OBJECTIVES. This feasibility study examined whether a sun safety curriculum designed for and administered to preschoolers affects their cognition (knowledge, comprehension, application) regarding sun safety. METHODS. Twelve classes of 4- to 5-year-olds were recruited from local preschools and randomly assigned to an intervention group or a control group. The intervention group received an investigator-developed sun safety curriculum; the control group did not. Children in both groups were tested at the beginning of the study about their cognition related to sun safety. They then received posttests 2 and 7 weeks following the pretest. RESULTS. The curriculum had a significant effect on the knowledge (P = .01) and comprehension (P = .006) components of cognition. The application component of cognition was not significantly changed by the curriculum. CONCLUSIONS. A structured curriculum was found to be an efficacious means of enhancing knowledge and comprehension of sun safety in preschool children. At the preoperational developmental stage, however, children may not be able to apply such knowledge and comprehension.

Background. Skin cancer affects more Americans than any other type of cancer. Children are prime targets for prevention education, because sun overexposure in early childhood may affect the development of skin cancer later in life. Preventive behaviors adopted early in life may be less resistant to change than those acquired in adulthood. Thus, there is a need to educate children at an early age about sun overexposure. Methods. This article describes the evolution of skin cancer prevention research at the Arizona Cancer Center, a National Cancer Institute—designated comprehensive cancer center. Research focusing on children is highlighted. Results. From its roots in the Arizona Sun Awareness Project, an informal public skin cancer education program, skin cancer prevention research at the Arizona Cancer Center has produced two developmentally appropriate, age‐based curricula aimed at teaching children about the benefits and dangers of the sun. The elementary school curriculum, Sunny Days, Healthy Ways, has undergone two tests of feasibility and is the intervention used in a large, randomized, experimental trial. The preschool curriculum, Be Sun Safe, has been tested in a randomized trial and was found to have a positive effect on preschoolers' knowledge and comprehension of sun safety. Conclusions. Educating children about skin cancer may be an important way of decreasing the incidence of skin cancer. Although informal skin cancer prevention education can be helpful, educational programs preferably should be research based and evaluated for effectiveness before public distribution. The Arizona Cancer Center experience can serve as a model for other programs. Cancer 1995;75:651‐6.

No abstract

Another fact pointing to this etiological relation is the failure to relieve acne at this period as we have been led to hope by dietetic measures. I may say in conclusion that I have found little aid in my studies of this subject because of the very limited amount of current literature on acne. Dr. Corlett asked Dr. Seiler whether he re¬ ferred the acne to the nasal affection, or the nasal affection to the acne, the connection being a re¬ flex one. Dr. Seiler said his belief was that the acne was caused both by the reflex influence of nasal irritation and the mechanical congestion which was not relieved by the erectile tissue of the turbinated bones. In other words, the influence was both nervous and mechanical.