The problem with which this investigation is concerned is that of determining success of selection of classes and satisfaction or dissatisfaction with self-scheduling as opposed to computer scheduling. A survey is made of 468 randomly selected high school students from four high schools in a large metropolitan school district.

My skripsie is ‘n beskrywing van die gebruik van collages in ‘n aktiewe en informele leersituasie. Dit beklemtoon collages as strategie in die selfbewuswording van die adolessent. Collages as onderrigstrategie kan veral sinvol gebruik word in Lewensoriëntering. Daarom is my navorsingsvraag: Hoe kan collages gebruik word as ‘n strategie in die selfbewuswording van die adolessennt ? Collages is die kuns om prente of foto’s (selfs tekeninge of skrywe) op papier of karton te rangskik en vas te plak. Kinders en selfs volwassenes vind dit soms makliker om te praat deur middel van prente. Die navorsingsbenadering is kwalitatief met ‘n aksienavorsingsontwerp. Data is versamel deur middel van waarneming en veldnotas in ‘n joernaal en collages. Foto’s is van die collages geneem as deel van datavaslegging. Die data is geanaliseer deur na temas te soek. Uit die temas kon vasgestel word dat collages wel gebruik kan word as ‘n strategie om selfbewuswording van adolessente te fasiliteer. / Ms. H. Krige

Background: Adolescent obesity and overweight in the US continue to be a serious public health issue. Youth obesity and overweight are associated with increased health risks and healthcare utilization costs and have steadily climbed since the 1990s. The national Youth Risk Behavior Survey (YRBS) is administered bi-annually to a representative sample of high school students enrolled in public and private schools throughout the US and is publicly accessible for study. The purpose of this study is to examine risk trends of youth obesity and overweight over 20 years (1999-2019) on a national scale, as well as specifically within the State of Tennessee. Methods: Statistical analyses were performed using SAS 9.4 and SUDAAN 11.0.3. Linear and quadratic analyses specifically examined disparities and risk trends of obesity and overweight prevalence using stratification methods of age (grade 9-12) and race (White, African American, Hispanic/Latino, Other races) to better understand the issue of childhood obesity and overweight. Overweight is defined as a BMI at or above the 85th percentile and below the 95th for children and teens of the same age and sex. Obesity is defined as a BMI at or above the 95th percentile for children and teens of the same age and sex. Results: Overall, there were 161,606 cases included in our sample representing 20 years of YBRS survey data. The obesity prevalence of high school students in the US increased 2.38% from 1999 to 2005, decreased 1.15% from 2005 to 2009, then increased 3.65% thereafter. Over the two decades period, youth obesity rates significantly increased (~5%) in the US, based on results of the Cochran-Armitage trend test (Z=16.10, P Conclusion: Except for Hispanics from 2003 to 2009, a higher prevalence of youth overweight or obese among each race were seen in Tennessee each year, and except for 2003, there was a higher prevalence of both males and females in Tennessee who were overweight or obese each year. While national rates increased over the 20-year period, the increase was higher in TN. Rising obesity in the US is a public health crisis. Obesity is a grave public health threat, more serious even than the opioid epidemic or covid19. Obesity-related prevention research should be a priority because there are high costs to individuals and states due to the burden and health care costs the condition presents.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this research was to examine the perceptions of collaboration and individual communication skills among advanced high school students. Senior students from an Academic Year Governor's School for science and math, all of whom were enrolled in a 9-week leadership, teamwork, and communications course, participated in this mixed methods study. Pre and post surveys were administered to determine participants' perceptions of collaboration and their own communications skills and whether those perceptions changed after completing the course. Each student answered Likert-style questions taken from Zhuang et al. (2008) that categorized perceptions of three factors of collaboration: cooperation skills, advocating and influencing skills, and negotiation skills. A final open-ended question solicited elaboration regarding perceptions of collaboration. Junior students at the same school were not enrolled in the course but were asked to participate in the study as a comparison group. Two tailed t-tests revealed no statistically significant differences between the pre-survey results of the seniors and the juniors. T-tests also revealed no significant differences between the pre and post data for the juniors. However, senior participants had significantly more positive perceptions of collaboration overall; cooperation skills; and advocating and influencing skills; with a non-significant increase in negotiation skills, skills which were not specifically addressed in the nine-week course. The open-ended responses indicated that the seniors perceived collaboration in a more positive way when they were grouped with other students who were engaged and motivated. Students also indicated that positive collaborative experiences allowed students to hear different views and bring ideas together. More positive responses and fewer negative or neutral responses were noted in the post-survey data. The results of this study suggest that when the skills of collaboration and communication are specifically taught, students are more likely to view collaboration positively, recognize the benefits of collaboration both in school and in the workforce, and enjoy the experience of collaborating. / Doctor of Philosophy / The purpose of this research was to examine the perceptions of collaboration and individual communication skills among advanced high school students. Academically advanced senior students, all of whom were enrolled in a 9-week leadership, teamwork, and communications course, participated in this study that contained both quantitative and qualitative research data. Surveys were administered at the start of the course and then at the completion of the course to determine participants' perceptions of collaboration and their own communications skills and whether those perceptions changed after completing the course. Each student answered questions with responses including "never," "rarely," "sometimes," "often," "usually," and "always" taken from Zhuang et al. (2008). The results of the survey categorized perceptions of three factors of collaboration: cooperation skills, advocating and influencing skills, and negotiation skills. A final open-ended question solicited elaboration regarding perceptions of collaboration. Junior students at the same school were not enrolled in the course but were asked to participate in the study as a comparison group. The analysis of the results of the pre-survey data of the seniors and the juniors revealed a good basis for comparison. The data also showed little change of perceptions for the juniors over the 9-week period. However, senior participants had significantly more positive perceptions of collaboration overall; cooperation skills; and advocating and influencing skills; with a non-significant increase in negotiation skills, skills which were not specifically addressed in the nine-week course. The open-ended responses indicated that the seniors perceived collaboration in a more positive way when they were grouped with other students who were engaged and motivated. Students also indicated that positive collaborative experiences allowed students to hear different views and bring ideas together. More positive responses and fewer negative or neutral responses were noted in the post-survey data. The results of this study suggest that when the skills of collaboration and communication are specifically taught, students are more likely to view collaboration positively, recognize the benefits of collaboration both in school and in the workforce, and enjoy the experience of collaborating.