Richard W. St. Pierre

Conceptual Areas of Death Education

The need for the inclusion of death education concepts into the curriculum at all levels has been expressed by numerous health educators. In order to effectively meet this need, it is imperative that teachers be adequately prepared to deal with the diverse and sometimes controversial topics encompassed by a death education course. Although there is a vast amount of information in the area of death and dying, there does not appear to be a consensus about the essential knowledge base which should be included in a professional preparation course in death education for health educators. As a result, death education courses vary tremendously in the scope and depth of topics covered. Current events, instructor biases, previous experiences, and departmental philosophy often determine the focus of a death education course.

Assessment of Knowledge And Attitudes Towards Aids of Pre-Professional Hospitality Employees:

Students enrolled in introductory and culminating and/or capstone hospitality courses and faculty were surveyed to ascertain differences in knowledge levels and attitudinal sets using a 90-item self-administered questionnaire. Significant differences in AIDS attitudes and knowledge scores were found by student rank faculty level, and schools surveyed.

Nutrition and the Pre-professional Student

The traditional nutrition education approach which requires students to identify nutrients, vitamins, and minerals is only a small segment of a comprehensive nutrition education program. A comprehensive program calls for a serious look at lifestyles, obesity, exercise, food preference, and various aspects of weight control. Recognizing the importance placed on the role of nutrition, a study was designed to explore the nutrition knowl-edge and attitudes of pre-professional college students. The study population included 114 students enrolled in a course designed for elementary education majors.