#1 
Date:    Fri, 2 Jan 1998 11:50:27 -0500
From:    Robin Gray Ballard 
Subject: Fwd: Frameworks Conference

---------------------
Forwarded message:
Subj:    Frameworks Conference
Date:    97-12-30 17:00:52 EST
From:    CasheRic

TO: CASHE on-liners and others
RE: "Healthy Schools/ Healthy People IV Conference

Please really think the following over. Tis a great conference and we urge
you to consider attending even at this late point in time. Title 1, SIP,
TUPE, and a host of other funds could be tapped. Consider passing this memo
along to other colleagues ASAP.

The Departmentof Education and the Department of Health Services in
cooperation with the California School Nurse Organiation, California
Association of School Health Educators, and the CAHPERD is hosting it's 4th
Annual "Healthy Schools / Healthy People Conference" January 14-15-16 at the
Sacramento Convention Center. Over 1000 are expected to attend to hear the
latest on implementation of California's School Health Framework. Keynote
presentor and tobacco industry expert Dr. Stan Glantz will update on tobacco
issues, Judith A. Billings former Washington State Superintendent of Public
Instruction  will provide an HIV update from her persective as an HIV
patient. A pre-conference session on the 14th will highlight Dr. Steve Sroka
dealing with violence issues and youth (Sroka was the Disney Health Educator
of the year in 1996). Various inservice and continuing education credits are
available and registration fees are allowable under a variety of state and
federal funding sources. (First Lady Hillary Clinton has been invited to
attend but has not confirmed at this point in time).

Time is limited to register. Please forward/download this reminder to
appropriate staff as soon as possible.

For information contact conference mangers RDL Enterprises at 916-443-0218 or
"RDLent@aol.com". One can download the entire registration package at
"http://www.Cashe.org" or "http://wwwcsuchico.edu/phed/links/cahperd".

------------------------------
#2
Date:    Mon, 5 Jan 1998 08:42:18 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Billie Lindsey

HEDIRs,
I'm looking for Billie Lindsey...she was at Columbia University and I
believe she has since left to go to Virginia, but I'm not sure.  If anybody
has her e-mail and/or voice mail, please send it to me.

Thanks.
________________________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  www.siu.edu/~kittle
HEDIR Home Page:  www.siu.edu/~kittle/HEDIR/Menu.html
International Electronic Journal of Health Education:
http://131.230.221.136/iejhe

------------------------------
#3
Date:    Mon, 5 Jan 1998 12:02:17 -0500
From:    Healthy Concepts 
Subject: Cigar trend

Okay- so now "sophisticated" men (and women) have rediscovered cigars. What
do we know about the health implications and effects of an occasional
socially trendy smoke?  Can anyone direct me to a good source?

Lisa

Lisa Lieberman, PhD
Healthy Concepts
29 Arsdley Drive
New City, NY 10956
914 638-1619

------------------------------
#4
Date:    Mon, 5 Jan 1998 09:25:47 -0800
From:    Margo Harris 
Subject: Fw:      Cigar trend

No, but it's surprising me how quickly this is grabbing hold, even in
the Northwest which is a low smoking area.  We now have free standing
kiosks in grocery stores where you can buy quality cigars.  Margo

Margo Harris ~ Harris Training & Consulting Services
Email: htcs@halcyon.com   Web: http://www.htcs.com/

------------------------------
#5
Date:    Mon, 5 Jan 1998 13:09:22 EDT
From:    Elbert Glover 
Subject: Re: Cigar trend

For some good information on cigars try:

Nicotine Content and Health Risks of Cigars by Jack Henningfield.
JAMA December 18, 1996, vol 276, no. 23, pages 1857-1858.

Moreover, the references on this article will guide you to some other
good cigar info.

Glover



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

------------------------------
#6
Date:    Mon, 5 Jan 1998 12:53:00 -0500
From:    "Simmons, Rob" 
Subject: FW: Cigar trend

Lisa, what we do know is that "regular" cigar use is generally not as
harmful as daily cigarette use but certainly more harmful than not
smoking at all.  According to the American Health Foundation (quoted
from the July 21, 1997 issue of Newsweek), an average cigar has 8 grams
of nicotine compared to .68 grams for an average cigarette, a cigar has
3-4 times more nicotine than a cigarette, 10-20 times more tar, and
about 10 times more carbon monoxide than a cigarette.  The question may
be not so much the harm of an occasional cigar but the harm of repeated
ETS exposure of cigar smoke by those who frequent "cigar bars".

>From the policy perspective, do we see this trend of increased cigar use
as a long-term trend or just a short-term fad?  If the former, we need
to include cigars in our tobacco control initiatives.  I did see one of
those 1998 "What's In and What's Out" lists that had cigar use as "out"
for 1998.  It raises the question of how much we want to publicize the
harmful effects of cigar use (thereby potentially raising awareness of
those who may not have thought of it) or hope that this really is a fad
that will begin to go out of style beginning this year.

Rob Simmons
Chief, Health Education
Christiana Care Health System
Preventive Medicine and Rehabilitation Institute
PO Box 1668
Wilmington, DE 19899-1668
(302) 661-3432

> ----------
> From:         Healthy Concepts[SMTP:liebermn@ICU.COM]
> Sent:         Monday, January 05, 1998 12:02 PM
> To:   HEDIR-L@SIU.EDU
> Subject:      Cigar trend
>
> Okay- so now "sophisticated" men (and women) have rediscovered cigars.
> What
> do we know about the health implications and effects of an occasional
> socially trendy smoke?  Can anyone direct me to a good source?
>
> Lisa
>
> Lisa Lieberman, PhD
> Healthy Concepts
> 29 Arsdley Drive
> New City, NY 10956
> 914 638-1619
>

------------------------------
#7
Date:    Mon, 5 Jan 1998 10:14:20 -0800
From:    Renee Drellishak 
Subject: Re: Fw:      Cigar trend

I'll go you one better...I took my husband to Nordstrom to buy a dress-up
outfit for the holidays, and as we were debating ties, vests, pocket
squares and the like, the saleswoman suggested he could carry cigars
in his coat pocket as accessories! (At which point my husband did a sharp
inhale and I explained to her what I do for a living and how totally
inappropriate her suggestion was.)

Renee Drellishak, MPH
Manager of Health Promotion and Development
Hall Health Primary Care Center
University of Washington
(206) 616-8476
reneedre@u.washington.edu

On Mon, 5 Jan 1998, Margo Harris wrote:

> No, but it's surprising me how quickly this is grabbing hold, even in
> the Northwest which is a low smoking area.  We now have free standing
> kiosks in grocery stores where you can buy quality cigars.  Margo
>
> Margo Harris ~ Harris Training & Consulting Services
> Email: htcs@halcyon.com   Web: http://www.htcs.com/
>

------------------------------
#8
Date:    Mon, 5 Jan 1998 12:35:29 -0600
From:    Holly Stone 
Subject: interventions done in the faith communities

Does anyone know of any good studies about health interventions done in the
faith communities and their effectiveness?  I'm not talking about divine
healing, but rather screenings, educational activities, ect. done in churches,
synagogues, etc.



Holly Stone

----------------------------------

Holly Stone, M.Ed.
Wellness Faculty
Southern Methodist University
PO Box 750353
Dallas, TX 75275-0353
Phone:  (214) 768-1810
Fax:  (214) 768-1812
hstone@mail.smu.edu

------------------------------
#9
Date:    Mon, 5 Jan 1998 13:39:09 -0600
From:    Sheri Cohen 
Subject: interventions by faith communities

The International Parish Nurse Resource Center in Park Ridge, IL has
many resources on health interventions taking place in faith communities.
They developed a health assessment, sponsor an annual conference
and publish a newsletter.  Their address is:  205 W. Touhy, Suite 104,
Park Ridge, IL 60068.  1-800-556-5368/Fax #847-692-5109 and e-mail
parish.nurse.resource.center@worldnet.att.net

This group is a part of a partnership funded through the Community Care
Network (CCN) Demonstration Program, a WKKellogg grant that funds 25
community health partnerships throughout the country working to
improve the health status and the health delivery system in their local
area.  CCN is administered by the Health Research & Educational Trust, a
nonprofit affiliate of the American Hospital Association.  To find out more
about CCN visit our web page at www.aha.org/hret/ccn

------------------------------
#10
Date:    Mon, 5 Jan 1998 15:38:11 -0500
From:    Susan massad 
Subject: Grad degrees in health psych.

HEDIR Folks:

Do any of you happen to teach in programs which offer a master's degree
in health psychology?  If so, could you please let me know?  Also, what
courses would be required for this concentration?  Any information you
can share would be most appreciated.  Thanks.

Susan Massad
Springfield College

------------------------------
#11
Date:    Mon, 5 Jan 1998 15:56:00 -0500
From:    "Bardsley, Kimberly Jean" 
Subject: Promotion evaluation

FROM: Bardsley, Kimberly Jean
TO:HEDIR-L@siu.edu
SUBJECT: Promotion evaluation
DATE: 01-05-98   15:56 EST
PRIORITY:=20

=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=
AF=AF=AF=
=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=
AF=AF=AF=
=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=AF=
AF=AF=AF=

=AF=AF=AF=AF
I am interested in finding new and innovative ideas for evaluation of
health
education and promotion ideas.  If anyone out there has used an
interesting
new method that you are willing to share, it would be very helpful!  It
would
also be nice if there are eval ideas that are not to expensive as well.


Thank you=20
Kim Bardsley
Director of Special Projects
LA County Immunization Program

------------------------------
#12
Date:    Mon, 5 Jan 1998 17:20:21 -0500
From:    Kelly Alley 
Subject: interventions done in the faith communities -Reply

In the tobacco control arena, Smokeless Sunday's are conducted with the faith communities. 
Traditionally, the program began to spread the word about the danger of tobacco use, keeping
kids off tobacco and the dangers of secondhand smoke to members of African American
churches.  In Indiana, the project has been expanded to all denominations and in fact, for the
World No Tobacco Day event this year, which falls on a Sunday, Indiana is planning a major
Smokeless Sunday event.  If you'd like more information on Smokeless Sundays, please email me
at kalley@wp.bsu.edu or call at 317-241-6387.

------------------------------

Date:    Mon, 5 Jan 1998 17:38:57 -0500
From:    Kelly Alley 
Subject: Cigar trend -Reply

I'd suggest you also talk to Don Shopland at the National Cancer Institute.  His number is
301-496-8679.

------------------------------
#13
Date:    Tue, 6 Jan 1998 09:41:38 -0500
From:    Mimi Kiser 
Subject: Re: interventions done in the faith communities

Holly et al,

I would first recommend doing a CHID (combined health information database) search
using "religious organization" and "church" as your search terms. The authors to
look for who are well published and also funded enough to do evaluation are as
follows:
1) Mary Sutherland in northern Fla who has been working with rural churches for
some time with older adults, youth/substance abuse, and has implemented a version
of PATCH with a coalition of churches and agencies. Her work grew out of the work
of John Hatch in NC - another author to note.
2) Deborah Erwin in Arkansas, Witness Project - breast cancer early detection and
education initiative using peer educators
3) Diane Becker and others out of Johns Hopkins working in the community with a
faith-based organization called Heart Body and Soul.
4) Katie Pitkin in LA working with Rand Corp. may not have published yet but is
learning alot about what works and doesn't work implementing a large NCI breast
cancer early detection and prevention program in churches
5) The parish nurse model does not have much to offer yet in terms of significant
evaluation. Funds have been limited in this field and efforts have been focused at
documenting cost/benefit to hospitals - referrals, marketing, etc. There is early
promise in 2 initiatives (one in San Fran - Bay Area Health Ministries- and one in
Atlanta - St. Joseph's Parish Nurse and Health Ministry Program) which are using
an evaluation approach called Results Mapping. If you want to know more about
this, let me know.
6) We published a document (not research quality) called "Starting Point:
Empowering Communities to Improve Health - A Program Development Guide for
Congregational Health Promoters"  that is available thru our website
. It has useful anecdotal information about what works that is
based on some of the work done by the above mentioned authors.
7) In addition to the Parish Nurse Resource Center, another organization worth
knowing about is Health Ministries Association. Their number is 800-852-5613 and
website address is www.interaccess.com/ihpnet/hma (you can reach the parish nurse
website from there also).
8) There is a CVD, PATCH initiative in Memphis TN that evolved into a sustainable
faith-based community development program called Project Vision. I am not sure
what is written about this. The CDC project officer was Letitia Presley-Cantrell,
email address - lrp0@cdc.gov.

I hope this has been helpful. Are you by any chance working with Dr. Jim Walton?
If not, let me know so I can link you up with him.

Mimi Kiser
Interfaith Health Program/The Carter Center
and CDC/PHPPO
404-420-3848

Holly Stone wrote:

> Does anyone know of any good studies about health interventions done in the
> faith communities and their effectiveness?  I'm not talking about divine
> healing, but rather screenings, educational activities, ect. done in churches,
> synagogues, etc.
>
> Holly Stone
>
> ----------------------------------
>
> Holly Stone, M.Ed.
> Wellness Faculty
> Southern Methodist University
> PO Box 750353
> Dallas, TX 75275-0353
> Phone:  (214) 768-1810
> Fax:  (214) 768-1812
> hstone@mail.smu.edu

------------------------------
#14
Date:    Wed, 7 Jan 1998 09:07:21 -0600
From:    Julie Gallagher 
Subject: Re: sports nutrition guidebook (fwd)

I apologize for not getting back to you in such a long time concerning your
sports nutrition guide book that you are putting together.  I would be
interested in any information you have concerning the book.  I work as a
sports nutritionist with the University of Iowa Athletic program and have
worked in sports nutrition for the past 10 years.  I'm always interested in
new information concerning sports nutrition.  Thank you and I hope I'm not
too late in getting back to you.  I received a forwarding message from Pat
Ketchum at Health Iowa here at the University of Iowa as I also work at
Student Health Service.  Take care.

------------------------------
#15
Date:    Wed, 7 Jan 1998 10:48:17 -0500
From:    "Hamilton, Melody - Program Resources" 
Subject: Comprehensive School Health Programs

Can anyone provide me with some great research that supports CSH
programming in schools? =85 or any current research that demonstrates =
that
CSH actually makes a difference when implemented in schools?=20
I am trying to help a practical living director in one of our largest
county for a proposal to the Board of Education (against CSH programs)
justifying why it is important and schools that have actually made a
difference.
Please contact me :   mhamilto@kde.state.ky.us
Thanks in advance!
Melody=20

Melody J. Hamilton
Program Consultant
Kentucky AIDS Prevention Education
Kentucky Department of Education
Division of Program Resources
(502) 564-3791
(502) 564-8149 fax
mhamilto@kde.state.ky.us

------------------------------
#16
Date:    Wed, 7 Jan 1998 10:11:31 -0600
From:    Erin Keogh 
Subject: Re: Comprehensive School Health Programs

If anyone actually has an answer to this, please send it to me too!
Thanks,  erinkeogh@mail.utexas.edu

>Can anyone provide me with some great research that supports CSH
>programming in schools? =85 or any current research that demonstrates that
>CSH actually makes a difference when implemented in schools?
>I am trying to help a practical living director in one of our largest
>county for a proposal to the Board of Education (against CSH programs)
>justifying why it is important and schools that have actually made a
>difference.
>Please contact me :   mhamilto@kde.state.ky.us
>Thanks in advance!
>Melody
>
>Melody J. Hamilton
>Program Consultant
>Kentucky AIDS Prevention Education
>Kentucky Department of Education
>Division of Program Resources
>(502) 564-3791
>(502) 564-8149 fax
>mhamilto@kde.state.ky.us

------------------------------
#17
Date:    Wed, 7 Jan 1998 11:20:00 EST
From:    Jen Harvey 
Subject: CSH

Hi, my name is Jennifer Harvey and I am working with the Know Your Body
(KYB) school health promotion program.  KYB has been developed over the past
20 years by the American Health Foundation, a not-for-profit organization
dedicated to disease prevention and health promotion.  KYB has been designed
to empower students with the knowledge, attitude, skills and experience they
need to make positive health decisions.  Controlled scientific studies have
shown that KYB has a significant positive impact on participating children's
health-related knowledge, attitude, behavior and biomedical factors.

I would be more than happy to further discuss the Know Your Body program
with you.  We have awareness materials available and offer training programs
and materials.  KYB is a positive, interactive prevention program involving
schools, parents, faculty and community representatives in its health
promotion efforts.

I can be reached until the end of January at 202-463-6705 and then I will be
transferring up to New York where American Health Foundation is located.
 You can also call Dr. Joan Liebmann-Smith, KYB Project Director, at
212-551-2507.

Thank you for your interest in children's health, I look forward to hearing
from you.

Sincerely,

Jennifer Harvey, MPH
Project Coordinator

------------------------------
#18
Date:    Wed, 7 Jan 1998 11:29:41 EST
From:    CVeach9999 
Subject: CSH supporting research

I would also be interested in the reply as I imagine others
would be too. Please post any ansers to the discussion list - thanks

Carole Veach. M.S., CHES
cveach9999@aol.com

------------------------------
#19
Date:    Wed, 7 Jan 1998 11:53:46 -0500
From:    Elaine Lawson 
Subject: Re: Comprehensive School Health Programs

You might want to read a recent report from the Institute of Medicine
called, Schools and Health:  Our Nation's Investment.  It is available at
the National Academy Press (800-624-6242).  The Executive Summary of this
book is also on the internet at :

http://www.nap.edu/readingroom/enter2.cgi?ED.html

This report is a result of a study conducted by an IOM committee.  It
examines school health
programs and provides findings and recommendations on all levels of
decision-making--federa/national,
state/local, district/school.  I think you will find it very useful.

Elaine Lawson, M.S.
Research Associate
Institute of Medicine


-
Can anyone provide me with some great research that supports CSH
programming in schools? ? or any current research that demonstrates that
CSH actually makes a difference when implemented in schools?
I am trying to help a practical living director in one of our largest
county for a proposal to the Board of Education (against CSH programs)
justifying why it is important and schools that have actually made a
difference.
Please contact me :   mhamilto@kde.state.ky.us
Thanks in advance!
Melody
Melody J. Hamilton
Program Consultant
Kentucky AIDS Prevention Education
Kentucky Department of Education
Division of Program Resources
(502) 564-3791
(502) 564-8149 fax
mhamilto@kde.state.ky.us

------------------------------
#20
Date:    Wed, 7 Jan 1998 13:24:32 -0500
From:    Melody Noland 
Subject: Job announcement

I posted this job announcement before the holidays, but some people have
reported that they had trouble opening the attachment.  So I am posting the
job again without using an attachment.  Thank you.

POSITION:  ASSISTANT PROFESSOR OF HEALTH PROMOTION
Duties:  Teach graduate and undergraduate courses in health promotion;
supervise masters and doctoral students in interdisciplinary health
promotion program; secure extramural funds; maintain scholarly research
record; Desirable teaching areas: Foundations of Health Promotion;
Designing and Implementing Health Promotion Programs. Qualifications:
Doctorate in health promotion, exercise science or appropriate
specialization; previous involvement with health promotion/wellness
programs.  Apply to Dr. Melody Noland, KHP Dept., 100 Seaton Building,
University of Kentucky, Lexington, KY  40506 (mnola01@pop.uky.edu) Phone:
(606) 257-4265.

------------------------------
#21
Date:    Wed, 7 Jan 1998 12:57:15 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: You gotta love technology

HEDIRs...
the e-journal has had an enormous amount of action...unfortunately, my
server has crashed and nobody can enter the system.  My computer guru has
been working with to remedy it and we don't know the status as of yet.

In addition to the e-journal, the hedir directory is inaccessible as well.

Thanks for your patience.
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  http://131.230.221.136
HEDIR Home Page:  http://131.230.221.136/HEDIR/Menu.html
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
"Remember when high-tech was figuring out which way to put the carbon paper in?"

------------------------------
#22
Date:    Wed, 7 Jan 1998 12:38:42 -0800
From:    Margo Harris 
Subject: Comprehensive School Health Thoughts

There are days I think I "live" at the Healthfinder site -
http://www.healthfinder.gov  In fact, I just invited them to exhibit at
the SOPHE/ASTDHPPHE Meeting May 20-22, 1998 in San Antonio - mark your
calendars.  If you visit there and search under school health, you will
get a fine list of resources.  Your first stop might want to be
DASH--the Division of Adolescent and School Health at CDC, 10 years old
this year.  Visit them at http://www.cdc.gov/nccdphp/dash/  You will
find objective information about a number of comprehensive school health
education programs.

The individual programs also offer information on their programs, as
well as any evaluation research to support their effectiveness.  The
Know Your Body (previously mentioned) is a good example.  The text I
use, Health Education in the Elementary & Middle-Level School
(McGraw-Hill), encourages you consider:
Growing Healthy - National Center for Health Education
http://www.nche.org/ or WRS-Healthedco http://www.healthedco.com/ the
company distributing this product
Health Skills for Life - http://www.healthskills.com/
Actions for Health - ETR Associates - http://etr-associates.org/
Michigan Model for Comprehensive School Health Education - State of
Michigan
Know Your Body - American Health Foundation -
http://www.ahf.org/ahf_pub2.htm

I know there may be others.  Margo

Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#23
Date:    Thu, 8 Jan 1998 09:45:41 -0500
From:    "James E. Dewey" 
Subject: Society of Prospective Medicine Call for Abstracts

As a (so-far silent) member of this listserv for the past few weeks, I have
enjoyed the content and interaction.  Based on my observation of
topics, this post may be a little off-base -- but I thought that some of you
might be interested in the following.  If I've over stepped the
'informal rules' of this listserv with this posting, I apologize in advance.
- - - - - - - - - -
The Society of Prospective Medicine is pleased
to announce a "Call for Abstracts" for our 34th
Annual Meeting to be held October 25-28, 1998
in Newport, Rhode Island.  The theme is: "Measuring
Risk -- Managing Outcomes: Using Assessment to
Improve the Health of Populations."

If you might be interested in presenting at this
conference, we invite you to visit the SPM Web site
at http://www.spm.org/news.html for more information.
Presentations can be based on research, program
development, implementation strategies, 'lessons
learned' or program evaluation -- on any aspect of
health risk assessment, outcomes measurement,
health promotion, disease prevention, or a related
topic. The conference will feature plenary, breakout,
and poster sessions, as well as workshops that will
accommodate a wide range of interests.  Student
submissions are encouraged.

If you are not interested in presenting, but would like
to be placed on our 'electronic mailing list' to receive
an email version of our conference brochure, simply
reply to this notice to JEDewey@msn.com, or contact
Janet Foerster at the SPM Office at 412-749-1177.

Thank you!

Jim

James E. Dewey, PhD
Society of Prospective Medicine
Board of Directors and
1998 Annual Meeting Program Chair
JEDewey@msn.com

------------------------------
#24
Date:    Thu, 8 Jan 1998 11:34:11 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Job

Welcoa has asked that I forward this to the HEDIR.

Assistant Vice President
Membership/Health Information

Position Description
The Wellness Councils of America, a national non-profit health promotion
organization, seeks a dynamic and energetic individual to fill the position
of Assistant Vice President of Membership and Health Information.

Specifically, the Assistant Vice President will be responsible for:

=B7 developing and executing strategies to systematically increase and=
 retain
national corporate memberships;
=B7 assisting in the marketing and delivery of new and existing health
information products and services including the creation of direct marketing
packages;
=B7 managing client, member, and prospect databases to ensure effective
marketing and retention;
=B7 developing and delivering regional and national health promotion=
 seminars
and workshops;

The ideal individual will possess a minimum of a Bachelor's degree (Master's
preferred) in business, health science, or a closely related field.  We also
require at least three years supervisory/management experience with
demonstrated success in the growth and development of staff members.  To be
considered for this position, all applicants must possess superior
technological skills having the ability to interact effectively with a
variety of Microsoft products including: Word, Excel, and Powerpoint.  Some
experience in database management and desktop publishing is also desirable. =
=20

All applicants must possess strong communication skills and must have some
previous experience in sales and seminar delivery.  Overnight travel of four
to eight weeks per year is required.

Working as part of an organization that is presently experiencing rapid and
significant change, ideal candidates will be able to balance and
follow-through on multiple projects, respond well to deadlines, and work
well in team settings.  Outstanding leadership skills are required due to
our projected rapid growth and related staff enhancements.

Salary
Salary commensurate with experience.  The ability to earn substantial
financial bonuses will be linked to performance and attainment of
organizational goals.  WELCOA also offers an excellent benefits package.

All applications must include a cover letter and resume, and three letters
of recommendation.
Send to:
Search Chairperson/Asst VP
Wellness Councils of America
7101 Newport Avenue, Suite 311
Omaha, NE   68152
E-mail:  welcoa@neonramp.com

Review of applications will begin immediately and continue until the
position is filled.

__________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  http://131.230.221.136
HEDIR Home Page:  http://131.230.221.136/HEDIR/Menu.html
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
"Remember when high-tech was figuring out which way to put the carbon paper=
 in?"

------------------------------
#25
Date:    Thu, 8 Jan 1998 12:55:00 -0500
From:    "Michaela Conley, HPRI" 
Subject: Job Opportunity in NY

This is a multi-part message in MIME format.
--------------9768BD1693AFEBE1C7634211
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit

TITLE:                 Manager, Program Planning

REPORTS TO:    Director, Planning & Community Service

LOCATION:         National Office, White Plains, NY


POSITION PURPOSE:
This position supports the implementation of well-planned
program activities in all chapters.  Working
closely with the Regional Directors of Program Services, the
Manager of Program Planning provides
training, technical assistance, and materials; empowers
chapters to complete comprehensive needs
assessments and program plans every three years.

POSITION RESPONSIBILITIES:
*  Provide technical assistance to chapters to complete
comprehensive perinatal needs assessments in a
cost effective manner, insuring that minimum standards are
met.  This encompasses on-site visits,
conference calls, preparation of tables, charts, and
graphs.  Research on specific topics, editing and
consultant selection and supervision.

*  Provide technical assistance to chapters to complele
program   that meet minimum standards and
reglect problems identified in the needs assessment.  Plans
must describe realistic process and outcome
objectives.

*  Development of products to enhance chapter abilities to
complete needs assessments and program
plans and understand statistics related to perinatal health.

*   Development and utilization of a library of print,
media, and  information to create products that are
accurate, timey and integrate "best practices."


QUALIFICATIONS REQUIRED:
*  Masters Degree in Public Health, Epidemiology, Public
Administration or related field.
*  3-5 years experience in community health management or
planning in a not-for-profit organization is
strongly preferred.
*  Knowledge of perinatal health issues, statistics and
epidemiology.
*  Excellent verbal and written communication skills.
*  Computer proficiency in Microsoft Office

CONTACT:
Mary Jane Scott, Recruiter
March of Dimes
1275 Mamaroneck Avenue
White Plains, NY 10605

Phone: (914) 997-4680
Fax:  (914) 997-4587

Be sure to mention that you heard about the job from HPRI!

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------------------------------
#26
Date:    Thu, 8 Jan 1998 12:57:38 -0500
From:    Isabel Burk 
Subject: FCC & Internet Charges - Implications for your phone bill

This was forwarded to me today. I can't verify this but it does sound
like something to look into.  Isabel

> There is a very important matter currently under review by the FCC that
> will directly affect you:
>
> Your local telephone company has filed a proposal with the FCC to impose
> per minute charges for your internet service.  They contend that your
> internet usage has or will hinder the operation of the telephone
> network.
>
> This is nothing other than an excuse to extract more money and to hinder
> internet communications.  We all already pay a monthly service fee for
> the use of the 'telephone network'.
>
> The FCC has created an email box for your comments, responses must be
> received by February 13, 1998. Send your comments to isp@fcc.gov and
> tell them what you think.
>
> Every phone company is in on this one, and they are trying to sneak it
> in just under the wire for litigation.  Let everyone you know hear this
> one.


--
Isabel Burk, M.S., CHES
The Health Network
11 Adam Place
New City, NY  10956
(914) 638-3569          fax: (914) 638-1928
E-mail:  iburk@idt.net

------------------------------
#27
Date:    Thu, 8 Jan 1998 14:14:00 PST
From:    "Patterson, Sheila M." 
Subject: Wanted:  AAHE/NCATE Folio Reviewers

If attending the AAHE/AAHPERD meeting in Reno, please read on:

For those of you attending the AAHE/AAHPERD meeting in Reno, we are
soliciting volunteers in becoming NCATE Folio Reviewers.  The job of the
folio reviewer, once trained, is to review folios (similar to a program's
self-study) prepared by colleges/universities seeking NCATE accreditation
and speciality association (AAHE) approval for their school health education
programs.

{NOTE:   These reviewers only review SCHOOL health education programs,
community health programs are not NCATE reviewed but are reviewed by a team
of AAHE/SOPHE members through the SABPAC process.}

Persons interested in becoming AAHE/NCATE folio reviewers MUST be able to
attend and complete a training session.  Currently, these  training sessions
are held in conjunction with the national AAHE meeting.  The next training
session will be held at the AAHPERD National Convention in Reno, Nevada on
Monday, April 6th 1998 from 3 to 5pm.

For each folio reviewed, three reviewers individually  assess  the school
health education materials presented in the institution's folio to the
 established and approved NCATE/AAHE Guidelines.  This primarily consists of
reviewing the program's narrative and assessing course syllabi along with a
matrix of entry level competencies and assorted tables.  Each reviewer
completes an evaluation form and returns that to the Folio Coordinator. The
Folio Coordinator then compiles and synthesizes the information and issues a
compliance/non-compliance report to NCATE.

This is a service opportunity for the reviewers, no compensation is awarded
from AAHE or NCATE.
The process, however, is dependent on the commitment of health professionals
willing to give of their time and expertise.

Individuals wanting to become a folio reader need to  submit an application
detailing their qualifications in school health education  which is then
reviewed by the AAHE/NCATE Committee

Please contact Aileen Frazee at (703) 476-3420 or email  afrazee@aahperd.org
for an application or  more information.  Please share this information with
colleagues.

------------------------------
#28
Date:    Thu, 8 Jan 1998 14:27:23 -0600
From:    Bacharach 
Subject: Sports Nutrition Guidebook

After reading a note from Julie Gallagher, I was wondering if you are
willing to share the guidebook and if so, how we might get a copy.  Thanks,
DB

------------------------------
#29
Date:    Thu, 8 Jan 1998 14:58:21 -0600
From:    Donna Stauber 
Subject: Growing Healthy Conference

The importance of establishing good health habits
for America's children will be presented at the
National Center for Health Education's
1998 Growing Healthy Conference. The conference
gives leading health education professionals
from across the country the opportunity to share
and learn about Growing Healthy, America's first
comprehensive school health curriculum.

Hello fellow health educators and health education coordinators:

I wanted to let you know about an upcoming conference we are having in
February 1998. At last year's conference there were educators from 37
states and it was a great opportunity for health professionals to exchange
ideas about school health education. I hope that you can join us at the
1998 Growing Healthy Conference. If you have any questions regarding the
conference, please call me at 800-299-3366 ext. 612, e-mail me at:
donnastauber@wrsgroup.com or check out the conference Web site at
http://www.nche.org/conference

Thank you for your time.

Donna Stauber, PhD, CHES
Director of Health Education Programs
WRS Group, Inc.


FOR IMMEDIATE RELEASE

CONTACT:
Pam Schreiber, WRS Group, Inc.
Phone: 800-299-3366, ext. 656
mailto:editorial@wrsgroup.com
http://www.wrsgroup.com
http://www.nche.org/conference

Growing Healthy Comprehensive School Health Education Conference Addresses
Critical Issues in Health Education

WACO, TX -- October 30, 1997 --The importance of establishing good health
habits for America's children will be presented at the National Center for
Health Education's (NCHE) 1998 Growing Healthy Conference
(http://www.nche.org/conference). The conference will be held February
26-28, 1998, at the Education Service Center Region 12 in Waco, Texas.

Co-sponsored by NCHE (http://www.nche.org) and the HEALTH EDCO division of
WRS Group Inc. (http://www.wrsgroup.com), the conference gives leading
health education professionals (teachers, school administrators,
facilitators, trainers, government, and non-profit professional
organizations) from across the country the opportunity to share and learn
about Growing Healthy, America's first comprehensive school health
curriculum.

Featured conference speakers include Grant Teaff and Jim Kern. Teaff is
currently the Executive Director of the American Football Coaches
Association. Prior to that, Teaff served as coach and athletic director at
Baylor University for 21 years. Kern, with a long career as an educator,
believes the goal of teaching is to have individuals strive for continuing
self-growth and development. His message of love and hope lets people seek
their own higher priorities.

In 1996, NCHE named WRS Group, Inc. the exclusive authorized distributor of
the Growing Healthy curriculum and peripherals. WRS, through its HEALTH
EDCO division, serves as the marketing, sales and distribution agent. NCHE
continues as the curriculum developer/demonstrator for Growing Healthy.
NCHE completed the review and update of the Growing Healthy curriculum
which is now published as the third edition of the curriculum in 1996.

Growing Healthy is a resource rich comprehensive school health education
curriculum for students in kindergarten through the sixth grade. NCHE is
the developer/demonstrator of this curriculum which was developed in 1975.
Growing Healthy promotes student self-esteem and decision-making skills,
enabling students to adopt healthy, responsible attitudes and behaviors.
The Growing Healthy program consists of three components for each grade
level: a teacher curriculum guide, student worksheets, and multimedia
peripheral materials. These components offer educators a unique and
effective comprehensive school health program.

WRS Group's HEALTH EDCO division is America's leading health education
company. It develops and markets an extensive line of more than 2,500
supplementary materials for health education including booklets, training
videos, anatomical models, children's teaching tools and staff educational
products. These products are distributed to health professionals in
schools, hospitals and health agencies through catalogs, direct mail and
selected dealers.

-30-

Donna Stauber, Ph.D.,CHES
Director of Health Education Programs
WRS Group, Inc.-Health Edco
P.O. Box 21207
Waco, Texas 76702-1207
parcel delivery-5045 Franklin
Waco, Texas 76710
Phone- 254-776-6461 ext. 612
Fax- 254-751-0221
http://www.wrsgroup.com
http://www.nche.org

------------------------------
#30
Date:    Thu, 8 Jan 1998 14:44:28 -0600
From:    Quad Cities Education and Resouce Center 
Subject: mailing list

Please remove us from your mailing list.  Thank you for your prompt
attention to this matter.

------------------------------
#31
Date:    Thu, 8 Jan 1998 15:14:57 -0600
From:    Denise Dowden 
Subject: Position Announcement??

I am interested in posting a new positon announcement for a Health
Educator to all interested parties.  Could someone please send me an
address of where to send the information.

Thanks in advance,

Denise Dowden
Univ. of Arkansas

------------------------------
#32
Date:    Thu, 8 Jan 1998 16:43:35 -0500
From:    Alyson Taub 
Subject: Re: Position Announcement??

Please check the job listings (jobs available and jobs wanted) on our
website, Health Education Professional Resources (HEPR).  The URL is:

http://www.nyu.edu/education/health/healthed/taub/hepr/noframes/index.html

Submissions always welcomed!

> I am interested in posting a new positon announcement for a Health
> Educator to all interested parties.  Could someone please send me an
> address of where to send the information.
>
> Thanks in advance,
>
> Denise Dowden
> Univ. of Arkansas
>

------------------------------
#33
Date:    Thu, 8 Jan 1998 18:15:36 EST
From:    CVeach9999 
Subject: Evaluation of student's attitude/comfort level re:online courses

I am seeking an instrument or evaluation used to measure
student's attitude or comfort levels on taking an online course
for the first time.  I am a TA at TX Woman's Univ. and will be
teaching Consumer Health this semester.  We will be meeting
in a traditional classroom at least some of the time, but I would
also like to use electronic communication and have found many
links for the various topics.  The entire course is online with the
syllabus, class notes, activities, links, etc also listed.  Everything
except the MidTerm and Final :-)

I would like to use a pre/post test format to compare attitude
changes over the course of the semester.  I could make up my
own but when I did that with my thesis questionnaire it wasn't such
a great idea.  So I thought I'd see if anyone has stumbled into this
dilemma.

I would be happy to consolidate replies and post to the list in case
anyone else is interested.  Thanks in advance for your help.

Carole Veach, M.S., C.H.E.S.

------------------------------
#34
Date:    Thu, 8 Jan 1998 11:55:53 -0800
From:    Margo Harris 
Subject: Fw:      FCC & Internet Charges - Implications for your phone bill

A friend asked me about this on Tuesday, and then verified on the Net
that it was a hoax.  I didn't ask for specifics.  Does anyone know more?
Margo

Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#35
Date:    Thu, 8 Jan 1998 21:26:33 -0800
From:    Margo Harris 
Subject: Watching the Web

Thomas Weber's column, "Watching the Web," appeared in the Wall Street
Journal today for the first column of 1998.  I'm a happy health
educator.  He led with HEALTH!!  For the record, the second topic was
direct investing, and third was Titanic!  He included three sites worthy
of visiting if you have not been there yet:  Mayo Health Oasis,
Healthfinder, and the Journal of the American Medical Association
(JAMA).  I would have put Healthfinder first, but then Thomas gets paid
the big bucks, and I'm only a subscriber!  In Weber's words:

Mayo Health Oasis - http://www.mayohealth.org - As it has evolved over
the past few years, the Mayo Clinic's Internet outpost has grown and won
industry accolades for its ease of use.  And getting around here really
is easy.  The front page directs visitors to major subject areas, such
as "Diet & Nutrition" and "Heart Center."  Each section has informative
articles, interactive quizzes and links to other Web sites.  If you come
to the site with a specific health question, however, don't bother
working your way through the menus.  Instead, type the disorder or
subject you're interested in into the search box on the welcome page.
Among other useful features: "Medicine Center," with a guide to
prescription and over-the-counter drugs; and "Housecall," a free weekly
newsletter available via email.

Healthfinder - http://www.healthfinder.gov - This site is one of the
U.S. government's efforts to consolidate related materials from
different agencies in one location on the Web.  Call up a specific topic
and you'll find, for instance, articles from the Web sites of the
National Cancer Institute and the Centers for Disease Control grouped
together for convenient browsing.  In addition to official government
health resources, Healthfinder also points the way to independent
organizations that offer patient information and support services.
Considering the wealth of information available, Healthfinder's design
is somewhat behind the times.  Graphics are crude, and there's no
keyword search function.  To track down what you're looking for, you'll
need to select defined options from a list.  (It reminds me of a time
when I worked in partnership with a government agency, and they
patiently explained that they had to make their materials look cheap!
With all its warts, I like this site!)

Journal of the American Medical Association (JAMA) -
http://www.ama-assn.org/public/journals/jama/jamahome.htm - If you're
not intimidated by complex jargon, stop by the Web site of this
well-known medical journal.  Full-length articles aren't provided;
instead, the site offers abstracts and "news update" summaries of the
latest JAMA reports.  The journal also has created special-topic
sections to consolidate information on asthma, migraines, and other
specific conditions.   (I don't go to the JAMA part of the site much,
but if you haven't been to other areas in "public" at the AMA, try that.
There's a direct link to KidsHealth.  There's also a fine explanation of
web site review criteria.  If you want to link your site with the AMA's,
they have clearly explained the review criteria your site will
encounter.  I've used it as a class handout to help my students evaluate
web sites.)

Okay, I zipped over direct investing, but for you Titanic fans:
RMS Titanic Inc. Online - http://www.titanic-online.com
Titanic - Raising a Legend -
http://www.discovery.com/area/science/titanic/titanicopener.html
RMS Titanic - Her Passengers and Crew -
http://www.rmplc.co.uk/eduweb/sites/phind/

Happy weekend!  Margo


Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#36

Date:    Fri, 9 Jan 1998 10:59:19 -0700
From:    Andrew Jenkins 
Subject: Friday Inspiration

Friends and Fellows,

What a wonderful winter morning!  I took the backroad to work today at my
rural college and enjoyed viewing the newly arrived bald eagles.  They
court one another and nest along the banks of the Yakima River here in
Washington State.

Magnificent birds!  Big, beautiful, powerful, and  proud.

It's a shame that the very symbol of our United States is seen in the wild
by so few Americans.  Were it not so, perhaps more folks would be as
inspired as I am this morning. Perhaps there'd be less carping--maybe more
frequent intermissions in the near constant stream of criticism of that
which we all call "home."

A quick perusal of my stash of quotable quotes reveals this note on
patriatism:

        "Breathes there the man with soul so dead,
        Who never to himself hath said,
        This is my own native land!"

                                Walter Scott





Keeping the dream alive in my 'lil corner.

Andy J :{)




+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++++
"It is difficult to say what is impossible, for the dream of yesterday is the
hope of today and the reality of tomorrow."  Robert




Andrew P. Jenkins, PhD, CHES
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++

------------------------------
#37
Date:    Fri, 9 Jan 1998 19:19:05 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Electronic Journal

As many of you know, the International Electronic Journal of Health
Education went on-line on December 31, 1997 at 6:00 p.m.  From that time
until sometime around early a.m. of January 7th we had over 500 hits.  That
was too much for my server (which is my office pc which I have converted
into my server)...and the software crashed.  Apparently I need more RAM
memory.  That has been ordered and the correction of the software on my
server is under way.  I am hoping that I can have the system going by early
next week.

In the meantime, I have used the equivalent of a techno duct tape...I have
put the articles on another server.  Now, it's not the same as the original
journal, but you can go to this page and download the articles.  They are in
.pdf format...which means they can only be viewed via Adobe Acrobat Reader.
More information on how to obtain this free software can be found on this
temporary e-journal page.

Thanks for your patience and the many encouraging words that I've received
over the past few days.

You can go to the temporary e-journal by the following URL:

http://www.siu.edu/~kittle
then just click the link at the top

or

http://www.siu.edu/~kittle/iejhe/

________________________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  www.siu.edu/~kittle
HEDIR Home Page:  www.siu.edu/~kittle/HEDIR/Menu.html
International Electronic Journal of Health Education:
http://131.230.221.136/iejhe

------------------------------
#38

Date:    Fri, 9 Jan 1998 13:29:40 -0500
From:    Deborah Shrem 
Subject: health promotional posters

HI!  I hope you are doing well.  Here's my latest tall order:

Where can I find health promotional posters to put up in two community
pediatric clinics?  My search has been relatively unsuccessful.  I
welcome posters of any topic which relate to childrens health.  I know
posters are out there, I see them when I visit doctors offices, schools,
etc.  Please help me locate them!

Any suggestions are 100% appreciated!

Thanks!  Have a great weekend :)

Debbie Shrem

------------------------------
#39
Date:    Mon, 12 Jan 1998 09:15:10 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Officers and candidates for various organizations

For those of you in academia, welcome back.  As many may recall, last year
we had some individuals running for various offices who sent a position
statement over the HEDIR.  I heard from  a few people wondering about the
appropiateness of using the HEDIR.  My position is yes, it is appropriate,
and I would like to make a formal announcement that all candidates running
for various offices of SOPHE, AAHE, APHA, or ASHA (and any others that I may
forget) are welcomed to send a memo over the HEDIR indicating that they are
running for such and such office and a statement on why they should be
elected.  In addition, I will create a section on the HEDIR Home Page and
I'll put their statement, name, and e-mail on that page.  That way, people
will be able to go back to review the statements.  Or, if any of the
organizations plan to put these writings on the web, I'll put a link
directly to those pages.

I'm not sure when the various time periods are for elections...I know that
AAHE has an election at their meeting in April (Reno), and I believe ASHA
has their election in the fall, but names will be forthcoming shortly.
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  http://131.230.221.136
HEDIR Home Page:  http://131.230.221.136/HEDIR/Menu.html
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
"Remember when high-tech was figuring out which way to put the carbon paper in?"

------------------------------
#40
Date:    Mon, 12 Jan 1998 12:06:32 -0500
From:    Fern Goodhart 
Subject: journal

Remember to write up your college heatlh experiences, successes,
surprises, even disappointments for advancing the profession through the
Journal of American College Health.  Published bimonthly, it can be a
vibrant, necessary tool for our field.  Please think seriously about
publishing your work

Fern Goodhart, Health Education Associate Editor (aka, oy, we need more
good manuscripts!)

------------------------------
#41
Date:    Mon, 12 Jan 1998 17:37:16 -0500
From:    Retta Evans 
Subject: health/P.E. software

Greetings!  I was fortunate enough to acquire grant money for "teaching and
technology" in my state.  I am making a list of software or other related
technologies dealing with health education, exercise science/wellness and
physical education/movement.  If you know of any, please contact me.  Thank you!

Have a healthy day,

Dr. Retta Evans
Dept. of Health & Human Performance
Americus GA   31709
office (912) 931-2219
fax    (912) 931-2143

------------------------------
#42
Date:    Mon, 12 Jan 1998 17:47:19 -0700
From:    "Scott Leischow, Ph.D." 
Subject: comm health on the 'net

Greetings and salutations.....I am in the process of creating a Community
Health class where all of the readings are on the web.  I have found many
good sources that I plan to include, but if anyone can suggest good
sources, other classes online, etc. I'd appreciate it.  I did this for my
drugs and society class and it worked well.  Students like not having to
buy a text as well (sorry text writers.....).  Thanks in advance for your
help.....and best wishes to all for a happy healthy new year....cheers!.....

Scott Leischow, Ph.D.
The University of Arizona College of Medicine
1145 N. Campbell
PO Box 210228
Tucson, AZ   85721-0228

------------------------------
#43
Date:    Mon, 12 Jan 1998 17:27:47 -0800
From:    Margo Harris 
Subject: Could we talk about textbooks?

And maybe not just textbooks, because I think we can use books in class
that are not necessarily textbooks that we buy from a textbook
publisher.  For instance, I use a number of children's books and suggest
that those books are bought (retail, wholesale, Friends of the Library
Book Sales).  After Scott's request for readings on the Web, I wonder if
that's as useful/effective/whatever the right word is, as a book?  I
started thinking about how I read items on the Web vs. how I read a
book, and re-read a book.

Do you have students print out the readings on the Web, or do they just
read the screen and move on?  How in heaven's name would I use my
highlighters?!!!  I'm only partly kidding.  We certainly understand more
about how people learn than ever before.  Still, I need to understand
better the course objectives and how the Web readings are "done" and
used to believe it takes the place of a book.  Of course, how many
students don't actually read the textbook either; so perhaps it's not as
different as I think!  Anyone have thoughts about that?  Margo

Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#44
Date:    Mon, 12 Jan 1998 18:59:40 -0800
From:    Margo Harris 
Subject: Injury Prevention Note

This was a surprise to me, but probably not to others, especially if you
are avid skiers or have kids who ski.  Marilyn Chase's Health Journal
column in today's Wall Street Journal focused on ski equipment that is
changing the types of injuries on the slopes.  She made reference to the
Michael Kennedy and Sonny Bono accidents.  The surprise to me was the
information about ski helmets for kids, and numerous MDs strong
recommendations that all kids wear special, lightweight helmets because,
as one MD noted, they tend to "ski unpredictably."

The "biggest" skiing injury?  If you guessed anterior cruciate ligament
(ACL) injury, you win the prize.  ACL injuries occur an estimated 50,000
times per year on the ski slopes, which one physician referred to as an
epidemic!  So have your kids wear a helmet, and fall sideways, not
sitting back with your hands out backward to save the ACL.  Of course, I
know you all did your preseason conditioning before you headed for the
slopes.

As for behavior change, the author mentioned one young lady who suffered
a major concussion in a skiing accident.  Now age 12, she still refuses
to wear a helmet despite parental pleas.  Parental pleas?  I think I'd
just take away the skis!  You can tell I'm not a parent!  Margo

Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#45
Date:    Tue, 13 Jan 1998 11:30:44 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Job Position

This is a repeat of the announcement in December.  We actually have two
positions--one an assistant professor, tenture track (this announcement),
and a second position for clinical instructor/clinical assistant professor.
The second will be to oversee the emergency care classes (first aid, CPR).

For those people who have been to Carbondale, it's a great place to live.
Don't let the small town idea prevent you from applying.  It's a great
college town to live in.  It's close to big city life (St. Louis), with low
housing costs, low crime, and great schools.  Despite cuts across campus
over the past few years, our program is flourishing and has been rewarded by
being able to hire new people.  If you have any questions...give us a call.
Note the deadline is February 1 for both positions.

Position Number 1:
ANNOUNCEMENT OF FACULTY POSITION
College of Education
Southern Illinois University
Carbondale, Illinois

Department of Health Education and Recreation

Description of Position

Assistant Professor in Health Education

Responsibilities of the Position

1. Teaching undergraduate and graduate courses in health education:
capability to teach a broad range of health education courses, including,
but not limited to, organizing community/public health programming
administration.
2. Preparing students in content and methods/issues classes for various
settings in which health educators function based on the health education
areas of responsibilities and competencies.
3. Advising graduate students and directing theses and dissertations.
4. Initiating and implementing research leading to publications in health
education.
5. Working with the faculty in interactions with other departments in the
college and university to advance health education on campus, in the core
curriculum and teacher education program.
6. Serving the public and constituencies of the Department, the College, and
the University.
7. Assuming departmental responsibilities when assigned or selected.

Requirements of Candidate

1. The rank of Assistant Professor requires the doctorate.  Applicants who
will have completed all requirements, including the dissertation, by August
15, 1998 will be considered.  If official evidence of completion of the
doctorate requirements is not received by August 15, 1998 this position will
be changed to a term position at the rank of Instructor with a lower salary.
2. Persons applying for this position must be able to demonstrate:
   a. A strong health education background with experience in
community/public health.
   b. A commitment to, and evidence of preparation and interest in,
high-quality       teaching at both the undergraduate and graduate levels.
   c. A commitment to research and to publication in refereed journals in
health       education.
   d. Participation in and contribution to appropriate professional
associations at       state, regional, and national levels.
   e. Oral proficiency in the English language as required by Illinois state
law.
3. It is desirable for applicants to:
   a. Have a master's degree in public health (MPH).
   b. Have certification as a health educator (CHES).
   c. Have experience and/or interest in the preparation of and
participation in       contracts and/or grants.

Appointment and Salary

This is a continuing appointment in which tenure may be attained.
Appointment is for a nine-month academic year.  Contingent on available
funding and demand for teaching assignments, an additional summer session
appointment of up to two months may be possible.  Salary is commensurate
with experience and background.  Progress in rank and salary will require
demonstration of productivity in research and publication, teaching, and
service.

Deadline for Application

February 1, 1998

Effective Date of Employment

August 16, 1998

Application Procedure

Submit a 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.
Phone: (618) 453-4331.

The Department of Health Education and Recreation is fully accredited
by the National Council of Accreditation

THE COLLEGE OF EDUCATION AT SOUTHERN ILLINOIS UNIVERSITY
AT CARBONDALE IS COMMITTED TO ACADEMIC, CULTURAL, AND ETHNIC
DIVERSITY AMONG ITS FACULTY

SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE IS AN EQUAL
OPPORTUNITY/AFFIRMATIVE ACTION/AMERICANS WITH DISABILITIES
EMPLOYERANNOUNCEMENT OF FACULTY POSITION


Position Number 2:

College of Education
Southern Illinois University
Carbondale, Illinois

Department of Health Education and Recreation

Description of Position

A full-time Clinical Instructor or Clinical Assistant Professor teaching
position in Health Education

Responsibilities of the Position

1. Teach undergraduate courses with primary responsibility for multiple
sections of    First Aid and CPR and Advanced First Aid and Emergency Care.
2. Supervise graduate assistants assigned to teach additional sections of
First Aid and    CPR.
3. Serve as department liaison with the local chapter of the American Red Cross.
4. Represent the department in responding to requests for First Aid Training
and    services.
5. Assist the department with student recruitment and retention.
6. Assume department responsibilities when assigned or selected.


Requirement of Candidates

1. The rank of Clinical Instructor requires a completed Master's Degree.
The rank of    Clinical Assistant Professor requires a completed Doctorate
in Health Education or    related field.  Applicants who will have completed
all requirements, including the    dissertation, by August 15, 1998 will be
considered.  If official evidence of    completion of the doctorate
requirements is not received by August 15, 1998 this    position will revert
to the rank of Clinical Instructor.
2. Teaching experience at the college or university level.
3. Must possess Instructor Authorization in American Red Cross First Aid:
Responding to    Emergencies.
4. It is desirable that applicants for this position have Instructor
Authorization in    American Red Cross' Emergency Response.
5. Oral proficiency in the English language as required by Illinois state law.


Appointment and Salary

This position is a continuing, non-tenure accruing position.  Appointment is
for a nine-month academic year.  Contingent on available funding and demand
for teaching assignments, an additional summer session appointment of up to
two months may be possible.  Salary is commensurate with experience and
background.

Deadline for Application

February 1, 1998

Effective Date of Employment

August 16, 1998

Application Process

Submit a 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.
Phone:  (618) 453-4331.

The Department of Health Education and Recreation is fully accredited
by the National Council of Accreditation

THE COLLEGE OF EDUCATION AT SOUTHERN ILLINOIS UNIVERSITY
AT CARBONDALE IS COMMITTED TO ACADEMIC, CULTURAL,
AND ETHNIC DIVERSITY AMONG ITS FACULTY

SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE IS AN EQUAL
OPPORTUNITY/AFFIRMATIVE ACTION/AMERICANS WITH DISABILITIES
EMPLOYER
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  http://131.230.221.136
HEDIR Home Page:  http://131.230.221.136/HEDIR/Menu.html
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
"Remember when high-tech was figuring out which way to put the carbon paper in?"

------------------------------
#46
Date:    Tue, 13 Jan 1998 12:48:56 -0500
From:    Andyfrank@AOL.COM
Subject: Re: Could we talk about textbooks?

Re: the use of Web sites in place of a text book, these are some of the
additional advantages, disadvantages, and alternatives that I see:

ADVANTAGES:
1. From a learning strategies perspective, learning can be facilitated when:

A. a Web site effectively uses animation to convey key points and information

B.  A Web site is interactive


2. From a cost perspective:
A. Standard textbook costs to students are eliminated by Websites


DISADVANTAGES:
1.If a "hard copy" is printed out:

A.  Quality of graphics when downloaded and printed out tends to decline
significantly

B.  Who will pay the cost and supply the paper?  The cost may be surprisingly
high as downloading stuff from the Web or Internet is notoriously space
inefficient and paper wasteful - which also raises an environmental concern.

2. If no hard copy is printed:
A.  Students cannot bring their textbooks to use in class.

B.  Both highlighting (as Margo pointed out) and margin annotations are not
possible.  Both are important learning strategies for many students.

C.  Students can ONLY do their reading at the computer, unable to complete
reading assignments while riding a bus, eating lunch, hanging out at the
student union, etc.

3.  ACCESS
Students must have ready access to computers/modems to complete daily/weekly
classroom reading assignments.  Does the college/university have enough
computer labs to support the demand?  If not, will the use of "Web Textbooks"
exacerbate student economic inequities, so students who own their own
computers/modems have access to classroom materials while financially
strapped students must rely solely on limited access computer labs?

4.  COST
If all professors used virtual Web Textbooks, the learning institution would
have to invest considerable additional resources to provide adequate computer
access to all students.

5.  AVAILABILITY OF QUALITY INFORMATION
Does the Web contain the most accurate and most complete information for the
particular course, or is it simply the most convenient?  The Web is by no
means a complete, up to date,  or necessarily accurate source of information.
Of course, the same complaint can be made about many purchased textbooks.
 Nonetheless, will "teaching to the textbook," simply be replaced by
"teaching to the Web"?


ALTERNATIVES:

1.  Using both the Web and Textbooks

2.  On-Demand Digital Printing  (Excellent recent reference:  Christian
Science Monitor, January 12, 1998, p. B3 "Books Now Cheap Enough by the
Dozen, High-tech printing opens new doors for publishers, authors" by Laurent
Belsie.)

The article cites an emerging digital printing process that allows books to
roll off the presses in small batches, and the lowers student text costs by
about 30%.  Referenced is the University of Pittsburgh, which allows
professors to customize their course textbooks, taking sections of various
texts and making a course book, while paying copyright fees.  Books that were
previously out of print, therefore, can be reinstated.  Also, a professor who
has a partially written text or has completed text but is still seeking a
publisher can make it available to the students.

Andrea Frank, PhD Cand.
University of Wisconsin - Madison


>>>And maybe not just textbooks, because I think we can use books in class

that are not necessarily textbooks that we buy from a textbook

publisher.  For instance, I use a number of children's books and suggest

that those books are bought (retail, wholesale, Friends of the Library

Book Sales).  After Scott's request for readings on the Web, I wonder if

that's as useful/effective/whatever the right word is, as a book?  I

started thinking about how I read items on the Web vs. how I read a

book, and re-read a book.



Do you have students print out the readings on the Web, or do they just

read the screen and move on?  How in heaven's name would I use my

highlighters?!!!  I'm only partly kidding.  We certainly understand more

about how people learn than ever before.  Still, I need to understand

better the course objectives and how the Web readings are "done" and

used to believe it takes the place of a book.  Of course, how many

students don't actually read the textbook either; so perhaps it's not as

different as I think!  Anyone have thoughts about that?  Margo



Margo Harris

Harris Training & Consulting Services

Seattle, WA

Email: htcs@halcyon.com

Web: http://www.htcs.com/And maybe not just textbooks, because I think we
can use books in class

that are not necessarily textbooks that we buy from a textbook

publisher.  For instance, I use a number of children's books and suggest

that those books are bought (retail, wholesale, Friends of the Library

Book Sales).  After Scott's request for readings on the Web, I wonder if

that's as useful/effective/whatever the right word is, as a book?  I

started thinking about how I read items on the Web vs. how I read a

book, and re-read a book.



Do you have students print out the readings on the Web, or do they just

read the screen and move on?  How in heaven's name would I use my

highlighters?!!!  I'm only partly kidding.  We certainly understand more

about how people learn than ever before.  Still, I need to understand

better the course objectives and how the Web readings are "done" and

used to believe it takes the place of a book.  Of course, how many

students don't actually read the textbook either; so perhaps it's not as

different as I think!  Anyone have thoughts about that?  Margo



Margo Harris

Harris Training & Consulting Services

Seattle, WA

Email: htcs@halcyon.com

Web: http://www.htcs.com/
And maybe not just textbooks, because I think we can use books in class

that are not necessarily textbooks that we buy from a textbook

publisher.  For instance, I use a number of children's books and suggest

that those books are bought (retail, wholesale, Friends of the Library

Book Sales).  After Scott's request for readings on the Web, I wonder if

that's as useful/effective/whatever the right word is, as a book?  I

started thinking about how I read items on the Web vs. how I read a

book, and re-read a book.



Do you have students print out the readings on the Web, or do they just

read the screen and move on?  How in heaven's name would I use my

highlighters?!!!  I'm only partly kidding.  We certainly understand more

about how people learn than ever before.  Still, I need to understand

better the course objectives and how the Web readings are "done" and

used to believe it takes the place of a book.  Of course, how many

students don't actually read the textbook either; so perhaps it's not as

different as I think!  Anyone have thoughts about that?  Margo



Margo Harris

Harris Training & Consulting Services

Seattle, WA

Email: htcs@halcyon.com

Web: http://www.htcs.com/
And maybe not just textbooks, because I think we can use books in class

that are not necessarily textbooks that we buy from a textbook

publisher.  For instance, I use a number of children's books and suggest

that those books are bought (retail, wholesale, Friends of the Library

Book Sales).  After Scott's request for readings on the Web, I wonder if

that's as useful/effective/whatever the right word is, as a book?  I

started thinking about how I read items on the Web vs. how I read a

book, and re-read a book.



Do you have students print out the readings on the Web, or do they just

read the screen and move on?  How in heaven's name would I use my

highlighters?!!!  I'm only partly kidding.  We certainly understand more

about how people learn than ever before.  Still, I need to understand

better the course objectives and how the Web readings are "done" and

used to believe it takes the place of a book.  Of course, how many

students don't actually read the textbook either; so perhaps it's not as

different as I think!  Anyone have thoughts about that?  Margo



Margo Harris

Harris Training & Consulting Services

Seattle, WA

Email: htcs@halcyon.com

Web: http://www.htcs.com/And maybe not just textbooks, because I think we
can use books in class

that are not necessarily textbooks that we buy from a textbook

publisher.  For instance, I use a number of children's books and suggest

that those books are bought (retail, wholesale, Friends of the Library

Book Sales).  After Scott's request for readings on the Web, I wonder if

that's as useful/effective/whatever the right word is, as a book?  I

started thinking about how I read items on the Web vs. how I read a

book, and re-read a book.



Do you have students print out the readings on the Web, or do they just

read the screen and move on?  How in heaven's name would I use my

highlighters?!!!  I'm only partly kidding.  We certainly understand more

about how people learn than ever before.  Still, I need to understand

better the course objectives and how the Web readings are "done" and

used to believe it takes the place of a book.  Of course, how many

students don't actually read the textbook either; so perhaps it's not as

different as I think!  Anyone have thoughts about that?  Margo



Margo Harris

Harris Training & Consulting Services

Seattle, WA

Email: htcs@halcyon.com

Web: http://www.htcs.com/
>>>

------------------------------
#47
Date:    Tue, 13 Jan 1998 11:31:52 -0700
From:    Judy Hancock 
Subject: health/P.E. software

>Date:    Mon, 12 Jan 1998 17:37:16 -0500
>From:    Retta Evans 
>Subject: health/P.E. software
>
>Greetings!  I was fortunate enough to acquire grant money for "teaching and
>technology" in my state.  I am making a list of software or other related
>technologies dealing with health education, exercise science/wellness and
>physical education/movement.  If you know of any, please contact me.
>Thank you!

Hi Retta. We at the U of A are developing an entire collection of health
education shareware programs and distributing them free, over the WorldWide
Web. You can learn more about this -- and download the programs -- at
http://www.ualberta.ca/~jhancock/HealthEd.html

Several programs are finished and available for download. Several more are
planned - You can email me privately to discuss this
(judy.hancock@ualberta.ca) so we don't end up duplicating each other's
efforts. One program that is definitely planned for the future is "The
Couch Potato's Guide to Becoming Active".

Please share what you find out with this list. I'm sure we'd all be
interested. Thanks.

- Judy Hancock


Judy Hancock
Health Education Coordinator
University of Alberta Health Services
111 St. & 88 Avenue
Edmonton, Alberta, Canada T5T 5A5
judy.hancock@ualberta.ca
http://www.ualberta.ca/~jhancock/HealthEd.html

------------------------------
#48
Date:    Tue, 13 Jan 1998 13:44:30 -0500
From:    "Cooper, Pamela" 
Subject: Re: Could we talk about textbooks?

As usual, Andy (and Margo) raise some really good points regarding the
web and textbooks.  This is something that all publishers are grappling
with at this time.  The initial response has been to get appropriate web
sites into our books, but that is a very incomplete answer.

1. Because Web Site URL's change frequently, making a book dated almost
as soon as it is published.

2. Because unless the web site is designed specifically to be
instructional (such as some of the course sites that professors are
setting up themselves), they don't provide the pedagogy and all the
content that professors expect to cover in their courses. There is a lot
of value in the publishing process (peer reviews, editing, etc) that
doesn't show up on most web pages.

3.  If you do design a web site to completely replace a book, I suspect
that most people are finding it to be a lot of work.  Probably as much
work as writing a book and any author can tell you that is a challenging
process!

In addition to putting web sites in the book, publishing a printed guide
to health and wellness on the web, WCB/McGraw-Hill is currently working
with Top Class on the combination approach.  It's called McGraw-Hill
Learning Architecture and we plan to have a demo site soon for personal
health.  I'll post the URL when it is ready for those who are interested
in exploring it.

Also, I would love to see more On-Demand Digital Printing.
WCB/McGraw-Hill will, of course, have some materials available via
Primus   There aren't a lot of health materials on line now, but we hope
to have some in the next few months.  Check out the web site if you are
interested to see how it works.  (www://mhhe.com/primus/online)  One
snag that we have run into with this process in general is illustrations
and color.  They are often important in health education and provide
additional challenges for this process.  Also, if you start making too
big a book you lose your cost advantage to the student.

I am really looking forward to hearing more about how people are
integrating the web into their courses and what is really working
instructionally for the student and instructor.

Pam

Pamela Cooper
Senior Marketing Manager, HPER and Nutrition
WCB/McGraw-Hill
Madison, WI
800-527-8198 prompt 2


> -----Original Message-----
> From: Andyfrank@AOL.COM [SMTP:Andyfrank@AOL.COM]
> Sent: Tuesday, January 13, 1998 11:49 AM
> To:   HEDIR-L@SIU.EDU
> Subject:      Re: Could we talk about textbooks?
>
> Re: the use of Web sites in place of a text book, these are some of
> the
> additional advantages, disadvantages, and alternatives that I see:
>
> ADVANTAGES:
> 1. From a learning strategies perspective, learning can be facilitated
> when:
>
> A. a Web site effectively uses animation to convey key points and
> information
>
> B.  A Web site is interactive
>
>
> 2. From a cost perspective:
> A. Standard textbook costs to students are eliminated by Websites
>
>
> DISADVANTAGES:
> 1.If a "hard copy" is printed out:
>
> A.  Quality of graphics when downloaded and printed out tends to
> decline
> significantly
>
> B.  Who will pay the cost and supply the paper?  The cost may be
> surprisingly
> high as downloading stuff from the Web or Internet is notoriously
> space
> inefficient and paper wasteful - which also raises an environmental
> concern.
>
> 2. If no hard copy is printed:
> A.  Students cannot bring their textbooks to use in class.
>
> B.  Both highlighting (as Margo pointed out) and margin annotations
> are not
> possible.  Both are important learning strategies for many students.
>
> C.  Students can ONLY do their reading at the computer, unable to
> complete
> reading assignments while riding a bus, eating lunch, hanging out at
> the
> student union, etc.
>
> 3.  ACCESS
> Students must have ready access to computers/modems to complete
> daily/weekly
> classroom reading assignments.  Does the college/university have
> enough
> computer labs to support the demand?  If not, will the use of "Web
> Textbooks"
> exacerbate student economic inequities, so students who own their own
> computers/modems have access to classroom materials while financially
> strapped students must rely solely on limited access computer labs?
>
> 4.  COST
> If all professors used virtual Web Textbooks, the learning institution
> would
> have to invest considerable additional resources to provide adequate
> computer
> access to all students.
>
> 5.  AVAILABILITY OF QUALITY INFORMATION
> Does the Web contain the most accurate and most complete information
> for the
> particular course, or is it simply the most convenient?  The Web is by
> no
> means a complete, up to date,  or necessarily accurate source of
> information.
> Of course, the same complaint can be made about many purchased
> textbooks.
>  Nonetheless, will "teaching to the textbook," simply be replaced by
> "teaching to the Web"?
>
>
> ALTERNATIVES:
>
> 1.  Using both the Web and Textbooks
>
> 2.  On-Demand Digital Printing  (Excellent recent reference:
> Christian
> Science Monitor, January 12, 1998, p. B3 "Books Now Cheap Enough by
> the
> Dozen, High-tech printing opens new doors for publishers, authors" by
> Laurent
> Belsie.)
>
> The article cites an emerging digital printing process that allows
> books to
> roll off the presses in small batches, and the lowers student text
> costs by
> about 30%.  Referenced is the University of Pittsburgh, which allows
> professors to customize their course textbooks, taking sections of
> various
> texts and making a course book, while paying copyright fees.  Books
> that were
> previously out of print, therefore, can be reinstated.  Also, a
> professor who
> has a partially written text or has completed text but is still
> seeking a
> publisher can make it available to the students.
>
> Andrea Frank, PhD Cand.
> University of Wisconsin - Madison
>
>
> >>>And maybe not just textbooks, because I think we can use books in
> class
>
> that are not necessarily textbooks that we buy from a textbook
>
> publisher.  For instance, I use a number of children's books and
> suggest
>
> that those books are bought (retail, wholesale, Friends of the Library
>
> Book Sales).  After Scott's request for readings on the Web, I wonder
> if
>
> that's as useful/effective/whatever the right word is, as a book?  I
>
> started thinking about how I read items on the Web vs. how I read a
>
> book, and re-read a book.
>
>
>
> Do you have students print out the readings on the Web, or do they
> just
>
> read the screen and move on?  How in heaven's name would I use my
>
> highlighters?!!!  I'm only partly kidding.  We certainly understand
> more
>
> about how people learn than ever before.  Still, I need to understand
>
> better the course objectives and how the Web readings are "done" and
>
> used to believe it takes the place of a book.  Of course, how many
>
> students don't actually read the textbook either; so perhaps it's not
> as
>
> different as I think!  Anyone have thoughts about that?  Margo
>
>
>
> Margo Harris
>
> Harris Training & Consulting Services
>
> Seattle, WA
>
> Email: htcs@halcyon.com
>
> Web: http://www.htcs.com/And maybe not just textbooks, because I think
> we
> can use books in class
>
> that are not necessarily textbooks that we buy from a textbook
>
> publisher.  For instance, I use a number of children's books and
> suggest
>
> that those books are bought (retail, wholesale, Friends of the Library
>
> Book Sales).  After Scott's request for readings on the Web, I wonder
> if
>
> that's as useful/effective/whatever the right word is, as a book?  I
>
> started thinking about how I read items on the Web vs. how I read a
>
> book, and re-read a book.
>
>
>
> Do you have students print out the readings on the Web, or do they
> just
>
> read the screen and move on?  How in heaven's name would I use my
>
> highlighters?!!!  I'm only partly kidding.  We certainly understand
> more
>
> about how people learn than ever before.  Still, I need to understand
>
> better the course objectives and how the Web readings are "done" and
>
> used to believe it takes the place of a book.  Of course, how many
>
> students don't actually read the textbook either; so perhaps it's not
> as
>
> different as I think!  Anyone have thoughts about that?  Margo
>
>
>
> Margo Harris
>
> Harris Training & Consulting Services
>
> Seattle, WA
>
> Email: htcs@halcyon.com
>
> Web: http://www.htcs.com/
> And maybe not just textbooks, because I think we can use books in
> class
>
> that are not necessarily textbooks that we buy from a textbook
>
> publisher.  For instance, I use a number of children's books and
> suggest
>
> that those books are bought (retail, wholesale, Friends of the Library
>
> Book Sales).  After Scott's request for readings on the Web, I wonder
> if
>
> that's as useful/effective/whatever the right word is, as a book?  I
>
> started thinking about how I read items on the Web vs. how I read a
>
> book, and re-read a book.
>
>
>
> Do you have students print out the readings on the Web, or do they
> just
>
> read the screen and move on?  How in heaven's name would I use my
>
> highlighters?!!!  I'm only partly kidding.  We certainly understand
> more
>
> about how people learn than ever before.  Still, I need to understand
>
> better the course objectives and how the Web readings are "done" and
>
> used to believe it takes the place of a book.  Of course, how many
>
> students don't actually read the textbook either; so perhaps it's not
> as
>
> different as I think!  Anyone have thoughts about that?  Margo
>
>
>
> Margo Harris
>
> Harris Training & Consulting Services
>
> Seattle, WA
>
> Email: htcs@halcyon.com
>
> Web: http://www.htcs.com/
> And maybe not just textbooks, because I think we can use books in
> class
>
> that are not necessarily textbooks that we buy from a textbook
>
> publisher.  For instance, I use a number of children's books and
> suggest
>
> that those books are bought (retail, wholesale, Friends of the Library
>
> Book Sales).  After Scott's request for readings on the Web, I wonder
> if
>
> that's as useful/effective/whatever the right word is, as a book?  I
>
> started thinking about how I read items on the Web vs. how I read a
>
> book, and re-read a book.
>
>
>
> Do you have students print out the readings on the Web, or do they
> just
>
> read the screen and move on?  How in heaven's name would I use my
>
> highlighters?!!!  I'm only partly kidding.  We certainly understand
> more
>
> about how people learn than ever before.  Still, I need to understand
>
> better the course objectives and how the Web readings are "done" and
>
> used to believe it takes the place of a book.  Of course, how many
>
> students don't actually read the textbook either; so perhaps it's not
> as
>
> different as I think!  Anyone have thoughts about that?  Margo
>
>
>
> Margo Harris
>
> Harris Training & Consulting Services
>
> Seattle, WA
>
> Email: htcs@halcyon.com
>
> Web: http://www.htcs.com/And maybe not just textbooks, because I think
> we
> can use books in class
>
> that are not necessarily textbooks that we buy from a textbook
>
> publisher.  For instance, I use a number of children's books and
> suggest
>
> that those books are bought (retail, wholesale, Friends of the Library
>
> Book Sales).  After Scott's request for readings on the Web, I wonder
> if
>
> that's as useful/effective/whatever the right word is, as a book?  I
>
> started thinking about how I read items on the Web vs. how I read a
>
> book, and re-read a book.
>
>
>
> Do you have students print out the readings on the Web, or do they
> just
>
> read the screen and move on?  How in heaven's name would I use my
>
> highlighters?!!!  I'm only partly kidding.  We certainly understand
> more
>
> about how people learn than ever before.  Still, I need to understand
>
> better the course objectives and how the Web readings are "done" and
>
> used to believe it takes the place of a book.  Of course, how many
>
> students don't actually read the textbook either; so perhaps it's not
> as
>
> different as I think!  Anyone have thoughts about that?  Margo
>
>
>
> Margo Harris
>
> Harris Training & Consulting Services
>
> Seattle, WA
>
> Email: htcs@halcyon.com
>
> Web: http://www.htcs.com/
> >>>

------------------------------
#49
Date:    Tue, 13 Jan 1998 14:23:58 -0500
From:    Aileen Frazee 
Subject: University Preparation for NCATE Training

Institutions who will be seeking NCATE/AAHE accreditation in the next
two academic years, please continue to read:

The University Preparation for NCATE training will take place at the
AAHPERD National Convention in Reno, Nevada on April 6, 1998 from 1-3
p.m.  This training is intended to answer any questions institutions may
have regarding the NCATE process.  Members of the NCATE committee will
be present to assist institutions in matters regarding folio
preparation.  If your institution is currently preparing a folio or
plans to submit a folio in the future, this meeting will be of interest
to you.
Aileen Frazee
HIV Project Coordinator
AAHE
1900 Association Drive
Reston, VA 20191
tel. 703-476-3420
fax. 703-476-6638
email: hiv@aahperd.org

------------------------------
#50
Date:    Tue, 13 Jan 1998 13:26:53 +0900
From:    Lisa Reisberg 
Subject: Looking for Experts

The Academy of Pediatrics is revising some of our public education
materials and we are looking for experts in the following areas that have
consumer education experience.

Teens and gangs, including the phenomenon of suburban teenage gang
wannabes, which is more likely to reflect our book's readership?

Conditions of the mouth and oral cavity, including garden-variety cavities,
gingivitis and TMJ.

If you have any suggestions, please respond.  Thanks very much.  Lisa

===========================================
Lisa Reisberg, Director
Division of Public Education
American Academy of Pediatrics
141 Northwest Pt Blvd
Elk Grove Village, IL   60007

Phone:   847/981-7873
FAX:        847/228-7320


"Stand up for what is right, even if you're standing alone."

------------------------------
#51
Date:    Tue, 13 Jan 1998 16:44:42 -0500
From:    Kristi Pier 
Subject: Looking for Ice Breakers...

Does anyone have any resources for Ice Breakers or closing
exercises to use in trainings and meetings?

Please respond directly to me at:
pierk@dhmh.state.md.us

Thanks!

Kristi Pier
Public Education and Outreach Coordinator
Maryland Breast and Cervical Cancer Program

------------------------------
#52
Date:    Tue, 13 Jan 1998 14:44:29 -0800
From:    "Sandra Smith, MPH, CHES" 
Subject: Close testing in languages other than English

Is anyone aware of the cloze procedure for testing comprehension being
used for testing materials in languages other than English? Any
references to the literature will be especially appreciated. SS

------------------------------
#53
Date:    Tue, 13 Jan 1998 17:25:04 -0700
From:    "Scott Leischow, Ph.D." 
Subject: Re: Could we talk about textbooks?

Sheesh...lots more advantages than those listed below, but I don't want to
debate.  Paper texts are on their way out, and the web (or its evolutionary
successor) is the way of the future, so lets get on with making the web the
best we can for all.......




At 12:48 PM 1/13/98 -0500, Andyfrank@AOL.COM wrote:
>Re: the use of Web sites in place of a text book, these are some of the
>additional advantages, disadvantages, and alternatives that I see:
>
>ADVANTAGES:
>1. From a learning strategies perspective, learning can be facilitated when:
>
>A. a Web site effectively uses animation to convey key points and information
>
>B.  A Web site is interactive
>
>
>2. From a cost perspective:
>A. Standard textbook costs to students are eliminated by Websites
>
>
>DISADVANTAGES:
>1.If a "hard copy" is printed out:
>
>A.  Quality of graphics when downloaded and printed out tends to decline
>significantly
>
>B.  Who will pay the cost and supply the paper?  The cost may be surprisingly
>high as downloading stuff from the Web or Internet is notoriously space
>inefficient and paper wasteful - which also raises an environmental concern.
>
>2. If no hard copy is printed:
>A.  Students cannot bring their textbooks to use in class.
>
>B.  Both highlighting (as Margo pointed out) and margin annotations are not
>possible.  Both are important learning strategies for many students.
>
>C.  Students can ONLY do their reading at the computer, unable to complete
>reading assignments while riding a bus, eating lunch, hanging out at the
>student union, etc.
>
>3.  ACCESS
>Students must have ready access to computers/modems to complete daily/weekly
>classroom reading assignments.  Does the college/university have enough
>computer labs to support the demand?  If not, will the use of "Web Textbooks"
>exacerbate student economic inequities, so students who own their own
>computers/modems have access to classroom materials while financially
>strapped students must rely solely on limited access computer labs?
>
>4.  COST
>If all professors used virtual Web Textbooks, the learning institution would
>have to invest considerable additional resources to provide adequate computer
>access to all students.
>
>5.  AVAILABILITY OF QUALITY INFORMATION
>Does the Web contain the most accurate and most complete information for the
>particular course, or is it simply the most convenient?  The Web is by no
>means a complete, up to date,  or necessarily accurate source of information.
>Of course, the same complaint can be made about many purchased textbooks.
> Nonetheless, will "teaching to the textbook," simply be replaced by
>"teaching to the Web"?
>
>
>ALTERNATIVES:
>
>1.  Using both the Web and Textbooks
>
>2.  On-Demand Digital Printing  (Excellent recent reference:  Christian
>Science Monitor, January 12, 1998, p. B3 "Books Now Cheap Enough by the
>Dozen, High-tech printing opens new doors for publishers, authors" by Laurent
>Belsie.)
>
>The article cites an emerging digital printing process that allows books to
>roll off the presses in small batches, and the lowers student text costs by
>about 30%.  Referenced is the University of Pittsburgh, which allows
>professors to customize their course textbooks, taking sections of various
>texts and making a course book, while paying copyright fees.  Books that were
>previously out of print, therefore, can be reinstated.  Also, a professor who
>has a partially written text or has completed text but is still seeking a
>publisher can make it available to the students.
>
>Andrea Frank, PhD Cand.
>University of Wisconsin - Madison
>
>
>>>>And maybe not just textbooks, because I think we can use books in class
>
>that are not necessarily textbooks that we buy from a textbook
>
>publisher.  For instance, I use a number of children's books and suggest
>
>that those books are bought (retail, wholesale, Friends of the Library
>
>Book Sales).  After Scott's request for readings on the Web, I wonder if
>
>that's as useful/effective/whatever the right word is, as a book?  I
>
>started thinking about how I read items on the Web vs. how I read a
>
>book, and re-read a book.
>
>
>
>Do you have students print out the readings on the Web, or do they just
>
>read the screen and move on?  How in heaven's name would I use my
>
>highlighters?!!!  I'm only partly kidding.  We certainly understand more
>
>about how people learn than ever before.  Still, I need to understand
>
>better the course objectives and how the Web readings are "done" and
>
>used to believe it takes the place of a book.  Of course, how many
>
>students don't actually read the textbook either; so perhaps it's not as
>
>different as I think!  Anyone have thoughts about that?  Margo
>
>
>
>Margo Harris
>
>Harris Training & Consulting Services
>
>Seattle, WA
>
>Email: htcs@halcyon.com
>
>Web: http://www.htcs.com/And maybe not just textbooks, because I think we
>can use books in class
>
>that are not necessarily textbooks that we buy from a textbook
>
>publisher.  For instance, I use a number of children's books and suggest
>
>that those books are bought (retail, wholesale, Friends of the Library
>
>Book Sales).  After Scott's request for readings on the Web, I wonder if
>
>that's as useful/effective/whatever the right word is, as a book?  I
>
>started thinking about how I read items on the Web vs. how I read a
>
>book, and re-read a book.
>
>
>
>Do you have students print out the readings on the Web, or do they just
>
>read the screen and move on?  How in heaven's name would I use my
>
>highlighters?!!!  I'm only partly kidding.  We certainly understand more
>
>about how people learn than ever before.  Still, I need to understand
>
>better the course objectives and how the Web readings are "done" and
>
>used to believe it takes the place of a book.  Of course, how many
>
>students don't actually read the textbook either; so perhaps it's not as
>
>different as I think!  Anyone have thoughts about that?  Margo
>
>
>
>Margo Harris
>
>Harris Training & Consulting Services
>
>Seattle, WA
>
>Email: htcs@halcyon.com
>
>Web: http://www.htcs.com/
>And maybe not just textbooks, because I think we can use books in class
>
>that are not necessarily textbooks that we buy from a textbook
>
>publisher.  For instance, I use a number of children's books and suggest
>
>that those books are bought (retail, wholesale, Friends of the Library
>
>Book Sales).  After Scott's request for readings on the Web, I wonder if
>
>that's as useful/effective/whatever the right word is, as a book?  I
>
>started thinking about how I read items on the Web vs. how I read a
>
>book, and re-read a book.
>
>
>
>Do you have students print out the readings on the Web, or do they just
>
>read the screen and move on?  How in heaven's name would I use my
>
>highlighters?!!!  I'm only partly kidding.  We certainly understand more
>
>about how people learn than ever before.  Still, I need to understand
>
>better the course objectives and how the Web readings are "done" and
>
>used to believe it takes the place of a book.  Of course, how many
>
>students don't actually read the textbook either; so perhaps it's not as
>
>different as I think!  Anyone have thoughts about that?  Margo
>
>
>
>Margo Harris
>
>Harris Training & Consulting Services
>
>Seattle, WA
>
>Email: htcs@halcyon.com
>
>Web: http://www.htcs.com/
>And maybe not just textbooks, because I think we can use books in class
>
>that are not necessarily textbooks that we buy from a textbook
>
>publisher.  For instance, I use a number of children's books and suggest
>
>that those books are bought (retail, wholesale, Friends of the Library
>
>Book Sales).  After Scott's request for readings on the Web, I wonder if
>
>that's as useful/effective/whatever the right word is, as a book?  I
>
>started thinking about how I read items on the Web vs. how I read a
>
>book, and re-read a book.
>
>
>
>Do you have students print out the readings on the Web, or do they just
>
>read the screen and move on?  How in heaven's name would I use my
>
>highlighters?!!!  I'm only partly kidding.  We certainly understand more
>
>about how people learn than ever before.  Still, I need to understand
>
>better the course objectives and how the Web readings are "done" and
>
>used to believe it takes the place of a book.  Of course, how many
>
>students don't actually read the textbook either; so perhaps it's not as
>
>different as I think!  Anyone have thoughts about that?  Margo
>
>
>
>Margo Harris
>
>Harris Training & Consulting Services
>
>Seattle, WA
>
>Email: htcs@halcyon.com
>
>Web: http://www.htcs.com/And maybe not just textbooks, because I think we
>can use books in class
>
>that are not necessarily textbooks that we buy from a textbook
>
>publisher.  For instance, I use a number of children's books and suggest
>
>that those books are bought (retail, wholesale, Friends of the Library
>
>Book Sales).  After Scott's request for readings on the Web, I wonder if
>
>that's as useful/effective/whatever the right word is, as a book?  I
>
>started thinking about how I read items on the Web vs. how I read a
>
>book, and re-read a book.
>
>
>
>Do you have students print out the readings on the Web, or do they just
>
>read the screen and move on?  How in heaven's name would I use my
>
>highlighters?!!!  I'm only partly kidding.  We certainly understand more
>
>about how people learn than ever before.  Still, I need to understand
>
>better the course objectives and how the Web readings are "done" and
>
>used to believe it takes the place of a book.  Of course, how many
>
>students don't actually read the textbook either; so perhaps it's not as
>
>different as I think!  Anyone have thoughts about that?  Margo
>
>
>
>Margo Harris
>
>Harris Training & Consulting Services
>
>Seattle, WA
>
>Email: htcs@halcyon.com
>
>Web: http://www.htcs.com/
>>>>
>
Scott Leischow, Ph.D.
Associate Professor
The University of Arizona College of Medicine
1145 N.Campbell Ave.
PO Box 210228
Tucson, Arizona     85721-0228

520-626-7863 (phone)
520-318-7155 (fax)

------------------------------
#54
Date:    Tue, 13 Jan 1998 20:13:04 +0000
From:    Steve Gabany 
Subject: Re: Could we talk about textbooks?

well, here's the view from someone who has developed and is teaching
four, complete web courses (see links following signature).

1. web pages full of text, such as found in textbooks, are boring and
a serious misuse of the technology.
2. at least in the fields of community health and health education,
there are not enough sites that provide enough foundational
information to support "no-textbook" web courses.
3. the "cataloging" of web information does not approach the
sophistication of the most basic library system. finding stuff, and
being able to rely on it being there next semester, is hit-or-miss,
as best. even government sites change addresses regularly.
4. with the current technological limitations on live class
discussions which, by the way, fly in the face of asynchronous
learning, the only feasible way to transmit background or
foundational information to students is through a textbook.
5. publishers are, of course, aware of the web, and many are moving
quickly to integrate the web into their books. but, remember that
major on-line newspapers failed over 10 years ago. it is not fun to
read lots of computer-screen text.
6. web courses should supplement, not substitute for the text. the
pages should substitute for the classroom activity, whether lecture,
discussion, lab, or whatever.

well, as the emperor said in amadeus, "there you go."


Gabany@indstate.edu
Steve Gabany, Ph.D.
Professor, Community Health
Indiana State University
Web Courses:
Community Health Concepts (Health & Safety 221)
http://web.indstate.edu/hlthsfty/hlth221/chhome.htm
Community Health Practices (Health & Safety 380)
http://web.indstate.edu/hlthsfty/hlth380/380home.htm
Community Health Research Methods (Health & Safety 341)
http://web.indstate.edu/hlthsfty/hlth341/341home.htm
Community Health Program Evaluation (Health & Safety 428)
http://web.indstate.edu/hlthsfty/hlth428/start.htm

------------------------------
#55
Date:    Tue, 13 Jan 1998 21:31:15 -0500
From:    Jill Black 
Subject: Reno - Shuttle Service

Hello HEDIRs,

I have been asking questions about the shuttles that will be running in
Reno.  It seems that the two hotels listed in the housing materials are a
significant distance from the convention center.  the Reno Hilton is 4 miles
away and the Nugget is another 2 miles from there.  My question to the AAHE
convention office was "Will the shuttle that goes to the hotels make a stop
down town?"  The response was "We don't know."  If any of you are staying
someplace besides the two "official" conference hotels, i.e., downtown or
near the airport, now is a good time to lobby for a stop on the shuttle
route.  The individual that I spoke with at the AAHE office was Judy Owens.
Hope you find this useful,

------------------------------
#56
Date:    Wed, 14 Jan 1998 09:00:14 -0600
From:    Holly Spann 
Subject: subscribe

Please add me to the listserve

Thanks,
Holly Spann
Union University
Wellness Center Director

------------------------------
#57
Date:    Wed, 14 Jan 1998 09:27:31 -0600
From:    "Janet R. Grochowski" 
Subject: Re: Could we talk about textbooks?

Agreed.  Electronic texts, highly interactive and current, offer great
advantages.  Thinking of "books" in old think only limits us.  Perhaps
 education could choose to be on the front of this wave by embracing change
and acting as the authors  of this virtual medium.

Janet Grochowski, PhD
UN of St.Thomas
St. Paul, MN  55105

jrgrochowski@stthomas.edu

------------------------------
#58
Date:    Wed, 14 Jan 1998 09:52:48 -0600
From:    Dennis Cryer 
Subject: Position Announcement

 The University of Northern Iowa is seeking to fill a new Assistant Professor
faculty line in the Health Promotion and Education Division of the School of
Health, Physical Education and Leisure Services for the 1998-1999 academic
year.  This position involves teaching, research, and service in the area of
health promotion/health education.

The University of Northern Iowa is a state-assisted, residential university
located in the metropolitan area of Cedar Falls (pop. 35,000) and Waterloo
(pop.75, 000).  Together they form a community that is the commercial,
cultural, and political hub of northeast Iowa.  The School of Health, Physical
Education and Leisure Services is a unit of the College of Education and is
organized in six divisions:  Health Promotion and Education, Physical
Education, Leisure Services, Youth/Human Service Administration, Graduate
Studies, and General Education.  The School of HPELS is housed in a brand new
$18 million Wellness/Recreation Center (construction will be completed Spring
1998).

The College of Education offers a full range of programs in education and
education-related fields (Bachelor through Doctorate) and is comprised of five
departments  Curriculum and Instruction, Educational Psychology and
Foundations, Educational Administration and Counseling, Special Education, and
the School of Health, Physical Education and Leisure Services.

The Health Promotion and Education Division was founded in 1976 and offers an
undergraduate degree in School Health Education and an undergraduate degree in
Health Promotion with emphasis areas in Wellness, Gerontology, Women's Health,
and a General Option.  A degree program at the graduate level includes a
Master's Degree in Health Education with emphases in Health Promotion/Fitness
Management, Community Health Education, and School Health Education.  The
Division currently has 7 FTE faculty (6 tenure-track and 1 temporary
instructor).  The academic program values practical, experiential education
that provides students a transition from theory to practice in the study of
health education/health promotion.

Qualifications: Required: Doctorate in Health Education, Health Promotion,
Public Health, or related field; record of successful teaching at the
university level; record of research and scholarship; record of professional
and public service; and experience in community or public health.

Responsibilities: Teaching and advising at the undergraduate and graduate
levels; program and curriculum development; research and scholarly activities
in one's area of specialty; professional and public service; and extramural
funding development.   Teaching responsibilities could include Community and
Public Health, Global Health, Minority Health Issues, Implementing Health
Promotion Programs, Introductory Epidemiology, and Personal Wellness (Gen.
Ed.).

Rank: Assistant Professor, tenure-track appointment.

Salary and Benefits:  Commensurate with qualifications and experience.  The
University offers excellent fringe benefits including TIAA-CREF retirement.

Application Information:  The School encourages applications from minority
persons, women, Vietnam era veterans, and persons with disabilities.
Applications must be received by February 16, 1998,  to be given full
consideration.  The position is available starting August 20, 1998.
Applications complete with curriculum vitae, transcripts, and three (3) letters
of recommendation should be sent to:

                        Dr. Dennis Cryer, Chairperson Search Committee
                        Health Promotion and Education Division
                        203 Wellness/Recreation Center
                        University of Northern Iowa
                        Cedar Falls, IA 50614-0241
                        (319) 273-6306 or (319) 273-6475

                        FAX: (319) 273-5958
                        E-mail: dennis.cryer@uni.edu

The University of Northern Iowa is an inclusive academic community, hospitable
to all.  The University is an Equal Opportunity Employer with a comprehensive
plan for affirmative action.

------------------------------
#59
Date:    Wed, 14 Jan 1998 10:14:55 -0600
From:    "Charles Ash (HPS) Chair" 
Subject: Position Announcement

--=====================_884804445==_
Content-Type: text/plain; charset="us-ascii"

To Whom It May Concern,
        Would you please post the attached Faculty Position announcement on your
ListServe.  If you have any questions, please let me know.  Thanks for your
assistance.

Charles Ash
--=====================_884804445==_
Content-Type: application/mac-binhex40; name="FAC-POS.F98"
Content-Disposition: attachment; filename="FAC-POS.F98"



Attachment Converted: H:\E-MAIL\KITT\FAC-POS.F98

--=====================_884804445==_
Content-Type: text/plain; charset="us-ascii"


Charles W. Ash, Ph.D.
Chair and Professor
Department of Health, Physical Education and Sport Science
Kennesaw State University
1000 Chastain Rd
Kennesaw, GA  30144
Phone: (770) 423-6216      FAX: (770) 423-6561
--=====================_884804445==_--

------------------------------
#60
Date:    Wed, 14 Jan 1998 09:14:19 -0800
From:    Margo Harris 
Subject: Clarification on FCC Activity and ISPs

Isabel Burk alerted us to this situation last week.  Here's an update.

FCC responds to fears of ISP fees
By Courtney Macavinta
http://www.news.com/News/Item/0,4,17981,00.html?dtn.head
The (http://www.fcc.gov/) Federal Communications Commission today is
clarifying the issues behind a pending report to
(http://www.congress.gov) Congress that some fear could result in
new fees for Internet service providers.
Federal lawmakers have mandated that the FCC review rules it
released in May that restructured the nation's "universal service
fund," which traditionally subsidized phone service for rural and
low-income residents but was revised to include up to $2.25 billion
in annual funding for hooking public schools and libraries up to the
Net.
Congress ordered the FCC report in part to address whether Net
service providers should have to contribute to the universal service
fund. They don't now because they are considered "enhanced service
providers."
If the FCC were to recommend to Congress that ISPs be reclassified
as "telecommunications services," online access providers could have
to pay into the fund, but only after a lengthy rule-making process.
This would be good news for telcos, which pay a big portion of the
universal service fund now and have lobbied to the FCC in the past
to collect other additional fees from ISPs to offset various costs.
The FCC is accepting public
(http://www.fcc.gov/Bureaus/Common_Carrier/Public_Notices/1998/da9800
02.html) comment on the universal service issue until January 20,
and will report to Congress in April. This has caused anxiety and
confusion for Net users because in a separate incident, an
"erroneous" email has been circulating online stating that the FCC is
accepting public comment until February on whether a per-minute
access charge should be imposed by phone carriers on Net service
providers, which is not true, an FCC spokeswoman said today.
Still, concern is still mounting in the online industry over how the
universal service funding would be collected from ISPs if they were
required to contribute. Some worry the collection vehicle would turn
out to be a telco access charge that would likely be passed on to
ISP customers. Any potential universal service charge is unrelated to
the permanent access fee proposed last year and referred to in the
erroneous email.
"Such a fee will put a lot of non-telephone company ISPs out of
business. People who have to pay the telephone companies a fee for
every minute they spend online will not stay online as long," said
Dave McClure, executive director of the (http://www.aop.org/)
Association of Online Professionals, which fought the access fees
last year. "The effect will slow the growth of the Internet."
In the past, such access charges were funneled into universal
services. But FCC officials said today that it is far too soon to
say whether ISPs will ever be classified as telcos, and subsequently
have to pay into the fund through an access charge or any other
mechanism.
According to its January 5 public notice, the FCC report will
clarify its definitions of "information service," "local exchange
carrier," and "telecommunications service," and "the impact of the
interpretation of those definitions on the provision of universal
service to consumers in all areas of the nation."
In addition, the agency will review "the application of those
definitions to mixed or hybrid services and the impact of such
application on universal service, and the consistency of the
Commission's application of those definitions, including with
respect to Internet access for educational providers, libraries, and
rural health care providers under the Act."
Despite the email notice that has been circulating on the Net, the
agency also confirmed that it has not reopened a public comment
period on whether phone carriers should be allowed to charge the
permanent ISP access fee. The email began circulating a few days
before the universal service public inquiry notice was released,
according to the FCC.
"The email circulating that says the FCC is asking for comment by
February 13, 1998, on the issue of whether the ISPs should have to
pay access charges to local phone carriers is an erroneous email," an
FCC spokeswoman said today. "In its access reform order in May of
1997, the FCC decided not to allow local telephone companies to
impose permanent access charges on ISPs. The FCC is no longer asking
for comment in this proceeding."
Still, Congress's mandate for a review of the FCC's implementation
of universal service is yet another example of certain members'
dissatisfaction with how the Telecommunications Act has been carried
out by the commission--especially issues concerning ISPs.
For example, the confirmation of William Kennard as the FCC's new
chairman also was held up until two senators were satisfied that the
commission would review universal service. Sen. Conrad Burns
(R-Montana) argued that states were footing a larger portion of the
universal access bill than the federal government.
Sen. Ted Stevens (R-Alaska) pushed through the FCC universal service
review as part of a huge appropriations bill for 1998. He forced the
issues of whether telcos should have to pay for subsidized access if
ISPs aren't contributing.
Some members of the online industry say the telephone companies may
have a point, but they contend a solution that could increase the
cost of Net access is not the best answer.
"The telephone companies rightfully feel that they shouldn't be the
only ones paying into telephone universal service if those fees are
going to go to Internet service," McClure said.
"From a global perspective, the real question is whether universal
funds are the best vehicle to make sure schools get wired to the Net
when the industry is already helping to do this privately," he said.
"If it means that a permanent Net access fee will be implemented, it
might not be the most equitable way."
The cost of Net access is expected to increase for many users.
According to the FCC rules, by the end of this year, businesses will
pay $2 per month more for each additional phone line. The cost could
be as high, however, as $4.21 per additional line by the beginning
of next year, because long distance providers will be charged $2.20
for each added line, a fee they could pass on to customers.

Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/

------------------------------
#61
Date:    Wed, 14 Jan 1998 11:13:16 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: job announcement

For those of you who cannot receive the attachment from Kennesaw State, here
is the job announcement:

A progressive metropolitan university in the University System of Georgia
invites applications for a tenure-track Assistant Professor position in the
Department of Health, Physical Education and Sport Science.  Located on an
attractive campus in northwest Metropolitan Atlanta, Kennesaw State
University enrolls 13,000 traditional and nontraditional baccalaureate and
master's students and is engaged in an impressive array of applied research
and professional service initiatives.  The Department of HPS employs 14
full-time faculty and has 475 majors in two different tracks:  Health and
Sport Science and Teacher Education (P-12).

RESPONSIBILITIES/QUALIFICATIONS:  Earned doctoral degree within the Health,
Physical Education and Sport Science profession expected.  Preference will
be given to individuals with strong commitment and experience in (a) college
teaching in health education and health promotion courses, (b) scholarship
and institutional service, (c) ethnic and cultural diversity, and (d)
expertise related to other department programs.   Teaching Fitness for
Living, an all-university, three-credit theory/activity course, is a major
teaching responsibility of this position.  Additionally, courses will be
taught in Health Education and/or Health Promotion.  Position is available
August 1998.

Kennesaw State University has established a notable record for the inclusion
of minorities and women in its educational mission and strongly encourages
applications from both groups.
APPLICATION INSTRUCTIONS:  Applications will be accepted until positions are
filled.  To guarantee consideration, applicants must submit by February 20,
1998:  (a) a letter describing experience with specific reference to the
applicant's qualifications for the position responsibilities; scholarship
interests/plans; and commitment to ethnic/cultural diversity, (b) a vita,
(c) a copy of graduate transcripts, and (d) the names, addresses and
telephone numbers of three references that know the applicant's
qualifications specific to this position.  Send to:  Dr. Ernie White, Search
Committee Chair, Department of HPS, Kennesaw State University, 1000 Chastain
Road, Kennesaw, GA 30144-5591.
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  http://131.230.221.136
HEDIR Home Page:  http://131.230.221.136/HEDIR/Menu.html
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
"Remember when high-tech was figuring out which way to put the carbon paper in?"

------------------------------
#62
Date:    Wed, 14 Jan 1998 13:05:35 -0500
From:    David Urbonas 
Subject: Needle Exchange Funding

The January 13 AIDS Daily Summary summarizes an article that appeared in
Lancet (1/10/98, page 75), saying the Congressional ban on funding for
needle exchange programs will be lifted on March 31, 1998.

This is the first I've heard of this.  Does this mean HIV programs will
be able to use their federal grants for needle exchange, or is this the
expiration of one ban and the beginning of another?  Does anyone have
more information on this issue?

------------------------------
#63
Date:    Wed, 14 Jan 1998 16:00:15 -0600
From:    Denise Dowden 
Subject: Position Announcement

Position:  Project/Program Specialist - Health Educator

Location:  Department of Health Promotion and Education
           University of Arkansas at Fayetteville (UAF)

Responsibilities:  Coordinate and conduct HIV/AIDS prevention activities;
           provide pre/post HIV test counseling; coordinate and conduct
           preventive education of sexual assault and violence on campus;
           instruct and prepare curriculum for lifestyle improvement
           courses; provide individualized health counseling; conduct
           training workshops for peer educators and students with
           leadership responsibilities on campus; provide outreach
           programming; assist in research and data collection activities;
           supervise exhibit coordinators; and develop patient education
           literature.

Qualifications:  The minimum requirement is a masters degree or equivalent
           in health science or a related field.  Two years as a
           prevention specialist in a community based or university health
           setting is preferred.  Applicants should possess excellent
           interpersonal and leadership skills, be willing to work some
           evenings and weekends, and manifest a strong commitment to
           college health.

Salary:  $28,000 (12 months)

Starting Date:  3-15-97

Applications:  Send letter, vita or resume, and three names of references
           (under separate cover if possible) to:
                Denise Dowden, M.S.
                Search Committee Committee Chairperson
                Health Promotion and Education
                University of Arkansas
                600 Razorback Road
                Fayetteville, AR  72701

Initial review of applications will begin 1-15-98 and will continue until
the position is filled.

------------------------------
#64
Date:    Wed, 14 Jan 1998 18:17:34 -0600
From:    "Mark J. Kittleson, Ph.D." 
Subject: Back On-Line

Thanks to my computer guru, Fred Hees, my server is back on-line. I would
also like to thank the rest of my staff for their patience, diligence, and
hard work this past week.   For those of you who wanted to look at the
e-journal, one can now do so.  Also, the HEDIR directory is available for
those needing to find an e-mail address of a health educator.

For those of you who received a password to enter the journal, the
reinstallation of the software lost the usernames and passwords and I'll
need to reinstall those manually.  That might take a few days.  In the
meantime, you will now need a password to enter the journal...you can use
the following:
username:  Mkittleson
password:  kittle

If you haven't done so already, you can also complete the form where you can
obtain your own personal password.

Sorry for any inconvenience.  Hope you enjoy the journal.
________________________________________________________
Mark J. Kittleson, Ph.D.
Home Page:  www.siu.edu/~kittle
HEDIR Home Page:  www.siu.edu/~kittle/HEDIR/Menu.html
International Electronic Journal of Health Education:
http://131.230.221.136/iejhe

------------------------------
#65
Date:    We