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Article Nutritional Health Products Store Nutritional Weight Loss Vitamin Health Supplements | Medicine

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Home « Undue Trouble: Airborne Allergy The Increasing Popularity Of Alternative Medicine » Nutritional Health Products Store Nutritional Weight Loss Vitamin Health Supplements

July 25th, 2010 | Author: Admin

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Natural Health Products Directorate

The Natural Health Products Directorate (NHPD) is the division of the Health Products and Food Branch of Health Canada that is responsible for implementation of the Natural Health Product Regulations, including Good Manufacturing Practices, for Natural Health Products for sale in Canada.

Aspects

As the regulatory authority for nutritionals, the NHPD controls two aspects of consumer and product safety and efficacy.

1. The issuance of site licences, required for manufacturing facilities in Canada to produce nutritionals for sale in Canada.
2. The issuance of Natural Health Product Numbers (NPNs), required for each nutritional marketed in Canada. Each product is evaluated for formulation, dosage requirements, label claims, safety, and proof of efficacy prior to granting an NPN.

External links

• NHPD Website

Wyeth

From Wikipedia, the free encyclopedia

This article is about the corporation. For other uses of the word, see Wyeth (disambiguation).

Wyeth, formerly one of the companies owned by American Home Products Corporation (AHP), was one of the largest pharmaceutical companies in the world. The company was based in Madison, New Jersey, USA. They were known for manufacturing the over-the-counter (OTC) drugs Robitussin and the analgesic Advil (ibuprofen), as well as the prescription drugs Premarin and Effexor, which both boast over US$3 billion in sales annually.

On January 23, 2009 The Wall Street Journal reported that Pfizer was in talks to buy Wyeth at a cost of US$68 billion. On January 25, Pfizer agreed to the purchase, a deal financed with cash, shares and loans. The deal was completed on October 15, 2009.

Contents 1 History 1.1 1860–1899 1.2 1900–1929 1.3 1930–1949 1.4 1950–1969 1.5 1970–1989 1.6 1990–1999 1.7 2000–2009 2 Divisions 2.1 Wyeth Consumer Healthcare 2.2 Wyeth Pharmaceuticals 2.3 Fort Dodge Animal Health 3 Products 3.1 Wyeth Consumer Healthcare Products 3.2 Wyeth Pharmaceuticals Products 3.3 Fort Dodge Animal Health Products 3.4 Wyeth Milk Products 3.5 Prevnar 4 Controversies 4.1 Rapamune 5 References 6 External links

History

1860–1899

In 1860, pharmacists John and Frank Wyeth opened a drugstore with a small research lab on Walnut Street in Philadelphia. In 1862, on the suggestion of doctors, they began to manufacture large quantities of commonly ordered medicines. They were successful, and in 1864 they began supplying medicines and beef extract to the Union army during the Civil War.

In 1872, Henry Bower, an employee of Wyeth, developed one of the first rotary compressed tablet machines in the United States. This enabled the mass production of medicines with unprecedented precision and speed. It was massively successful, and the Wyeth brothers won multiple awards at the Centennial Exhibition. In 1883, Wyeth opened its first international facility in Montreal, Canada and began vaccine production. Six years later, a fire destroyed the brothers' original Walnut Street store; the brothers sold the retail business and began focusing on mass-production.

1900–1929

John Wyeth died in 1907 and his only son, Stuart, became the company's president. American Home Products, the holding company now known as Wyeth, was incorporated on February 4, 1926. The Whitehall building in downtown Manhattan became the corporation's first headquarters. Global sales became stronger due to the sales of Wyeth's Kolynos brand of toothpaste. In 1929, Stuart Wyeth died and left controlling interest to Harvard University.

1930–1949

In 1930, Wyeth purchased Anacin, a product for tension headaches which quickly became the company's flagship product. One year later, Harvard sold Wyeth to American Home Products for US$2.9 million.

In 1935, Alvin G. Brush, a Certified Public Accountant, became CEO of the entire organization and would serve for thirty years. Under Brush's leadership, 34 new companies were acquired in the next fifteen years, including Chef Boyardee and the S.M.A. Corporation, a pharmaceutical firm specializing in innovative infant formulas. Wyeth also made its first licensing deal, acquiring an antibiotic for arthritis vaccine research.

In 1941, the United States entered World War II, and Wyeth shipped typical wartime drugs such as sulfa bacteriostatics, blood plasma, typhus vaccine, quinine, and atabrine tablets. Wyeth was later rewarded for its contribution to the war effort. During this time, Wyeth launched its penicillin research facility with G. Raymond Rettew.

In 1943, Wyeth purchased G. Washington Coffee Refining Company, an instant coffee company created by George Washington.

In 1943, Wyeth merged with Ayerst, McKenna and Harrison, Ltd. of Canada. With this merger came Premarin, the world's first conjugated estrogen medicine, which to this day is one of Wyeth's flagship products. Wyeth was one of 22 companies selected by the government in 1944 to manufacture penicillin for the military, and later for the general public.

In 1945, Wyeth acquired the Fort Dodge Serum Company, thus entering the animal health field, in which they are still active to this day.

1950–1969

In 1951, Wyeth launched Antabuse, a drug for the treatment of alcoholism, as well as the antihistamine Phenergan. Ansolyen was launched the next year as a high blood pressure medication. The anticonvulsant Mysoline was introduced in 1954. Other drugs introduced during this time include Isordil, a vasodilator for treatment of angina, Dryvax, a freeze-dried smallpox vaccine, and Ovral, a combined oral contraceptive pill. Pharmaceuticals were generating an ever-increasing percentage of Wyeth's sales.

Wyeth became a leading US vaccine producer after supplying polio vaccine for Salk trials. The corporate headquarters were moved to Radnor, Pennsylvania, where they remained until 2003. William F. Laporte became the Chairman and President of AHP in 1965, and served until 1981.

The World Health Organization initiated the Global Smallpox Eradication Program in 1967, and approached Wyeth to develop a better injection system for smallpox vaccines which could be used in the field. Wyeth waived patent royalties on its innovative bifurcated needle, aiding in the delivery of over 200 million smallpox vaccines per year.

1970–1989

Wyeth's oral contraceptives became extremely popular in the US. John W. Culligan, after becoming Chairman and CEO in 1981, spun off less profitable lines and focused resources on consumer and prescription drugs. Wyeth made history in 1984 with the introduction of Advil, the first nonprescription ibuprofen in America, as well as the most famous prescription-to-OTC switch in history.

John R. Stafford became CEO and Chairman in 1986. He completed the divestiture of non-core businesses such as household products, foods, and candy. Wyeth and Ayerst merged to form Wyeth-Ayerst Laboratories, thus strengthening and consolidating Wyeth's pharmaceutical operations.

In the late 1980s, Wyeth acquired the animal health businesses of Bristol-Myers and Parke-Davis. David J. Richards, M.D. was appointed to the Vice President position. Wyeth also acquired A.H. Robins, makers of Robitussin, ChapStick, Dimetapp, and the Dalkon Shield.

1990–1999

Premarin becomes the #1 prescribed drug in the US in 1993. Effexor (venlafaxine HCl), the first serotonin-norepinephrine reuptake inhibitor (SNRI), is introduced for the treatment of clinical depression and is later indicated for generalized anxiety disorder and social anxiety disorder.

In 1993, Wyeth founded the Women's Health Research Institute, the only institute in the pharmaceutical industry entirely dedicated to research in women's health. The Institute conducts trials in menopausal issues, endometriosis, contraception, and more.

In 1994, Wyeth acquired American Cyanamid and its subsidiary Lederle Laboratories. This acquisition brought the Lederle Praxis vaccines, new research and development capacity, and Centrum, the leading US multivitamin. Wyeth's sales topped US$13 billion in 1995; two years later, Premarin became the company's first brand to reach US$1 billion in sales.

In 1995, Wyeth acquired the animal health division of Solvay, which was folded into Fort Dodge Animal Health. The acquisition gave Fort Dodge Animal Health strong market presence in Europe and Asia as well as expanding its product portfolio to include swine and poultry vaccines.

In 1996, American Home Products spun off its food unit as International Home Foods. International Home Foods was purchased by ConAgra Foods in 2000.

In 1997, Wyeth's controversial diet drug fenfluramine was taken off the market by the U.S. Food and Drug Administration (FDA) after several reports of deaths and other health problems associated with the drug combination known as fen-phen occurred.^{[citation needed]}

In 1998, American Home Products was left at the altar by British pharma powerhouse SmithKline Beecham, who pulled the plug on the estimated $70 billion merger. The deal was reportedly killed in response to British regulators who feared losing jobs to a proposed US headquarters location. (SmithKline Beecham merged with fellow Brit Glaxo Wellcome in 1999 to form the world's leading drug company.) This was the start of a three-year losing streak in the mergers and acquisitions game for AHP.

In 1999, another American Home Products merger fell through, this time a proposed $34 billion merger-of-equals with chemical and biotech manufacturer Monsanto Company. Though the companies issued a combined statement saying the breakup was mutual “because (the deal) was not in the best interests of shareholders,” rumors circulated that AHP had canceled the deal due to issues in the soon-to-be-combined boardroom. (Monsanto announced in December 1999 that it would merge with Pharmacia & Upjohn instead; the new conglomerate eventually unloaded Monsanto again, before being bought themselves by Pfizer in 2003.)

2000–2009

• In 2000, American Home Products lost a US$65 billion friendly takeover bid for rival drug company Warner-Lambert in their most dramatic merger loss yet^{[citation needed]}. After the merger announcement, Pfizer offered a competing hostile bid, primarily to save their half of a Lipitor joint venture with Warner (at the time the #1 prescription drug in the world)^{[citation needed]}. At one point talks were under way in which Procter & Gamble would help by buying both companies in a wild three-way merger, a rumor which cost P&G a 10% drop in its stock price^{[citation needed]}. Eventually, despite both CEOs going on tour to defend the deal to shareholders, Pfizer won Warner-Lambert and formed the second largest drug company in the world, while AHP had to settle for a US$1.8 billion poison-pill payment^{[citation needed]}.

• Robert Essner, the company's former CEO, was appointed in 2001. On September 27, 2007, the Wyeth Board of Directors elected Bernard Poussot President and Chief Executive Officer effective on January 1, 2008.

• In 2002, American Home Products changed its name to Wyeth, having spun off unrelated businesses in order to focus on pharmaceuticals.

• As part of the Women's Health Initiative sponsored by the National Institutes of Health, a large-scale clinical trial for Hormone Replacement Therapy showed that long-term use of progestin and estrogen may increase the risk of strokes, heart attacks, blood clots, and breast cancer. Following these results, Wyeth experienced a significant decline in its sales of Premarin, Prempro (conjugated equine estrogens) and related hormones^{[citation needed]}, from over $2 billion in 2002 to just over $1 billion in 2006. The results from the study were significant enough that Wyeth terminated the trials early due to a fear that their participants may be at risk.

• Wyeth, as a corporation, filed a 'citizens complaint' with the United States FDA on October 16, 2005, requesting that the US FDA take action against pharmacies who compound, manufacture, or sell unlicensed Bioidentical hormone replacement therapy (BHRT) drugs to their patients. Specifically, Wyeth asserted that the BHRT drugs are not licensed by the FDA according to section 505 of the Food, Drug and Cosmetic Act, misbranded and adulterated per sections 501 and 502 of 21 U.S.C. (paragraphs 351, 352, and 355). Drug manufacturers are required to demonstrate through clinical trials that marketed drugs are safe and efficacious, a process that BHRT drugs have not undergone. If honored, the request would require the same safety and efficacy data for those primarily engaged in alternative medicine.

• The European Commissioner for Health and Consumer Protection blamed the presence of illegal steroids in the food supply on “fraudulent exchange and disposal of pharmaceutical waste”. A Wyeth factory disposing of the byproducts from synthetic progesterone manufacture was the source of the contamination.

• In 2003 Wyeth reportedly contributed funds to a not-for-profit support group, The Meningitis Centre, which lobbied the Australian Government to introduce universal immunisation against pneumococcal disease. Wyeth produced the only pneumococcal vaccine approved for young children in Australia.

• In 2008 the CFO and CEO were replaced.^{[citation needed]}

• During June 2009, an Arkansas federal judge granted public access to evidence that Wyeth Pharmaceuticals “ghostwrote” medical articles regarding its hormone therapy drug Prempro. Along with The New York Times, PLoS Medicine, represented by the law firm Public Justice, had sought to intervene in a court case of women bringing an action in relation to Prempro and other hormone therapy drugs, in order to unseal papers that allegedly showed that Wyeth failed to disclose its role in preparing medical journal articles promoting Prempro and in recruiting academic authors to put their names on the articles for publication—that is that they practised ghost writing.

• On October 15, 2009 Pfizer signed the final acquisition papers making Wyeth a wholly owned subsidiary of Pfizer, thus completing the US$68 billion dollar deal.

Divisions

Wyeth Consumer Healthcare

Wyeth Consumer Healthcare (formerly Whitehall-Robins Consumer Healthcare) operates in over 65 countries. The division had sales of $2.5 billion in 2004 and is the fifth largest over-the-counter health products company in the world.

Wyeth Pharmaceuticals

Wyeth Pharmaceuticals, formerly Wyeth-Ayerst Laboratories, is the original company founded by the Wyeth brothers, originally known as John Wyeth and Brother. They focus on the research, develop, and marketing of prescription drugs. The pharmaceuticals division is further subdivided into five subdivisions: Wyeth Research, Prescription Products, Biotech, Vaccines, and Nutritionals.

Fort Dodge Animal Health

Fort Dodge Animal Health was founded in 1912 by Daniel E. Baughman as “Fort Dodge Serum Company”. The company was established in Fort Dodge, Iowa, to manufacture hog cholera serum. It became a division of American Home Products (now Wyeth) in 1945. They are a leading manufacturer of prescription and over-the-counter vaccines and pharmaceuticals for veterinary medicine as well as livestock. Its global headquarters are located in Overland Park, Kansas. Pfizer plans to divest some of the Fort Dodge Animal Health products it acquired with Wyeth.

Innovative Fort Dodge products include West Nile-Innovator, Duramune Adult, CYDECTIN Pour-on, the Pyramid vaccine line, Quest Gel, and EtoGesic Tablets.

Products

Wyeth Consumer Healthcare Products

• Advil
• Advil PM
• Alavert
• Anadin
• Anbesol
• Caltrate
• Centrum
• ChapStick
• Dimetapp
• Dristan
• Preparation H
• Robitussin
• Today condoms
• Z-bec

Wyeth Pharmaceuticals Products

• Ativan (lorazepam); a benzodiazepine used to treat anxiety, insomnia, and certain seizures
• Effexor/Effexor XR (venlafaxine HCl); an SNRI for clinical depression, Generalized Anxiety Disorder, and Social Anxiety Disorder
• Enbrel (etanercept); a drug approved for Psoriasis and various forms of Rheumatoid Arthritis (co-marketed by Amgen)
• Lybrel ;A breakthrough birth control medication that went on the market in 2008, Wyeth put more into the advertising of this drug than any other medicine previously^{[citation needed]}.
• Premarin (conjugated estrogen tablets); Estrogen HRT for menopausal women
• Premarin Vaginal Cream (conjugated estrogens) indicated to treat vaginal dryness at menopause
• Prevnar ; vaccine to protect children from pneumococcal disease
• Pristiq (desvenlafaxine); a newly approved antidepressant for the treatment of major depressive disorder (MDD)
• Protonix (pantoprazole); a proton pump inhibitor for treating dyspepsia, duodenal ulcers and Oesophagitis
• Relistor (methylnaltrexone); a newly approved drug for constipation induced by opioids (co-marketed with Progenics)
• Torisel (temsirolimus); a drug approved for the treatment of Renal Cell Carcinoma (a type of cancer).
• Tygacil (tigecycline); an antibiotic developed for treatment of intra-abdominal and skin / tissue infections caused by resistant pathogens such as MRSA
• Xyntha (Antihemophilic Factor (Recombinant), Plasma/Albumin-Free); a new form of AHF, recently approved by the US FDA
• Zosyn (piperacillin/tazobactam); another intravenous antibiotic used mainly in intensive care medicine. Also known as Tazocin in some countries.

Fort Dodge Animal Health Products

Barricade Biodectin Sheep Vaccine and wormer (moxidectin) Bursine-2/Bursine Plus/Bursine K Poultry Vaccines Cefa-Lak/Cefa-Dri CYDECTIN (moxidectin) Dicural Duramune Dog Vaccines Duvaxyn Horse Vaccines EtoGesic Tablets Ewegaurd Sheep Vaccine and wormer (moxidectin) {{nb5}]      Fel-O-Guard Cat Vaccines Fel-O-Vax Cat Vaccines Fluvac Innovator Horse Vaccine GiardiaVax Dog Vaccine Ketaset LeptoVax Dog Vaccine LymeVax Dog Vaccine Nolvasan PestVac Pig Vaccine Pinnacle I.N. Horse Vaccine Pneumobort Horse Vaccine Polyflex

Poulvac Poultry Vaccines Presponse Cattle Vaccines ProHeart 6/ProHeart SR-12 (moxidectin) Heartworm preventative ProMeris for dogs and cats Provac Poultry Vaccines PYRAMID Cattle Vaccines Quest/Equest Gel (moxidectin) Rabon Ear Tags for Cattle Rabvac Rabies Vaccine for Dogs Supona Suvaxyn Pig Vaccines Synanthic SYNOVEX Implants Telazol ToDAY/ToMORROW Torbugesic-SA Triangle Cattle Vaccines TriReo Poultry Vaccine Vetdectin (moxidectin) (New Zealand) Weanerguard Sheep Vaccine and wormer (moxidectin) Websters Cattle, Sheep and Poultry Vaccines (Australia) West Nile Innovater Horse Vaccine

Wyeth Milk Products

Prenatal Materna Wyeth MAMA Hospital S-26 HMF S-26 LBW GOLD            First Age S-26 S-26 Gold Bonna Second Age Bonamil Promil Promil Gold Third Age (Stage 3) Bonakid Procal Procal Gold Progress Progress Gold Promil Kid

Fourth Age (Stage 4) Bonakid Pre-School Promise Promise Gold Promil Pre-School Progress Pre-School Progress Pre-School Gold Special Feeder Nursoy Procal Lactose-Free Promil Lactose-Free Promise Lactose-Free S-26 Lactose-Free Adult Enercal Plus

Prevnar

On July 1, 2006, Wyeth launched Prevnar — its international vaccine for Invasive Pneumococcal Disease (IPD) — in India. Prevnar is the first and only pneumococcal conjugate vaccine for infants and children which protects against pneumococcal disease like meningitis, bacterial pneumonia, septicaemia and bacteraemia (bacteria in the blood.)^{[citation needed]}

Controversies

Rapamune

A “whistleblower suit” was filed against Wyeth in 2005 alleging that the company illegally marketed their drug Rapamune. Wyeth is targeted in the suit for off-label marketing, targeting specific doctors and medical facilities to increased sales of Rapamune, trying to get current transplant patients to change from their current transplant drugs to Rapamune and for specifically targeting African-Americans. According to the whistleblowers, Wyeth also provided doctors and hospitals with kickbacks to prescribe the drug in the form of grants, donations and other money. A US House of Representatives committee, led by Rep. Edolphus Towns is investigating Wyeth for these abuses.

References

1. ^ http://www.marketwatch.com/News/Story/Story.aspx?guid=%7B104B1CE4%2DEB51%2D42C7%2DB2F9%2D75947C58E08A%7D
2. ^ Pfizer’s $68 Billion Wyeth Deal Eases Lipitor Loss
3. ^ ^{a b} “Pfizer: Wyeth Transaction”. http://www.pfizer.com/investors/shareholder_services/wyeth_transaction.jsp. Retrieved October 25, 2009. 
4. ^ http://www.forbes.com/finance/mktguideapps/personinfo/FromPersonIdPersonTearsheet.jhtml?passedPersonId=895899
5. ^ Wyeth's investor FAQ
6. ^ http://www.wyeth.com/irj/servlet/prt/portal/prtroot/com.sap.km.cm.docs/wyeth_xml/home/news/announcements/1170158273391.pdf
7. ^ Botha, S (2005-10-06). “Submission of Citizen Petition on Behalf of Wyeth” (pdf). FDA. http://www.fda.gov/ohrms/DOCKETS/dockets/05p0411/05p-0411-cp00001-01-vol1.pdf. Retrieved 2010-01-27. 
8. ^ Hormone food scandal rocks Europe
9. ^ Drug giant linked to immunisation campaign
10. ^ Successful intervention by PLoS Medicine and The New York Times in Federal court grants public access to evidence that drug company ‘ghostwrote’ medical articles about hormone therapy drug, Prempro
11. ^ http://www.pfizerah.com/divestedproducts_889
12. ^ http://www.pfizer.com/news/press_releases/pfizer_press_releases.jsp?rssUrl=mediaroom.pfizer.com/portal/site/pfizer/index.jsp?ndmViewId=news_view&ndmConfigId=1016273&newsId=20091019006355&newsLang=en
13. ^ Wyeth Over-the-Counter Products
14. ^ Wyeth Prescription Products
15. ^ Wyeth Animal Health Products
16. ^ http://www.pharmalot.com/2010/05/wyeth-targeted-blacks-with-illegal-marketing-lawsuit/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Pharmalot+%28Pharmalot%29
17. ^ http://www.fiercepharma.com/story/congress-joins-probe-wyeths-rapamune-marketing/2010-06-14?utm_medium=nl&utm_source=internal
18. ^ http://www.reuters.com/article/idUSN1115857220100611
19. ^ http://www.businessweek.com/news/2010-06-11/u-s-lawmakers-to-investigate-wyeth-illegal-marketing-update2-.html

External links

• Wyeth.com
• Wyeth HCP Portal
• Fort Dodge Animal Health
• Fort Dodge Australia
• Fort Dodge Brazil
• Fort Dodge Europe
• Fort Dodge Mexico
• Wyeth Animal Health Canada
• Wyeth Company Profile and News Archive from Pharmaceutical Business Review
• Wyeth/AHP history from the Harvard Business School
• Tygacil – tigecycline IV
• Zosyn (tazobactam / piperacillin)
• Wyeth stock quote & historical chart
• The Meningitis Centre
• Effexor XR
• Pristiq
• ProMeris
• Suvaxyn PCV-2
• [1]
• [2]

Puritan´s Pride

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There are lots of vitamin and antioxidant supplements
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Health education

From Wikipedia, the free encyclopedia

Health education is the profession of educating people about health. Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health. It can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. The Joint Committee on Health Education and Promotion Terminology of 2001 defined Health Education as “any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions.” The World Health Organization defined Health Education as “compris[ing] [of] consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.”

Contents 1 The Role of the Health Educator 2 Motivation 3 Credentialing 4 Teaching 5 National Health Education Standards 6 Health Education Code of Ethics 7 Health Education Code of Ethics Full Text 8 National Organizations for Public Health/Health Education 9 Health Education Career Opportunities 10 Influential Individuals in Health Education: Past and Present 11 See also 12 References 13 External links

The Role of the Health Educator

From the late nineteenth to the mid-twentieth century, the aim of public health was controlling the harm from infectious diseases, which were largely under control by the 1950s. By the mid 1970s it was clear that reducing illness, death, and rising health care costs could best be achieved through a focus on health promotion and disease prevention. At the heart of the new approach was the role of a health educator A health educator is “a professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals ,groups, and communities” (Joint Committee on Terminology, 2001, p. 100). In January 1979 the Role Delineation Project was put into place, in order to define the basic roles and responsibilities for the health educator. The result was a Framework for the Development of Competency-Based Curricula for Entry Level Health Educators (NCHEC, 1985). A second result was a revised version of A Competency-Based Framework for the Professional Development of Certified Health Education Specialists (NCHEC,1996). These documents outlined the seven areas of responsibilities which are shown below .EDZ

Responsibility I: Assessing Individual and Community Needs for Health Education

     * Provides the foundation for program planning     * Determines what health problems might exist in any given group     * Includes determination of community resources available to address the problem     * Community Empowerment encourages the population to take ownership of their health problems     * Includes careful data collection and analysis

Responsibility II: Plan Health Education Strategies, Interventions, and Programs

     * Actions are based on the needs assessment done for the community (see Responsibility I)     * Involves the development of goals and objectives which are specific and measurable     * Interventions are developed that will meet the goals and objectives     * According to Rule of Sufficiency, strategies are implemented which are sufficiently robust, effective enough, and have a reasonable chance of meeting stated objectives

Responsibility III: Implement Health Education Strategies, Interventions, and Programs

     * Implementation is based on a thorough understanding of the priority population     * Utilize a wide range of educational methods and techniques

Responsibility IV: Conduct Evaluation and Research Related to Health Education

     * Depending on the setting, utilize tests, surveys, observations, tracking epidemiological data, or other methods of data collection     * Health Educators make use of research to improve their practice

Responsibility V: Administer Health Education Strategies, Interventions, and Programs

     * Administration is generally a function of the more experienced practitioner     * Involves facilitating cooperation among personnel, both within and between programs

Responsibility VI: Serve as a Health Education Resource Person

    * Involves skills to access needed resources, and establish effective consultive relationships

Responsibility VII: Communicate and Advocate for Health and Health Education

    * Translates scientific language into understandable information    * Address diverse audience in diverse settings    * Formulates and support rules, policies and legislation    * Advocate for the profession of health education

Motivation

Education for health begins with people. It hopes to motivate them with whatever interests they may have in improving their living conditions. Its aim is to develop in them a sense of responsibility for health conditions for themselves as individuals, as members of families, and as communities. In communicable disease control, health education commonly includes an appraisal of what is known by a population about a disease, an assessment of habits and attitudes of the people as they relate to spread and frequency of the disease, and the presentation of specific means to remedy observed deficiencies.

Health education is also an effective tool that helps improve health in developing nations. It not only teaches prevention and basic health knowledge but also conditions ideas that re-shape everyday habits of people with unhealthy lifestyles in developing countries. This type of conditioning not only affects the immediate recipients of such education but also future generations will benefit from an improved and properly cultivated ideas about health that will eventually be ingrained with widely spread health education. Moreover, besides physical health prevention, health education can also provide more aid and help people deal healthier with situations of extreme stress, anxiety, depression or other emotional disturbances to lessen the impact of these sorts of mental and emotional constituents, which can consequently lead to detrimental physical effects. ,

Credentialing

Credentialing is the process by which the qualifications of licensed professionals, organizational members or an organization are determined by assessing the individuals or group background and legitimacy through a standardized process. Accreditation, licensure, or certifications are all forms of credentialing.

In 1978, Helen Cleary, the president of the Society for Public Health Education (SOPHE) started the process of certification of health educators. Prior to this, there was no certification for individual health educators, with exception to the licensing for school health educators. The only accreditation available in this field was for school health and public health professional preparation programs.

Her initial response was to incorporate experts in the field and to promote funding for the process. The director if the Division of Associated Health Professions in the Bureau of Health Manpower of the Department of Health, Education, and Welfare, Thomas Hatch, became interested in the project. To ensure that the commonalities between health educators across the spectrum of professions would be sufficient enough to create a set of standards, Dr. Cleary spent a great amount of time to create the first conference called the Bethesda Conference. In attendance were interested professionals who covered the possibility of creating credentialing within the profession.

With the success of the conference and the consensus that the standardization of the profession was vital, those who organized the conference created the National Task Force in the Preparation and Practice of Health Educators. Funding for this endeavor became available in January 1979, and role delineation became a realistic vision for the future. They presented the framework for the system in 1981 and published entry-level criteria in 1983. Seven areas of responsibility, 29 areas of competency and 79 sub-competencies were required of health education professionals for approximately 20 years for entry-level educators.

In 1986 a second conference was held in Bethesda, Maryland to further the credentialing process. In June 1988, the National Task Force in the Preparation and Practice of Health Educators became the National Commission for Health Education Credentialing, Inc. (NCHEC). Their mission was to improve development of the field by promoting, preparing and certifying health education specialists. The NCHEC has three division boards that included preparation, professional development and certification of health educator professionals. The third board, which is called the Division Board of Certification of Health Education Specialist (DBCHES), has the responsibility of developing and administering the CHES exam. An initial certification process allowed 1,558 individuals to be chartered into the program through a recommendation and application process. The first exam was given in 1990.

In order for a candidate to sit for a exam they must have either a bachelor’s, master’s, or doctoral degree from and accredited institution, and an official transcript that shows a major in health education, Community Health Education, Public Health Education, or School Health Education, etc. The transcript will be accepted if it reflects 25 semester hours or 37 quarter hours in health education preparation and covers the 7 responsibilities covered in the framework.

In 1998 a project called the Competencies Update Project (CUP) began. The purpose of the CUP project was to up-date entry-level requirements and to develop advanced-level competences. Through research the CUP project created the requirements for three levels, which included entry-level, Advanced I and Advanced II educators.

Recently the Master Certified Health Education Specialist (MCHES) is in the process of being created. It is an exam that will measure the knowledge of the advanced levels and sub levels of the Seven Areas of Responsibilities. The first MCHES exam is expected to be given in October of 2011.

In order to be eligible to take the MCHES exam you must have at least a Master's degree in health education or related discipline along with a least 25 credit hours related to health education. In addition, five years of documented information of practice in health education and two recommendations of past/present supervisors must be provided. A vitae/resume must also be submitted.

The Competency Update Project (CUP), 1998-2004 revealed that there were higher levels of health education practitioners, which is the reasoning for the advancements for the MCHES. Many health educators felt that the current CHES credential was an entry-level exam.

There will be exceptions made for those who have the Certification of Health Education Specialist, that have been active for several consecutive years. They will be required to participate in the MCHES Experience Documentation Opportunity that will omit them from taking the exam.

Teaching

In the United States some forty states require the teaching of health education. A comprehensive health education curriculum consists of planned learning experiences which will help students achieve desirable attitudes and practices related to critical health issues. Some of these are: emotional health and a positive self image; appreciation, respect for, and care of the human body and its vital organs; physical fitness; health issues of alcohol, tobacco, drug use and abuse; health misconceptions and myths; effects of exercise on the body systems and on general well being; nutrition and weight control; sexual relationships and sexuality, the scientific, social, and economic aspects of community and ecological health; communicable and degenerative diseases including sexually transmitted diseases; disaster preparedness; safety and driver education; factors in the environment and how those factors affect an individual's or population's Environmental health (ex: air quality, water quality, food sanitation); life skills; choosing professional medical and health services; and choices of health careers.

National Health Education Standards

The National Health Education Standards (NHES) are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education. The performance indicators articulate specifically what students should know or be able to do in support of each standard by the conclusion of each of the following grade spans: Pre-K–Grade 2; Grade 3–Grade 5; Grade 6–Grade 8; and Grade 9–Grade 12. The performance indicators serve as a blueprint for organizing student assessment.

Standard 1	Standard 2	Standard 3	Standard 4	Standard 5	Standard 6	Standard 7	Standard 8
Students will comprehend concepts related to health promotion and disease prevention to enhance health.	Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.	Students will demonstrate the ability to access valid information, products, and services to enhance health.	Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.	Students will demonstrate the ability to use decision-making skills to enhance health.	Students will demonstrate the ability to use goal-setting skills to enhance health.	Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.	Students will demonstrate the ability to advocate for personal, family, and community health.
Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2	Performance Indicators for Pre-K-Grade 2
1.2.1 Identify that healthy behaviors impact personal health. 1.2.2 Recognize that there are multiple dimensions of health. 1.2.3 Describe ways to prevent communicable diseases. 1.2.4 List ways to prevent comes. 1.2.5 Describe why it is important to seek health care.	2.2.1 Identify how the family influences personal health practices and behaviors. 2.2.2 Identify what the school can do to support personal health practices and behaviors. 2.2.3 Describe how the media can influence health behaviors.	3.2.1 Identify trusted adults and professionals who can help promote health. 3.2.2 Identify ways to locate school and community health helpers.	4.2.1 Demonstrate healthy ways to express needs, wants, and feelings. 4.2.2 Demonstrate listening skills to enhance health. 4.2.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed.	5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed.	6.2.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal.	7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.	8.2.1 Make requests to promote personal health. 8.2.2 Encourage peers to make positive health choices.
Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5	Performance Indicators for Grades 3-5
1.5.1 Describe the relationship between healthy behaviors and personal health. 1.5.2 Identify examples of emotional, intellectual, physical, and social health. 1.5.3 Describe ways in which safe and healthy school and community environments can promote personal health. 1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care.	2.5.1 Describe how family influences personal health practices and behaviors. 2.5.2 Identify the influence of culture on health practices and behaviors. 2.5.3 Identify how peers can influence healthy and unhealthy behaviors 2.5.4 Describe how the school and community can support personal health practices and behaviors. 2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health.	3.5.1 Identify characteristics of valid health information, products, and services. 3.5.2 Locate resources from home, school, and community that provide valid health information.	4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health. 4.5.2 Demonstrate refusal skills that avoid or reduce health risks. 4.5.3 Demonstrate nonviolent strategies to manage or resolve conflict. 4.5.4 Demonstrate how to ask for assistance to enhance personal health.	5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed in making a health-related decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.4 Predict the potential outcomes of each option when making a health-related decision. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision.	6.5.1 Set a personal health goal and track progress toward its achievement. 6.5.2 Identify resources to assist in achieving a personal health goal.	7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. 7.5.3 Demonstrate a variety of behaviors to avoid or reduce health risks.	8.5.1 Express opinions and give accurate information about health issues. 8.5.2 Encourage others to make positive health choices.
Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8	Performance Indicators for Grades 6-8
1.8.1 Analyze the relationship between healthy behaviors and personal health. 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. 1.8.3 Analyze how the environment affects personal health. 1.8.4 Describe how family history can affect personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems. 1.8.6 Explain how appropriate health care can promote personal health. 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors. 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.	2.8.1 Examine how the family influences the health of adolescents. 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 2.8.4 Analyze how the school and community can affect personal health practices and behaviors. 2.8.5 Analyze how messages from media influence health behaviors. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors. 2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors. 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.8.10 Explain how school and public health policies can influence health promotion and disease prevention.	3.8.1 Analyze the validity of health information, products, and services. 3.8.2 Access valid health information from home, school, and community. 3.8.3 Determine the accessibility of products that enhance health. 3.8.4 Describe situations that may require professional health services. 3.8.5 Locate valid and reliable health products and services.	4.8.1 Apply effective verbal and nonverbal communication skills to enhance health. 4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others.	5.8.1 Identify circumstances that can help or hinder healthy decision making. 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.3 Distinguish when individual or collaborative decision making is appropriate. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. 5.8.5 Predict the potential short-term impact of each alternative on self and others. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 Analyze the outcomes of a health-related decision.	6.8.1 Assess personal health practices. 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.	7.8.1 Explain the importance of assuming responsibility for personal health behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others.	8.8.1 State a health-enhancing position on a topic and support it with accurate information. 8.8.2 Demonstrate how to influence and support others to make positive health choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. 8.8.4 Identify ways in which health messages and communication techniques can be altered for different audiences.
Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12	Performance Indicators for Grades 9-12
1.12.1 Predict how healthy behaviors can affect health status. 1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social health. 1.12.3 Analyze how environment and personal health are interrelated. 1.12.4 Analyze how genetics and family history can impact personal health. 1.12.5 Propose ways to reduce or prevent injuries and health problems. 1.12.6 Analyze the relationship between access to health care and health status. 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. 1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors.	2.12.1 Analyze how the family influences the health of individuals. 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors. 2.12.3 Analyze how peers influence healthy and unhealthy behaviors. 2.12.4 Evaluate how the school and community can affect personal health practice and behaviors. 2.12.5 Evaluate the effect of media on personal and family health. 2.12.6 Evaluate the impact of technology on personal, family, and community health. 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors. 2.12.8 Analyze the influence of personal values and beliefs on individual health practices and behaviors. 2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention.	3.12.1 Evaluate the validity of health information, products, and services. 3.12.2 Use resources from home, school, and community that provide valid health information. 3.12.3 Determine the accessibility of products and services that enhance health. 3.12.4 Determine when professional health services may be required. 3.12.5 Access valid and reliable health products and services.	4.2.1 Demonstrate healthy ways to express needs, wants, and feelings. 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health. 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.	5.12.1 Examine barriers that can hinder healthy decision making. 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations. 5.12.3 Justify when individual or collaborative decision making is appropriate. 5.12.4 Generate alternatives to health-related issues or problems. 5.12.5 Predict the potential short-term and long-term impact of each alternative on self and others. 5.12.6 Defend the healthy choice when making decisions. 5.12.7 Evaluate the effectiveness of health-related decisions.	6.12.1 Assess personal health practices and overall health status. 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. 6.12.3 Implement strategies and monitor progress in achieving a personal health goal. 6.12.4 Formulate an effective long-term personal health plan.	7.12.1 Analyze the role of individual responsibility for enhancing health. 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. 7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.	8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message. 8.12.2 Demonstrate how to influence and support others to make positive health choices. 8.12.3 Work cooperatively as an advocate for improving personal, family, and community health. 8.12.4 Adapt health messages and communication techniques to a specific target audience.

Health Education Code of Ethics

The Health Education Code of Ethics has been a work in progress since approximately 1976, begun by the Society of Public Health Education (SOPHE). Various Public Health and Health Education organizations such as the American Association of Health Education (AAHE), the Coalition of National Health Education Organizations (CNHEO), SOPHE, and others collaborated year after year to devise a unified standard of ethics that health educators would be held accountable to professionally. In 1995, the National Commission for Health Education Credentialing, Inc. (NCHEC) proposed a profession-wide standard at the conference: Health Education Profession in the Twenty-First Century: Setting the Stage. Post-conference, an ethics task force was developed with the purpose of solidifying and unifying proposed ethical standards. The document was eventually unanimously approved and ratified by all involved organizations in November 1999 and has since then been used as the standard for practicing health educators.

“The Code of Ethics that has evolved from this long and arduous process is not seen as a completed project. Rather, it is envisioned as a living document that will continue to evolve as the practice of Health Education changes to meet the challenges of the new millennium.”

Health Education Code of Ethics Full Text

PREAMBLE The Health Education profession is dedicated to excellence in the practice of promoting individual, family, organizational, and community health. The Code of Ethics provides a framework of shared values within which Health Education is practiced. The responsibility of each Health Educator is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work.

Article I: Responsibility to the Public A Health Educator’s ultimate responsibility is to educate people for the purpose of promoting, maintaining, and improving individual, family, and community health. When a conflict of issues arises among individuals, groups, organizations, agencies, or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual.

Article II: Responsibility to the Profession Health Educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues.

Article III: Responsibility to Employers Health Educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions.

Article IV: Responsibility in the Delivery of Health Education Health Educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality, and worth of all people by adapting strategies and methods to the needs of diverse populations and communities.

Article V: Responsibility in Research and Evaluation Health Educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards.

Article VI: Responsibility in Professional Preparation Those involved in the preparation and training of Health Educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.

All versions of the document are available on the Coalition of National Health Education's site: http://www.cnheo.org/. The National Health Education Code of Ethics is the property of the Coalition of National Health Education.

National Organizations for Public Health/Health Education

American Public Health Association (APHA) APHA is the main voice for public health advocacy that is the oldest organization of public health sine 1872. The American Public Health Association aims to “protect all Americans and their communities from preventable, serious health threats and strives to assure community-based health promotion and disease preventions.” Any individual can become a member and benefit in online access and monthly printed issues of The Nation’s Health and the American Journal of Public Health

Society for Public Health Education (SOPHE) The mission of SOPHE is to provide global leadership to the profession of health education and health promotion and to promote the health of society through advances in health education theory and research, excellence in professional preparation and practice, and advocacy for public policies conducive to health, and the achievement of health equity for all. Membership is open to all who have an interest in health education and or work in health education in schools, medical care settings, worksites, community based organizations, state/local government, and international agencies. Founded in 1950, SOPHE publishes 2 indexed, peer-reviewed journals, Health Education & Behavior and Health Promotion Practice.

American School Health Association (ASHA) The American School Health Association was founded in 1972 by a group of physicians that already belonged to the American Public Health Association. This group specializes in school-aged health specifically. Over the years it has snowballed and now includes any person that can be a part of a child’s life, from dentists, to counselors and school nurses. The American School Health Association mission “is to protect and promote the health of children and youth by supporting coordinated school health programs as a foundation for school success.”

American Association of Health Education/American Alliance for Health, Physical Education, Recreation, and Dance (AAHE/AAHPERD) The AAHE/AAHPERD is said to be the largest organization of professionals that supports physical education; which includes leisure, fitness, dance, and health promotion. That is only a few; this incorporates all that is physical movement. This organization is an alliance with five national associations and six districts and is there to provide a comprehensive and coordinated array of resources to help support practitioners to improve their skills and always be learning new things. This organization was first stated in November 1885. William Gilbert Anderson had been out of medical school for two years and was working with many other people that were in the gymnastic field. He wanted them to get together to discuss their field and this organization was created. Today AAHPERD serves 25,000 members and has its headquarters in Reston, Virginia.

Eta Sigma Gamma (ESG) The Eta Sigma Gamma is a national health education organization founded in 1967 by three professor from Ball tate University. The mission of the ESG to promote public health education by improving the standards, ideals, capability, and ethics of public health education professionals. The three key points of the organization are to teach, research, and provide service to the members of the public health professionals. Some of the goals that the Eta Stigma Gamma targets are support planning and evaluation of future and existing health education programs, support and promote scientific research, support advocacy of health education issues, and promote professional ethics.

American College Health Association (ACHA) The American College Health Association originally began as a student health association in 1920, but then in 1948 the association changed the name to what its known today. The principal interest of the ACHA is to promote advocacy and leadership to colleges and universities around the country. Other part of the mission's association is to encourage education, communication, and services to students and campus community in general. The association also promotes advocacy and research. The American College Health Association has three types of membership: institutions of higher education, individual members who are interested in the public health profession, and susbtain members which are profitable and non-profitable organization. The ACHA is connected to 11 organizations located in six regions around the country. Currently, the American College Health Association serves 900 educative institutions and about 2400 individual members in the United States.

Directors of Health Promotion and Education (DHPE) Founded in 1946 as one of the professional groups of the Health Education Profession. The main goal of the HEPE is to improve the health education standards in any public health agency. As well, build networking opportunities among all public health professionals as a media to communicate ideas for implementing health programs, and to keep accurate information about the latest health news. The DHPE also focus to increase public awareness of health education and promotion by creating and expanding methods of existing health programs that will improve the quality of health. The Directors of Health Promotion and Education is linked to the Association of State and Territorial Health Officials (ASTHO) to “work on health promotion and disease prevention”.

Health Education Career Opportunities

The terms Public Health Educator, Community Health Educator or Health Educator are all used interchangeable to describe an individual who plans implements and evaluates health education and promotion programs. These individuals play a crucial role in many organizations in various settings to improve our nations health. Just as a Community health educator works work toward population health, a school Health educator generally teaches in our Schools. A community health educator is typically focused on their immediate community striving to serve the public.

Health Care Settings: these include hospitals (for-profit and public), medical care clinics, home health agencies, HMOs and PPOs. Here, a health educator teaches employees how to be healthy. Patient education positions are far and few between because insurance companies do not cover the costs. [1]

Public Health Agencies: are official, tax funded, government agencies. They provide police protection, educational systems, as well as clean air and water. Public health departments provide health services and are organized by a city, county, state, or federal government. [2]

School Health Education: involves all strategies, activities, and services offered by, in, or in association with schools that are designed to promote students' physical, emotional, and social development. School health involves teaching students about health and health related behaviors. Curriculum and programs are based on the school's expectations and health. [3]

Non Profit Voluntary Health Agencies: are created by concerned citizens to deal with health needs not met by governmental agencies. Missions include public education, professional education, patient education, research, direct services and support to or for people directly affected by a specific health or medical problem. Usually funded by such means as private donations, grants, and fund-raisers.[4]

Higher Education: typically two types of positions health educators hold including academic, or faculty or health educator in a student health service or wellness center. As a faculty member, the health educator typically has three major responsibilities: teaching, community and professional service, and scholarly research. As a health educator in a university health service or wellness center, the major responsibility is to plan, implement, and evaluate health promotion and education programs for program participants. [5]

Work site Health Promotion: is a combination of educational, organizational and environmental activities designed to improve the health and safety of employees and their families. These work site wellness programs offer an additional setting for health educators and allow them to reach segments of the population that are not easily reached through traditional community health programs. Some work site health promotion Some work site health promotion activities include; smoking cessation, stress management, bulletin boards, newsletters, and much more. [6]

Independent Consulting and Government Contracting: international, national, regional, sate, and local organizations contract with independent consultants for many reasons. They may be hired to assess individual and community needs for health education; plan, implement, administer and evaluate health education strategies; conduct research; serve as health education resource person; and or communicate about and advocate for health and health education. Government contractors are often behind national health education programs, government reports, public information web sites and telephone lines, media campaigns, conferences, and health education materials. [7]

Influential Individuals in Health Education: Past and Present

Dorothy Bird Nyswander

Dr. Nyswander was born on Sept. 29, 1894. She earned her Bachelor's and Master's degree at the University of Nevada and received her Doctorate in educational psychology at Berkeley. She is a founder of the School of Public Health at the University of California at Berkeley. Dr. Nysawnder pursued her interest in public health at the Works Progress Administration during the depression. She served with the Federal Works Agency contributing to the establishment of nursery schools and child care centers to accommodate young mothers working in defense plants. She set up these centers in 15 northeastern states. This did not happen quickly so she advocated all over the nation to train people to act as foster parents for the children of working women. Dr. Nyswander became the director of the City health Center in Astoria Queens in 1939. She spent her time as director promoting the idea of New York City keeping an eye on the health of children. They would do this by keeping records that would follow them to whatever school they might move to. She wrote “Solving School Health Problems” which is an analysis of the health issues in New York children. This is still used in public health education courses today.

Mayhew Derryberry

Dr. Derryberry was born December 25, 1902 and earned his Bachelor's degree in chemistry and mathematics at the University of Tennessee. He began his career in 1926 with the American Child Health Association as the director of one of the first large-scale studies of the health status of the nation’s schoolchildren. A year after his work with the American Child Health Association he earned his Master's degree in education and psychology at Columbia University. He then went on to earn his doctorate and moved to the New York City Health Department as the secretary to the sanitary superintendent. He finally moved to Washington DC and joined the US Public Health Service as a senior public health analyst. He became chief of the Public Health Service and began assembling a team of behavioral scientists. They studied the nexus of behavior, social factors, and disease. Two scientists and Derryberry conducted the study of the role of health beliefs in explaining utilization of public health screening services. This work contributed to the development of the Health Belief Model. This provided an important theoretical foundation for modern health education. His legacy was very important because he engaged behavioral and social scientists in the problems of public health and gave importance to the role of that health education plays on human health.

Elena Sliepcevich

Elena Sliepcevich was a leading figure in the development of health education both as an academic discipline and a profession. She graduated from the University of Ireland in 1939 and received her Master's degree from the University of Michigan in 1949. She received her doctorate in physical education from Springfield College in 1955. After completing her schooling, Elena Sliepcevich worked at Ohio State University in 1961 as a professor of health education. There she helped direct the School Health Education Study from 1961-1969, and most health education curricula used in schools today are based on the ten conceptual areas identified by the School Health Education Study. These ten areas of focus include community health, consumer health, environmental health, family life, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease, and drug use and abuse.

Helen Agnes Cleary

Helen Cleary was born March 28, 1914 at Petersburg, South Australia. She trained as a nurse at the Broken Hill and District Hospital in New South Wales. She became a general nurse in 1941, and an obstetric nurse in 1942. She joined the Royal Australian Air Force Nursing Service as a sister on November 15, 1943. Along with other RAAF nurses, she would partake in evacuations throughout New Guinea and Borneo, which earned the nurses the nickname “the flying angels”, and were also known as the “glamor girls” of the air force. In April 1945, she was ranked No. 2 Medical Air Evacuation Transport Unit, and began bringing thousands of Australian and British servicemen from prisoner-of-war camps after Japan had surrendered. She and other nurses cared for many patients who suffered from malnutrition and dysentery. During the Korean War, Cleary was charge sister on the RAAF, where she organized medical evacuations of Australians from Korea, fought for better treatment and conditions of the critically wounded, and nursed recently exchanged Prisoners of War. On August 18, 1967, Ms. Cleary was made honorary nursing sister to Queen Elizabeth II. She had been appointed an associate of the Royal Red Cross in 1960, and became a leading member in 1968 for her contributions to the training of medical staff, and for maintaining “the high ideals of the nursing profession”. She retired on March 28, 1969, and later died on August 26, 1987.

Delbert Oberteuffer

A long time health educator, Delbert Oberteuffer definitely made his mark on the physical education and health education world. He was born in Portland, Oregon in 1902 where he remained through college, attending the University of Oregon receiving his Bachelors Degree. His next step took him to the prestigious Columbia University where he obtained his Masters of Arts and Doctor of Philosophy Degree. He furthered his education by becoming a professor at Ohio State University where he taught from 1932 until 1966. During his time there, he was head of the Men's Physical Education Department for 25 years. After years of hard work, he was rewarded with numerous jobs including the President of the American School Health Association and The College of Physical Education Association. Unfortunately, he passed away in 1981 at the age of 79. He is Survived by his wife, Katherine, and his son, Theodore K. Oberteuffer.

Howard Hoyman

Howard Hoyman is mainly recognized for his work in sex education and introductions of ecology concepts. He is credited for developing the original sex education program for students in grades 1 through 12. The model Hoyman created heavily influenced the thinking of many health educators. Hoyman received his Bachelors Degree from Ohio State University in 1931. He then went on to earn his Masters degree in 1932 and Doctorate in 1945 from the University of Colombia. Throughout his career he wrote over 200 articles and was honored many times by multiple organizations such as Phi Beta Kappa and the American Public Health Association. Dr. Hoyman retired in 1970 as A Professor Emeritus.

Lloyd Kolbe

Lloyd Kolbe received his B.S. form Towson University and then received his Ph.D. and M.Ed. from the University of Toledo during the 1970’s. Dr. Kolbe played a huge role in the development of many health programs applied to the daily life of different age groups. He received the award for Excellence in Prevention and Control of Chronic Disease, which is the highest recognition in his department of work, for his work forming the Division of Adolescent and School Health. Dr. Kolbe was the Director of this program for 15 years. He has also taken time to write and publish numerous books such as Food marketing to Children and Youth and School as well as Terrorism Related to Advancing and Improving the Nation’s Health.

Robert Morgan Pigg

University of Florida professor, Robert Morgan Pigg, started his health career in 1969 when he received his Bachelors Degree in Health, Physical Education, and Recreation from Middle Tennessee State University. A year later he received his M.Ed; also from Middle Tennessee University before moving on to Indian University where he obtained his H.S.D. in 1974 and his M.P.H. in 1980. He held many jobs at numerous Universities including Western Kentucky University, University of Georgia, Indiana University, and the University of Florida where he currently resides today. Pigg's main focus of interest is the promotion of health towards children and adolescents. After spending 20 years as Editor for the Journal of Health, he was given the job as Department Chair in 2007 for The University of Florida.

Linda Rae Murray

Linda Rae Murray holds her MD, and MPH. Currently she is the Chief Officer for the Ambulatory & Community Health Network. She was elected president November 2009. Dr. Murray has served in a number of Medical settings her most recent being Medical Director of the federally funded health center, Winfield Moody, serving the Cabrini Green public housing project in Chicago. She has also been an active member of the board of national organizations. Along with this she served as Chief Medical Officer in primary care for the twenty three primary care and community health centers. Today Murray serves as the Chief Medical Officer for the Cook County Health & Hospital system. Dr. Murray has also been a voice for social justice and health care as a basic human right for over forty years.

Mark J. Kittleson

Mark J. Kittleson is a professor at Southern Illinois University for Public Health Education. His interests include Educational Technology and Behaviorism; he attended the University of Akron and received his PhD in Health Education. Dr. Kittleson has experience as owner and founder of the HEDIR a place where people can hold discussions related to health and health education. His honors and awards consist of Scholar of the Year, American Association of Health Education 2008 and he is a member of the American Association of Health Education.

Elaine Auld

Elaine Auld has been a leading figure for over more than 30 years in the health education field. She attended the University of Michigan, MPH, and Health Behavior/Health Education, from 1976 – 1978 Elaine is the chief executive officer for the Society for Public Health Education (SOPHE) and has had many contributions in health promotion and health communications. She has been a certified health specialist since 1989 and in 1996 was an adviser to the first Health Education Graduate Standards. Elaine was involved with the Competency Update Project (CUP), which provided standards for the health education profession. Elaine’s interest and work are related to health education credentialing and standards, workforce development, public policy, and health equity. For the last decade Elaine has been a site visitor for the Council on Education for Public Health, and also strengthened the accreditation and preparation of future health specialists, which is key to an overall healthy well-being. Elaine has received two awards U of MI SPH Alumni of the Year Award in 2010 and SOPHE Distinguished Fellow in 2008.

Susan Wooley

Susan Wooley received her bachelor’s degree from Case Western Reserve University, a master’s degree in health education from the University of North Carolina at Greensboro, and a Ph.D. in health education from Temple University. Susan is the executive director of the American School Health Association and has been a member to ASHA for 31 years. She co-edited Health Is Academic: A Guide to Coordinated School Health Programs and co-authored Give It a Shot, a Toolkit for Nurses and Other Immunization Champions Working with Secondary Schools. Susan has had many previous jobs such as CDC’s Division of Adolescent and School Health, Delaware State College, American Association for Health Education and Delaware Department of Public Instruction and is also a certified health specialist. Wooley spent four years on a curriculum development project for elementary schools, Science for Life and Living: Integrating Science, Technology and Health. Now Susan oversees the day-to-day operations of a national professional association and provides consultation and technical assistance to others working toward health education.

See also

• Dairy Council of California
• Dorothy Nyswander
• Environmental Health
• Health Literacy
• Health Promotion
• Health Teacher
• Healthy People 2010
• Life skills
• Online health communities
• Personal, Social and Health Education
• Physical Education
• Public Health
• School Health Education Study
• AAHPERD

References

1. ^ McKenzie, J., Neiger, B., Thackeray, R. (2009). Health Education and Health Promotion. Planning, Implementing, & Evaluating Health Promotion Programs. (pp. 3-4). 5th edition. San Francisco, CA: Pearson Education, Inc.
2. ^ Donatelle, R. (2009). Promoting Healthy Behavior Change. Health: The basics. (pp. 4). 8th edition. San Francisco, CA: Pearson Education, Inc.
3. ^ Joint Committee on Terminology. (2001). Report of the 2000 Joint Committee on Health Education and Promotion Terminology. American Journal of Health Education, 32(2), 89-103.
4. ^ World Health Organization. (1998). List of Basic Terms. Health Promotion Glossary. (pp. 4). Retrieved May 1, 2009 from http://www.who.int/hpr/NPH/docs/hp_glossary_en.pdf.
5. ^ Cottrell,Girvan,and McKenzie, 2009.
6. ^ Washington State Department of Health
7. ^ Bundy, D., Guya, H.L. (1996). Schools for health, education and the school-age child. Parasitology Today, 12(8), 1-16.
8. ^ Kann, L., Brener, N.D., Allensworth, D.D. (2001). Health education: Results from the School Health Policies and Programs Study 2000. Journal of School Health, 71(7), 266-278.
9. ^ Cottrell, R. R., Girvan, J. T., & McKenzie, J. F. (2009). Principles and Foundations of Health Promotion and Education. New York: Benjamin Cummings.
10. ^ Patterson, S. M., & Vitello, E. M. (2006). Key Influences Shaping Health Education: Progress Toward Accreditaion. The Health Education Monograph Series, 23(1), 14- 19.
11. ^ [1]
12. ^ Centers for Disease Control & Prevention. (2007). National Health Education Standards. Retrieved May 1, 2009 from http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm
13. ^ Coalition of National Health Education Organizations. Introduction. Health Education Code of Ethics. November 8, 1999, Chicago, IL. Retrieved May 1, 2009 from http://www.cnheo.org/code1.pdf
14. ^ Coalition of National Health Education Organizations. Introduction. Health Education Code of Ethics. November 8, 1999, Chicago, IL. Retrieved May 1, 2009 from http://www.cnheo.org/code3.pdf
15. ^ [2]
16. ^ [3]
17. ^ [4]
18. ^ [5]
19. ^ [6]
20. ^ [7]
21. ^ [8]
22. ^ [9]
23. ^ [10]
24. ^ [11]
25. ^ [12]
26. ^ [13]
27. ^ [14]
28. ^ [15]
29. ^ [16]
30. ^ [17]
31. ^ [18]
32. ^ [19]
33. ^ [20]
34. ^ [21]

• Centers for Disease Control & Prevention. (2007). National Health Education Standards. Retrieved May 1, 2009 from http://www.cdc.gov/HealthyYouth/SHER/standards/index.htm
• Coalition of National Health Education Organizations. Health Education Code of Ethics. November 8, 1999, Chicago, IL. Retrieved May 1, 2009 from http://www.cnheo.org
• Donatelle, R. (2009). Health: The basics. 8th edition. San Francisco, CA: Pearson Education, Inc.
• Joint Committee on Terminology. (2001). Report of the 2000 Joint Committee on Health Education and Promotion Terminology. American Journal of Health Education.
• McKenzie, J., Neiger, B., Thackeray, R. (2009). Planning, Implementing, & Evaluating Health Promotion Programs. 5th edition. San Francisco, CA: Pearson Education, Inc.
• Simons-Morton, B. G. , Greene, W. H., & Gottlieb, N. H.. (2005). Introduction to Health Education and Health Promotion. 2nd edition. Waveland Press.
• World Health Organization. (1998). Health Promotion Glossary. Retrieved May 1, 2009 from http://www.who.int/hpr/NPH/docs/hp_glossary_en.pdf.

External links

• Health Education through Animation Video
• Association of Academic Health Centers (USA)
• Association of Canadian Academic Healthcare Organizations (Canada)
• British Columbia Academic Health Council (Canada)
• Centers for Disease Control and Prevention (USA)
• American Association for Health Education (United States)
• National Commission for Health Education Credentialing, Inc. (USA)
• Association of Schools of Public Health (USA)
• US Department of Health & Human Services (USA)
• American Public Health Association (USA)
• National Institutes of Health (USA)
• World Health Organization (USA)
• Sexuality Information and Education Council of the United States (USA)
• Environmental Protection Agency (USA)
• American School Health Association (USA)
• Society of State Directors of Health, Physical Education, and Recreation (USA)
• National Health Education Standards (USA)

Category:Health Canada

From Wikipedia, the free encyclopedia

Pages in category “Health Canada”

The following 18 pages are in this category, out of 18 total. This list may not reflect recent changes (learn more).

Health Canada Marketed health products directorate A Assisted Human Reproduction Canada C Canada's Food Guide Canadian Centre on Substance Abuse Act Canadian health claims

C cont. Canadian Health Network Canadian Institutes of Health Research Canadian National Calibration Reference Centre Chiropractic in Canada Controlled Drugs and Substances Act H Health Products and Food Branch

M Mental Health Commission of Canada N National Microbiology Laboratory Natural Health Products Directorate P Pest Management Regulatory Agency Public Health Agency of Canada T Therapeutic Products Directorate

Health Sciences Authority

The Health Sciences Authority headquarters at Outram Road, Singapore.

The Health Sciences Authority (Abbreviation: HSA; Chinese: 卫生科学局); Malay: Penguasa Sains Kesihatan) is a statutory board under the Ministry of Health of the Singapore Government.

HSA is a multi-disciplinary agency. It applies medical, pharmaceutical and scientific expertise to protect and advance public health and safety. The organisation serves three key functions: It is the national regulator for health products; it secures the national blood supply through its operation of the national blood bank – Bloodbank@HSA; and it represents the national expertise in forensic medicine, forensic science and analytical chemistry testing capabilities. These support other regulatory and compliance agencies in the administration of justice and in safeguarding public health. The current CEO is Dr. John Lim.

Contents 1 Background 2 Role 2.1 Health Products Regulation 2.2 National Blood Service 2.3 Forensic and Analytical Sciences Expertise 3 International Alliances, Affiliations and Collaborative Efforts 4 External links

Background

The HSA was formed on 1 April 2001 with the integration of five specialised agencies under the Ministry of Health: the Centre for Drug Evaluation; Institute of Science and Forensic Medicine; National Pharmaceutical Administration; Product Regulation Department; and Singapore Blood Transfusion Service.

Today, the agency’s professional knowledge, skills and competencies are housed in three professional groups: the Health Products Regulation Group; Blood Services Group, and Applied Sciences Group. Each group functions as Divisions comprising branches, units and laboratories. The three professional groups work with the corporate HQ that provides strategic direction and corporate support for advancing the organisation.

Role

Health Products Regulation

The HSA’s Health Products Regulation Group ensures that medicines, medical devices and other health products available in Singapore meet appropriate and acceptable standards in quality, safety and efficacy. The agency also contributes to the formulation of national drug policies.

HSA’s risk management system takes into account pre-and-post market precautionary options. On the pre-market front, HSA administers clinical trials for new drugs and grants approvals for these products before they are marketed in Singapore. Audits on good manufacturing and distribution practices are also conducted.

On the post-market front, HSA monitors health products in the market through regulatory surveillance activities. The agency also carries out investigations and takes enforcement action against illegal activities related to unregistered, counterfeit and adulterated health products. HSA has an established and active pharmacovigilance monitoring programme that draws on its network of healthcare professionals and overseas regulators. This allows HSA to initiate targeted and prompt alert action in response to reported adverse drug events. This allows the agency to expedite the isolation of such problems and minimise harm to public health and safety.

In support of the national objective to reduce smoking, HSA enforces the laws that prohibit tobacco advertisements, smoking by youths under 18 years old as well as the sale of tobacco products to youths in this age group.

National Blood Service

The Blood Services Group is the national blood service of Singapore and is responsible for the adequacy and safety of the country’s blood supply. It runs the Bloodbank@HSA, which collects, processes, tests and distributes blood and blood components to all hospitals in Singapore. The agency has established a framework to ensure that there is a steady supply of safe blood for day-to-day needs at hospitals and during emergencies. The framework covers the recruitment of voluntary non-remunerated blood donors, stringent blood donation screening criteria, a reliable battery of tests that is conducted on all collected blood, and a strong quality system.

The HSA has maintained a strategic partnership with the Singapore Red Cross since 2001 in managing the National Blood Donor Recruitment and Retention Programme. In 2007, about 55,000 individuals came forward to make blood donations.

The agency is the reference centre for immunohaematology, tissue typing and transfusion medicine in the country. It offers immunohaematology services and tissue typing services to healthcare institutions in Singapore and the region. It also provides clinical consultative services in the speciality of transfusion medicine. In recent years, it has embarked on the development of a Cell Processing Laboratory to support the new area of clinical cell therapy.

Forensic and Analytical Sciences Expertise

HSA’s Applied Sciences Group represents Singapore’s national expertise in forensic medicine, forensic sciences, analytical scientific capabilities as well as the new developing area of metrology in chemistry. This Group supports other regulatory and compliance agencies in the administration of justice and safeguarding public health. The Group comprises: Forensic Medicine Division, Forensic Science Division, Illicit Drugs and Toxicology Division, Pharmaceutical Division, Food Safety Division and Chemical Metrology Division.

The range of services cover forensic medical consultancy services in support of death investigation in Singapore; forensic science services such as criminalistics and DNA profiling in support of criminal investigations and illicit drugs control; analytical testing in support of health products regulation, cigarette and tobacco product control; water testing; and food safety regulation. Toxicological services are also provided to hospitals.

In collaboration with the Agency for Science, Technology and Research (A*STAR), HSA has been a designated institute for chemical metrology in Singapore since 2008.

International Alliances, Affiliations and Collaborative Efforts

HSA has established strong collaborations through Memoranda of Understanding (MOU) with international partners. This is part of its commitment to enhance inter-agency regulatory efforts on the global front. Its international partners include agencies such as the US Food and Drug Administration, Health Canada, Swiss Medic, the Australian Therapeutic Goods Administration and the Chinese State Food and Drug Administration.

HSA’s competencies have been recognised by international bodies such as the World Health Organisation (WHO). Its professional groups have being identified as WHO Collaborating Centres in three core areas of expertise – Transfusion Medicine, Drug Quality Assurance and Food Contaminants Monitoring.

HSA has been internationally accredited by the AABB (formerly known as the American Association of Blood Banks), and also the American Society of Histocompatibility & Immunogenetics. It is a founding member of the Asian Pacific Blood Network. As a WHO Collaborating Centre, the agency is an appointed Regional Quality Management Training Centre for Blood Transfusion Services.

For its forensic medicine and forensic sciences capabilities, HSA has received endorsements from various established global agencies. It is the first agency outside of the United States of America to be accredited by the National Association of Medical Examiners (NAME), and it also accredited by the American Society of Crime Laboratory Directors/Laboratory Accreditation Board, and the Singapore Laboratory Accreditation Scheme (SINGLAS).

The agency is also a United Nations International Drug Control Programme Reference Laboratory for Biological Specimens and Seized Materials.

External links

• Official site

HIRU Corporation (HIRU)'s Jiangxi Shaungshi AHP Wins Trustworthy Enterprise Certificate – Yahoo! Finance

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{“s” : “hiru.pk”,”k” : “a00,a50,b00,b60,c10,g00,h00,l10,p20,t10,v00″,”o” : “”,”j” : “”} Press Release Source: Hiru Corporation On Tuesday July 27, 2010, 12:20 pm EDT

NANCHANG, CHINA–(Marketwire – 07/27/10) – Hiru Corporation (PINK SHEETS:HIRU – News) (http://www.hirucorporation.com) is very pleased to announce that main subsidiary Jiangxi Shuangshi Animal Health Products (AHP) has been awarded the 2009 Trustworthy AA Grade Enterprise Certificate.

This great honor, presented by the Nanchang City Industry and Commerce Administration, confirms Shuangshi AHP's status as a rising star in the field of animal health products.

The Nanchang City Industry and Commerce Administration is a government body that oversees the planning, development, implementation and inspection of all industrial and technological enterprises in the province of Jiangxi. Based in Nanchang's Xiaolan Industrial Park, Shuangshi AHP provides the Chinese agricultural market with veterinary and animal nutrition solutions which include large volume injections, liquid disinfectants and feed additives.

Shuangshi AHP expects that this Certificate, along with the awarded 2009 Annual Growth Honor Award (Press release July 6, 2010) will help the company's efforts in marketing and branding its products on the Chinese market for animal health products. This recognition on the local level should enhance the company name on the national market for animal health products and raise the potential for landing new contracts and customers.

About Hiru Corporation:

Hiru Corporation's subsidiary Shuangshi Animal Health Products (AHP) Co.(http://www.jxssyy.com/index.asp) focuses on delivering veterinary and animal nutrition solutions for the Chinese agricultural market. The company operates in the Nanchang (Xiaolan) Economic Development Zone, and produces products that foster livestock health such as injections, volume injections, large volume injections, oral liquids, liquid disinfectants, feed additives, loose powders and feed premixes. Shuangshi AHP Co. distributes its products across 20 provinces in China. The company established a solid reputation, and currently partners with more than 500 loyal customers in China. The company also operates a RD lab in Belgrade Serbia MindUp Bioresearch focusing on cancer therapy and alternative medicine.

About Mina Mar Group:

Mina Mar Group (MMG) is a corporate consultancy firm that specializes in small cap or OTC market business services, including public markets in Frankfurt, Germany, and the UK. We provide our clients with comprehensive advisory and consulting services regarding mergers and acquisitions, including reverse mergers of private companies into publicly traded entities, and special purpose companies (SPC) offshore. MMG also offers a full suite of related ancillary services subsequent to the successful completion of a reverse merger, including private placements, Pink Sheets Adequate Disclosure documentation, various SEC regulatory filings and a broad range of other corporate governance matters. Mina Mar Marketing Group, MMMG (www.minamargroup.net), offers publicly traded companies full array of services such as Investor Relations and maintenance investor awareness. Mina Mar Group pioneered the “Go Public Free” program, the first firm to challenge the short sellers, stock bashers and repeal of the “Communication Decency Act”. Visit http://www.minamargroup.com/ice to learn more.

Filings for this event are currently being reviewed and will be filed with Pink Sheets and Client Support section in due course. To be included in company's email database for press releases, “Friday Tips” industry updates, and non-weekly activity in the company that may or may not be news released, please subscribe for opt in mailer at http://www.minamargroup.com/updates.

Safe Harbor Statement

Information in this news release may contain statements about future expectations, plans, prospects or performance of Hiru Corporation that constitute forward-looking statements for purposes of the Safe Harbor Provisions under the Private Securities Litigation Reform Act of 1995. The words or phrases “can be,” “expects,” “may affect,” “believed,” “estimate,” “project” and similar words and phrases are intended to identify such forward-looking statements. Hiru Corporation cautions you that any forward-looking information provided by or on behalf Hiru Corporation is not a guarantee of future performance. None of the information in this press release constitutes or is intended as an offer to sell securities or investment advice of any kind. Hiru Corporation's actual results may differ materially from those anticipated in such forward-looking statements as a result of various important factors, some of which are beyond Hiru Corporation's control. In addition to those discussed in Hiru Corporation's press releases, public filings, and statements by Hiru Corporation's management, including, but not limited to, Hiru Corporation's estimate of the sufficiency of its existing capital resources, Hiru Corporation's ability to raise additional capital to fund future operations, Hiru Corporation's ability to repay its existing indebtedness, the uncertainties involved in estimating market opportunities, and in identifying contracts which match Hiru Corporation's capability to be awarded contracts. All such forward-looking statements are current only as of the date on which such statements were made. Hiru Corporation does not undertake any obligation to publicly update any forward-looking statement to reflect events or circumstances after the date on which any such statement is made or to reflect the occurrence of unanticipated events.

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