#61
Date: Tue, 31 Jan 2006 09:35:01 -0500
From: "Michael P. McNeil" <mpmcneil@TEMPLE.EDU>
Subject: Re: HEDIR Update
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Karen & Others:
I get questions from students frequently on which is better -
Health Education or Public Health. In some programs the
course listing is nearly identical. And here at Temple
Health Education is a track within our Public Health
program - in our College of Health Professions.
I would think the home of the academic program would be
based on in intent of the degree program - if you are
training teacher - College of Education - if you are going
with more a health promotion/public health angle - Allied
Health or Health Professions.
Personally I like that Temple calls it College of Health
Professions - so many in the outside world have no clue what
Allied Health really means.
In health,
Michael
______________________________________
Michael P. McNeil, MS
Temple Health Empowerment Office (THEO)
Temple University
Mitten Hall, LL (043-79)
1913 North Broad Street
Philadelphia, PA 19122
(215) 204-THEO Phone
(215) 204-9710 Fax
www.temple.edu/theo
Co-Chair, Alcohol, Tobacco & Other Drug Committee
American College Health Association
State Coordinator, Pennsylvania
The Bacchus Network
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#62
Date: Tue, 31 Jan 2006 08:40:20 -0500
From: "Cleary, Michael" <michael.cleary@SRU.EDU>
Subject: Re: HEDIR Update
------------------------------
#63
Date: Tue, 31 Jan 2006 09:46:03 -0500
From: KDG Consulting <kdgconsulting@VERIZON.NET>
Subject: Re: HEDIR Update
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Interesting point - we've gotten good feedback on this and it's definitely
something that strategic thinkers in academia consider, I'm sure. I'm back
in HPER, and it's a challenge, but we're part of an allied health network
in the school, so internally, that's getting better. But in terms of
external communication, I'm still working on thinking about positioning the
major, for the college's sake as well, and with more input from colleagues
like yourself, hope to evolve to a point in my thinking that I have a
proposal to make here, and perhaps more ideas to circulate among colleagues
at meetings and through these discussions. I welcome more reactions and
thoughts! Thank you, Michael McNeil!
kdg
Karen Denard Goldman, PhD, CHES
Co-author, Health Education Tools of the Trade: Tools for Tasks That Didn't
Come with the Job Description
Health, Physical Education and Recreation
Kingsborough Community College
kgoldman@kbcc.cuny.edu
President, KDG Consulting
Training and Development for Health Education and Promotion Organizations
and Specialists
www.kdgconsulting.net
kdgconsulting@verizon.net
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#64
Date: Tue, 31 Jan 2006 09:48:32 -0500
From: cmahoney <cmahoney@WADSNET.COM>
Subject: Timely article for HEDIR
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
**
I just received this from another listserv I am on. Very timely. Collee=
n=0D
Colleen Mahoney, Ph.D.=0D
Health Promotion/Positive Youth Development Consultant, Mahoney Consultin=
g
Group=0D
Coordinator, Assets in Motion (AIM) www.wadsworthaim.com =0D
Wadsworth OH=0D
-------------------------------------------------------------------------=
----
-------------------------------------------------------------------------=
----
--------------------------------=0D
=0D
The Internet Improves Americans' Capacity To Maintain Their Social Networ=
ks=0D
And Get Help=0D
=0D
The Internet and email expand and strengthen the social ties that people=0D
maintain in the offline world, according to a new report released by the =
Pew=0D
Internet & American Life Project. One major payoff comes when people use =
the=0D
Internet to press their social networks into action as they face major=0D
challenges. People not only socialize online, but they also incorporate t=
he=0D
Internet into their quest for information and advice as they seek help an=
d=0D
make decisions. Disputing concerns that heavy use of the Internet might=0D
diminish people's social relations, the report finds that the Internet fi=
ts=0D
seamlessly with Americans' in-person and phone encounters. With the help =
of=0D
the Internet, people are able to maintain active contact with sizable soc=
ial=0D
networks, even though many of the people in those networks do not live cl=
ose=0D
to them. The report, "The Strength of Internet Ties," highlights how emai=
l=0D
supplements, rather than replaces, the communication people have with oth=
ers=0D
in their network. =0D
=0D
"The larger, the more far-flung, and the more diverse a person's network,
the=0D
more important email is," argues Jeffrey Boase, a University of Toronto=0D
sociologist who co-authored the Pew Internet Project report. "You can't m=
ake=0D
phone calls or personal visits to all your friends very often, but you ca=
n=0D
'cc' them regularly with a couple of keystrokes. That turns out to be ver=
y=0D
important." One major benefit comes when people want to mobilize their=0D
networks as they face problems or significant decisions. The Pew Internet=
=0D
Project survey finds that Internet users are more likely than non-users t=
o=0D
have been helped by those in their networks as they faced important event=
s
in=0D
their life. "Internet use provides online Americans a path to resources,
such=0D
as access to people who may have the right information to help deal with=0D
family health crises or find a new job," says John Horrigan, Associate=0D
Director for Research at the Pew Internet Project and another author of t=
he=0D
report. "When you need help these days, you don't need a bugle to call th=
e=0D
cavalry, you need a big buddy list." =0D
=0D
These survey findings fit into a larger transformation in social relation=
s=0D
that sociologist Barry Wellman of the University of Toronto has called th=
e=0D
rise of "networked individualism." He says that users of modern technolog=
y=0D
are less tied to local groups and increasingly tied to looser and more=0D
geographically scattered networks. "The Internet and the cell phone have=0D
transformed communication: Instead of being based on house-to-house=0D
interactions, they are built on person-to-person exchanges," maintains=0D
Wellman, also a co-author of the report. "This creates a new basis for=0D
community. Rather than relying on a single community for social support,=0D
individuals often must actively seek out a variety of appropriate people =
and=0D
resources for different situations." In addition to using the Internet to
get=0D
help from their networks, some use the Internet to get information and=0D
compare options as they face decisions and milestones in their lives. One=
of=0D
the Pew Internet Project surveys covered in this report shows that 45% of=
=0D
Internet users - about 60 million Americans - say the Internet has played=
an=0D
important or crucial role in helping them deal with at least one major li=
fe=0D
decision in the previous two years. That is a 33% increase from a similar=
=0D
survey in early 2002. =0D
=0D
The eight major decisions queried in a March 2005 survey were: =0D
=0D
*=09Getting additional training for your career: About 21 million said=0D
the Internet had played a crucial or important role in this. =0D
*=09Helping another person with a major illness or medical condition:=0D
About 17 million said the Internet had played a crucial or important role=
in=0D
this. =0D
*=09Choosing a school for yourself or a child: About 17 million said the=0D
Internet had played a crucial or important role in this. =0D
*=09Buying a car: About 16 million said the Internet had played a crucial=
=0D
or important role in this. =0D
*=09Making a major investment or financial decision: About 16 million=0D
said the Internet had played a crucial or important role in this. =0D
*=09Finding a new place to live: About 10 million said the Internet had=0D
played a crucial or important role in this. =0D
*=09Changing jobs: About 8 million said the Internet had played a crucial=
=0D
or important role in this. =0D
*=09Dealing oneself with a major illness or health condition: About 7=0D
million said the Internet had played a crucial or important role in this.=
=0D
=0D
=0D
=0D
This report is based on the findings of two daily tracking surveys on=0D
Americans' use of the Internet. The project's Social Ties survey was fiel=
ded=0D
from February 17, 2004, through March 17, 2004, and it involved interview=
s=0D
with 2,200 adults age 18 and older. The Project's Major Moments survey wa=
s=0D
fielded from February 21, 2004, through March 21, 2004, and it involved=0D
interviews with 2,201 adults. Both surveys have a margin of error of plus=
or=0D
minus two percentage points. =0D
=0D
View full report from Pew Internet & American Life Project -- The Strengt=
h
of=0D
Internet Ties <http://www.pewtrusts.org/pdf/Pew_Internet_ties_012506.pdf>=
=0D
=0D
=0D
=20
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#65
Date: Tue, 31 Jan 2006 09:57:07 -0500
From: Michaela Conley <michaela@HPCAREER.NET>
Subject: Paid Ad: Chair, Dept. HP @ UTEP
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
**
Chair of the Department of Health Promotion
*CHAIR OF THE DEPARTMENT OF HEALTH PROMOTION*
COLLEGE OF HEALTH SCIENCES
* *
The Department of Health Promotion in The College of Health Sciences at
The University of Texas at El Paso seeks a Chair of the Department of
Health Promotion at the Associate/Professor rank to lead a productive
and multidisciplinary department faculty. The University of Texas at El
Paso (UTEP) is Doctoral/Research-Intensive urban university offering
Bachelor's, Master's and Doctoral degree programs to approximately
18,900 students. UTEP has become a national leader in research,
innovative educational initiatives and community-based activities of
special relevance to the US-Mexico border region and Latino population.
The University is located in the dynamic border region of Texas, New
Mexico and Mexico. The city of El Paso, with a population of about
700,000, is positioned in one of the world's largest bi-national
metropolitan areas, adjacent to Ciudad Juarez, Mexico. The international
and multicultural characteristics of this region provide the faculty
with distinctive opportunities for teaching, research and service.
*Qualifications*
Candidates should possess an earned Doctoral degree in a health-related
academic field (Public/Community Health, Health Promotion/Education,
Nutrition or related field); have a record of academic research and
teaching and have experience in securing external funding to support
research. Additionally, the candidates should have the capacity for
leadership in an academic setting and be able to foster collaboration in
a multidisciplinary group, among academic departments, and across the
university and neighboring public health institutions.
*Salary*
Salary is negotiable and commensurate with experience.* *
*
To Apply*
Please send letter of interest, curriculum vitae and contact information
(phone numbers and email addresses) of at least three references to: Dr.
Sharon Thompson, Search Committee Chair, Department of Health Promotion,
College of Health Sciences, University of Texas at El Paso, 1101 North
Campbell St., El Paso, TX 79902-0639. Review of applications will begin
upon receipt and will continue until the positions are filled. For more
information, email: sthompson@utep.edu <mailto:sthompson@utep.edu> or
visit www.utep.edu <http://www.utep.edu/>.
**
*UTEP*
/The University does not discriminate on the basis of race, color,
national origin,/
/sex, religion, age, disability, sexual orientation, or veteran status
in employment or the provision of services./
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#66
Date: Tue, 31 Jan 2006 09:05:44 -0600
From: "Karl L. Larson" <klarson3@GUSTAVUS.EDU>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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**
Wasn't one of the historical reasons for pushing for location in the
college of education to intentionally distinguish health educators from
nurses and other associate level programs? A mentor of mine way back
when used to describe it this way: "If you ask a nurse in a hospital
about AIDS, the best answer you'll get is a description of transmission
and avoidance. Anyone can tell you that. A health educator can describe
the sociological implications and influences behind the perpetuation of
AIDS as a global condition, and the specific methods of behavioral
adaptation to reduce its impact."
Now, It is not my intention to argue the 'truth' behind the
statement...simply the logic of 15-20 years ago as the profession was
trying to establish and distinguish itself. It was seen as the
difference between delivering health information, and being able to see
the global picture of a health issue's impact. Probably didn't explain
that too well, but I tried.
Within the curriculum there are significant differences between allied
health programs and health education programs. Clearly if you review
curriculum of OT and PT the science base puts most health ed programs
to shame, but rarely is a health educator in a position where extensive
physiological knowledge is necessary. Health ed people are generally
seen as professional educators (the value of which is also of great
debate) whether they work in a school or a community: the base is still
education. You wont find curriculum/program design classes in an allied
health sequence that I know of, but you'll find them in almost all
health ed programs, but again perhaps I am wrong.
Conversely, one the things I have heard ever since entering the field is
the eventual goal of reimbursement of services for health educator
duties...like an LCSW, OT or PT or such. That certainly will never
happen as long as the academic preparation is affiliated with education,
because we'll be tagged teachers, not health professionals.
My take: unless there comes a day when the profession takes clear and
purposeful steps in either direction (decides who we want to be) I'm not
convinced it really matters.
OK...I am emotionally prepared to be pounced :)
Karl Larson
Assistant Professor of Health Education
Gustavus Adolphus College
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#67
Date: Tue, 31 Jan 2006 10:36:21 -0500
From: "Michael P. McNeil" <mpmcneil@TEMPLE.EDU>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
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Michael & Others:
To add to your point about the different populations and the
generic issue I would suggest that programs become someone
more specialized and actively recruit students interested in
those populations.
For example, I work with college students and I have never
been able to identify a program that has a focus of
preparing health education/health promotion professionals
for the higher education environment. Most of my colleagues
also wish they had been able to find such a program because
to OJT can be a sharp curve due to the mix if you only have
a background in one side or another. After many years I
believe this work on a college campus is a unique blend of
school health and community/public health information,
approaches, etc. I am thankful that FSU allowed me to take
a mix of courses and do many projects on this population - I
know my work is better for it (Thanks to Mary Sutherland).
I have begun working on developing a course for this type of
situation, but doubt that I can find a college home for it.
And I am sure other populations and situations are similar...
In health,
Michael
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#68
Date: Tue, 31 Jan 2006 09:57:04 -0600
From: joe baker <jabaker@SIU.EDU>
Subject: Re: HEDIR participation
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I believe we are all describing the same phenomena whereby "When you
have a hammer, everything looks like a nail." I think that if we
practiced a little more tolerance for others' opinions and ideas that
would encourage more of us to take the risk of exploratory
dialog. Although it is personally very satisfying, I don't know
about you but I get tired of being right all the time.
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#69
Date: Tue, 31 Jan 2006 10:50:34 -0500
From: "Craig M. Becker, Ph.D." <beckerc@ECU.EDU>
Subject: Re: HEDIR Update
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Michael,
Working up a little controversy are you? Good job! I hope all is well
with you. Take care.
--
Be Wellr,
Craig M. Becker, Ph.D.
Department of Health Education & Promotion
East Carolina University
Greenville, NC 27858
Telephone: 252-328-5312
beckerc@ecu.edu
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#70
Date: Tue, 31 Jan 2006 11:04:59 -0600
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: FW: CHES course
** Leadership Unmatched--AAHE
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Been asked to forward this...
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Director of Graduate Studies
Department of Health Education & Recreation
Southern Illinois University
618-453-1841 (office)
618-453-1829 (fax)
-----Original Message-----
Folks: it's that time of year again. Prep time for CHES exam. To that
end we continue to offer our online self-paced review course. You can
enroll at any time during the year. I am enclosing the information for
you. Take care. Ruth
http://www.elearn.wvu.edu/Continuing/CHES.htm
Ruth Kershner, EdD, RN, CHES
Associate Professor
School Health Coordinator
Faculty Student Liaison
Community Medicine
PO Box 9190
Morgantown, WV 26506-9190
Phone (304) 293-7440
Fax (304) 293-3755
Rkershner@hsc.wvu.edu
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#71
Date: Tue, 31 Jan 2006 11:32:52 -0600
From: Michael Pejsach <healthedman@COX.NET>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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Craig,
Controversy? It's not intentional. I find myself very concerned about =20=
health education and am not as capable of others of clearly =20
articulating such concerns. I'm passionate, and getting tired of =20
waiting for folks, in power, to take the action necessary for the =20
long term stability of professional prep programs. I guess I=92m a =20
passionate, frustrated, impatient health educator.
The HEDIR represents folks, it seems to me, who are solely invested =20
in academia or academic programs. Let's face it: Academia AIN'T real =20
life. Academicians are focused on issues that have little to do with =20=
working people putting bread on the table. Academicians "feel" =20
something about such issues, but cannot, and rarely, deal with them. =20=
I may be wrong, but I believe that academicians, (sorry, I know =20
you're one of them) think all is well, when in fact, the exact =20
opposite may be true in health education. One of my secret goals is =20
to get back into academia and nurture an understanding of what is =20
really going on out there, on the street, in the community!
I stated brainstorming real issues, and the discussion moved away =20
from controversial issues to a mind-numbing (for me at least) =20
discussion of "academic placement of our programs."
In addition to the HEDIR, I belong to a nursing list server and the =20
intense discussions are NOT about "where are we in academia," or, =20
"what's the name of the school you're in," but about strengthening =20
the curriculum, getting rid of students who want an easy professional =20=
degree, improvements in the profession, testing, innovations, legal =20
issues, turf protection, and quality improvement across the board. =20
Perhaps it's because they don't NEED to talk about their positioning =20=
and changes in their place in academia, since they know who they are, =20=
believe in who they are, can clearly define who they are, have =20
marketed who they are, and have the credentialing and support from a =20
focused professional organization (many issues health educators seem =20
to be afraid of discussing)! The comparison of discussions between =20
the two list servers is, perhaps, the most compelling evidence of our =20=
lack of growth as a profession over the years the HEDIR has been in =20
service!
It may not be easy or pleasant, but we've got to BRAINSTORM (open, =20
frank, and non-judgmental discussions) on those real issues.
Thanks for your note.
Michael
Dr. Michael Pejsach, Ed.D.
Life&Health Enhancement Services
4636 W. Esplanade
Metairie, LA 70006
(504) 885-4254
(504) 779-KICK
http://healthbehavior.com
healthedman@cox.net
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#72
Date: Tue, 31 Jan 2006 13:01:48 -0600
From: Marjorie Scaffa <mscaffa@JAGUAR1.USOUTHAL.EDU>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
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**
I understand the need to talk about where health education programs are
placed in academia, it is an issue of visibility and credibility which
can lead to access to important forums.
However, I would like to expand the discussion to address my original
topic which was regarding the role of health educators in disaster and
how this content is conveyed in academic programs.
Here are my original questions in a previous email:
What are the fields of health promotion, public health and health
education doing to address the issues related to disasters?
One of the areas emphasized in the allied health meetings has been on
mental health issues after disaster. is anything being done about
training in this area?
What are the competencies health educators need to participate
effectively in disaster situations?
Any comments?
thanks,
Marjorie Scaffa
University of South Alabama
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#73
Date: Tue, 31 Jan 2006 14:18:28 -0500
From: Donna Rue <drue@CO.WARREN.NJ.US>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
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Michael P., Here! Here! As one of those health educators in the trenches
I agree. Where the profession should be placed or hale from does not address
the issues of everyday health promotion and the recognized skills of the
practicing educator. On a regular basis I promote and teach preventing
disease transmission, disaster preparedness, hazard materials awareness,
home & child safety issues, CPR, Coronary Heart Disease Risk Factors,
Nutrition, etc. I am recognized as a health professional, public health
resource, and an educator. I work for a County Health Dept. as a Community
Health Educator. I have been working in this position for 21 years and my
constituents recognize me a a valid resource and educator. Along the way I
have used skills from many sources: Education, Nursing, Community
Organization, Marketing, etc. I have gotten help from government agencies,
colleges, universities, and my professional organizations, all influencing
the health educator I have become. When I was a nurse, I told people I
graduated from nursing school. As a health educator I tell people I have a
Masters of Public Health and work as a Community Health Educator (because I
cover the whole community). I chose to specialize and have my CHES. To be a
health professional, allied health or whatever, does not speak to my
practice, work or profession. I want to be recognized for my skills and
abilities, not whether I work in a school, hospital or community. To this I
feel the health education professionals should work to promote their skills,
knowledge, and (to borrow a quote) "be all that we can be", as Health
Educators.
Boy for someone who has never jumped in...........must be the
weather!!!!!!
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#74
Date: Tue, 31 Jan 2006 14:37:29 -0500
From: Kathy Akpom <kakpom@AOL.COM>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
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We have developed two elective courses in our Community Health program in this
area, which are:
HSC 5893 W Workshop in Health Education: Weapons of Mass Causality - 3 semester
hour course
HSC 5893 M Workshop in Health Education: Crisis Management in Public Health - 3
semester hour course
Each of these courses is taught online once a year.
The courses appeal to an interdisciplinary audience - health educators, allied
health care workers, law enforcement and others. They are undergraduate courses
that can also be taken for graduate credit, and the courses have been taken by
MPH students.
Both courses are taught online once a year, and can be taken by students at
other universities on a transient student basis.
Concerning specific competencies, all seven CHES responsibilities are addressed
in the courses.
Kathy Akpom
Professor and Director
BSAS Community Health Program
Youngstown State University
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#75
Date: Tue, 31 Jan 2006 14:22:04 -0600
From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>
Subject: FW: HEDIR posting
This is a multi-part message in MIME format.
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** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
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Been asked to forward..
Mark J. Kittleson, PhD, FAAHB
Professor, Health Education
Director of Graduate Studies
Department of Health Education & Recreation
Southern Illinois University
618-453-1841 (office)
618-453-1829 (fax)
_____
From: Julie Lager [mailto:lagerj@hotmail.com]
Sent: Tuesday, January 31, 2006 12:13 PM
To: kittle@siu.edu
Subject: HEDIR posting
Julie Lager
Heath Educator
B-CS Community Health Center
Bryan, TX 77802
As a lurker on the HEDIR for the last 3 years I feel like I must revoke my
lurker status and comment on this discussion.
I am a health educator working in a Federally Qualified Community Health
Center in Texas that is part of a National Health Disparities Collaborative.
Over the last 3 years I have been tracking clinical outcomes for diabetic
patients and assisting with self management education for these patients.
When considering health educators' training and the college in which health
educators should be placed, I think something important to consider is their
training in health behavior theory. My impression is that many nurses and
other health professionals do not receive training in health behavior. As a
result, much of the patient education occurring in hospitals and community
health clinics is knowledge based. By placing community health educators in
an allied health college, health educators may have the opportunity to
influence nurses, especially when it is related to patient education and
health behavior. In addition, nurses and other allied health professionals
may come to respect health educators. In my experience, nurses and health
care administrators believe health educators do the same thing as nurses
when it comes to patient education. This may also be why many patient
educators are required to have a BSN or RN degree. In reality, health
educators can do more because they are generalists (know a little bit about
everything) and they can assist a patient in changing behavior.
Like Dr. Larson stated, reimbursement for health educators' services will
never occur if health care organizations and professionals do not understand
our value or how we fit into the health care process. This is evident in my
community health center as my administrators will not provide funding for a
master's level assistant health educator position. The current director of
health education is fortunate to have her position partially funded by the
organization and by grants (her position originally started at $10/hr). Each
year, however, she has to continually prove her value to the organization in
order to validate her position. Much of this has to do with the fact that
the services provided by our health education department are not
reimbursable. Furthermore as Dr. Goldman and Dr. McNeil have stated aligning
health education, especially community health educators, with allied health
professionals would significantly increase our advocacy capacity and worth
to the health care industry.
Julie Lager
Collaborative Coordinator and health educator
Community Health Center
Bryan, TX 77802
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#76
Date: Tue, 31 Jan 2006 14:33:34 -0600
From: Lorelei D Cropley <LCropley@UNO.EDU>
Subject: Re: CHOICES Call for Reviewers 2006
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
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I cannot open the link but will be glad to serve as a reviewer- I have
done so previously
=20
=20
Bear with my typing- I am one handed now d/t a broken arm...
=20
Lorelei Cropley DrPH, CHES
Associate Professor and Graduate Coordinator
Department of Human Performance and Health Promotion
University of New Orleans
New Orleans, LA 70148
=20
504-280-6421 office
=20
504-460-1326 cell
=20
________________________________
From: HEDIR-L List on behalf of Wilfert, Mary
Sent: Mon 1/30/2006 11:43 AM
To: HEDIR-L@LISTSERV.SIU.EDU
Subject: CHOICES Call for Reviewers 2006
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
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Dear Colleagues,
Thanks to those who have responded to this call for CHOICES proposal
reviewers. I am resending this call for those who may still be
interested but have not yet submitted their application. We
anticipate
we will receive a healthy response from the call for proposals, and
want
to be prepared to respond.
Generally, reviewers will receive 4-5 proposals along with
instructions
and a scoring sheet. These will be sent by March 1, and the scoring
sheets will need to be filled out and returned by April 1. Most
reviewers find it takes between 1-2 hours per proposal to complete the
review. There are no required conference calls.
Please contact me if you have any questions, or have difficulty
accessing the reviewer application.
Thanks!
Mary
Mary E. Wilfert
NCAA Associate Director of Education Outreach
P.O. Box 6222
Indianapolis, IN 46206-6222
P- 317/917-6319
F- 317/917-6336
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#77
Date: Tue, 31 Jan 2006 16:22:57 -0500
From: Becky Smith <BSmith@AAHPERD.ORG>
Subject: Request for media assistance
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
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The message below is being posted to assist the ABC News media - please
reply directly to Roger.H.Sergel@abc.com - ABC News is seeking increased
access to patients with various diseases and conditions to participate
in the development of news stories - if you can provide patient access -
please see the message below. Thank you.
=20
=20
From: Sergel, Roger H [mailto:Roger.H.Sergel@abc.com]=20
Sent: Tuesday, January 31, 2006 10:43 AM
To: Sergel, Roger H
Subject: RE: Locating patients for stories on ABC News=20
=20
With a growing number of requests from ABC News programs seeking
patients for medical stories, and our own increased production at ABC
News, of our health program on the internet, and stories for
ABCNews.com, we need to connect with patients more often. The usual way
we connect with patients is through doctors at medical centers and
hospitals. But increasingly we need to find patients, without going
through doctors. And often we need to locate patients quickly.=20
=20
Please let me know if your organization can help us locate patients in
your disease. Or if your organization can not connect us with patients,
can you recommend organizations in your disease area, which might help
us identifying patients willing to talk to ABC News.=20
=20
Thanks.=20
=20
Roger=20
=20
Roger Sergel
Managing Editor
Medical Coverage
ABC News
175 Highland Avenue
Needham, MA 02494
781-455-6016
781-455-6037 (fax)
Roger.H.Sergel@abc.com=20
=20
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#78
Date: Tue, 31 Jan 2006 16:16:26 -0600
From: Marjorie Scaffa <mscaffa@JAGUAR1.USOUTHAL.EDU>
Subject: public health and disasters
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** www.kittle.siu.edu/comments2005
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I found something that might interest community health educators and
academics. The Public Health Foundation has a publication titled
Disaster Preparedness in Schools of Public Health: A Curriculum for the
New Century.
A description of the publication can be found at
http://bookstore.phf.org/prod170.htm
If anyone else has resources on this topic, please let me know.
Thanks,
Marjorie Scaffa
University of South Alabama
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#79
Date: Tue, 31 Jan 2006 16:19:31 -0600
From: Marjorie Scaffa <mscaffa@JAGUAR1.USOUTHAL.EDU>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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** The HEDIR Bulletin Board
** www.kittle.siu.edu/comments2005
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Kathy,
Thanks for this information. Are there any competencies specific to
disaster addressed in these courses?
Marjorie
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#80
Date: Tue, 31 Jan 2006 16:21:10 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Re: HEDIR Update
Michael,
Sorry I did not get around to reading your message earlier than I did Karl's.
You are right that a lot of the subscribers to HEDIR are in academia and we are
interested in topics like accreditation, placement within the institutions in
which we work, and the titles of our programs. These mean a lot to us in terms
of opportunities to recruit students and the funding formulas states and
universites use in supporting professional preparation programs.
On the other hand, many subscribers to HEDIR are grass roots practitioners. I
have had the opportunity to work at the grassroots level in full time positions
(coordinator of health education and director of an AIDS education & training
center) and as a consultant (US Corporate Health Management, Inc. and Johnson &
Johnson Health Management, Inc.) and volunteer(severals NGOs and the Prairie
AHEC). Therefore, I am familiar with and care about what happens on the street.
One thing is for sure. Health educators are much better recognized today and
valued in the community than we were in the 1960s when I began my career.
You are right when you describe your impatience. I admire your energy and drive.
On the other hand, I encourage you to be more patient. I sincerely believe that
credentialing and accreditation do considerable to help verify the competence of
health educators. I do not believe that comparing the health education
profession, which is very young and less well-established, to nursing, a much
older and well-established is particularly useful. A profession gains maturity
over time. It takes lots of work to market a profession to reach teh level of
recognition that nursing has achieved. In fact, the medical profession and
nursing receive very strong recognition from the public becasue they help stop
people from hurting. People know when the tratmetn and care they get from these
professionals, because they can feel when the hurting stops. With health
prevention and promotion, the benefits are less well recognized.
Health education has a standard occupational category (SOC) in the listing by
the US Department of Labor. This is helpful. CHES is being increasingly better
marketed by NCHEC and our professional organizations. Through the Transitional
Task Force (on accreditation) and CUP, the health education profession is
improving its mechanisms for assuring competence in its professionals. Other
professions have immulated our role delineation process and developed
credentials similar to CHES. thus, we are gaining recognition from the public.
Michael, I believe you can be a great asset in higher education should you ever
return to it. Your experience is highly valuable.
Bill Cissell
------------------------------
#81
Date: Tue, 31 Jan 2006 18:05:38 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Re: HEDIR Update
Donna,
Thanks for jumping in; I hope you get treated well!
Bill Cissell
------------------------------
#82
Date: Tue, 31 Jan 2006 18:08:44 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Re: HEDIR Update
Marjorie,
Thanks! I am aware that the faculty at the new School of Public Health, Jackson
State University (MS), are familiar with this resource and find it useful.
Bill Cissell
------------------------------
#83
Date: Tue, 31 Jan 2006 18:11:58 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Re: public health and disasters
Julie Lager and others supporting health education in allied health programs:
There are a number of health education and health promotion programs in schools
or colleges of allied health sciences or colleges of health professions around
the country. The Department of Health Studies at Texas Woman's University is in
the College of Health Sciences, along with communication sciences and disorders,
dental hygiene, health care administration, nutrition and food sciences,
occupational therapy and physcial therapy. The benefit of this alignment for our
program is that the formula used for funding allied health programs is much more
favorable than those in colleges of education in Texas. Also, many of the
graduates of degree programs in the other disciplines, including nursing come to
us to earn their Ph.D. degree. I mentioned several other universities with this
placement.
Another intersting alignment that I can mention is New Mexico State University,
which has health education and health promotion (Department of Health Sciences)
in the College of Health and Social Services. As I recall, in that college there
is a Department of Nursing and School of Social Work. Dr. Jeffery Brandon (a
fellow SIU Saluki) and Dr. Larry Olsen (a UCLA running buddy) are the dean and
associate dean of thsiscollege.
Bill Cissell.
------------------------------
#84
Date: Tue, 31 Jan 2006 18:31:01 -0600
From: "Cissell, William" <WCissell@MAIL.TWU.EDU>
Subject: Re: HEDIR posting
------------------------------
#85
Date: Tue, 31 Jan 2006 19:34:45 -0500
From: Nancy Eichner <neichner@GWU.EDU>
Subject: CHHCS Grant Alerts -- January 31, 2006
** Leadership Unmatched--AAHE
** www.aaheinfo.org
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The Center for Health and Health Care in Schools (CHHCS)
Grant Alerts -- January 31, 2006
W.K. Kellogg Foundation -- Rural People, Rural Policy:
The W.K. Kellogg Foundation's Rural People, Rural Policy (RPRP) initiative
will help rural organizations shape policy to improve the lives of their
residents. The RPRP initiative will set up networks from the following four
geographic regions in the U.S.: Central Appalachia, Mid South, Midwest/Great
Plains, and Southwest.
http://www.healthinschools.org
Cisco Systems Foundation -- San Jose, CA Impact Grant Program:
The Cisco Systems Foundation's San Jose Impact Grant Program supports
programs working in two areas: 1) Health and 2) Access to Education. The
program supports health-related projects that benefit underserved
populations and address access to, and quality of, local health care;
training of health care workers; and children's health services and/or
health education.
http://www.healthinschools.org
Ludwick Family Foundation -- Purchase of Tangible Items:
The Ludwick Family Foundation assists a broad array of groups that are
working to make a positive difference in the world. Grants are provided for
tangible items that assist a program or project rather than funding the
program itself.
http://www.healthinschools.org
The Center for Health and Health Care in Schools
http://www.healthinschools.org
Nancy Eichner
Senior Program Manager
202-466-3396 fax: 202-466-3467
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#86
Date: Tue, 31 Jan 2006 22:54:32 -0500
From: rick petosa <petosa.1@OSU.EDU>
Subject: Re: HEDIR Update
** Leadership Unmatched--AAHE
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William,
Greetings from ohio. As you probably know Bob Russell died
Christmas past. I was able to participate in services and burial. It was a
wonderful family affair concluding on the farm. A satisfying experience. I
hope to write on it this summer.
rick petosa
R.L. Petosa, Ph.D.
Associate Professor
Health Promotion and Exercise Science
The Ohio State University
Columbus, Ohio 43210
petosa.1@osu.edu
http://www.coe.ohio-state.edu/rpetosa/default.htm
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