Hygiene Course Research Articles

The practical training of New Zealand veterinary undergraduates in meat hygiene.

Development of the veterinary undergraduate course in meat hygiene over a ten year period is discussed. Arrangements and supervision of students during a two week practical course at six specified centres of meat production, and the value of such training in an actual industrial environment are discussed. The timing of this course in relation to the veterinary curriculum and the seasonal nature of the meat industry in New Zealand creates some problems. Training centres must slaughter a variety of animals and have sufficient staff to effectively teach students. Adequate preparation of students and close co-operation with both the Ministry of Agriculture and the meat industry is essential for success.

The Problem-Solving Approach - A Way to Insure Solid and Thorough Learning (From Experience in Teaching a Course in Human Anatomy, Physiology, and Hygiene)

A scientifically based content, logical consistency, and continuity in the structure of the course in human anatomy, physiology, and hygiene is a prerequisite for inculcating a dialectical-materialist outlook, for guiding pupils to a deeper and deeper understanding of the causal relationships and reciprocity existing between phenomena, and for providing them with the abilities to analyze phenomena, discriminate between what is necessary and what is accidental, make independent judgments and draw independent conclusions from new facts, arrive at a conceptual understanding of biological laws, and interpret new facts and phenomena in the light of these laws. However, all these possibilities can be fully realized only if our teaching methods are further improved and we continue our creative search for more effective forms and methods of instruction.

Industrial hygiene manpower.

On the basis of this study, limited in time and coverage, the following conclusions are reached: (1) Education and training of industrial hygienists are not being carried out at a rate needed to meet current and forseeable manpower needs or demands. (2) Educational institutions that have had established degree programs in the past have suffered regression in their capabilities. (3) Most of the discernible growth in educational programs has occurred in community colleges and universities that have made the transition from 'Normal' schools. They usually do not have professional schools on the campus. (4) Safety education is heavily predominant in academic offerings over those in industrial hygiene. (5) Professionals in indutrial hygiene as identified by membership in the AIHA or the Academy represent a very small proportion of those doing the teaching. (6) Financial support for those institutions offering industrial hygiene courses is meager, from whatever source. (7) There is little prospect for improved federal funding to assist in degree programs, from Associate to Doctorate. (8) Educational institutions might be more amenable to doing more industrial hygiene training at every level if they could be provided with some good data on the demand versus need for their graduates.

Creativity and mental illness: a prevalent stereotype.

Although researchers conceptualize creativity in very positive ways (Eisenman, 1968; Piers, 1968), the stereotype of the creative or talented person has often been that he is crazy or mentally ill. Perhaps mental illness and creativity are linked because of known deviant behavior of some famous people, e.g., van Gogh's cutting off his ear. In any event, some surprising results emerged while the author was teaching a one-quarter course in mental hygiene at a large state university. There were 12 students in the course, most of them undergraduate seniors majoring in psychology. During one class session, with all 12 Ss present, the author asserted that there was no research evidence to support the stereotype that creative people were likely to be mentally ill. Then, the following question was included on a true-false test administered as part of the course: Research evidence clearly shows a positive relationship between creativiry and mental The test was administered approximately 2 wk. after the author talked about the absence of a link between creativity and mental illness. Surprisingly, 10 of the 12 Ss answered true indicating that they believed there was a relationship between creativiry and mental illness. If we anticipate chat only half will the answer correct the surprising behavior of the 10 Ss yields a binomial p of .038 (two-tailed test). This finding is surprising because students are usually able to give the teacher what he wants in order to get a good grade, regardless of their personal beliefs. Perhaps the stereotype about creativity and mental illness is so strong that classroom discussion could not change it. Throughout history, deviant behaviors, including creativity, have been denigrated. Of course, it is possible that the teacher's presentation was confusing or unclear, such that no change in Ss' stereocype occurred.

An activity approach to teaching a basic college course in mental hygiene

An activity approach to teaching a basic college course in mental hygiene

Effects of a Mental Hygiene Course on Graduate Education Students’ Attitudes and Opinions Concerning Mental Illness

AbstractThe Opinions About Illness Scale was administered at the beginning and end of the semester to five classes in Mental Hygiene for Teachers (70 men, 80 women) and to five control classes in education (74 men, 71 women). Four attitudes and one opinion factor were measured: Authoritarianism, Benevolence, Hygiene Ideology, Social Restrictiveness, and Interpersonal Etiology. Analysis of covariance revealed that compared with control groups: (a) mental hygiene women become significantly less authoritarian (p .05), and were similar to those discovered in a previous study of abnormal psychology students.

How to Improve the Course in Human Anatomy, Physiology and Hygiene

In an article entitled Biology Instruction in Secondary Schools Must Be Brought Up-to-Date [Prepodavanie biologii v srednei shkole na sovremennyi uroven'] Professor B. G. Ioganzen expressed legitimate anxiety for the future of education in biology. (See issue No. 6, 1962, of this journal.) He believes that the only way to improve the level of the young people's knowledge of biology is to break up the existing curriculum of biology subjects, which include botany, zoology, human anatomy, physiology and hygiene, and the fundamentals of Darwinism.

AS CIÊNCIAS SOCIAIS NAS ESCOLAS DE SAÚDE PÚBLICA

A Faculdade de Higiene e Saúde Pública da Universidade de São Paulo, Brasil, foi, se não a primeira, uma das primeiras escolas de saúde pública a introduzir em seu currículo uma disciplina de Ciências Sociais. Criou, em 1945, junto à cadeira de Técnica de Saúde Pública, a disciplina Problemas de Sociologia Aplicada, para alunos do Curso de Higiene e Saúde Pública para médicos. Atualmente, sob a denominação de Ciências Sociais Aplicadas, ministram-se aulas de Sociologia, Antropologia Cultural e noções de Psicologia Social, Política e Economia, a alunos de todos os cursos, nesse instituto universitário. O autor, considerando a importância das ciências sociais para a formação de qualquer técnico em saúde pública, propõe, nas escolas de saúde pública, a criação de uma cátedra especializada nesse setor do conhecimento humano. Tendo verificado que a maior parte das escolas onde se introduziu o ensino de Ciências Sociais, ou vêm dando solução parcial ao problema - com o ensino de uma só disciplina -, ou vêm criando mais de uma cátedra, considera que ambas as orientações não são convenientes, sendo preferível que se estabeleça a unidade de cátedra para as Ciências Sociais Aplicadas. Esta seria integrada pelas seguintes matérias básicas: Antropologia Cultural, Sociologia, Psicologia Social, Economia e Ciência Política. Poderiam também ser incluídas no currículo dos Cursos de Saúde Pública noções gerais de Ecologia Humana, Psicologia, Finanças e Aspectos Filosóficos da Saúde Pública. A cátedra de Ciências Sociais Aplicadas teria as seguintes funções básicas: ensino, pesquisa, orientação de alunos, assessoramento e coordenação. Acredita o autor, baseado em sua experiência - desde 1946 - no ensino de Ciências Sociais na Faculdade de Higiene e Saúde Pública, que o primeiro titular dessa cátedra deve ter formação e experiência em saúde pública e em Ciências Sociais, combinação esta que não é fácil de se encontrar.

Occupational Hygiene Courses in the United Kingdom and Overseas

Occupational Hygiene Courses in the United Kingdom and Overseas

Tropical Hygiene Course Offered at Loma Linda

Tropical Hygiene Course Offered at Loma Linda

PROBLEMAS DE SAÚDE PÚBLICA NO ESTADO DE SÃO PAULO

Neste artigo sao estudados os principais problemas de Saude Publica do Estado de Sao Paulo. Tece, o autcr, inicialmente, consideracoes sobre um problema nao ligado diretamente as atividades de saude publica, mas que e de importância vital, o baixo padrao de vida de alguns grupos da populacao. Desenvolve consideracoes sobre o saneamento do meio fisico, apontando as nossas falhas nos servicos municipais de abastecimento de agua, remocao de residuos domiciliares e industriais. Estuda os nossos problemas relativos a medicina curativa, e seu entrosamento com os servicos de saude publica. Propoe a reorganizacao dos servicos estaduais de saude publica como medida urgente, devendo ter como base de acao local a unidade sanitaria centro ou sub-centro de saude. Existe atualmente uma dissociacao das atividades locais em inumeras unidades especializadas, que, associada a falta de coordenacao dos orgaos contribue para o encarecimento dos servicos estaduais de saude publica. Sugere a criacao da Cadeira de Higiene nas Escolas Normais, o ensino de Medicina Preventiva elo 1." ao 6." ano das escolas de medicina e o aumento da verba da Faculdade de Higiene e Saude Publica da Universidade de Sao Paulo, para a criacao de novos cursos de modo que seja ampliado do ensino de saude publica. Traca consideracoes sobre a influencia malefica da politica nas atividades dos orgaos estaduais de saude publica. O autor cita os nossos progressos e insucessos no combate a doencas evitaveis, apontando, para finalizar, a necessidade do incentivo a educacao sanitaria, base de todas as atividades dos servicos de saude publica.

Loma Linda Offers Course in Tropical Hygiene

Loma Linda Offers Course in Tropical Hygiene

Health Principles and Practice

This is a college textbook for courses in health or hygiene. It has been designed by the authors to provide those who will be community leaders with "an appreciation and basic understanding of hygiene both from the standpoint of its contribution to personal health as well as the effect this knowledge may have if applied properly to the community in which they live." It presupposes an elementary understanding of body structure, function, and other aspects of human biology and deals directly with personal and community health interests in concepts and vocabulary on a college level. Excellent chapters give accepted views on heredity and eugenics, nutrition, exercise, fatigue, rest, air and sunlight, poisons, and personal care. The chapter on mental health includes a discussion of the development of a well-adjusted personality and suggestions for promoting mental health as well as the usual description of classical disorders. Sex and reproduction are covered

A Preventive Mental Hygiene Course for Older Adults

A Preventive Mental Hygiene Course for Older Adults

British Food Journal Volume 54 Issue 9 1952

British Food Journal Volume 54 Issue 9 1952

Course in Tropical Hygiene for Planters and Miners

Course in Tropical Hygiene for Planters and Miners

Health Text-Workbook, An Orientation Course in Personal, Racial, Home and Community Hygiene

Health Text-Workbook, An Orientation Course in Personal, Racial, Home and Community Hygiene Vivian V. Drenckhahn CopyRight https://doi.org/10.2105/AJPH.35.12.1326-a Published Online: August 29, 2011

Comparative Changes in Teachers’ Attitudes Resulting from Courses in Mental Hygiene and Educational Guidance

Teachers' attitudes play an important part in the personality develop ment of the child. The psychologist, mental hygienist, guidance counselor, teacher, parent, administrator, are all concerned with this factor in the process of child education. The experimentalist has attempted in the past to pro vide data on the attitudes of teachers toward behavior problems. As a result, the experimental literature has yielded valuable information on the general subject of teachers' attitudes toward behavior problems encountered in the classroom. However, much remains to be done before a satisfactory, adequate knowledge can be claimed. Moreover, such data as have been obtained are not without contradiction as will be seen in the review of the literature below.

The Contents of a Course in Mental Hygiene for Teachers

The Contents of a Course in Mental Hygiene for Teachers

Change in Self Attitudes Following a Course in Mental Hygiene

Change in Self Attitudes Following a Course in Mental Hygiene