#1011
Date: Thu, 30 Apr 1998 11:59:08 -0400
From: "Marnie Lynn Glaeberman, MPH"
Subject: Relaxation/stress/anger mgmt for children
I am making this request on behalf of a social worker-friend who works
with kids who have "behavioral issues."
Does anyone know of any relaxation programs/techniques/materials
designed with kids in mind (specifically ages 7-8)? PLease respond to
me directly.
Thanks for your help.
--Marnie Glaeberman, MPH
Coordinator for Health Education
F.I.T. Health Services
------------------------------
#1012
Date: Fri, 1 May 1998 11:33:30 -0500
From: "by way of \"Mark J. Kittleson, Ph.D.\" "
Subject: Health Advocacy Job Openings
Please forward these job notices to qualified individuals you feel might be
interested.
Social Mobilization Officer =20
The Policy, Strategy and Promotions Unit of the World Health Organization's
Global Tuberculosis Programme is seeking a high-caliber, results-oriented
individual to oversee the development and implementation of social=
mobilization
campaigns in endemic countries. In countries where TB control has been a=
low
priority, grassroots advocacy campaigns are needed to encourage political
leadership. In countries where the DOTS TB control strategy is already=
being
used, IEC and mass communication strategies are needed to promote greater=
use
these treatment services. The following qualifications are required: Ten=
years
experience managing social moblization and advocacy campaigns in developing
countries on health, development or social justice issues; a track record of
successfully mobilizing communities and inter-sectoral allies to achieve
tangible social gains; experience in developing and assessing IEC and health
promotion initiatives in developing countries; and project experience in=
Asia.=20
Monthly remuneration approximately USD 7,000, tax-free (salary plus post
adjustment =FB subject to fluctuation). The position is based in Geneva,=
with
frequent travel to Asia. Recruitment is for eleven months, subject to=
renewal.=20
Send c.v. with photograph and samples of work-related writing (not returned)=
to:
Head, Professional Candidates (PRC/GTB), World Health Organization, 20=
Avenue
Appia, CH-1211 Geneva 27, Switzerland (WHO facsimile no. 41-22-791-0746) by=
1
June 1998. Applications from women are encouraged. For further=
information,
visit http://www.who.ch/gtb
Publications Officer =20
The World Health Organization's Global TB Programme is seeking an=
experienced
communicator to manage the preparation of advocacy and health education
publications. The candidate will be responsible for preparing the=
Programme's
annual report, quarterly newsletter, and other promotional materials. =
Required:
Five years experience managing all aspects of the publications process;
excellent writing and editing skills; ability to persuasively communicate
complex medical issues to a non-medical audience; desk-top design skills,
including experience in Quark, Illustrator and Photoshop; and creativity=
and a
good visual eye. Monthly remuneration is approximately USD 5,000, tax-free.
Recruitment is for eleven months, subject to renewal. Send c.v. with=
photograph
and samples of publications and writing (not returned) to: Head,=
Professional
Candidates (PRC/GTB), World Health Organization, 20 Avenue Appia, CH-1211=
Geneva
27, Switzerland (WHO facsimile no. 41-22-791-0746). Deadline, 20 May. For
further information, visit http://www.who.ch/gtb
------------------------------
#1013
Date: Sun, 3 May 1998 15:06:25 -0500
From: LWHBMH
Subject: Professional Liability Insurance for Health Educators in Private
Practice
Does anyone have information about professional liability insurance for
a Health Educator who is self employed?
My specialty is social and sexual development for people with
intellectual disabilities and mental retardation. I am anxious to
obtain insurance for myself as a consultant and private practitioner.
Any leads would be greatly appreciated!!
Leslie Walker-Hirsch, MEd
Moonstone Group Sexuality Education Services
------------------------------
#1014
Date: Mon, 4 May 1998 10:40:42 -0400
From: Kelli Brown McCormack
Subject: ESG Nominations
Eta Sigma Gamma, the National Professional Health Education Honorary, is
accepting nominations for two positions at the national level: 1) At-Large
member, and 2) Student member.
At-Large member serves as a voting member of the National Executive
Committee and is resposbilbe for for duties delegated to them by the
National President. This is a three year term beginning September 1, 1998
and ending August 31, 2001.
Student member serves as a voting member of the National Executive Committee
and is responsible for duties delegated to them by the National President.
Most recently the student member has been the editor of The Vision, ESG's
newsletter. This is a two year term beginning September 1, 1998 and ending
August 31, 2000.
The current National Executive Committee of ESG is comprised of: Dr. Beverly
Mahoney (President), Dr. Susan Ward (Vice President), Dr. Jim McKenzie
(Secretary/Treasurer), Dr. Mohammad Torabi (Editor of the Health Education
Monograph Series), Dr. Judy Luebke (Editor of The Health Educator), Dr.
Bobbie Ogletree (Member at Large), Dr. Brian Colwell (Member at Large), Dr.
Loren Bensley (Historian), and myself (Past President). Mrs. Donna Ganion
serves as the Executive Director of ESG.
If you would like to nominate someone for the ESG Member at Large and/or the
Student Member please send me your nomination by May 15. I will need the
nominee's name, address, phone number, e-mail addess and fax number.
If you have any questions please contact me directly.
Kelli McCormack Brown, PhD, CHES
University of South Florida
College of Public Health, MDC 56
Department of Community and Family Health
13201 Bruce B. Downs Blvd.
Tampa, FL 33612-3805
813/974-4867 813/974-5172 (fax)
http://www.med.usf.edu/~kmbrown/kmbrown.htm
------------------------------
#1015
Date: Mon, 4 May 1998 11:59:53 -0400
From: "Hamilton, Melody - Program Resources"
Subject: local health department health educators
I was asked a question by a director of a local health department in
Kentucky who would like to know:
"If other states have a standard week-long (or other length of time)
orientation training for health educators being hired by the local
health departments."
They would like to form their own state-wide orientation training for
health educators being hired by the health departments.
(Like..somewhat... the trainings for a nursing or dietitian new hire)
Do any of you have a standard orientation training (this does not
replace a health education degree) before a person could start in a
health department as a health educator? If so, how do you handle your
training(s):
-length of time
-topics covered (basics you want them to know in the
length of time in training)
-how often you hold the trainings (quarterly, monthly,
etc..)
Thank you in advance for your reply. You can e-mail me directly at
mhamilto@kde.state.ky.us
I have always been astonished at the speed of response by those on the
HEDIR list serve. I raved about this to one of our local health
department directors and she asked if I could send this question on to
all of you. I will forward your answers on to her. Thanks again!
Sincerely,
Melody J. Hamilton, M.Ed., CHES
Kentucky AIDS Prevention Education, Program Consultant
------------------------------
#1016
Date: Mon, 4 May 1998 13:27:28 -0700
From: Joe Zoske
Subject: England query
I am a specialist in men's health promotion, and shall be traveling to
England this August (1st time) to speak at a conference. While there,
I'm interested in visiting some Well-Men Clinics, which have existed for
many years in the UK. I'm only aware of these through the literature.
Has anyone any leads, contacts, emails addresses, web sites, etc etc
that I could pursue? I'd like to set up appointments ahead of time.
Thanks.
Joe Zoske
Albany NY
zoskej@crisny.org
------------------------------
#1017
Date: Mon, 4 May 1998 13:10:57 -0500
From: Kathryn Hilgenkamp
Subject: Re: ESG Nominations
Kelli:
How often do the officers meet and where? Is travel paid for to the
meetings? Please let me know. I am interested. Can I nominate myself?
Kathryn Hilgenkamp
Louisiana Tech University
At 10:40 AM 5/4/1998 -0400, Kelli Brown McCormack wrote:
>Eta Sigma Gamma, the National Professional Health Education Honorary, is
>accepting nominations for two positions at the national level: 1) At-Large
>member, and 2) Student member.
>
>At-Large member serves as a voting member of the National Executive
>Committee and is resposbilbe for for duties delegated to them by the
>National President. This is a three year term beginning September 1, 1998
>and ending August 31, 2001.
>
>Student member serves as a voting member of the National Executive Committee
>and is responsible for duties delegated to them by the National President.
>Most recently the student member has been the editor of The Vision, ESG's
>newsletter. This is a two year term beginning September 1, 1998 and ending
>August 31, 2000.
>
>The current National Executive Committee of ESG is comprised of: Dr. Beverly
>Mahoney (President), Dr. Susan Ward (Vice President), Dr. Jim McKenzie
>(Secretary/Treasurer), Dr. Mohammad Torabi (Editor of the Health Education
>Monograph Series), Dr. Judy Luebke (Editor of The Health Educator), Dr.
>Bobbie Ogletree (Member at Large), Dr. Brian Colwell (Member at Large), Dr.
>Loren Bensley (Historian), and myself (Past President). Mrs. Donna Ganion
>serves as the Executive Director of ESG.
>
>If you would like to nominate someone for the ESG Member at Large and/or the
>Student Member please send me your nomination by May 15. I will need the
>nominee's name, address, phone number, e-mail addess and fax number.
>
>If you have any questions please contact me directly.
>
>
>
>Kelli McCormack Brown, PhD, CHES
>University of South Florida
>College of Public Health, MDC 56
>Department of Community and Family Health
>13201 Bruce B. Downs Blvd.
>Tampa, FL 33612-3805
>813/974-4867 813/974-5172 (fax)
>http://www.med.usf.edu/~kmbrown/kmbrown.htm
>
>**
>** The Second Issue of IEJHE is here:
>** http://131.230.221.136/iejhe
>**
>
>
Kathryn Hilgenkamp, Ed.D., C.H.E.S.
Assistant Professor, Department of HPE
Louisiana Tech University
P. O. Box 3176
Ruston, LA 71272
Phone: (318) 257-4033 11-12 and 1-2 M-W-F, 1-3 T-Th
Campus E-mail: kathil@woodard.latech.edu
------------------------------
#1018
Date: Mon, 4 May 1998 14:07:11 -0500
From: Peggy Pedersen
Subject: One-Year Temporary Position
One-Year Temporary Position / Health Education
Northern Illinois University, DeKalb, IL
1.Responsibilities: Teach undergraduate courses in drug
education and personal health, plus an additional course in
an area of expertise.
2.Professional Qualifications: Master's degree in health
education required; ABD or earned doctorate preferred.
Experience or course work in the field of alcohol and drug
education. Teaching experience, preferably at the
university level.
3.Salary: Dependent upon qualifications and experience.
4. Date of Employment: Nine-month beginning August 16,
1998.
5. Application information: Submit letter of application,
vita, evidence of teaching effectiveness, three letters of
recommendation, and transcripts to Chair, Search Committee,
Department of Physical Education, AN 223, Northern Illinois
University, DeKalb, IL 60115 Application Deadline: June
12, 1998
------------------------------
#1019
Date: Mon, 4 May 1998 12:38:37 -0700
From: Ed Meister
Subject: POSITION AVAILABLE
Announcement of Position Availability
Title: Academic Department Head Reply: Jeffrey E. Brandon, Ph.D., CHES
Department of Health Science Associate Dean
College of Health and Social Services
Salary: DOE, 12-month appointment Box 30001/Dept. 3446
New Mexico State University
Las Cruces, NM 88003
Application Deadline: May 11, 1998 Or until filled Effective Date: July 1 (negotiable)
Requirements:Doctoral degree in a public health discipline (particularly biostatistics, community
heath education, environmental health,occupational health); attainment of tenured status at rank
of Associate/Full Professor; experience with academic program
development/approval and self-study/accreditation efforts.
Documentation of successful interdisciplinary collaboration and
familiarity with the discipline of community health education
preferred.
Responsibilities: Demonstrate academic leadership in encouraging faculty excellence in teaching,
research, research, and service; effective administration of planning, resource
development/budgeting
efforts; staffing, retention, and promotion. Represents departmental interests to higher
administration and other constituencies. Teach four to five courses annually, demonstrate
continued scholarly activity, and service agenda. Responsible to the Dean of the College of
Health and Social Services.
To Apply: Send letter of application specifying the department head position and addressing
each of the items above, along with your vita, copies of recent teaching evaluations and
publications, and addresses with phone contact information on
five references to address above.
The Department of Health Science, which includes six faculty full-time, offers the Bachelor of
Community Health (SABPAC approved), a B.S. in Medical Technology, and a Master of Public
Health in Community Health Education. It has made an application for accreditation review by
the Council for Public Health Education and will be conducting a self-study and hosting a site visit
in 1999. It also is responsible for the local management of the Southern Area Health Education
Center, the Border Health Education and Training Center, the Allied Health Careers Opportunity
Program, and a contract with the NM Department of Health's Border Health Office
New Mexico State University is an EEO/AA Employer
ACADEMIC DEPARTMENT HEAD, Health Science at New Mexico State University in Las
Cruces, 12-month position, Department, which includes six full-time faculty, offers bachelor
degree in community Health (SABPAC approved) and medical technology, a MPH in Community
Health Education (which recently applied for accreditation to the Council for Education in Public
Health), and is responsible for management of an AHEC, HETC, AHCOP, and a contact wit the
state's BOH. Requirements: doctoral degree in a public health discipline (particularly biostatistics,
community health education, environmental health, occupational health); attainment of tenured
status at rank of associate/full professor; experience with academic program
development/approval and self-study/accreditation efforts. Documentation of successful
interdisciplinary collaboration and familiarity with discipline of community health education
preferred. Responsibilities include demonstrating academic leadership in encouraging faculty
excellence in teaching, research, and service; effective administration of planning,
resource/development/budgeting efforts; staffing, retention & promotion. Represents
departmental interest to higher administration and other constituencies. Teach four to five course
annually, demonstrate continued scholarly activity and service. Salary competitive, DOE.
Responsible to the Dean of the College of Health and Social Services. Send letter of application
indicating the department head position and responding and responding to all items above, along
with vita, copies of recent teaching evaluations and publications, and addresses with phone
contact information on five references to: Jeffrey E. Brandon, Ph.D., CHES, Associate Dean,
College of Health and Social Services, Box 3000/Dept. 3446, New Mexico State University, Las
Cruces, NM 88003. Deadline: May 11, 1998 or until filled. Effective date: July 1 negotiable.
EEO/AA.
Get your FREE, private e-mail
account at http://www.mailcity.com
------------------------------
#1020
Date: Mon, 4 May 1998 15:15:30 -0400
From: Matthew Bowdy
Subject: Help, please?!
Hello fellow listserv "ers,"
Ok, I am weak and have broken down. To request your assistance... I am job searching for
a position that would utilize my (soon to be completed) health communication degree (focused in
behavioral theory) and would also place me in the mid Kentucky region (for those of you that are
familiar with Kentucky, Lexington and or Louisville are preferable). I am currently finishing up an
internship at the National Cancer Institute and plan on returning to Kentucky in July or so. If you
have any ideas or possible leads and need more background, e-mail me and let me know. Thanks
in advance for your help.
0000,0000,8080
-Matthew
0000,0000,8080
"If a man hasn't discovered something that he will die for,
he isn't fit to live."
-Martin Luther King, Jr.,
Detroit, Michigan, June 23, 1963.
Matthew A. Bowdy 301-496-6667 (Business Phone)
National Cancer Institute 301-402-0894 (Fax)
31 Center Drive
MSC 2580
Bldg. 31 10A03
Bethesda, MD 20892-2580
http://sac.uky.edu/~mabowd00/
------------------------------
#1021
Date: Mon, 4 May 1998 18:10:08 -0400
From: Michaela Conley
Subject: Job in NC
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charset="iso-8859-1"
Content-Transfer-Encoding: 8bit
WELLNESS CENTER DIRECTOR
HealthQuest Horizons, part of University Health Systems of
Eastern Carolina is currently seeking a Wellness Center
Director to be responsible for a 52,000 square-foot medically-modeled
Wellness Center. The Center will include both rehabilitative and wellness
components with a total membership of 2000-3000 members. The Director will
also be responsible for working with 6 other medically modeled wellness
centers throughout eastern North
Carolina.EMaster's degree in Exercise Physiology, Healthcare Administration
or related field and 5 years' related work experience required.
HealthQuest Horizons also offers the advantages of our Greenville, NC
location a progressive, affordable, mid-sized college community with easy
access to beaches and a friendly lifestyle to match. Join us at HealthQuest
Horizons and participate in the future of healthcare. For more information,
call 1-800-346-4307, or forward your resume to:
Employment Office, Pitt County Memorial Hospital, P.O. Box 6028, Greenville,
NC 27835-6028. EOE/AA www.uhseast.com
Be sure to include HPRI in your cover letter as the source if this
information
Michaela Conley
http://www.hpridirect.com
------------------------------
#1022
Date: Mon, 4 May 1998 06:32:03 -0500
From: Lisa Reisberg
Subject: Conference Survey
Many list members asked that I post the needs assessment survey that
we're planning to send out to get feedback on the Conference on Child
and Adolescent Health Education being developed by the American Academy
of Pediatrics.
If you'd like to respond, please either print this message and FAX your
reply to me at 847/228-7320 or feel free to respond electronically be
typing in your answer under the question (noting the variables) and
sending the message back to me at aaplr@interaccess.com. To those of
you who do respond, thank you in advance for your input.
If you are not interested in responding, please read no further and
delete this message.
=====================================================================
======
TimesNeeds Assessment Survey
American Academy of Pediatrics
Conference on Child and Adolescent Health Education
1. Do you believe there is a need for the American Academy of
Pediatrics to sponsor a national, multi-disciplinary conference
focused on child and adolescent health education?
_____Yes _____ No
2. If this conference were to occur, please indicate how likely you
would be to attend.
Very likely _____
Possibly _____
Not likely _____
No interest _____
3. If you responded not likely or no interest, please indicate the
reason:
_____ Prefer regional conferences
_____ Prefer to learn on my own
_____ Past conferences did not provide the information I needed
_____ Lack of funding for attendance
_____ Inability to take time away from job/practice/office
Other:
4. How important are the following factors in your decision to attend a
conference?
(1 = very important 2 = somewhat important 3 = not very
important)
Time of year _____
Location _____
Cost _____
Conference content _____
Continuing Education credits _____
Networking opportunities _____
Interaction with colleagues _____
5. Please identify other ways you prefer or would like to receive
information on health education:
_____ Peer review journals _____ Videos
_____ Newsletters _____ Television programming
_____ CD-ROMs _____ Cassette tapes
_____ Internet _____ Other
6. In your opinions, what are the optimal number of days for a
conference of this nature?
____ 2 days _____ 3 days _____ 4 days _____ 5 days
7. Over which days do you prefer to attend conferences?
_____ Monday _____Tuesday _____ Wednesday _____Thursday
_____Friday
_____ Saturday _____ Sunday
8. Please list first, second and third choices for location and time of
year that you would prefer this conference occur (for location, please
indicate: Northeast, Southeast, Midwest, Northwest, Southwest):
Location / Month
First Choice ____________/____________
Second Choice ____________/____________
Third Choice ____________/____________
9. Do you prefer a conference devoted to a special theme (ie: Health
Education Communication, Health Education for Children with Special
Needs, Community-based Health Education) or a broad-based conference?
_____ Special Theme _____ Broad-based
10. This conference could be structured in a variety of styles. Please
rank the learning styles you generally prefer (1=most preferred to
4=least preferred):
_____ Plenary ____ Didactic _____ Workshop ____ Panel
discussions
11. Please indicate three topics you would like to learn more about
12. Which of the following best describes your role in child and
adolescent health care and education:
Pediatrician _____ Psychiarist _____
Nurse Associate _____ Ob/Gyn _____
Nurse Practitioner _____ Researcher _____
Health Educator _____ School Nurse _____
Administrator _____ Teacher (school based) _____
Office Manager _____
General Comments:
===========================================
Lisa Reisberg, Director
Division of Public Education
American Academy of Pediatrics
141 Northwest Pt Blvd
Elk Grove Village, IL 60007
Phone: 847/981-7873
FAX: 847/228-7320
"Stand up for what is right, even if you're standing alone."
------------------------------
#1023
Date: Tue, 5 May 1998 13:25:22 -0400
From: Michaela Conley
Subject: rural health promotion
This is a multi-part message in MIME format.
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FYI: Forward from other list
The Lethbridge University HPRC is doing work in that area and are doing
a conference on rural health in September. Their address is rhc@uleth.ca
Maija Kagis
SSHRC
PH: 613-992-5129
FAX: 613-947-0223
mka@sshrc.ca
http://www.sshrc.ca
>----------
>From: Penney Kirby[SMTP:pkirby@MAIL.INTERLOG.COM]
>Sent: Tuesday, May 05, 1998 7:15 AM
>To: CLICK4HP@YORKU.CA
>Subject: request - rural health promotion
>
>Hello to everyone,
>I am looking for resources which address health promotion strategies
>and methods specifically in North American rural communities and resources
>that
>contrast rural/urban differences in health promotion planning,
>programming and evaluation.
>I've done the usual website/medline/psycinfo searches but had little
>results. If you want a copy of what I have so far combined with the
>fruits of this call out, feel free to email me.
>Thanks in advance,
>Penney
>mailto:pkirby@interlog.com
>phone: (416)532-3388
>
------------------------------
#1024
Date: Tue, 5 May 1998 17:43:08 -0500
From: MRS KAREN D MARTIN
Subject: herbal supplements
-- [ From: Karen Martin * EMC.Ver #2.5.3 ] --
Dear Hedirs:
I'd like some info on glucosamine-condroitin (g-c) and ginko biloba
herbal supplements. The internet sites I've found are all ads from
suppliers. I'd like something impartial. Is there any preventive
benefit in taking g-c before any symptoms of arthritis appear? Any
known drug interaction problems? Do diabetics have to worry about the
glucose? How long after my husband began taking both will he remember
how to pronounce them? (ha ha) Any impartial info, web or hard copy
suggestions would be appreciated.
Thanks,
Karen Martin
VJFN21B@prodigy.com
------------------------------
#1025
Date: Tue, 5 May 1998 17:49:25 -0400
From: "Mark T. Tomita"
Subject: Re: Help, please?!
Matthew, I just got done uploading 20 web links at HEPR for Kentucky
County Health Depts, etc.
Also, 9 links to County and Med Ctr Human Resource Depts. (Jobs)
If I come across a job in Kentucky when I conduct my searches, I'll be
posting them at HEPR.
Health Education Professional Resources (HEPR)
http://www.nyu.edu/education/hepr/
Follow path: HEPR: Jobs: Jobs Available: Job Postings at Other web
sites: OTHER JOB WEB SITES BY US STATE
Mark
------------------------------
#1026
Date: Tue, 5 May 1998 15:29:24 -0700
From: Evelyn Ames
Subject: Re: herbal supplements
Consider checking literature/studies by Varro E. Tyler. He also has a
recent book on herbal remedies.
Evelyn Ames eames@cc.wwu.edu
MRS KAREN D MARTIN wrote:
> -- [ From: Karen Martin * EMC.Ver #2.5.3 ] --
>
> Dear Hedirs:
> I'd like some info on glucosamine-condroitin (g-c) and ginko biloba
> herbal supplements. The internet sites I've found are all ads from
> suppliers. I'd like something impartial. Is there any preventive
> benefit in taking g-c before any symptoms of arthritis appear? Any
> known drug interaction problems? Do diabetics have to worry about the
> glucose? How long after my husband began taking both will he remember
> how to pronounce them? (ha ha) Any impartial info, web or hard copy
> suggestions would be appreciated.
> Thanks,
>
> Karen Martin
> VJFN21B@prodigy.com
>
> **
> ** The Second Issue of IEJHE is here:
> ** http://131.230.221.136/iejhe
> **
------------------------------
#1027
Date: Tue, 5 May 1998 20:48:55 -0400
From: Isabel Burk
Subject: herbal supplements
> I'd like some info on glucosamine-condroitin (g-c) and ginko biloba
> herbal supplements. The internet sites I've found are all ads from suppliers.
Check out the FDA's website at http://www.fda.gov and use the "search"
function.
Also check out Center for Science in the Public Interest website for
extensive supplement information: http://www.cspinet.org/
Isabel Burk
--
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
------------------------------
#1028
Date: Tue, 5 May 1998 23:21:37 -0500
From: Judy Baker
Subject: Instructional Technology Workshop Announcement
You are invited to attend.
"Take the First Step:
A Faculty Development Workshop on Instructional Technology for the Rest
of Us"
Friday, August 21, 1998
8:00 a.m. - 5:00 p.m.
Texas Woman's University
Denton, Texas
Purpose
This conference is intended for health faculty who are relatively new to
the use of computers in teaching. Attendees will be guided in the
process of joining the instructional technology age. Teaching
effectiveness and productivity will be emphasized in a faculty-friendly
environment. Participants will have access to a personal computer for
their skill-building activities. Sessions will focus on building skills
in the use of contemporary teaching methods and tools.
Application for CHES Category I Continuing Education contact hours
(CECH) pending.
To register, contact the Texas Woman's University Office of Continuing
Education at email: ContEd@TWU.EDU or by
phone: (940) 898-3408 or fax: (940) 898-3416 to request a registration
form.
Fees:
$59 Early Bird Registration
$69 Regular Registration (after August 13, 1998)
More details available from the Workshop Website at
http://www.twu.edu/hs/hs/workshop/FirstStep.htm
------------------------------
#1029
Date: Wed, 6 May 1998 08:22:59 -0400
From: afarris@BSGINC.COM
Subject: Instructional Technology
Judy Baker's instructional technology announcement sparked a discussion
between some colleagues and myself. Instructional technology, specifically
computer based training (CBT), seems like it would be a great tool for
health educators. I am wondering if it is an instrument that is commonly
used in colleges/universities as a textbook supplement? If not, why?
Also, is anyone aware of any health organizations or agencies that are
using CBT? Some topic areas I thought this might be particularly useful
for were; maternal/child health, nutrition, HIV/AIDS.
Any feedback you have on this issue is greatly appreciated. Thank you in
advance.
Amanda H. Farris
Health Education Consultant
------------------------------
#1030
Date: Wed, 6 May 1998 10:00:49 -0500
From: Tracy Wiseman
Subject: Screening followup--who's responsible
We are a county health department that is looking to empower individual
communities to take responsibility for their health issues. As a part
of our health ministries program (with a strong CVD component) we are
considering
training church members in the Hispanic and African American communities
to conduct blood pressure screenings in their congregations. Some
of our churches have requested such a training. There are a number
of examples in the literature that are designed in this fashion. The
issue of responsibility and liability for post screening follow up has
been raised. For example, if someone screens dangerously high for
blood pressure, cholesterol, or glucose, whose responsibility (health
department,
church, or individual) is it to see that there is appropriate post
screening
follow up? Who is liable if that person dies as a result of a stroke
or other cardiovascular event soon after the screening?
The main issue is whether doing a medical screening as a part of a
health education program increases your responsibility over a health
promotion/education program that does not involve individual screening.
Our discussions have ranged from "It's always the health department's
responsibility and if someone has the opportunity to sue the
local government they will." to "We give lots of information and
education
to people and a lot of them don't follow it. Are we liable for them
if they contract HIV as a result of risky behavior, are exposed to
salmonella
from eating undercooked meat, or their child contracts a immunization
preventable
disease?"
I know I am opening a huge can of worms but I'd like to see what this
group thinks. I am looking forward to the discussion that follows.
Thanks.
Tracy J. Wiseman
Community Health Educator
1819 Farnam, #403
Douglas County Health Department
Omaha, NE 68128
------------------------------
#1031
Date: Wed, 6 May 1998 10:55:28 -0500
From: shelley.smith@SIH.NET
Subject: Re: Screening followup--who's responsible
Indeed a can of worms - here's how we handle it. I
too am a community health educator. I work for a
hospital rather than a health department, but I think
that the approach will hold. When ever I hold screenings
I a physician of record for the event. Any doc I
can talk into basically - sometimes it depends on the
particular screening. When individuals register, they
have the option of having the results sent to their
own physician or the Doc on record for the screening. This
puts the burden of follow up on the physician. I do provide
the individual with results as well as.
Hope that this helps. I would be happy to provide any
additional information.
Shelley Wilkerson Smith, MSEd
St. Joseph Memorial Hospital
Southern Illinois Healthcare
______________________________ Reply Separator _________________________________
Subject: Screening followup--who's responsible
Author: "Tracy Wiseman" at Internet
Date: 5/6/98 10:00 AM
We are a county health department that is looking to empower individual
communities to take responsibility for their health issues. As a part
of our health ministries program (with a strong CVD component) we are
considering
training church members in the Hispanic and African American communities
to conduct blood pressure screenings in their congregations. Some
of our churches have requested such a training. There are a number
of examples in the literature that are designed in this fashion. The
issue of responsibility and liability for post screening follow up has
been raised. For example, if someone screens dangerously high for
blood pressure, cholesterol, or glucose, whose responsibility (health
department,
church, or individual) is it to see that there is appropriate post
screening
follow up? Who is liable if that person dies as a result of a stroke
or other cardiovascular event soon after the screening?
The main issue is whether doing a medical screening as a part of a
health education program increases your responsibility over a health
promotion/education program that does not involve individual screening.
Our discussions have ranged from "It's always the health department's
responsibility and if someone has the opportunity to sue the
local government they will." to "We give lots of information and
education
to people and a lot of them don't follow it. Are we liable for them
if they contract HIV as a result of risky behavior, are exposed to
salmonella
from eating undercooked meat, or their child contracts a immunization
preventable
disease?"
I know I am opening a huge can of worms but I'd like to see what this
group thinks. I am looking forward to the discussion that follows.
Thanks.
Tracy J. Wiseman
Community Health Educator
1819 Farnam, #403
Douglas County Health Department
Omaha, NE 68128
**
** The Second Issue of IEJHE is here:
** http://131.230.221.136/iejhe
**
------------------------------
#1032
Date: Wed, 6 May 1998 10:10:54 -0700
From: "Sandra Smith, MPH, CHES"
Subject: Re: Instructional Technology
This is a multi-part message in MIME format.
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Content-Transfer-Encoding: 7bit
Amanda, Robert Luttman & Assoc. offers online workshops -- current offering is
on clinical pathways. See http://www.tiac.net/users/rluttman/RLA.htm. Please
share findings with the list. SS
afarris@BSGINC.COM wrote:
> Judy Baker's instructional technology announcement sparked a discussion
> between some colleagues and myself. Instructional technology, specifically
> computer based training (CBT), seems like it would be a great tool for
> health educators. I am wondering if it is an instrument that is commonly
> used in colleges/universities as a textbook supplement? If not, why?
> Also, is anyone aware of any health organizations or agencies that are
> using CBT? Some topic areas I thought this might be particularly useful
> for were; maternal/child health, nutrition, HIV/AIDS.
> Any feedback you have on this issue is greatly appreciated. Thank you in
> advance.
>
> Amanda H. Farris
> Health Education Consultant
>
> **
> ** The Second Issue of IEJHE is here:
> ** http://131.230.221.136/iejhe
> **
------------------------------
#1033
Date: Wed, 6 May 1998 14:17:56 -0500
From: Jean Henry
Subject: corporate solutions - humor
this is a short story about team building in corporate america. it is a
humorous story, so delete now if you don't have time to laugh, or at least
to "hmmmmmm..."
jean
A Japanese company and a California company decided to have a canoe race on
the Columbia river. Both teams practiced hard and long to reach their peak
performance before the race.
On the big day, the Japanese won by a mile. Afterwards, the California
team became very discouraged and depressed. The management of the
California company decided that the reason for the crushing defeat had to
be found. A "Measurement Team," made up of senior management was formed to
investigate and recommend appropriate action.
Their conclusion was that the Japanese had 8 people rowing and 1 person
steering, while the Californians had 1 person rowing and 8 people steering.
So the management of the California company hired a consulting company and
paid them incredible amounts of money. They advised that too many people
were steering the boat and not enough people were rowing.
To prevent losing to the Japanese again next year, the rowing team's
management structure was totally reorganized to 4 steering supervisors, 3
area steering superintendents and 1 assistant superintendent steering
manager. They also implemented a new performance system that would give
the 1 person rowing the boat greater incentive to work harder. It was
called the "Rowing Team Quality First Program," with meetings, dinners and
free pens for the rower. "We must give the rower empowerment and
enrichment through this quality program."
The next year the Japanese won by 2 miles. Humiliated, the management of
California company laid off the rower for poor performance, halted
development of a new canoe, sold the paddles and canceled all capital
investments for new equipment. Then they used the money saved by giving a
High Performance Award to the steering managers and distributed the rest of
the money as bonuses to the senior executives.
Jean Henry, Ph.D.
Associate Director / Research Professor
Center for Research on Women's Health
Texas Woman's University
P.O. Box 425876
Denton, TX 76204
ph: (940)898-2785
fax:(940)898-2793
------------------------------
#1034
Date: Wed, 6 May 1998 13:09:34 -0700
From: Donna Kuttner
Subject: Re: Instructional Technology
I had to get involved in this discussion.
Instructional technology, contrary to many people's impressions, is not
just knowing how to wrestle with computer hardware. Instructional
technology is a whole body of theory and practice which addresses the way
instruction is designed, implemented, and evaluated. Educators have been
instructional systems design since before classroom computer applications
became practical.
Computer Based Training is a sub-set of instructional technology. I haven't
run across any instructional technology courses which are specifically
addressed to health or medical education concerns. Much of the work in that
area is focused on business needs.
When I worked at the Oregon State Hospital, I used instructional technology
methods to develop staff orientation training and tried to "can" the
training into self-instructional modules. (We didn't have extra computers.
I carried my own back and forth to work.
The problem with CBT is that the students need to know how to use the
hardware. The designer needs to understand the delivery system as well, the
subject matter, and the abilities of the students for which it is being
designed. In many cases, the hardware (technology) person works with a SME
(subject matter expert) to produce the end product.
Back in 1988-90 there was a wonderful HyperCard stack on HIV/AIDS
education. It was available via subscription and each new issue provided
new information. It was interactive. The beauty of the program was that was
easy to use and could be used in private. I still have my old disks.
If a health educator could also master the tools of instructional
technology, she/he could produce custom materials that she/he could update
as needed. I think we will see more of this as people learn how to use html
software. Anyone who can design a web site can design self instructional
computer based instruction. You design a web site (using goals, objectives,
sequencing etc), but never actually place it on the web. You can include
video, quizzes, hyper links, whatever. All you need is a a good web browser
and a dedicated computer to run it.
Sorry I have gone to such lenght. Instructional technoloy is a love of mine.
Donna
Donna Holberg Kuttner, PhD
Certified Health Education Specialist (CHES)
Instructional Design and Materials
Western Oregon University
(503) 838-8023 MWF
FAX 503 838-8370
dkuttner@proaxis.com
Outside of a dog, a book is man's best friend.
Inside of a dog, it's too dark to read.
Groucho Marx
------------------------------
#1035
Date: Wed, 6 May 1998 15:56:45 -0600
From: "William B. Cissell"
Subject: Another Version
HEDIRs:
A reverse of the corporate joke by Jean Henry that illustrates
the fatal flaw in American corporate culture, goes like this:
After the California company dropped out of competition
with the Japanese corporate entity, a lean and mean neophyte
Texas corporation agreed to compete. They had a full team
of rowers who had migrated from prestige colleges to the
"silicon plain" computer corporations located in sight of the
(University of) Texas Tower. These were skilled athletes who
had immense physical ability and rowing skills.
In the competition with the young Texans, the Japanese
rowing team lost by a mere 12 centimeters. The embarrassment
of losing after such enormous success in the past represented
a major loss of face for the Japanese corporate entity. Since
this corporate entity was highly traditional in its Japanese
values, it was inappropriate to ask the rowers, who had the
least authority and control of the decisions made within the
rowing team, to suffer loss of face. It might have been
acceptable for the person steering the boat, since this
was a single individual with substantial control of the maneuvers
taken during the race, to have taken appropriate action to save
face for the corporate entity. However, the manager of the
unit of the Japanese corporate entity that provided oversight,
including planning of strategies, aquisition of resources, and
quality assurance, of the rowing competition program, deemed
the person steering as too low in the corporate structure to
effectively save face for the entire program. Therefore, he
performed the traditional ritual act, harakiri, that assured
face would be saved for all associated with this program.
This is much less likely to generate laughter than
Jean's story. Also, it may seem politically incorrect to some
readers. However, it speaks to a classical weakness in the
Japanese corporate structure of blaming failures on an appropriate
executive at a level sufficently high to save social embarrassment
for subordinates. I personally like the Japanese approach better,
but it also tends to be exercised in a ritualistic way that may
not pinpoint the key problem that causes failure.
Bill D_Cissell@venus.twu.edu
------------------------------
#1036
Date: Wed, 6 May 1998 16:23:03 -0700
From: "Michele H. Goldschmidt, EdD, CHES"
Subject: Re: corporate solutions - humor
Excellent story, quite a propos. I don't find it humorous, though, I
find it sad. We (our society, culture) just don't get it.
===
Michele H. Goldschmidt, EdD, CHES
Health Education Coordinator
Kaiser Permanente, Mid-Atlantic States
Company Email: michele.goldschmidt@kp.org
Private Email: michele_goldschmidt@rocketmail.com
---Jean Henry wrote:
>
> this is a short story about team building in corporate america. it
is a
> humorous story, so delete now if you don't have time to laugh, or at
least
> to "hmmmmmm..."
>
> jean
>
>
> A Japanese company and a California company decided to have a canoe
race on
> the Columbia river. Both teams practiced hard and long to reach
their peak
> performance before the race.
>
> On the big day, the Japanese won by a mile. Afterwards, the
California
> team became very discouraged and depressed. The management of the
> California company decided that the reason for the crushing defeat
had to
> be found. A "Measurement Team," made up of senior management was
formed to
> investigate and recommend appropriate action.
>
> Their conclusion was that the Japanese had 8 people rowing and 1
person
> steering, while the Californians had 1 person rowing and 8 people
steering.
>
> So the management of the California company hired a consulting
company and
> paid them incredible amounts of money. They advised that too many
people
> were steering the boat and not enough people were rowing.
>
> To prevent losing to the Japanese again next year, the rowing team's
> management structure was totally reorganized to 4 steering
supervisors, 3
> area steering superintendents and 1 assistant superintendent steering
> manager. They also implemented a new performance system that would
give
> the 1 person rowing the boat greater incentive to work harder. It was
> called the "Rowing Team Quality First Program," with meetings,
dinners and
> free pens for the rower. "We must give the rower empowerment and
> enrichment through this quality program."
>
> The next year the Japanese won by 2 miles. Humiliated, the
management of
> California company laid off the rower for poor performance, halted
> development of a new canoe, sold the paddles and canceled all capital
> investments for new equipment. Then they used the money saved by
giving a
> High Performance Award to the steering managers and distributed the
rest of
> the money as bonuses to the senior executives.
>
>
>
> Jean Henry, Ph.D.
> Associate Director / Research Professor
> Center for Research on Women's Health
> Texas Woman's University
> P.O. Box 425876
> Denton, TX 76204
> ph: (940)898-2785
> fax:(940)898-2793
>
> **
> ** The Second Issue of IEJHE is here:
> ** http://131.230.221.136/iejhe
> **
>
_________________________________________________________
DO YOU YAHOO!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
#1037
Date: Wed, 6 May 1998 18:39:06 -0500
From: "Mark J. Kittleson, Ph.D."
Subject: Re: Instructional Technology
Here here for Donna's comments. We have some great technicians on our
campus, but it's mostly to help with the nuts and bolts of doing some
computerized program. To me it's like a mechanic teaching driver's
education. What we need is a person to help people try to adapt the
technology to teaching a traditionally person to person approach.
At 01:09 PM 5/6/1998 -0700, you wrote:
>I had to get involved in this discussion.
>
>Instructional technology, contrary to many people's impressions, is not
>just knowing how to wrestle with computer hardware. Instructional
>technology is a whole body of theory and practice which addresses the way
>instruction is designed, implemented, and evaluated. Educators have been
>instructional systems design since before classroom computer applications
>became practical.
>
>Computer Based Training is a sub-set of instructional technology. I haven't
>run across any instructional technology courses which are specifically
>addressed to health or medical education concerns. Much of the work in that
>area is focused on business needs.
>
>When I worked at the Oregon State Hospital, I used instructional technology
>methods to develop staff orientation training and tried to "can" the
>training into self-instructional modules. (We didn't have extra computers.
>I carried my own back and forth to work.
>
>The problem with CBT is that the students need to know how to use the
>hardware. The designer needs to understand the delivery system as well, the
>subject matter, and the abilities of the students for which it is being
>designed. In many cases, the hardware (technology) person works with a SME
>(subject matter expert) to produce the end product.
>
>Back in 1988-90 there was a wonderful HyperCard stack on HIV/AIDS
>education. It was available via subscription and each new issue provided
>new information. It was interactive. The beauty of the program was that was
>easy to use and could be used in private. I still have my old disks.
>
>If a health educator could also master the tools of instructional
>technology, she/he could produce custom materials that she/he could update
>as needed. I think we will see more of this as people learn how to use html
>software. Anyone who can design a web site can design self instructional
>computer based instruction. You design a web site (using goals, objectives,
>sequencing etc), but never actually place it on the web. You can include
>video, quizzes, hyper links, whatever. All you need is a a good web browser
>and a dedicated computer to run it.
>
>Sorry I have gone to such lenght. Instructional technoloy is a love of mine.
>Donna
>
>Donna Holberg Kuttner, PhD
>Certified Health Education Specialist (CHES)
>Instructional Design and Materials
>Western Oregon University
>(503) 838-8023 MWF
>FAX 503 838-8370
>dkuttner@proaxis.com
>
>Outside of a dog, a book is man's best friend.
>Inside of a dog, it's too dark to read.
> Groucho Marx
>
>**
>** The Second Issue of IEJHE is here:
>** http://131.230.221.136/iejhe
>**
>
________________________________________________________
Mark J. Kittleson, Ph.D.
Home Page: www.siu.edu/~kittle
HEDIR Home Page: www.siu.edu/~kittle/HEDIR/Menu.html
International Electronic Journal of Health Education:
http://131.230.221.136/iejhe
------------------------------
#1038
Date: Wed, 6 May 1998 19:25:30 -0500
From: Pete LeRoy
Subject: Web Conference
Colleagues:
Northern Arizona University is sponsoring a very attractive web conference
covering a variety of issues. The conference is held May 28-30 on the
campus of NAU in Flagstaff, Arizona. Read about the conference at:
http://star.ucc.nau.edu/~nauweb98/
Dr. Mark Temple and I will be presenting at the conference.
Pete LeRoy
C.H.LeRoy, Ph.D.,CHES http://www.hper.ttu.edu/leroy
Texas Tech University
Lubbock, TX 79409
unchl@ttacs.ttu.edu
806-742-2940 (w)
806-788-0770 (h)
806-742-1688 fax
------------------------------
#1039
Date: Thu, 7 May 1998 06:08:00 -0600
From: Lynn Miller
Subject: change email address
Please change my email address to mille8@flash.net
Thanks,
Lynn Miller
------------------------------
#1040
Date: Thu, 7 May 1998 10:30:11 -0400
From: Michaela Conley
Subject: More Jobs
Health Information Specialist
Karpas Health Information Center
An opportunity currently exists in our Karp as Health Information
Center. The candidate we seek will be responsible for supporting and
assisting with the operation of the Karpas Health Information Center
walk-in area and the Karpas Cancer Center Library. This includes
handling telephone requests, walk-in requests for information and other
clerical and departmental related duties.
Requirements include:
* College graduate with major in health education, psychology,
science, or social work
* Excellent interpersonal skills necessary in order to deal with a wide
range of consumer requests
* Excellent oral/written communication skills
* Excellent organizational and telemarketing skills
* Computer literacy in MS Word and Excel
* Able to type at east 45 wpm
* Bilingual Spanish-English
Knowledge of Power Point, database management and desk-top
publishing a plus.
To respond to this position located at Beth Israel Medical Center,
please send your resume to: C. Windley, Human Resources Dept., 555
West 57th Street, 19th Floor, New York, NY 10019. Fax
212-523-7193. An Equal Opportunity and Affirmative Action
Employee. Women, minority persons and persons with disabilities are
encouraged to apply.
HPRI provides information on job opportunities directly to your
desktop, free of charge to health promotion professionals.
Employers pay a flat fee to post a job to our database of
professionals. No text limits or formatting guidelines.
For more information, visit our web site at
http://www.hpridirect.com
or contact us at info@hpridirect.com or 703 925 0959.
------------------------------
#1041
Date: Thu, 7 May 1998 11:35:57 -0400
From: Susan Wooley
Subject: Simon McNeely
Many of you knew Simon McNeely who was the long time Executive Director =
of the Society of State Directors of Health, Physical Education and =
Recreation. Mr. McNeely died suddenly Friday as he was preparing for a =
night on the town. =20
The memorial service will be held on May 15 at 10:00 a.m. at the Holy =
Redeemer Church in Kensington, Maryland.
Cards and expressions of sympathy may be sent to his wife Susan at:
>
> Mrs. Susan McNeely
> 9805 Hillridge Drive
> Kensington, Maryland 20895
>
>The family has requested that in lieu of flowers, a donation be made in
>Si's name to the charity of your choice.=20
Susan Wooley, Ph.D., CHES
American School Health Association
7263 State Route 43
P. O. Box 43
Kent, OH 44240
330-678-1601; 330-678-4526 FAX
e-mail: swooley@ashaweb.org
------------------------------
#1042
Date: Thu, 7 May 1998 11:24:31 -0700
From: Grace Sandeno
Subject:
I am attending the International Conference on Health Promotion and
Education in Puerto Rico in June and am seeking a roommate (female, non
smoking, english/spanish speaking) to share a room Monday thru
Thursday night (June 22-25). If you are interested, please email
Georgia.Babatsikos@state.co.us by May 15th.
------------------------------
#1043
Date: Thu, 7 May 1998 13:02:22 -0600
From: Judy Drolet
Subject: Seeking address info
If you do not know any Saluki graduates from SIUC delete now.
I have been contacted by a retired professor here at SIUC who is very
interested in contacting a Master's degree graduate of our program. Our
department does not have current information on her. If anyone knows any
means of contacting
SUZANNE LEE
please contact me directly at jdrolet@siu.edu Many thanks, judy
------------------------------
#1044
Date: Thu, 7 May 1998 11:35:24 -0700
From: "Mark P. Fulop"
Subject: Re: Instructional Technology
Donna,
Can anyone develop multimedia? here is my (recent) personal experience:I am
currently finishing up a semester course called Production of Instructional
Materials, a 500 level course taught for undergraduate health sciences majors
out of the educational Technology Department at SDSU. In the semester I have
focused on just 2 technologies, Powerpoint and html/Web design. Both major
assignments were supposed to introduce students to the discipline of
Instructional Technology and teach some basic skills in using educational
technology tools. My decision to focus on the multiple media aspects of
material design has clearly been a very high challenge to students (read
frustration & stress). This reconfirmed what I have believed all along. The
disciplines of health education and instructional design are different and
mastering both is a big order. The lesson that I have learned in teaching 30
students, is that teaching computer skills tends to overshadow teaching
Instructional design principles. My goal has been to get students to get
conversant enough in both the principles and tools so that they could then a)
decide to seriously study Instructional Design or b) work intelligently with
those who know how to do Instructional design well.
Said another way, teaching people their limitations is important. Tho, my
students could hack out a www site when they finish this course, my intention is
to teach them that developing good instructional materials is a nontrivial task,
requiring an interdisciplinary team of health educators, instructional designers
and hardware techies. If they walk away having confidence to be the health
educator on such an interdisciplinary team, I have done my job...
I would hate to see us wholesale the idea that health educators could be
instructional designers anymore than I would like to wholesale the idea that
instructional designers could be health educators.
Mark Fulop, MPH, CHES
Information Architect
Southern Coast Regional Tobacco Control Board (soon to be renamed)
San Diego, CA
------------------------------
#1045
Date: Thu, 7 May 1998 14:57:52 -0500
From: Jean Henry
Subject: Re: Instructional Technology
>on may 7, mark fulop wrote:
>my intention is to teach them that developing good instructional
>materials is a nontrivial task, requiring an interdisciplinary >team of
health educators, instructional designers and hardware >techies. If they
walk away having confidence to be the health
>educator on such an interdisciplinary team, I have done my job...
>
i appreciated mark fulop's comments regarding instructional technology ...
however, what struck more of a chord for me was his remarks regarding the
importance of teaching health educators *not* that they have to be
specialists in all things, but that they should be prepared to be effective
members of interdisciplinary teams.
i guess you could say this is my passion in teaching, and has been a focus
of my personal research. no matter how exceptional one's skills and
knowledge, they may not be honored and embraced if the person is not able
to work effectively in today's increasingly team-oriented environment. and
i am not sure we are doing as good a job of preparing our graduates to be
competent team members as we are to be competent professional individuals.
there is much discussion about technology, and i support the need for
competence. i am trying desperately, myself, not to be roadkill on the
information highway. there is becoming more discussion about teams
(patient care teams, community action teams, site-based management teams,
quality assurance teams, etc.) and i believe it is just as critical (more
critical?) that my students leave the university with the knowledge,
skills, and abilities of effective teamwork so that their health education
message will be heard and more readily embraced among those future teams
about which we keep warning them.
we are telling our students about emerging technology, and we provide
formal educational opportunities for them master the skills. we are
telling our students about the emergence of interdisciplinary teams ... how
many of our programs provide formal educational opportunities for our
students to master the skills of teamwork and multidisciplinary group process?
Jean Henry, Ph.D.
Associate Director / Research Professor
Center for Research on Women's Health
Texas Woman's University
P.O. Box 425876
Denton, TX 76204
ph: (940)898-2785
fax:(940)898-2793
------------------------------
#1046
Date: Thu, 7 May 1998 16:26:02 -0400
From: David Lohrmann
Subject: Posting for Excellent Position
Below is a brief description of a position that has just come open at AED =
in Washington, DC. This is one of several senior positions within a =
project team focusing on evaluation of school-based HIV prevention =
programs and coordinated school health programs. Please share with any =
qualified professional you know who would like to contribute to the =
improvement of HIV prevention through program evaluation. Thanks
Senior Research and Evaluation Officer: The Academy for Educational =
Development, a non-profit service organization, is seeking a Senior =
Research and Evaluation Officer to provide in-depth technical assistance =
to state and local education agencies under the HIV/AIDS preventive =
education evaluation support project funded by the CDC Division of =
Adolescent and School Health (DASH). This position entails all facets of =
program evaluation (e.g., planning, instrument development, specifying =
analyses); collaboration with the project's funder; presentation of oral =
reports, and preparation of written reports and manuscripts. PhD or =
equivalent degree with training in applied education, social science, or =
market research methodology, design and statistical analysis. 5-7 years =
professional experience in program evaluation and/or research design, =
management, and implementation. Experience working with schools and child =
and adolescent health programs. Effective interpersonal communication =
skills. Competitive salary w/excellent benefits. For complete job =
description, see our web site at http://www.aed.org.
Fax resume & cover letter to 202-884-8709 or mail to AED, 1255 23rd =
Street, NW, Suite 400, WDC 20037. PLEASE REFERENCE JOB #8091. Only =
candidates selected for interviews will be contacted.=20
Healthfully,
David K. Lohrmann, PhD, CHES
Director, Evaluation Consultation Center
Academy for Educational Development
1255 23rd St., NW
Washington, DC 20037
202-884-8939
------------------------------
#1047
Date: Thu, 7 May 1998 16:42:35 EDT
From: Arindam
Subject: Re: Instructional Technology
This is in response to Mark's observation on developing multimedia
as health education instructions.
<< In the semester I have
focused on just 2 technologies, Powerpoint and html/Web design. Both major
assignments were supposed to introduce students to the discipline of
Instructional Technology and teach some basic skills in using educational
technology tools. My decision to focus on the multiple media aspects of
material design has clearly been a very high challenge to students (read
frustration & stress). This reconfirmed what I have believed all along. The
disciplines of health education and instructional design are different and
mastering both is a big order. >>
I think although both powerpoint and html are graphic intensive, both have
the disadvantage of being relatively static when compared to java or at least
javascript based applications. Even layered html or dynamic html or sgml or as
is the buzz word now, xml, (all different types of markup languages which lets
you
read hypertext or referenced texts over a browser) does not allow much
play by the users with the machine they are logged in. So, if your plan is to
enable
people to understand health related concepts in a dynamic manner, seamlessly
interfacing with the computer as they learn along, both powerpoint and html
language based webpages are disappointing only by themselves.
For interactive media designs, another option is perhaps to add a
hands-on experience and teaching of javascripting in the html and powerpoint
coursework. Javascripting, or whatever is the Microsoft's equivalent scripting
language, requires one to have a basic idea about writing programs and
rudimentary concepts of what is an "object". But it's nowhere near the
complexity of Java to master. It's pretty effective too, as a tool to design
interactive web pages.
I agree that mastering both is very difficult, and often frustrating. But at
some point the health educator, if he is interested to design multimedia to
bring his message home, gotta be familiar with the new media.
Arindam
------------------------------
#1048
Date: Thu, 7 May 1998 15:58:26 -0700
From: LBMILLER
Subject: unsubscribe
Please take me off of the list serve. This is my second request!
Thank you
------------------------------
#1049
Date: Thu, 7 May 1998 15:06:38 +0000
From: "Andrew P. Jenkins, PhD"
Subject: Friday Inspiration
Friends and Fellows,
I enjoy the mail that this column generates and the people I "meet" each
week BUT........It seems to me that some folks have placed me and my
bi-weekly column on the lectern (or worse, at the pulpit). Please
don't!
Friday Inspirations are more appropriate for back porch "philosophizing"
than publishing in the Journal of Applied Pedantics. Read 'em with a
country twang in your voice 'cause that's how they're written.
Got a cool drink? Now relax, take your shoes off, tilt that rocker back
a little, pet the old lap cat and enjoy the cooling breeze coming off
the orchard sprinklers......ahhh, now you got it ;)
********************************************************************
I just had a mid-term meeting with a student of mine. She's a local
country girl with an avid interest in horses and health education. Her
performance had been dropping in my class so we had us "chat." (More
formal but no less personal than a "hunker")
We talked of the similarites 'tween training dogs, kids, and horses.
Motivation to performance, that's the challenge! We agreed: Sometimes
it's the carrot, sometimes it's the stick....
Two minutes after she left I ran across this old saw. What a good
addage for teachers. I shoulda read it before we talked, huh?
"If you treat a man as he is, he will stay as he is, but if you treat
him as if he were what he ought to be, and could be, he will become that
bigger and better man." Goethe
Still learnin' and teachin'
Andy J :{)
________________________________________________________________________
"Men do not quit playing because they grow old; they grow old because
they quit playing" Oliver Wendell Holmes
Andrew P. Jenkins, Ph.D., CHES
Associate Professor
Health Education Dept.
Central Washington University
Ellensburg, WA 98926
509-963-1041
FAX 509-963-1848
------------------------------
#1050
Date: Thu, 7 May 1998 19:12:36 -0500
From: Joe Eberhardt/Dawn Shears
Subject: Re: Instructional Technology
HEDIRs:
In response to Arindam's comments that we need to be familiar with the
new technology....I fully agree. If education is moving with technology
one either moves ahead....or gets left behind.
Also, regarding interactive media designs...an alternative and
introduction for beginners could be AuthorWare. For persons who have at
least a rudimentary understanding of PowerPoint and how hyperlinks work
this multi-media program for non-programers can be a great starting
point. When I worked as a graduate assistant for Instructional Support
Services at Southern Illinois University we designed interactive lessons
for a number of professors. These lesson plans included graphics,
video, audio, animation and interactive aspects and were VERY WELL
received. The AuthorWare files can also be used on web pages, animation
and all, via ShockWave.
Now that I am out of school and in the public sector I have noted many
organizations (health ed based and other) attempting to learn and
utilize the new learning technologies. Many (including the nonprofit
agency I work for now) are hiring consultants to do inservice trainings
of employees to help meet this need. This a great time for health
educators to put themselves on the cutting edge of learning
technoloy....but with the technology growing so fast, it will be a
constant process to keep that edge.
Dawn Shears, MS
Community Relations/Development Assistant
HIV Alliance
Eugene, OR
(541) 342-5088 X-28
joendawn@pacinfo.com
Arindam wrote:
>
> This is in response to Mark's observation on developing multimedia
> as health education instructions.
>
> << In the semester I have
> focused on just 2 technologies, Powerpoint and html/Web design. Both major
> assignments were supposed to introduce students to the discipline of
> Instructional Technology and teach some basic skills in using educational
> technology tools. My decision to focus on the multiple media aspects of
> material design has clearly been a very high challenge to students (read
> frustration & stress). This reconfirmed what I have believed all along. The
> disciplines of health education and instructional design are different and
> mastering both is a big order. >>
>
> I think although both powerpoint and html are graphic intensive, both have
> the disadvantage of being relatively static when compared to java or at least
> javascript based applications. Even layered html or dynamic html or sgml or as
> is the buzz word now, xml, (all different types of markup languages which lets
> you
> read hypertext or referenced texts over a browser) does not allow much
> play by the users with the machine they are logged in. So, if your plan is to
> enable
> people to understand health related concepts in a dynamic manner, seamlessly
> interfacing with the computer as they learn along, both powerpoint and html
> language based webpages are disappointing only by themselves.
>
> For interactive media designs, another option is perhaps to add a
> hands-on experience and teaching of javascripting in the html and powerpoint
> coursework. Javascripting, or whatever is the Microsoft's equivalent scripting
> language, requires one to have a basic idea about writing programs and
> rudimentary concepts of what is an "object". But it's nowhere near the
> complexity of Java to master. It's pretty effective too, as a tool to design
> interactive web pages.
>
> I agree that mastering both is very difficult, and often frustrating. But at
> some point the health educator, if he is interested to design multimedia to
> bring his message home, gotta be familiar with the new media.
>
> Arindam
>
> **
> ** The Second Issue of IEJHE is here:
> ** http://131.230.221.136/iejhe
> **
------------------------------
#1051
Date: Thu, 7 May 1998 19:20:16 -0700
From: Donna Kuttner
Subject: instructional technoloy redux
Watching the discussion meander into the area of software, programming,
computers, I want to stress that we should not lose sight of the first
things to be considered.
What are the objectives this exercise/program/unit is supposed to
accomplish and how will my students be evaluated on these?
What is the prerequisite skill and knowledge?
How sophisticated are the individuals who use this exercise/program/unit?
What are the tasks required to achieve the objectives?
What is the best medium to use?
After the above questions are answered, and only then, does one go about
the design and implementation tasks. When designing self-instructional
computer based units, flow charts are helpful to use as an outline.
This process may be familiar to you. If not, I suggest a very basic
Instructional Design text:
The Systematic Design of Instruction by Dick & Carey.
Back on her soapbox:
Donna
Donna Holberg Kuttner, PhD
Certified Health Education Specialist (CHES)
Instructional Design and Materials
Western Oregon University
(503) 838-8023 MWF
FAX 503 838-8370
dkuttner@proaxis.com
Outside of a dog, a book is man's best friend.
Inside of a dog, it's too dark to read.
Groucho Marx
------------------------------
#1052
Date: Fri, 8 May 1998 10:07:39 +0300
From: Ansa Ojanlatva
Subject: women's issues
Re: conversation about women (and research)
I would like to inform you about the status of women in the job market in
Europe. (Long, if not interested, please delete now.)
This morning, a news item was briefly announced on TV. According to it,
(regardless of what you hear about Finland) the jobs women hold are
traditional ones, involving relationships with people. The situation is
the same everywhere In Europe and does not differ between the countries,
the announcer remarked. Men hold the positions requiring physical strength
and supervisory capacities; in Finnish health education, all leadership
positions are held by men while the daily work is mostly carried out by
women. Perhaps my collegues in other European countries can detail their
own stats.
There was a remark made in a recent get-together that evidence from Sweden
is suggesting a sad statistic: women have to be three times as good a men
to gain a position (I remember I was told long ago that a woman needs to
be twice as good as a man in the US). If someone challenges me, I will try
to find the data. I can tell you that I hear complaints in Finland which
are similar to the ones you told some time ago.
Some of the strangest things (for me) happened around the time of the 1991
IUHPE conference in Finland. Rather than tell the stories, please take a
look at how many Finnish women were CHAIRING the sessions. Women
complained to me that they were in assisting roles. You most likely
learned of the nice programs but saw few if any women in leadership
positions. Correct?
There are many kinds of issues to report and I believe it would be time
for women to document the troubles they go through. Another study just
reported that Finnish women do 65% of the household chores at home; you
may know that most women work outside the home. Rather than staying
neutral, I will illustrate an example. Perhaps it will be an incentive so
that others will find ways to improve their own chances in appropriate
situations.
In 1993, Center for Reproductive and Developmental Medicine (CREDE) was
established as one of the three priority areas at this medical school (26
research groups, some containing large numbers of people). I joined in
and was one of the people elected for the board. Nine months later, I
proposed that we coordinate the sexuality education efforts at the medical
school (in part so that we know it is being done). My proposal was
accepted and I was named coordinator. I have also been teaching a
sexuality course since 1995 (for dissertation students, cont. ed for
physicians), in addition to a one at the preservice level. (See
www.utu.fi(td/laak/crede) We have not had money to update the www pages
since 1995 but I believe a new effort is underway now.
For five years in a row, I have been selected a member of that board, one
of a couple of others (of 7 members) who have been voted the same way each
time. Voting each fall. (This is a medical school and I am not an MD. I
recognize that it will be good to go off and given other's a chance.) I
have also been very vocal to have another female member on the board each
time and made sure that there is an adequate list of candidates to select
from. When a new situation arises I try to make sure there is at least one
qualified female candidate available. I have noticed that men do vote for
women when a suitable candidate is located; finding one is the tough part
of it at times because women tend to belittle the same accomplishments men
list freely.
Also, you need to know that a kind of resume is held for faculty by the
university in official capacity, sort of like transcripts are being mailed
from the university to the employer in the US. The board membership has
been noted on it all these years, and the party had a copy of it.
I saw a statement that "she am reporting herself as a principal
investigator and ... of CREDE", the context implying that I should not do
so. Of course I will report myself in capacities which I am involved
with... There was an attitude issue involved; the country is in a crisis
with an estimated 100 000 people being bullied at work. Most of the
bullying is like this, insinuations. I contacted the Finnish Academy who
sent the paper around. They replied that they have tried to improve the
reporting procedures, but the system is apparently not tight enough. They
welcomed feedback.
Rather than illustrating all the troubles I have experienced (and there
have been a few), since some of you know all that from the first thesis
data being used by another to the latest I noted, I wish to thank for
those who have worked to minimize the hazards, including the male
colleague who submitted a complaint on my behalf when I was not chosen and
he was; --he felt I was better qualified. (He is one of my heroes.)
In this country, I have to make the complaints myself, and in the most
recent case, I learned that I had been taken out of the running too early;
for information, I have to make a complaint. Most instances will not
inform that they have received a letter of application without speaking
about being informed at the end with a thank you letter. The complaint
here will not right a wrong but one can gain information. With the
economic difficulties, women have suffered the most (based on hard
evidence), and for the improvement of the situation, we need assistance
from everyone.
We do have evidence that men and women concentrate on different kinds of
issues. Perhaps it is time for some of you to report what you observe
(e.g. the kidns of issues) as reseach findings of the genders. At least
for the basis of the next discussions involving health education and
values, you will find evidence.
I am sorry, it took me this long to respond to the message but I had had
nothing other than my own observations to base the information on until
this morning's news. I am also grateful for having been accepted to the
Academy. Have a nice work day and a weekend.
Ansa Ojanlatva.
------------------------------
#1053
Date: Fri, 8 May 1998 07:38:37 -0400
From: Matthew Bowdy
Subject: Technology versus Health Ed
Hello all,
All points that have been made I think are valid, but one concern that I
have not noticed addressed, should be addressed. Technology is all fine
and well and the "bells and whistles" are great attention getters (most of
the time). However, there are very often times when students,
practitioners, and instructors become enamored with the beauty of the
technology and loose sight of the education that the technology is supposed
to be enhancing.
I have used presentations softwares (powerpoint, etc.) as well as having
designed web page material for classes (communication material), and there
were always those circumstances or student populations that could care less
about the flashy stuff on the screen. If you weren't hitting them "where
it hurts," then they were just not interested (how many of us have run into
this, time and time again). My only word of advice and suggestions for the
use of the technology is this... use the bells and whistles of multimedia
to ENHANCE your programmatic efforts, not to take the place of them.
------------------------------
#1054
Date: Fri, 8 May 1998 08:37:05 -0500
From: Tim Lightfoot
Subject: Technology versus Health Ed
This topic seems to be a subtopic of some of the larger issues surrounding
the appropriate use of technology in the classroom (and in education in
general). If anyone is interested in these issues, I would recommend a
recent book called "Data Smog: Surviving in the Age of Information Glut" by
David Schenk. I would especially recommend Chapter 4 (?) that deals with
the educational issues.
------------------------------
#1055
Date: Fri, 8 May 1998 09:24:30 -0500
From: "Robin C. Rager"
Subject: Health Risk Assessment Tools
Please excuse the cross-listing if you are on more than one of these
health-related listservs.
I'm trying to update my list of resources for health risk assessment
tools for use in school settings. Are you aware of any HRAs - either
on-line or disk/CD-ROM - being used for assessing health risks of: 1)
adult populations, 2)teen or adolescent age groups, or 3) any that are
designed for application to college student populations? If you can
provide me with information regarding such HRAs, even if it's just an
email address or phone number, please email me at rrager@twu.edu, NOT
the HEDIR.
I will compile the responses and post them to the list. Thanks!
-- Robin Rager
Texas Woman's University
------------------------------
#1056
Date: Fri, 8 May 1998 11:04:48 -0400
From: Michaela Conley
Subject: FW: Announcing Slice of Life Preworkshops, June 23,24, 1998
Date: Thu, 7 May 1998 21:45:37 -0400 From: "Suzanne S. Stensaas" Subject:
Announcing Slice of Life Preworkshops, June 23,24, 1998
Excuse cross postings. Please forward to colleagues or other listservers who
might be interested.
The html version of the entire program is up in addition to the Adobe
Acrobat pdf version. The "real" programs are somewhere in bulk mail!
Take a look at the exciting topics:
Tuesday
Full day: How To Make Sound and Music an Integral Part of Your Digital Media
Productions. HANDS-ON
http://www.slice98.gsm.com/confprog/Prewkshps/UsingSound.html
9:00 a.m.- 4:00 p.m.Introduction to HTML. (Windows 95 and Pentium
computers.) HANDS-ON
http://www.slice98.gsm.com/confprog/Prewkshps/Html_begin.html
9:00 a.m. - 4:30 p.m. When HTML Falls Short: Why and How Data-Based
Information is Deployed on the Web. Demonstration
http://www.slice98.gsm.com/confprog/Prewkshps/Burrows_DB.html
1:30 p.m.- 5:00 p.m. Why EvaluateOnline? From Theory to Practice. Hands-On
or Demo http://www.slice98.gsm.com/confprog/Prewkshps/Evaluation.html
Wednesday 8:30 a.m. - 12:00 p.m CalNET: High Productivity Web-Based
Authoring. http://www.slice98.gsm.com/confprog/Prewkshps/CALnet_Sithers.html
9:00 a.m. - 4:00 p.m. Developing Champagne Medical Multimedia on a Beer
Budget. Demo http://www.slice98.gsm.com/confprog/Prewkshps/ChampageMM.html
9:00 a.m. - 5:00 p.m. Bringing Dynamic Media to Your Browser or CD-ROM
Project. Demonstration
http://www.slice98.gsm.com/confprog/Prewkshps/Burrows_video.html
8:30 a.m.- 12:00 p.m. Advanced HTML Style Sheets. HANDS-ON
http://www.slice98.gsm.com/confprog/Prewkshps/StyleSheets.html
8:30 a.m. - 12:00 p.m. CASUS: Drag and Drop Case Authoring for WWW Browsers.
Demo http://www.slice98.gsm.com/confprog/Prewkshps/CASUS.html
1:30 p.m. - 5:00 p.m. Teaching the Diagnosis of Cardiac Heart Sounds: >From
Classroom to Bedside with Portable and Affordable Technology. Stetho/Demo
http://www.slice98.gsm.com/confprog/Prewkshps/Criley_HtSnds.html
1:30 p.m. - 5:00 p.m. Finding Information on the Internet. HANDS-ON
http://www.slice98.gsm.com/confprog/Prewkshps/Lombardo_search.html
1:00 p.m. - 5:00 p.m. Creating Three-Dimensional Anatomical Images and
Animations with "The Virtual Human" by Gold Standard Multimedia Inc.
HANDS-ON http://www.slice98.gsm.com/confprog/Prewkshps/Virtual_Human.html
NOW, take a look at the rest of the program. Deadline for early registration
is May 15. Hotel rooms are being held until May 19. Don't be disappointed.
Registration limited.
Suzanne S. Stensaas, Ph.D. Associate Professor of Pathology, Director,
Courseware Development Cornell University Medical College, Box 43, Room
CO1A, Samuel Wood Library, 1300 York Avenue, New York, NY 10021 Tel
212-746-6446; Fax 212-746-8638; stensaas@mail.med.cornell.edu Cornell's
Education Center Courseware: http://edcenter.med.cornell.edu 10th Slice of
Life Workshop June 23-27, Tampa, Florida http://www.slice98.gsm.com
************************************************************ To issue a
command/request to the HLTHEDUC server: Send a message to:
hltheduc@interactive-healthcare.com with the command you wish executed as
the SUBJECT of the message.
See the HLTHEDUC List archives at http://www.liszt.com/read/hltheduc/
List/Digest Commands SUBSCRIBE - subscribes you to the mailing list.
UNSUBSCRIBE - unsubscribes you from the mailing list. SUBSCRIBE DIGEST -
subscribes you to the digest. UNSUBSCRIBE DIGEST - unsubscribes you from the
digest. ************************************************************
------------------------------
#1057
Date: Thu, 7 May 1998 11:27:55 -0400
From: "Marnie Lynn Glaeberman, MPH"
Subject: Kids' stress/relaxation summary
Thank you so much to the many people who responded to my request for
info on stress/anger management and relaxation for children. The
suggestions are excellent, and I am providing them to my friend who
asked for them. Since the ideas are all so important, instead of
summarizing, I have just edited them a little and listed them below.
Thanks again for your help!
------------------------------------------------------------------------------------
Educational Kinesiology (which also uses the trade name of Brain Gym) is
a movement-based learning technology that is very effective in
addressing issues of stress, anxiety, attention and activity problems,
leaning disabilities, performance anxiety and other learning and
life-related issues. It is effective with children and adults, with
gifted, mainstream and special-needs learners.
I am a Certified Brain Gym Instructor under the auspices of the
Educational Kinesiology Foundation. I am located in St. Louis; there
are certified instructors in virtually all parts of the US and
internationally. The Educational Kinesiology Foundation has an office
in Ventura, California, and they have a new web-site as well as a phone
number to call for information. I do not have the phone number or web
address with me at this office, but I can e-mail them to you if you are
interested. To follow up, please e-mail me at yoakm@juno.com
I work at health services at UW-Madison. I also host a radio show on
WORT FM here... One of my recent guests was Jonathan Garber. He does
yoga for children with a wide range of challenges and disabilities. His
work is based on that of a woman from India, who started the program. He
claims to get great results...I can't find his number just now, but if
you're interested, I could probably track him down.
I am the program coordinator for the Know Your Body Program. We are a
comprehensive school health promotion program for children grades K-6.
We offer modules on stress management/relaxation etc.
The programs with which I've had [parental] experience were all school
based. One was called Stop-Think-Do, another (for kids with ADD),
Talk-Time-Teamwork.
try http://www.cfchildren.org/train.htm
>From their pages:
Empathy Training
Students learn how to identify and predict feelings of others, and
provide an
appropriate emotional response. Examples of Empathy lesson topics:
Pre/K: "Feelings Change,""I Care"
Grades 1-3: "Similarities and Differences," "Communicating
Feelings"
Grades 4-5: "Perceptions," "Accepting Differences"
Middle School/Junior High: "Reducing Labeling and
Stereotyping,"
"Communicating and Listening"
Anger Management
Students learn techniques to reduce stress and redirect angry
feelings in order to
prevent violent reactions. Examples of Anger Management lesson
topics:
Pre/K: "Am I Angry?" "Dealing with Name Calling"
Grades 1-3: "Anger Triggers," "Self-Talk," "Dealing with Being
Left Out"
Grades 4-5: "Calming Down," "Dealing with an Accusation"
Middle School/Junior High: "Anatomy of Anger," "Reducing Anger"
Impulse Control
Students learn skills in problem solving and effective
communication, and they
receive training in applying these skills to specific social
behaviors. Examples of
Impulse Control lesson topics:
Pre/K: "Slow Down - Stop and Think," "Taking Turns"
Grades 1-3: "Identifying a Problem," "Joining in at the Right
Time"
Grades 4-5: "Choosing a Solution" "Resisting the Temptation to
Cheat"
Middle School/Junior High: "Dealing with Bullying," "Dealing
with Peer Pressure"
Contact Dr. Darrel Lang, Health Ed Consultant for the Kansas Department
of Education. He has written a book titled (I think) "Snoozing Dogs and
Lazy Frogs," a stress management manual for children.
Do you know about "biodots"? They would be GREAT for young kids. They
are
like mood rings and you can order 100 dots for $10.00. It (roughly)
measures relaxation vs. stress, and provides color feedback. I order
them from: 1 800 272 2340. Be sure to follow up on your order because
they usually mess it up.
Ask your library to find you a copy of "Meditating with Children" by
Deborah Rozman. Iit was published by the University of the Trees Press
in 1975 & reprinted at least 5 times since then since
Look up the quieting reflex.
In regard to anger management strategies for 7-8 year olds, have you
tried BeCool PRograms available through James Stanfield Publishers.
This is a series that is videos and print instruction to get a child to
learn some new social skills to manage their anger in a more productive
way and to recognize the advantages of learning to manage anger.
It is fun and for use directly with the child. I have had good success
using many of the videos in the series. Stanfield's website is:
www.stanfield.com
She uses music, art, coloring, white noise with her kids (any dull
repetition of sound). If you want a more specific program you may want
to contact a local massotherapist and discuss these ways plus touch
therapy.
There is/was a program called Kiddie QR that taught children ages 3-7
relaxation techniques. It was originally developed for use with kids in
counseling for abuse. It was later used in classroom settings and one
study found an increase in test scores among children who learned and
used the technique. The author/originator is Elizabeth Stroebel, Stress
Center for Children, 10 Jefferson Street at Jefferson Court, Suite C-3,
Hartford, CT 06106; phone 203-247-2332.
i found some great tapes done by a women in CA called Mind Works for
children.
they are a combination of guided imagery and progressive relation
techniques.
the tapes are wonderful, i use them with my kids and have recommended
them to
others. also tapes called Goodnight by jim weiss are wonderful for going
to
sleep.
------------------------------
#1058
Date: Fri, 8 May 1998 11:29:08 -0700
From: "James E. Dewey, PhD"
Subject: Re: Health Risk Assessment Tools
Robin, the Society of Prospective Medicine is THE professional organization
for the advancement of health risk and health status assessments. We
publish a "Handbook of Health Risk Appraisals" (now in its 3rd Edition)
which includes both theoretical chapters about HRA as well as a listing
(including cross-comparison table) of most of the HRA's available today. If
you want to get a copy of the Handbook, as well as learn more about this 34
year old professional association, visit the SPM Web site at www.spm.org.
Based on your posting to the HEDIR listserv, you'd be very interested in
several of the presentations planned for our annual meeting in October,
being held in Newport, RI: they include a presentation on "development of an
adolescent HRA" and one on "HRA for a University faculty and staff" -- and a
host of other presentations. Keynote speakers at the conference include Jim
Prochaska, John Ware, Jim Fries, Mark Kittleson, Vic Strecher, Karen Goldman
and Chad Boult.
I hope this was helpful.
James E. Dewey, PhD
Society of Prospective Medicine Board of Directors
1998 Annual Meeting Chair
jdewey@qmetric.com
-----Original Message-----
From: Robin C. Rager
To: HEDIR-L@SIU.EDU
Date: Friday, May 08, 1998 7:43 AM
Subject: Health Risk Assessment Tools
>Please excuse the cross-listing if you are on more than one of these
>health-related listservs.
>
>I'm trying to update my list of resources for health risk assessment
>tools for use in school settings. Are you aware of any HRAs - either
>on-line or disk/CD-ROM - being used for assessing health risks of: 1)
>adult populations, 2)teen or adolescent age groups, or 3) any that are
>designed for application to college student populations? If you can
>provide me with information regarding such HRAs, even if it's just an
>email address or phone number, please email me at rrager@twu.edu, NOT
>the HEDIR.
>
>I will compile the responses and post them to the list. Thanks!
>
>-- Robin Rager
> Texas Woman's University
>
>**
>** The Second Issue of IEJHE is here:
>** http://131.230.221.136/iejhe
>**
>
------------------------------
#1059
Date: Fri, 8 May 1998 11:36:22 -0700
From: "James E. Dewey, PhD"
Subject: Fw: Health Risk Assessment Tools
>>-- Robin Rager asked about Health Assessment Tools for adolescents ...
Robin, the Society of Prospective Medicine is THE professional organization
for the advancement of health risk and health status assessments. We
publish a "Handbook of Health Risk Appraisals" (now in its 3rd Edition)
which includes both theoretical chapters about HRA as well as a listing
(including cross-comparison table) of most of the HRA's available today. If
you want to get a copy of the Handbook, as well as learn more about this 34
year old professional association, visit the SPM Web site at www.spm.org.
Based on your posting to the HEDIR listserv, you'd be very interested in
several of the presentations planned for our annual meeting in October,
being held in Newport, RI: they include a presentation on "development of an
adolescent HRA" and one on "HRA for a University faculty and staff" -- and a
host of other presentations. Keynote speakers at the conference include Jim
Prochaska, John Ware, Jim Fries, Mark Kittleson, Vic Strecher, Karen Goldman
and Chad Boult.
I hope this was helpful.
James E. Dewey, PhD
Society of Prospective Medicine Board of Directors
1998 Annual Meeting Chair
jdewey@qmetric.com
-----Original Message-----
From: Robin C. Rager
To: HEDIR-L@SIU.EDU
Date: Friday, May 08, 1998 7:43 AM
Subject: Health Risk Assessment Tools
>
>Please excuse the cross-listing if you are on more than one of these
>health-related listservs.
>
>I'm trying to update my list of resources for health risk assessment
>tools for use in school settings. Are you aware of any HRAs - either
>on-line or disk/CD-ROM - being used for assessing health risks of: 1)
>adult populations, 2)teen or adolescent age groups, or 3) any that are
>designed for application to college student populations? If you can
>provide me with information regarding such HRAs, even if it's just an
>email address or phone number, please email me at rrager@twu.edu, NOT
>the HEDIR.
>
>I will compile the responses and post them to the list. Thanks!
>
>-- Robin Rager
> Texas Woman's University
------------------------------
#1060
Date: Fri, 8 May 1998 09:25:30 -0700
From: Margo Harris
Subject: Technology as enhancement & teamwork
I'm not sure I'd even say enhancement. I'd say use technology if it
matches and contributes and is necessary to your goals and objectives.
I've been teaching a college course for the past year and a half, and
it's been interesting to watch the changing technological abilities of
the students. I'd say it's only been recently that a majority of
students use technology purposefully, while others are still captured by
the glitz or are back on learning the rudiments of the software/hardware
itself. My husband wrote an interesting paper, "Creating the Complete
Learning Environment," which is on our web site, that explores three
levels of learning technology--the infrastructure, the interface, and
the content. Often as teachers, we think our students can learn and
operate on all three simultaneously. My husband patiently tells me it's
not so. When I encounter a technology problem now and ask my "live in
help" for assistance, I first have to identify in which layer my problem
lies!!!
I concur with the comments about teamwork. There's a fascinating story
in the Wall Street Journal this AM, page B1, from Northwestern Memorial
Hospital, "A Hospital Applies Teamwork to Thwart An Insidious Enemy."
The issue is nosocomial infection. Your patient comes in to the
hospital for "X" and becomes infected with "Y." It's a frightening
medical problem in an era of increasing antibiotic-resistant strains of
bacteria. To fight the problem and reverse the trend of rising
nosocomial infection, the hospital conquered the "traditional
communication boundaries within the workplace." A task force attacked
the problem and offered open Monday meetings that included everyone from
MDs, pharmacists, RNs, equipment technicians, residents and visiting
staffers. "For complex, changing problems, you need a lot of diverse
input," one MD noted. A pharmacist made a huge contribution, and his
advice was accepted, even though "physicians often resist meddling by
pharmacists..."
The team added computer technicians and admitting people who applied
computer software applications for identifying at risk patients. The
team added maintenance officials to reassess and change the
configuration of handwashing facilities. Bottomline? "In the latest
fiscal year, nosocomial infections at Northwestern totaled 5.1 per 1,000
patient days, roughly half the last-known national rate. Over three
years Northwestern's rate has plunged 22%, saving $4.2 million in annual
medical costs, and at least a few lives." I'm not sure there was a time
when a single individual or profession could solve a problem. But the
complexity of problems today in many (all?) environments, begs for
teamwork and collaboration. One physician at Northwestern noted, "Other
places are more protective of turf. There's very little territoriality
here." Margo
Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/
------------------------------
#1061
Date: Fri, 8 May 1998 12:22:29 -0500
From: Kathryn Hilgenkamp
Subject: Youth Behavior Risk Survey
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Can anyone help me find the main source of information regarding a
federally-funded survey called the "Youth Behavior Risk Survey"? I saw a
reference to this, but my librarian can not help me trace this one down.
Also, not to sound completely ignorant, but I'm a health educator who has
been out of the mainstream due to assignments in other areas. What is the
HEDIS?
Kathryn Hilgenkamp
Kathryn Hilgenkamp, Ed.D., C.H.E.S.
Assistant Professor, Department of HPE
Louisiana Tech University
P. O. Box 3176
Ruston, LA 71272
Phone: (318) 257-4033 11-12 and 1-2 M-W-F, 1-3 T-Th
Campus E-mail: kathil@woodard.latech.edu
------------------------------
#1062
Date: Fri, 8 May 1998 14:14:06 -0400
From: Isabel Burk
Subject: Re: Youth Behavior Risk Survey
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
> federally-funded survey called the "Youth Behavior Risk Survey"?
Lots of info. can be found on the CDC website about YRBS:
http://www.cdc.gov/nccdphp/dash/yrbs/ov.htm
Isabel
--
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
------------------------------
#1063
Date: Fri, 8 May 1998 11:32:13 -0700
From: Warren McNab
Subject: International Student Teaching
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
--------------- cc:Mail Forwarded ---------------
From: Warren McNab AT UNLV-MPE
Date: 05/07/98 02:37 PM
To: HEDIR-L@SIU.EDU. AT SMTP-UNS
Cc:
Subject: International Student Teaching
I would like to ask the HEDIR readers for assistance in identifying
universities/contact people outside the United States for the placement of
a student teacher in Health Education. Any referrals would be appreciated
to help a student in health education teach in an international setting.
Thanks in advance for your help.
Warren McNab
Professor of Health Education
UNLV
e-mail- mcnab@ccmail.nevada.edu
PHONE(702)895-3837
------------------------------
#1064
Date: Fri, 8 May 1998 14:51:20 -0400
From: Isabel Burk
Subject: Wellness, ASHA in Education Week
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Hi all,
This week's Education Week (5/6/98) has a feature "The Road to
Wellness", detailing how school districts are helping staff members stay
well. It's a good 5 page article, and it quotes Joanne Owens-Nauslar,
director of professional development for the American School Health
Association.
Check it out on their site:http://www.edweek.org/ew/current/34well.h17
Iz
--
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
------------------------------
#1065
Date: Fri, 8 May 1998 11:18:23 -0700
From: Evelyn Ames
Subject: Re: Youth Behavior Risk Survey
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
You probably are referring to CDC/DASH (Division for Adolescent and School
Health). Go to CDC and DASH and look for the YRBSS (http://www.cdc.gov), find
DASH and check for the survey. Evelyn Ames
Kathryn Hilgenkamp wrote:
> ** Join the American Academy of Health Behavior
> ** Click http://131.230.221.136/ajhb/aahb/ for more information
>
> Can anyone help me find the main source of information regarding a
> federally-funded survey called the "Youth Behavior Risk Survey"? I saw a
> reference to this, but my librarian can not help me trace this one down.
>
> Also, not to sound completely ignorant, but I'm a health educator who has
> been out of the mainstream due to assignments in other areas. What is the
> HEDIS?
>
> Kathryn Hilgenkamp
>
> Kathryn Hilgenkamp, Ed.D., C.H.E.S.
> Assistant Professor, Department of HPE
> Louisiana Tech University
> P. O. Box 3176
> Ruston, LA 71272
> Phone: (318) 257-4033 11-12 and 1-2 M-W-F, 1-3 T-Th
> Campus E-mail: kathil@woodard.latech.edu
>
> **
> ** The Second Issue of IEJHE is here:
> ** http://131.230.221.136/iejhe
> **
------------------------------
#1066
Date: Fri, 8 May 1998 23:27:31 PDT
From: Marcia Zorrilla
Subject: job searches
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Greetings,
I am the Job Bank recorder for NCSOPHE. I'd like to get feedback from
members who belong to NCSOPHE as well as other SOPHE chapters about the
job bank. Specifically, I'd like to know:
1.) How do you receive the job postings i.e., phone, mailing, email,
etc.?
2.) Have you found a job via the job bank?
3.) What's the price for membership? Is it too expensive or just
right?
4.) In addition to the job bank, what other types of job search
resources do you use?
5.) How can the job bank service be improved?
Please email at MZorrilla@hotmail.com. Thanks in advance for your
input! Marcia
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
#1067
Date: Sun, 10 May 1998 11:37:30 -0400
From: Isabel Burk
Subject: college athletes' drinking behavior
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
This is from the Join Together Robert Wood Johnson website that
summarizes ATOD news daily. It is more evidence that the old saw about
athletics being a "protective factor" in terms of ATOD use is proving
untrue:
College Athletes Drink to Excess
5/8/98
A study by the Core Institute at Southern
Illinois
University found that college athletes drink more
alcohol than other students, UPI reported May 6.
According to the report, male athletes drink
almost
five more drinks weekly than other male students,
and female athletes drink an average of one more
drink per week compared to other female students.
"Using alcohol may be part of the 'work hard,
play
hard' ethic athletes follow. Now that
administrators
are aware of the problem, they can begin to
tailor
alcohol abuse prevention programs to college
athletes," said Cheryl Presley, director of the
Core
Institute.
The survey polled 51,483 students at 125 private
and public colleges throughout the U.S. between
1994 and 1996. The study also found that team
leaders or captains binge-drink more than other
athletes, with 64 percent of male captains saying
they drink five or more drinks in one sitting,
and
almost half of female team leaders indicating
they
binge drink.
Source: Join Together Online
--
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
------------------------------
#1068
Date: Sun, 10 May 1998 14:41:48 PDT
From: Victor Ramirez
Subject: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
To everyone in the list serve;
I want to know your opinion on the tobacco legislation going on in the
US presently.
Do you really think this is the way to go?
What problems can come out of this?
As health educators (or interest in it) has the profession failed in
educating people on the hazzards of smoking?
And finally, since I know that many in the list serve are not in
Florida, there is something in this state called "Smoking Court" (or
something like that),where people under the age of 18, if found smoking
go to court (their guardian is also present) and end up with a fine and
having to do community service hours.
Is this really the solution, or will it just create another "drug
problem" in the US?
Victor Ramirez
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
------------------------------
#1069
Date: Sun, 10 May 1998 16:41:16 -0600
From: Marilyn Massey
Subject: greeters at SDAAHPERD
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
The following message applies to people who plan to attend 1999 SDAAHPERD
and who may be interested in serving as greeters at the school health
sessions. If you are not interested, please delete now.
The School Health Council of SDAAHPERD needs greeters for the 1999
convention in Greensboro, NC (Feb 17-21). The greeter's main function is to
greet people at the door of school health sessions and check badges. If you
plan to attend and would like to serve in this capacity, please contact me
personally. If you email me, please indicate whether there is a particular
day or time that you will not be available.
Thank you for your time and assistance.
Marilyn S. Massey, EdD, CHES
Assistant Professor of Health
Dept of HPER
Texas Tech University
806 742-2332
massey@ttu.edu
------------------------------
#1070
Date: Sun, 10 May 1998 21:34:16 -0700
From: Margo Harris
Subject: Fw: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Well, I spent 15 years of my career in a non-profit devoted to tobacco
issues. I think managing the issue of tobacco use and the costs to
individuals and society of tobacco use is a complex problem that will
necessitate a wide variety of complex and creative solutions. There is
no one strategy that will be effective, and government and
nongovernmental organizations have had to step up to the plate and play
by the tobacco company's rules to fight this battle. Some don't believe
the nonprofits should "lobby" at all or work on behalf of legislation.
But the anti-tobacco forces have learned a lot of lessons over time.
Every time the price of a pack of cigarettes goes up, consumption drops.
Now that means there is fallout in state/federal tax revenue, but it
also means people decrease or quit smoking.
Anti-smoking forces have learned more about marketing, and social
marketing particularly. They have learned to more effectively
communicate their messages to a variety of target audiences. Although
I'm sure Joe Camel is still smiling (somewhere)!
I've recently been re-reading the Glanz, Lewis, Rimer text, Health
Behavior and Health Education (2nd edition), particularly their
distinction among concepts, constructs, variables, principles, and
models. With apologies to those editors I'd paraphrase the segment
under models, "(Tobacco) related behavior and the guiding concepts for
influencing it are far too complex to be explained by a single unified
(strategy)." It will take numerous strategies, including the current
legislation, to make an impact.
As for your question about failing to educate about the hazards of
smoking. Knowledge is only one aspect. I suspect everyone reading this
message knows better than to do some unhealthy things, but we still do
them. I admit it--I ate raw cookie dough made with eggs just last week
(oatmeal chocolate chip). And this week food safety is one of the
topics in my college course--the one I'm teaching. Can we improve
tobacco education? I'm sure we can. Smoke court may work as a
deterrent for some, but probably not all underage smokers. I like to
consider the Transtheoretical Model/Stages of Change, but there isn't
one intervention that works for all. It's a model for individual
behavior and requires an intervention effective for that individual.
Smoke court also sounds a bit like a "quick fix," and I think Stages of
Change helps us understand that change is a process that takes time.
I don't know if legislation is a "good" approach or what the negative
repercussions will be. It is one approach that is drawing a lot of
attention to the tobacco issue, and revealing remarkable unethical
(illegal?) behavior on the part of the tobacco companies. Margo
Margo Harris
Harris Training & Consulting Services
Seattle, WA
Email: htcs@halcyon.com
Web: http://www.htcs.com/
------------------------------
#1071
Date: Mon, 11 May 1998 10:42:14 -0400
From: "Simmons, Rob"
Subject: Re: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
In response to your question, Victor, about tobacco control strategies,
although it is not the sole approach in any location I'm familiar with
having worked in tobacco control for over twenty years, legislative
activities, especially local initiatives, have made a tremendous societal
difference in creating an anti-tobacco social norm and subsequently reducing
tobacco use behavior. Legislative efforts seem to fall into four
categories: 1) increasing state excise taxes on tobacco products, 2)
reducing youth access to such products, 3) creating and implementing a
comprehensive community-based education programs including the use of a
variety of media sources, mini-grants to community agencies,
reducing/eliminating tobacco promotions, etc., and 4) strengthening
environmental tobacco smoke laws and regulations.
Certainly, there can be and has been to some degree a backlash in some areas
just as ETS laws and policies have created some stronger bonds amongst
smokers who have to stand together outside of buildings in all kinds of
weather to smoke. We are winning this war although total victory will
probably take another generation and legislative efforts which typically
follow strong educational campaigns have made a clear difference.
Look forward to reading more about "Smoking Court", particularly due to the
required involvement of parents at the courthouse.
Rob Simmons
Chief, Health Education
Christiana Care Health Services
Preventive Medicine Institute
P.O. Box 1668
Wilmington, Delaware 19899-1668
-----Original Message-----
From: Victor Ramirez [SMTP:vmrgusf@HOTMAIL.COM]
Sent: Sunday, May 10, 1998 5:42 PM
To: HEDIR-L@SIU.EDU
Subject: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
To everyone in the list serve;
I want to know your opinion on the tobacco legislation going on in
the
US presently.
Do you really think this is the way to go?
What problems can come out of this?
As health educators (or interest in it) has the profession failed in
educating people on the hazzards of smoking?
And finally, since I know that many in the list serve are not in
Florida, there is something in this state called "Smoking Court" (or
something like that),where people under the age of 18, if found
smoking
go to court (their guardian is also present) and end up with a fine
and
having to do community service hours.
Is this really the solution, or will it just create another "drug
problem" in the US?
Victor Ramirez
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com
**
** The Second Issue of IEJHE is here:
** http://131.230.221.136/iejhe
**
------------------------------
#1072
Date: Mon, 11 May 1998 09:04:03 +0000
From: walt stoll
Subject: Re: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Dear Victor,
The solution to this problem is to put enough tax on cigarettes to make
the individual smoker pay for the actual cost smoking is to the
society--so the rest of us do not subsidize the smoker. More that 20
years ago the first studu came out detailing how much that would be per
pack. At that time, the cost was more than $5.60. Each study that has
come out since has increased the amount per pack (which includes missed
work due to smoking related diseases, children's illnesses & burns [the
% increase in the home of a smoker as opposed to a non-smoker], medical
expenses for smoking related diseases, etc.). I do not know the last
estimate but have heard that it is well past $7 now.
Even the argument used by the Republicans against the use of a cigarette
tax to finance Hillary's Medical Plan was that it would not be a
"reliable revenue" since people would stop smoking if the price got too
high. WELL, DUH! Even the very modest increases suggested (10 cents a
pack) were voted down as excessive.
The tax money would be used to help treat smoking related diseases and to
mount antismoking education & stop smoking clinics, etc.
If the tax solution was used, there would be no need for suits, tobacco
supports, or complicated legislation like this. If ANY legislation like
this actually passes, the tobacco companies will be laughing all the way
to the bank. You HAVE noticed that tobacco stocks have been consistantly
going up?
Of course, one can be sure that the tax solution will NEVER be used since
everyone knows that it would spell the end of serious smoking in this
country. There are just too many people (farmers, doctors, hospitals,
pharmaceutical companies, politicians, etc.), making too much from its
existance. Only an aroused & educated populace will change this travesty
of justice.
Thanks for giving me a chance to vent my spleen about this.
Walt
On Sun, 10 May 1998 14:41:48 PDT Victor Ramirez
writes:
>** Join the American Academy of Health Behavior
>** Click http://131.230.221.136/ajhb/aahb/ for more information
>
>To everyone in the list serve;
>
>I want to know your opinion on the tobacco legislation going on in the
>US presently.
>Do you really think this is the way to go?
>What problems can come out of this?
>As health educators (or interest in it) has the profession failed in
>educating people on the hazzards of smoking?
>
>And finally, since I know that many in the list serve are not in
>Florida, there is something in this state called "Smoking Court" (or
>something like that),where people under the age of 18, if found
>smoking
>go to court (their guardian is also present) and end up with a fine
>and
>having to do community service hours.
>
>Is this really the solution, or will it just create another "drug
>problem" in the US?
>
>
>Victor Ramirez
>
>______________________________________________________
>Get Your Private, Free Email at http://www.hotmail.com
>
>**
>** The Second Issue of IEJHE is here:
>** http://131.230.221.136/iejhe
>**
>
_____________________________________________________________________
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]
------------------------------
#1073
Date: Mon, 11 May 1998 11:20:21 -0400
From: "Robert H. Anderson"
Subject: Re: college athletes' drinking behavior
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Re athletes & alcohol . . . ,
Of course, it's not just at the college level. In WV, which has one of the
lowest rates of alcohol use in the US, 24 members of a middle school track
team (i.e., kids about 10-13) admitted last week to drinking alcohol at a
track meet. It is being looked into further, as there is a suspicion this
was not a one-time event.
------------------------------
#1074
Date: Mon, 11 May 1998 11:42:05 -0400
From: Aria Crump
Subject: SOPHE annual meeting
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
>From Friday, November 13 through Sunday, November 15, 1998, the Society =
for Public Health Education will hold its annual conference in =
Washington D.C. This conference will focus on the theme "Improving =
Health Through Advances in Education, Policy, Science, and Technology" =
and will provide a great opportunity to network with fellow health =
educators and learn about the latest advances in health education =
research and practice. Keynote addresses will be offered by Norman =
Anderson from the National Institutes of Health, Michael Eriksen from =
the Office on Smoking and Health, Helene Gayle from the Centers for =
Disease Control and Prevention, and Everett Rogers from the University =
of New Mexico. Preconference workshops on electronic communications, =
grantsmanship, and strategic planning will be held. Also there will be =
an awards banquet on Saturday evening, and of course all of the =
attractions of Washington D.C. Save the dates now! CHES credits will be =
available. For more information, call SOPHE at 202-408-9804.
------------------------------
#1075
Date: Mon, 11 May 1998 10:47:22 -0500
From: "Dr. Brian Colwell"
Subject: Re: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
At 09:04 AM 5/11/98 +0000, Walt Stoll wrote:
>More that 20
>years ago the first studu came out detailing how much that would be per
>pack. At that time, the cost was more than $5.60.
>I do not know the last
>estimate but have heard that it is well past $7 now.
Where do these numbers come from? While I agree that the cost per pack has
got to be pretty high, I keep hearing these kind of numbers tossed out but
have not seen the primary references. I confess to having little expertise
in health care economics, but we need to be careful that we can empirically
support our arguments made in public. Throwing these numbers out without
referencing good studies will, in the end, hurt our efforts. We should be
careful to avoid weakening our arguments by overstatement. Walt, can you
help us here? Can anyone else?
Brian
Brian Colwell, Ph.D., CHES
Associate Professor of Health Education
Texas A&M University
------------------------------
#1076
Date: Mon, 11 May 1998 12:46:24 -0500
From: "Lisa L. Hoffman"
Subject: Re: college athletes' drinking behavior
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
I guess some of this drinking behavior has trickeled down to very young
kids. Not too much of a surprise, but very scary. After all, I think
To me, the college athletes' drinking behavior information is not a
surprise. My fiance and I were both 4-year non-scholarship athletes at a
DIII Wisconsin school. These things happen!! I'm really not sure why the
behaviors occur in the manner in which they do . . . I think it is a
multi-faceted problem. There are many stressors put on one during college
with the academics part alone. Then you add a full-time athletic schedule
that really has no 'off-season' with a part-time job (excluding DI
athletes), and there is extremely limited 'social' time. Perhaps this is a
partial explanation.
I guess some of these drinking behaviors have trickeled down to very young
kids. Not too much of a surprise, but very scary. After all, their high
school and college role models are participating in binge drinking and
that's what they see.
For the record, I know DI and DII athletes who experience the same
behaviors. And, just one more point--not EVERYONE (including some
athletes) drinks in college.
Lisa Hoffman
Graduate Student
------------------------------
#1077
Date: Mon, 11 May 1998 13:25:21 -0500
From: shelley.smith@SIH.NET
Subject: Drug Education Instructors
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
I would like to put together a listing of Drug Ed
Instructors. If you teach regularly teach drug ed,
drugs and society, or any variation, please respond
directly to me. I will elaborate once I have compiled
a listing. Thanks -
Shelley Wilkerson Smith,MSEd
St. Joseph Memorial Hospital
shelley.smith@sih.net
------------------------------
#1078
Date: Mon, 11 May 1998 16:34:24 -0400
From: Amelia Birney and/or Rob Manor
Subject: Re: college athletes' drinking behavior
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Lisa L. Hoffman wrote:
> To me, the college athletes' drinking behavior information is not a
> surprise. For the record, I know DI and DII athletes who experience
> the same behaviors. And, just one more point--not EVERYONE (including some
> athletes) drinks in college.
As an ex-Div II athlete (and at the risk of having you all think I'm a lush!),
I'll throw my two cents in here.
Lisa is right. Not everyone (including athletes) drinks excessively in college.
And, lots of college students (athletes and nonathletes alike) DO drink. And,
the phenomenon is complex.
However, as one who imbibed on two different campuses with both athletes and
nonathletes, it is my unscientific impression that athletes who drank did not
drink more or differently than other students who drank. I think the difference
may be that a larger *percentage* of athletes drink.
Does anybody know how comparisons were made in this study? Did the study
compare athletes to all other students, drinkers and nondrinkers together? Or
to other students who reported some drinking? Or both?
Amelia Birney, MPH
Science Concepts
Washington DC
------------------------------
#1079
Date: Mon, 11 May 1998 13:43:56 -0700
From: Renee Drellishak
Subject: Re: ACHA in San Diego--student needs roommate
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
I posted this a few weeks ago, and received a few tentative expressions of
interest, but no committments. Once again:
I have a female non-smoking student who is looking for another female
non-smoking student to share a room at ACHA from Tuesday night (6/2)
through Saturday afternoon (6/6). We have already booked a room (at the
$125-all they had left-rate) If interested, please respond to me
ASAP.
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Renee Drellishak, MPH "Yes there are two paths
Manager of Health Promotion and Development you can't go back
Hall Health Primary Care Center but in the long run
University of Washington there's still time to
(206) 616-8476 change the road you're on."
reneedre@u.washington.edu --Robert Plant
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#1080
Date: Mon, 11 May 1998 21:51:23 EDT
From: DSta360526
Subject: Glad to be back
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
Mark,
I have missed the hedir so much these last 6 weeks. I am ready to sign up
again and look forward to catching up on all the hedir news. Thanks, ds
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#1081
Date: Tue, 12 May 1998 08:44:07 -0400
From: Susan Wooley
Subject: Re: TOBACCO
** Join the American Academy of Health Behavior
** Click http://131.230.221.136/ajhb/aahb/ for more information
The American School Health Association, along with many other =
organizat