Date: Tue, 24 Oct 2006 23:42:04 -0700

From: "William M. London" <wlondon@CDREWU.EDU>

Subject: Re: HEDIR-L Digest - 23 Oct 2006 to 24 Oct 2006 (#2006-57)

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** Thank you Neena Chandra for

** your generous gift to the HEDIR!

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Date: Tue, 24 Oct 2006 11:07:42 -0500

From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>

Subject: Help with a survey

Been asked to forward this to the HEDIR.please help this young =

academician

out.

Subject: Invitation to Participate in Health Education Research

This document is available in alternative formats upon request.

As recipients of this message on the HEDIR, you are cordially invited to

participate in research concerning attitudes of health education/public

health teaching faculty at institutions of higher education. The =

purposes

of this Institutional Review Board-approved research, Accessibility in =

the

Classroom: Health Education Faculty Perspectives (2006), are:

a) to examine health education faculty attitudes toward students with

accessibility needs, primarily in the United States; and through this

examination

b) to improve the teaching effectiveness of health education faculty.

As applied in this study, the term "health education faculty" is defined

broadly as academic personnel teaching health education, health studies,

public health, and other allied health coursework at institutions of =

higher

learning.

The study, requiring at most 15 minutes total of your time, involves =

three

steps:

1) after reading this invitation, replying to this e-mail message by:

a) sending a reply message [make sure that it is not directed back to =

the

HEDIR]

To: wcissell@mail.twu.edu and/or To: eperlow@hotmail.com

b) before sending the e-mail, typing as part of the reply message a =

postal

address to which research documents will be sent to you and indicating a

preference for document format ("standard" print and large print are

available for the consent forms; "standard" print, large print, Braille,

audiotape, accessible electronic text format are available for the =

surveys);

c) sending the e-mail by pressing your e-mail program's "Send" key; and

2) upon receipt of research documents, reading and signing of informed

consent documents and completion of the 15-item survey (about 5 =

minutes);

and

3) returning the research documents to the co-investigators in the

pre-stamped and pre-addressed envelopes provided.=20

You are requested to complete the research process within two weeks of

receipt of the research documents.

Thank you very much in advance for your interest and participation in =

this

research.

For questions about the study, please contact the co-investigators at:

William B. Cissell, Ph.D. CHES

Texas Woman's University, Department of Health Studies

PO Box 425499 Denton, TX 76204-5499

Tel. 940-898-2864 E-Mail: wcissell@mail.twu.edu

Ellen Perlow, Ph.D. CHES, PO Box 424244, Denton, TX 76204-4244

Tel. 940-484-2770, E-Mail: eperlow@hotmail.com

=20

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)

_____

To what population of interest will the findings of the survey be =

generalizable?

Bill

William M. London, Ed.D., M.P.H.

Associate Professor and Chair, Department of General Studies

College of Science and Health

Charles R. Drew University of Medicine and Science

201 Keck Building

1731 E. 120th Street

Los Angeles, CA 90059

Phone: 323-563-4874

Fax: 323-357-3601

wlondon@cdrewu.edu

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------------------------------

#755

Date: Wed, 25 Oct 2006 08:08:36 -0400

From: Elbert D Glover <eglover1@UMD.EDU>

Subject: Re: Health Literacy Information

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

The Am J Health Behav has a forthcoming special issue on health literacy

with some of the best researchers in the area. I'm anticipating it will

be out in March.

I'll keep the HEDIR posted.

glover

editor

Am J Health Behav

Elbert D. Glover, PhD, FASHA, FAAHB, FRIPH

Professor & Chair

Department of Public & Community Health (PCH)

Director, Center for Health Behavior Research (CHBR)

University of Maryland

2387 HHP Building

College Park MD 20742

301-405-2467 Voice

301-405-2029 Direct

301-314-9167 Fax (PCH)

301-314-5835 Fax (CHBR)

eglover1@umd.edu

Meredith Talford wrote:

> ** Join AAHE

> **

> ** Thank you Neena Chandra for

> ** your generous gift to the HEDIR!

> **

>

> Does anyone have any information on Health Literacy Curriculum's. Any

> resources, ideas, comments, suggestions, websites will be greatly

> appreciated.

>

> Meredith Talford

>

**

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------------------------------

#756

Date: Wed, 25 Oct 2006 08:56:59 -0400

From: Elbert D Glover <eglover1@UMD.EDU>

Subject: Re: Health Literacy Information

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** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

There was no call for papers, we went out an recruited the authors.

Here is what the list looks like.

1. Wolf MS, Davis TC, Parker RM

More than Words: Health Literacy Research in Review

2. Rudd RE, Kirsch I, Yamamoto K

Health Literacy Skills of U.S. Adults

3. Paasche-Orlow M, Wolf MS

The Causal Pathways Linking Health Literacy to Health Outcomes

4.DeWalt DA, Boone RS, Pignone MP

Literacy and its relationship with self-efficacy, trust, and

participation in medical decision-making in patients with diabetes

5.Castro CM, Wilson C, Schillinger D

Babel Babble: Physicians’ Use Of Unclarified Medical Jargon With

Patients Who Have Type 2 Diabetes And Limited Health Literacy

6.Osborn CY, Skripkauskas S, Weiss BD, Davis TC, Rodriguez C, Bass PF,

Wolf MS

Measuring Adult Literacy in Healthcare: Performance of the Newest Vital Sign

7. Aggarwal A, Speckman JL, Paasche-Orlow MK, Roloff KS, Battaglia TA

The Role of Numeracy on Cancer Screening Among Urban Women

8.Fagerlin A, Ubel PA, Smith D, Zikmund-Fischer B

Making Numbers Matter: Present and Future Research in Risk Communication

9.Seligman H, Wallace A, DeWalt DA, Schillinger D, Arnold C, Davis TC

Creating low-literacy patient educational materials to facilitate

behavior change

10.Schwartzberg J, Cowett A, Van Geest J, Wolf MS

Communicating with Low Literate Patients: A Survey of Physicians,

Nurses, and Pharmacists

11.Manning KD, Kripalani S

The Use of Standardized Patients to Teach Low-Literacy Communication Skills

12.Mika VS, Wood PR, Weiss BD

Ask Me 3: Improving Communication in a Hispanic Pediatric Outpatient

Practice

13.Andrulis DP, Brach C

Integrating Literacy, Culture, and Language to Improve Health Care

Quality for Diverse Populations

glover

Elbert D. Glover, PhD, FASHA, FAAHB, FRIPH

Professor & Chair

Department of Public & Community Health (PCH)

Director, Center for Health Behavior Research (CHBR)

University of Maryland

2387 HHP Building

College Park MD 20742

301-405-2467 Voice

301-405-2029 Direct

301-314-9167 Fax (PCH)

301-314-5835 Fax (CHBR)

eglover1@umd.edu

Andrew Pleasant wrote:

> Hello,

>

> I and my colleagues (Zarcadoolas & Greer) do quite a bit of

> publishing/ research on health literacy, sorry to say I have not seen

> a call for this special issue on any of the related listservs. We have

> an article assessing the state of health literacy measures nearing

> completion, could you forward details please if articles are still

> being accepted?

>

> thanks,

>

> Andrew Pleasant

>

>

>> ** Join AAHE

>> **

>> ** Thank you Neena Chandra for

>> ** your generous gift to the HEDIR!

>> **

>>

>> The Am J Health Behav has a forthcoming special issue on health

>> literacy with some of the best researchers in the area. I'm

>> anticipating it will be out in March.

>>

>> I'll keep the HEDIR posted.

>>

>> glover

>> editor

>> Am J Health Behav

>>

>> Elbert D. Glover, PhD, FASHA, FAAHB, FRIPH

>> Professor & Chair

>> Department of Public & Community Health (PCH)

>> Director, Center for Health Behavior Research (CHBR)

>> University of Maryland

>> 2387 HHP Building

>> College Park MD 20742

>> 301-405-2467 Voice

>> 301-405-2029 Direct

>> 301-314-9167 Fax (PCH)

>> 301-314-5835 Fax (CHBR)

>> eglover1@umd.edu

>>

>>

>>

>> Meredith Talford wrote:

>>

>>> ** Join AAHE

>>> **

>>> ** Thank you Neena Chandra for

>>> ** your generous gift to the HEDIR!

>>> **

>>>

>>> Does anyone have any information on Health Literacy Curriculum's. Any

>>> resources, ideas, comments, suggestions, websites will be greatly

>>> appreciated.

>>>

>>> Meredith Talford

>>>

>>

>> **

>> ** Support the HEDIR With Your Gift

>> **

>> ** The HEDIR is Supported by Paid Advertising

>> **

>> **

>

>

**

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------------------------------

#757

Date: Wed, 25 Oct 2006 10:22:57 -0400

From: Susan Wooley <swooley@ASHAWEB.ORG>

Subject: Call for papers - ASHA 2007: Health Literacy in Many Cultures

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** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

If you are considering applying to present at ASHA's 2007 conference, the

call for papers is out now and due November 17. The applications are

Journal of School Health.

The conference dates are JULY 9 - 13, 2007; location is Ala Moana Hotel,

Honolulu, Hawaii. We usually hold our conference in the fall, but changed

to a summer date given the Hawaii location -so people can bring their

families. We have negotiated very good hotel rates, so consider joining us.

The theme title is Health Literacy in Many Cultures. If you decide to

submit on that theme, you might find the information below useful, although

much of the US Department of Health and Human Services focus has been on

adult health literacy.

Although ASHA routinely has a theme for our annual conference, we always

welcome applications to present quality school health programs, even if they

are not specific to the theme.

________________________________

Susan F. Wooley, PhD, CHES

Executive Director

American School Health Association

7263 State Route 43 PO Box 708

Kent, Ohio 44240

P: (330) 678-1601

F: (330) 678-4526

E: swooley@ashaweb.org

HHS Launches Website Promoting Health Literacy Improvement

The HHS Office of Disease Prevention and Health Promotion has recently

launched a "Health Literacy Improvement" website as part of its Health

On this site, you'll find a variety of sources including:

. The Quick Guide to Health Literacy - This guide is for government

employees, grantees and contractors, and community partners working in

healthcare and public health fields. It contains:

o A basic overview of key health literacy concepts

o Techniques for improving health literacy through communication,

navigation, knowledge-building, and advocacy

o Examples of health literacy best practices

o Suggestions for addressing health literacy in your organization

If you are new to health literacy, the guide will give you the information

you need to become an effective advocate for improved health literacy. If

you are already familiar with the topic, you will find user-friendly,

action-oriented materials that can be easily referenced, reproduced, and

shared with colleagues.

. Health Literacy PowerPoint Presentation - "Health Literacy: What

You Need to Know and What You Can Do About It." This presentation can be

used to educate yourself and others on factors that affect health literacy;

how health outcomes and quality of care can be affected by health literacy;

measuring health literacy, plain language, and cultural competency; and how

to include health literacy in your work. The presentation is available as a

PowerPoint and in text format.

. Links to Other Health Literacy Resources - This website also

includes links to additional resources including the Healthy People 2010

Health Communication chapter and Action Plans, other government resources

such as the Plain Language website, and links to Research and Reports about

health literacy.

All of this information is also available on a "Tools for Health Literacy"

CD. If you would like a copy of the CD for your organization or have

community partners, grantees, or others that may find this information

useful in their health education efforts, please contact Neyal Ammary at

ammaryn@nei.nih.gov for copies of the CD or forward this email to others.

**

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------------------------------

#758

Date: Wed, 25 Oct 2006 10:28:50 -0500

From: "Cissell, William" <WCissell@MAIL.TWU.EDU>

Subject: Requirinng Retire Certified Health Education Specialists to use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC policy that requires CHES who have retired to place ret. after CHES in their signature blocks and other places in which their credentials are displayed. The concern being raised is that this creates a lesser class category for CHES who have contributed much to the health education profession throughout their careers. Possibly, this is a matter of marketing. The Professor Emeritus title is highly respected in academic circles. Possibly, the ret. designation could be marketed as an honorary status comparable to professor emeritus. An alternate approach might be to have retired CHES place emer. after CHES to signify CHES Emeritus. It seems to me that the key issue is to be sure that retired status does not convey a negative stigma of any sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

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#759

Date: Wed, 25 Oct 2006 12:01:17 -0500

From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>

Subject: Re: Requirinng Retire Certified Health Education Specialists to use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

The other question is what does constitutes being retired. I have known

many academicians who have 'retired' from their 30 plus years in higher

education but continue to consult/volunteer using their skills. Are they

considered retired in the eyes of CHES. I don't see too many other

professions designating RETIRED after their credentials...

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-----

William

Sent: Wednesday, October 25, 2006 10:29 AM

To: HEDIR-L@listserv.siu.edu

Subject: Requirinng Retire Certified Health Education Specialists to use

CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC policy

that requires CHES who have retired to place ret. after CHES in their

signature blocks and other places in which their credentials are displayed.

The concern being raised is that this creates a lesser class category for

CHES who have contributed much to the health education profession throughout

their careers. Possibly, this is a matter of marketing. The Professor

Emeritus title is highly respected in academic circles. Possibly, the ret.

designation could be marketed as an honorary status comparable to professor

emeritus. An alternate approach might be to have retired CHES place emer.

after CHES to signify CHES Emeritus. It seems to me that the key issue is

to be sure that retired status does not convey a negative stigma of any

sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

**

** Support the HEDIR With Your Gift

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------------------------------

#760

Date: Wed, 25 Oct 2006 12:26:48 -0500

From: James Robinson <jrobinson@SRPH.TAMHSC.EDU>

Subject: Re: Requirinng Retire Certified Health Education Specialists to use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

Good point, Mark. I understand Bill's interred in this issue, but the

NCHEC position is not clear. How does NCHEC know if someone is retired?

Is the retired designation offered by NCHEC to someone who is stepping

aside from full time practice, and in the regard does not have to

maintain CEUs after "retirement"? I guess one way to avoid the issue is

- don't retire.

Jim

Dr. James Robinson, III

Professor, Department of Social and Behavioral Health

MPH Program Coordinator

Special Assistant to the Dean

Executive Editor, Journal of Drug Education

Texas A&M School of Rural Public Health

College Station, TX 77843-1266

Voice: 979-862-1700

Fax: 979-458-4264

jrobinson@srph.tamhsc.edu

For express mail delivery:

Department of Social and Behavioral Health

School of Rural Public Health

Corner of Raymond Stotzer Pkwy and Adriance Road

College Station, TX 77843-1266

>>> "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU> 10/25/06 12:01 PM

>>>

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

The other question is what does constitutes being retired. I have

known

many academicians who have 'retired' from their 30 plus years in

higher

education but continue to consult/volunteer using their skills. Are

they

considered retired in the eyes of CHES. I don't see too many other

professions designating RETIRED after their credentials...

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-----

Cissell,

William

Sent: Wednesday, October 25, 2006 10:29 AM

To: HEDIR-L@listserv.siu.edu

Subject: Requirinng Retire Certified Health Education Specialists to

use

CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC

policy

that requires CHES who have retired to place ret. after CHES in their

signature blocks and other places in which their credentials are

displayed.

The concern being raised is that this creates a lesser class category

for

CHES who have contributed much to the health education profession

throughout

their careers. Possibly, this is a matter of marketing. The

Professor

Emeritus title is highly respected in academic circles. Possibly, the

ret.

designation could be marketed as an honorary status comparable to

professor

emeritus. An alternate approach might be to have retired CHES place

emer.

after CHES to signify CHES Emeritus. It seems to me that the key issue

is

to be sure that retired status does not convey a negative stigma of

any

sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

**

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** The HEDIR is Supported by Paid Advertising

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------------------------------

#761

Date: Wed, 25 Oct 2006 13:28:23 -0500

From: "Courtney, Kathie" <courtnek@NORTHERN.EDU>

Subject: Re: Requiring Retire Certified Health Education Specialists to use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

Actually, the National Athletic Trainers Association requires certified

athletic trainers who retire their certification (no longer complete the

required CEU's to maintain certification and/or licensure)to use the

retired designation.

Kathie Courtney, Ph.D., ATC ret.

-----Original Message-----

J. Kittleson, PhD, FAAHB

Sent: Wednesday, October 25, 2006 12:01 PM

To: HEDIR-L@listserv.siu.edu

Subject: Re: Requirinng Retire Certified Health Education Specialists to

use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

The other question is what does constitutes being retired. I have known

many academicians who have 'retired' from their 30 plus years in higher

education but continue to consult/volunteer using their skills. Are

they

considered retired in the eyes of CHES. I don't see too many other

professions designating RETIRED after their credentials...

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-----

Cissell,

William

Sent: Wednesday, October 25, 2006 10:29 AM

To: HEDIR-L@listserv.siu.edu

Subject: Requirinng Retire Certified Health Education Specialists to use

CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC

policy

that requires CHES who have retired to place ret. after CHES in their

signature blocks and other places in which their credentials are

displayed.

The concern being raised is that this creates a lesser class category

for

CHES who have contributed much to the health education profession

throughout

their careers. Possibly, this is a matter of marketing. The Professor

Emeritus title is highly respected in academic circles. Possibly, the

ret.

designation could be marketed as an honorary status comparable to

professor

emeritus. An alternate approach might be to have retired CHES place

emer.

after CHES to signify CHES Emeritus. It seems to me that the key issue

is

to be sure that retired status does not convey a negative stigma of any

sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

**

**

------------------------------

#762

Date: Wed, 25 Oct 2006 13:38:44 -0500

From: "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU>

Subject: Re: Requirinng Retire Certified Health Education Specialists to use CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

UNLESS, and I'm not sure of the specifics...if NCHEC is willing to forego

future charges to the person (i.e., annual and five year fee, continuing

education) who does retire. In other words, they can keep their CHES

certification for life and not continuing paying...but in order to do that

they need to use RETIRED afterwards.

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-----

Robinson

Sent: Wednesday, October 25, 2006 12:27 PM

To: HEDIR-L@listserv.siu.edu

Subject: Re: Requirinng Retire Certified Health Education Specialists to use

CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

Good point, Mark. I understand Bill's interred in this issue, but the

NCHEC position is not clear. How does NCHEC know if someone is retired?

Is the retired designation offered by NCHEC to someone who is stepping

aside from full time practice, and in the regard does not have to

maintain CEUs after "retirement"? I guess one way to avoid the issue is

- don't retire.

Jim

Dr. James Robinson, III

Professor, Department of Social and Behavioral Health

MPH Program Coordinator

Special Assistant to the Dean

Executive Editor, Journal of Drug Education

Texas A&M School of Rural Public Health

College Station, TX 77843-1266

Voice: 979-862-1700

Fax: 979-458-4264

jrobinson@srph.tamhsc.edu

For express mail delivery:

Department of Social and Behavioral Health

School of Rural Public Health

Corner of Raymond Stotzer Pkwy and Adriance Road

College Station, TX 77843-1266

>>> "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU> 10/25/06 12:01 PM

>>>

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

The other question is what does constitutes being retired. I have

known

many academicians who have 'retired' from their 30 plus years in

higher

education but continue to consult/volunteer using their skills. Are

they

considered retired in the eyes of CHES. I don't see too many other

professions designating RETIRED after their credentials...

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-----

Cissell,

William

Sent: Wednesday, October 25, 2006 10:29 AM

To: HEDIR-L@listserv.siu.edu

Subject: Requirinng Retire Certified Health Education Specialists to

use

CHES ret.

** Join AAHE

**

** Thank you Neena Chandra for

** your generous gift to the HEDIR!

**

HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC

policy

that requires CHES who have retired to place ret. after CHES in their

signature blocks and other places in which their credentials are

displayed.

The concern being raised is that this creates a lesser class category

for

CHES who have contributed much to the health education profession

throughout

their careers. Possibly, this is a matter of marketing. The

Professor

Emeritus title is highly respected in academic circles. Possibly, the

ret.

designation could be marketed as an honorary status comparable to

professor

emeritus. An alternate approach might be to have retired CHES place

emer.

after CHES to signify CHES Emeritus. It seems to me that the key issue

is

to be sure that retired status does not convey a negative stigma of

any

sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

**

** Support the HEDIR With Your Gift

**

** The HEDIR is Supported by Paid Advertising

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#763

Date: Wed, 25 Oct 2006 13:45:37 -0500

From: "Courtney, Kathie" <courtnek@NORTHERN.EDU>

Subject: Re: Requiring Retire Certified Health Education Specialists to use CHES ret.

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The National Athletic Trainers Association does not require retired

certified athletic trainers to pay dues, yet they receive the benefits

of membership, e.g. professional journals, attendance at professional

conferences.

Kathie Courtney, Ph.D., ATC

Northern State University

Aberdeen, SD

-----Original Message-----

J. Kittleson, PhD, FAAHB

Sent: Wednesday, October 25, 2006 1:39 PM

To: HEDIR-L@listserv.siu.edu

Subject: Re: Requirinng Retire Certified Health Education Specialists to

use CHES ret.

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UNLESS, and I'm not sure of the specifics...if NCHEC is willing to

forego

future charges to the person (i.e., annual and five year fee, continuing

education) who does retire. In other words, they can keep their CHES

certification for life and not continuing paying...but in order to do

that

they need to use RETIRED afterwards.

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-----

Robinson

Sent: Wednesday, October 25, 2006 12:27 PM

To: HEDIR-L@listserv.siu.edu

Subject: Re: Requirinng Retire Certified Health Education Specialists to

use

CHES ret.

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Good point, Mark. I understand Bill's interred in this issue, but the

NCHEC position is not clear. How does NCHEC know if someone is retired?

Is the retired designation offered by NCHEC to someone who is stepping

aside from full time practice, and in the regard does not have to

maintain CEUs after "retirement"? I guess one way to avoid the issue is

- don't retire.

Jim

Dr. James Robinson, III

Professor, Department of Social and Behavioral Health

MPH Program Coordinator

Special Assistant to the Dean

Executive Editor, Journal of Drug Education

Texas A&M School of Rural Public Health

College Station, TX 77843-1266

Voice: 979-862-1700

Fax: 979-458-4264

jrobinson@srph.tamhsc.edu

For express mail delivery:

Department of Social and Behavioral Health

School of Rural Public Health

Corner of Raymond Stotzer Pkwy and Adriance Road

College Station, TX 77843-1266

>>> "Mark J. Kittleson, PhD, FAAHB" <kittle@SIU.EDU> 10/25/06 12:01 PM

>>>

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The other question is what does constitutes being retired. I have

known

many academicians who have 'retired' from their 30 plus years in

higher

education but continue to consult/volunteer using their skills. Are

they

considered retired in the eyes of CHES. I don't see too many other

professions designating RETIRED after their credentials...

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-----

Cissell,

William

Sent: Wednesday, October 25, 2006 10:29 AM

To: HEDIR-L@listserv.siu.edu

Subject: Requirinng Retire Certified Health Education Specialists to

use

CHES ret.

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HEDIRs with Interest in CHES:

Some of my colleagues, who are CHES, are displeased with the NCHEC

policy

that requires CHES who have retired to place ret. after CHES in their

signature blocks and other places in which their credentials are

displayed.

The concern being raised is that this creates a lesser class category

for

CHES who have contributed much to the health education profession

throughout

their careers. Possibly, this is a matter of marketing. The

Professor

Emeritus title is highly respected in academic circles. Possibly, the

ret.

designation could be marketed as an honorary status comparable to

professor

emeritus. An alternate approach might be to have retired CHES place

emer.

after CHES to signify CHES Emeritus. It seems to me that the key issue

is

to be sure that retired status does not convey a negative stigma of

any

sort.

Bill Cissell, PhD, MSPH, CHES (005)

Professor of Health Studies

Texas Woman's University

P. O. Box 425499

Denton, Texas 76204-5499

Ph: 940-898-2864

F: 940-898-2859

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#764

Date: Wed, 25 Oct 2006 15:05:55 -0400

From: Kelly Alley <kalley@ALLIANCEFORHEALTH.ORG>

Subject: Re: Requiring Retire Certified Health Education Specialists to use CHES ret.

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Hi all - You can access NCHEC's policy on retired status at this link:

Hope this helps.

Kelly Bishop Alley, CHES, FASHA

Executive Director

Alliance for Health Promotion

401 W Michigan Street

Indianapolis, IN 46202-3233

(317) 352-3844

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#765

Date: Wed, 25 Oct 2006 12:25:31 -0700

From: Pamela Noah <pamela_noah@YAHOO.COM>

Subject: Re: HEDIR-L Digest - 23 Oct 2006 to 24 Oct 2006 (#2006-57)

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Great Health Literacy Resource:

By DeWalt, Boone and Pignone - The Causal Pathways Linking Health Literacy to Health Outcomes.

Pamela Noah,MA

(try again, ;-))

HEDIR-L automatic digest system <LISTSERV@listserv.siu.edu> wrote:

There are 4 messages totalling 245 lines in this issue.

Topics of the day:

1. Help with a survey

2. Correction: New Mexico State University ads from 10/23

3. Health Literacy Information (2)

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#766

Date: Tue, 24 Oct 2006 11:07:42 -0500

From: "Mark J. Kittleson, PhD, FAAHB"

Subject: Help with a survey

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Been asked to forward this to the HEDIR…please help this young academician

out…

Subject: Invitation to Participate in Health Education Research

This document is available in alternative formats upon request.

As recipients of this message on the HEDIR, you are cordially invited to

participate in research concerning attitudes of health education/public

health teaching faculty at institutions of higher education. The purposes

of this Institutional Review Board-approved research, Accessibility in the

Classroom: Health Education Faculty Perspectives (2006), are:

a) to examine health education faculty attitudes toward students with

accessibility needs, primarily in the United States; and through this

examination

b) to improve the teaching effectiveness of health education faculty.

As applied in this study, the term "health education faculty" is defined

broadly as academic personnel teaching health education, health studies,

public health, and other allied health coursework at institutions of higher

learning.

The study, requiring at most 15 minutes total of your time, involves three

steps:

1) after reading this invitation, replying to this e-mail message by:

a) sending a reply message [make sure that it is not directed back to the

HEDIR]

To: wcissell@mail.twu.edu and/or To: eperlow@hotmail.com

b) before sending the e-mail, typing as part of the reply message a postal

address to which research documents will be sent to you and indicating a

preference for document format ("standard" print and large print are

available for the consent forms; "standard" print, large print, Braille,

audiotape, accessible electronic text format are available for the surveys);

c) sending the e-mail by pressing your e-mail program's "Send" key; and

2) upon receipt of research documents, reading and signing of informed

consent documents and completion of the 15-item survey (about 5 minutes);

and

3) returning the research documents to the co-investigators in the

pre-stamped and pre-addressed envelopes provided.

You are requested to complete the research process within two weeks of

receipt of the research documents.

Thank you very much in advance for your interest and participation in this

research.

For questions about the study, please contact the co-investigators at:

William B. Cissell, Ph.D. CHES

Texas Woman's University, Department of Health Studies

PO Box 425499 Denton, TX 76204-5499

Tel. 940-898-2864 E-Mail: wcissell@mail.twu.edu

Ellen Perlow, Ph.D. CHES, PO Box 424244, Denton, TX 76204-4244

Tel. 940-484-2770, E-Mail: eperlow@hotmail.com

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)

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#767

Date: Tue, 24 Oct 2006 13:01:40 -0400

From: Michaela Conley

Subject: Correction: New Mexico State University ads from 10/23

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Hello everyone,

Please forgive my NMU, it should have been NMSU in the ad titles from

yesterday.

So many keys and so many fingers, pardon my "over-sight", (pun intended).

:-) Michaela

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#768

Date: Tue, 24 Oct 2006 18:20:51 -0400

From: Meredith Talford

Subject: Health Literacy Information

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Does anyone have any information on Health Literacy Curriculum's. Any

resources, ideas, comments, suggestions, websites will be greatly

appreciated.

Meredith Talford

--

Meredith Talford BSW MPH CHES

Chester, South Carolina

Opportunity is a haughty Goddess who waste not her time with the unprepared.

George S. Clason

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#769

Date: Tue, 24 Oct 2006 19:49:13 -0600

From: "Randolfi, Ernie"

Subject: Re: Health Literacy Information

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Try this link for health literacy info:

E. Randolfi

On 10/24/06 4:20 PM, "Meredith Talford" wrote:

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>

> Does anyone have any information on Health Literacy Curriculum's. Any

> resources, ideas, comments, suggestions, websites will be greatly

> appreciated.

>

> Meredith Talford

--

Ernesto A. Randolfi, Ph.D.

Department of Health and Human Performance

1500 University Drive

Billings, MT 59101

Phone: 1-406-657-2123 Fax: 1-406-657-2399

E-mail: randolfi@msubillings.edu

DISCLAIMER / CONFIDENTIALITY NOTICE

This communication is for use by the intended recipient and contains

information that may be privileged, confidential or copyrighted under

applicable law. If you are not the intended recipient, you are hereby

formally notified that any use, copying or distribution of this e-mail, in

whole or in part, is strictly prohibited. Please notify the sender by return

e-mail and delete this e-mail from your system. Unless explicitly and

conspicuously designated as " E-Contract Intended", this e-mail does not

constitute a contract offer, a contract amendment, or an acceptance of a

contract offer. This e-mail does not constitute a consent to the use of

sender's contact information for direct marketing purposes or for transfers

of data to third parties.

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End of HEDIR-L Digest - 23 Oct 2006 to 24 Oct 2006 (#2006-57)

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#770

Date: Wed, 25 Oct 2006 16:30:04 -0700

From: Mark Fulop <markfulop@YAHOO.COM>

Subject: Social equity and horrendous death.

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Dan and others

Okay, I finally had some time to read through the various threads of thought on the current iteration of the Public health response to the Horrendous Death discussion. I would like to suggest that we need to broaden our view of HD from a stand-alone framework and mark it as an endpoint on the continuum of social and health disempowerment and disparity. The other end of the spectrum is Social Justice and Equity. Along the continuum are other markers. So the concept might look like this crude text sketch (ignore line breaks it is a single continuum):

Social Justice and Equity - - - > Health Disparities - - - > Health Discrimination - - - > Violence - - - > Horrendous Death.

If the framework is presented this way, we could overlay our assessment data onto this spectrum to facilitate a conversation. So, for example, in my current position, one of the projects I am directing is an asthma intervention with children under six yrs old. On one level it is straight health education being done in the context of an environmental health department of an urban county. However, how we got to the place of working on this issue was by mapping the traditional health data (i.e., prevalence of asthma, population demographics) AND also mapping the environmental indicators such as diesel particulate concentrations, industrial waste source points, brownfields, and poverty concentrations. Low and behold the maps line up almost exactly. In a structured conversation with the community, it became apparent that the massive urban gentrification of the local economy was concentrating the "indicators" in smaller and smaller geographic areas. So the urban growth and renewal agenda of the community was pushing us from a condition of health disparities to a position that is arguably closer to health discrimination. Which then begs the question at what point does the concentration of factors result in children with asthma become being the victims of societal-induced violence or at the extreme (perhaps with global warming taking its inevitable toll on children’s health) horrendous death? As a result the asthma intervention we are doing is not only about health education but is also about coalition development, policy, and (via partners) advocacy. In my opinion and experience supervising many health educators over the years in various community settings, the typical masters-level health educator has a harder time having this kind of conversation, let alone developing health education programs based on such principles.

BUT, I also know that we are not talking about anything new here. Some Public health academic programs get the concept of social justice and some academic programs perseverate over sample sizes and statistical significance. For example when I went to Loma Linda back in the mid 80’s, I graduated with a pea-brain understanding of research but my study was infused in coursework that approached health promotion from a perspective of Latin America-based popular education theory, system’s theory, social justice, international health, Saul Alinsky style community organizing, and experiential coursework that included an immersion study of the health infrastructure in Jamaica. Also, as a side note on the topic of religion and social justice, the religious right may be the loudest but they aren’t the only ones out there. There is a religious left and has been. Indeed, it was at Loma Linda (a Christian school) where part of my schooling came from resources provided by such organizations as Evangelicals for Social Action, Sojourners Ministries, &, the Christian Community Health Fellowship, where, in the latter case, people like Carol Parks Bani were writing about Motivating the Poor to Make Lifestyle Changes, and Enhancing Communication with Poor People of Color.

So I believe that this conversation is less about academic rightness or wrongness, or even political rightness and wrongness but this is a discussion about the ethical underpinnings of our profession and these underpinnings are essential to creating "ecological" solutions to public health problems. To take such a conversation off-line reveals a very different world view evidenced on this list. When voices on this list advocate for conversations that focus on a narrowly defined set of health education activities based on "safe" theories like the health belief and trans-theoretical models, I simply have an extremely difficult time relating to it.

As usual, I am long-winded but dialogue matters. Mark K has sustained an amazing forum for dialogue that has helped me become the strong and opinionated professional that I am. Indeed this forum is about creating a community of practice. Let’s let the conversations stay deep and relevant. For enduring my rant, here are some links to the conversation we are having.

====

OJP Restorative Justice

Environmental/Collaborative Justice

Promise of Mediation: Transformative Approach to Conflict - Revised (Rev 05 Edition)

by Robert A. Baruch Bush and Joseph P. Folger ISBN 0787974838

Center for Social Inclusion

From the Bathrooms to the Balkans: Teasing to Terrorism

===

M

Mark Fulop, MA, MPH

Breaking the silence - Ending the Isolation - Changing the story

"Forgive my error of generalization but ours is a profession that has never reached its potential, in my opinion, because we have rarely tackled the tough, earth-shaking issues. Secondly we have never led the way (e.g., segregation and racism, Vietnam, human rights)." Daniel Leviton

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#771

Date: Wed, 25 Oct 2006 22:30:03 -0500

From: "teufel@siu.edu" <teufel@SIU.EDU>

Subject: Same-sex marriage in New Jersey

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Hello,

Today, the New Jersey Supreme Court reached a conclusion regarding a major public

heath issue-- social exclusion. The Court bridged some of the inequality gap

regarding rights based on sexual orientation. See the syllabus

James

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#772

Date: Wed, 25 Oct 2006 21:17:33 -0700

From: Patricia Cost <drsee2004@YAHOO.COM>

Subject: Current Proposal for Worksite Wellness Program

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Hi all, having left the comfortable world of academia to do Worksite Occ Health and Safety as thrown me a curve ball. Thanks to all of who have helped me with my last few questions. One more. I have been asked to write a dynamite Proposal for a Worksite Wellness Program. If anyone has written one lately that can show me the important pieces I need to include or includes current benefits of having such a program, stats related to wellness program and benefits, etc. I haven't written a proposal since grad school and I need HELP asap. I am so appreciative of any and all help. Thanks all, Patti Cost, On-Site Health Advocate, RTEA.

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#773

Date: Thu, 26 Oct 2006 00:44:54 -0400

From: Daniel Leviton <dleviton@UMD.EDU>

Subject: What is the Horrendous Death Concept? And Mark Fulop's Good Comment

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Several of you have asked,"just what is the Horrendous Death Concept =

(HDC)"? You may wish to read the following article. Or I could send it =

to you in Adobe format: Leviton, D. (2002). Potential untapped: Health =

education and health promotion as a means to peace. The International =

Electronic Journal of Health Education, 5(12), 12-27. If you ever wish =

to teach aspects of the HDC a powerpoint presentation is also available =

at no charge.=20

Frankly the HDC needs modification. It is based on the notion that =

denial of HD of self or beloved others prevents action to prevent HD. =

Remove the denial coupled with anticipatory grieving, and people will =

act in their best self-interest, that is, to prevent dying a HD. The =

suicide bomber phenomenon negates that notion by the promise of a =

heavenly reward, hatred of the enemy, etc. What do you think?

Mark Fulop's post, "Social Equity and HD," is a valuable contribution. I =

like his description of actions to prevent forms of HD, e.g., mediation, =

collaboration, movements of Restorative Justice, =

Environmental/Collabortive Justice, etc. Health promotion/education =

could and should make a powerful contribution to collaboration and =

public diplomacy. But how to we get to that level of action in the =

present day . . . in the Middle East, Darfur, even in the U.S., etc.? =20

A little outside of the box humor -- but not too much: What is the =

process that gets us to that stage with our "enemies"? One means is to =

have a perpetual soccer round robin tournament involving all actors =

(young and old, generals, fighters, presidents, dictators, war loards, =

and both sexes). Trophies would be awarded every hour to everyone. The =

role of governments, the UN and NGOs would be to provide food, drink, =

shelter and uniforms for the participants. At the end of the day =

(evening) there would be parties (including libation, and l'amour) =

followed by sleep, and then, back to the games. Once the camaraderie of =

sport, libation and love had worked their magic (who could fight after =

such Arabian Nights?), the next steps in collaboration and cooperation =

might be achievable. =20

The guide for the above might be the Rubiyat of Omar Khayyam.

Your lucky -- my dog wants to go out again.=20

Dan

=20

Professor Daniel Leviton, ret.

Founder & Former Director, The Adult Health & Development Program

University of Maryland at College Park

2007 Pelden Road

Adelphi, MD 20783

Phone and fax: 301-445-1546

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