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It is important not to see this exclusively in the context of health education, but that this in fact has to be taken seriously in planning education in general Creating supportive environments for girls might be a particular challenge For instance, if con ict and disruption are allowed to dominate the classroom atmosphere in schools, as so often happen, girls especially are the losers It is a common experience among teachers that boys often dominate in the classroom and set the tone for the atmosphere Therefore, they usually get most attention from the teacher Also, among girls, there is a con ict between academic achievement and the wish to be popular among boys, a con ict that many girls resolve by becoming underachievers (Striegel-Moore, 1993) Young women may feel forced to choose between success at school or work, or success in relationships.

Common signs of negative stress are tiredness, concentration and memory problems, changes in sleep patterns, etc People need to nd an optimum between positive and negative stress Since there is no single level that is optimum for all people, personal stress-training systems can assist in reducing elevated levels of stress Controlling stress by means of this system contributes to the subject s well-being Stress management should be individually adapted,.

Figure 8.3 shows the anatomical basis of the three common neurological patterns of visual loss: monocular blindness, bitemporal hemianopia and homonymous hemianopia.

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This poses a dilemma, because each choice means denying many of their physical and interpersonal needs (Shisslak & Crago, 1994) The consequences may be to produce or enlarge a basic feeling of being helpless, and unable to cope with life Such feelings may easily become a starting point for developing signs of poor mental health as a way to regain control or autonomy or to display emotional stress From an educational point of view this is perhaps one of the greatest challenges to enable people to nd a balance between autonomy and dependence (Weare, 1992) However, a paradox of health promotion is that autonomy also means to be free to choose, even if the choice is unhealthy (Weare, 1992).

5:3:14

Some people in the eld of health promotion dislike the idea that people should be completely free to choose, and want people to adopt their ideas about what is healthy or unhealthy This highlights the con ict between accepting the huge statistical variation in the population with respect to coping styles, symptoms and behaviours, and some more or less narrow, normative standards of living in the mind of the professional health-care worker Health promotion might be important in reducing risks for morbidity and mortality, but the ultimate value lies in the contribution to the quality of life of those for whom it is intended The Ottawa Charter (WHO, 1986) puts it this way: Health is seen as a resource for everyday life, and not the objective for living In the 1980s, the World Health Organisation (WHO), the European Commission (EC) and European Union (EU) developed the concept Health Promoting Schools .

Letters to indicate sensor types are: P: Photo T: Temperature A: Acoustics X: Accelerometer M: Magnetometer H: Humidity B: Barometer

browser. The code is constrained to run within a safe memory space and executable instructions to operating parts of the computer are checked and controlled via the virtual machine s interface with the rest of the computer. Thus, all of the running of the applet is contained within a controlled environment, the sandbox. Not only does the virtual machine concept provide a good (though not complete) level of security against malicious operation, it also provides a standard design environment for applets. The application designer does not need to know details of the browser or of the operating system, only the speci cation of the virtual machine, which is part of the Java standard. Applets once designed, can be reasonably sure of operating on new versions of software. Microsoft s ActiveX employs a completely different approach to correct operation. No attempt is made to constrain the ActiveX code or its effects to within a safe domain. There is no sandbox. Instead, ActiveX relies on a trusted code concept: code is produced and digitally signed by organisations that the user is expected to trust. Using the encryption techniques outlined in Part 3 Security, it is possible to provide extremely good evidence that code was indeed developed by the organisation that signed it, and that the code has not been corrupted accidentally or deliberately thereafter.

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