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The Female Form: 1900-2000 One Hundred Years of Dips and Curves

Face of the Year International Beauty Contest

The Stirring of Sleeping Beauty

Modern Standards of Beauty: Nature or Nurture

Pheromones: The Smell of Beauty

Different Place Different Beauty

Evolutionary Psychology

Beauty and the Menstrual Cycle

The Question of Beauty

Babyness and Sexual Attraction

Female Pheromones and Male Physiology

Face Values

Revolting Bodies: The Monster Beauty of Tattooed Women

Piercing and the Modern Primitive

We must stop glorifying physical beauty

Click Here to Get Gorgeous


When Was the Last Time You Looked Glamorous?

Facial Beauty and Fractal Geometry

The Impact of Family Structure and Social Change

The Reality of Appearance

Sexual Selection and the Biology of Beauty

Venus, From Fertility Goddess to Sales Promoter

Why We Fall in Love

The Science of Attraction

The Biology in the Beholder's Eye

The Science of Attraction by Rob Elder

Your Cave or Mine

All Ah We is One Family

Skin Texture and Female Facial Beauty


Health Education
 Women, Art, and Intersubjectivity in Luce Irigaray's Writings        

        During the 1970s and 1980s, health education emphasized altering individuals' behavior. In the 1990s, health education expanded to encompass social action and become more integrated with health promotion. Mayhew Derryberry wrote forty years ago.

         Health education. . . requires careful and thorough consideration of the present knowledge, attitudes, goals, perceptions, social status, power structure, cultural traditions, and other aspects of whatever public is to be addressed. (1960)

         Glanz and colleagues ( 1997) stated that advocacy, policy change, and organizational change have been adopted as central activities of public health education and health promotion. Thus, the merger of health education into the health promotion frame-work may be blurring the distinction between the two.

         It is therefore no wonder that school adminis-trators, parents, community leaders, and employers do not understand what health educators actually do. This misunderstanding often leads to allocating responsibility for health education to people who have little academic 


 background in the field. In schools, people with little health education preparation often get the assignment. In hospitals, and even in health maintenance organizations, administrators are reluctant to trust health education to people who are not clinically trained. Nurses and physicians who often conduct health education-or patient education-may lack the aptitude, training, or motivation to do so. Fortunately, most modern nurses take their patient education responsibilities seriously and receive professional preparation in the field. Certainly, health education is best applied by individuals trained to employ its processes.
































































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