E-health literacy is the ability to gather and appropriately process health information retrieved online. Like traditional health literacy, higher levels of e-health literacy may work to support health decision making and thereby improve health outcomes. Some populations frequently identified as at risk for health disparities, are also in danger of falling in to the e-health literacy “gap.” The following paper explores the barriers to attaining e-health literacy for vulnerable populations. The paper illustrates how a narrow focus on increasing technology access is insufficient to address disparities in e-health literacy, and provides a preliminary agenda for health promotion professionals to better address the e-health literacy gap in research and practice.

Hypertension continues to emerge globally as one of the most dangerous cardiovascular disease risk factors. The toll of hypertension as a chronic disease on population health and the resultant impact on the often already stressed medical systems of developing nations is a serious concern. Shifting existing paradigm and resources from communicable to chronic disease prevention continues to be a formidable task. This article presents the results of a cross-section analysis of Adansi South, Ghana, residents (N = 539) 5 years and older to investigate the blood pressure status and select hypertension risk factors across all age groups. Approximately a third of Adansi South respondents (27.1%) were identified as hypertensive. While the largest percent of the hypertensive subset was in the 40 to 59 age group, of concern was the emerging pattern among young and adolescent respondents who were either identified as hypertensive and/or having modifiable risk factors for hypertension like elevated body mass index (BMI). A rationale for expanding adolescent health education and health promotion is offered, and alternative methods for deploying health promotion activities in resource-limited areas are proposed and discussed.

In 2012, the Association of Schools and Programs in Public Health (ASPPH) in the United States launched a 3-year initiative to rethink education in public health, in anticipation of the 100-year anniversary of the Welch-Rose Report (Welsh & Rose, 1915). Since this first blueprint for schools of public health was published, the landscapes of health care, public health, education, and other major public service areas have changed dramatically. The Society for Public Health Education, Inc. (SOPHE) was one of some 20 organizations invited to join The Framing the Future: The Second 100 Years of Public Health Task Force, which was organized into six expert panels and one advisory board (ASPPH, 2014). The Expert Panel on Community Colleges was of special interest to SOPHE, given that many SOPHE members work in 4-year colleges and universities that have existing course requirements and/or degree program articulations with community colleges or have expressed interest in strengthening connections between junior colleges and universities in the United States. Community colleges educate nearly half of all undergraduate students, including a substantial proportion of future health professionals; have strong connections to the communities they serve, a foundational element shared with health education; and enroll many students from underserved communities who could enhance the diversity of the 628881P HPXXX10.

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