#454
Date: Mon, 1 Mar 1999 08:20:31 -0600
From: "Mark A. Temple"
Subject: 1999 Health Education Advocacy Summit
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
ffff,0000,0000CALLING ALL HEALTH EDUCATION
PROFESSIONALS AND STUDENTS!
Here's your chance be part of an exciting, broad-based health
education coalition to advocate in Congress for critical issues affecting
the future of health education and public health! Join various health
education leaders* for advocacy training and Congressional Hill visits at
the Second Annual Health Education Summit, April 10-12, in Washington,
DC.
Building on the success of the 1998 Summit, our health education advocacy
agenda will include:
1) CDC appropriations for breast and cervical cancer, cardiovascular
disease, smoking and health, diabetes, and the preventive health block
services grant;
2) tobacco legislation;
3) patient's bill of rights; and
4) reauthorization of the Elementary and Secondary Education Act, which
provides important funding for safe and drug-free schools.
A total of 100 individuals will be eligible to participate in this
hands-on, intensive advocacy skills training. Monday, April 12 will
involve visits to Capitol Hill with your members of Congress.
Registration is on a first come, first-served basis.
Pre-registration fee for professionals is $50. The first 15 full-time
student registrants will be complementary;
pre-registration fee for all other full-time students will be $30.
For a copy of the registration form and additional information, see
http://www.cast.ilstu.edu/temple/summit99.htm
Or contact the
Society for Public Health Education
1015 15th St., NW, Washington, DC 20005; 202/408-9804;
or edixon-terry@sophe.org
*Leaders from the following organizations are expected to participate in
the Summit:
American Association for Health Education
American College Health Association
American Public Health Association - Public Health Education &
Health Promotion Section and School Health Education and Services
Section
American School Health Association
Association of State and Territorial Directors of Health Promotion
and Public Health Education
Eta Sigma Gamma
National Commission for Health Education Credentialing
National Coalition of Health Education Organizations
Society for Public Health Education
Society of State Directors of Health, Physical Education and
Recreation
*************************
Mark A. Temple, PhD, CHES
Assistant Professor of Health Education
Illinois State University
Campus Mail 5220
Normal, IL 61790-5220
(309) 438-2324
(309) 438-2450 FAX
matempl@ilstu.edu
Please visit "The Temple of Health" at http://www.cast.ilstu.edu/temple/menu.htm
"Dream as if you will live forever, live as if you will die tomorrow."
James Dean
*************************
------------------------------
#455
Date: Mon, 1 Mar 1999 08:21:35 -0600
From: "Dr. James Robinson"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Bill, I will not quarrel with your interest in having more women in
leadership roles. I think diversity and balance in all aspects of
leadership are very healthy and productive. I think you have taken a rush
to judgement regarding the AAHE nominations. I, too, noticed the absence
of diversity in the slate of nominees. I think it premature to place
resposibility for the lack of women on the Nominations Committee. I have
faith that anyone in the mix would have been given due consideration. I
wonder if:
No women were nominated
Women were nominated, but not as qualified
Women were nominated and qualified, but turned down the nomination
You may also notice an imbalance of geographical representation among the
nominees.
There were no African Americans.
There were no Asian Americans
I would hope in this day and age that all who are in positions of
leadership (and leadership selection) are aware of the importance of
diversity.
P.S. You may not have noticed. Our AAHE President is female, so are 5 of
the 9 current Board members. I think AAHE is doing ok.
Jim
At 02:01 PM 2/28/99 -0600, you wrote:
>** Texas AM Job Positions:
>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>** Springfield College Jobs:
>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
>Fellow HEDIRs:
>
> Possibly it due to my ten years of employment at
>Texas Woman's University that makes me sensitive to gender
>differences in the leadership positions in our professional
>societies. However, I believe I encouraged women to
>seek leadership positions and men to support women in these
>efforts before I accepted employment here.
>
> It has bothered me that during the past decade
>national SOPHE and AAHE have had disproportionately large
>volumes of men hold the presidencies. For SOPHE, prior to
>the current decade, the balance between men and women
>holding the presidency was ideal. That has changed.
>
> I received late this past week a ballot for the
>1999 AAHE Board of Directors. All six nominees are
>men. I do not wish to disparage the nominating
>committee, for I have had the challenge to find willing
>nominees for board positions. It is often very difficult
>to find capable prospects who are willing to accept the
>nomination. Still, this is a problem that our professional
>groups need to address. The overwhelming majority of
>professional health educators are women.
>
> Bill
>
>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>** http://www.hpridirect.com
>** Nominate Somebody for the HEDIR Award:
>** http://www.kittle.siu.edu/1999award.htm
>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
Dr. James Robinson
Professor and Interim Head
Department of Social and Behavioral Health
School of Rural Public Health
Texas A&M University Health Science Center
College Station, TX 77843-1266
Office: (409)845-2387
Fax: (409)862-8371
------------------------------
#456
Date: Mon, 1 Mar 1999 10:31:51 -0500
From: Karen Denard Goldman
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
I have read Bill's notes with interest and have two points to add in my
capacity as a nominations committee member:
It has been my experience that when a list of nominees is drawn up,
deliberate efforts are made to make sure their are equal numbers of men and
women on the list. Actually, there are a number of criteria that guide the
effort. For example, a number of years ago, SOPHE past a multicultural
resolution and very deliberate efforts have been made each year to expand
the cultural, racial, ethnic, etc. diversity of our leadership. All
potential nominees are then called by members of the committee to see if
the people are interested and available. That is the key - available. The
list that we return with to our next conference call is based on those two
criteria: availability and interest. So the list, if all male, may suggest
that some of the women are working on other career priorities at this time
or will be at the time of the election and during the term period of
interest, not any effort to exclude anyone.
Now...if there's a message here that more men advance more quickly and
therefore are available sooner for responsibilities such as professional
org. leadership, maybe we need to talk about that.
Also, at SOPHE, there is a strong gender (and diversity in general)
awareness and very specific efforts are made to alternate male and female
presidents, for example and to mix the roster of officers. If the women
(read "any priority/target -sorry Matthew Kreuter, I know you hate this
work used this way :-) group") are not available, however, it doesn't
matter how noble and proper the organization's intentions, it just won't
because it can't, happen.
Timing, for most of us, is key in running for an office - not gender.
kdg
At 08:21 AM 3/1/99 -0600, Dr. James Robinson wrote:
>** Texas AM Job Positions:
>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>** Springfield College Jobs:
>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
>Bill, I will not quarrel with your interest in having more women in
>leadership roles. I think diversity and balance in all aspects of
>leadership are very healthy and productive. I think you have taken a rush
>to judgement regarding the AAHE nominations. I, too, noticed the absence
>of diversity in the slate of nominees. I think it premature to place
>resposibility for the lack of women on the Nominations Committee. I have
>faith that anyone in the mix would have been given due consideration. I
>wonder if:
>No women were nominated
>Women were nominated, but not as qualified
>Women were nominated and qualified, but turned down the nomination
>
>You may also notice an imbalance of geographical representation among the
>nominees.
>There were no African Americans.
>There were no Asian Americans
>
>I would hope in this day and age that all who are in positions of
>leadership (and leadership selection) are aware of the importance of
>diversity.
>
>P.S. You may not have noticed. Our AAHE President is female, so are 5 of
>the 9 current Board members. I think AAHE is doing ok.
>Jim
>
>
>At 02:01 PM 2/28/99 -0600, you wrote:
>>** Texas AM Job Positions:
>>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>>** Springfield College Jobs:
>>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>>
>>Fellow HEDIRs:
>>
>> Possibly it due to my ten years of employment at
>>Texas Woman's University that makes me sensitive to gender
>>differences in the leadership positions in our professional
>>societies. However, I believe I encouraged women to
>>seek leadership positions and men to support women in these
>>efforts before I accepted employment here.
>>
>> It has bothered me that during the past decade
>>national SOPHE and AAHE have had disproportionately large
>>volumes of men hold the presidencies. For SOPHE, prior to
>>the current decade, the balance between men and women
>>holding the presidency was ideal. That has changed.
>>
>> I received late this past week a ballot for the
>>1999 AAHE Board of Directors. All six nominees are
>>men. I do not wish to disparage the nominating
>>committee, for I have had the challenge to find willing
>>nominees for board positions. It is often very difficult
>>to find capable prospects who are willing to accept the
>>nomination. Still, this is a problem that our professional
>>groups need to address. The overwhelming majority of
>>professional health educators are women.
>>
>> Bill
>>
>>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>>** http://www.hpridirect.com
>>** Nominate Somebody for the HEDIR Award:
>>** http://www.kittle.siu.edu/1999award.htm
>>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>>
>
>
>Dr. James Robinson
>Professor and Interim Head
>Department of Social and Behavioral Health
>School of Rural Public Health
>Texas A&M University Health Science Center
>College Station, TX 77843-1266
>Office: (409)845-2387
>Fax: (409)862-8371
>
>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>** http://www.hpridirect.com
>** Nominate Somebody for the HEDIR Award:
>** http://www.kittle.siu.edu/1999award.htm
>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
********************************************************
Karen Denard Goldman, PhD, CHES
Director, Health Education and Promotion Program
Lehman College, CUNY
422-C Gillet Hall
250 Bedford Park Boulevard West
Bronx, NY 10468
Phone: 718-960-8673
email: kgoldman@alpha.lehman.cuny.edu
Fax: 718-960-8908
New York State Coalition for Health Education - use above address and
numbers to contact the coalition
********************************************************
------------------------------
#457
Date: Mon, 1 Mar 1999 10:11:16 -0800
From: "Mark P. Fulop"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Karen Denard Goldman wrote:
> Now...if there's a message here that more men advance more quickly and
> therefore are available sooner for responsibilities such as professional
> org. leadership, maybe we need to talk about that.
My wife (rn,mph) just finished reading the Book :
Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover /
Published 1998
Amazon.com: Our Price: $16.80 ~ You Save: 30%
Excellent read (as vicariously experienced through my wife's summaries) about a
female surgeon/faculty at Stanford. Tho I agree that health edu is not quite
medicine, I see the same male domination of faculty at most Schools of Public
Health and a disproportiate number of male 1st authors on the literature I
read. And I would agree that as a profession, we should be asking ourselves if
maybe there really is a "Good Old Boys network" in Health Ed. It seems like we
need to establish a) if and where the disparites are real or perceived, b)
document how they are manifest, and c) figure out why they exist. I would love
folks thoughts on how they might get at the above questions which might lead to
interesting student special projects/thesis options.
_____________________________________________
Mark Fulop, MPH, CHES
Director & Health Information Architect
South Coast Collective
"Exposing the Truth About Tobacco"
http://www.exposetobacco.org
9245 Skypark Court, Suite 115
San Diego, CA 92123
619.505.8046 ph
619.505.9299 fax
------------------------------
#458
Date: Mon, 1 Mar 1999 13:59:25 EST
From: Sara Moyano
Subject: Hispanic Center in Cincinnati
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
The Hispanic Center in Cincinnati "Su Casa" is looking for grants to start a
health promotion department. "Su Casa" is funded primarily by the Catholic
Archidiosis which gives a very limited budget to the center, we need to locate
grants to support any projects we want to develop.
We have conducted a needs assessment and already identified the main problems
in our community. Please let us know where to go to apply for grants . Any
suggestion is more than welcome. Thank you very much. You can reply directly
to me at SMoyano914@aol.com
Sofia Moyano M.Ed; CHES
Hispanic Center "Su Casa"
------------------------------
#459
Date: Mon, 1 Mar 1999 14:04:22 -0600
From: "Mary A. Wyandt"
Subject: summary--nutrition and low literacy
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
This is rather long, so if you are not interested--please delete.
Several requests came my way for a summary of info received regarding
my student's question about nutrition and low literacy clients. Here are
the messages that were received:
I would work with another class of older students acting as mentors who
>would then assist the students in recalling and recording their food
>intake.
>
The Dairy Council of California has a very good curriculum for lower
>grades that is pretty simple. It's called (I forgot) The address is 5901
>Green Valley Circle Suite 315 Culver City, CA 90230-6947. Ask for the
>elementary curr.
>Having students cut food pictures from magizines and then keeping a
>daily pyramid diary with the selection of pictures is good.
>Have students play "trade up" games, pretzes instead of chips with empty
>packages of food.
>
>
The "Pic Sort" Kit is a food frequency questionnaire designed to
>assess an individual's usual diet using pictures instead of words.
>This has been shown to be very useful with low literacy individuals.
>It can be purchased from the University of Illinois at Chicago for
>about $55 per set of 99 cards (plus 5 more if requested for use with
>low income African American women in the south). If your student is
>interested in this kit, contact:
>
> Dr. S. K. Kumanyika
> Dept of Human Nutrition & Dietetics
> College of Associated Health Professions
> 1919 West Taylor Street
> Room 650, Chicago, IL 60612-7256
>
>I would be interested in receiving any other suggestions sent to your
>student since this could be very helpful to us in our work with the
>low income population of Mississippi in the area of nutrition
>education. If you would, please forward any replies you receive to
>my e-mail address with helpful information. Thanks.
>I think the idea of a pictorial diary is great - What about using
>stickers with easily recognizable pictures of foods, and ask the
>participants pull the stickers off and put them on the "diary" as they
>eat the foods? For any written materials that are given, I would also
>suggest a readability test (like SMOG) to ensure the reading level is
>appropriate. There is also a really good book put out by NIH "Clear &
>Simple: Developing Effective Print Materials for Low Literate Readers"
>(NIH pub no. 95-3594). I would also suggest a focus group to determine
>what their issues are concerning this topic and to pretest the materials
>prior to use to make sure the intended message is the one received.
>
>Sounds like a great project. Good luck!
>You could check out the literature on the use of a photo novel.. it may be
>spelled in spanish as well. References should include Debra Roter from Johns
>Hopkins and also Rima Rudd from Harvard, formerly affiliated with Hopkins (I
>think). You could try contacting Debra for references by e-mailing her at
>droter@jhsph.edu . She has published on this topic and includes this
>communication strategy as part of her teaching to Hopkins students---- Best,
>Lisa Benz Scott
>I would have her call the American Alliance for Health, Physical Education,
Recreation and Dance's Physical Best program. I worked on this project and
we incorporated issues of nutrition and physical activity with the special
needs population.
>Robin Brookfield is the Program Administrator for this program. Her number
is 703 476-3426.
>Subject: Re: nutrition/fitness and working with low literacy
>To: "Mary A. Wyandt"
>
>Hello
>Several years ago 2 literacy experts (husband and wife PhDs), the
>Doaks, were working on the nutrition issues for the cancer section of
>NIH. They are very-well known in the area of literacy so i think if
>you do a medline or similiar type of search you will find out what
>they have to say on the issue. Sorry i dont have an address to contact
>them.
>
>---"Mary A. Wyandt" wrote:
>>
>> ** Texas AM Job Positions:
>> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>> ** Springfield College Jobs:
>> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19
Mary A. Wyandt, MEd, CHES Phone: 501-575-7252
Health Educator Fax: 501-575-7438
University Health Center E-mail: mwyandt@comp.uark.edu
University of Arkansas
600 Razorback Road "HAVE A NICE DAY" :=)
Fayetteville, AR 72701
------------------------------
#460
Date: Mon, 1 Mar 1999 12:58:48 -0700
From: "Walter A. Hanks"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
I enjoyed Dr. Cissell's comments, and those who have responded thus far. I
think diversity is important, but that the gender mix of this particular
group of nominees may be an anomaly. However, there are a few other
diversity issues that I have not seen addressed.
First, in the short time I have been a member, I have seen a glaring lack
of representation in AAHE from practitioners, particularly practitioners at
the local and corporate level. This is particularly evident when you
contrast AAHE to ASHA, where a large portion of the leadership is provided
by practitioners. Now, I have nothing against academics; I intend to
become one. But, I think we need more input from full-time practitioners
as we attempt to deal with the challenges facing our profession.
I can also see that gaining more leadership participation from
practitioners will be difficult. Agencies and corporations don't often
allow time for service to a professional association. There is also a
feeling held by some practitioners that AAHE is not relevant to them. So,
my question to the group is: What can we do to make AAHE (and APHA and
SOPHE) more relevant to practitioners and gain more leadership involvement
from practitioners?
The other area regarding diversity is more sensitive. After I touched off
the little war last semester regarding the tactics used by both sides of
the sexuality education war, I received several private emails expressing
support for my views, but also including cautions about expressing those
more "conservative" views (cautions I obviously ignored). I was told by
more than one person that expressing a conservative viewpoint can be
professional suicide, particularly in academia.
Are we, as a profession, unwilling to tolerate those who hold viewpoints
other than our own? Are we so out of touch with our target audiences that
we don't see the need for understanding other world views? Can diversity
extend to values systems and world views as well as gender and race?
I would be interested in reading your responses.
Walter A. Hanks, BS, C.H.E.S.
-------------------------------------------------------------------
http://www.itsnet.com/~wdhanks/WaltHP.html
Health is:
"An integrated method of functioning that balances the physical,
emotional, social, psychological, and spiritual dimensions
of life while seeking to maximize individual potential in each,
and not the absence of disease or infirmity."
Walter A. Hanks, C.H.E.S.
-------------------------------------------------------------------
------------------------------
#461
Date: Mon, 1 Mar 1999 15:33:02 -0600
From: "Marjorie E. Scaffa"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
As a doctoral student, I and many of my peers (across a variety
of educational programs) perceived a power differential based on
gender in the health education profession. After many
"consciousness-raising" type discussions, we came to the conclusion that
female doctoral students are not mentored to become leaders in the same
way male doctoral students are. In my experience, mentoring for
leadership roles is critical in developing not only the skills, but also
confidence in one's leadership abilities.
In 1991, a classmate of mine and I presented a session at AAHE
advocating the development of what we called the "National Women's Health
Education Network" to link successful female leaders with students
to facilitate mentoring of women in the profession. The discussion at the
session was lively but a functioning network did not materialize.
I would like to suggest that mentoring of women for leadership roles is
a critical component in creating future leaders. I do not believe that
women health educators are the only ones who can and should mentor female
graduate students. I was fortunate to have an excellent male mentor who
taught me what I needed to know to be a leader and gave me the confidence
to take on leadership roles in academic and professional settings.
Marjorie Scaffa, Ph.D.
University of South Alabama
On Mon, 1 Mar 1999, Mark P. Fulop wrote:
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> Karen Denard Goldman wrote:
>
> > Now...if there's a message here that more men advance more quickly and
> > therefore are available sooner for responsibilities such as professional
> > org. leadership, maybe we need to talk about that.
>
> My wife (rn,mph) just finished reading the Book :
>
> Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover /
> Published 1998
> Amazon.com: Our Price: $16.80 ~ You Save: 30%
>
> Excellent read (as vicariously experienced through my wife's summaries) about a
> female surgeon/faculty at Stanford. Tho I agree that health edu is not quite
> medicine, I see the same male domination of faculty at most Schools of Public
> Health and a disproportiate number of male 1st authors on the literature I
> read. And I would agree that as a profession, we should be asking ourselves if
> maybe there really is a "Good Old Boys network" in Health Ed. It seems like we
> need to establish a) if and where the disparites are real or perceived, b)
> document how they are manifest, and c) figure out why they exist. I would love
> folks thoughts on how they might get at the above questions which might lead to
> interesting student special projects/thesis options.
> _____________________________________________
>
> Mark Fulop, MPH, CHES
> Director & Health Information Architect
> South Coast Collective
> "Exposing the Truth About Tobacco"
> http://www.exposetobacco.org
>
> 9245 Skypark Court, Suite 115
> San Diego, CA 92123
> 619.505.8046 ph
> 619.505.9299 fax
>
> ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> ** http://www.hpridirect.com
> ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
------------------------------
#462
Date: Mon, 1 Mar 1999 13:51:48 -0800
From: Lisa Tobe
Subject: Information on Public Health Week
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Can anyone tell me where to find information on Public Health Week? I know the
dates, first week in April, but I don't know anything else.
Lisa Tobe, Director of Health Education
Plumas County Health Services
P. O. Box 3140/1446 E. Main Street
Quincy, CA 95971
(530) 283-6150
------------------------------
#463
Date: Mon, 1 Mar 1999 17:22:52 -0600
From: Pat Morgesterstein
Subject: Re: Information on Public Health Week
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
The CDC puts out a very helpful "Planners Guide" for National Public Health
Week. Gives you great ideas on local-state coordination, planning and
coordinating, developing a marketing plan, publicity ideas, how to reach
the community through...radio, tv, print partnerships awards ceremonies,
mall events, distribution of messages in religious flyers, and many
others. One of the activities the KC Health Dept. will be doing is
partnering with American Lung Assoc. on a public awareness campaign called
"Quit 2B Fit" featuring fitness, nutrition, beginning running classes and
smoking cessation. The festivities culminate with a road race on April
11th.
Call 404-639-3286, CDC Office of Communications. Last years MMWR had a
nice article too.
http://ftp.cdc.gov/pub/Publications/mmwr/wk/mm4712.pdf
------------------------------
#464
Date: Mon, 1 Mar 1999 18:40:59 -0500
From: Karen Denard Goldman
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Don't know that this made it out of the shute the first time, so here's
number 2.
kdg>
>>I have read Bill's notes with interest and have two points to add in my
>>capacity as a nominations committee member:
>>
>>It has been my experience that when a list of nominees is drawn up,
>>deliberate efforts are made to make sure their are equal numbers of men and
>>women on the list. Actually, there are a number of criteria that guide the
>>effort. For example, a number of years ago, SOPHE past a multicultural
>>resolution and very deliberate efforts have been made each year to expand
>>the cultural, racial, ethnic, etc. diversity of our leadership. All
>>potential nominees are then called by members of the committee to see if
>>the people are interested and available. That is the key - available. The
>>list that we return with to our next conference call is based on those two
>>criteria: availability and interest. So the list, if all male, may suggest
>>that some of the women are working on other career priorities at this time
>>or will be at the time of the election and during the term period of
>>interest, not any effort to exclude anyone.
>>
>>Now...if there's a message here that more men advance more quickly and
>>therefore are available sooner for responsibilities such as professional
>>org. leadership, maybe we need to talk about that.
>>
>>Also, at SOPHE, there is a strong gender (and diversity in general)
>>awareness and very specific efforts are made to alternate male and female
>>presidents, for example and to mix the roster of officers. If the women
>>(read "any priority/target -sorry Matthew Kreuter, I know you hate this
>>work used this way :-) group") are not available, however, it doesn't
>>matter how noble and proper the organization's intentions, it just won't
>>because it can't, happen.
>>
>>Timing, for most of us, is key in running for an office - not gender.
>>
>>kdg
>>
>>
>>At 08:21 AM 3/1/99 -0600, Dr. James Robinson wrote:
>>>** Texas AM Job Positions:
>>>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>>>** Springfield College Jobs:
>>>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>>>
>>>Bill, I will not quarrel with your interest in having more women in
>>>leadership roles. I think diversity and balance in all aspects of
>>>leadership are very healthy and productive. I think you have taken a rush
>>>to judgement regarding the AAHE nominations. I, too, noticed the absence
>>>of diversity in the slate of nominees. I think it premature to place
>>
>>>resposibility for the lack of women on the Nominations Committee. I have
>>>faith that anyone in the mix would have been given due consideration. I
>>>wonder if:
>>>No women were nominated
>>>Women were nominated, but not as qualified
>>>Women were nominated and qualified, but turned down the nomination
>>>
>>>You may also notice an imbalance of geographical representation among the
>>>nominees.
>>>There were no African Americans.
>>>There were no Asian Americans
>>>
>>>I would hope in this day and age that all who are in positions of
>>>leadership (and leadership selection) are aware of the importance of
>>>diversity.
>>>
>>>P.S. You may not have noticed. Our AAHE President is female, so are 5 of
>>>the 9 current Board members. I think AAHE is doing ok.
>>>Jim
>>>
>>>
>>>At 02:01 PM 2/28/99 -0600, you wrote:
>>>>** Texas AM Job Positions:
>>>>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>>>>** Springfield College Jobs:
>>>>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>>>>
>>>>Fellow HEDIRs:
>>>>
>>>> Possibly it due to my ten years of employment at
>>>>Texas Woman's University that makes me sensitive to gender
>>>>differences in the leadership positions in our professional
>>>>societies. However, I believe I encouraged women to
>>>>seek leadership positions and men to support women in these
>>>>efforts before I accepted employment here.
>>>>
>>>> It has bothered me that during the past decade
>>>>national SOPHE and AAHE have had disproportionately large
>>>>volumes of men hold the presidencies. For SOPHE, prior to
>>>>the current decade, the balance between men and women
>>>>holding the presidency was ideal. That has changed.
>>>>
>>>> I received late this past week a ballot for the
>>>>1999 AAHE Board of Directors. All six nominees are
>>>>men. I do not wish to disparage the nominating
>>>>committee, for I have had the challenge to find willing
>>>>nominees for board positions. It is often very difficult
>>>>to find capable prospects who are willing to accept the
>>>>nomination. Still, this is a problem that our professional
>>>>groups need to address. The overwhelming majority of
>>>>professional health educators are women.
>>>>
>>>> Bill
>>>>
>>>>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>>>>** http://www.hpridirect.com
>>>>** Nominate Somebody for the HEDIR Award:
>>>>** http://www.kittle.siu.edu/1999award.htm
>>>>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>>>>
>>>
>>>
>>>Dr. James Robinson
>>>Professor and Interim Head
>>>Department of Social and Behavioral Health
>>>School of Rural Public Health
>>>Texas A&M University Health Science Center
>>
>>>College Station, TX 77843-1266
>>>Office: (409)845-2387
>>>Fax: (409)862-8371
>>>
>>>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>>>** http://www.hpridirect.com
>>>** Nominate Somebody for the HEDIR Award:
>>>** http://www.kittle.siu.edu/1999award.htm
>>>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>>>
>>
>>********************************************************
>>Karen Denard Goldman, PhD, CHES
>>Director, Health Education and Promotion Program
>>Lehman College, CUNY
>>422-C Gillet Hall
>>250 Bedford Park Boulevard West
>>Bronx, NY 10468
>>Phone: 718-960-8673
>>email: kgoldman@alpha.lehman.cuny.edu
>>Fax: 718-960-8908
>>
>>New York State Coalition for Health Education - use above address and
>>numbers to contact the coalition
>>********************************************************
>>
>
>
>Dr. James Robinson
>Professor and Interim Head
>Department of Social and Behavioral Health
>School of Rural Public Health
>Texas A&M University Health Science Center
>College Station, TX 77843-1266
>Office: (409)845-2387
>Fax: (409)862-8371
>
>
********************************************************
Karen Denard Goldman, PhD, CHES
Director, Health Education and Promotion Program
Lehman College, CUNY
422-C Gillet Hall
250 Bedford Park Boulevard West
Bronx, NY 10468
Phone: 718-960-8673
email: kgoldman@alpha.lehman.cuny.edu
Fax: 718-960-8908
New York State Coalition for Health Education - use above address and
numbers to contact the coalition
********************************************************
------------------------------
#465
Date: Mon, 1 Mar 1999 17:22:16 -0600
From: "Carl L. Hanson"
Subject: Stress Management and Mysticism
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
--------------3EF8E004147E23C8FF482500
Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353"
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I have received so many personal messages regarding this topic. So many that it
would take a couple of days to reply. Thank you all for your thoughts,
suggestions, and experiences. It appears that many of you have faced the same
challenges in your own classrooms while others haven't dealt with it all. One
respondent indicated the issue became such a problem that she postponed teaching
the stress management course again. Having never faced such opposition to
stress management until last week, I was half thinking this was just another
"Montana" thing. (By the way, the State legislature in Montana has passed a
speed limit law slowing us down to 75 on the highways. I think the highway
patrol got tired of trying to explain to folks what "reasonable and prudent"
meant.)
In a nut shell, your responses centered on the following general themes as to
why your students have expressed objections:
* some relaxation techniques encourage you to take action yourself rather
than trust in God (one respondent wrote, "I had a faculty member write to
the president of the University charging that I was destroying Christian
beliefs by demonstrating some yoga poses as a means of relaxation." "It
seems that a local pastor had promoted the notion that yoga with its
'whatever he believed it conveyed' would cause people to look inwardly to
find the answers to solutions rather than to seek inspiration from divine
sources.")
* some relaxation techniques open yourself up to influences of the devil (one
respondent recalled reading the novel Amityville Horror and noted how the
priest counseled the inhabitants of a haunted house not to practice
transcendental meditation because it would make them more vulnerable to
evil spirits)
* we tend to fear what we cannot see or feel
From your responses, here are possible solutions:
* if an objection occurs, point out the long history of meditation in
virtually all of the world's major religions - including Christianity
* if an objection occurs, explain and demonstrate that meditation is not a
religious practice, but a physical discipline with real health benefits
* if an objection occurs, encourage the religious minded students to meditate
about God
* call it something else (one respondent noted: "I don't talk about
meditation, guided imagery, visualization anymore." "I say, 'we're going to
learn how to really relax.'")
* let the issue go the moment they ask not to participate
Someone also reminded me that Brian Seaward has a great chapter on stress and
spirituality in his text Managing Stress: Principles and Strategies for Health
andWellbeing.
In response to Don...
donardell@earthlink.net wrote:
> Carl,
>
> Let's see if I got this straight.
>
> Students ask to be excluded from a stress management activity (i.e.,
> progressive relaxation) because they felt it would threaten their spiritual
> health because progressive relaxation is too close to new-age mysticism.
> which, presumably, is bad for some reason not expressed in your post. What,
> God's against it? What, in particular, doesn't God like or, more likely,
> what don't the fundamentalists or, more likely, some of their spokespeople,
> like about this nebulous new age mysticism? Surely you asked these devout
> students to explain their objections, right? As a self-declared "very
> religious, faith-going person," how do YOU feel about new age mysticism? How
> religious is "very religious?" Is that better than just plain, ordinary
> religious? Are there objective measues to distinguish between these two
> states, or is it a matter of self declaration that must not be questioned or
> challenged? And what does "faith-going" mean?
Don, I believe in a God and I go to church. : )
>
> You write, "After detailing the strategy and how we would practice it, these
> students still were genuinely concerned and asked not to participate. My
> perception was that their religious leader had seriously cautioned them about
> experimenting with various stress management techniques-for what ever
> reasons."
>
> Why not let it go the moment they ask not to participate? What are student
> rights these days on our PC campuses? Can a student decline to participate
> in ANY aspect of a class for any reason whatsoever, or must the objection be
> for religious, ethnic or some other approved category of reasons?
Great point, great idea.
>
> Does this instance you describe tell us anything about whether it's a good
> idea to take one's direction from a religious leader? If it IS considered a
> good idea, maybe a more important lesson than learning a stress management
> technique is developing reasoning skills in order that one might pick better
> religious leaders.
I couldn't agree with you more.
>
> > You write, "In a related incident this week, Dr. Ernie Randolfi and I were
> > tag teaming a stress management seminar to a group of educators." Sounds
> > like a wrestling match.
>
> > (Continuing): "We were making the point that guided imagery is an easy
> > strategy to teach kids. The school counselor piped up and warned the
> > teachers in the group against ever practicing this strategy with their
> > students. Apparently, religious groups in this community have been very
> > vocal about the dangers of practicing guided imagery. These groups have
> > asked that guided imagery never be practiced as a part of any curriculum.
> > I am aware that similar concerns have been expressed in other states
> > regarding meditation and diaphragmatic breathing, leading to similar
> > actions."
>
> Carl--it seems to me that if you really believe in the value of certain
> stress management practices as part of a healthy lifestyle, and you have
> evidence of the efficacy of such practices (and a strong case can be made by
> any informed health promotion advocate to this effect), why would you
> hesitate to address the bloody insanity of this kind of ignorant opposition
> based on cult-like fundamentalist nonsense?
No hesitation what so ever. I do admit that such opposition caught me totally
off guard. Never worried for a moment about offending students with a stress
management technique. It seems that we as health educators most often take the
heat over sexuality education.
> Unlike yours truly, a skeptic who is very non-religious incapable of
> perceiving the value of faith rather than reason as the basis for holding any
> position,
Let me understand you. Does this mean you are incapable of seeing the value of
having a belief in something? A belief in God? A belief in a God that provides
a sense of purpose? Are you incapable of perceiving the value of faith in the
lives of others (okay, if they have a religious leader that you don't perceive
as whacko)?
> you would have credibility or at least be a more sympathetic figure
> in addressing the dysfunctional aspects of such antideluvian opposition to
> quite sensible practices such as meditation, deep breathing and so on.
>
> Ever read "Profiles in Courage?" If you never felt personally that these
> strategies negatively impacted your relationship with your God and, in fact,
> may have strengthened it, why not take this point of view to the source,
> namely, the religious leaders who oppose these things in your community and
> possibly elsewhere?
No problem.
>
> > Well, you asked for thoughts and suggestions. Hope something here is of
> > interest. Be well.
> >
> >
>
> Don
_________________________________________________
Carl Hanson, Ph.D., CHES
Associate Professor
Department of Health and Physical Education
Montana State University-Billings
1500 North 30th Street
Billings, MT 59101
* Phone: (406) 657-2395
* Fax: (406) 657-2399
* E-mail: HPSS_Hanson@vino.emcmt.edu
* Home Page: http://www.msubillings.edu/fac/hanson
----------------------------------------------------------
------------------------------
#466
Date: Mon, 1 Mar 1999 20:32:53 -0500
From: P Michael Peterson
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Marjorie I can appreciate your concern. I will say at the University of
Delaware we have been working diligently with our graduate students in the
Health Promotion Program. All are female at this point, but all the major
professors are male. I have personally started a "Toastmaster" type
seminar (free for students) which is well attended, and students gain
valuable speaking and presenting experience which enhances their
leadership potential. About half of our students have, or will be
presenting at conferences and many are involved in our University Wellness
Program delivering services to on-campus employees, and to businesses in
the community.
I am not in favor of initiatives such as National Female Health Education
Network, because at the outset it limits the network. But I did want to at
least mention that mentoring is part of the program at this institution.
Michael Peterson
------------------------------
#467
Date: Mon, 1 Mar 1999 19:11:52 -0600
From: "Carl L. Hanson"
Subject: Stress Management and Mysticism
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
donardell@earthlink.net wrote:
> Hi Steve--Isn't Alabama the state where politicians have banned vibrator
> sales? If there's something to be ashamed of, living in a place like
> Alabama has real possibilities. (Come on, Alabama--I'm ready for you!
> hahahaha)
>
> > Gee, I guess I didn't know there were Christian and other fundies out
> > there.
>
> If Carl's going to be on the front lines, it seems to be he ought to be
> armed. And willing to defend himself and his causes. Instead, he seems
> incredulous that the whackos are giving him a hard time when he has
> something in common with them, namely, being a big believer and faith
> oriented.
Ouch! Had no intention of setting you off on this Don. Your sarcasm seems to
suggest that you have a problem with other folks spiritual perspectives that
aren't in line with your own. I have no problem what so ever defending my views
with my students (or with you for that matter). However, I do choose to teach in
ways that will be least offensive. My goal was to seek information on how to
best do that. I believe my students receive benefits from being involved in their
religions. As you said in your previous post, they (and their preachers) have
definately been misinformed on this matter and we as educators should make an
effort to correct their thinking. Again, it is important to me to maintain a
strong relationship of trust with my students. I think they are more likely to
change their behaviors if I do. So what is a class period like in the life of Don
Ardell? Take me (and how ever else cares to read) through how you do it? Do you
really stand in front of your classes and tell your students their preachers are a
bunch of fundy whachos and there is nothing to fear through meditation?
I had a wonderful opportunity this weekend to experience a presentation by Joan
Borysenko. She walked us through a meditation and did such an outstanding job of
setting the practice up so that it had applications for members of all faiths
including those without a specific religious belief. I appreciated how accepting
she was. Anyway, as a part of session, she took us through one of her meditation
activities. She had us imagine a light and then make an interpretation about what
that light was. For many in the room, my assumption is they visualized God. She
then had us imagine that light carry away pain, fatigue, illness, ignorance, etc.
We then introduced various people into our "circle of light." I invited you in
Don. Hope to meet you in person sometime. : )
Be well,
Carl
** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> I really don't have time for this, but I must comment on Ardell and
> his message to Carl.
>
> Don - where have you been???? There is a major stuggle going on in
> our society with a conservative group that has some powerful
> ideologies that are clearly foreign to you. Carl is on the front
> lines when he goes out into the schools -- when was the last time
> you visited our educational system and checked it out for
> yourself. There's a lot going on out there. Ask the people in
> Michigan who got their comprehensive school health program destroyed
> by these conservative ideologies.
>
> You have scolded Carl for being on the front lines
> and not responding to a situation in a manner that you approve
> of. Shame on you Don.
>
> I for one applaud Gary for his concerns.
> Steve Nagy
> The University of Alabama
> P.O. Box 870311
> Moore Hall
> Tuscaloosa AL 35487
> Ph. 205-348-8373
> Fax -7568
_________________________________________________
Carl Hanson, Ph.D., CHES
Associate Professor
Department of Health and Physical Education
Montana State University-Billings
1500 North 30th Street
Billings, MT 59101
* Phone: (406) 657-2395
* Fax: (406) 657-2399
* E-mail: HPSS_Hanson@vino.emcmt.edu
* Home Page: http://www.msubillings.edu/fac/hanson
----------------------------------------------------------
------------------------------
#468
Date: Mon, 1 Mar 1999 23:04:32 -0500
From: Shelly Masur
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Mark Fulop wrote:
And I would agree that as a profession, we should be asking ourselves if
>maybe there really is a "Good Old Boys network" in Health Ed. It seems
>like we
>need to establish a) if and where the disparites are real or perceived, b)
>document how they are manifest, and c) figure out why they exist.
I don't see Health Education as any different than any other profession.
As we see almost everywhere, women disproportionately occupy the lower
ranks of the job ladder. Like in many professions, there is probably not a
conscious obstruction of women, rather it is sexism by default. That is,
the disparities exist because we as health educators are no different than
the rest of society, while we have made progress, women are still not paid
as much as men, nor do they have the same opportunities.
I would love
>folks thoughts on how they might get at the above questions which might
>lead to
>interesting student special projects/thesis options.
I would like to see research documenting salary differences between men and
women to see if they mirror the national averages. Additionally an
interesting sociological type study would be to talk to the women who do
hold the lower paying jobs to find their perceptions of their place/role in
the field and why they feel they are where they are.
Shelly Masur, MPH
Upper School Health Education Coordinator
Trinity School
>** Texas AM Job Positions:
>** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
>** Springfield College Jobs:
>** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
>Karen Denard Goldman wrote:
>
>> Now...if there's a message here that more men advance more quickly and
>> therefore are available sooner for responsibilities such as professional
>> org. leadership, maybe we need to talk about that.
>
>My wife (rn,mph) just finished reading the Book :
>
>Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover /
>Published 1998
>Amazon.com: Our Price: $16.80 ~ You Save: 30%
>
>Excellent read (as vicariously experienced through my wife's summaries)
>about a
>female surgeon/faculty at Stanford. Tho I agree that health edu is not quite
>medicine, I see the same male domination of faculty at most Schools of Public
>Health and a disproportiate number of male 1st authors on the literature I
>read. And I would agree that as a profession, we should be asking
>ourselves if
>maybe there really is a "Good Old Boys network" in Health Ed. It seems
>like we
>need to establish a) if and where the disparites are real or perceived, b)
>document how they are manifest, and c) figure out why they exist.
>_____________________________________________
>
>Mark Fulop, MPH, CHES
>Director & Health Information Architect
>South Coast Collective
>"Exposing the Truth About Tobacco"
>http://www.exposetobacco.org
>
>9245 Skypark Court, Suite 115
>San Diego, CA 92123
>619.505.8046 ph
>619.505.9299 fax
>
>** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
>** http://www.hpridirect.com
>** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
------------------------------
#469
Date: Tue, 2 Mar 1999 08:25:03 -0600
From: Doug Hippler
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
I don't have the answer, but an observation is, health education is no
different than any other profession, and the number of females going into
the profession are decreasing as other professions open the doors of
opportunity and pay better. We are seeing more females going into
medicine, physical therapy, business, etc.
As was stated earlier, and we see the same thing in our state
associations, we cannot force people to run for an office (male or
female). Many state associations have changed the format of alternating
male and female officers, because they could not find people willing to
serve.
Doug Hippler
On Mon, 1 Mar 1999, Shelly Masur wrote:
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> Mark Fulop wrote:
>
> And I would agree that as a profession, we should be asking ourselves if
> >maybe there really is a "Good Old Boys network" in Health Ed. It seems
> >like we
> >need to establish a) if and where the disparites are real or perceived, b)
> >document how they are manifest, and c) figure out why they exist.
>
> I don't see Health Education as any different than any other profession.
> As we see almost everywhere, women disproportionately occupy the lower
> ranks of the job ladder. Like in many professions, there is probably not a
> conscious obstruction of women, rather it is sexism by default. That is,
> the disparities exist because we as health educators are no different than
> the rest of society, while we have made progress, women are still not paid
> as much as men, nor do they have the same opportunities.
>
> I would love
> >folks thoughts on how they might get at the above questions which might
> >lead to
> >interesting student special projects/thesis options.
>
> I would like to see research documenting salary differences between men and
> women to see if they mirror the national averages. Additionally an
> interesting sociological type study would be to talk to the women who do
> hold the lower paying jobs to find their perceptions of their place/role in
> the field and why they feel they are where they are.
>
> Shelly Masur, MPH
> Upper School Health Education Coordinator
> Trinity School
>
> >** Texas AM Job Positions:
> >** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> >** Springfield College Jobs:
> >** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
> >
> >Karen Denard Goldman wrote:
> >
> >> Now...if there's a message here that more men advance more quickly and
> >> therefore are available sooner for responsibilities such as professional
> >> org. leadership, maybe we need to talk about that.
> >
> >My wife (rn,mph) just finished reading the Book :
> >
> >Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover /
> >Published 1998
> >Amazon.com: Our Price: $16.80 ~ You Save: 30%
> >
> >Excellent read (as vicariously experienced through my wife's summaries)
> >about a
> >female surgeon/faculty at Stanford. Tho I agree that health edu is not quite
> >medicine, I see the same male domination of faculty at most Schools of
Public
> >Health and a disproportiate number of male 1st authors on the literature I
> >read. And I would agree that as a profession, we should be asking
> >ourselves if
> >maybe there really is a "Good Old Boys network" in Health Ed. It seems
> >like we
> >need to establish a) if and where the disparites are real or perceived, b)
> >document how they are manifest, and c) figure out why they exist.
> >_____________________________________________
> >
> >Mark Fulop, MPH, CHES
> >Director & Health Information Architect
> >South Coast Collective
> >"Exposing the Truth About Tobacco"
> >http://www.exposetobacco.org
> >
> >9245 Skypark Court, Suite 115
> >San Diego, CA 92123
> >619.505.8046 ph
> >619.505.9299 fax
> >
> >** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> >** http://www.hpridirect.com
> >** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
> ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> ** http://www.hpridirect.com
> ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
------------------------------
#470
Date: Tue, 2 Mar 1999 07:41:25 -0700
From: "Wendy J. Wolff, MPH"
Subject: [Fwd: Information on Public Health Week]
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
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--
***********
Wendy Wolff. MPH
Essential Strategies
1998/99 President Colorado Public Health Association
voice: 303.750.7069
fax: 303.750.4233
--------------9744A61576341B37E99F265C
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Date: Tue, 02 Mar 1999 07:39:10 -0700
From: "Wendy J. Wolff, MPH"
Organization: Essential Strategies
X-Mailer: Mozilla 4.04 [en] (Win95; I)
MIME-Version: 1.0
To: Lisa Tobe
Subject: Re: Information on Public Health Week
References: <1.5.4.16.19990301150652.338f5a76@comp.uark.edu>
<36DB0BF4.215834FA@jps.net>
Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit
Lisa,
I would do one of two things to find out more about public health week.
You could call your local public health association (of which I believe
there are two in California: Northern California and Southern) or you
could log onto www.apha.org to find out what they are doing for public
health week.
Hope this helps!
Wendy Wolff
Lisa Tobe wrote:
>
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> Can anyone tell me where to find information on Public Health Week? I know
the
> dates, first week in April, but I don't know anything else.
>
> Lisa Tobe, Director of Health Education
> Plumas County Health Services
> P. O. Box 3140/1446 E. Main Street
> Quincy, CA 95971
> (530) 283-6150
>
> ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> ** http://www.hpridirect.com
> ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
--
***********
Wendy Wolff. MPH
Essential Strategies
1998/99 President Colorado Public Health Association
voice: 303.750.7069
fax: 303.750.4233
--------------9744A61576341B37E99F265C--
------------------------------
#471
Date: Tue, 2 Mar 1999 09:40:08 -0500
From: Holly Avey
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Shelly Masur wrote:
> I don't see Health Education as any different than any other profession.
> As we see almost everywhere, women disproportionately occupy the lower
> ranks of the job ladder. Like in many professions, there is probably not a
> conscious obstruction of women, rather it is sexism by default. That is,
> the disparities exist because we as health educators are no different than
> the rest of society, while we have made progress, women are still not paid
> as much as men, nor do they have the same opportunities.
I believe that most of us are assuming that the sexism in the field of health
education is more passive than active. I, for one, have never experienced any
blatant sexism in my interactions with other health education professionals
(yea!!), and I would dare to guess that most others have not either. However, I
find it very disturbing that we are talking about significant and noticeable
effects of passive sexism in a field that is largely made up of women. When I
obtained my master's degree in health education six years ago, there were 34
students in my class, and I believe 4 of them were men. I've spoken to several
colleagues who said there were no male students in their classes. If you visit
any
public health clinic or health promotion office you will most likely see a
department of all or mostly all women. How can a profession that is so lopsided
with women still end up being represented so frequently by men?????
Perhaps the difference is that men out-number or equal the number of women in
the
academic circles of health education, and academicians are more likely to fill
the
roles of leadership in our public organizations. But I don't believe that
accounts
for all of the disparity. If we are consistently and frequently seeing men in
leadership roles in a profession that is populated mostly by women, I think that
implies that we are all, on some level, participating in this passive sexism.
> I would like to see research documenting salary differences between men and
> women to see if they mirror the national averages. Additionally an
> interesting sociological type study would be to talk to the women who do
> hold the lower paying jobs to find their perceptions of their place/role in
> the field and why they feel they are where they are.
I think Shelly's suggestions for exploring any possible salary differences and
perceptions of roles are excellent. I have spoken with several colleagues about
what seem to be subtle but tangible differences between men and women within the
field of health education, and we've never been able to put our finger on it.
Perhaps there are still sociological differences between the sexes and women are
more drawn to the hands-on tasks that provide more interaction with clients,
while
men are more drawn to the administrative positions. Perhaps health education
departments that are predominantly represented by women see male candidates as a
way to provide more diversity to their staff. I also believe that the mentoring
issues mentioned previously in this discussion play a crucial role. But
whatever
the reasons, I think it is important to explore this issue further.
Do APHA, SOPHE, or AAHE ever fund research projects with the specific goal of
learning more about the field of health education? If so, I think this would be
an
excellent issue to begin research on.
Holly Avey, MPH
Health Educator
Grady Health System
Atlanta, Georgia
404-616-7561
havey@emory.edu
------------------------------
#472
Date: Tue, 2 Mar 1999 08:53:04 -0600
From: Pat Morgesterstein
Subject: Re: Information on Public Health Week
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Not sure this got to the Listserve yesterday...
The CDC puts out a very helpful "Planners Guide" for National Public Health
Week. Gives you great ideas on local-state coordination, planning and
coordinating, developing a marketing plan, publicity ideas, how to reach
the community through...radio, tv, print partnerships awards ceremonies,
mall events, distribution of messages in religious flyers, and many
others. One of the activities the KC Health Dept. will be doing is
partnering with American Lung Assoc. on a public awareness campaign called
"Quit 2B Fit" featuring fitness, nutrition, beginning running classes and
smoking cessation. The festivities culminate with a road race on April
11th.
Call 404-639-3286, CDC Office of Communications. Last years MMWR had a
nice article too.
http://ftp.cdc.gov/pub/Publications/mmwr/wk/mm4712.pdf
------------------------------
#473
Date: Tue, 2 Mar 1999 10:24:04 -0500
From: Holly Avey
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Shelly Masur wrote:
> I don't see Health Education as any different than any other profession.
> As we see almost everywhere, women disproportionately occupy the lower
> ranks of the job ladder. Like in many professions, there is probably not a
> conscious obstruction of women, rather it is sexism by default. That is,
> the disparities exist because we as health educators are no different than
> the rest of society, while we have made progress, women are still not paid
> as much as men, nor do they have the same opportunities.
I believe that most of us are assuming that the sexism in the field of
health
education is more passive than active. I, for one, have never
experienced any
blatant sexism in my interactions with other health education
professionals
(yea!!), and I would dare to guess that most others have not either.
However, I
find it very disturbing that we are talking about significant and
noticeable
effects of passive sexism in a field that is largely made up of women.
When I
obtained my master's degree in health education six years ago, there
were 34
students in my class, and I believe 4 of them were men. I've spoken to
several
colleagues who said there were no male students in their classes. If
you visit any
public health clinic or health promotion office you will most likely see
a
department of all or mostly all women. How can a profession that is so
lopsided
with women still end up being represented so frequently by men?????
Perhaps the difference is that men out-number or equal the number of
women in the
academic circles of health education, and academicians are more likely
to fill the
roles of leadership in our public organizations. But I don't believe
that accounts
for all of the disparity. If we are consistently and frequently seeing
men in
leadership roles in a profession that is populated mostly by women, I
think that
implies that we are all, on some level, participating in this passive
sexism.
> I would like to see research documenting salary differences between men and
> women to see if they mirror the national averages. Additionally an
> interesting sociological type study would be to talk to the women who do
> hold the lower paying jobs to find their perceptions of their place/role in
> the field and why they feel they are where they are.
I think Shelly's suggestions for exploring any possible salary
differences and
perceptions of roles are excellent. I have spoken with several
colleagues about
what seem to be subtle but tangible differences between men and women
within the
field of health education, and we've never been able to put our finger
on it.
Perhaps there are still sociological differences between the sexes and
women are
more drawn to the hands-on tasks that provide more interaction with
clients, while
men are more drawn to the administrative positions. Perhaps health
education
departments that are predominantly represented by women see male
candidates as a
way to provide more diversity to their staff. I also believe that the
mentoring
issues mentioned previously in this discussion play a crucial role. But
whatever
the reasons, I think it is important to explore this issue further.
Do APHA, SOPHE, or AAHE ever fund research projects with the specific
goal of
learning more about the field of health education? If so, I think this
would be an
excellent issue to begin research on.
Holly Avey, MPH
Health Educator
Grady Health System
Atlanta, Georgia
404-616-7561
havey@emory.edu
------------------------------
#474
Date: Tue, 2 Mar 1999 08:32:22 -0700
From: Judy Hancock
Subject: Re: length of messages
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Hello everyone.
I don't know whether this is a concern for anyone else, but I'm getting the
digest form of this list and it's getting *extremely* cluttered with
unnecessary "stuff". I have a couple of gentle suggestions - 1) could we be
more rigorous about deleting all but the essential text from any message
we're responding to, and 2) could we turn off the "html" option in our
email programs to prevent getting 2 copies of the messages, one of which is
full of html codes? These two simple actions would *greatly* reduce the
time needed to read the digest.
Just a humble request.
Thanks in advance.
- Judy Hancock
Judy Hancock
Health Education Coordinator
University of Alberta Health Centre
2-300 Students' Union Building
Edmonton, Alberta, Canada T6G 2J7
judy.hancock@ualberta.ca
http://www.ualberta.ca/~jhancock/HealthEd.html
------------------------------
#475
Date: Tue, 2 Mar 1999 11:03:31 -0500
From: Robert Strack
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Regarding gender equity and mentoring:
During my academic training I was mentored by males as well as females. I
continue to look to my male and female colleagues for continued support and
"mentoring" during my professional experience. Additionally, I currently have
the
opportunity to mentor both male and female graduate students. In fact, I find
myself
including in projects and providing guidance to many more female students than
male.
I was wondering where I might fit, as a male health professional, within the
"National Women's Health
Education Network"?
Simple answers are not always available for the issues that have been
presented,
however, I long for the day when we can include each other in the solutions to
our
problems.
--
................
Robert W. Strack, Ph.D.
Center for Adolescent Health, Johns Hopkins University
(410) 614-3953 rstrack@jhsph.edu
Marjorie E. Scaffa wrote:
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> As a doctoral student, I and many of my peers (across a variety
> of educational programs) perceived a power differential based on
> gender in the health education profession. After many
> "consciousness-raising" type discussions, we came to the conclusion that
> female doctoral students are not mentored to become leaders in the same
> way male doctoral students are. In my experience, mentoring for
> leadership roles is critical in developing not only the skills, but also
> confidence in one's leadership abilities.
>
> In 1991, a classmate of mine and I presented a session at AAHE
> advocating the development of what we called the "National Women's Health
> Education Network" to link successful female leaders with students
> to facilitate mentoring of women in the profession. The discussion at the
> session was lively but a functioning network did not materialize.
>
> I would like to suggest that mentoring of women for leadership roles is
> a critical component in creating future leaders. I do not believe that
> women health educators are the only ones who can and should mentor female
> graduate students. I was fortunate to have an excellent male mentor who
> taught me what I needed to know to be a leader and gave me the confidence
> to take on leadership roles in academic and professional settings.
>
> Marjorie Scaffa, Ph.D.
> University of South Alabama
>
> On Mon, 1 Mar 1999, Mark P. Fulop wrote:
>
> > ** Texas AM Job Positions:
> > ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> > ** Springfield College Jobs:
> > ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
> >
> > Karen Denard Goldman wrote:
> >
> > > Now...if there's a message here that more men advance more quickly and
> > > therefore are available sooner for responsibilities such as professional
> > > org. leadership, maybe we need to talk about that.
> >
> > My wife (rn,mph) just finished reading the Book :
> >
> > Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover /
> > Published 1998
> > Amazon.com: Our Price: $16.80 ~ You Save: 30%
> >
> > Excellent read (as vicariously experienced through my wife's summaries)
about a
> > female surgeon/faculty at Stanford. Tho I agree that health edu is not quite
> > medicine, I see the same male domination of faculty at most Schools of
Public
> > Health and a disproportiate number of male 1st authors on the literature I
> > read. And I would agree that as a profession, we should be asking ourselves
if
> > maybe there really is a "Good Old Boys network" in Health Ed. It seems like
we
> > need to establish a) if and where the disparites are real or perceived, b)
> > document how they are manifest, and c) figure out why they exist. I would
love
> > folks thoughts on how they might get at the above questions which might lead
to
> > interesting student special projects/thesis options.
> > _____________________________________________
> >
> > Mark Fulop, MPH, CHES
> > Director & Health Information Architect
> > South Coast Collective
> > "Exposing the Truth About Tobacco"
> > http://www.exposetobacco.org
> >
> > 9245 Skypark Court, Suite 115
> > San Diego, CA 92123
> > 619.505.8046 ph
> > 619.505.9299 fax
> >
> > ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> > ** http://www.hpridirect.com
> > ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
> >
>
> ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> ** http://www.hpridirect.com
> ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
------------------------------
#476
Date: Tue, 2 Mar 1999 11:21:06 -0500
From: michael olpin
Subject: nice resource
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Press Release
For Immediate Distribution
PE Central Breaks the Million Mark
PE Central bills itself as the "ultimate Web site for K-12 physical
educators."
And they have evidence to support this claim. For the first time ever,
in
February 1999, PE Central had over one million page views (hits).
According to
the Executive Editor, Mark Manross, this was especially surprising
because
February only has 28 days and it was thought that this milestone would
be
attained in a month with 30 or 31 days. Prior to February the highest
one month total was November 1998 which topped out at slightly over
907,000 page views.
PE Central
http://pe.central.vt.edu/
was developed in the Health and Physical Education program at Virginia
Tech. Flaghouse, Inc., the physical education equipment supply company
headquartered in Hasbrouck, New Jersey, has been the founding sponsor
for the Web site since August, 1997.
Mark Manross, a doctoral student at Virginia Tech serves as the
Executive Editor
and Eloise Elliott, Concord College, and Todd Pennington, Brigham Young
University, are the Senior Editors. George Graham, also of Virginia
Tech, is the Senior
Advisor for PE Central. Michael Olpin from Assistant Professor of Health
Education at Concord College, is the Managing Editor of the Health
Lesson Ideas Section.
If you have visited PE Central it will probably be no surprise that,
next to
the front page, Lesson Ideas are the most popular section for visitors.
In
February this section had over 26,000 hits. The lesson ideas for grades
K-2,
3-5, and middle and high school, each had over 7,500 hits each, as did
the
Instant Activities, which features ideas for getting lessons started
shortly
after the students arrive in class. The next most visited section was
"Top Web
Sites" which had 7,200 page views. On February 23 there were 47,074 hits
in a
single day--the highest one day total ever. The average number of page
views
per day was 35,780, which translates into an average of 1,490 hits an
hour for
the entire month.
PE Central started at Virginia Tech but has quickly expanded into a web
site
that has contributors from throughout the world. The Web site invites
physical
educators to share their original ideas with other physical educators
with
full
credit given when these submissions are published on the Web site. PE
Central
wants to hear from physical educators at all levels, pre-school through
college, who would be interested in serving as a reviewer, section
editor, or
beginning a new section on PE Central. The e-mail address for PE Central
is
.
--
Michael Olpin
Assistant Professor of Health Education
Concord College
PE Central Health Lesson Ideas page:
http://pe.central.vt.edu/healthlp.html
Health Promotion Website: http://www.siu.edu/departments/bushea
Personal Website: http://www.concord.edu/~olpin/ccdrolpin.html
Relax.Calm Stress Management Consultation:
http://www.concord.edu/~olpin/relax.html
------------------------------
#477
Date: Tue, 2 Mar 1999 11:24:03 -0500
From: michael olpin
Subject: graduate assistant position announcement
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
GRADUATE ASSISTANT POSITIONS AVAILABLE
The Department of Community Medicine, West Virginia University School of
Medicine, is seeking five graduate
assistants to work in either the Master of Science in Community Health
Education or the Master of Public Health degree
program. To qualify for a position, applicants must be admitted to
either the M.S. or M.P.H. degree program.
Applications for graduate admission and for a graduate assistantship may
be submitted concurrently.
We anticipate hiring for three teaching and two research positions.
Certification in first aid and CPR is required for two
of the teaching positions. GA positions will also support faculty and
administration of the School of Medicine at the
Morgantown campus. Positions may be either nine-month or twelve-month
appointments. Pay for nine-month Gas is
$6500 plus a tuition waiver. Twelve-month Gas are paid $8000 plus a
tuition waiver.
Position starting date is August 16, 1999. Appointments are for one year
with the potential for renewal for an additional
year, since both degree programs require approximately two years to
complete.
Interested individuals should send a resume to Linda A. Lilly, M.A.,
Administrative Secretary, Community Health
Promotion Program, West Virginia University, P.O. Box 6116, Morgantown,
WV 26506. Applications for graduate
admission may also be obtained from Ms. Lilly (e-mail: llilly@wvu.edu,
phone (304) 293-7510, ext. 0). Applicants
should indicate on their resume their preferred degree program, i.e.,
M.S. or M.P.H.
West Virginia University is an equal
opportunity employer
--
Michael Olpin
Assistant Professor of Health Education
Concord College
PE Central Health Lesson Ideas page:
http://pe.central.vt.edu/healthlp.html
Health Promotion Website: http://www.siu.edu/departments/bushea
Personal Website: http://www.concord.edu/~olpin/ccdrolpin.html
Relax.Calm Stress Management Consultation:
http://www.concord.edu/~olpin/relax.html
------------------------------
#478
Date: Tue, 2 Mar 1999 11:46:26 -0500
From: Robert Strack
Subject: Call for Abstracts
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
A quick note to let you know that the SOPHE Call for Abstracts and
related Submission Form is now available at the SOPHE web site. The
direct URL for the Call is:
http://www.sophe.org/Meetings/Midyear/Call_for_Abstracts/99_Call_for_Abstracts.htm
------------------------------
#479
Date: Tue, 2 Mar 1999 12:25:48 -0500
From: Karen Fountain
Subject: mobile immunization programs
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Dear Colleagues,
I am looking for program planning information on mobile child
immunization programs.
Thank you!
Karen Fountain
------------------------------
#480
Date: Tue, 2 Mar 1999 11:34:31 -0600
From: "Marjorie E. Scaffa"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
In response to your question "Where you might fit into the National
Women's Health Education Network?" as a male health professional:
At that meeting at AAHE, the discussion actually addressed this issue.
It was suggested that the name of the network be changed to something
like the "Network for the Advancement of Women in Health Education" and
that anyone (male or female) who was interested in or committed to the
advancement of women into leadership positions within the profession
would be welcome to participate.
I totally agree (having been mentored by a male faculty member) that we
all can and should play a part in mentoring future professionals
regardless of gender.
Thank you for your comments and your concerns.
Marjorie Scaffa, Ph.D.
On Tue, 2 Mar 1999, Robert Strack wrote:
> Regarding gender equity and mentoring:
>
> During my academic training I was mentored by males as well as females. I
> continue to look to my male and female colleagues for continued support and
> "mentoring" during my professional experience. Additionally, I currently have
the
> opportunity to mentor both male and female graduate students. In fact, I find
myself
> including in projects and providing guidance to many more female students than
male.
> I was wondering where I might fit, as a male health professional, within the
> "National Women's Health
> Education Network"?
>
> Simple answers are not always available for the issues that have been
presented,
> however, I long for the day when we can include each other in the solutions to
our
> problems.
>
> --
> ................
> Robert W. Strack, Ph.D.
> Center for Adolescent Health, Johns Hopkins University
> (410) 614-3953 rstrack@jhsph.edu
>
> Marjorie E. Scaffa wrote:
>
> > ** Texas AM Job Positions:
> > ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> > ** Springfield College Jobs:
> > ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
> >
> > As a doctoral student, I and many of my peers (across a variety
> > of educational programs) perceived a power differential based on
> > gender in the health education profession. After many
> > "consciousness-raising" type discussions, we came to the conclusion that
> > female doctoral students are not mentored to become leaders in the same
> > way male doctoral students are. In my experience, mentoring for
> > leadership roles is critical in developing not only the skills, but also
> > confidence in one's leadership abilities.
> >
> > In 1991, a classmate of mine and I presented a session at AAHE
> > advocating the development of what we called the "National Women's Health
> > Education Network" to link successful female leaders with students
> > to facilitate mentoring of women in the profession. The discussion at the
> > session was lively but a functioning network did not materialize.
> >
> > I would like to suggest that mentoring of women for leadership roles is
> > a critical component in creating future leaders. I do not believe that
> > women health educators are the only ones who can and should mentor female
> > graduate students. I was fortunate to have an excellent male mentor who
> > taught me what I needed to know to be a leader and gave me the confidence
> > to take on leadership roles in academic and professional settings.
> >
> > Marjorie Scaffa, Ph.D.
> > University of South Alabama
> >
> > On Mon, 1 Mar 1999, Mark P. Fulop wrote:
> >
> > > ** Texas AM Job Positions:
> > > ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> > > ** Springfield College Jobs:
> > > ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
> > >
> > > Karen Denard Goldman wrote:
> > >
> > > > Now...if there's a message here that more men advance more quickly and
> > > > therefore are available sooner for responsibilities such as professional
> > > > org. leadership, maybe we need to talk about that.
> > >
> > > My wife (rn,mph) just finished reading the Book :
> > >
> > > Walking Out on the Boys: Frances K. Conley, Frances K. Contey / Hardcover
/
> > > Published 1998
> > > Amazon.com: Our Price: $16.80 ~ You Save: 30%
> > >
> > > Excellent read (as vicariously experienced through my wife's summaries)
about a
> > > female surgeon/faculty at Stanford. Tho I agree that health edu is not
quite
> > > medicine, I see the same male domination of faculty at most Schools of
Public
> > > Health and a disproportiate number of male 1st authors on the literature I
> > > read. And I would agree that as a profession, we should be asking
ourselves if
> > > maybe there really is a "Good Old Boys network" in Health Ed. It seems
like we
> > > need to establish a) if and where the disparites are real or perceived,
b)
> > > document how they are manifest, and c) figure out why they exist. I would
love
> > > folks thoughts on how they might get at the above questions which might
lead to
> > > interesting student special projects/thesis options.
> > > _____________________________________________
> > >
> > > Mark Fulop, MPH, CHES
> > > Director & Health Information Architect
> > > South Coast Collective
> > > "Exposing the Truth About Tobacco"
> > > http://www.exposetobacco.org
> > >
> > > 9245 Skypark Court, Suite 115
> > > San Diego, CA 92123
> > > 619.505.8046 ph
> > > 619.505.9299 fax
> > >
> > > ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> > > ** http://www.hpridirect.com
> > > ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
> > >
> >
> > ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> > ** http://www.hpridirect.com
> > ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
>
>
>
>
>
>
------------------------------
#481
Date: Tue, 2 Mar 1999 09:48:39 -0800
From: Margo Harris
Subject: Re: nice resource
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
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Nope, GREAT resource!!! I use this site with my students every quarter.
Don't be deceived by the site title...it's a health site! Margo
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."
------------------------------
#482
Date: Tue, 2 Mar 1999 13:29:36 -0500
From: Cynthia Knowles
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
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Dear HEDIRs,
Gender imbalance in professional leadership roles. I've really enjoyed
this discussion. I want to take it in a slightly differnt direction
though.
I like what Holly Avey said about passive sexism. I know that I
personally do not take any leadership roles in health that have come my
way, and I've had a number of leadership opportunities. I also know that
for me this has nothing to do with salary differences, lack of role models
or mentors, or the subtle obstruction of women in the field of health
education. It is the passive sexism of society at large that has forced me
to make other decisions.
I am involved in leadership roles elsewhere in my life - as a parent, wife
and daughter. In my world, those roles are where the passive sexism seems
to claim more of my time. As much progress as women have made in this
world, we are still often thought of as the primary caregivers. Deciding
to put these leadership roles ahead of leadership in the field of health
education was a conscious (and difficult) decision for me, and not
necessarily a popular one.
For example, when I married and took my husband's name I had a number of
female colleagues and mentors tell me they were surprised that I would
"compromise my professional identity" that way. (Since my maiden name was
very difficult to spell and pronounce I saw getting a new name as a great
opportunity.) When I decided to stay home for a year with my child so I
could nurse and parent most comfortably I also got pressure from female
colleagues and mentors to get back to work. It's interesting now that some
of them have come around to say they wished they could have done what I did
with their own children. I could have used that support while I was home!
It is *because* of what I have learned as a health professional that I have
chosen to rearrange my life to be a full-time parent, wife, and caregiver
to my aging father. I still make my living as a health educator, but
taking on additional professional responsibilities would compromise my
current personal leadership choices.
I'm interested in hearing how other professional women have juggled these
demands. What were the pressures and supports? Any regrets or wisdom
about choices? And the big question, do you choose to not accept
leadership roles in health education because of these other
responsibilities?
"See you in the funnies!"
Cynthia R. Knowles
Prevention Specialist
8820 State Route 63N
Dansville, NY 14437
Ph/Fx: 716-335-5448
------------------------------
#483
Date: Tue, 2 Mar 1999 12:25:19 -0600
From: Michael Jackson
Subject: Add to listserve
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Please add the following person to the listserve. Thanks!
pkterry@yahoo.com
------------------------------
#484
Date: Tue, 2 Mar 1999 14:29:49 -0500
From: Susan Wooley
Subject: Re: mobile immunization programs
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
The American School Health Association has
a resource called Roll Up Both Sleeves that is a
manual for implementing a school-based immunization
program for middle school level. It includes a
video to use with students as well as information
for the practitioner on program planning.
>From your inquiry, I'm not sure whether you
are interested in immunizations for infants,
seniors, adults, or school-aged children.
If the latter, this might be helpful.
Susan Wooley, Ph.D., CHES
American School Health Association
7263 State Route 43
P. O. Box 43
Kent, OH 44240
330-678-1601; 330-678-4526 FAX
e-mail: swooley@ashaweb.org
-----Original Message-----
From: Karen Fountain [SMTP:kfountain@UNIONCOUNTYNJ.ORG]
Sent: Tuesday, March 02, 1999 12:26 PM
To: HEDIR-L@SIU.EDU
Subject: mobile immunization programs
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Dear Colleagues,
I am looking for program planning information on mobile child
immunization programs.
Thank you!
Karen Fountain
** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
** http://www.hpridirect.com
** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
------------------------------
#485
Date: Tue, 2 Mar 1999 15:07:39 EST
From: Andy Frank
Subject: Re: Tracing some research
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
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About 2 weeks ago, a request from Deb came in which said:
>>>Copy of request from "Deb"
grundd1@MDH-ENVH.HEALTH.STATE.MN.US
Hello. Could someone help me? Thanks a bunch!
1) I am trying to identify the research source, which was presented
to me regarding adult learning styles: "People remember 10% of what
they read, 20% of what they hear, 30% of what they see, 70 % of what
they see and hear."
I think it may have been a US Federal Government study.
2) Is this an accurate quote? I would like to include an additional
thought something like" ...and xx% of what they see, hear, and
do/ experience...">>>
As I am working on my doctorate in adult education at UW-Madison, I sent a
note out to our department's listserv to see if anyone (faculty or students)
had any ideas about the origin of this data.
In short, no one in our department seems to know the origin of it either, even
though we have all seen it cited many times. One posting on the HEDIR
suggested it came from Malcom Knowles research (cited in Jane Vella's book) --
but Malcolm Knowles (originator of the term "andragogy" for the process of
educatimg of adults) is very unlikely to be the originator of this data, as he
was more of a pioneer in the conceptualization and development theory of adult
education than he was a quantitatively based researcher.
The people I talked to in adult education remember seeing Deb's citation at
least as far back as 1980, and probably earlier. In response to the thought
by someone on the HEDIR that it might be attributable to Dr. Albert Mehrabian,
one of the people in my department checked out Dr. Albert Mehrabian's website,
but could find no reference to the citation there. Mehrabian apparently is a
psychologist, so if the reference is from him, I do not know if his research
actually related to an educational context or some other context, such as
remembering current events, gossip, or whatever.
I personally wonder if this little data memory pyramid is something that got
casually extrapolated by some mystery person from Edgar Dales Cone of
Experience, which dates back to the 1940s and 1950s. At any rate, I am
somewhat skeptical that the data is actually quantitatively research based, as
the numbers are so conveniently even by tens (10%, 20%, 30%, 70% etc.).
Well, as one of my colleagues in my department said, "Nothing like a good
mystery!"
Andrea Frank, PhD Cand
Continuing and Vocational Education (Adult Education)
UW-Madison
------------------------------
#486
Date: Tue, 2 Mar 1999 12:55:23 -0800
From: Michele Goldschmidt
Subject: Passive Sexism
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On March 2, 1999, Cynthia Knowles wrote:
"I am involved in leadership roles elsewhere in my life - as a parent,
wife and daughter. In my world, those roles are where the passive
sexism seems to claim more of my time. As much progress as women have
made in this world, we are still often thought of as the primary
caregivers."
I strongly agree. As I read each person's opinion about the gender
imbalance in leadership roles, I was struck by how little mention
there was about the fact that there are still only 24 hours in a day,
and only so time to devote to the many roles many women play.
Being a leader is time-consuming. When one has special needs children
and aging parents to consider (as I and many others have), the burden
of our time often falls on these activities, and not on our
profession.
I am doing a postdoctoral fellowship in my mid-40s when many people
are finished in their '30s. Most of the women researchers around me
are either older (their children are grown), much younger (they have
no children), or have decided not to have children at all.
I arrive at the office before 7:00 am (after going to the gym at
4:30am), leaving my children to get breakfast and off to school on
their own. I leave by 4:00 pm (that's half a day for a researcher) to
be home for them in the afternoons.
I miss late afternoon brainstorming meetings, and journal writing
time, and everyone seems to move faster because they spend more time
on the issues. But my children get to see me every afternoon for
homework, dinner, and talk.
Although I don't feel like I "have it all," I make the best of what I
do have. My kids are happy and I'm doing what I love, albeit more
slowly than I'd like.
I'd better keep taking care of my health. I may want to accept some
leadership roles when my children are grown (my youngest is 7).
Michele H. Goldschmidt, EdD, CHES
==
Michele H. Goldschmidt, EdD, CHES
Postdoctoral Fellow
Oregon Health Sciences University
michele_goldschmidt@yahoo.com
_________________________________________________________
DO YOU YAHOO!?
Get your free @yahoo.com address at http://mail.yahoo.com
------------------------------
#487
Date: Tue, 2 Mar 1999 12:41:20 -0800
From: Margo Harris
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Cynthia's comments about personal leadership roles really struck a chord
with me. Yes, I have made conscious, difficult choices to provide
personal leadership rather than professional leadership. My husband is
completing his doctorate, while continuing to work. My mother-in-law
had a stroke and needed caregiving. I chose the support and caregiving
role. Like Cynthia, collegial support for those choices is limited.
I had to make choices about professional participation and local,
volunteer needs and interests. I chose the local, volunteer road.
To be candid, the practitioner/academic issue also figured in to my
choices. My contribution in professional leadership roles was
recognized, but not valued in the same way as those contributions coming
from a more prestigious, often academic source. We talk about various
forms/types of power, and position power is one. A practitioner isn't
necessarily as well positioned to play a leadership role as an academic
is. Whether on a listserv or in a leadership role, practitioners make
choices about participation. Whether true or not, I think I perceive a
greater risk to participate because of my position as a practitioner,
and perhaps a different level of acceptance. Or maybe it's just a
personal comfort issue. Margo
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."
------------------------------
#488
Date: Tue, 2 Mar 1999 15:00:49 -0600
From: "Walter A. Hanks"
Subject: Re: Gender Imbalance in Professional Leadership Roles
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
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Both Cynthia and Margo have made comments that strike me as being very
relevant. My wife is an Assistant Professor in a health related field
(Audiology). She has made similar choices in terms of personal vs.
professional leadership, and she has experienced the same types of
nonsupport from her co-workers of both genders. Some of those choices
included supporting me when I was too ill to work, and when I decided to
return to school.
At one point, she was considering a prestigious position at a major
research hospital in Boston. She decided to pass on the opportunity when
it was made clear to her, by a female administrator, that the expectation
would be that she "not allow her family to interfere with her work." It
was pointed out to her that every other woman in the department had chosen
not to have children so that they could "devote adequate time to our
profession." This type of overt sexism, coming from other women, was
particularly disheartening to her.
I also recall being chastised by my last supervisor in my former
profession, who was a working mom, for taking too much time off to care for
sick children. She said I was supposed to let my wife do that.
It seems that a lot of people, of both genders, need some educating.
Walter A. Hanks, BS, C.H.E.S.
Graduate Research Assistant
Department of Health Sciences
Brigham Young University
------------------------------
#489
Date: Tue, 2 Mar 1999 17:23:01 -0500
From: "Wessel, Maria Theresa"
Subject: Re: Tracing some research
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I have been using the following information for years and
the source I have is a textbook, I think. You may want to
check the source to determine the original (primary)
source. Hope this helps.
"Observations and research tend to show, holding time as
nearly constant as possible, that people generally
remember:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say
90% of what they say as they do a thing."
Kinder, J. S. (1973) Using Instructional Media. D. van
Nostrand Co. New York. p. 39.
Sincerely,
Terry Wessel
On Tue, 2 Mar 1999 15:07:39 EST Andy Frank
wrote:
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> About 2 weeks ago, a request from Deb came in which said:
>
> >>>Copy of request from "Deb"
> grundd1@MDH-ENVH.HEALTH.STATE.MN.US
>
> Hello. Could someone help me? Thanks a bunch!
>
> 1) I am trying to identify the research source, which was presented
> to me regarding adult learning styles: "People remember 10% of what
> they read, 20% of what they hear, 30% of what they see, 70 % of what
> they see and hear."
>
> I think it may have been a US Federal Government study.
>
> 2) Is this an accurate quote? I would like to include an additional
> thought something like" ...and xx% of what they see, hear, and
> do/ experience...">>>
>
> As I am working on my doctorate in adult education at UW-Madison, I sent a
> note out to our department's listserv to see if anyone (faculty or students)
> had any ideas about the origin of this data.
>
> In short, no one in our department seems to know the origin of it either, even
> though we have all seen it cited many times. One posting on the HEDIR
> suggested it came from Malcom Knowles research (cited in Jane Vella's book) --
> but Malcolm Knowles (originator of the term "andragogy" for the process of
> educatimg of adults) is very unlikely to be the originator of this data, as he
> was more of a pioneer in the conceptualization and development theory of adult
> education than he was a quantitatively based researcher.
>
> The people I talked to in adult education remember seeing Deb's citation at
> least as far back as 1980, and probably earlier. In response to the thought
> by someone on the HEDIR that it might be attributable to Dr. Albert Mehrabian,
> one of the people in my department checked out Dr. Albert Mehrabian's website,
> but could find no reference to the citation there. Mehrabian apparently is a
> psychologist, so if the reference is from him, I do not know if his research
> actually related to an educational context or some other context, such as
> remembering current events, gossip, or whatever.
>
> I personally wonder if this little data memory pyramid is something that got
> casually extrapolated by some mystery person from Edgar Dales Cone of
> Experience, which dates back to the 1940s and 1950s. At any rate, I am
> somewhat skeptical that the data is actually quantitatively research based, as
> the numbers are so conveniently even by tens (10%, 20%, 30%, 70% etc.).
>
> Well, as one of my colleagues in my department said, "Nothing like a good
> mystery!"
>
> Andrea Frank, PhD Cand
> Continuing and Vocational Education (Adult Education)
> UW-Madison
>
> ** HPRI - Quality Candidates NOT Quantity Resumes in Health Promotion
> ** http://www.hpridirect.com
> ** Your Opinion Please: http://www.kittle.siu.edu/dilemma.htm
--
Wessel, Maria Theresa, EdD, CHES
Professor of Health Sciences
MSC 4007
James Madison University
Harrisonburg, VA 22807
wesselmt@jmu.edu
540-568-3955
540-568-3336 FAX
"Work for Peace and Justice"
------------------------------
#490
Date: Tue, 2 Mar 1999 17:40:26 -0500
From: Lisa Liberman
Subject: Re: Cynthia's comments on Gender Imbalance
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Cynthia's discussion about decisions she has made regarding work, family,
etc. was beautifully said. Having made similar choices, I constantly
struggle to find balance between work, family, and the many things I love
to do. Voluntary professional leadership roles are a good example of
something that consumes a great deal of time, can be very satisfying, but
don't always fit the picture for professional women who are already
juggling a thousand balls. I know many young women in health education who
fit this description.
This is not to suggest that men don't or can't balance professional choices
with family roles. Many do, (I'm fortunate to be married to one), but for
the most part, society still expects women to do the juggling and frowns
upon men who do.
When my son was an infant, my husband arranged his hours so that he could
leave early on the evenings that I taught graduate courses. It was only
after three years of this, that he let me know about the "abuse" he took
from his co-workers for this choice. It was all in good fun, but the
message was loud and clear.
In short, I think Cynthia is absolutely right about the many women who are
well qualified for leadership roles, but choose (more or less) to spend
their time in other ways. Clearly let's not chastise nominating committees
who are, I'm sure, doing the best they can (and who, we must remember, are
volunteering their precious time too!)
Lisa Lieberman, PhD, CHES
Healthy Concepts
------------------------------
#491
Date: Tue, 2 Mar 1999 16:50:06 -0600
From: Nancy Haller
Subject: Health Risk Assessments
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I am looking for a Health Risk Assessment that is portable and easy to use
for both the participant and the facilitator. I am doing on-site health
risk assessments where the participant receives immediate feedback. I've
reviewed both morbidity and mortality based instruments. I need a product
that is user friendly, flexible, and has capabilities for identifying target
populations. I need to identify high risk groups, program interests, and
stages of change.
Any healthful suggestions?
Nancy A. Haller, MPH, CHES
Manager, State Wellness Program
State of Oklahoma Employees Benefits Council
------------------------------
#492
Date: Tue, 2 Mar 1999 16:58:07 -0600
From: Deb Grundmanis
Subject: summary of responses on learning methods quote
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This lists most of your responses to my inquiry about the learning methods
quote. It is a bit long. If uninterested, please delete now.
Thanks to everyone for your assistance in clarifying references and
quotes, and looking through resources. The following lists what you
all found--basically the ideas have been repeated so often that they
become conventional wisdon, but so far, no formal research to
back up the statements! Also, I did more investigation into Kolb's
and Knowles' lives and work. (I could find nothing on M. Cohen with
my limited available time, and using only the internet and ERIC
searches.) I found much on adult learning, but not this quote. -Deb
My original request:
1) I am trying to identify the research source, which was presented
to me regarding adult learning styles: "People remember 10% of
what they read, 20% of what they hear, 30% of what they see,
70% of what they see and hear." I think it may have been a US
Federal Government study.
2) Is this an accurate quote? I would like to include an additional
thought something like" ...and xx% of what they see, hear, and do/
experience..." -Deb
___________________________________
...according to Jane Vella in her book Training Through Dialogue,
Malcolm Knowles' research "showed that adults learn 20% of what
we hear, 40% of what we both hear and see, and 80% of what we
do or discover for ourselves".
Renee Drellishak, MPH
Manager of Health Promotion and Development
Hall Health Primary Care Center University of Washington
(206) 616-8476 reneedre@u.washington.edu
________________________________________________
I believe that you are referring to "Dale's Cone of Experience." My
reference is Wiman & Mierhenry, Educational Media, Charles Merrill
(1969).
People generally remember:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say or write
90% of what they say as they do a thing
? virtually all of what you teach to someone else
Annie Sondag, Professor
The Unversity of Montana
Annie Sondag
_______________________________________
What you are referring to is usually shown in pyramid form. The
reference I have for this "research" is M. Cohen, Cambridge MA,
1991.
A colleague of mine looked for the original research and there is
none. It has been stated over and over as credible information that
should guide teaching (usually in the cooperative teaching realm),
however it is simply one author's opinion. There is little logic to the
statements presented: for example; 1. nearly perfect percentages
for each method among a population of learners is presented, 2.
Content must be considered when employing a teaching method,
and 3. How the individual learns best should be considered which
choosing a method. Maybe the learner can learn just fine by
reading a book? The "research" you are presenting is simply one
person's beliefs. It does not have a research base.
As you can tell this "research" is a pet peeve of mine.
Catherine Cardina, Ph.D.
ccardina@brockport.edu
(716)-395-5905
Assistant Professor
Department of Health Science
SUNY College at Brockport
Brockport, NY 14420
______________________________________________________
Here's the complete citation:
Hope, Anne, and Timmel, Sally. (1985). Training for Transformation:
A Handbook for Community Workers, Book 1. Mambo Press:
Gweru, Zimbabwe, p.103. (This is out of the chapter on adult
learning and literacy training.)
Their figures are:
20% of what they hear
40% of what they hear and see
80% of what they discover for themselves
Carolyn Parks Bani, Ph.D.
Assistant Professor
The University of North Carolina at Chapel Hill
School of Public Health
Health Behavior and Health Education
315 Rosenau Hall - CB# 7400
Chapel Hill, NC 27599-7400
cparks@sph.unc.edu (Carolyn Parks Bani)
_______________________________________________
I think this was Dr. Albert Mehrabian in the late '60s and early '70s.
It may be in his book "Nonverbal Communication" Aldine
Publishing 1972 or in some of his published research.
The research revealed that people tend to remember
10% of what they read
20% of what they hear
30% of what they see (usually pictures/graphs)
50% of what they hear AND see
70% of what they say
90% of what they both say and do (role-playing, dramatic
presentation, simulation) -- Isabel Burk, M.S., CHES The Health
Network 11 Adam Place, New City, NY 10956 (914) 638-3569
fax: (914) 638-1928 E-mail: iburk@idt.net
_________________________________________
The quote is from William Glasser it goes
We Learn
10% of what we read
20% of what we hear
30% of what we see
50% of what we both see and hear
70% of what is discussed
80% of what we experience personally
95% of what we teach someone else
I hope this is what you wanted, not sure be I think it is from his
book positive addictions. I found the quote in a Comprehensive
School Health Text.
Mary Bentley Ph.D.
Ithaca College
Ithaca, New York 14850
" Mary K. Bentley"
(Note to Dr. Bentley: this is very similar to what the Minneapolis
public library researcher provided to me, by Robert Glasser, a
learning psychologist, but I do not know if it is research based, or
even the same person --"10% of what they read, 20% of what they
hear, 30% of what they see, 50% of what they both see and hear,
70% of what they say, 80% of what they experience, 90% of what
they say and do, 95% of what they teach to someone else."
__________________________________________
Developed around 1946! It comes from Dale's Cone of Experience:
Audiovisual Methods in Teaching, by Edgar Dale. 1946 (was the
first Edition). Since it's not just a phrase, concept, or idea, but a
model, an illustration is important in teaching this. Would you like
a copy of the cone.
I'm happy to see a request for the original research/work. Many of
us go on teaching a concept, basing it on third or forth reiterations
of the original idea.
When I talk about this model I note to my class that there is one
level that Dale left out. It's the base of his cone, thus the highest
level or retention and learning. I call this piece "Pejsach's Ultimate
Learning Component of Dale's Cone." In other words, "you learn
100%" of what you need to know, and then some, if this approach
is used. Can you guess what it is?
"Michael Pejsach, Ed.D., CHES" ,
Life&Health Enhancement Services, Inc.
___________________________________
You might also look in Anspaugh and Ezell's _Teaching today's
health_ 5th edition, chapter 3 or 4 for the learning methods quote. I
believe it is in a figure within one of those chapters.
Dee Maney
Dolores W. Maney, Ph.D.
Assistant Professor
Department of Kinesiology
276-M Recreation Building
Penn State University
University Park, PA 16802
dwm3@psu.edu
PHONE 814-865-1364
FAX 814-865-1275
__________________________
The only thing that comes to mind is the Chinese
proverb:
What I hear..I forget
What I see...I remember
What I do....I learn and understand.
from: Monica Homer
_____________________________________
Again, thank you all for your help and courtesy, and too, thanks to
Andy Frank and Terry Wessel for their investigations! -Deb
Deborah Recksiedler Grundmanis, MBA
Health Educator
Minnesota Department of Health, Indoor Air and Lead
P.O. Box 64975
St. Paul, MN 55164-0975
ph: (651) 215-0882 (Area code change)
fax: (651) 215-0975 (Area code change)
email: deb.grundmanis@health.state.mn.us
------------------------------
#493
Date: Tue, 2 Mar 1999 23:26:53 -0500
From: Jim Dewey
Subject: Re: Health Risk Assessments
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Nancy Haller said ...
>I am looking for a Health Risk Assessment that is portable and easy to use
>for both the participant and the facilitator. I am doing on-site health
>risk assessments where the participant receives immediate feedback. I've
>reviewed both morbidity and mortality based instruments. I need a product
>that is user friendly, flexible, and has capabilities for identifying
target
>populations. I need to identify high risk groups, program interests, and
>stages of change.
>
>Any healthful suggestions?
>
The most comprehensive resource for health risk assessments is the just
published (1999) Handbook of Health Assessment Tools from the Society of
Prospective Medicine. The second half of the book has detailed descriptions
of more than 45 private and public health assessments. The first half has
articles on HRA and other health assessments from the leaders in the field.
You can review the Table of Contents on the SPM Web site at www.spm.org.
Also published on the Web is a comparison chart of all the listed
assessments.
This Handbook should give you all the answers you're looking for -- and its
a great reference for anyone interested in health education, health
promotion, or disease prevention.
Jim Dewey
JimDewey@home.com (home email)
JDewey@qmetric.com (work email)
------------------------------
#494
Date: Tue, 2 Mar 1999 09:59:15 -0500
From: Melinda K Everman
Subject: RELIABILITY AND VALIDITY of Instruments
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Good day.
I have somewhat recently graduated with my Master's degree in Health
Promotion.
I area of research is on exercise adherence with a focus on college
students.
There is few published articles on college physical activity. There is
little research on determinants. MOst of the research focusses on rates.
The recent trend is to use the Youth Risk Behavior Survey (YRBS) or the
1995 National College Health Risk Behavior Survey (NCHRBS). I have found
about 7 articles that use either one of these instruments.
Here is my question or concern:
OUt of those 7 articles, 1, ONLY ONE, mentioned anything about
reliability or
validity of the NCHRBS. The other articles just stated the NCHRBS was
modified from the YRBS and was established by the Centers for Disease
Control (CDC).
THe reliability and validity of the YRBS or the NCHRBS is that it was
developed from the CDC?????? I am concerned that research is being
conducted
and being published (especially with the YRBS and the NCHRBS) where
reliability
and validity of the instrument is not a concern. No where in any of the
other 6 articles
is reliability or validity mentioned or even referenced.
>From my education at The Ohio State University and Ball State University
it has been pounded into my head to use or develop instruments that have
established reliability
and validity. IF you use an instrument that does not have reliability
and validity,
then you need to state that as well.
HOW can YOU as the researcher justify a study if you don't report
reliability and validity
of the instrument?? HOW can I as a reader evaluate the usefullness of
your study
if I cannot determine from the article what instrument was used, what
does the instrument entail, what is the RELIABILITY and VALIDITY of the
instrument???
I feel that I CANNOT comfortably cite ANY of the current research due to
the lack
of reported reliability and validity of the instruments.
THIS is my concern and my challenge to all of you.
Thanks for you interest. Have a good day.
--Melinda Everman
P.S. If anybody can answer questions on the reliability and validity of
the YRBS or
the NCHRBS, I would be appreciative.
___________________________________________________________________
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------------------------------
#495
Date: Wed, 3 Mar 1999 08:09:52 -0500
From: mary ann lay
Subject: Re: Health Risk Assessments
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
Several years ago, I worked for the American Heart Association. We used a
instrument called RISKO for our Heart at Work Programs. I don't know if
this is still around. It was not extensive, but did give some good
information.
If you have access to a laptop, there are instruments that can be used on
computer. Anyone using one of these?
Mary Lay, MPH, CHES
Indiana University
Indiana Prevention Resource Center
------------------------------
#496
Date: Wed, 3 Mar 1999 08:37:59 -0500
From: "Donald L. Calitri"
Subject: Re: summary of responses on learning methods quote
** Texas AM Job Positions:
** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
** Springfield College Jobs:
** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
J. Thomas Butler in the Text Principles of Health Education and Health
Promotion, Morton Publishing Co. (1997) on page 158 uses the quote and it is a
quote from the U>S> Public Health Service in the 1979 Surgeon General's Report
titlled Health Poople. It identified the extent to which the four factors of
the health field concept contributes to premature illness and dealth. this is
a text I use in my health foundations class.. Don Calitri, Chair, Eastern Ky.
Univ.
Deb Grundmanis wrote:
> ** Texas AM Job Positions:
> ** http://www.kittle.siu.edu/ads/texasam2.htm (3/15)
> ** Springfield College Jobs:
> ** http://www.kittle.siu.edu/ads/sfield.htm (3/19)
>
> This lists most of your responses to my inquiry about the learning methods
> quote. It is a bit long. If uninterested, please delete now.
>
> Thanks to everyone for your assistance in clarifying references and
> quotes, and looking through resources. The following lists what you
> all found--basically the ideas have been repeated so often that they
> become conventional wisdon, but so far, no formal research to
> back up the statements! Also, I did more investigation into Kolb's
> and Knowles' lives and work. (I could find nothing on M. Cohen with
> my limited available time, and using only the internet and ERIC
> searches.) I found much on adult learning, but not this quote. -Deb
>
> My original request:
> 1) I am trying to identify the research source, which was presented
> to me regarding adult learning styles: "People remember 10% of
> what they read, 20% of what they hear, 30% of what they see,
> 70% of what they see and hear." I think it may have been a US
> Federal Government study.
>
> 2) Is this an accurate quote? I would like to include an additional
> thought something like" ...and xx% of what they see, hear, and do/
> experience..." -Deb
> ___________________________________
>
> ...according to Jane Vella in her book Training Through Dialogue,
> Malcolm Knowles' research "showed that adults learn 20% of what
> we hear, 40% of what we both hear and see, and 80% of what we
> do or discover for ourselves".
>
> Renee Drellishak, MPH
> Manager of Health Promotion and Development
> Hall Health Primary Care Center University of Washington
> (206) 616-8476 reneedre@u.washington.edu
> ________________________________________________
> I believe that you are referring to "Dale's Cone of Experience." My
> reference is Wiman & Mierhenry, Educational Media, Charles Merrill
> (1969).
>
> People generally remember:
> 10% of what they read
> 20% of what they hear
> 30% of what they see
> 50% of what they hear and see
> 70% of what they say or write
> 90% of what they say as they do a thing
> ? virtually all of what you teach to someone else
>
> Annie Sondag, Professor
> The Unversity of Montana
> Annie Sondag
> _______________________________________
>
> What you are referring to is usually shown in pyramid form. The
> reference I have for this "research" is M. Cohen, Cambridge MA,
> 1991.
>
> A colleague of mine looked for the original research and there is
> none. It has been stated over and over as credible information that
> should guide teaching (usually in the cooperative teaching realm),
> however it is simply one author's opinion. There is little logic to the
> statements presented: for example; 1. nearly perfect percentages
> for each method among a population of learners is presented, 2.
> Content must be considered when employing a teaching method,
> and 3. How the individual learns best should be considered which
> choosing a method. Maybe the learner can learn just fine by
> reading a book? The "research" you are presenting is simply one
> person's beliefs. It does not have a research base.
>
> As you can tell this "research" is a pet peeve of mine.
>
> Catherine Cardina, Ph.D.
> ccardina@brockport.edu
> (716)-395-5905
> Assistant Professor
> Department of Health Science
> SUNY College at Brockport
> Brockport, NY 14420
> ______________________________________________________
> Here's the complete citation:
> Hope, Anne, and Timmel, Sally. (1985). Training for Transformation:
> A Handbook for Community Workers, Book 1. Mambo Press:
> Gweru, Zimbabwe, p.103. (This is out of the chapter on adult
> learning and literacy training.)
> Their figures are:
> 20% of what they hear
> 40% of what they hear and see
> 80% of what they discover for themselves
>
> Carolyn Parks Bani, Ph.D.
> Assistant Professor
> The University of North Carolina at Chapel Hill
> School of Public Health
> Health Behavior and Health Education
> 315 Rosenau Hall - CB# 7400
> Chapel Hill, NC 27599-7400
> cparks@sph.unc.edu (Carolyn Parks Bani)
> _______________________________________________
> I think this was Dr. Albert Mehrabian in the late '60s and early '70s.
> It may be in his book "Nonverbal Communication" Aldine
> Publishing 1972 or in some of his published research.
>
> The research revealed that people tend to remember
> 10% of what they read
> 20% of what they hear
> 30% of what they see (usually pictures/graphs)
> 50% of what they hear AND see
> 70% of what they say
> 90% of what they both say and do (role-playing, dramatic
> presentation, simulation) -- Isabel Burk, M.S., CHES The Health
> Network 11 Adam Place, New City, NY 10956 (914) 638-3569
> fax: (914) 638-1928 E-mail: iburk@idt.net
> _________________________________________
> The quote is f