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Community-focused functions in public health nursing : a comparison of perceptions /Anderson, Elizabeth T. January 1982 (has links)
Thesis (Dr. P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 1982. / Typescript. Dissertation Abstracts International order no. 82-23,555. Includes bibliographical references (leaves 69-73).
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Marketing physical activity and healthy eating : a literature review of recent social marketing campaigns and development of a social marketing plan for the CATCH program.Read, Leslie. Springer, Andrew Everett, Hanis, Craig, Vernon, Sally W., January 2009 (has links)
Source: Masters Abstracts International, Volume: 47-06, page: 3553. Adviser: Andrew E. Springer. Includes bibliographical references.
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A History of Undergraduate Education for Public Health: From Behind the Scenes to Center StageRiegelman, Richard K., Albertine, Susan, Wykoff, Randy 27 April 2015 (has links)
No description available.
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Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and LearningNeubauer, Leah C., Merzel, Cheryl, Weist, Elizabeth M., Corvin, Jaime A., Forsman, Allan, Fraser, Jacquie, Henderson, Heather L., Hinyard, Leslie J., Opacich, Karin J., Runnerstrom, Miryha G. 01 January 2021 (has links)
This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education.
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A project to improve the information seeking skills and increase the use of evidence-based research in public health practice.VonVille, Helena. Lloyd, Linda E. Symanski, Elaine January 2008 (has links)
Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-05, page: 2673. Adviser: Linda Lloyd. Includes bibliographical references.
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