Some good news – While cautious researchers wonder if the numbers will hold in the long term, it looks like obesity rates among pre-school children are coming down markedly, a good portent for the future.
More good news – The FDA is moving forward on revised food nutrition labeling, despite objections of “Big Food,” making smart selection decisions easier for consumers. And last but not least, it’s certainly good news that new USDA regulations should make it tougher to market sugary drinks and junk food to public school kids.
One takeaway from these small signs of progress on the heath promotion front is that positive change is possible through enlightened policy. Another, however, is that we should be doing a lot more, a lot faster. Obesity rates across the population remain at “epidemic” levels. So much of what is available in grocery stores is only masquerading as “food”; most of it needs elimination, not better labeling. And why should there be any junk food marketing to our kids in schools?
The recipe for broad-based health promotion, our best protection against chronic disease, is simple – whole foods, regular exercise, and proper rest. Either ban or tax the hell out of junk food, and subsidize the production and sale of fresh veggies and fruits. It really ain’t rocket science (and even if it were, we know the formula for the right fuel)!
Here’s just a bit of what the Centers for Disease Control and Prevention (hardly a heretical or inflammatory source) says about climate change:
“Changes occurring in the world’s climate are affecting our health and wellbeing, and will have even greater impacts in the future. Although scientific understanding of the effects of climate change is still emerging, there is a pressing need to prepare for potential health risks. A wide variety of organizations (federal, state, local, multilateral, private and nongovernmental) is working to address the implications of global climate change.
“Climate change affects us by:
- Increasing deaths and illnesses from heat stress as temperatures rise.
- Increasing risk of injuries and illnesses due to extreme weather events, such as storms and floods.
- Increasing respiratory and cardiovascular illness and deaths caused by smoke from heat-related and drought-related wildfires, as well as changes in air pollution, particularly ozone smog.
- Increasing cases of allergic disease brought about by elevated levels of pollens caused by more vigorous weed growth and longer pollen seasons.
- Changing the rates and ranges of infectious diseases carried by insects or in food and water.
- Threatening the safety and availability of food and water supplies.
- Inducing greater levels of mental and emotional stress in response to climate change and extreme weather-related emergencies.
“The most vulnerable among us—children, elderly people, those living in poverty, people with underlying health conditions, people living in certain geographic areas—are at increased health risk from climate change….”
Now, given the frightening prospect of severely negative health impacts related to climate change, shouldn’t we be getting our collective rear in gear to halt the behaviors most contributing to climate change? Which is to say, simply, that we must radically scale back carbon emissions, reversing the current trajectory. And we must do so without delay – as in right now, immediately, today – not in some hazy future when “the economy improves enough,” or new technology delivers us (anyone have the blueprint for a carbon vacuum cleaner that operates on a global scale, in their desk drawer, perhaps?) from ourselves.
Time is running out on our ability even to mitigate the worst effects of climate change on the health of homo sapiens - not to mention the 150-200 daily victims of species death already underway.
Years ago in one of my doctoral classes the professor introduced a video entitled “Education from a Sparrow’s Point of View.” The class was quickly mesmerized by the speaker, Dr. John Powers, and profoundly affected by the moving portrait of a human “sparrow” that he masterfully created. Dr. Powers used the metaphor to passionately and effectively share his belief that all students have potential. He cautioned, however, that students often need support in order for latent potential to be fully realized. His message remains a timely one.
I am privileged to work with colleagues in the College of Education and Psychology (CoEP) that model Dr. Powers’ beliefs. It is what we do. We invest time, energy, and expertise in the lives of our students, and as a result, students’ life stories are dramatically altered and improved. As one example, data from a program offered fall semester in connection with the CoEP Student Advisement and Support Center revealed that students benefitted from weekly opportunities to interact with faculty and focus on major-specific success strategies. In fact, 67% of student participants improved both semester and overall GPA scores. Kudos to the faculty for their participation and support and to the students for taking full advantage of the program. I believe Dr. Powers would be pleased.
After an extended process of listening, debate, and deliberation, President Bennett made a tough – and I’m convinced, correct – call on the university’s organization of its Gulf Coast operations. Pending final approval by the IHL (Mississippi’s higher education governing body), Southern Miss will soon be working with a unified, “one university” administrative structure. Roles and responsibilities of a number of personnel will adjust to align with the new arrangements.
While some colleagues on the coast pushing for greater local autonomy are no doubt disappointed with this outcome, academic chairs and college deans strongly advocated the unified approach, believing it the most resource efficient, most clear in establishing lines of authority and accountability, and most likely to ensure sustained enrollment growth. With this long-lingering uncertainty resolved, the university is free to move forward on another critical task – strategic planning.
I have been reading with interest in past Chronicles of Higher Education articles pertaining to changes that are occurring in institutions of higher education, such as changes in student financial aid, decreased instructional budgets, perceptions of value of a college degree, student’s non-linear progress through the degree plan, and a plethora of technology being used in educational instruction. Authors have labeled these changes as disruptive innovation.
Disruptive innovation in nursing education is not new as the College of Nursing and nursing programs throughout the nation have been continually updating curricula and changing pedagogy to address changes in the standards of nursing practice that require the need for graduates to be better skilled in clinical decision-making. The introduction of clinical simulation is a great example of innovation in teaching.
But the pace of change has accelerated in the last few years as a result of several significant reports and events. In January 2010, the Carnegie Foundation for the Advancement of Teaching released a report calling for a “radical transformation” in nursing education. In March of that same year, President Obama signed into law unprecedented reforms to the U.S. health care system. In October of 2010, the Institute of Medicine (IOM) released a groundbreaking report about the future of nursing that discusses innovation in nursing education. In November 2010, the Robert Wood Johnson Foundation in collaboration with the Institute of Medicine launched an initiative to advance comprehensive change in the nation’s health care system and in nursing practice and education.
As the College of Nursing contemplates our response to innovative disruption, we can reflect on the words of T.S. Eliot, “For last year’s words belong to last year’s language and next year’s words await another voice. And to make an end is to make a beginning”.