Background: This paper discusses the Rural Center for AIDS/STD Prevention's effort to develop a web-based service called Project CREATE that responds to a need for targeted health promotion materials expressed by directors of HIV/STD prevention services in predominately rural states. Purpose: Project CREATE allows users to select customized…

Although the completion of the Human Genome Project will offer new insight into diseases and help develop efficient, personalized treatment or prevention programs, it will also raise new and non-trivial public health issues. Many of these issues fall under the professional purview of public health workers. As members of the public health…

The purpose of this study was to describe the ambulatory physical activity of a sample of college students. A descriptive, cross-sectional study was conducted in which students (N = 441; males: n = 204, age = 20.20 plus or minus 1.99, BMI = 25.19 plus or minus 4 kg/m[superscript 2]; females: n = 237, age = 19.92 [plus or minus] 1.64, BMI = 22.91…

This article describes the development and validation of an instrument designed to measure the concept of intuitive eating. To ensure face and content validity for items used in the Likert-type Intuitive Eating Scale (IES), content domain was clearly specified and a panel of experts assessed the validity of each item. Based on responses from 391…

Results of a survey of the 81 colleges of pharmacy affiliated with the American Association of Colleges of Pharmacy regarding requirements of physics in the pre-pharmacy curriculum are presented. The author concludes that colleges that do not currently require a course in physics in their pre-pharmacy curriculum should consider adding one. (Author)

Reviews hierarchical linear models that have been developed to address problems of the measurement of change and the unit of analysis in educational research. Introduces a three-level hierarchical model that should constitute the basic paradigm for future quantitative research on student learning. (Author/BJV)

Argues that the personal commitments of teachers, common sense, and normative requirements can be valid bases for action. Asserts that overreliance on research knowledge is unwarranted: its value lies primarily in the scientific ethos and in processes of inquiry and only secondarily in the facts researchers lay claim to. (Author/KH)

Examines the development of the "New England pedagogy." Finds that it began in response to the materialism and ambition of Jacksonian America. It sought to cultivate the capacity for individual self-government and to counter the commercialization of the classroom. (DM)

Examines the career of Robert Hutchins, dean of the Yale Law School and later president of the University of Chicago, and his shift from advocating a curriculum based on the social sciences to one based on philosophy and the great books. (DM)

Examines preadult factors affecting participation in adult education. Findings suggest that such participation is the result of processes occurring throughout life, and that the processes leading to credit and noncredit forms differ. (DM)

Reviews the final volume of Lawrence Cremin's trilogy on American education, "American Education: The Metropolitan Experience, 1876-1980" (1988) and summarizes the earlier volumes. Inequality, equity, and the role of education in a democracy are the central themes. (DM)

Reviews Sara Delamont's "Knowledgeable Women: Structuralism and the Reproduction of Elites" (1989), a feminist examination of the education of elite women which provides many insights into how gender and class operate within the dominant classes. (DM)

Traces the introduction, country by country, of science and mathematics into official curricula. Discusses regional factors that fostered or impeded the movement. Observes that this development was roughly simultaneous and that it began long before the establishment of international educational and lending organizations. (DM)

Argues that American multicultural education as practiced in the 1970s and 1980s, despite its affirmation of pluralism, is similar to intercultural education as practiced in the 1940s, when pluralism was not socially accepted. Suggests that the power of the ideology of individualism sharply limits the realization of pluralism. (FMW)

Reviews "School Matters" by Peter Mortimore, a rigorous longitudinal study of the effects of elementary schools in London. Concludes that school differences influence student development, and explores the connections between school leadership, classroom life, and student cognitive and noncognitive development. (FMW)