#1897 Date: Wed, 1 Sep 1999 10:15:39 -0400 From: "Michael J. Ludwig" Subject: When Do Scare Tactics Become 'Health Terrorism'? ** A Great Journal Deal: http://www.kittle.siu.edu/deal This story from The Chronicle of Higher Education (http://chronicle.com) was forwarded to you from: hprmjl@hofstra.edu _________________________________________________________________ The following message was enclosed: A relevant discussion of the relative effectiveness of media approaches to binge drinking. _________________________________________________________________ When Do Scare Tactics Become 'Health Terrorism'? "A safari shirt works well with this classic black pant," one ad says. "The white and red accents from puke don't." The startling posters are part of a campaign called "Party Smart," started last year by the City of Boston to show college students that "drinking can make anyone look stupid," as the ads put it. The ads can be found around Boston, on billboards and in dormitories, newspapers, and bars. Some images were deemed so disturbing, however, that the city's transportation authority refused to display them on subways and buses. The advertising company that created the campaign met with about 100 local college students to find out what would work. "More than leaving school, more than getting arrested, kids said they were afraid of looking like fools in front of their friends," says John J. Dorsey, a spokesman for the Mayor's office. "Most kids felt it was uncool for people to pass out or vomit." But to critics, Party Smart and other campaigns that warn people of the negative consequences of heavy drinking are scare tactics -- "health terrorism," some call it. They argue that the ads are ineffective in reaching students, and that by focusing on the behavior of the minority who drink heavily, the campaign will merely encourage further dangerous drinking. Campus officials are increasingly advocating an entirely different sort of campaign -- one that plays up statistics showing that most students drink responsibly, or don't drink at all. That strategy, known as the "social norms" approach, features advertisements and posters that show smiling students either sitting around talking with one another or participating in such healthful activities as rock climbing, mountain biking, and hiking. The debate over marketing illustrates how divisive the battle against binge drinking has become. College administrators, health experts, and anti-alcohol groups have not agreed on the best way to combat a behavior that many college presidents say is the No. 1 problem on their campuses. "I would give you $10,000 if the Party Smart campaign made a dent in binge drinking in the area," says William DeJong, director of the Higher Education Center for Alcohol and Other Drug Prevention, in Newton, Mass., and a supporter of the social-norms approach. The widely publicized death of an 18-year-old freshman at the Massachusetts Institute of Technology who drank too much at a fraternity pledge event in September 1997 hardly frightened local students into sobriety, he notes. Why, then, would anyone expect a few billboards that show students vomiting to do the trick? "A campaign that tries to hit people over the head with the possible negative consequences of drinking are not campaign dollars well spent," says Mr. DeJong, an instructor of health communication at Harvard University's School of Public Health. "Today's college students have been hearing since elementary school about the dangers of alcohol abuse, so to have a media campaign that tries to yell at them even louder is not going to have any impact." He and many other college administrators were initially skeptical of the social-norms approach when Northern Illinois University was the first to experiment with it, in the early 1990s. But it has caught on at many institutions. This fall, Dartmouth College will begin a newspaper, television, and radio advertising blitz declaring that heavy drinking on the campus is not the norm. It will display posters informing students that 58 per cent of their classmates who responded to a campus survey said alcohol was not important for a party, and that 52 per cent said they had not gone on a drinking binge in the previous two weeks. The University of North Carolina at Chapel Hill will start a campaign -- called "2 out of 3, .00 B.A.C." (for blood-alcohol content) -- using posters and stickers to tell freshmen that 66 per cent of students there drink little or not at all on weekend nights. The campaign is based on a study in which students were given Breathalyzer tests. Susan Kitchen, vice-chancellor for student affairs at Chapel Hill, hopes that the campaign will "reassure impressionable first-year students, who just left their homes and are eagerly seeking a new family on campus, that they don't have to drink alcohol to find their niche here." Zachary Deason, a junior at Chapel Hill and a member of Tau Epsilon Phi fraternity, says that the ads might reach a few impressionable freshmen, but that "most people already have their minds made up on whether they're going to drink or not, long before they get here." He also believes that the university "rigged" the statistics; the number of students who do not drink sounds too high to him. Even so, Mr. Deason, who says he drinks four to eight beers at a sitting, adds that the new campaign may have more of an impact than did a few ads in The Daily Tar Heel, the student newspaper. Those ads, he says, "show guys drinking 'Ralph Beer' and puking everywhere, or hooking up with a hideously ugly lady." "Scare tactics don't work. Most people make fun of them," he says. At a conference on the social-norms model, held at a Montana resort in July, officials of institutions that have used the approach -- including Hobart and William Smith Colleges, Northern Illinois, and the University of Arizona -- said it has been successful. Since 1996, posters at Arizona have related statistics showing that most students have four or fewer drinks at a time. In 1998, 6.1 per cent of students said they had had trouble with police, resident advisers, or college officials because of alcohol -- down from 17.5 per cent in 1995. At Hobart and William Smith, officials pushed a similar message through ads, orientation programs, and workshops for resident advisers. In the first 18 months of that campaign, organizers say, the number of students who indicated on a survey that they drank "to get drunk" declined by 16 per cent. Montana is developing a statewide educational campaign, using the social-norms model, in an effort to reduce alcohol-related accidents among young adults 15 per cent by January 2000. Jeff Linkenbach, director of the Montana Social Norms Project, based at Montana State University, says money for curbing high-risk drinking should be put toward the social-norms model. "We've been doing scare-tactics approaches for the past two decades, and we don't have a lot to show for it," he says. Fear tactics remain popular among colleges that try to "exploit or even exaggerate the problem in an emotional appeal" for financing, he says. "If people are hearing the message that the problem is not as bad as they think, why would they want to dig into their pockets? If we're delisting the bald eagle from being an endangered species, why should I contribute to a 'save the eagle' campaign?" But some donors and foundations are becoming wary of ads that play on fear. The National Association of State Universities and Land-Grant Colleges will run full-page ads in 15 of the nation's largest newspapers in September, alerting parents, lawmakers, and opinion leaders about heavy drinking among college students. But an early draft of the ad was scrapped when the Robert Wood Johnson Foundation, which contributed $350,000 toward the campaign, suggested that it be toned down, according to Steve MacCarthy, executive director of university relations at Pennsylvania State University, who is coordinating the campaign. The draft showed an image of medical workers pushing a hospital gurney, with the caption: "Millions of college students called home last weekend; others didn't get the chance." "We saw it more as something that would catch the eye of parents and opinion leaders. But there were some people who thought it was too much of a scare tactic," Mr. MacCarthy says. Joan K. Hollendonner, senior communications officer for the Johnson foundation, in Princeton, N.J., says the original draft of the ad "missed an opportunity" to provide additional information about campus drinking, such as a phone number that people could call to seek help. She also suggested that some of the social-norms strategy be incorporated into the design. The final version takes on a lighter tone but still lays out the negative consequences of heavy drinking, Mr. MacCarthy says. It is a mock promotion for a product called "Binge Beer," and it asks, "Who says falling off a balcony is a bad thing? What's wrong with an occasional riot or an assault between friends?" The ad encourages parents to talk to their children about drinking, and refers them to a World-Wide Web site for further information. The campaign is expected to cost as much as $750,000, an unusually large sum for a marketing effort aimed at reducing dangerous drinking. "The real core problem, whether you're a health terrorist or pro-social drinking, is that we don't have anywhere near the amount of money needed to influence decisions," says Robert Heard, national program director for Mothers Against Drunk Driving, in Irving, Tex. When MADD sends ads to college newspapers it relies on what is called "public-service space." The newspapers run the ads at no charge, but only when space is available. Last year, MADD began a new campaign, "The Brutal Truth," aimed at reducing underage drinking on college campuses. One poster shows a young man holding his head in his hand, underneath a message telling readers that "alcohol kills more people under 21 than cocaine, marijuana and heroin combined." Another warns that "alcohol consumption contributes to unwanted pregnancies." Critics say the ads, like so many others, rely too heavily on fear. Mr. Heard responds that the messages are based on facts, and that MADD deliberately stayed away from the scare tactics that some groups -- including MADD itself -- used during the 1980s to combat drunk driving. Bryan R. Christian, a vice-president at McCann-Erickson Southwest, the Texas advertising agency that designed the "Brutal Truth" ads, says the company wanted to "deliver a rational tone of voice." "We thought it would have more impact to speak straightforwardly to folks rather than over-scare them," he explains. "The facts are harsh and they're uncomfortable, but they're things you end up having to deal with." Indeed, critics say that the social-norms campaigns, which feature positive statistics and smiling faces, gloss over the harsh realities of alcohol abuse. Those campaigns may be "well-intentioned," says Richard A. Yoast, director of the Office of Alcohol and Other Drug Abuse at the American Medical Association, in Chicago, "but the reality is that a large number of students do have problems, and the social-norms campaign is simply de-emphasizing that to the point where you don't need to deal with it." Students themselves say subtle warnings -- rather than those that are disturbingly graphic -- are the most effective ones. Twilight Seward, a sophomore at Boston University, says one of the less graphic Party Smart posters in her dormitory grabbed her attention right away. It puts the viewer in the vantage point of a drunken student facing several classmates who are laughing and pointing at the sight. "I didn't ever want to be in that position," Ms. Seward says. "The way the picture was taken, it brings more of a realistic perception to drinking." An ad that showed statistics about responsible drinking would not have much impact, she adds. "It doesn't have the shock value that the other campaigns have. And most of the stats that people get are inaccurate. I remember taking those polls in high school, and most of my friends would lie on those." Henry Wechsler, director of college alcohol studies at Harvard's School of Public Health, says any advertising campaign is likely to fail unless it is part of a broader strategy that includes stricter enforcement of alcohol policies. "Students aren't fools," Mr. Wechsler says. "You can't simply Madison Avenue them out of drinking." _________________________________________________________________ Subscribers can read this story on the Web at this address: http://chronicle.com/weekly/v46/i02/02a07901.htm _________________________________________________________________ You may visit The Chronicle as follows: * via the World-Wide Web, at http://chronicle.com * via telnet at chronicle.com _________________________________________________________________ Copyright 1999 by The Chronicle of Higher Education ------------------------------ #1898 Date: Tue, 31 Aug 1999 22:26:40 +1000 From: Donald B Ardell Subject: Today's Wellness Internet Show ** A Great Journal Deal: http://www.kittle.siu.edu/deal Greetings Hedirites:

Isn't that Molly Lafler something?  What a hell-raiser.  A real pistol, humdinger, live-wire and so on. Some of us just love that sort of thing, others of course may be vexed, flummoxed or rendered speechless.  If aroused, why not give that woman a piece of your mind?  Tell her what you think, and let us all in on it.

If fear is holding you back, well, read this.  And tune in this afternoon, 5 PM eastern/2 PM west coast and so on. ------------------------------ #1899 Date: Wed, 1 Sep 1999 14:26:38 GMT From: Todd W Subject: Adolescent and School Health ** A Great Journal Deal: http://www.kittle.siu.edu/deal Does anyone have any resources (websites, texts, articles) or suggestions for information on adolescent and school health? I have found many of the obvious sources, just looking to tap into the HEDIR knowledge pool for new leads. Thanks! Todd Wilson, MS, CHES Prevention Specialist Centers for Disease Control and Prevention Atlanta, GA 678.937.1924 ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ------------------------------ #1900 Date: Wed, 1 Sep 1999 10:23:09 -0400 From: Amy Mehaffie Subject: volunteers ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hello all- I will be teaching an introduction to health ed class this fall. I am looking for volunteers willing to be interviewed by undergrad students interested in becoming health educators. Interviews will be conducted over email and will be brief. If you are interested, please reply to me directly (amehaff@umich.edu) and indicate your area of interest/experience (schools, worksite, community, patient ed, etc.). Thanks so much! Amy Mehaffie, MPH, CHES Health Educator UMHS Health Education Resource Center 734.647.6691 amehaff@umich.edu ------------------------------ #1901 Date: Wed, 1 Sep 1999 15:24:00 -0500 From: "Mark J. Kittleson, Ph.D." Subject: job position ** A Great Journal Deal: http://www.kittle.siu.edu/deal The West Virginia University School of Medicine, Department of Community Medicine, is seeking applications for two twelve-month, tenure-track, assistant professor positions. Both positions require a doctoral degree (PhD, EdD, DrPH) and post-doctoral experience in one of the five core areas of public health: health policy and administration, biostatistics, epidemiology, health education, or environmental health. The Master of Public Health (MPH) degree is preferred. Scholarly publications, demonstrated ability to teach, and commitment to obtaining extramural research funding are required. Responsibilities include reaching graduate courses in the MPH and the Community Health Promotion Master of Science (MS) degree programs, developing a successful research agenda that includes peer-reviewed publications and extramural funding, and participating in professional and community service activities. The salary is nationally competitive, and the benefits include a full pension plan and five weeks of vacation annually plus holidays. The Department of Community Medicine has a strong commitment to community-based public health research, service, and teaching. We offer a fully accredited MPH program with a diverse student body representing the Appalachian region, the nation, and several foreign countries. Our MS degree program in Community Health Promotion has trained public health and health education workers in West Virginia for over 15 years. A nationally regarded occupational medicine residency program is also housed in our department. Faculty research interests include community-based interventions, youth tobacco control, nutritional epidemiology, occupational health, cancer, social environment and health, diabetes, and cardiovascular diseases. We offer a congenial and supportive work environment. West Virginia University is a Research Level 1 institution located in the Appalachian foothills less than two hours from Pittsburgh, PA. WVU offers comprehensive programs in medicine, nursing, allied health sciences, law, business, engineering, arts and sciences, education, social work, and creative arts. Morgantown offers the amenities of college-town life, including low cost of living and excellent public schools, with numerous opportunities for outdoor and wilderness activities nearby. Both positions will remain open until filled. All applicants should submit a curriculum vitae, three current letters of reference with contact information, one to two article reprints, course syllabi if available, and a cover letter discussing teaching and research experience and your interest in West Virginia University to: Dr. Debra Krummel, Chair, Faculty Search Committee, Department of Community Medicine, P.O. Box 9190, Morgantown, WV 26506-9190. Phone: (304) 293-1824. E-mail: dkrummel@wvu.edu West Virginia University is an affirmative action/equal opportunity employer. We have a culturally diverse faculty and student body and strongly encourage applications from women, minorities, and persons with disabilities. Mark J. Kittleson, Ph.D. Health Education, SIU Home Page: http://www.kittle.siu.edu HEDIR: http://www.hedir.siu.edu IEJHE: http://www.iejhe.siu.edu ------------------------------ #1902 Date: Wed, 1 Sep 1999 16:15:15 -0500 From: Michael Pejsach Subject: Current Survey Results, etc. ** A Great Journal Deal: http://www.kittle.siu.edu/deal --------------7B582C26FA320796D9E32EA0 Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353" Content-Transfer-Encoding: 7bit Here are the latest results of the professional organization survey: [Image] You can participate in this survey can be found at http://healthbehavior.com/Center.html Now let's do the numbers (guessing/estimating here): 38 health educators pay at least $100 to belong to AAHE? $3,800 30 health educators pay at least $100 to belong to APHA? $1,900 31 health educators pay at least $85 to belong to SOPHE? $2,635 5 health educators pay at least $100 to belong to ASHA? $ 500 18 health educators paying $75 to belong to ACHA? $1,350 33 health educators paying $100 to belong to?? $3,300 Total invested in at least 6 different organizations: $13,485 Don't you think the profession could move forward faster and more efficiently if these moneys went to ONE organization. Don't you think 155 people spending $13,000 in in one organization, rather than six different organization, would meet the needs of the profession more efficiently. What would a business person say looking at a spreadsheet with this kind of data? Instead of 155, think in terms of 15,000 health educators belonging to different professional organizations: 15,000 health educators paying an average $100 for membership = $1,500,000. Did I calculate that correctly? $1.5 million?* You can go a long way getting a health education agenda going with $1.5 million as opposed to $250,000, or 1/6 or less, of that amount going to six very (very) similar agendas. Are the ties to our preferred professional organizations that emotional making it too difficult for us to see through to the logic? How many of us pay for multiple organizations? * The numbers are probably closer to $150 per professional since many health educators belong to multiple groups, such as APHA+SOPHE= $185+85, or $270. $150 for many is another conservative estimate, I guess. Using the $150 amount: $150*15,000= $2.25 million!!! Think of the money saved by having to go to ONE annual national meeting collaborating with all kinds of health educators - folks in school health and public health talking to each other. Folks who teach in the K-12 setting, in shorts and T-shirts, intermingling with those public health administrators wearing starched -- Michael Pejsach, Ed.D., CHES CMU Health Promotion and Rehabilitation College of Health Professions Mt. Pleasant, MI 48859 (517) 774-3366- b (517) 773-0966 Michael.Pejsach@cmich.edu http://healthbehavior.com ------------------------------ #1903 Date: Wed, 1 Sep 1999 16:25:17 -0500 From: Michael Pejsach Subject: Free CHES prep course still available ** A Great Journal Deal: http://www.kittle.siu.edu/deal If you're interested, reply with your full name, full address, company/institution name, fax number, phone number at home and at work. Here are the facts: 1. NO COST. It's FREE!!!!!! 2. 30 day free third party trial software. No obligation 3. Meet on the internet next Wednesday @ 2:00 pm Eastern Time. 4. If you call from your office and your connected via your school's or business's ethernet/T1 connection, the video will be full speed. 5. Audio and Video is much better than iVisit. 6. A SAMPLE CHES TEST WILL BE SENT TO YOU FOR USE IN THIS CLASS. Area of responsibility, what to study to prepare for area questions, and answers to the questions will be provided ON-LINE. Test will be sent e-mail. You must have e-mail attachment capability. -- Michael Pejsach, Ed.D., CHES Health Promotion and Rehabilitation College of Health Professions Mt. Pleasant, MI 48859 (517) 774-3366- b (517) 773-0966 Michael.Pejsach@cmich.edu http://healthbehavior.com ------------------------------ #1904 Date: Wed, 1 Sep 1999 18:36:36 -0400 From: Judith Wellen Subject: Re: Asthma and Allergy experts ** A Great Journal Deal: http://www.kittle.siu.edu/deal Thanks to everyone who responded to me about the asthma and allergy articles. It is wonderful to have this resource of health educators so close at hand! Judith ------------------------------ #1905 Date: Wed, 1 Sep 1999 18:47:25 -0400 From: Michaela Conley Subject: Jobs for AWHP and/or SPM ** A Great Journal Deal: http://www.kittle.siu.edu/deal --=====================_12379464==_.ALT Content-Type: text/plain; charset="us-ascii" Free offer to employers HPCAREER.NET will take your job opportunity, free of charge, to both of the following conferences. Opportunities will displayed at the conference career centers which is being provided by hpcareer.net AWHP: Association for Worksite Health Promotion SPM: Society of Prospective Medicine Email or fax your opportunity by September 13th to: Email: conf@hpcareer.net Fax: (860) 892-1352 (be sure to note on your cover that the job is for the conferences) Michaela Conley Principle, HPCAREER.NET (former President & Founder, HPRI) Phone: (860) 892-1351 HPCAREER.NET The industry leader in delivering career resources in health Promotion Michaela Conley President, HPRI Jobs & Internship Services for the Health Promotion Field One Click Advertising DIrect to the Email Box of More than Four Thousand Professionals --=====================_12379464==_.ALT ------------------------------ #1906 Date: Wed, 1 Sep 1999 15:49:39 -0700 From: Thomas Stubberud Subject: Health plan and health promotion ** A Great Journal Deal: http://www.kittle.siu.edu/deal I am interested in locating resources that would provide me with good examples of quality health promotion programs that are occuring in managed care organizations. Thank you. Tom Stubberud Health Education Coordinator Sharp Health Plan San Diego, CA ------------------------------ #1907 Date: Wed, 1 Sep 1999 22:18:29 -0500 From: Chad Richardson Subject: ** A Great Journal Deal: http://www.kittle.siu.edu/deal This is a multi-part message in MIME format. ------=_NextPart_000_0004_01BEF4C7.EBB17F20 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Please subscribe me to the student HEDIRS-L Carlsen. My email is carlsen@uwyo.edu Thank you for your assistance. Sincerely, Emily Carlsen Senior Health Educator University of Wyoming ------------------------------ #1908 Date: Thu, 2 Sep 1999 11:28:12 -0400 From: Bonni Hodges Subject: K-6 data collection ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hi Folks, This is a request for help....I thank you in advance. I am in the middle of developing a data collection strategy for an evaluation of an intervention that is being designed to improve attitudes toward and behaviors-related to low fat milk consumption in a dairy farming community. My biggest challenge is in collecting this data from the K-6 students. Preliminary plans call for focus groups and one-on-one interviews with the K-2 or 3 group, and a simple survey for the older students. Intervention community has been wonderful with regard to access and minor intrusions in the classrooms. Control community is a bit less "malleable", shall we say, so any hints or strategies that may take less time than others would be appreciated. Literature search etc. has given us some ideas but your collective wisdom would be appreciated. Those with "words of wisdom" and/or particularly good references please e-mail me at hodgesb@cortland.edu or post to the HEDIR if you like. Thanks again. Bonni C. Hodges, PhD, CHES Associate Professor Graduate Coordinator Health Dept. SUNY Cortland Cortland, NY 607-753-2982 (voice) 607-753-4226 (fax) ------------------------------ #1909 Date: Thu, 2 Sep 1999 11:42:38 -0400 From: hodgesb@SNYCORVA.CORTLAND.EDU Subject: K-6 data collection ** A Great Journal Deal: http://www.kittle.siu.edu/deal ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hi Folks, This is a request for help....I thank you in advance. I am in the middle of developing a data collection strategy for an evaluation of an intervention that is being designed to improve attitudes toward and behaviors-related to low fat milk consumption in a dairy farming community. My biggest challenge is in collecting this data from the K-6 students. Preliminary plans call for focus groups and one-on-one interviews with the K-2 or 3 group, and a simple survey for the older students. Intervention community has been wonderful with regard to access and minor intrusions in the classrooms. Control community is a bit less "malleable", shall we say, so any hints or strategies that may take less time than others would be appreciated. Literature search etc. has given us some ideas but your collective wisdom would be appreciated. Those with "words of wisdom" and/or particularly good references please e-mail me at hodgesb@cortland.edu or post to the HEDIR if you like. Thanks again. Bonni C. Hodges, PhD, CHES Associate Professor Graduate Coordinator Health Dept. SUNY Cortland Cortland, NY 607-753-2982 (voice) 607-753-4226 (fax) ** Support the HEDIR, do your internet shopping via HEEF: ** http://www.healthbehavior.com/vendors.html -----End Of Forwarded Message ----- ------------------------------ #1910 Date: Thu, 2 Sep 1999 11:49:10 -0400 From: Adriane Griffen Subject: Call for Abstracts EXTENDED: Healthy People/Partnerships ** A Great Journal Deal: http://www.kittle.siu.edu/deal <>!<>!<>EXTENDED DEADLINE: SEPT. 13th<>!<>!<> SUBMIT YOUR ABSTRACT ONLINE AT www.health.gov/partnerships/abstracts/ PARTNERSHIPS FOR HEALTH IN THE NEW MILLENNIUM A joint meeting of the Healthy People Consortium and Partnerships for Networked Consumer Health Information. Surgeon General Satcher will launch the Healthy People 2010 initiative. January 24-28, 2000 Omni-Shoreham Hotel, Washington, DC www.health.gov/partnerships Abstracts should focus on one of the conference themes: 1. Partnering for Health Improvements 2. Eliminating Health Disparities 3. Increasing Quality and Years of Healthy Life 4. Harnessing Technology for Health SUBMIT ONLINE The online call for abstracts form is available at www.health.gov/partnerships/abstracts/. Hard copies may be obtained from the Web site or by calling (800) 367-4725. Deadline: Monday, September 13, 1999. EXHIBITS AND TECHNOLOGY GAMES Join us for the exhibits and exciting Technology Games, where you can "test drive" the latest interactive health applications. Deadline: Monday, Nov. 29, 1999 FOR MORE INFORMATION: E-mail: partnerships@health.org OR Subscribe to the Conference Listserv: Send E-mail to: LISTSERV@LIST.NIH.GOV with the following text in the message body: SUBSCRIBE partnerships-00 YOUR NAME (state your name as you want list users to see it) ------------------------------ #1911 Date: Thu, 2 Sep 1999 13:29:23 -0500 From: Melinda Everman Subject: Re: Current Survey Results, etc. ** A Great Journal Deal: http://www.kittle.siu.edu/deal I see your point. But have you thought to consider that there are many aspects of health and therefore many different areas of interest. Some organizations focus on a specific population or issues (EX: School Health). How do you prose that we develop one organization that addresses the needs and interests of all health professions?? --MElinda ------------------------------ #1912 Date: Thu, 2 Sep 1999 15:36:46 -0400 From: Jennifer George Subject: OXY CONTIN/ OXYCODONE ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hi, everyone. I have been searching for information on the drug oxycodone as an abused substance. I have found information regarding it's medical uses, but have not found any information about it's potential for abuse or how people are abusing. The street name is oxy contin. Can anyone help me out? Thank you in advance! Jennifer George, CHES Coordinator, Alcohol and other Drug Education Program Alfred University One Saxon Drive Alfred NY 14802 Phone: (607)-871-2300 Fax: (607)-871-2341 Email: georgej@bigvax.alfred.edu or csdc5@infoblvd.net The Alcohol and other Drug Education Program is located with the Counseling and Student Development Center in the Crandall Health Building. ------------------------------ #1913 Date: Thu, 2 Sep 1999 13:45:05 -0600 From: Gordon James Subject: Two faculty positions at Weber State University ** A Great Journal Deal: http://www.kittle.siu.edu/deal Our positions close on October 1st, 1999. If you love to teach in a small program with a wide variety of health education classes check us out. We have a collaborative BS in health promotion with an excellent Health Services Administration program in the College of Health Professions. We also support a worksite oriented Lifestyle Management Major. We are totally committed to the CHES competencies in our program. We require reasonable research for tenure, but teaching is primary. We are located at the base of the Rocky Mountains, 40 miles from Salt Lake City. The 2002 downhill venue is about 3 miles away as the crow flies. We are 6 hours from the yellowstone-tetons; 5 hours to Sun Valley Idaho; half a day from Vegas with a small resort at Wendover 2 hours away. If you are finishing your Ph.D. before July 2000 we are interested in you. Please check out our web site. Advertisements are on the web, have been sent to all universities, and can be viewed on the Weber State University web site (www.weber.edu) under employment. I would be more than happy to answer questions (801-626-7087). Sincerely, Gordon B. James, Ph.D., CHES ------------------------------ #1914 Date: Thu, 2 Sep 1999 15:14:37 -0700 From: Sandra Smith Subject: Re: Health plan and health promotion example ** A Great Journal Deal: http://www.kittle.siu.edu/deal Tom et al: here is an article from the International Electronic Journal of Health Education re a prenatal health promotion program in managed care. SS http://www.prenataled.com/1997surv.htm ... good examples of quality health promotion programs that are occuring in managed care organizations. Thank you. Tom Stubberud Health Education Coordinator Sharp Health Plan San Diego, CA ** Support the HEDIR, do your internet shopping via HEEF: ** http://www.healthbehavior.com/vendors.html ------------------------------ #1915 Date: Thu, 2 Sep 1999 16:14:58 -0600 From: PCost Subject: curriculum committee handbook ** A Great Journal Deal: http://www.kittle.siu.edu/deal Fellow HEDIR's, Hi! I have been at my new job for two weeks and am already sitting on the College of Health and Human Sciences Curriculum Committee. We waste NO time here! :) In our college we house, Kinesiology and P.E., Community Health (BS & MPH), and Nursing. They have asked me to compile a handbook that would be user friendly for new committee members. If anyone has one in existence that they would be willing to share I'd love to see it. If it is too large to send via e-mail respond to me directly and I will forward you my snail mail addresses. Thanks in advance for any and all help! Sincerely, Patti Cost, University of Northern Colorado, Greeley. ------------------------------ #1916 Date: Fri, 3 Sep 1999 00:47:25 EDT From: Todd Wilson Subject: Adolescent/School Health Resources ** A Great Journal Deal: http://www.kittle.siu.edu/deal Thanks to all who sent valuable information per my request for adolescent/school health programs. Several people asked me to post the information I received, so here it is: mostly internet, certainly unedited, and hopefully useful. This list does not include some obvious sources such as AAPHPERD, NIH, etc. Links: http://www.ati.swt.edu/dw13/ lots of links including lesson plans for school health educators. http://ashaweb.org American School Health Association http://education.indiana.edu Adolescence Directory Online mental health, counselor issues, conflict/violence resolution http://www.columbia.edu Go Ask Alice: more teen- and college-oriented http://youth.os.dhhs.gov Directory of Youth Topics from US Dept. of Health and Human Services http://www.rch.unimelb.edu.au Centre for Adolescent Health: An Aussie point of view http://www.jhbmc.jhu.edu Johns Hopkins Bayview Medical Center: Cardiovascular Health Promotion for children with tips, articles, research, and links http://www.cfoc.org Campaign for Our Children: Teen pregnancy stats, facts, and figures http://www.mhrcc.org/cshw Hudson Valley Center for Comprehensive School Health: nice links to most major organizations http://www.etr.org/recapp/ Resource Center for Adolescent Pregnancy Prevention: A nice site with research, best practices, and curricula...but a pay site http://www.athealth.com/FPN_3_31.html Athealth.com: Newsletter on teenage mental health with links http://csmha.ab.umd.edu Center for School Mental Health Assistance http://www.onr.com/iser/schurse School Health Alert http://www.pediatrics.com Pediatrics Electronics Page http://amhrt.org/ American Health Association Journal of School Nursing Info at e-mail: nasnjosn@aol.com A few CDC sites: http://www.cdc.gov/nccdphp/children.htm http://www.cdc.gov/nccdphp/dash/ Division of Adolescent and School Health http://www.cdc.gov/nccdphp/dash/ataglanc.htm School Health Programs at a glance Texts: Schools and Health: Our Nation's Investment Allensworth, et al. (eds) Institute of Medicine Comprehensive School Health Programs Find it at this site for about fifty bucks or so: http://books.nap.edu/catalog/5153.html Health is Academic: A Guide to Coordinated School Health Programs Eva Marx & Susan Frelick Wooley, (eds) Teachers College Press, 1998 Todd Wilson, MS, CHES Prevention Specialist Centers for Disease Control and Prevention Atlanta, GA 678.937.1924 ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ------------------------------ #1917 Date: Fri, 3 Sep 1999 10:20:12 -0500 From: "Mark J. Kittleson, Ph.D." Subject: 3 job announcements for CDC ** A Great Journal Deal: http://www.kittle.siu.edu/deal Been asked to send this over the HEDIR: Number 1: POSITION: Behavioral Scientist GS-0101 -13OPENING DATE: 8/25/99 CLOSING DATE: 9/21/99 (Applications must be received or postmarked by the closing date; however, postmarked applications must be received in Human Resources Management Office within 5 days of the closing date.) SALARY: GS-13, $57,381 - 74,594 per annum TYPE OF APPOINTMENT:Permanent / Full-time LOCATION: National Center for Chronic Disease Prevention and Health Promotion, Division of Nutrition and Physical Activity, Chronic Disease Nutrition Branch, Atlanta, GA WHO MAY APPLY: U.S. Citizens; no previous Federal experience or tenure required. Apply for: DE1-99-612 Current or former competitive service Federal employees with permanent tenure. Current Commissioned Corps; candidates for employment programs such as 30% disabled veterans, Persons with Disabilities, and ICTAP eligibles. Preference eligibles or veterans who have been separated from the armed forces under honorable conditions after 3 years or more of continuous active service may apply. Apply for: MP1-99-612 SPECIAL NOTES: THIS IS NOT A BARGAINING UNIT POSITION. MOVING EXPENSES ARE AUTHORIZED. DUTIES: The incumbent will function as a nationally or internationally recognized expert, combining knowledge and experience in behavioral health or nutrition science, providing scientific advice and consultation on solutions to critical problems which require creativity in generating new hypotheses, approaches, and standards to be used agency wide or nationwide by others. Develops and tests strategies to promote cardiovascular health through studies which focus on determinants of health and eating behavior, or which evaluate the effectiveness of policy and environmental intervention strategies for cardiovascular health and psychosocial risk factors as they relate to modification, prevention, and control of risk factors for cardiovascular disease. Collaborates with Division epidemiologists and statistical staff in developing data coding, editing, and analysis plans for selected nutrition promotion or intervention studies and projects. Participates with scientists and program consultants in various aspects of the study or survey design process, including conducting a search or review of the existing literature and data in behavioral science and social science, and prepares and/or presents summaries for a variety of purposes. Serves as an advisor on the planning, development, coordination, and implementation of training and education programs and policies for public health and nutrition education programs implemented nationally; and on the needs for national education program policies and guidance. Oversees public health program or study cooperative agreements, contracts, or grants with full responsibility for carrying out all monitoring and management duties. Interacts effectively with officials at all levels of Federal and state governments, private and non-profit institutions, health professions, or professional organizations to accomplish program goals. QUALIFICATION REQUIREMENTS: Applicants must meet the basic qualification requirements outlined in OPM Qualification Standards Handbook. Since this position has a specific education requirement, all candidates must verify completion of this basic education requirement by submitting a copy of a college transcript with the application. Degree: behavioral or social science; or related disciplines appropriate to the position. OR Combination of education and experience that provided the applicant with knowledge of one or more of the behavioral or social sciences equivalent to a major in the field. OR Four years of appropriate experience that demonstrated that the applicant has acquired knowledge of one or more of the behavioral social sciences equivalent to a major in the field. Applicants must have one year of specialized experience at a level equivalent to the next lower grade in the Federal service. Specialized experience is that which is directly related to the position and which has equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to successfully perform the duties of the position, such as developing and testing strategies to promote cardiovascular health through studies which focus on determinants of health and eating behavior. KNOWLEDGE, SKILLS AND ABILITIES (KSAs): KSAs are the specific characteristics that applicants should possess in order to perform the major duties of the position. Applications should address the specific KSAs on a separate sheet of paper as an attachment to your application. KSAs identified as (M) are considered critical to the position and are considered to be mandatory for qualifications. KSAs identified as (D) are considered to be desirable. FAILURE TO ADDRESS KSAs MAY RESULT IN A LOWER RATING. 1. Expert knowledge of behavioral health and/or nutrition science and cardiovascular disease prevention programs. (M) 2. Ability to develop, implement, evaluate and monitor cardiovascular disease prevention (including nutrition) programs. (M) 3. Ability to communicate in writing. (D) 4. Ability to communicate orally. (M) For each of the above, give examples of how you gained the knowledge, skill, or ability and the dates of such experience and education. Applicants who apply for DE announcements must address (M) Mandatory and (D) Desirable KSAs. BASIS OF RATING: Applicants will be rated on the basis of education, experience and KSA responses appropriate to this position. Applications for MP1-99-612 will be evaluated and ranked as indicated in the CDC\ATSDR Merit Promotion Plan and must meet appropriate time-in-grade requirements for promotion. Unpaid or voluntary experience related to the position will be considered in determining qualifications. FORMS REQUIRED TO APPLY: Applicants may submit one of the following forms: SF-171, OF-612, Curriculum Vitae, a Resume, CDC 0.996 or any other application form. All current or former Federal employees must submit a current SF50 that shows tenure group 1 or 2 or any other proof of status verifying career or career-conditional tenure. All applicants who wish to be considered under both MP1-99-612 and DE1-99-612 must submit two (2) applications. When only one (1) application is received for this announcement, and two announcement numbers are shown, it will be considered under DE1-99-612 only. Here's what your resume must contain (in addition to specific information requested in the position announcement.) APPLICATION INFORMATION: - ** Correct announcement number(s), title and grade(s) of the job you are applying for. PERSONAL INFORMATION: - Full name, mailing address (with zip code) and day and evening phone number (with area code) - Social Security Number ** - Country of citizenship (Most Federal jobs require United States citizenship.) Reinstatement eligibility (if applicable, attach SF 50 proof of your career or career-conditional status.) - Highest Federal civilian grade held (also give job series and dates held). If you are applying under the Program for Persons with Disabilities, send a letter from a State vocational rehabilitation agency or the Veterans Administration stating that you are eligible for a Schedule A appointment. EDUCATION: ** High School Name, City, and State (zip code if known), Date of diploma or GED - Colleges, or universities; Name, City, and State (zip code if known), Majors, type and year of any degrees received (if no degrees, show total credits earned and indicate whether semester or quarter hours); Send a copy of your college transcript only if the job vacancy announcement requests it. MILITARY SERVICE: 5 point Veterans Preference may be documented with a DD214, a Certificate of Release or Discharge from Active Duty, or other proof of eligibility. An SF-15 (Application for 10-point Veterans Preference) and written verification must accompany application in order to receive 10-point preference. WORK EXPERIENCE: - Give the following information for your paid and nonpaid work experience related to the job you are applying for. (Do not send job descriptions.) Job titles ** Duties and accomplishments - Employer's name and address, Supervisor's name and phone number, starting and ending dates (month and year) - ** Hours per week (** Month and Years), salary; - Indicate if we may contact your current supervisor. OTHER QUALIFICATIONs: - Job-related training courses (title and year); Job-related skills, for example, ** typing speed, other languages, computer software/hardware, tools, machinery; - Job-related certificates and licenses (current only); - Job-related honors, awards, and special accomplishments, for example, publications, memberships in professional or honor societies, leadership activities, public speaking, and performance awards (give dates but do not send documents unless requested) ** FAILURE TO COMPLETE THE STARRED ITEMS MAY RESULT IN YOUR BEING DETERMINED INELIGIBLE OR NOT QUALIFIED. MAIL FORMS TO: Centers for Disease Control and Prevention, HRMO Announcement No. MP1-99-612 and/or DE1-99-612 4770 Buford Highway, N.E., Mailstop K-16 Atlanta, Ga 30341-3724 Fax: (770) 488-1979 Applicants are requested to complete an Applicant Background Survey (OMB 0990-0208) and send it with the application. A written Receipt of Application will be sent to the address on the application. For forms, Interagency Career Transition Assistance Program (ICTAP) criteria and additional information, contact CDC\ATSDR Jobline on 1-888-232-4473 or visit the website http://www.cdc.gov/hrmo/ictap~2.htm> A SEPARATE APPLICATION MUST BE SUBMITTED FOR EACH ANNOUNCED POSITION AND NO EXTENSIONS WILL BE GRANTED. U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES - The Centers for Disease Control and Prevention\ATSDR maintains a smoke-free work environment - All applicants will receive equal consideration without regard to race, religion, color, national origin, gender, sexual orientation, political affiliation, age or any other nonmerit factor. =================== Number 2 POSITION: Health Education Specialist GS-1701 -13OPENING DATE: 8/25/99 CLOSING DATE: 9/21/99 (Applications must be received or postmarked by the closing date; however, postmarked applications must be received in Human Resources Management Office within 5 days of the closing date.) SALARY: GS-13, $57,381 - 74,594 per annum TYPE OF APPOINTMENT:Permanent / Full-time LOCATION: National Center for Chronic Disease Prevention and Health Promotion, Division of Nutrition and Physical Activity (DNPA), Chronic Disease Nutrition Branch (CDNB), Atlanta, GA WHO MAY APPLY: U.S. Citizens; no previous Federal experience or tenure required. Apply for: DE1-99-617 Current or former competitive service Federal employees with permanent tenure. Current Commissioned Corps; candidates for employment programs such as 30% disabled veterans, Persons with Disabilities, and ICTAP eligibles. Preference eligibles or veterans who have been separated from the armed forces under honorable conditions after 3 years or more of continuous active service may apply. Apply for: MP1-99-617 SPECIAL NOTES: THIS IS NOT A BARGAINING UNIT POSITION. MOVING EXPENSES ARE AUTHORIZED. DUTIES: The incumbent provides consultation on critical CDNB program components related to nutrition, state program planning; population-based public health nutrition related interventions addressing large populations and populations at disproportionate risk of cardiovascular health, public health interventions that use educational, policy, and environmental strategies; and program activities which establish and maintain national and regional partnerships with organizations, agencies, and institutions that can assist in reducing the burden of CVD and promoting cardiovascular health. Serves as Project Officer and provides technical assistance and program consultation to assigned state health agencies and other CVH constituents; monitors procurements, including cooperative agreements, contracts, grants, and purchase orders involving the establishment and support of state-based nutrition related CVH programs and other activities of the CDNB; responses to programmatic issues and controversies related to comprehensive CVH programs; and assists with the development of reports and other documents to assure that the documents accurately reflect the policies and position of the Branch, Division, and Center. Provides technical and administrative assistance to national, state, and local organizations and partners in planning, implementing, coordinating, and evaluating programs, methods, and policies related to nutrition and CVH; assists with the development and use of nutrition related indicators for documenting the process and impact of CVH programs; analyses information from multiple sources to define program needs and accomplishments. QUALIFICATION REQUIREMENTS: Applicants must meet the basic qualification requirements outlined in OPM Qualification Standards Handbook. Since this position has a specific education requirement, all applicants must verify completion of this basic education requirement by submitting a copy of a college transcript with the application. Applicant must show successful completion of the requirements prescribed in either A or B: (A) Successful completion of a full 4 year course of study in an accredited college or university leading to a bachelor's or higher degree that included or was supplemented by major study in education or in a subject-matter field appropriate to the position. OR (B) Combination of education and experience----courses equivalent to a major in education, or in a subject-matter field appropriate to the position, plus appropriate experience or additional course work that provided knowledge comparable to that normally acquired through the successful completion of the 4-year course study described in A above. In addition, applicants must have one year of specialized experience at a level equivalent to the next lower grade in the Federal service. Specialized experience is that which is directly related to the position and which has equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to successfully perform the duties of the position, such as working knowledge of the management methods needed for concepts of health education and health promotion. KNOWLEDGE, SKILLS AND ABILITIES (KSAs): KSAs are the specific characteristics that applicants should possess in order to perform the major duties of the position. Applications should address the specific KSAs on a separate sheet of paper as an attachment to your application. KSAs identified as (M) are considered critical to the position and are considered to be mandatory for qualifications. KSAs identified as (D) are considered to be desirable. FAILURE TO ADDRESS KSAs MAY RESULT IN A LOWER RATING. 1. Ability to provide technical assistance and consultation on cardiovascular health,nutriton,or other public health promotion. (M) 2. Ability to design, implement and evaluate cardiovascular health and nutrition interventions or other public health programs. (M) 3. Ability to oversee and manage cooperative agreements or contracts. (M) 4. Ability to facilitate partnerships and collaborations with team members, national organizations,or other constituencies. (M) 5. Ability to communicate in writing. (D) 6. Ability to communicate orally. (D) For each of the above, give examples of how you gained the knowledge, skill, or ability and the dates of such experience and education. Applicants who apply for DE announcements must address (M) Mandatory and (D) Desirable KSAs. BASIS OF RATING: Applicants will be rated on the basis of education, experience and KSA responses appropriate to this position. Applications for MP1-99-617 will be evaluated and ranked as indicated in the CDC\ATSDR Merit Promotion Plan and must meet appropriate time-in-grade requirements for promotion. Unpaid or voluntary experience related to the position will be considered in determining qualifications. FORMS REQUIRED TO APPLY: Applicants may submit one of the following forms: SF-171, OF-612, Curriculum Vitae, a Resume, CDC 0.996 or any other application form. All current or former Federal employees must submit a current SF50 that shows tenure group 1 or 2 or any other proof of status verifying career or career-conditional tenure. All applicants who wish to be considered under both MP1-99-617 and DE1-99-617 must submit two (2) applications. When only one (1) application is received for this announcement, and two announcement numbers are shown, it will be considered under DE1-99-617 only. Here's what your resume must contain (in addition to specific information requested in the position announcement.) APPLICATION INFORMATION: - ** Correct announcement number(s), title and grade(s) of the job you are applying for. PERSONAL INFORMATION: - Full name, mailing address (with zip code) and day and evening phone number (with area code) - Social Security Number ** - Country of citizenship (Most Federal jobs require United States citizenship.) Reinstatement eligibility (if applicable, attach SF 50 proof of your career or career-conditional status.) - Highest Federal civilian grade held (also give job series and dates held). If you are applying under the Program for Persons with Disabilities, send a letter from a State vocational rehabilitation agency or the Veterans Administration stating that you are eligible for a Schedule A appointment. EDUCATION: ** High School Name, City, and State (zip code if known), Date of diploma or GED - Colleges, or universities; Name, City, and State (zip code if known), Majors, type and year of any degrees received (if no degrees, show total credits earned and indicate whether semester or quarter hours); Send a copy of your college transcript only if the job vacancy announcement requests it. MILITARY SERVICE: 5 point Veterans Preference may be documented with a DD214, a Certificate of Release or Discharge from Active Duty, or other proof of eligibility. An SF-15 (Application for 10-point Veterans Preference) and written verification must accompany application in order to receive 10-point preference. WORK EXPERIENCE: - Give the following information for your paid and nonpaid work experience related to the job you are applying for. (Do not send job descriptions.) Job titles ** Duties and accomplishments - Employer's name and address, Supervisor's name and phone number, starting and ending dates (month and year) - ** Hours per week (** Month and Years), salary; - Indicate if we may contact your current supervisor. OTHER QUALIFICATIONs: - Job-related training courses (title and year); Job-related skills, for example, ** typing speed, other languages, computer software/hardware, tools, machinery; - Job-related certificates and licenses (current only); - Job-related honors, awards, and special accomplishments, for example, publications, memberships in professional or honor societies, leadership activities, public speaking, and performance awards (give dates but do not send documents unless requested) ** FAILURE TO COMPLETE THE STARRED ITEMS MAY RESULT IN YOUR BEING DETERMINED INELIGIBLE OR NOT QUALIFIED. MAIL FORMS TO: Centers for Disease Control and Prevention, HRMO Announcement No. MP1-99-617 and/or DE1-99-617 4770 Buford Highway, N.E., Mailstop K-16 Atlanta, Ga 30341-3724 Fax: (770) 488-1979 Applicants are requested to complete an Applicant Background Survey (OMB 0990-0208) and send it with the application. A written Receipt of Application will be sent to the address on the application. For forms, Interagency Career Transition Assistance Program (ICTAP) criteria and additional information, contact CDC\ATSDR Jobline on 1-888-232-4473 or visit the website http://www.cdc.gov/hrmo/ictap~2.htm> A SEPARATE APPLICATION MUST BE SUBMITTED FOR EACH ANNOUNCED POSITION AND NO EXTENSIONS WILL BE GRANTED. U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES - The Centers for Disease Control and Prevention\ATSDR maintains a smoke-free work environment - All applicants will receive equal consideration without regard to race, religion, color, national origin, gender, sexual orientation, political affiliation, age or any other nonmerit factor. ============== Number 3 POSITION: Public Health Nutritionist GS-0630 -12/13OPENING DATE: 8/25/99 CLOSING DATE: 9/21/99 (Applications must be received or postmarked by the closing date; however, postmarked applications must be received in Human Resources Management Office within 5 days of the closing date.) (If filled at the GS-12 level, position has promotion potential to GS-13.) Please indicate the grade(s) for which you wish to be considered. You will only be considered for the grade(s) for which you indicate an interest. SALARY: GS-12, $48,253 - 62,730 per annum GS-13, $57,381 - 74,594 per annum TYPE OF APPOINTMENT:Permanent / Full-time LOCATION: National Center for Chronic Disease Prevention and Health Promotion, Division of Nutrition and Physical Activity, Chronic Disease Nutrition Branch, Atlanta, GA WHO MAY APPLY: U.S. Citizens; no previous Federal experience or tenure required. Apply for: DE1-99-611 Current or former competitive service Federal employees with permanent tenure. Current Commissioned Corps; candidates for employment programs such as 30% disabled veterans, Persons with Disabilities, and ICTAP eligibles. Preference eligibles or veterans who have been separated from the armed forces under honorable conditions after 3 years or more of continuous active service may apply. Apply for: MP1-99-611 SPECIAL NOTES: THIS IS NOT A BARGAINING UNIT POSITION. MOVING EXPENSES ARE AUTHORIZED. DUTIES: The incumbent serves as technical expert and advisor in the design, conduct and analysis of nutrition intervention studies and projects to prevent disability, morbidity and mortality associated with selected chronic diseases utilizing expert knowledge of nutritional requirements, food composition and chronic diseases. Leads development of nutrition interventions directed at addressing cardiovascular disease risk factors. Provides technical assistance regarding nutrition and cardiovascular disease both on-site and from headquarters to state and local health department staff. This assistance is provided for the planning, development and implementation of interventions directed at cardiovascular disease and its risk factors such as diet, hypercholesterolemia and obesity. Consults and coordinates activities on critical program areas such as cardiovascular health surveillance, secondary prevention, and facilitating the development of evaluation protocols and strategies. Coordinates activities with collaborators within the Center and within CDC. Works closely with Division epidemiologists and scientific staff in developing strategies to collect and analyze data for selected intervention studies and projects. Serves as Project Officer and provides technical assistance and program consultation to assigned state health agencies and other cardiovascular health constituents. Monitors procurements, including cooperative agreements, contracts, grants, and purchase orders involving the establishment and support of state-based nutrition related cardiovascular health programs and other activities of the Chronic Disease Nutrition Branch. QUALIFICATION REQUIREMENTS: Applicants must meet the basic qualification requirements outlined in OPM Qualification Standards Handbook. Applicants must have successfully completed a full 4-year course of study in a accredited college or university leading to a bachelor's degree in dietetics, food, nutrition, food service management, institution management, or related science. Applicants must have one year of specialized experience at a level equivalent to the next lower grade in the Federal service. Specialized experience is that which is directly related to the position and which has equipped the applicant with the particular knowledge, skills, and abilities (KSAs) to successfully perform the duties of the position, such as planning, developing, implementing interventions directed at cardiovascular disease and its risk factors. KNOWLEDGE, SKILLS AND ABILITIES (KSAs): KSAs are the specific characteristics that applicants should possess in order to perform the major duties of the position. Applications should address the specific KSAs on a separate sheet of paper as an attachment to your application. KSAs identified as (M) are considered critical to the position and are considered to be mandatory for qualifications. KSAs identified as (D) are considered to be desirable. FAILURE TO ADDRESS KSAs MAY RESULT IN A LOWER RATING. 1. Ability to provide technical assistance and consultation on cardiovascular health or chronic disease nutrition programs (M) 2. Ability to design,implement and evaluate cardiovascular health and nutrition intervention programs. (M) 3. Ability to oversee and manage cooperative agreements or contracts. (M) 4. Ability to facilitate partnerships and collaborations with team members, national organizations, or other constituencies. (D) 5. Ability to communicate orally. (M) For each of the above, give examples of how you gained the knowledge, skill, or ability and the dates of such experience and education. Applicants who apply for DE announcements must address (M) Mandatory and (D) Desirable KSAs. BASIS OF RATING: Applicants will be rated on the basis of education, experience and KSA responses appropriate to this position. Applications for MP1-99-611 will be evaluated and ranked as indicated in the CDC\ATSDR Merit Promotion Plan and must meet appropriate time-in-grade requirements for promotion. Unpaid or voluntary experience related to the position will be considered in determining qualifications. FORMS REQUIRED TO APPLY: Applicants may submit one of the following forms: SF-171, OF-612, Curriculum Vitae, a Resume, CDC 0.996 or any other application form. All current or former Federal employees must submit a current SF50 that shows tenure group 1 or 2 or any other proof of status verifying career or career-conditional tenure. All applicants who wish to be considered under both MP1-99-611 and DE1-99-611 must submit two (2) applications. When only one (1) application is received for this announcement, and two announcement numbers are shown, it will be considered under DE1-99-611 only. Here's what your resume must contain (in addition to specific information requested in the position announcement.) APPLICATION INFORMATION: - ** Correct announcement number(s), title and grade(s) of the job you are applying for. PERSONAL INFORMATION: - Full name, mailing address (with zip code) and day and evening phone number (with area code) - Social Security Number ** - Country of citizenship (Most Federal jobs require United States citizenship.) Reinstatement eligibility (if applicable, attach SF 50 proof of your career or career-conditional status.) - Highest Federal civilian grade held (also give job series and dates held). If you are applying under the Program for Persons with Disabilities, send a letter from a State vocational rehabilitation agency or the Veterans Administration stating that you are eligible for a Schedule A appointment. EDUCATION: ** High School Name, City, and State (zip code if known), Date of diploma or GED - Colleges, or universities; Name, City, and State (zip code if known), Majors, type and year of any degrees received (if no degrees, show total credits earned and indicate whether semester or quarter hours); Send a copy of your college transcript only if the job vacancy announcement requests it. MILITARY SERVICE: 5 point Veterans Preference may be documented with a DD214, a Certificate of Release or Discharge from Active Duty, or other proof of eligibility. An SF-15 (Application for 10-point Veterans Preference) and written verification must accompany application in order to receive 10-point preference. WORK EXPERIENCE: - Give the following information for your paid and nonpaid work experience related to the job you are applying for. (Do not send job descriptions.) Job titles ** Duties and accomplishments - Employer's name and address, Supervisor's name and phone number, starting and ending dates (month and year) - ** Hours per week (** Month and Years), salary; - Indicate if we may contact your current supervisor. OTHER QUALIFICATIONs: - Job-related training courses (title and year); Job-related skills, for example, ** typing speed, other languages, computer software/hardware, tools, machinery; - Job-related certificates and licenses (current only); - Job-related honors, awards, and special accomplishments, for example, publications, memberships in professional or honor societies, leadership activities, public speaking, and performance awards (give dates but do not send documents unless requested) ** FAILURE TO COMPLETE THE STARRED ITEMS MAY RESULT IN YOUR BEING DETERMINED INELIGIBLE OR NOT QUALIFIED. MAIL FORMS TO: Centers for Disease Control and Prevention, HRMO Announcement No. MP1-99-611 and/or DE1-99-611 4770 Buford Highway, N.E., Mailstop K-16 Atlanta, Ga 30341-3724 Fax: (770) 488-1979 Applicants are requested to complete an Applicant Background Survey (OMB 0990-0208) and send it with the application. A written Receipt of Application will be sent to the address on the application. For forms, Interagency Career Transition Assistance Program (ICTAP) criteria and additional information, contact CDC\ATSDR Jobline on 1-888-232-4473 or visit the website http://www.cdc.gov/hrmo/ictap~2.htm> A SEPARATE APPLICATION MUST BE SUBMITTED FOR EACH ANNOUNCED POSITION AND NO EXTENSIONS WILL BE GRANTED. U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES - The Centers for Disease Control and Prevention\ATSDR maintains a smoke-free work environment - All applicants will receive equal consideration without regard to race, religion, color, national origin, gender, sexual orientation, political affiliation, age or any other nonmerit factor. Mark J. Kittleson, Ph.D. Health Education, SIU Home Page: http://www.kittle.siu.edu HEDIR: http://www.hedir.siu.edu IEJHE: http://www.iejhe.siu.edu ------------------------------ #1918 Date: Fri, 3 Sep 1999 12:51:05 -0400 From: "Kelli McCormack Brown, Ph.D." Subject: Looking for a Document ** A Great Journal Deal: http://www.kittle.siu.edu/deal --------------C50EC06021CB3E1BCB0944FB Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit I have a draft (4th) of "Health Education to Meet Global Challenges" dated 1991. This is a position paper on health education developed by the International Union for Health Education. Does anyone know where I can get the FINAL version of this document? Thank you in advance. ------------------------------ #1919 Date: Fri, 3 Sep 1999 10:15:25 -0700 From: Margo Harris Subject: Teaching Tips ** A Great Journal Deal: http://www.kittle.siu.edu/deal The subtitle of this subject is, why and how we do what we do. I was co-training yesterday in a workshop teaching elementary teachers how to teach health through reading. The reading specialist spoke eloquently about the assumptions we make about readers and their understanding of the features of text. Well, I'm working on a new course I'll be teaching this fall, and a colleague shared this site with me. It covers teaching tips for college teachers, created by folks at the University of Nebraska-Lincoln. I loved the article about the First Day of Class. If you'd like to take a look, click on the link below. I confess, I came across a few assumptions I make and things I can and will do better this quarter. Margo http://www.unl.edu/teaching/Teachtips.html Margo Harris Technology In Education Institute, Seattle, WA Email: margo@techined.com Web: http://www.techined.com/ "If not for STRESS, I'd have no energy at all." ------------------------------ #1920 Date: Fri, 3 Sep 1999 10:35:10 -0700 From: Mark Fulop Subject: Re: Adolescent/School Health Resources ** A Great Journal Deal: http://www.kittle.siu.edu/deal >>> Todd Wilson ......Several people asked me to post the information I received, so here it is: mostly internet, certainly unedited, and hopefully useful. ..... Links: http://www.etr.org/recapp/ Resource Center for Adolescent Pregnancy Prevention: A nice site with research, best practices, and curricula...but a pay site I am not quite sure what Todd means here. RECAPP is a pilot site funded by a coalition of foundations as a project of ETR Associates (not in my department) and all of the resources on-line are free. There are no fees assocaited with the site. Mark Mark Fulop, MA, MPH, CHES Director, Clearinghouse Services ETR Associates 4 Carbonero Way Scotts Valley, CA 95066 831-438-4822, Ext 214 831-438-3618 Fax markf@etr-associates.org ------------------------------ #1921 Date: Fri, 3 Sep 1999 10:38:25 -0700 From: "Boyle, Jamie" Subject: Re: legislation & health ed ** A Great Journal Deal: http://www.kittle.siu.edu/deal This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01BEF632.FF94BACC Content-Type: text/plain; charset="iso-8859-1" Molly wrote: >What about laws restricting advertising harmful products (e.g., tobacco)? I >think we need to think long and hard about our role in each one of these >legislative battles. The laws restricting tobacco advertising are not established to keep adults from smoking (smokers are going to purchase cigarettes, regardless of the whether the store is wallpapered with Marlboro signs), but rather to limit the influence of this dangerous product on youth. It is illegal for youth to purchase, posess, or use tobacco, but the majority of tobacco advertising is targeted at them. Why? Because 90% of all smokers start before the age of 19. The industry needs to maintain its customer base. If the industry that produces, markets and sells a dangerous and addictive product cannot be responsible in their business practices, is it really so wrong for health educators, community members, concerned citizens, to demand that restrictions be placed on the industry to minimize their influence on youth? Personally, I think our role in this legislative battle is a necessary one. Jamie Jamie S. Boyle, MPH, CHES County of Orange Health Care Agency, Tobacco Use Prevention Program 405 W. Fifth St., Suite 203 Santa Ana, CA. 92701 Ph: (714) 834-7408 Fax: (714) 796-8261 ------------------------------ #1922 Date: Fri, 3 Sep 1999 14:28:03 EDT From: Todd Wilson Subject: Re: Adolescent/School Health Resources ** A Great Journal Deal: http://www.kittle.siu.edu/deal my bad...saw the "freebie of the day" section and associated "free" information with "pay" information. Apologies to Mark. : ) ----Original Message Follows---- From: "Mark Fulop" To: , Subject: Re: Adolescent/School Health Resources Date: Fri, 03 Sep 1999 10:35:10 -0700 >>> Todd Wilson ......Several people asked me to post the information I received, so here it is: mostly internet, certainly unedited, and hopefully useful. ..... Links: http://www.etr.org/recapp/ Resource Center for Adolescent Pregnancy Prevention: A nice site with research, best practices, and curricula...but a pay site I am not quite sure what Todd means here. RECAPP is a pilot site funded by a coalition of foundations as a project of ETR Associates (not in my department) and all of the resources on-line are free. There are no fees assocaited with the site. Mark Mark Fulop, MA, MPH, CHES Director, Clearinghouse Services ETR Associates 4 Carbonero Way Scotts Valley, CA 95066 831-438-4822, Ext 214 831-438-3618 Fax markf@etr-associates.org ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ------------------------------ #1923 Date: Fri, 3 Sep 1999 14:14:25 -0400 From: Your Name Subject: Re: Teaching Tips ** A Great Journal Deal: http://www.kittle.siu.edu/deal Margo thanks for the web site! But I am interested in the assumptions that the reading specialist shared. what were they? thanks Penny Ma > teach health through reading. The reading specialist spoke eloquently about > the assumptions we make about readers and their understanding of the > features of text. assumptions I > make and things I can and will do better this quarter. Margo >f not for STRESS, I'd have no energy at all." > > ** Support the HEDIR, do your internet shopping via HEEF: > ** http://www.healthbehavior.com/vendors.html ------------------------------ #1924 Date: Fri, 3 Sep 1999 19:48:58 -0500 From: Patti Cost Subject: curriculum committee handbook ** A Great Journal Deal: http://www.kittle.siu.edu/deal My computer at work died, if you can help please send info to my e-mail address at home. (p.cost@worldnet.att.net) Thanks. Patti -------- >From: p.cost@worldnet.att.net >To: HEDIR-L@siu.edu >Subject: curriculum committee handbook >Date: September 02, 1999 > >** A Great Journal Deal: http://www.kittle.siu.edu/deal > >Fellow HEDIR's, Hi! I have been at my new job for two weeks and am >already sitting on the College of Health and Human Sciences Curriculum >Committee. We waste NO time here! :) In our college we house, >Kinesiology and P.E., Community Health (BS & MPH), and Nursing. They >have asked me to compile a handbook that would be user friendly for new >committee members. If anyone has one in existence that they would be >willing to share I'd love to see it. If it is too large to send via >e-mail respond to me directly and I will forward you my snail mail >addresses. Thanks in advance for any and all help! Sincerely, Patti >Cost, University of Northern Colorado, Greeley. > >** Support the HEDIR, do your internet shopping via HEEF: >** http://www.healthbehavior.com/vendors.html ------------------------------ #1925 Date: Sat, 4 Sep 1999 11:23:52 -0400 From: Michael Pejsach Subject: CHE PREP- FYI ** A Great Journal Deal: http://www.kittle.siu.edu/deal --------------9DBA18BA65F22C66796C6D48 Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353" Content-Transfer-Encoding: 7bit The test or "exam" that will be used for the ON-LINE CHES PREP COURSE, next Wednesday at 2 p.m.. Eastern time, is not provided or supported by NCHEC. This is a test that I made up. I have used it in other CHES Prep programs. In the short time we have, I believe, a self-made test would be useful for studying the different areas of responsibility that will be covered on the exam. Taking the Area of Responsibility and putting it into some sort of question helps, I think. If you would like to share questions you've made up, or "test" ideas that you have, and/or would like to "bank" for future use, let's trade. Please do not ask for a copy without sharing something in exchange. ---------------------- Lurkers: Please do not participate if you are already a CHES. This is for CHES candidates, This is not an opportunity for training others on how to do this at this time. I will be providing several intensive training programs on "how to..." in Michigan and New Orleans very soon. I am hoping to do these workshops in affiliation with state and national groups to keep the cost way down. If you are interested in "how to..." send me your e-mail and I'll keep you on a list. With your permission (I'll ask you first) I will send your e-mail to the state/regional/national associations, and they will e-mail/snail mail you the details. Training on how to do all this will be part of a multi-part "Using the Internet for Health Cruise," coming up soon. While you cruise in the Atlantic and visit Puerto Rico or other islands, you are given the opportunity of learning how to set up classes in cyberspace. The cruise will feature, writing JAVA, HTML web site, using video, setting up FTP sites, building systems for distance learning, etc. Software applications that will be featured are Pagemaker, Photoshop, Illustrator, Go-Live, and several video editing and authoring packages. ----------------------- The current On-line CHES Prep course, with sample Pejsach-exam, has over 25 participants. You don't need to have a video camera, but I will. If you have questions, it would be helpful to have a mic, but it is not required; you can also type in your question to me and I can announce it to the "group." If you have video (Quick Cam, etc.) and audio capability, it would be helpful but is NOT required. Don't go out and buy equipment. The First session will probably cover technical stuff ("How do I get to see you?" etc.) and introductions, You do need to get the software, however. After getting your full name, address and telephone numbers, so I know who you are (and I can get a list of folks to the software publisher for significant discounting if you choose to buy the software later), I will tell you where to go to download the software. The software is good for 30 days during which we will hold the "class." I repeat- the software is free for 0 days. If you decide to buy it we may get a group discount price- that's why I want the name, add, phone info. The price you ultimately pay, if you choose to buy the software is set by, and profits, the publisher, not me or APHELA. Believe it or not, the agenda here is is straightening the profession, support of the CHES. Personally, I do get something out of this: the thrill of doing something innovative, being the first to try it. ----------------------- An Internet Primer: ----------------------- Several folks have asked me how this works. First concept: the Internet is made up of more than just Web pages. Netscape and Explorer are NOT the only software/applications that can be used to get to Internet computers connected on this vast hard wired universe. Actually, if you're reading this e-mail, you've just accessed one of the thousands of non web site computers responsible for storing and processing e-mail. And you're probably using different software, or a different piece of your browser's software to access this e-mail (Outlook, Eudora, or Netscape's e-mail utility, etc.). The first concept is that there are many types of computers, many (many!) of which have nothing to do with the web. Second concept; web site have difficulty in handling real time video. To get to the site where we will be "holding class," you will need another software program/application since it is NOT a web site. Live streaming audio (almost perfect if you're calling on a non modem/hard wired service) and audio are difficult for web sites, so there are several software developers who have produced separate applications to get to their computers (servers) so you can see and talk to each other. iVisit is one of them, although we will not be using this software for several reasons . Download the software (take it off of a mainframe or "larger computer," and "down" to your computer) @ http://www.ivisit.com. and you'll see what I mean. It's free- -- you get what you pay for....... (don't tell me I didn't warn you) Third Concept: connecting to a computer on the internet is connecting to a computer on the internet, whether web or video site. Connecting to this video/audio computer (site) that we will be using for our first of many CEU programs is accomplished the same way as if you would connect to a web site or Yahoo. Instead of using Netscape you will use this third party application. Nothing else changes. Summary: 1. The test was made up by me. It is not a sample test given to me by NCHEC. 2. If you have test questions or test ideas, let's share. 3. If you're a CHES and want to do this, don't lurk, wait for the training. No lurking, please. 4. If you ultimately buy this software (you don't have to- 30 days FREE), and I have your name and address, you may get a deep discount on the final price. 5. I make no money on this. There is no profit motive. 6. Three basic concepts of the Internet: - the Internet is made up of many DIFFERENT computers, or computer doing different things - webs don't handle live video signals very well, so we'll go to a computer that does handle it using their proprietary software. - a connection to the Internet is a connection to any of the thousands of different computers. Getting to those different computers may require different software, although connecting is exactly the same as you do for connecting when using Netscape or Explorer, or Eudora e-mail software. see you in class, Dr. M. -- Michael Pejsach, Ed.D., CHES CMU Health Promotion and Rehabilitation College of Health Professions Mt. Pleasant, MI 48859 (517) 774-3366- office (517) 773-0966- home Michael.Pejsach@cmich.edu http://healthbehavior.com ------------------------------ #1926 Date: Sun, 5 Sep 1999 11:53:17 -0400 From: Michael Pejsach Subject: CHES PREP COURSE CORRECTIONS ** A Great Journal Deal: http://www.kittle.siu.edu/deal Sorry about the errors in my last message (Sat, 04 Sep 1999 11:23:52 -0400) regarding the CHES PREP COURSE: "I repeat- the software is free for 0 days. " Should be: "I repeat- the software is free for 30 days." Whoops. and "Believe it or not, the agenda here is is straightening the profession, support of the CHES," should be, "Believe it or not, the agenda here is is strengthening the profession, and support of the CHES." Apparently "strengthening" was spelled wrong and I checked "replace" for the wrong word on the list (using Netscape's spell check before sending). Hmmmmm...... Sorry for any inconvenience. Have a extraordinary day! Michael -- Michael Pejsach, Ed.D., CHES CMU Health Promotion and Rehabilitation College of Health Professions Mt. Pleasant, MI 48859 (517) 774-3366- office (517) 773-0966- home Michael.Pejsach@cmich.edu http://healthbehavior.com ------------------------------ #1927 Date: Sun, 5 Sep 1999 22:43:18 EDT From: LAKMPH@AOL.COM Subject: at-risk youth ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hello everyone - I am starting my thesis research and would like a little help, if possible. I am looking at at-risk youth and their personal health and safety issues. I am addressing the issues addressed in the YRBS. Has anyone done any research with at-risk youth? If so, have you addressed any of the issues addressed on the YRBS in-conjunction with the at-risk youth? (FYI - subjects that I have been approved to cover include: feeling safe at school, suicide, tobacco use, drinking alcohol (and driving), marijuana and other drug use, body weight issues, food consumption issues, and physical activity - as one can see, several subjects have been removed - per the school district's request. However, if you have info on sexual behavior and HIV/AIDS and at-risk youth; I'd really like it for my personal use. Thank you again.) Help Help Help --- any suggestion for areas to look for this information? Any words of wisdom? I am a student in the Masters of Public Health program at the University of Northern Colorado. I will do my project in the months to come - perhaps sooner than later.... Help! Thank you in advance for the help and consideration with this matter, Leslie Koenig ------------------------------ #1928 Date: Mon, 6 Sep 1999 12:06:40 -0400 From: "Michael J. Ludwig" Subject: Re: at-risk youth ** A Great Journal Deal: http://www.kittle.siu.edu/deal Does the use of the term "at-risk" youth bother others as much as it does me? I know we've had this discussion (or something close to it) but at the risk of being redundant, aren't all youth "at-risk"? Isn't the term "at-risk" a not-so-clever codeword for minority youth? Can't we move beyond this terminology or at least call it into question? ------------------------------ #1929 Date: Mon, 6 Sep 1999 14:47:27 -0500 From: Melinda Everman Subject: change email ** A Great Journal Deal: http://www.kittle.siu.edu/deal Sorry to have to do this again. BUT I need to change my email address. I have just been informed that I have email through my department. So old email was mkeverman@tamu.edu My new email is: meverman@hlth.tamu.edu I promise this my final email change. Thanks. -mel ------------------------------ #1930 Date: Mon, 6 Sep 1999 18:14:43 EDT From: "Parker , T" Subject: A worthy YOUTH VIOLENCE textbook ** A Great Journal Deal: http://www.kittle.siu.edu/deal Dear Colleagues, Inasmuch as youth violence appears to be our greatest concern as we enter the 21st Century, I would like to make you aware of a textbook that you might find beneficial--both personally, and as a classroom resource. Violence in American Schools Elliott, Hamburg & Williams, Editors Cambridge University Press (1998); www.cup.org ISBN 0 521 64418 6 - paperback, 408 pages The text is divided into 3 sections that examine 1)Understanding Child & Youth Violence; 2)School-Based Interventions; and 3)Community-Based Interventions If you have any specific questions, please feel free to contact me at the above address (tparkertx@aol.com). Best Wishes For A Successful Semester! Terry Parker ------------------------------ #1931 Date: Mon, 6 Sep 1999 17:00:08 -0600 From: "William B. Cissell" Subject: Health Education, Health Promotion, Advocacy and Lobbying ** A Great Journal Deal: http://www.kittle.siu.edu/deal HEDIRs: I have been a notch busier than usual lately and was able to restrain myself from weighing in on some of the recent exchanges. However, discussion of the role and ethics of health educators and health promoters working to influence legislation and law enforcement to benefit the health and well-being of the public is a topic about which I feel compelled to express an opinion. Early in the history of our emerging profession there was a dichotomy between the health educationists and the health behavioral scientists. The educationists believed that membrs of our profession were prepared and skilled at informing individuals, families, and groups on health topics and issues. They believed it unethical to employ behavior change methods, since we were not adequately prepared to do so and because this involved manipulation of our students/clients/patients. Behavioral scientists believed that to merely inform students/clients/patients on health topics and issues was ineffective; research showed that this did not, at least in a short time, result in a desired change in behavior. Therefore, they endorsed use of behavior change methods. Later, the terminology of health promotion became attractive. Many, who previously considered themselves health behavioral scientists and some who previously considered themselves health educators, embraced the term, health promotion, and sought to define it to reflect much of what they had previously supported among their acceptable methods. Many newly prepared health educators and health promoters learned the new definitions and terminology without much understanding of the historical evolution of the them. Recently, I was impressed by an apparent parallel between the terms advocacy and lobbying and between health education and health promotion. It is legal in Texas (and probably in most states and commonwealths of our country) for a private citizen or private business to lobby for legislation. This means that they can ask a legislator and/or a legislative body to vote for or against specific legislation. However, it is not legal for a government employee or someone representing a tax exempt/not-for-profit organization to do so. What the government employee or person representing the tax exempt/not-for-profit organization can do is "speak on the bill." That means that this person can educate legislators about the effects of taking an action for or against a specific bill. I am a health educationist, believing that the methods I employ should educate in a non-manipulative and non-coercive manner. I believe that "promotion" is a concept initially employed by marketing arms of business corporations to manipulate and subtly coerce prospective consumers to purchase particular products. Of course, many who have written definitions of health promotion for our field have defined it as non-manipulative and non-coercive. However, ours is not the only field that can legitmately claim to be health promoters. Legislators who pass health promoting laws are health promoters. Law enforcement officers who cite Individuals who violate a health promotion law and the judges who mete out punishment for the violations are health promoters. Safety engineers who design safer automobiles and highways are health promoters. All of their actions are benevolently manipulative and coercive. As to the question of whether or not a health education specialist should work to influence health and safety legislation, I believe that we can educate legislators at any time with a clear conscience. That is advocacy, because it is "speaking on the bill." If we are employed by a government agency or tax exempt/not-for-profit organization, we are acting within the law, and we are acting consistently with our professional ethics. If, however, we want to lobby for or against legislation, we should do so only as a private citizen, representing neither our profession, nor, if we work for a government agency or tax exempt/not-for-profit organization, our employer. Bill wcissell@twu.edu ------------------------------ #1932 Date: Mon, 6 Sep 1999 19:24:44 -0400 From: Alyson Taub Subject: secondary online health curriculum (fwd) ** A Great Journal Deal: http://www.kittle.siu.edu/deal Can anyone provide a reply to this request? Please respond directly to Noranne Skaanland (skaanland@aol.com). Thanks. ---------- Forwarded message ---------- Date: Fri, 03 Sep 1999 12:40:03 -0400 (EDT) From: Skaanland@aol.com To: alyson.taub@nyu.edu Subject: secondary online health curriculum Greetings Dr. Taub: I am a first year (after raising a family) health teacher in Federal Way, Washington. We are looking for an online secondary Health curriculum to use at our public K-12 internet school. Can you direct me to any good resources for this? Thank you, Noranne Skaanland nsk@iacademy.org ------------------------------ #1933 Date: Mon, 6 Sep 1999 19:42:04 EDT From: Lois Hanley Subject: joining the listserve ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hi - I'm a student at Western Connecticut State University and would like to join. My name is Lois Hanley. Please tell me what I have to do. Thank you. ------------------------------ #1934 Date: Tue, 7 Sep 1999 03:43:06 GMT From: Shiree King-Meadows Subject: New e-mail address ** A Great Journal Deal: http://www.kittle.siu.edu/deal Please change my address to shiree@bellsouth.net >From: Melinda Everman >Reply-To: Melinda Everman >To: HEDIR-L@SIU.EDU >Subject: change email >Date: Mon, 6 Sep 1999 14:47:27 -0500 > >** A Great Journal Deal: http://www.kittle.siu.edu/deal > >Sorry to have to do this again. >BUT I need to change my email address. >I have just been informed that I have email through my department. >So old email was mkeverman@tamu.edu > >My new email is: meverman@hlth.tamu.edu > >I promise this my final email change. >Thanks. > >-mel > >** Support the HEDIR, do your internet shopping via HEEF: >** http://www.healthbehavior.com/vendors.html ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ------------------------------ #1935 Date: Tue, 7 Sep 1999 12:26:04 -0400 From: "Russell, Jennifer" Subject: Re: at-risk youth ** A Great Journal Deal: http://www.kittle.siu.edu/deal Michael Ludwig wrote: Does the use of the term "at-risk" youth bother others as much as it does me? I know we've had this discussion (or something close to it) but at the risk of being redundant, aren't all youth "at-risk"? Isn't the term "at-risk" a not-so-clever codeword for minority youth? Can't we move beyond this terminology or at least call it into question? **************************************************************************** Rather than refering to children as "at-risk", refer to them, as Michael Carrera suggests, as "at-promise." Rather than "risk reduction" refer to it as "asset building." I tend to believe that everyone is "at-risk" for something. And labeling these individuals may just lead to a self-fulfilling prophacy! ------------------------------ #1936 Date: Tue, 7 Sep 1999 11:38:44 -0500 From: Nancy Goodloe Subject: Subscribe ** A Great Journal Deal: http://www.kittle.siu.edu/deal Please subscribe me to the hedir...thanks. ___________________________________________ Dr. Nancy R. Goodloe Professor of Health, Human Performance, and Recreation BOX 97313; Baylor University; Waco, Texas 76798-7313 Telephone: 254/710-4020 Fax: 254/710-3527 email address: nancy_goodloe@baylor.edu web site: http://www.baylor.edu/~Nancy_Goodloe/ ------------------------------ #1937 Date: Tue, 7 Sep 1999 12:57:46 -0400 From: Lisa Scott Subject: at-risk continued ** A Great Journal Deal: http://www.kittle.siu.edu/deal I think the issue may be how to describe target populations who are/may be at enhanced/greater risk for a particular outcome. Everyone is at-risk for something. Our goal is to address population-based health needs using a public health approach. In terms of audience segmentation and distribution of limited resources, it also is necessary to identify people who are in greater/greatest need of a program/policy/intervention. Note: the original e-mail was asking for assistance with research ideas for a thesis using YRBS data. There are several risk behaviors covered in that instrument... what are you interested in exactly? -Lisa Benz Scott > -----Original Message----- > From: The HEDIR--operated by Southern Illinois University > [mailto:HEDIR-L@SIU.EDU]On Behalf Of Russell, Jennifer > Sent: Tuesday, September 07, 1999 12:26 PM > To: HEDIR-L@SIU.EDU > Subject: Re: at-risk youth > > > ** A Great Journal Deal: http://www.kittle.siu.edu/deal > > Michael Ludwig wrote: > > Does the use of the term "at-risk" youth bother > others as much as it does me? I know we've had > this discussion (or something close to it) but > at the risk of being redundant, aren't all youth > "at-risk"? Isn't the term "at-risk" a not-so-clever codeword for > minority youth? > Can't we move beyond this terminology or at least > call it into question? > > > ****************************************************************** > ********** > > Rather than refering to children as "at-risk", refer to them, as Michael > Carrera suggests, as "at-promise." > > Rather than "risk reduction" refer to it as "asset building." > > I tend to believe that everyone is "at-risk" for something. And labeling > these individuals may just lead to a self-fulfilling prophacy! > > ** Support the HEDIR, do your internet shopping via HEEF: > ** http://www.healthbehavior.com/vendors.html > > ------------------------------ #1938 Date: Tue, 7 Sep 1999 11:04:02 -0700 From: Lisa Tobe Subject: Ignore this ** A Great Journal Deal: http://www.kittle.siu.edu/deal Trying to switch over e-mail addresses from one account to another. -- Lisa Tobe, Director of Health Education Plumas County Health Services P. O. Box 3140/1446 E. Main Street Quincy, CA 95971 (530) 283-6150 ------------------------------ #1939 Date: Tue, 7 Sep 1999 15:54:26 -0400 From: David Urbonas Subject: Prevention Spending ** A Great Journal Deal: http://www.kittle.siu.edu/deal The CDC Performance Plan for FY2000 contains the following line: "Yet, even as the US health care budget approaches $1 trillion, only 1 percent of health expenditures support population based prevention." This statistic is not footnoted, and I'm interested in finding out the source for this estimate. Also, is there a source that goes into greater detail about how and where the estimated $10 billion for population based prevention is spent? Thanks in advance for your assistance. David Urbonas durbonas@channing-bete.com ------------------------------ #1940 Date: Mon, 6 Sep 1999 22:46:25 -0500 From: Lisa Hoffman Subject: Mark Kittleson ** A Great Journal Deal: http://www.kittle.siu.edu/deal Please add me back to HEDIR. The campus server went through some changes and my account underwent some changes that affected my dialin status. The problem has been corrected. I have changed status from grad student to professional. Thanks Lisa Hoffman ------------------------------ #1941 Date: Tue, 7 Sep 1999 16:42:23 -0400 From: Ruth Tunick Subject: CHES ** A Great Journal Deal: http://www.kittle.siu.edu/deal Although I hate to get the certification debate started again I would just like to share a recent personal experience. While the debate was raging on the listserve I quietly sat by and listened to both sides trying to make up my mind. Since I do think that some sort of licensing or certification can be helpful to a profession and since I'm teaching in a health promotion/wellness program, I thought it would be a good experience to take the exam that I was telling my students about. I didn't expect to have any problems registering for the exam since I have been doing health education for almost 30 years as a physical therapist and have graduate degrees (M.S.) in special education and (Ph.D) in developmental psychology where I specialized in adult learning and cognition. In addition, I'm teaching in a B.S. degree program preparing students to be health educators! Well imagine my surprise when I received a letter informing me I wasn't qualified to sit for the exam and received a recommendation to take a basic health education class (similar to the one I'm teaching) and apply again! Basically the message I'm getting is that I'm not as qualified to take this exam as the students I'm preparing! Something is wrong with this message and this approach to certification. Surely there is a way to judge applicants other than just on the number of courses he or she has taken that someone deems appropriate. What I'm gathering from some of the conversations on the list which may be responsible for this attitude, is the territoriality and defensiveness of some members of this profession. It seems to me that many health educators are insecure about what they know that other health professional don't and this makes them want to hold on tightly to the little piece of territory they think they own. My take on this is that the knowledge we get in school is just the beginning of what we know and that individuals with different backgrounds may end up doing the same job. It IS possible to read and learn about new things without taking college courses and to know about the competencies without majoring in health education in college. In fact, this is what any professional does in the course of his/her career as one takes on new responsibilites. If you're planning a nutritional intervention I'm sure you're going to have to hit the books and find out more about the current ideas and assessments, especially if you've been out of school for a while. should the nutritionists get upset? Should they insist that nutrition is their area? As you can probably tell, I'm angry and I'm not feeling very positive about recommending the CHES certification to my students. I'd like some replies to my comments, because the whole situation seems ridiculous to me. Ruth Tunick, Ph.D. rtunick@ctpfilm.com ------------------------------ #1942 Date: Tue, 7 Sep 1999 18:36:35 -0600 From: Kelly Ann Grant Subject: Health sciences handbooks ** A Great Journal Deal: http://www.kittle.siu.edu/deal Hey there! I am a graduate student at Brigham Young University and am working on creating a new undergraduate handbook/pamphlet for our health sciences program. Rather than reinventing the wheel, I thought I could use some already existing handbooks from other universities as a guide. I would appreciate your input. Please contact me on 1)schools that incorporate an efficient handbook and 2)ways that I can obtain copies of these booklets. Thank You! Kelly Grant ------------------------------ #1943 Date: Tue, 7 Sep 1999 22:32:22 -0400 From: Cynthia Knowles Subject: Re: at-risk continued ** A Great Journal Deal: http://www.kittle.siu.edu/deal I've got to agree, that the term 'at-risk' has actually created problems with generalizing and stereotyping in my field of substance abuse. Rather than identifying resource distribution and need it simply created awareness of some (inaccurate) patterns of populations most 'at-risk'. What's worse, we accepted this generalized information and stopped asking questions. (Well, not all of us...) I've deleted the original request from the student seeking information so forgive my not using your name, but I found that the article "Where Is the Child's Environment? A Group Socialization Theory of Development" by Judith Harris (Psychological Review 1995, Vol.102, No 3, 458-489), has helped me to continue questioning and keep things in perspective. Good Luck with your project. Cynthia R. Knowles Prevention Specialist 8820 State Route 63N Dansville, NY 14437 Ph/Fx: 716-335-5448 "Be the change you want to see in the world." -Gandhi ------------------------------ #1944 Date: Wed, 8 Sep 1999 19:12:57 -0400 From: Donald B Ardell Subject: Harvest/Nutrition Tips ** A Great Journal Deal: http://www.kittle.siu.edu/deal Good morning. This is today's essay fyi. Comments welcome. Tune in at 5 PM (eastern) or send questions before that time, if interested. Be well. Don > > Subject: Open/Close 9/8/99 - Harvest/Nutrition Tips > > > > www.yourhealth.com (Access Health Group, affiliate of McKessonHBOC) > > > > LIVING WELL--ASK A WELLNESS QUESTION > > Donald B. Ardell, Ph.D., Host > > > > September 8, 1999 > > > > Welcome to the wellness show. The theme this week is nutrition in general > > and the fall harvest in particular. The fall harvest used to be a major > > event for Americans, say, about a hundred years ago. Today, most urban > > dwellers, especially the young, are clueless about this once vital period of > > the human community life cycle. Ask a youngster if he has an opinion about > > this year's fall harvest and he's likely to reply, "Huh?" The harvest, even > > in non-urban areas, draws less attention than the start of the college > > football season, the baseball playoffs or whether a certain candidate for > > president used cocaine when he was a carefree frat boy a quarter century > > ago. In other words, it's not exactly a topic that dominates the attention > > of nearly 300 millions citizens and an equal number of illegal aliens. > > > > But, maybe those of us with an abiding interest in wellness lifestyles ought > > to pay a bit more attention to a few nutritional basics associated with the > > season, such as whether or even how to can and freeze certain crop foods, > > the hazards of improper food storage and so on. > > > > Maybe, but I would not count on it. I say let's promote an appreciation of > > the basics of dining for wellness, which essentially involves eating for > > both pleasure AND performance. What are these basics? Here are a few tips > > that will bring you of harvest of good health if you follow them. > > > > IGNORE WEIGHT! Don't be concerned about your weight. The bathroom scale is > > a hazard in the American home, for it gives the impression that weight > > matters most, and it does not--lean muscle mass matters most. If you insist > > on being concerned with some measure, let it be your ratio of lean muscle > > mass to fat is. First, establish your gender (ask your friends--they know > > these things!), then, if you are male, resolve to attain (through exercise > > and sound health- enhancing nutrition) and maintain about a 15 percent or > > lower fat level. If you're female, you need and look good with a bit more, > > say, as much as 20 percent fat level. > > > > TAKE AN INTEREST IN HEALTH ALONG TO THE THEME PARK. Most entertainment > > complexes are a threat to the health of their customers! Have you been to > > one of these "worlds" lately? Watching how and what people eat is not > > edifying. Tourists consume too much fat, salt, sugar and alcohol-- and it > > shows! Of course, they consumed too much of these things before they left > > home but that's no justification for religiously avoiding complex > > carbohydrates like fruits, vegetables and whole grains upon arrival. When > > our ancestors first explored the North American continent, they faced a > > theme park of sorts--an immense land that was gorgeous, untamed, dangerous > > and uncharted. If the pioneers had relied on cotton candy, fudge, ice cream, > > soda pop and the like, where would we be today? Well, I have no idea--maybe > > the land would still be gorgeous, untamed, dangerous and uncharted and we > > wouldn't be here because all the pioneers would have expired. In any event, > > let's honor our health if not the founders with a better diet when we > > venture forth through the culinary dangers of tourist attractions. And, > > avoid eating like we're in a theme park the rest of the time! > > > > DON'T BUY DIET BOOKS. Be highly suspicious of books, tapes, videos, meal > > plans and the like that promise or worse, "guarantee" dramatic results in a > > short period of time via a regimen at variance with existing standards. This > > means look warily at all the fruitcake, nuts and berry, high protein, low > > protein, in-between protein and so on charlatan schemes by those who claim > > to know more than medical and other scientists what's good for you. Many of > > these sensational claims come packaged with a conspiracy or two--the AMA or > > aliens or some sinister force wants to keep this secret from you, so buy the > > book and grow taller, thiner, or whatever you want to accomplish with the > > plan. Consider that respected nutritionists, research groups, commissions > > and varied panels have studied food science for decades--and their > > guidelines are as good a set of advice as you are going to get. Much better > > than anything you will read in current best-seller diet books by actress > > Suzanne Summers, gym owner Bill Phillips and sugar phobics H.L. Steward, M. > > Bethea et. al. Be outright cynical about quick fix, 12-easy step programs > > for weight loss and the like. These schemes almost always involve faddish > > recommendations that have little or no basis in scientific research. They > > are often dangerous. And the more successful these hucksters are thanks to > > your purchasers, the more often we're going to have to put up with more > > promotions for their books on infomercials and talk shows! > > > > FAVOR FIBER. Eat lots of fiber each day! Too many people are all "blocked > > up" these days, if you get my drift. Our digestive systems need bulk, > > roughage, fiber--we are the way we are because of evolutionary adaptations > > over the millennia. We can't change fundamental physiological processes to > > conform to a variety of conveniences brought about by modern packaging and > > food technology. Sometimes gas, indigestion and strange sounds caused by a > > rumbling gut are a form of nature's hint that we need to focus more on > > eating for health-enhancement rather than for entertainment. > > > > FRUITS AND VEGGIES CAN BE GOOD MEDICINE. One of the Webster dictionary's > > several definitions of medicine is "something that affects well-being." > > Well, there are a number of fruits and veggies that seem to affect > > well-being in very dramatic ways as drug-delivery devices, providing what > > one reviewer called a "cornucopia of nutrients and disease-fighting > > substances." (See Marilyn Chase, "Health Journal, Wall Street Journal, > > 11/18/96, p. B1.) In 1996, the National Cancer Institute reviewed 200 > > studies worldwide demonstrating that regular consumption of certain produce > > would reduce the risk of cancers affecting the lung, colon and stomach. One > > of the major reasons for this is that produce is a plentiful source of > > substances that block the cellular damage caused by unstable molecules > > created (called "free radicals") when the body uses oxygen. The rationale is > > as follows: > > > > * Some fruits and vegetables contain vitamin E and the minerals selenium > > and flavonoids. These compounds pump carcinogens out of cells and slow cell > > proliferation. > > > > * Citrus fruits contain not only vitamin C but other compounds as well that > > protect against cancer, including folic acid, coumarin and D-limonene. > > > > * Tomatoes have lycopene, just one of as many as 100 carotenoids in varied > > fruits and veggies. > > > > * Leafy green vegetables contain lutein and folic acid, both of which > > protect against chromosome damage. > > > > * Vegetables that are orange (carrots, sweet potatoes and pumpkin, for > > example) and certain fruits (e.g., papaya, mango and cantaloupe) contain > > beta carotene which promotes normal cell differentiation. > > > > * Allium-based veggies (e.g., onion, garlic, scallions, leeks and chives) > > all inhibit bacteria in the stomach and reduce the formation of > > nitrosamines. > > > > * Soybeans contain isoflavones, saponin, genistein, phytoesterol and other > > cancer-fighters. > > > > Best of all, the long-term benefits come with short-term rewards, namely, > > these fruits and vegetables are delicious and can be even better if you take > > the time to learn how to use them in clever preparations. Imagine things > > that taste good being so good for you! > > > > Enough about nutrition for awhile. Let's go to your questions about the fall > > harvest. Or the start of the college football season, the baseball playoffs > > or whether it's possible to be sensible and still care whether George W. > > Bush did or did use drugs in college! Personally, I don't think so but I > > suspect you knew that. > > > > CLOSE > > > > Tonight's show is/was about nutrition, not so much the fall harvest as in > > days of old but the quality of foods chosen and the importance of these > > selections to health and optimal performance. Here are a few additional > > nutritional tips. > > > > * Be a label reader. > > * Eat slowly. > > * Keep low-calorie, non-fat, non-sugary goodies around your house and > > workplace. > > * Minimize the consumption of colas, chocolate bars, candy, fruit drinks, > > doughnuts, croissants, pastries and various heavily-salted snack foods--and > > additional benefit is that they will taste best if consumed infrequently. > > * Switch from whole to skim milk. > > * Forget "magic ingredients" of any kind--like blue-green algae, bee > > pollen, megadoses of vitamin B12, salt tablets, "energy" drinks and so on. > > Some may have modest value at times but no single food or food supplement is > > going to make a major difference--your overall dietary pattern over time is > > what matters. > > * Forget extra protein or steak and eggs for athletic or other purposes as > > boost for meanness, power or anything else. > > * Avoid fasting before an athletic event. Avoid fasting, period--you need > > nutrients daily for optimal functioning. > > * Drink plenty of water before vigorous exercise. > > * Make dietary changes gradually. > > * Monitor the "end results" of your diet. "Fluffy-floaters" in your toilet > > bowl are better than "slinky sinkers." The latter indicate you are not > > consuming enough bulk/fiber. > > * When you eat, don't do other things, like talk on the phone, work at your > > desk, drive and so on. > > * "Ape" the behavior of our closest ancestors, namely, apes, chimps and > > gorillas. Eat plenty of bananas. Also, keep different kinds of > > fruit--apples, oranges, pears, and the like as well as fresh vegetables > > around your home and work station. > > * Don't stick your head in the sand and assume the federal or provincial > > governmental will cover your other end. > > > > Finally, if you feel you must rely on fast foods, prepare your own! > > > > That's it for tonight. Thanks for tuning in. You can read the transcript of > > this program, below, or any of several others at your convenience. Just > > click on "schedule and transcripts" whenever you're ready. And, ask > > questions at any time, as well. Have another great week. Be well. ------------------------------ #1945 Date: Wed, 8 Sep 1999 11:57:38 CST+6CDT From: Nigretta Bradley Subject: Please remove me from the list ** A Great Journal Deal: http://www.kittle.siu.edu/deal To whom this may concern, Please remove from the list at this time. I am looking forward to rejoining after my job relocation. Thanks, Nigretta Bradley ------------------------------ #1946 Date: Wed, 8 Sep 1999 10:33:33 -0700 From: Lisa Tobe Subject: Re: Please remove me from the list ** A Great Journal Deal: http://www.kittle.siu.edu/deal Please change my e-mail address to tobe_me@hotmail.com Thanks. Sorry for posting to the whole group. Lisa Nigretta Bradley wrote: > ** A Great Journal Deal: http://www.kittle.siu.edu/deal > > To whom this may concern, > > Please remove from the list at this time. I am looking forward to > rejoining after my job relocation. > > Thanks, > Nigretta Bradley > > ** Support the HEDIR, do your internet shopping via HEEF: > ** http://www.healthbehavior.com/vendors.html -- Lisa Tobe, Director of Health Education Plumas County Health Services P. O. Box 3140/1446 E. Main Street Quincy, CA 95971 (530) 283-6150 ------------------------------ #1947 Date: Wed, 8 Sep 1999 12:54:00 -0400 From: "James, Tammy C." Subject: remove name ** A Great Journal Deal: http://www.kittle.siu.edu/deal Please remove my name from this list at this time. Thank you Tammy James ------------------------------ #1948 Date: Wed, 8 Sep 1999 16:18:47 -0500 From: Mal Goldsmith Subject: Re: CHES ** A Great Journal Deal: http://www.kittle.siu.edu/deal Dear Ruth: I'm not sure any rationale is going to ease the anger you feel. As an individual who is supportive of standards for credentialing, I'm going to take a shot at sharing my perspective. For many years (and still today) I get offended when people who are not prepared as health educators function in full time health education positions. To see the majors I prepare in health education lose jobs to applicants who lack the professional preparation angers and frustrates me. Does this mean that all of these individuals lacking prepartion fail to do a great job ----absolutely not. But if a credential is to have any meaning I believe it requires both preparation and testing competence. Thinking back to when medical schools were first formed and licensure was added for physicians, there were probably many individuals who had been practicing for years who suddenly lacked credentials. Typically there is a grandfathering in stage, and if memory serves me CHES was granted to people who had practiced for 20 or 25 years in the field. There is no easy way to have a system that works perfect for all situations. As CHES evolves so will the standards. Offer a better alternative and I will be the first to stand behind it if it has merit. Many health educators perform the same competencies as social workers, but let them try to obtain a job calling for a MSW and you know the result. At 04:42 PM 9/7/99 -0400, you wrote: >** A Great Journal Deal: http://www.kittle.siu.edu/deal > >Although I hate to get the certification debate started again I would >just like to share a recent personal experience. While the debate was >raging on the listserve I quietly sat by and listened to both sides >trying to make up my mind. Since I do think that some sort of licensing >or certification can be helpful to a profession and since I'm teaching >in a health promotion/wellness program, I thought it would be a good >experience to take the exam that I was telling my students about. > I didn't expect to have any problems registering for the exam since I >have been doing health education for almost 30 years as a physical >therapist and have graduate degrees (M.S.) in special education and >(Ph.D) in developmental psychology where I specialized in adult learning >and cognition. In addition, I'm teaching in a B.S. degree program >preparing students to be health educators! > Well imagine my surprise when I received a letter informing me I wasn't >qualified to sit for the exam and received a recommendation to take a >basic health education class (similar to the one I'm teaching) and apply >again! Basically the message I'm getting is that I'm not as qualified >to take this exam as the students I'm preparing! Something is wrong >with this message and this approach to certification. Surely there is a >way to judge applicants other than just on the number of courses he or >she has taken that someone deems appropriate. > What I'm gathering from some of the conversations on the list which may >be responsible for this attitude, is the territoriality and >defensiveness of some members of this profession. It seems to me that >many health educators are insecure about what they know that other >health professional don't and this makes them want to hold on tightly to >the little piece of territory they think they own. My take on this is >that the knowledge we get in school is just the beginning of what we >know and that individuals with different backgrounds may end up doing >the same job. It IS possible to read and learn about new things without >taking college courses and to know about the competencies without >majoring in health education in college. In fact, this is what any >professional does in the course of his/her career as one takes on new >responsibilites. If you're planning a nutritional intervention I'm sure >you're going to have to hit the books and find out more about the >current ideas and assessments, especially if you've been out of school >for a while. should the nutritionists get upset? Should they insist >that nutrition is their area? > As you can probably tell, I'm angry and I'm not feeling very positive >about recommending the CHES certification to my students. I'd like some >replies to my comments, because the whole situation seems ridiculous to >me. > >Ruth Tunick, Ph.D. >rtunick@ctpfilm.com > >** Support the HEDIR, do your internet shopping via HEEF: >** http://www.healthbehavior.com/vendors.html > Mal Goldsmith Coordinator of Health Education Southern Illinois University Edwardsville, IL 62026 618-650-3857 618-650-3369 (fax) ------------------------------ #1949 Date: Wed, 8 Sep 1999 16:20:57 -0500 From: "Robert P. Bates" Subject: General Ed, health course ** A Great Journal Deal: http://www.kittle.siu.edu/deal Dear HEDIR, I need your help, if you/your university offers an undergraduate health course that is part of general education I need you to complete the statements below. OR if you have a prepared statement as to the role of health in general education I would truly appreciate a copy!!!!! At Eastern Illinois University we are responding to a proposal to remove our Human Health course from general education. I need to get a response to the Dean by Monday so speed is important! University_______________________ Department_______________________ Your name________________________ As it relates to your course in health that is in general education. What area of general education is the course listed (human behavior, social interaction) ________________________________ Title of Course ____________________________ Semester hours _____________ Number of sections _______ number of seats _________ Semester offered __FA _ SP __SU Course description if possible _________________________________________________________ Are there any other courses in the same section of general education? Please list (PE Nutrition ) Any national references you are aware of that address the issue of health in general education? THANKS Rob Bates Chair and Professor Eastern Illinois University ------------------------------ #1950 Date: Wed, 8 Sep 1999 18:14:34 -0400 From: Carolyn Parks Bani Subject: Re: CHES ** A Great Journal Deal: http://www.kittle.siu.edu/deal Mal's comments are very well-stated and insightful. I just had this discussion in one of my classes a couple of weeks ago when some of the nursing and maternal/child health students in the class got defensive about the HED certification requirements. One of these persons was highly offended that she would not be able to call herself a health educator after taking this one course (which she subsequently has dropped!). Health education is one of very few disciplines that I am aware of where just about anyone can feel the freedom to call themselves a "health educator." I too get angered and frustrated. My biology training taught me much about the human body, diseases, and to a lesser extent, health issues. However, I would never have the audacity to presume to know (or do) what doctors and nurses know (and do). As a matter of fact, I am legally barred from doing so. So, perhaps some of the "territoriality and defensiveness of some members of this profession" that you feel, Ruth, is more related to our desire to ensure that health educators are properly trained and equipped to perform their various functions. I'm jus