Abuse Syndrome" being repeated so frequently that it has moved to the level of
a "villiage myth" .
Is anyone aware of data to support this contention or information regarding
the genesis of the myth? It seems to me that violence and abuse is serious
enough without undermining the credibility of legitimate prevention efforts
via repeated myths.
Norm Eburne
Western Oregon
------------------------------
#74
Date: Tue, 21 Jan 1997 14:24:29 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: job posting
Recently Ethel Pearce sent this memo to hedir using attachments...since some
of you cannot receiveattachments, I'm resending it.
HEALTH EDUCATOR SENIOR (#00316) -- Southside Area Health Education
Center,
Inc. invites qualified individuals to apply for this full-time position with
state benefits. Employee will assess community needs for health education,
and plan, implement, and evaluate health education programs to address those
needs identified. Activities will be conducted in the Southside AHEC
service area (Amelia, Brunswick, Charlotte, Dinwiddie, Greensville, Halifax,
Lunenburg, Mecklenburg, Nottoway, Prince Edward, Prince George, Surry,
Sussex Counties and Cities of Hopewell, Emporia, and Petersburg).
Concentration will be placed on health promotion and disease prevention of
chronic diseases. Degree in health education or related field or equivalent
working experience. Ability to present to groups/organizations on a variety
of health education topics; skills on modifying and implementing lifestyle
behavior changes. Ability to effectively communicate orally and in writing
with people of varying educational, socioeconomic, and cultural levels.
Salary range, $25,582.00 - $39,940.00. January through June 30, 1997, with
continued employment contingent upon approved funding. Submit State of
Virginia application to Human Resources, Longwood College, 201 High Street,
335 Lancaster Hall, Farmville, VA 23909 (Fax: 804-395-2635) by January 24,
1997. EOE/AA.
__________________________
Mark J. Kittleson, Ph.D.
Owner and Founder, HEDIR
Home Page: http://www.siu.edu/~kittle
E-Mail Home Page: http://www.siu.edu/~kittle/HEDIR/Menu.html
------------------------------
#75
Date: Tue, 21 Jan 1997 20:49:25 -0500
From: "Sharon M. Desmond"
Subject: Hlth Ed Special Populations Position Announcement
The Department of Health Education, University of Maryland at College Park,
invites applications for a tenure track position for Fall 1997 (rank open).
Candidate should have demonstrated ability and interest in research and
publication, seeking external funding, teaching graduate and undergraduate
courses (e.g. Public/Community Health, Minority Health, Health Policy) and
advising theses/dissertations. Candidate should also have experience and
interest in working with Special/underserved populations, especially
African-American populations. Will oversee Special Populations Lab and
community partnerships. Ph.D. or DrPH required. MPH or MSPH preferred but
not required. For full consideration, applicants should submit a letter of
application, vitae, two samples of recent writings/publications, a short
description of future research and names/addresses of at least three
references by February 15, 1997. Application materials should be sent to:
Dr. Glenn Schiraldi, Department of Health Education, University of
Maryland, College Park MD 20742-2611 (301-405-2518; gs6@umail.umd.edu). A
diverse candidate pool is sought. Review will begin February 15, 1997 and
continue until position is filled.
------------------------------
#76
Date: Tue, 21 Jan 1997 17:11:38 EST5EDT
From: Gary Preston
Subject: sexual knowledge and behavior
I teach a number of Personal Health/Wellness courses to freshmen and
sophmores at a junior college. I'd like to do a survey/questionnaire
on sexual knowledge of STDs and sexual behavior. I need some
advice as to what questionnaires are out there, which might be best
to use and where to get them.
This information would be used to show the students the relationship
between their knowledge and their actions AND show me if I'm giving
them the pertinent information they need to make wise health choices.
Thanks in advance.
------------------------------
#77
Date: Tue, 21 Jan 1997 23:23:38 -0500
From: Jeff Hallam
Subject: Re: Super Bowl Sunday Myth
For materials concerning Super Bowl Sunday, one may want to read Christina
Hoff Sommers (1994) "Who Stole Feminism", pp. 188-208 (pp. 293-297 for end
notes). Hoff Sommers provides a detailed description of the "hype"
surrounding Super Bowl Sunday. She provides numerous citations about this
issue. Most references are from the popular press, but there are some from
peer-reviewed journals. The peer-reviewed journal articles refute the
relationship between Super Bowl Sunday and increases in domestic violence.
Claims that were made in the popular press and on television were retracted
and/or discredited.
Jeffrey Hallam, Ph.D., CHES
Health Promotion and Education
School of HPER
The Ohio State University
614-292-8360 (tel)
614-292-7229 (fax)
hallam.1@osu.edu
------------------------------
#78
Date: Wed, 22 Jan 1997 07:35:34 -0500
From: John Canfield
Subject: Re: Super Bowl Sunday Myth
Jeff Hallam wrote:
> For materials concerning Super Bowl Sunday, one may want to read Christina
> Hoff Sommers (1994) "Who Stole Feminism", pp. 188-208 (pp. 293-297 for end
> notes). Hoff Sommers provides a detailed description of the "hype"
> surrounding Super Bowl Sunday. She provides numerous citations about this
> issue. Most references are from the popular press, but there are some from
> peer-reviewed journals. The peer-reviewed journal articles refute the
> relationship between Super Bowl Sunday and increases in domestic violence.
>
> Claims that were made in the popular press and on television were retracted
> and/or discredited.
> Jeffrey Hallam, Ph.D., CHES
Jeff is correct on this being an Urban Legend. The "Urban Legend and
Alt.Folklore.Urban"
Webpage currently has
44 postings about this myth from the "Usenet Alt.Folklore.Urban" Newsgroup.
Quite of few of the messages cite the Christina Hoff Sommers book that Jeff
mentions and various
other
debunkings and/or retractions found in newspapers.
I once heard this Urban Legend described as factual at a state health education
conference by a
well-known
speaker on domestic violence.
I really do love these urban legends. I wonder can I get a Ph.D. in folklore and
combine it with
health
education somehow?
--
John C. Canfield, M.Ed., C.H.E.S.
Director of Public Awareness
AIDGwinnett, Inc.
725 Scenic Highway
P.O. Box 884
Lawrenceville, GA 30246-0884
(770) 962-8396
(770) 962-1291 Fax
Jccanfield@worldnet.att.net
------------------------------
#79
Date: Wed, 22 Jan 1997 09:56:23 -0600
From: "Dr. James Robinson"
Subject: AAHE 60th Celebration Update
Thanks to the many of you who have e-mailed me about the AAHE 60th
Celebration. Rather than respond to everyone individually, I would like to
send this note out to the entire HEDIR. If you are interested in contributing:
Send your check to Linda Moore at the AAHE Office, 1900 Association Drive,
Reston, VA 21091. The check should be made out to AAHE/AAHPERD and
contain
a memo that the money is for the AAHE 60th Celebration. You will receive a
note from AHHE that will thank you for your contribution and serve as a tax
deductible receipt. Thanks to you all for contributing to what will be a
great event. See you in St. Louis. Jim
Dr. James Robinson III
Department of Health and Kinesiology
Texas A&M University
College Station, TX 77843-4243
Office (409)862-3230
FAX (409)847-8987
------------------------------
#80
Date: Wed, 22 Jan 1997 11:46:12 -0600
From: "Mark A. Temple"
Subject: Use of listservs in class
I have been asked to present material regarding the use of listservs in
university classes. If you use listservs in any way in your classes, please
send me information. Remember that the reply button sends to the whole list!
Mark T.
****************************************************************
Mark A. Temple, PhD, CHES
Assistant Professor of Health
Texas Tech University
Mailstop 3011
Lubbock, TX 79409-3011
(806)742-2375
unmat@ttacs.ttu.edu
Find us on the WWW at http://www.ttu.edu/~hper
#81
Date: Thu, 23 Jan 1997 08:23:50 +0000
From: michael olpin
Subject: school & community health websites
Fellow HEDIRs
In my attempts to maintain a top of the line web page for health =
professionals I am continually having expanding and making changes as you =
can imagine. At this time I am working on two areas specifically on the =
"Your Business, Your Health" website on which many of you have =
previously given i