Health Promotion In Higher Education
In higher education, health promotion programs work to support students by creating healthy learning environments. Based on a public health/population health model, health promotion services often coordinate primary prevention and secondary prevention on campus. Health promotion in higher education is a functional area of Student Affairs. Sub-specialities include education on alcohol, tobacco, and other drugs, sexual health, and nutrition.
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Famous quotes containing the words higher education, health, promotion, higher and/or education:
“I know that I will always be expected to have extra insight into black texts—especially texts by black women. A working-class Jewish woman from Brooklyn could become an expert on Shakespeare or Baudelaire, my students seemed to believe, if she mastered the language, the texts, and the critical literature. But they would not grant that a middle-class white man could ever be a trusted authority on Toni Morrison.”
—Claire Oberon Garcia, African American scholar and educator. Chronicle of Higher Education, p. B2 (July 27, 1994)
“The fact that the mental health establishment has equated separation with health, equated women’s morality with soft-heartedness, and placed mothers on the psychological hot seat has taken a toll on modern mothers.”
—Ron Taffel (20th century)
“I am asked if I would not be gratified if my friends would procure me promotion to a brigadier-generalship. My feeling is that I would rather be one of the good colonels than one of the poor generals. The colonel of a regiment has one of the most agreeable positions in the service, and one of the most useful. “A good colonel makes a good regiment,” is an axiom.”
—Rutherford Birchard Hayes (1822–1893)
“Every man wants a woman to appeal to his better side, his nobler instincts and his higher nature—and another woman to help him forget them.”
—Helen Rowland (1875–1950)
“An acquaintance with the muses, in the education of youth, contributes not a little to soften the manners. It gives a delicate turn to the imagination, and a kind of polish to the mind in severer studies.”
—Samuel Richardson (1689–1761)