#565
Date: Sun, 1 Mar 1998 13:43:51 -0600
From: Nicole Aydt Klein
Subject: help me Obi Wan Kenobi...you're my only hope (need AJHP address)
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Okay, I've just spent an hour on the internet trying to find the web page
for the American Journal of Health Promotion (not Behavior) to no avail.
Does anyone out there know the web address or phone number of the AJHP?
Much obliged if you do. Please email me directly.
Thanks.
Nicole Aydt Klein
____________________________________________
____________________________________________
Nicole Aydt Klein, Ph.D. CHES
Department of Health, Recreation and Physical Education
Vadalabene Center Box 1126
Southern Illinois University at Edwardsville
Edwardsville, IL 62026-1126
e-mail: nklein@siue.edu
phone: 618/692-2285
fax: 618/692-3369
------------------------------
#566
Date: Sun, 1 Mar 1998 20:49:05 -0500
From: Isabel Burk
Subject: college binge drinking
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Interesting tidbit about college binge drinking:
Copyright March 2, 1998, Dr. Steven W. Simpson, Simpson Communications
Ed.Net Briefs
BINGE DRINKING BY YOUNG IS COMMON IN MANY COUNTRIES
Binge drinking and college seem to be connected at many campuses
worldwide,
whether in London, Moscow or Boston. Baltimore Sun correspondents
compiled
college-age drinking information on four countries: Britain, China,
Russia,
and South Africa. In Britain, where going to a pub is a favorite
leisure-time activity among adults, there is little surprise that
drinking
dominates the on-campus social scene. In China, American-style
"drink-'til-you-drop" partying is practically unheard of. College
students
drink, and sometimes get drunk, but usually only on special occasions.
In
Russia, drinking always has been such a natural part of the Russian
culture
that for hundreds of years police officers gently guided drunk students
home on St. Tatyana's Day, a day dedicated to students. Traditionally,
young Russian women did not drink as much as young men, but that is
changing. South Africa, a land with one of the world's highest per
capita
liquor consumptions, is home to an estimated 200,000 illegal shebeens,
or
drinking dens. Here the problem is not binge drinking, but underage
drinking. South Africa has one liquor outlet for every 190 people. The
legal drinking age is 18, but the law is rarely enforced.
Bill Glauber, The Baltimore Sun
"Binge drinking by young common all over the world"
as published in The Seattle Times, March 1, 1998, A13
--
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
------------------------------
#567
Date: Mon, 2 Mar 1998 10:45:04 -0600
From: Carol Sample
Subject: THANK YOU
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DEAR COLLEAGUES,
THANK YOU FOR YOUR INTEREST IN SERVING ON THE EDITORIAL BOARD
FOR A
PUBLICATION ON WOMEN'S HEALTH ISSUES. YOUR RESPONSE WAS WONDERFUL
AND
OVERWHELMING. I BELIEVE I HAVE MORE THAN ENOUGH INTERESTED HEALTH
PROFESSIONALS TO FILL THE BOARD.
TO EVERYONE WHO HAS ALREADY RESPONDED, YOU SHOULD BE HEARING
FROM
ME SOON. I WILL SEND FURTHER INFORMATION REGARDING RESPONSIBILITIES,
AS
REQUESTED . THANK YOU AGAIN FOR YOUR INTEREST.
------------------------------
#568
Date: Mon, 2 Mar 1998 15:29:43 -0500
From: "Vail-Smith, Karen"
Subject: Top Ten Reasons: New Additions
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Here are the new additions to the "Top Ten Reasons To Become A Health
Educator" that I have received since I posted the first list. The most
recent ones are at the top of the list.
Thanks again to everyone for helping us with this project.
Karen
------------------------------------------------------------------------
-------------------------------------
> Several offerings for the Top Ten Reasons list are:
>
> 1. You get to be a bottom feeder in the health concern
> referral chain.
>
> 2. You can keep current on the glossary of street terms
> related to drugs, sex, and diet.
>
> 3. You have the opportunity to debate other HEDIRs.
>
> 4. You have the opportunity to spend an entire career
> trying to formulate the perfect answer to the question: What is a
> health educator?
>
> 5. You can start a debate with another health professional
> at any time by telling them they are not a health educator.
>
> 6. You can get a debate going among your peers at any time
> by saying you support or oppose CHES.
>
> 7. You are eligible to become a member of 9,999,999
> professional societies.
>
> 8. You can find a job, which pays very little, in nearly
> every conceivable setting.
>
> 9. You will be solicited to volunteer for virtually every
> nonprofit entity in existence.
>
> 10. You have the opportunity to gain professional preparation
> in the widest array of curricula imaginable.
>
>
> Good luck with this.
>
> Bill Cissell
> ----------------------------------------------------------------------
> --------------------------------------
> We're the Special Forces of the health care industry--no one
> knows that we exist or what we do, but just try to get along
> without us!
>
> We get paid to do cool arts and crafts.
>
> We can have conversations at work that would get *other* people
> charged
> with sexual harassment!
>
> We get paid to write indignant letters to the local media.
>
> When someone says "Thanks. You've really helped me."
>
>
>
>
> **********************************************************************
> **
>
> Renee Drellishak, MPH
> ----------------------------------------------------------------------
> ----------------------------------------------------------------------
> ------
> More reasons to be a health educator:
>
> --you can go to a store called "condom mania" and claim you're doing
> research
>
> --you get to say, out loud, words others only whisper, like "penis,"
> "vagina," and "orgasm."
>
> --your colleagues will either view you with envy, because you're
> having so
> much fun, or with disdain, because you're having so much fun that you
> can't
> possibly be doing real work.
>
> --you always have a condom on you
>
> --you can help people feel good about themselves, not guilty or
> ashamed
>
> --you get to mentor a whole new group of health educators and leaders
>
> --people you've never met ask you great questions via email
>
> --you CAN make a difference
>
> Good luck!
>
> Julie White
> ----------------------------------------------------------------------
> -------------------------------------------------------------
>
> You get to have a job that embarasses your mom
>
> R.G. Ballard
>
> ----------------------------------------------------------------------
> --------------------------------------
> , "all the sex, drugs, & alcohol you can get
> your hands on."
>
> Margo Harris
>
> --------------------------------------------------------
> your credentials allow you to participate in some of world's
> largests bureaucracies.
>
> Gen Iinuma
> ----------------------------------------------------------------------
> ------------------------------------------------------------
> "What other profession/job title would cause people to expect that you
> are an
> expert on health care, medicine, psychology, sociology, education,
> marketing,
> as well as knowing all there is to know about nutrition, sex,
> diseases, the
> environment, drugs, exercise, communication, stress management, death
> and
> dying, aging, and..."
>
> Kinda long for one item out of ten on a T-shirt, but it gets the point
> across.
>
> Ernie Randolfi
> ----------------------------------------------------------------------
> ----------------------------------------------------------------
> Your job actually is...Sex Drugs and Rock and Roll (song analysis)
>
> Your subject gets the biggest attendance at parent curriculum
> meetings!
>
> You get to be up close and personal with the moral majority!
>
> Newt Gingrich hates you
>
> Free unlimited quanties of: clearsil, tampons, sanitary pads
>
> Students lean forward and listen as you talk to them
>
> Talk shows and the National Enquirer provide daily discussion topics
>
> Robin Gray Ballard
>
> ---------------------------------------------------------------
>
>
> 1. Knowledge gained during your studies will help you feel even
> more guilty about all that ice cream you consume!
>
> 2. Never again have to make grocery store selections alone.
> Students/clients will critique your choices every time
> they
> see you at the market.
>
> Susan Koch
>
> ----------------------------------------------------------------------
> -----------------------------------------------
>
> We subscribe to Playboy, so we can read the articles
>
> Dawn Graff-Haight
> ----------------------------------------------------------------------
> -------------------------------------------------------------------
> TOP TEN REASONS TO BECOME A HEALTH EDUCATOR:
> * When dating someone, you understand what "NO!" really means
> * You will have as many confidantes as a member of the Psychic
> Friends Network
> * You will learn strange and unusual facts about human anatomy
> * You can receive college credit for studying about human sexuality
> * No one will notice your compulsive hand-washing behavior
>
> 'Good luck! Dr. Brian Geiger
> ----------------------------------------------------------------------
> -------------------------------------------------------------------,
>
> Finding new and creative responses to: "Oh, you're a gym teacher."
>
> ----------------------------------------------------------------------
> ----------------------------------------------
>
> "Free medical advice, whether you want it or not"
>
> Kristi Pier
>
> ----------------------------------------------------------------------
> ------------------------------------------------------------
> My vote for the top tem reason to become a health educator is...
> El Nin`o (Sorry...no Spanish...spelling?)!
>
> Melody Madlem
> ----------------------------------------------------------------------
> ------------------------------------------------------
> ----------------------------------------------------------------------
> ---------------------------------------
> # ?. HEALTH EDUCATOR: CLOSE AS YOU'LL COME TO BEING THE
> PERSON WEARING A SMOCK AND STETHOSCOPE
>
> #? I'M HEALTH EDUCATOR -- A STOPPER TO "WHAT DO YOU DO?"
>
> # ? CLINTON TO LEWINSKY: SHOULD HAVE CONSULTED A HEALTH
> EDUCATOR.
>
> DCRASE
> ----------------------------------------------------------------------
> ---------------------------------------
>
> "Where else could you find a job where you get paid to focus on sex
> and
> drugs?
>
> R. Bensley
> ----------------------------------------------------------------------
> ------------------------------------------------
> "You get paid to talk about sex and drugs"
>
> "Comptime"
>
> "Conferences in cool cities"
>
> "You do make a difference" (serious)
>
> "You get to hear funny stories about people you don't know"
>
> "You always know the new street slang"
>
> "You can talk in acronyms for hours and confuse your FRNDS"
> .
>
> Michael (M2)
> ----------------------------------------------------------------------
> ----------------------------------------------------------------------
> -
> Permission to tell almost everyone they should be ashamed of their
> eating, drinking, sleeping, kissing, and other assorted behaviors
> whenever you want.
>
> Rick Barnes
> ----------------------------------------------------------------------
> ----------------------------------------------------------------------
> ------
> Sex and Drugs every semester. :)
>
> Colleen Mahoney
> ----------------------------------------------------------------------
> --------------
>
> "FREE T-SHIRTS FROM ALL THE PROGRAMS YOU DEVELOP!"
>
> K. Borchers
> ----------------------------------------------------------------------
> -------------------------------------
>
> "The number ___ reason for becoming a health educator is that people
> will
> think you're a nurse or a phys ed teacher (or both!)"
>
> Nancy C.
> ----------------------------------------------------------------------
> --------------
> "Get a major in the tradition of football at Columbia!"
>
> Ray Sinclair
> ----------------------------------------------------------------------
> ----------
> I couldn't think of any thing short enough for a t-shirt but maybe
> you
> could play around with these reasons and craft them into a top ten:
>
> As I health educator I get to talk about sex (menopause, HIV, teen
> pregnancy, menstration) when eating lunch with other faculty members,
> mostly men. They don't think I'm a pervert - they expect me keep them
> up on the newest things in sex ed. and drug ed.
>
> We have the possibility for great lab assignments in sex ed. and drug
> ed.
>
> I can join with nurse and doctor friends and talk about really gross
> diseases and operations at church potlucks. Regular people won't sit
> with us!!
>
> I can have my class take a fitness moment or a centering moment before
> a
> test and no one is surprised.
>
> G. L. Keeney
> ----------------------------------------------------------------------
> --------------------------------------------------------------------
>
> Where else can you work with other people who really want to
> make a difference
>
> J. Robinson
> ----------------------------------------------------------------------
> ---------------------------------------------------------------------
> -
>
------------------------------
#569
Date: Mon, 2 Mar 1998 14:34:52 -0600
From: Holly Spann
Subject: Interns
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I am preparing a proposal to create an internship program within our
Wellness Center. It will include using our own students as well as other
qualified students not enrolled here. Does anyone have a good model to
follow or have any words of wisdom through operating their own program?
Thanks in advance for you help.
Holly Spann
Director of Wellness Center
Union University
Jackson, TN
901/661-5285
------------------------------
#570
Date: Mon, 2 Mar 1998 16:12:15 -0500
From: "Michael P. McNeil"
Subject: Reminder - ACHA Seeks Five Model Schools
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As a reminder, the deadline for application as a model school under the American College
Health Association/Centers for Disease Control 765 Cooperative Agreement is Tuesday,
March 10. The five selected institutions will be notified by Friday, March 20, 1998.
If you have not seen the original announcement, it is included with this message.
Please direct all questions to the contact listed in the announcement.
******************************************************************************
********
ACHA Seeks 5 Model Schools for HIV/AIDS Grant
The American College Health Association (ACHA) has received a five-year cooperative
agreement from the Centers for Disease Control and Prevention (CDC) to build the HIV
prevention capabilities of postsecondary institutions in order to prevent HIV infection
and other priority health problems among large numbers of college students in high-risk
situations. The primary target population for the ACHA grant is Men who have Sex with
Men (MSM). Secondary populations could include students with Sexually Transmitted
Diseases (STDs), and survivors of sexual violence.
ACHA is seeking 5 member institutions already known as innovators in the area of HIV
prevention to serve as models to other institutions of higher education in their
surrounding area. Each model school will be staffed by a part-time health
educator/graduate assistant (grant funded at an average of $12,000 per institution, per
year) responsible for recruiting 4-5 "adopter" campuses, training program planners from
their own and the other campuses about selected interventions, and providing technical
assistance. Interventions will include social marketing, peer education, curriculum
infusion, service learning, computer-based interventions, testing and counseling, and
targeted skills building/empowerment training. ACHA will provide the model schools with
extensive training and materials for each prevention strategy.
Please consult the following list of requirements to determine your institution's
eligibility under this project:
ú ACHA member institution
ú Annual AIDS rate greater than 40 per 100,000 population (for your community/city)
ú A minimum of 5 other Institutions of Higher Education within a 50-mile radius
ú Established HIV/AIDS Campus Taskforce/Committee
ú Internet access and E-mail
ú Possess the ability to target special populations (primarily MSM)
ú Institutional support for HIV prevention including upper administration support (VP of
Student Affairs/Dean of Students, etc.)
If your institution meets these criteria and would like to apply, please obtain an
application from ACHA via the Fax on Demand system at 410 850-0823 (listed under
membership options) or contact:
Michael P. McNeil
Education Coordinator
American College Health Association
PO Box 28937
Baltimore, MD 21240-8937
(410) 859-1500 x261
achamcneil@erols.com
Applications are due on or before March 10, 1998. Selected institutions will be
notified by March 20, 1998. Questions may be directed to Michael P. McNeil, Education
Coordinator, at achamcneil@erols.com or Robert L. Ward, Project Director, at
acharlward@erols.com
------------------------------
#571
Date: Mon, 2 Mar 1998 16:18:06 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: IMPORTANT MEMO, Please Read
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In early February I invited all individuals who were running for various
offices of health education professional organizations to use the HEDIR to
distribute their "message". This memo is from the two individuals who are
running for the American Association of Health Education (AAHE) president.
Elections will take place this spring (those members should be given
specific directions from an AAHE mailing), with the announcement of the new
president at the April AAHE conference in Reno. Steve Stewart and David
Birch are the candidates. Below are their statements. In addition, these
comments have been put on the HEDIR web page. Go to that page (listed
below), click onto the President's Link.
AAHE is lucky to have two great candidates--and even if you are not an AAHE
member (and I would encourage you to become one if you are not), it might be
of interest to read what these two health education leaders have to say.
By the flip of a coin, Steve Stewart's memo is first...David Birch's is second.
========================================
Steve Stewart, James Madison University
Mark, thank you for the opportunity to share my vision of the future
of AAHE with both you and my other colleagues on the HEDIR. Given that
HEXTRA included only brief position statements, I think this forum is
invaluable to those who will not be at the convention in Reno.
AAHE is a membership organization. As such, I feel that it is incumbent
upon AAHE and its leadership to respond to the needs' and wants of its
members. The current leadership has tended to member satisfaction, but more
must be done. If elected, one of my priorities will be to make the
organization more responsive to the members. I plan to attend each district
convention at least once during my term. Further I want to set up regular
conference calls between the district VP's for Health and myself. I also
will link the board members with the VP's for Health in the various states
on an ongoing basis. In this way, the Association can respond to "grass
roots" needs.
AAHE is one of a number of organizations representing Health Education and
health educators. In many ways, we have been remiss in not strengthening
the national linkages between these organizations. I believe that the
development of the graduate standards, the discussion on a profession-wide
code of ethics and other such initiatives can serve as a springboard to more
broad ranging discussions about the mechanisms to work collaboratively for
the common good. I believe it is in AAHE's best interest to not just
attend, but to lead these efforts. Further, efforts must be begun to link
AAHE to the private sector. Many of our sister organizations have
established such links to the benefit of both the Association and the
private sector. AAHE has somewhat lagged in this area. I believe more
effort by the Association leadership must be devoted to this effort.
AAHE has begun efforts in the area of advocacy. It must be a priority of
the Association to advocate for the profession and for the membership, and
AAHE is uniquely positioned to do so. I believe that the next decade will
see immense changes in the way health care is delivered. AAHE must be on the
forefront in advocating the use of health education and health educators.
AAHE has been discussing advocacy for a long time, now, with the help of the
membership, is the time for action. I plan to appoint an ongoing advocacy
committee to develop and initiate an integrated advocacy plan for the
Association.
AAHE is an excellent organization to which many of us have dedicated a
great deal of professional time and effort. As a board member, I can say
that the Association is financially strong and well lead. AAHE is
acknowledged as a leader in health education. If elected I plan to work
from the strong base to have an Association that is responsive to the needs
of its members and in the forefront of collaborative efforts for the benefit
of the profession.
Again, thank you for this opportunity. I will be glad to respond to any
questions. My phone number is (540)568-6510, my fax is (540)568-3336, and
my e-mail is stewarsh@jmu.edu.
================================
David Birch, Indiana University
My name is David Birch and I am a candidate for President-elect of the
American Association for Health Education (AAHE). I would like to thank
Mark Kittleson for the opportunity to use the HEDIR to present my ideas and
overall vision regarding AAHE's role as the largest professional
organization for health educators. I am excited about this opportunity and,
if elected, will address my responsibilities with enthusiasm, purpose, and a
willingness to support unique approaches to issues faced by AAHE and the
profession of health education.
In the past several years I have been a HEDIR observer. In reading the
various posts, I recognize many people who I know in the profession.
However, there are also many of you who I do not know and I'm sure do not
know my background. I began my career spending eleven years as a public
school teacher in Prince George's County, MD. Eight of those years were
spent teaching junior high school health education. While teaching in
Prince George's County I obtained my master's degree in health science from
Towson University. After leaving Prince George's County, I worked for five
years at the state level in Maine. The first two years I worked as a health
educator for the Maine School Health Education Project. This project was
originally funded by the Kellogg Foundation and later by the Maine
Department of Health. The last three years I worked as health educator
coordinator for the Maine Department of Education and Cultural Services. I
then went to Penn State University where I earned a Ph.D. in health
education and spent five years as a faculty member. For the last five
years, I have been an associate professor in the Department of Applied
Health Science at Indiana University in Bloomington, IN. I am a faculty
member in both our undergraduate and graduate school health education
program, and in our CEPH-accredited Masters in Public Health (MPH) program.
I have over twenty years experience in planning and conducting staff
development programs in health education for teachers and other school staff
members. I have always been active in professional organizations serving as
a member of the Board of Directors of both AAHE and the American School
Health Association, and a member of the National Commission for Health
Education Credentialing, Inc., Board of Commissioners, and Board for
Professional Development. I am currently a governing council representative
for the School Health Education and Services Section of the American Public
Health Association. At the state level, I have served as Vice President for
Health for both the Maine and Pennsylvania AAHPERD organizations and
President of Maine AAHPERD.
I am honored to be nominated and approach this opportunity with great
enthusiasm. I believe that I can make a difference. The American
Association for Health Education, by nature of its membership and structure,
faces ongoing challenges. One challenge is the mission to serve health
educators in all settings: college/university, community, medical care,
school, and worksite. A second challenge is that AAHE functions as part of
a larger organization that is greatly influenced by members in physical
education and related professions. We must continually monitor this
relationship and its impact on the perception others have of AAHE and the
ability of AAHE to serve members and the profession.
In the recent past, I belive that AAHE has done many things very well.
However, in some cases, I believe that new approaches should be undertaken.
I have many ideas for my vision of AAHE and its role in the profession. In
the following paragraphs, I will describe six leadership considerations that
I will address if elected as AAHE president.
LEADERSHIP CONSIDERATION #1
AAHE must clarify and establish its role in all of the settings for health
education. I believe that AAHE has a significant school and
college/university presence in the organization's activities, convention
sessions and journal. However, as an organization, we continue to speculate
about our role in other settings. What is the role of AAHE, and the
profession of health education, in the changing scenario of managed care?
How can AAHE best serve members and potential members in the community,
medical care and worksite settings? To answer these questions, we must take
a systematic approach to assessing AAHE's role in each of these settings.
In collaboration with leaders in these settings (both AAHE members and
non-members), we must determine our role and act to meet these needs.
Without a quality, diagnostic approach, we will continue to act on
speculation and have little or no impact in these settings.
LEADERSHIP CONSIDERATION #2
Increase advocacy efforts on the national level and expand these efforts to
the state and local level. The importance of advocacy has been clearly
identified in "The Health Education Profession in the 21st Century" report.
With the new designation of health education as a profession by the Health
Resources and Services Association (HRSA), we have acquired a new asset in
our advocacy efforts. A carefully crafted, objective-driven national
advocacy approach, in collaboration with other health education professional
organizations must be maintained. In addition, for national advocacy
efforts to be meaningful, related efforts must occur on the state and local
levels. I will use a school health education example to illustrate this
point. With all the great work done by the Joint Committee on National
Health Education Standards, their work is not meaningful until local school
boards and school administrators become aware of the standards and use the
document to improve their health education program. Similar dilemmas exist
related to the lack of health education awareness of decision-makers in all
settings. In some form, there must be an AAHE presence at the state level.
This may be in the form of a separate state organization or partnerships
with other existing organizations.
LEADERSHIP CONSIDERATION #3
Change the focus of the AAHE Board of Directors from primarily an internal
focus to a shared internal/external focus. The AAHE Board of Directors
meets twice a year. From my experience as a board member, out of necessity,
the board spends most of its meeting time on internal organizational tasks
such as the review of the budget and conference planning. Obviously these
are important responsibilities. However, this leaves little time for the
Board to address current issues in the field and provide direction to AAHE
actions related to these issues. Using technology, I believe that the board
must meet "electronically" on a more frequent basis, engage in dialogue on
these current issues, and act in a more responsive, timely manner. The
HEDIR serves as one model for mobilizing dialogue on issues related to our
profession.
LEADERSHIP CONSIDERATION #4
I believe that the AAHE office in Reston should become more of a center for
health education activity. While some externally funded programs have been
and are being conducted by AAHE, more can be done. I envision AAHE serving
as a "home" for projects that involve current practitioners and
undergraduate and graduate students. For example, AAHE may have a
grant-funded program with a staff that includes an AAHE staff member, a
university researcher on a one year leave of absence, a health educator from
the field on a similar leave of absence, and several university students
serving an internship. The newly formed AAHE Foundation may be able to
facilitate this type of effort.
LEADERSHIP CONSIDERATION #5.
To the best of my knowledge, no data exist regarding demographic background
of students in undergraduate and graduate health education programs. While
only anecdotal, based on both discussions with colleagues and personal
observation, it appears that our students may not be ethnically and racially
representative of the current and future population of the United states. I
think that AAHE should be a leader in correcting this situation. First, we
need to gather data to assess the current backgrounds of our students. If a
need exists, AAHE, perhaps in partnership with other professional
organizations, can create linkages with school districts and/or community
colleges with diverse student populations. Through such linkages, the field
of health education will be introduced to students, and opportunities
offered to enter existing professional preparation programs. It has been my
experience that few high school students identify health education as a
career goal. This is understandable but we must take an action-oriented
approach to expose the best and brightest to the profession of health
education.
LEADERSHIP CONSIDERATION #6
All AAHE publications must showcase the organization and meet the needs of
members. I applaud some of the recent actions of the JOURNAL OF HEALTH
EDUCATION, Board of Associate Editors, including the appointment of Dr.
James Price as Editor, but I believe that we must continue to consider the
purpose and format of the journal. Many individuals would like the journal
to be more research-oriented while others benefit from the articles with a
practitioner focus. Can we continue to meet the needs of our membership and
the profession with a journal that incorporates both a practice and research
approach? Are we able to better meet our needs with two journals, one with
a research focus, the other with a more practice focus? These are questions
that need to be addressed with systematic input from membership.
Other means of communication must also be reviewed. Does our newsletter
meet the needs of members? Does the appearance of the newsletter represent
the organization in a professional manner to members and non-members? How
can we develop and use marketing materials that present AAHE as a separate
health education association and not as one component of a physical
education organization? Does our webpage represent the organization and
meet the needs of members and potential members? Our publications and
webpage are part of our image. We must continually review this critical
area of our association's activities.
The six leadership considerations that I have just described can only be
addressed effectively through partnerships. In many cases this will mean
AAHE partnerships with other health education professional organizations,
and other health-related and/or education groups. Obviously, continued
involvement with the National Health Education Coalition is essential. But
it also means looking beyond the traditional partners and forming new
alliances. Many organizations, in both the private and public sector, with
natural interests in health education have not yet been reached by our
profession. Another important partnership is the linkage with AAHE
members. During my three years on the Board, few members actually contacted
me with concerns or issues to bring to the Board. I will promote a culture
where members look to the President, individuals on the Board and committee
members as their linkage to AAHE decision-making. Email, telephone, and
formal and informal conference discussion sessions must be used to connect
members to the President, President-elect, Past-President and the Board of
Directors.
I believe that if elected as AAHE President, I will be an effective
listener, questioner, collaborator and leader. I am excited about this
opportunity and want to make a difference. The leadership considerations
that I have just presented have been discussed with a number of professional
colleagues in different health education roles. I welcome the opportunity
to discuss any of the ideas that I have presented or other issues with HEDIR
subscribers. Please feel free to contact me via email (dabirch@indiana.edu)
or to call me at (O) 812-855-8361 or (H) 812-339-8340.
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page: http://131.230.221.136
HEDIR Home Page: http://131.230.221.136/hedir/
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
------------------------------
#572
Date: Mon, 2 Mar 1998 17:36:09 EST
From: CburgMom
Subject: Re: Top Ten Reasons: New Additions
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Today, I needed an inspiration...... you know, just one of THOSE days (and if
the sun doesn't come out soon I'm driving to Hershey, Pennsylvania)..... and
in reading the addendum to the Top Ten Reasons To Become a Health Educator, I
discovered the perfect comeback when asked "What's a health educator?"
We're the Special Forces of the health care industry--no one knows that we
exist or what we do, but just try to get along without us!
I LOVE IT!!!!
Mary Arnold
------------------------------
#573
Date: Tue, 3 Mar 1998 05:53:28 -0600
From: "William B. Cissell"
Subject: AAHE President-elect Nominee Statements
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Mark,
Thank you for inviting Steve and David to post their
vision statements relative to how they might contribute to
improvements in AAHE and the health education profession as
President of AAHE. For members of AAHE, this gives us more
complete statements than we had the opportunity to read in
HE-XTRA. This forum also gives us chances to invite them to
expand on portions of their vision statements or clarify them.
I also anticipate that it gives each the chance to react to
the statements of the other.
I would like both to speak a bit more on how they
see a stronger bond being developed among the numerous
membership organizations that represent professional health
educators. A second issue that I would like both to address
more fully is advocacy, particularly how several organizations
can collaborate to strengthen the voice of our profession in
advocacy actions.
I believe that both Steve and David made very thoughtful
and sincere statements. Both are to be applauded for being
willing to spend the time it takes from their busy professional
schedules to draft and post such well developed statements.
Bill D_Cissell@venus.twu.edu
------------------------------
#574
Date: Tue, 3 Mar 1998 06:10:20 -0600
From: "William B. Cissell"
Subject: NCHEC not a membership organization
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
HEDIRs:
Recently, I was invited to explain the difference
between the National Commission for Health Edication Credentialing,
Inc., and its relationship to certified health educator speicalists
and the relationship between membership organizations (i.e., AAHE,
ACHA, APHA, ASHA, AWHP, SOPHE, and others), and their members.
First, NCHEC is a credentialing agency. It has no members. It
has a governance structure of the Board of Commissioners and
three boards of directors to direct its functions as a credentialing
agency responsive to the health education profession as a whole.
It determines the standards by which CHES, and any future advanced
level individual credential, will be awarded. This is not based
on satisfying those with CHES; rather, it is based on meeting the
needs of the health education profession. It also determines the
ways in which continued competence can be demonstrated and the
credential maintained. Again, this is based on the needs of the
profession rather than the desires of the individuals with the
credentials.
Membership organizations, by contrast, represent the
interests of eligible individuals who pay their membership dues.
The membership organization is responsible to the members and
provides the services the members indicate that they want. Member
satisfaction is a major issue; the leadership of membership
organizations should monitor the desires of the members and be
directly responsive to them. Membership organizations thrive
when the leaders guage accurately the preferences of the members
and respond well to them. While one of the goals of a membership
organization may be to enhance the profession, the organization
is not directly responsive to the field as a whole.
Hopefully this brief statement makes the distinctions
clear. If not, I am sure that others, including staff of NCHEC
and executive directors and/or presidents of professional
organizations, can help.
Bill D_Cissell@venus.twu.edu
------------------------------
#575
Date: Tue, 3 Mar 1998 10:41:49 -0800
From: "Sandra Smith, MPH, CHES"
Subject: Re: A Proposal to HEDIR -- Take the lead in health literacy
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Carol and Jackie. Each of you raised the question of definition of health
literacy: According to Pfizer's RFP, and so for purposes of this discussion,
health literacy refers to "ability to understand or even read doctor's or
nurses' instructions, medication schedules or preventive plans." The problem
of health literacy is "some lack" of this ability, which affects "as many as
90 million Americans." How well does this fit your working definition? Do
you witness this sort of health literacy problem? What do you think of the
proposal?
Carol C White wrote:
> Date: Thu, 26 Feb 1998 12:36:14 CST
> From: "Sandra Smith, MPH, CHES"@a1.rcdp.gov
> Subject: A Proposal to HEDIR -- Take the lead in health literacy
> To: HEDIR-L
> Reply-to: "Sandra Smith, MPH, CHES"
>
> "Without health literacy, the best health care and the best of
> intentions will not result in good health for all Americans."
>
> So saying, Pfizer is offering a $50,000 grant for research to enhance
> understanding of health literacy. I see an opportunity for unprecedented
> collaboration and a primary need to collect, synthesize and make readily
> available the current scientific literature in order to:
>
> * define what is known about measurement, causes and effects of
> health literacy, social and economic factors, existing programs and
> policy initiatives;
> * identify best practices;
> * identify gaps in knowledge;
> * identify research needs;
> * disseminate knowledge and speed innovation.
>
> This collecting, synthesizing and disseminating of literacy health
> knowledge could be accomplished with unprecedented collaboration and
> speed using the HEDIR. We could collaborate with other listservs such as
> the NIFL literacy list and the International Health Promotion list. In
> this way we could:
>
> * enhance understanding of health literacy in the process of the
> research as well as with the results;
> * pioneer a new method of collaborative research and knowledge
> dissemination;
> * stimulate investigators to generate new knowledge and solutions;
> * increase visibility and importance of health literacy;
> * attract new students and scholars to the service of health
> literacy;
> * position Health Education as a research-based profession and model
> of collaborative research;
> * position HEDIRs in a leadership role in a matter central to health
> education and of current rising national concern (AHCPR, National
> Commission on Health Care Quality, President's literacy drive and
> pt. bill of rights).
>
> Grant dollars could pay a project coordinator and provide seed money for
> development of a health literacy web site (or expansion of an existing
> site). We would need someone to take fiduciary responsibility without
> eating up the bulk of funds.
>
> Pfizer is encouraging applications from "investigators in diverse
> fields" with little or no restrictions. Since this is in part a
> marketing effort, Pfizer might get excited about the possibility of
> being involved with numerous institutions and leaders in one project.
>
> Deadline for applications is April 30 - a fast track - but that's what
> the Internet is all about.
> I look forward to discussion re level of interest and feasibility. SS
>
> WHAT'S HEALTH LITERACY?
------------------------------
#576
Date: Tue, 3 Mar 1998 14:20:53 -0600
From: Robyn Housemann
Subject: Triandis Model of Behavior and Spiritual Health
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Hi everyone
I have questions on 2 different topics:
1) Do any of you know of a validated and reliable instrument (qualitative
and/or quantitative) based on the Triandis model of behavior with physical
activity as the outcome? What kinds of items are considered facilitating
conditions?
2) We are interested in adding questions that address the construct of
spiritual health to a behavioral risk factor survey. I know there have been
discussions about spiritual health on HEDIR before. What is the most
common operationalization of spiritual health and how is it best
measured?
Thanks for your help
Robyn A Housemann
houseman@wpogate.slu.edu
------------------------------
#577
Date: Tue, 3 Mar 1998 14:48:55 -0600
From: Kathy Doyle
Subject: Editorial Board - Aging
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
As the Academic Editor for a college-level aging and health reader, I am
looking for some interested individuals to serve on the editorial board for
this resource. If interested or would like more information (timeline,
tasks involved, etc.) email me directly and I will provide more details.
Kathleen Doyle, Ph.D., CHES
Professor and Intern Coordinator
Department of Health Studies
Eastern Illinois University
Charleston, IL 61920 217-581-6315
217-581-7013 (FAX) email: cfkxd@eiu.edu
------------------------------
#578
Date: Tue, 3 Mar 1998 16:04:55 -0500
From: Elaine Lawson
Subject: Executive Summaries Available
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I have about 200 Executive Summaries of the IOM report, Schools and Health:
Our Nation's Investment. I will be happy to mail a copy to anyone who
would like one; however, there is no money in my budget for postage. If
you would like to receive a copy of the Executive Summary please send to me
a self-addressed postage-paid envelope (approximately 10.5" X 7.5") and I
will send one to you.
Elaine Lawson, M.S.
Research Associate
Institute of Medicine--FO3011
2101 Constitution Ave., NW
Washington, DC 20418
------------------------------
#579
Date: Tue, 3 Mar 1998 17:10:45 -0500
From: "Nora L. Howley"
Subject: contraception
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
In teaching a number of college health classes, I have come across a few
assessment items designed to help students (or others) choose an
appropiate contraceptive. I am interested in trying to develop a
similar tool using a decision tree model. Before I reinvent the wheel,
is anyone using one or aware of one? Thanks in advance.
Nora Howley, MA, CHES
Montgomery College
Rockville, MD
N.Howley@worldnet.att.net
------------------------------
#580
Date: Tue, 3 Mar 1998 16:11:44 -0600
From: "Judith D. Pierce (by way of \"Mark J. Kittleson, Ph.D.\"
)"
Subject: New Book for HEDIR
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Judith asked for me to forward to HEDIR if I thought appropriate. I do, so
here it is:
My colleague at Bridgewater State in MA and I would like to recommend a
new text for school health programs. It is Health Is Academic: A Guide to
Coordinated School Health Programs and it details the importance of
putting
childrens health at the center of school programs and policies as a
prerequisite for learning. Authors discuss ways schools and communities
can improve the school environment and the health and educational status
of young people. Developed with support from the Centers for Disease
Control and Prevention, the publication features action steps needed at
the national, state, and local levels to advance the implementation of an
integrated eight-component model in a school. Also included are
descriptions of what each component does, who implements them, and how
they can work together.
With expert contributions from over 70 professional organizations in
health and education, Health Is Academic includes the following chapters:
An Overview of Coordinated School Health Programs
Implementing Coordinated School Health Programs
Comprehensive School Health Education
Family and Community Involvement in School Health
A Healthy School Environment
Physical Education
School Counseling, Psychological, and Social Services
School Health Services
School Nutrition Services
School-Site Health Promotion for Staff
The State Role in Coordinated School Health Programs
The National Role in Coordinated School Health Programs
Summary: The Hope for the Future
Health Is Academic (1998), edited by Eva Marx and Susan Frelick Wooley
with Daphne
Northrop, is available through Teachers College Press (800) 575-6566 or at
www.tc.columbia.edu/~tcpress. For information about bulk discounts (50 or
more copies), e-mail
Certified Health Education Specialists (C.H.E.S.) can obtain up to 13
Category I
Continuing Education Contact Hours by completing a self-study guide about
Health
Is Academic is available as well. To order, send a check for $3 payable
to
Education Development Center with a request for "C.H.E.S. Self Study
Guide for
Health Is Academic" to:
Perryne O'Reilly
Education Development Center, Inc.
55 Chapel Street
Newton, MA 02158-1060
Judith Dwyer Pierce
University of Vermont
533 Waterman
Burlington, VT 05405
651-1869, 656-3356
http://www.uvm.edu/~jdpierce@zoo.uvm.edu
------------------------------
#581
Date: Tue, 3 Mar 1998 15:25:53 -0800
From: Stephanie Wolf
Subject: Request for Birth Control PT Ed
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Hello Fellow HEDIRs-
I am looking for a good basic piece of patient ed on "acceptable forms of birth
control." I run research studies for patients with liver diseases and for one
of the studies, I need a decent handout. ( I have one from ACOG but I don't want
one that leads the patient to think that withdrawl and natural family planning
is "acceptable" during a research study.) Go figure...a health educator without
birht control materials!
Also, if any of you are in Oregon and have patients who would like to be in a
study for Hepatitis C or if you need more info on hepatology research, let me
know.
Thanks!
Stephanie L. Wolf, MPH
Research Coordinator
Division of Hepatology
Oregon Health Sciences University
Portland, OR
------------------------------
#582
Date: Tue, 3 Mar 1998 15:36:06 -0800
From: Stephanie Wolf
Subject: Top Ten Reasons: New Additions -Reply
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I am looking for a good basic piece of patient ed on "acceptable forms of
birth
control." I run research studies for patients with liver diseases and for
one
of the studies, I need a decent handout. ( I have one from ACOG but I don't
want
one that leads the patient to think that withdrawl and natural family
planning
is "acceptable" during a research study.) Go figure...a health educator
without
birht control materials!
Also, if any of you are in Oregon and have patients who would like to be in a
study for Hepatitis C or if you need more info on hepatology research, let me
know.
Thanks!
Stephanie L. Wolf, MPH
Research Coordinator
Division of Hepatology
Oregon Health Sciences University
Portland, OR
------------------------------
#583
Date: Wed, 4 Mar 1998 07:23:45 +0000
From: walt stoll
Subject: Re: Editorial Board - Aging
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
To Kathy,
Contact Lydia Bronte`, PhD (author of "The Longevity Factor") at (212)
289-1365, FAX (212) 289-3046. Tell her I suggested you call.
Walt
On Tue, 3 Mar 1998 14:48:55 -0600 Kathy Doyle
writes:
>**
>** Check out the NEW Health Education e-journal at:
>** http://131.230.221.136/iejhe
>**
>
>As the Academic Editor for a college-level aging and health reader, I
>am
>looking for some interested individuals to serve on the editorial
>board for
>this resource. If interested or would like more information
>(timeline,
>tasks involved, etc.) email me directly and I will provide more
>details.
>Kathleen Doyle, Ph.D., CHES
>Professor and Intern Coordinator
>Department of Health Studies
>Eastern Illinois University
>Charleston, IL 61920 217-581-6315
>217-581-7013 (FAX) email: cfkxd@eiu.edu
>
_____________________________________________________________________
You don't need to buy Internet access to use free Internet e-mail.
Get completely free e-mail from Juno at http://www.juno.com
Or call Juno at (800) 654-JUNO [654-5866]
------------------------------
#584
Date: Wed, 4 Mar 1998 10:06:47 -0500
From: Isabel Burk
Subject: smoking in movies
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Study Shows Smoking In Movies On The Rise
A new study released by the University of California San Francisco shows
that in the 1990s, the rate of smoking in the movies has risen to
surpass
real-life smoking rates. The study, by Professor Stan Glantz and Theresa
Stockwell, randomly selected five of the top twenty most profitable
films
from the years 1990 to 1996 and found that fifty-seven percent of
leading
characters smoked in the films, compared to the 14 percent smoking rate
in
the general population. The study also found that movies from the 1990's
show tobacco use every 3-5 minutes on average, compared to the movies of
1970 and 1980, where tobacco use was portrayed every 10-15 minutes. The
study will appear in the next issue of TOBACCO CONTROL.
Source: "Smoking In Movies Is Increasing, In Contrast To Real Smoking
Rates," BUSINESS WIRE, March 2, 1998.
Information from: Smoking Control Advocacy Resource Center (SCARC)
Advocacy Institute
1707 L Street, NW, Suite 400
Washington, DC 20036
Tel: (202) 659-8475
Fax: (202) 659-8484
--
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
------------------------------
#585
Date: Wed, 4 Mar 1998 11:06:13 -0800
From: Stephanie Wolf
Subject: smoking in movies -Reply
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I forwarded the comment about smoking in movies to my (non-smoking,
non-drinking, straight as an arrow) brother who works in marketing at Paramount
Pictures in LA. Here is his response...keep in mind that he can't stand smoking
and yet can come up with a pretty humorous one. It's all in one's perspective.
:-)
Stephanie L. Wolf, MPH
Research Coordinator
Division of Hepatology
Oregon Health Sciences University
Portland, OR
*********
Yes, indeed, but I have a counter argument.
I randomly sampled every one of the movies ever released since the
beginning of time and found that every one of them portrays cool and hip
people for the entire duration of the film. This is in stark contrast to
the amount of cool and hip people in real life. i.e. movies portray them
as 100% of the population while in real life there are only about 1/2 of 1%
cool people in the world. Therefore, should movies cut back on the number
of cool people portrayed and instead replace them with the dim-witted,
ordinary, ugly jack and jills of the world just to satisfy some statistical
sampling issue? Will all the smoking portrayed in the movies encourage
more "real" people to smoke? I think not. A perfect example: all these
years later, and there still isn't a single "real" Cosby family out there,
now is there.
------------------------------
#586
Date: Wed, 4 Mar 1998 15:41:16 -0500
From: Elaine Lawson
Subject: Executive Summary
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Since I have had so many responses to my offer of free Executive Summaries
of the report, Schools and Health: Our Nation's Investment, I thought I
would share more information with you. First of all, the postage needed to
send the Summary is 78 cents. Secondly, I understand that you may print
the same Summary from our web page at http://www.nas.edu in our
publications section. You can search by report title. I am still happy to
mail the Summary to you if you send the postage-paid envelope (it is a
glossy paper-back), but you may also want to print it out yourself.
Good Luck!
Elaine Lawson, M.S.
Research Associate
Institute of Medicine--FO3011
National Academy of Sciences
2101 Constitution Ave., NW
Washington, DC 20418
------------------------------
#587
Date: Wed, 4 Mar 1998 15:35:02 -0500
From: Mary Hundley
Subject: Becky Smith
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
This is to let friends and colleagues of Becky Smith know that her
father, Burton Smith, passed away on Sunday, March 1, 1998. The family
has requested that no flowers be sent but charitable contributions may
be sent in her father's name to:
Windermere Union Church
436 Oakdale Street
Windemere, FL 34786
Her mother's name is Grace.
Mary Hundley
AAHE
Administrative Assistant
1900 Association Drive
Reston, VA 20191-1599
703/476-3437
703/476-6638 fax
http://www.aahperd.org/aahe/aahe.html
------------------------------
#588
Date: Wed, 4 Mar 1998 14:58:30 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: Executive Summary
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
More specifically, the URL can be found at:
http://www.nap.edu/readingroom/books/schools/
>
>Since I have had so many responses to my offer of free Executive Summaries
>of the report, Schools and Health: Our Nation's Investment, I thought I
>would share more information with you. First of all, the postage needed to
>send the Summary is 78 cents. Secondly, I understand that you may print
>the same Summary from our web page at http://www.nas.edu in our
>publications section. You can search by report title. I am still happy to
>mail the Summary to you if you send the postage-paid envelope (it is a
>glossy paper-back), but you may also want to print it out yourself.
>
>Good Luck!
>
>Elaine Lawson, M.S.
>Research Associate
>Institute of Medicine--FO3011
>National Academy of Sciences
>2101 Constitution Ave., NW
>Washington, DC 20418
>
__________________________________________
Mark J. Kittleson, Ph.D.
Home Page: http://131.230.221.136
HEDIR Home Page: http://131.230.221.136/hedir/
The International Electronic Journal of Health Education:
http://131.230.221.136/iejhe/
------------------------------
#589
Date: Wed, 4 Mar 1998 15:16:24 -0600
From: Joe Baker
Subject:
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I can't remain quiet about this last remark. In reference to Stephanie
Wolf, Smoking in Movies Reply, her "straight as an arrow" brother's
thoughtless and callous remarks seem typical of the kind of irresponsible
behavior I expect from Hollywood. Perhaps if as many hundreds of thousands
of dollars that the tobacco industry spent on product placement to John
Travolta and Sly Stallone alone had instead been spent on the Cosby Show,
there might be more "real" Cosby families everywhere. This is just another
example of industry manipulation, confuse the issues and appeal to class
snobbery about the "beautiful people" who we all know look so much cooler
trying to breathe through a flaming tube of tobacco leaves.
------------------------------
#590
Date: Wed, 4 Mar 1998 22:06:00 -0800
From: Margo Harris
Subject: Health Education & Behavior on the Web
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Health Education and Behavior (former Health Education Quarterly) is the
official journal of National SOPHE. HEB is ahead of National SOPHE and
has its web page up and running. If you want to know more about this
journal, visit http://www.sph.umich.edu/hbhe/heb The HEB editor is Marc
Zimmerman, PhD from the University of Michigan School of Public Health.
Margo
Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/
------------------------------
#591
Date: Thu, 5 Mar 1998 09:43:49 EDT
From: Elbert Glover
Subject: Lengthy Response
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I just sent my response concerning The Academy using my wife's
computer, so it may list her as the sender. I'm back on my computer
now, sorry if there is any confusion. Moreover, it's a lengthy
response, so you may want to download and read later.
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
------------------------------
#592
Date: Thu, 5 Mar 1998 10:28:46 -0500
From: Charles Stimler
Subject:
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
BRAVO !!!!!!!!!!!!!!!!!
Charles Stimler
Joe Baker wrote:
>
> **
> ** Check out the NEW Health Education e-journal at:
> ** http://131.230.221.136/iejhe
> **
>
> I can't remain quiet about this last remark. In reference to Stephanie
> Wolf, Smoking in Movies Reply, her "straight as an arrow" brother's
> thoughtless and callous remarks seem typical of the kind of irresponsible
> behavior I expect from Hollywood. Perhaps if as many hundreds of thousands
> of dollars that the tobacco industry spent on product placement to John
> Travolta and Sly Stallone alone had instead been spent on the Cosby Show,
> there might be more "real" Cosby families everywhere. This is just another
> example of industry manipulation, confuse the issues and appeal to class
> snobbery about the "beautiful people" who we all know look so much cooler
> trying to breathe through a flaming tube of tobacco leaves.
------------------------------
#593
Date: Thu, 5 Mar 1998 10:10:09 -0600
From: Jim Broadbear
Subject: faculty positions
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Previously I posed a question to the list about the apparently large number
of Health Education university faculty positions available this year. As an
update, I can now report that by my count there are at least 80 positions
open this year. It does seem this is a banner year for vacancies.
Reasons cited for a higher number of vacancies included retirements, new
positions being created, and turnover due to tenure or other
personnel/personal decisions.
A logical question follows. If we are at once experiencing growth (a
premise which admittedly cannot be confirmed by this year's experience) and
losing many of our most experienced colleagues to retirement, what
opportunities & threats does this present to the profession?
Jim
James T. Broadbear, Ph.D., CHES
Assistant Professor and Program Director of Health Education
Campus Box 5220
Department of Health Sciences
Illinois State University
Normal, IL 61790-5220
phone: (309) 438-8807
fax: (309) 438-2450
e-mail: jtbroad@ilstu.edu
------------------------------
#594
Date: Thu, 5 Mar 1998 12:48:31 EDT
From: Elbert Glover
Subject: The Academy
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
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
------------------------------
#595
Date: Thu, 5 Mar 1998 12:49:10 EDT
From: Elbert Glover
Subject: The Academy
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Regarding the American Academy of Health Behavior discussion, I will attempt to respond to
most comments, if not individually, then as a group.
I've always found it interesting that as an editor of a journal when I send out the identical
manuscript to 3 reviewers that they can all review it quite differently. Some attack the grammar,
others the design and statistics, others the content, while
The Academy doe not plan to diversify for the sake of diversity, we want researchers, however,
diverse they may be. We want to promote health education through research, therefore, to
become a member have set a minimum standard of research and anyone
I found it ironic that right in the mist of The Academy chatter that Fern Goodhart sent a message
titled 'Losing Program' whereby he was requesting HEDIR members to write the Chancellor of
Seton Hall because the health education teacher training progra
Tom Sims noted, "...I think those working in academic settings like Dr. Glover may be more
acutely aware of a lack of 'respect' for the profession of health education than those of us in the
community are. I do not sense this lack of respect in the mi
Virtually, all academic settings are demanding more research, I thought Pam Frasier captured
many of The Academy members' feelings with, "I am a research assistant professor at the
University of North Carolina in the School of Medicine and realize well
Regarding the CHES requirement, we all have our own perceptions and our own ax to grind, ours
(The Academy) is that we believe the best method for gaining our proper respect is through
research--NOT practice but research. The Academy is an organizatio
Many of you have are reading into that last paragraph that we view "practice" as inferior to
research but we don't. We view "practice" as very vital; however, we believe the best method to
gain respect is through research just like other disciplines d
The Academy couldn't agree more--currently, there are other health organizations that focus on
practice and from our perception--gratuitous emphasis is given to research. Organizations know
that the broader the base, the greater the membership. We wa
A slight variation on the sexism theme were the comments on the number of women in research.
I don't know how The Academy chatter got pulled into that discussion but, nonetheless, many got
defensive too quickly and others in an effort to be politicall
This is not to say that women do not conduct research or that the research of women is inferior
but from personal observational data, men seem to prefer the research option more then women.
Is it the language vs. math differences of the genders?. I d
In the fear of alienating my male friends (both of them, O.K., bad joke, my one sad attempt at
humor), as a general rule, I personally prefer working with women researchers than men
researchers. Again, my biases, perceptions, and observations are--I f
I thought Bonnie Hodges' thoughts on the dreary morning of 19 Feb. in Central New York were
some of the more insightful comments on the this issue. She systematically, looked at women in
research and found the task more daunting than anticipated. I t
Ideally, I would like for both genders to agree with Margo Harris who noted, "research should be
(and often is) judged by its merit and not the gender of the PI." She further notes, "...if I was a
doctoral level woman health educator, participating in
Fleming Hampton sums it up best, "Finally, why are we worried about founding fathers or
mothers. I'm impressed to know that someone had a great idea and is trying to make it happen.
Is it okay to applaud our colleagues?" Couldn't agree more--so let'
To the persons who wished the requirements would be broadened--that would only make us look
like the current organizations. We want a research group, currently, there are other organizations
(AAHE, ASHA, APHA, SOPHE) that meet that need. I really lik
(As a side bar exclusivity can involve research or health education. The Academy is exclusive
when it comes to research; moreover, we could have set the requirements at all three degrees in
health education which would make it more exclusive relative
What follows is a series of six people's comments. I applaud them all; Sadia Garrison, Pedro
Rivera Villegas, Scott Winnail, Elaine Lawson, Marjorie Scaffa, and Margo Harris. I think it's
extraordinary for these persons who do not yet meeting the mini
1) Pedro Rivera Villegas, noted "I received with enthusiasm the creation of The Academy for the
health education profession...I'll most probably won't be in the selected group. It doesn't
matter..."
2) Scott Winnail noted, "I believe the idea of an Academy for the profession is a valuable one. I
think this Academy can lend additional credibility to our growing field...These standards are kept
high in order to both set a standard for achievement
3) Elaine Lawson, noted, "I do not usually voice my opinions on this list, but I find this most
recent discussion about The Academy of Health Behavior very interesting and relevant. Like
others who responded, even though I consider myself a health ed
5) "I support the formation of The Academy and have no problem with the exclusivity (and I am
not a founding member and may never meet the criteria for membership), Marjorie Scaffa.
6) "I am not and would never see myself as an Academy member, and that's no problem for me. I
can share my professional work in SOPHE, APHA, AAHE, and ASHA, and numerous other
professional organizations and submit my research (okay, I really don't ha
And for the many practitioners like Meryl Cozant who are so busy going about the business of
being superb practitioners and working on being excellent researchers--it's tough being a good
researcher, teacher, and practitioner. She noted, "I have not y
These are a variety of positive comments I pulled from the chatter:
1. Many persons felt like Terri Manning, "Personally, I have been a member of AAHPERD and
APHA for years. I enjoy the conventions and the networking that goes on there. But often I
come away feeling that I have heard the same message again and again
2. To Lenora Johnson, if you truly "understand and support the purpose and mission of The
Academy" and you meet the membership qualifications, please join us.
3. I want to thank Dana Lear and Kathleen Welshimer for their lists of potential members--if they
qualify, I hope they all join The Academy.
4. Responding to Andrea Frank's question, "Would a publication of historical research in the field
or publication of a philosophical discourse/inquiry into the field in a refereed journal count? Sure,
I've got no problem with that, however, the membe
5. "I wholeheartedly support the creation and idea of The Academy", Bonni Hodges.
6. "I believe that the development of The Academy is a positive move for the profession of health
education," Patricia Houston.
7. "This type of organization does exist in other disciplines and serves a very important function
for their profession. It is the research arm that promotes quality in research and can give direction
for priorities," Marjorie Scaffa.
There is one personal comment that stings and comes from Bill Livingood, "My impression was
that it evolved from a group of self-identified people who are now allowing their spokespersons'
to identify themselves as elite." I have known Bill for years
The Academy web site is nearly completed, both Mark Kittleson and Lisa Pealer (a graduate
student at University of Florida) putting it together now. I anticipate that around March 15 it
should be available for perusal and The Academy open for members.
Don't know how to close this but comments from Terri Manning and Margo Harris seem
appropriate.
Terri Manning, "Many individuals in the discussion said they would not be allowed to join. I see
this as something people will aspire to and when they have published enough to join or better yet,
to become a Fellow, it will mean something to them (and
Margo Harris, "When I first read the post on The Academy I thought, 'Thank goodness. It's
about time.' I have always felt a shortcoming of our profession was the lack of a health education
research body and a 'club' that included 'hard-core' or serio
The Academy members are truly concerned about our profession and are going about improving
the profession in the best way they know how, so if you qualify--join us. It's all about
professional gain not personal gain.
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
------------------------------
#596
Date: Thu, 5 Mar 1998 14:01:10 EDT
From: Elbert Glover
Subject: Trouble
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
It appears much of my comments are missing--I don't know why they are
clipped off. It may be that I wrote it in Microsoft Word for
Windows--attempted to copy it onto my Pegasus mail. Mark sent me the
copy, I will make the corrections onto his copy and foward again.
Give me about 30 minutes....
I would send an attachement but Pegasus and HEDIR don't do well with
attachements.
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
------------------------------
#597
Date: Thu, 5 Mar 1998 12:31:26 PST
From: BRAZAJ@WOU.EDU
Subject: Stress Instruments?
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Dear colleagues,
We are doing a study comparing the effectiveness of two different methods of presenting
stress management. Are you aware of any valid inventories that measure overall stress
levels? Thank you for for taking the time to consider this request and any feedback is
certainly appreciated.
Enjoy today! Breathe and smile!
Warm regards,
Jerry
Enjoy the moment,
Jerry
Jerry Braza, Ph.D.
Western Oregon University
Health Education
Monmouth, OR. 97351
503-838-8253
------------------------------
#598
Date: Thu, 5 Mar 1998 15:33:33 EDT
From: Elbert Glover
Subject: Re: The Academy--CORRECTED COPY
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
OVER 65% WAS MISSING FROM THIS FIRST ONE--LET'S TRY THIS ONE! PLEASE
IGNORE THE FIRST ONE!!!As you read this, please excuse the typos and
some grammar, after retyping most of it and not having time to proof,
I know errors are there--but once I sent out the first pieces, I'm
getting messages that they want it quickly.
>
>Regarding the American Academy of Health Behavior discussion, I will
attempt to respond to most comments, if not individually, then as a group.
>
>I've always found it interesting that as an editor of a journal when I send
out the identical manuscript to 3 reviewers that they can all review it
quite differently. Some attack the grammar, others the design and
statistics, others the content, while yet others go after the
spelling or the organization of the manuscript. This is how I felt
after reading the wide range of discussion on The Academy--everyone
had their own take on The Academy. People see what they are,
moreover, they tend to respond accordingly, so if you saw sexism,
prejuice that says something about you not The Academy. The Academy
is based on research qualifications without regard to gender, creed,
color, ethnic orgin, height, weight, color of hair, shoe size, etc.
For those of you who are argumentative, I guess I have to logically
say, we are prejudiced against non-researchers.
>
>The Academy doe not plan to diversify for the sake of diversity, we want
researchers, however, diverse they may be. We want to promote health
education through research, therefore, to become a member have set a minimum
standard of research and anyone that meets the standard is welcomed
with open arms--man or woman, short or tall, etc. The research
quaifications are what will determine the membership of The Academy
not gender, race, or creed. I believe, Scott Winnail said it well
when he was speaking of diversity, "I believe that this situation
will be overcome when more members are admitted. It will be only a
matter of time until the membership within The Academy reflects that
of the profession as well." Morover, Andy Frank is correct when she
observed, "I really doubt there was a concious effort to exclude
women--it's just perhaps that his group of colleagues that got this
going are mostly men." I can assure everyone that was the case. I
even had discussions with Academy members Molly Laflin and Terri
Manning about inviting more women, we finally decided that when we
opened The Academy to new members the issue would take care of
itself. So, let's not bring that issue up again, it's a mute point.
>
>I found it ironic that right in the mist of The Academy chatter that Fern
Goodhart sent a message titled 'Losing Program' whereby he was requesting
HEDIR members to write the Chancellor of Seton Hall because the health
education teacher training program was being dropped. I don't know
if any HEDIR members made the connection between The Academy
formation and Fern's request. I strongly believe that if the teacher
health education program at Seton Hall was securing millions of
dollars in grants for the university or ws leading the school in
publications that dropping health education wold not be an isse.
This ony one example of the many health education programs that have
been dissolved or consumed by other departments in the past few years
because of our lack of respect within the academic community.
Unfortunately, academic institutions profess a commitment to
teaching, outreach, etc., but they determine their worth and give
rewards based on research. This sad but true. I'm sure some HEDIR
members will argue that that is not the case at their institution,
but believe me it's just a matter of time. Research is how academic
institutions can carge 40-50% overhead/indirect costs to the federal
government and get it. Major instituions charge over 100% overhead.
>
>Tom Sims noted, "...I think those working in academic settings like Dr.
Glover may be more acutely aware of a lack of 'respect' for the profession
of health education than those of us in the community are. I do not sense
this lack of respect in the milieu in which I am working, but then I
am not working in an instituion where the physicists are one floor
above me and the chemists are one floor below me." Tom is correct,
most of the practitioners in the field are well respected and admired
in the community but in the academic setting the perception is
different as evidenced by the Seton Hall situation--why aren't they
droppig the chemistry, biology, or English teacher training programs?
Without solid research in health education many more programs will
suffer the ax.
>
>Virtually, all academic settings are demanding more research, I thought Pam
Frasier captured many of The Academy members' feelings with, "I am a
research assistant professor at the University of North Carolina in the
School of Medicine and realize well that health educators as
researchers often are not recognized. While I admire and respect
practitioners, I am on the other end at this point of my career and
often feel isolated." I received many similar comments from persons
who wanted to remain anonymous because of fear of reprisals from
other faculty--they too 'felt isolated.' Most noted that there was a
great deal of pressure to no make other faculty look bad by
conducting research. Moreover, they purposefully sought out other
professions outside health education to join because of health
education's lack of research emphasis and to not deal with the
backlash from school health and practitioners. We can't loose these
people, this is when we need them the most. Hopefully, The Academy
will bring some of them back to us.
>
>Regarding the CHES requirement, we all have our own perceptions and our own
ax to grind, ours (The Academy) is that we believe the best method for
gaining our proper respect is through research--NOT practice but research.
The Academy is an organizatio founded on the principal of recognizing
health education researchers not health educators. This is one of
the reasons we did not include CHES in our membership requirements.
We believe (rightly or wrongly) that the CHES certification is
primarily for practitioners and is based on content not research;
therefore, not applicable. However, as with any organization, when
new members are admitted, they control the bylaws and changes can
occur, so that could be open for debate in The Academy in the future.
>
>Many of you have are reading into that last paragraph that we view
"practice" as inferior to research but we don't. We view "practice" as very
vital; however, we believe the best method to gain respect is through
research just like other disciplines do. I thought Tom Sims said it
well, "Health education needs a balance of academia and practice and
one cannot be successful without the other. Publications are not an
end in themselves but more of a beginning. Someone has to take the
proofs of concept and the scientific findings and translate them into
practice settings." I thought Shadia Garrison captured it well, "I
believe no one can dispute the importance of practical application of
research in health education."
>
>The Academy couldn't agree more--currently, there are other health
organizations that focus on practice and from our perception--gratuitous
emphasis is given to research. Organizations know that the broader the
base, the greater the membership. We want an organization that
represents healtah education research. We want to contribute to the
body of knowledge and health theories--why must we always be
'practicing' what psychologists, sociologists, and other have
developed? With this philosophy our group will be small but we don't
care about BIG, we care about research.
>
>A slight variation on the sexism theme were the comments on the number of
women in research. I don't know how The Academy chatter got pulled into
that discussion but, nonetheless, many got defensive too quickly and others
in an effort to be politically correct responded in support of those
that were being defensive or overly sensitive. My observations (not
The Academy) are that more women then men attend meetings, tha more
women then men are receiving health education degrees, and I would
agree with Terri Manning that for whatever reason, it appears that
more men then women have a stronger interest in research. Could it
be that as a group women are more nuturing, caregivers, and more
concerned with relationships then men which is vital to school health
and being a practitioner? Why is that when the husband is an
alcoholic the wife rarely leaves the husband--less than 10% of the
time; however, if the wife is the alcoholic, the husband leave
upwards of 84% of the time? Women and men and different, they act
and respond differently--is that wrong?
>
>This is not to say that women do not conduct research or that the research
of women is inferior but from personal observational data, men seem to
prefer the research option more then women. Is it the language vs. math
differences of the genders?. I don't know, but there is nothing
wrong in saying that without being attacked by the politically
correct--we need some civility here. It doesn't imply that women are
inferior anymore that to say that because the majority of nurses and
teachers are women that men are inferior.
>
>In the fear of alienating my male friends (both of them, O.K., bad joke, my
one sad attempt at humor), as a general rule, I personally prefer working
with women researchers than men researchers. Again, my biases, perceptions,
and observations are--I fnd women to be more sensitive and team
players (men usually want to do their own thing and usually want most
of the credit), women appear to be harder workers and pay greater
attention to detail (don't know if this is because women are
relatively new to the work force, or because they want to
please--just ask the 7-11 store chains, why they prefere women
employees over men--more dependable they say), women tend to be more
thoughtful (hey, what can I say here without offending many males and
losing my two friends), and in general, women just want to do a good
job. Typically, I find men more into power, advancement, whereas,
generally, women want to be recognized for doing a good job. There
are well established gender differences between the sexes and there
is nothing wrong in recognizing our differences as long as we don't
use them to discriminate.
>
>I thought Bonnie Hodges' thoughts on the dreary morning of 19 Feb. in
Central New York were some of the more insightful comments on the this
issue. She systematically, looked at women in research and found the task
more daunting than anticipated. I thing she raised more questions
than she gave answers but she got me to thinking. When I read her
comments--I kept thinking there is an article here somewhere. I
would suggest she pursue some of these preliminary findings, I
believe the profession would find them interesting.
>
>Ideally, I would like for both genders to agree with Margo Harris who
noted, "research should be (and often is) judged by its merit and not the
gender of the PI." She further notes, "...if I was a doctoral level woman
health educator, participating in serious health education research,
I would look with interest at The Academy and aspire to membership.
If I were offered membership, I would regard it as a remarkable,
professional recognition.
>
>Fleming Hampton sums it up best, "Finally, why are we worried about
founding fathers or mothers. I'm impressed to know that someone had a great
idea and is trying to make it happen. Is it okay to applaud our
colleagues?" Couldn't agree more--so let's move on from personal
agenda to our professional agenda.
>
>To the persons who wished the requirements would be broadened--that would
only make us look like the current organizations. We want a research group,
currently, there are other organizations (AAHE, ASHA, APHA, SOPHE) that meet
that need. I really liked what Sadia Garrison (an MPH candidate)
noted. "It's important for The Academy to be exclusive; if not it
wouldn't be as respected by those in the field of health education
and just as importantly, those outside the field." The Academy
agrees with Kathleen Welshimer, "If The Academy is to be taken
seriously within the profession, it must be seen as representing the
'creme de la creme' among us. Thus greater elitism rather then less
seems to be in order." So, for now we're exclusive but anyone who
meets the research requirement is welcome.
>
>(As a side bar exclusivity can involve research or health education. The
Academy is exclusive when it comes to research; moreover, we could have set
the requirements at all three degrees in health education which would make
it more exclusive relative to health educators, instead, we chose the
broader definition of one degree in health education. When The
Academy was in its formative stages, we had two members who are
highly respected health education researchers who chose not to
continue with The Academy because they wanted it more exclusive
relative to health education. Surprisingly, I believe we have come
aroung a little more to their way of thinking, so guys [yes, they
were males] if you're reading this, we welcome you back--please join
us.)
>
>What follows is a series of five person's comments. I applaud them all;
Pedro Rivera Villegas, Scott Winnail, Elaine Lawson,
Marjorie Scaffa, and Margo Harris. I think it's extraordinary for these
persons who do not yet meeting the minimum requirements to recognize
that The Academy might be a good thing for the health education
profession. As Margorie Scaffa noted, "I wish The Academy much
success in their endeavor--it can only benefit us all."
>
>1) Pedro Rivera Villegas, noted "I received with enthusiasm the creation
of The Academy for the health education profession...I'll most probably
won't be in the selected group. It doesn't matter..."
>
>2) Scott Winnail noted, "I believe the idea of an Academy for the
profession is a valuable one. I think this Academy can lend additional
credibility to our growing field...These standards are kept high in order to
both set a standard for achievement for the profession, and to set a
high standard by which the profession can be judged. As someone
newer in the profession, I certainly DO NO feel discriminated
against, either in terms of age or experience because I do not
qualify right now, the standard would have to be lowered and the
purpose of The Academy would be comprised. The current
qualifications give something to 'shoot' for as an up and coming
professional in the field...if I desire to choose that path." I like
when he said, "...if I chose that path." I hopoe The Academy will
provide another path.
>
>3) Elaine Lawson, noted, "I do not usually voice my opinions on this list,
but I find this most recent discussion about The Academy of Health Behavior
very interesting and relevant. Like others who responded, even though I
consider myself a health educator, and also feel I have contributed
to the advancement of the field, I do not yet qualify for The
Academy. However, I nevertheless fully support the formation of such
an organization." Ms. Lawson works for the National Academy of
Sciences and supports both the notion of research and practice,
"...research must be conducted in a context of future application."
Ms. Lawson ends by stating, "...research allows health education as a
whole to progress--without it our profession will never gain respect
among the rest of the scientific coommunity...I hope the new Academy
remains exclusive and honorific in order to provide much needed
leadership in the area of research."
4)) "I support the formation of The Academy and have no problem with the
exclusivity (and I am not a founding member and may never meet the criteria
for membership), Marjorie Scaffa.
>
5) "I am not and would never see myself as an Academy member, and that's
no problem for me. I can share my professional work in SOPHE, APHA, AAHE,
and ASHA, and numerous other professional organizations and submit my
research (okay, I really don't have any!) to numerous professionals
journals."
>
>And for the many practitioners like Meryl Cozant who are so busy going
about the business of being superb practitioners and working on being
excellent researchers--it's tough being a good researcher, teacher, and
practitioner. She noted, "I have not yet been in the profession long
enough to take the time to publish my accomplishments." I say, YOU
HAVE TO TAKE TIME (not yelling, the caps are for emphasis)--you owe
it not only to yourself but to the profession for research without
publication is just a hobby. Youc could be the best researcer in the
world but unless you publish others will not benefit from your work
experience. I would suggest that others in a similar situation to
Ms. Cozant, seek out persons who can assist them in publishing the
data--maybe that could be a function of The Academy.
>
>These are a variety of positive comments I pulled from the chatter:
>
>1. Many persons felt like Terri Manning, "Personally, I have been a member
of AAHPERD and APHA for years. I enjoy the conventions and the networking
that goes on there. But often I come away feeling that I have heard the
same message again and again just repackaged."
>
>2. To Lenora Johnson, if you truly "understand and support the purpose and
mission of The Academy" and you meet the membership qualifications, please
join us.
>
>3. I want to thank Dana Lear and Kathleen Welshimer for their lists of
potential members--if they qualify, I hope they all join The Academy.
>
>4. Responding to Andrea Frank's question, "Would a publication of
historical research in the field or publication of a philosophical
discourse/inquiry into the field in a refereed journal count? Sure, I've
got no problem with that, however, the membership committee is who
makes that decision.
>
>5. "I wholeheartedly support the creation and idea of The Academy", Bonni
Hodges.
>
>6. "I believe that the development of The Academy is a positive move for
the profession of health education," Patricia Houston.
>
>7. "This type of organization does exist in other disciplines and serves a
very important function for their profession. It is the research arm that
promotes quality in research and can give direction for priorities,"
Marjorie Scaffa.
>
>There is one personal comment that stings and comes from Bill Livingood,
"My impression was that it evolved from a group of self-identified people
who are now allowing their spokespersons' to identify themselves as elite."
I have known Bill for more years years than I care to remember, but
one can never defend oneself effectively against such allegations one
can only try. Bill, we never claimed to be the elite 32 health
education researchers, we are 32 genuinely concerned individuals. We
are giving of our time and energy to bring health education
researchers together in the hopes of gaining needed respect--that's
all. We make no claims of being the best, but we all meet the
minimum standard. As a matter of fact, if many think the membership
critieria are tough, the Fellow status are unbelievable. Of the 32
only 11 have qualified for Fellow at this point.
>
>The Academy web site is nearly completed, both Mark Kittleson and Lisa
Pealer (a graduate student at University of Florida) putting it together
now. I anticipate that around March 15 it should be available for perusal
and The Academy open for members.
>
>Don't know how to close this but comments from Terri Manning and Margo
Harris seem appropriate.
>
>Terri Manning, "Many individuals in the discussion said they would not be
allowed to join. I see this as something people will aspire to and when
they have published enough to join or better yet, to become a Fellow, it
will mean something to them (and toothers). The Academy was not
created by snobs or to pad people's vitaes. It was created to
provide a research core to health education. I hope many of you want
to be a part of our core."
>
>Margo Harris, "When I first read the post on The Academy I thought, 'Thank
goodness. It's about time.' I have always felt a shortcoming of our
profession was the lack of a health education research body and a 'club'
that included 'hard-core' or serious health education researchers.
When someone said to me, 'who's doing quality health education
researc?' I wanted to be able to answer more definitively. Health
education theory has always been eclectic and 'borrows' from other
disiciplines, but I wanted our 'own' health education group and now I
know we have one."
>
>The Academy members are truly concerned about our profession and are going
about improving the profession in the best way they know how, so if you
qualify--join us. It's all about professional gain not personal gain.
>
>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
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
------------------------------
#599
Date: Thu, 5 Mar 1998 16:53:17 EDT
From: Elbert Glover
Subject: Typos and Grammar
**
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I just re-read my comments and I truly am sorry for the typos and
grammar when you're in a hurry anything can happen. Moreover, when
you fail to proof you can be assured something will happen.
I'm sure many of you are saying 'no big deal' but when you are anal
retentive like I am--it's important.
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
------------------------------
#600
Date: Thu, 5 Mar 1998 17:06:28 EDT
From: Elbert Glover
Subject: Messages
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I'm getting many messages--that's fine, but many of them would be
excellent for discussion on the listserv.
Finally, sorry for all the messsages--I will not keept quite and
allow others to speak.
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
------------------------------
#601
Date: Thu, 5 Mar 1998 19:27:53 -0500
From: Lisa Scott
Subject: Self esteem and persuasive communication
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
If you are interested in self esteem issues and youth, please read on:
Dear HEDIRs:
I am interested in developing (or identifying pre-existing resources) a
"workshop" type program for a 5th grade class that will teach verbal and
nonverbal positive communication skills linked to self-esteem issues. My
vision of this workshop is that it will include role play activities
between children, with instructions for verbal and nonverbal styles of
communication.
I'd love to benefit from some collective intellectual and
creative energy from those HEDIR's who work with this age group, have
children of their own in this age group, and/or have an interest in this
topic. Also, anyone who has material that may help in this task is greatly
appreciated.
Some questions:
What scenarios may work well for this age group to craft the learning
objectives around? Different scenarios for boys vs. girls?
Do you recommend role plays
or some other learning tool? Do you suggest boy-boy skits, girl-girl, or
boy-girl... not an important consideration?
All comments are appreciated (lscott@jhsph.edu):
Lisa Benz Scott, MS, CHES, PhD Candidate
Johns Hopkins School of Hygiene and Public Health
Department of Health Policy and Management
Faculty of Social and Behavioral Sciences
lscott@jhsph.edu
------------------------------
#602
Date: Thu, 5 Mar 1998 15:01:19 EST
From: "John R. Harvey"
Subject: Aspartame
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
My question of the HEDIR is . . . "Is this a legitimate concern . . .
or more quackery?"
jrh
---------------------------------------------------------------------------------
What do you think of this?
The "Pandora's box of chameleon-like toxins and tumor agents"
Aspartame was never and cannot be proven to be safe. It is not and
cannot be a diet aid because the formaldehyde (from the breakdown of the
10% methanol) gets stored in the fat along with some water. The National
Soft Drink Association developed a 30-page protest (in the '80s) that
mentioned the fact that aspartame in a beverage was unstable, and that
it
reduced the levels of serotonin (a substance that gives one that "full"
feeling), which can induce a craving for carbohydrates.
L-Aspartyl-l-phenylalanine methyl ester, 98%, aspartame CAS #22839-47-0
(a.k.a. Equal, NutraSweet, Spoonful, Benevia, Equal Measure, etc.) is
composed of (at least) three things:
1.) aspartic acid, (around 40%) CAS # 56-84-8
2.) phenylalanine, (around 50%) CAS # 63-91-2
3.) methanol (wood alcohol) (10%) CAS # 67-56-1
http://www.sci.ouc.bc.ca/chem/molecule/formula.htm is a WEB site by
Dr.
Dave Woodcock of the Chemistry Department at Okanagan University
College,
Kelowna, British Columbia, Canada.
This page has aspartame listed with a formula of: C14H18N2O5 (item 553
of 610) and if any interested party has the "CHIME" 3D molecule viewer
the
aspartame MDL can be viewed at:
http://www.sci.ouc.bc.ca/chem/molecule/pdb/aspartam.pdb
In addition, DORway has a "CHIME" page with lots of good information
at:
http://www.dorway.com/chime.html
(NOTE: For those who use Netscape Navigator 3.1 or better, and who
would
like to view molecules in 3D and "stereo", in several formats, with the
ability to rotate them to any angle... get and install the plug-in from:
http://www.mdli.com/chemscape/chime/chime.html)
(two dimensional representation)
O O
|| ||
NH3 -- CH -- C -- NH -- CH -- C -- OCH3
| |
CH2 CH2
| |
C=O C
| // \
O HC CH
| |
HC CH
\\ /
C
H
The phenylalanine breaks down into diketopiperazine (DKP), a known tumor
agent, and it is the reason for the FDA mandated "PHENYLKETONURICS:
Contains phenylalanine" (PKU) warning label. Diketopiperazine was the
major impediment to approval noted in the Searle "Helling" memo
(http://www.dorway.com/secrets.html).
The methanol (with no natural antidote of Ethanol) breaks down
in-solution
(diet coke, whatever) into formaldehyde. The human liver also breaks
down
"free" methanol from any solution into formaldehyde. The body has
difficulty eliminating formaldehyde so it combines some of it with water
and stores it in the fat. What is not stored in the fat is further
converted to formic acid (same thing as ant sting poison).
So, with each sip EVERY user gets a micro-dose of three poisons, two
of
which (formaldehyde and formic acid) are known carcinogens... along with
that side-order of DKP, the tumor agent. A science report was done on
diet
cokes. The contents of the unopened cans was later evaluated by a
reputable
food testing laboratory that proved the methanol => formaldehyde
conversion, even in the unopened container cooling off in the
refrigerator,
and the phenylalanine to DKP conversion.
The damage/problems caused by the
use
of aspartame are noted in the FDA's own compiled list of 92 symptoms of
aspartame poisoning (includes
comments
on how it happens).
A fairly complete list of aspartame breakdown components from the
aspartic acid, phenylalanine, and methanol is as follows:
Formaldehyde (embalming fluid) CAS # 50-00-0 CH2O
Formic Acid (ant poison) CAS # 64-18-6 CH2O2
Beta Aspartame **
Aspartylphenylalanine **
Aspartylphenylalanine amide **
Tyrosine CAS # 60-18-4 C9H11NO3
L-Dopa **
Dopamine **
Norepinephrine **
Epinephrine **
Phenylethylamine CAS # 64-04-0
Phenylpyruvate **
Phenylactic acid **
Phenylacetic acid CAS # 103-82-2
Diketopiperazine (DKP) CAS # 106-57-0
** (No page for item at: http://webbook.nist.gov/)
cas = Chemical Abstracts Service, registry number
More information available at: http://chemfinder.camsoft.com/
Most of these 91 symptoms are noted on the
http://www.dorway.com/badnews.html page.
These symptoms were derived from what the FDA notes is the most
complained about substance in their history, at one time comprising
around
85% of all complaints. The total number of complaints that they admit
to
is over 10,000 (which is too low, for a number of reasons) and the FDA
also
suggests that fewer than 1% of the population actually reports a
problem.
This balloons the over 10,000 actual complaints to over ONE MILLION
victims
who should have complained! Please note that either of those numbers
are
significant, especially for a "safe" food additive.
The proponents of aspartame safety admit to the 10% methanol content.
But then they state that fruit has more methanol. This is probably
true,
but where they deviate from the truth is that mother nature was kind
enough
to include an abundance of ETHANOL, the natural antidote to methanol
poisoning, that minimizes any harm to the person eating the fruit. They
omit telling the public that aspartame has NO ethanol content, which is
why
it is highly unstable and readily breaks down into formaldehyde (in the
original unopened container). Products with aspartame in solution have
an
approximate 270 day shelf life IF stored below 86 degrees F.
They also have a habit of stating that "aspartame cannot... bla bla".
Perhaps not, but most likely one or more of the above noted
breakdown/conversion products does cause that kind of damage or
symptoms.
Another standard statement is that the amino acids in aspartame are
"natural". In truth, they are natural only IN COMBINATION with other
amino
acids... not isolated as they are in aspartame. Perhaps the analogy
between fruit and the balance between methanol and ethanol is a good
example of what happens when only some of the naturally occurring amino
acids are used instead of the entire complex chain of amino acids. It
becomes an unnatural foodstuff, that most likely causes unnatural things
to
happen to whatever creature ingests it.
Dr. Moser, the Nutrasweet spokesman, overstepped the boundary of
truth
on National TV when he stated that aspartame could not get into the
blood
and cause seizures. The RAO report, one of 15 (of seventy) G.D. Searle
funded tests, was called "pivotal" proof of the safety of aspartame by
the
FDA. The RAO report only proved that six of the seven monkeys fed
aspartame-laced milk for a year developed seizures after every feeding,
and
the seventh one died (but all data on why was "lost"). Dr. Moser
privately
admitted to Jennifer Cohen (author of the diet coke report):
"..the study should never have been undertaken, much less submitted as
legitimate observation. This particular (RAO) experiment represents an
unpardonable breach in methodology." (H. Moser)
This was one of the FDA's shining examples of proof of safety? It is
a
completely false interpretation! What, then, might the results of the
other 69 tests reveal? Perhaps a review of FDA toxicologist Dr. Gross's
notarized statements to Senator Metzenbaum concerning brain tumors
(http://www.dorway.com/gross.txt) or FDA's Dr. Jerome Bressler's 76 page
report of only ONE Searle test, which verifies the brain tumor aspect
and
adds mammary, ovarian and uterine tumors to the list, along with perhaps
shrunken testes (http://www.dorway.com/bressler.txt) provides a solid
clue.
If the foregoing is not enough to prove the case against aspartame
then
perhaps there is something else on the 165 page "DORway to Discovery!"
WEB
site (http://www.dorway.com). This is an aspartame information site
that
prints out to over 3000 pages collected and posted by a very unhappy
victim
of long-term aspartame poisoning.
Perhaps the phrase that best applies is that "ASPARTAME is a
Pandora's
box of chameleon-like toxins and tumor agents that have 92 FDA
acknowledged
ways to ruin your life, death being one of them".
You might consider reviewing the "standard" information Email with
the
complete diet coke report, text for a very informative tri-fold pamphlet
that includes the most of the 92 FDA acknowledged symptoms of aspartame
poisoning, and many commented links to the more important pages on
DORway... the aspartame info site... at:
http://www.dorway.com/standard.txt
--------- End forwarded message ----------
_____________________________________________________________________
You don't need to buy Internet access to use free Internet e-mail.
Get completely free e-mail from Juno at http://www.juno.com
Or call Juno at (800) 654-JUNO [654-5866]
------------------------------
#603
Date: Fri, 6 Mar 1998 07:17:42 -0500
From: Kathryn Breighner
Subject: Early childhood health and safety
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Healthy Childcare's February/March issue is now on line at the Healthy
Childcare website http://www.healthychild.net/HCFeatures.html. If
you're involved in early childhood, visit the site for information on
what to do when a child gets sick in the childcare setting, good habits
learned at meal time, how to help childcare staff avoid back injuries,
poison prevention, health education activities from I Am Amazing, how to
do a walking tour of the classroom checking for safety and health and
safety questions answered by Dr. Howard Taras.
The "real" magazine includes reproducible posters and newsletters for
parents and caregivers from the Am. School Health Association Hip On
Health series plus information from the Safekids campaign and the
American Academy of Pediatrics Healthy Childcare America campaign.
Healthy Childcare is written and edited by ASHA's council on early
childhood health education and services. Visit the site and let us know
of any suggestions for topics in future issues.
------------------------------
#604
Date: Fri, 6 Mar 1998 06:49:42 +0000
From: walt stoll
Subject: Re: Aspartame
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
John,
I used to support the safety of aspartame since, biochemically, is cannot
be toxic.
HOWEVER, that is only for people with a normal gut. Given that the
majority of people in the USA now have varying degrees of "leaky gut
syndrome" (see November 17th, 1997, issue of Newsweek), there is no way
that this molecule (which has never before existed in nature) can be
prevented from entering the blood stream unchanged--in those people.
Without being tested for abnormal intestinal permeability (LGS), using
aspartame is like playing Russian Roulette with all the chambers loaded
but one. Those enlightened enough to be concerned need to do a good job
of looking at ALL the research.
Walt
On Thu, 5 Mar 1998 15:01:19 EST "John R. Harvey"
writes:
>** ** Check out the NEW Health Education e-journal at:
>** http://131.230.221.136/iejhe
>**
>
>My question of the HEDIR is . . . "Is this a legitimate concern . .
>.
>or more quackery?"
>jrh
>---------------------------------------------------------------------------------
>
>What do you think of this?
>
> The "Pandora's box of chameleon-like toxins and tumor agents"
>
> Aspartame was never and cannot be proven to be safe. It is not and
>cannot be a diet aid because the formaldehyde (from the breakdown of
>the
>
>10% methanol) gets stored in the fat along with some water. The
>National
>
>Soft Drink Association developed a 30-page protest (in the '80s) that
>mentioned the fact that aspartame in a beverage was unstable, and that
>it
>reduced the levels of serotonin (a substance that gives one that
>"full"
>feeling), which can induce a craving for carbohydrates.
>
>L-Aspartyl-l-phenylalanine methyl ester, 98%, aspartame CAS
>#22839-47-0
>(a.k.a. Equal, NutraSweet, Spoonful, Benevia, Equal Measure, etc.) is
>composed of (at least) three things:
>
> 1.) aspartic acid, (around 40%) CAS # 56-84-8
> 2.) phenylalanine, (around 50%) CAS # 63-91-2
> 3.) methanol (wood alcohol) (10%) CAS # 67-56-1
>
> http://www.sci.ouc.bc.ca/chem/molecule/formula.htm is a WEB site by
>Dr.
>Dave Woodcock of the Chemistry Department at Okanagan University
>College,
>Kelowna, British Columbia, Canada.
>
> This page has aspartame listed with a formula of: C14H18N2O5 (item
>553
>
>of 610) and if any interested party has the "CHIME" 3D molecule viewer
>the
>aspartame MDL can be viewed at:
>
> http://www.sci.ouc.bc.ca/chem/molecule/pdb/aspartam.pdb
>
> In addition, DORway has a "CHIME" page with lots of good
>information
>at:
>
> http://www.dorway.com/chime.html
>
> (NOTE: For those who use Netscape Navigator 3.1 or better, and who
>would
>like to view molecules in 3D and "stereo", in several formats, with
>the
>ability to rotate them to any angle... get and install the plug-in
>from:
>
> http://www.mdli.com/chemscape/chime/chime.html)
>
> (two dimensional representation)
>
> O O
> || ||
> NH3 -- CH -- C -- NH -- CH -- C -- OCH3
> | |
> CH2 CH2
> | |
> C=O C
> | // \
> O HC CH
> | |
> HC CH
> \\ /
> C
> H
>
>The phenylalanine breaks down into diketopiperazine (DKP), a known
>tumor
>
>agent, and it is the reason for the FDA mandated "PHENYLKETONURICS:
>Contains phenylalanine" (PKU) warning label. Diketopiperazine was the
>major impediment to approval noted in the Searle "Helling" memo
>(http://www.dorway.com/secrets.html).
>
>The methanol (with no natural antidote of Ethanol) breaks down
>in-solution
>(diet coke, whatever) into formaldehyde. The human liver also breaks
>down
>"free" methanol from any solution into formaldehyde. The body has
>difficulty eliminating formaldehyde so it combines some of it with
>water
>
>and stores it in the fat. What is not stored in the fat is further
>converted to formic acid (same thing as ant sting poison).
>
> So, with each sip EVERY user gets a micro-dose of three poisons,
>two
>of
>which (formaldehyde and formic acid) are known carcinogens... along
>with
>
>that side-order of DKP, the tumor agent. A science report was done on
>diet
>cokes. The contents of the unopened cans was later evaluated by a
>reputable
>food testing laboratory that proved the methanol => formaldehyde
>conversion, even in the unopened container cooling off in the
>refrigerator,
>and the phenylalanine to DKP conversion.
> The damage/problems caused by the
>use
>of aspartame are noted in the FDA's own compiled list of 92 symptoms
>of
>aspartame poisoning (includes
>comments
>on how it happens).
>
> A fairly complete list of aspartame breakdown components from the
>aspartic acid, phenylalanine, and methanol is as follows:
>
>Formaldehyde (embalming fluid) CAS # 50-00-0 CH2O
>Formic Acid (ant poison) CAS # 64-18-6 CH2O2
>Beta Aspartame **
>Aspartylphenylalanine **
>Aspartylphenylalanine amide **
>
>Tyrosine CAS # 60-18-4 C9H11NO3
>L-Dopa **
>Dopamine **
>Norepinephrine **
>Epinephrine **
>Phenylethylamine CAS # 64-04-0
>Phenylpyruvate **
>Phenylactic acid **
>Phenylacetic acid CAS # 103-82-2
>Diketopiperazine (DKP) CAS # 106-57-0
>
> ** (No page for item at: http://webbook.nist.gov/)
> cas = Chemical Abstracts Service, registry number
> More information available at: http://chemfinder.camsoft.com/
>
> Most of these 91 symptoms are noted on the
>http://www.dorway.com/badnews.html page.
>
> These symptoms were derived from what the FDA notes is the most
>complained about substance in their history, at one time comprising
>around
>85% of all complaints. The total number of complaints that they admit
>to
>is over 10,000 (which is too low, for a number of reasons) and the FDA
>also
>suggests that fewer than 1% of the population actually reports a
>problem.
>This balloons the over 10,000 actual complaints to over ONE MILLION
>victims
>who should have complained! Please note that either of those numbers
>are
>significant, especially for a "safe" food additive.
>
> The proponents of aspartame safety admit to the 10% methanol
>content.
>
>But then they state that fruit has more methanol. This is probably
>true,
>but where they deviate from the truth is that mother nature was kind
>enough
>to include an abundance of ETHANOL, the natural antidote to methanol
>poisoning, that minimizes any harm to the person eating the fruit.
>They
>
>omit telling the public that aspartame has NO ethanol content, which
>is
>why
>it is highly unstable and readily breaks down into formaldehyde (in
>the
>original unopened container). Products with aspartame in solution
>have
>an
>approximate 270 day shelf life IF stored below 86 degrees F.
>
> They also have a habit of stating that "aspartame cannot... bla
>bla".
>
>Perhaps not, but most likely one or more of the above noted
>breakdown/conversion products does cause that kind of damage or
>symptoms.
>
> Another standard statement is that the amino acids in aspartame are
>"natural". In truth, they are natural only IN COMBINATION with other
>amino
>acids... not isolated as they are in aspartame. Perhaps the analogy
>between fruit and the balance between methanol and ethanol is a good
>example of what happens when only some of the naturally occurring
>amino
>acids are used instead of the entire complex chain of amino acids. It
>becomes an unnatural foodstuff, that most likely causes unnatural
>things
>to
>happen to whatever creature ingests it.
>
> Dr. Moser, the Nutrasweet spokesman, overstepped the boundary of
>truth
>on National TV when he stated that aspartame could not get into the
>blood
>and cause seizures. The RAO report, one of 15 (of seventy) G.D.
>Searle
>funded tests, was called "pivotal" proof of the safety of aspartame by
>the
>FDA. The RAO report only proved that six of the seven monkeys fed
>aspartame-laced milk for a year developed seizures after every
>feeding,
>and
>the seventh one died (but all data on why was "lost"). Dr. Moser
>privately
>admitted to Jennifer Cohen (author of the diet coke report):
>
>"..the study should never have been undertaken, much less submitted as
>legitimate observation. This particular (RAO) experiment represents
>an
>unpardonable breach in methodology." (H. Moser)
>
> This was one of the FDA's shining examples of proof of safety? It
>is
>a
>completely false interpretation! What, then, might the results of the
>other 69 tests reveal? Perhaps a review of FDA toxicologist Dr.
>Gross's
>
>notarized statements to Senator Metzenbaum concerning brain tumors
>(http://www.dorway.com/gross.txt) or FDA's Dr. Jerome Bressler's 76
>page
>
>report of only ONE Searle test, which verifies the brain tumor aspect
>and
>adds mammary, ovarian and uterine tumors to the list, along with
>perhaps
>
>shrunken testes (http://www.dorway.com/bressler.txt) provides a solid
>clue.
>
> If the foregoing is not enough to prove the case against aspartame
>then
>perhaps there is something else on the 165 page "DORway to Discovery!"
>WEB
>site (http://www.dorway.com). This is an aspartame information site
>that
>prints out to over 3000 pages collected and posted by a very unhappy
>victim
>of long-term aspartame poisoning.
>
> Perhaps the phrase that best applies is that "ASPARTAME is a
>Pandora's
>box of chameleon-like toxins and tumor agents that have 92 FDA
>acknowledged
>ways to ruin your life, death being one of them".
>
> You might consider reviewing the "standard" information Email with
>the
>complete diet coke report, text for a very informative tri-fold
>pamphlet
>
>that includes the most of the 92 FDA acknowledged symptoms of
>aspartame
>poisoning, and many commented links to the more important pages on
>DORway... the aspartame info site... at:
>
> http://www.dorway.com/standard.txt --------- End forwarded
>message ----------
>_____________________________________________________________________
>You don't need to buy Internet access to use free Internet e-mail. Get
>completely free e-mail from Juno at http://www.juno.com Or call Juno
>at (800) 654-JUNO [654-5866]
_____________________________________________________________________
You don't need to buy Internet access to use free Internet e-mail.
Get completely free e-mail from Juno at http://www.juno.com
Or call Juno at (800) 654-JUNO [654-5866]
------------------------------
#605
Date: Fri, 6 Mar 1998 09:34:03 -0600
From: Rick Petosa
Subject:
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
CBS news interviewed me yesterday on a study Dr. Sharma (University of
Nebraska Omaha) and I published this past December on the Role of fathers
in supporting breast feeding among mothers. The spot will air nationally on
the CBS morning program at 7:22.
They wanted a shot of me at the computer, see if the home page of the
International Electronic Journal of Health Education makes the spot. Also I
mentioned the contribution health educators could make to breast feeding
education, but I have no idea what will appear in the final cut.
A taping crew visited my house, I was "interviewed" by the producer who
was in New York City via a speaker phone. I was conversing with an
imaginary "person" (a spot on the wall) next to the camera. The producer
will then fashion questions to match my answers and have a correspondent
film the questions. Then they will construct a synthetic "conversation."
Needless to say, I have no idea which of my 20 minutes of comments will
appear in the final piece. Quite an experience.
------------------------------
#606
Date: Fri, 6 Mar 1998 11:30:48 -0500
From: Catherine Cardina
Subject: PANEL SEEKS PROMISING, EXEMPLARY PROGRAM
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
The follow (edited) posting may be of interest to some members of this
listserve.
Subject: Update -- ED Initiatives (March 4, 1998)
Date: Wed, 4 Mar 1998 12:34:32 -0500
From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education
publications & more ."
**************
ED Initiatives...
*************************************************************
A biweekly look at progress on the Secretary's priorities
*********************************************************
March 4, 1998
-----------------------------------------
PANEL SEEKS PROMISING, EXEMPLARY PROGRAMS
----------------------------------------- Is your institution
taking steps to prevent or reduce sexual or racial harassment
or violence against students in higher education? Submissions
describing such policies, practices, programs or products are
invited by the Subpanel on the Prevention of Sexual & Racial
Harassment & Violence Against Students in Higher Education,
co-sponsored by the U.S. Department of Education's Gender
Equity Expert Panel & the Expert Panel on Safe & Drug-Free
Schools & Communities. Approaches found promising or
exemplary by the Subpanel will be publicized by the Secretary,
described in a nationally distributed report & showcased at
the next Annual Meeting on Alcohol, Other Drug & Violence
Prevention in Higher Education. May 1, 1998, is the deadline.
More information & the application will be available soon at:
http://www.edc.org/hec/gen-viol/ For a printed copy of the
application, call 1-800-676-1730, ext. 2210, or email
kkaphingst@edc.org
------------------------------
#607
Date: Fri, 6 Mar 1998 08:45:38 +0000
From: "Andrew P. Jenkins, PhD"
Subject: Friday Inspiration
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Friends and Fellows,
On my long rural commute this morning I observed a spring flight of
Canada geese winging along into a stiff headwind. Trailing at the end
of the "V" were two small mallard ducks. Their wingbeats were frantic
in comparison to the stout and powerful geese but their determination to
hang with the flock made them members, albeit tenuous ones, of this
northerly procession.
Professionally speaking, I'm continually amazed at the accomplishments
and achievements of the members of this listserv. We have some gifted
researchers, practitioners, and scholars among our numbers. I'm often
humbled to be in such company as I've always considered myself an
average man of average intelligence who, like the mallard, strokes his
wings twice for every one beat of the Canada goose's.
I've dug up two great inspirational quotes for we average guys:
"I am only an average man but, by George, I work harder at it than the
average man!" Theodore Roosevelt
"I consider myself an average man, except in the fact that I consider
myself an average man." Michel de Montaigne
Good stuff that!
Andy J :{)
________________________________________________________________________
"Opportunity is missed by most people because it shows up in overalls
and looks like work" Thomas Edison
Andrew P. Jenkins, Ph.D., CHES
Associate Professor
Health Education Dept.
Central Washington University
509-963-1041
FAX 509-963-1848
------------------------------
#608
Date: Fri, 6 Mar 1998 13:11:40 -0600
From: Rick Petosa
Subject:
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
I forgot to mention the day that the breatfeeding piece is to appear.
Monday, March 9 at 7:20 a.m. on CBS morning show. I hope it is reasonable.
rick petosa
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#609
Date: Fri, 6 Mar 1998 12:19:55 -0600
From: Jodi Athmann
Subject: "Smoke-Away"
**
** Check out the NEW Health Education e-journal at:
** http://131.230.221.136/iejhe
**
Does anyone have any information on a tobacco cessation
product called "Smoke-Away"? This is a herbal product that
advertizes that by using their product you will quit smoking in
seven days. "Smoke-Away" consists of four differents formulas- A
through D. D being an Aroma Therapy that you place beneath
your nose when ever you have an urge to smoke. The brochure
states that this is a totally safe and all natural product. Before I
would reccommend this to a client I would like to learn more about
it. Thank you. Jodi Athmann
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#610
Date: Fri, 6 Mar 1998 10:28:33 -0800
From: Alice Jacobs
Subject: Fiday Inspirational Messages
**
** Check out the NEW Heal