The rise of unhealthy beverage consumption, such as soft drinks, in children and youth for the last 25 years has increased the risk of low bone mass density by replacing milk (a major source of calcium intake), compromised dental health, and possibly contributed obesity. A school-based nutrition education intervention was developed to promote a change in this behavior. This study examined the effectiveness of this nutrition education program, called FUEL (Fluids Used Effectively in Living), in promoting healthy beverage consumption among high school students. The FUEL nutrition education manual consisted of six classroom sessions; it was delivered in four classes of grade nine students using different approaches, either multiple or single strategies. The nutrition intervention used multiple teaching methods which included six lessons delivered as visual, group interaction, tactile, individual, and auditory teaching styles. The multiple strategies approach was delivered through peer educators (led by a dietitian) in one class and dietitian-only in another class. In the single strategy approach, also called self-taught, two classes received only the handouts in the FUEL manual. This latter approach was considered the control to the nutrition intervention. The two classes that received either peer education or self-taught approach were in two high schools in Saskatoon. The two classes with either dietitian-taught or self-taught approaches were in a high school in Prince Albert. The beverage intake, knowledge, and attitude of students were assessed by a self-administered questionnaire before the intervention, a week after the intervention, and three months after the intervention. In Saskatoon only, a one year follow-up beverage intake assessment was performed. None of the schools in the FUEL study provided healthy beverage choices for the students. Generally, students in our study consumed an adequate amount of milk, but they drank sugary beverages daily. There was a tendency to replace milk and 100% fruit juices with sugary drinks. After the intervention, students in multiple teaching strategies decreased their sugary beverage intake significantly. The findings indicated that a school-based nutrition education with multiple teaching strategies may lead to positive knowledge, attitude and behavioural change which will have beneficial effect on long-term health.

This thesis studied four CEMUS courses offered in spring 2011. The purpose of this study was: 1) to measure CEMUS students‘ self-reported behavior and action as well as behavior intention towards sustainable development; 2) to analyze different factors and barriers to their behavior and action; 3) to analyze course coordinators‘ knowledge and perspectives about behavior change and action towards sustainable development; and 4) to analyze each course‘s impact on students. Finally, this thesis discusses how education can be improved to foster behavior and action towards sustainable development. This study used both qualitative and quantitative methods. According to the results, most CEMUS students were willing to recycle; to switch off electricity when it‘s not needed; and to travel by bicycle or public transportation instead of by car. On the other hand, fewer students had a willingness to pay for environmental costs and to cut down water consumption and waste. Among the opportunities for indirect action, it was political participation and working within the field of sustainable development (SD) that were most preferred. In contrast, much fewer students were willing to avoid purchasing products from companies with poor track records on CSR, to participate in voluntary work related to SD and to donate money for social or environmental causes. The two most frequently perceived constraints for behavior change among students were a lack of money and obstructive social norms. As a course outcome, four out of six coordinators expect students to take action afterwards but there is a lack of knowledge on how to encourage students to behave and act more sustainably. Based on the results, this thesis discussed what kinds of learning methods can be applied in CEMUS and ESD. It was concluded that education should focus on a specific domain and a small spatial scale, and assign project assignments in which students communicate and interact with stakeholders. Such an approach will help to approach the goals of Education for Sustainable Development (ESD). CEMUS could also implement the theory of locus of control, emotional involvement and four different kinds of knowledge in their education in order to improve the effectiveness of CEMUS courses when it comes to promoting behavior and action towards sustainable development.

No description available.

The main purpose of this study is to investigate the current status, demands and problems of Kaohsiung hospital bedside teaching in Kaohsiung, expecting to enhance the content and quality of hospital bedside teaching. The theory and research framework was established through literature review which acted as a basis of research tools for the design. And the survey research method and the qualitative research method are the research methods. Hospital bedside teaching teachers of compulsory education years in Kaohsiung, and students¡¦ parents were the subjects of the survey. Also, students¡¦ parents and bedside teaching teachers were the semi-structured interviewees for qualitative research. Descriptive statistical analysis was proceeded after recovering the formal questionaires, and for the data of interviews we also proceeded the process of data processing to analyze the data collected. According to the results of the analyses, the following conclusions have been reach: Firstly, the problems of hospital bedside teaching in Kaohsiung exists in three dimensions: (a) It is urgent to improve the system; (b) For bedside teaching students back to the school, there are no appropriate management measures for case counseling; (c) The rights of bedside teaching teachers are necessary to be improved. Secondly, it shows the following two aspects for the needs of Kaohsiung hospital bedside teaching: (a) the urgent needs of multi-teaching measures and curriculum for bedside teaching; (b) the services that bedside teaching teachers offer can be further enhanced. Thirdly, it proposed six dilemmas for the aspect of " It is urgent to improve the system planning aspect ": (a) lack of teacher preparation; (b) lack of teaching resources; (c) way of teacher professional education is lack; (d) hospital bedside teaching should be widely publicized; (e) the places in the hospitals to support for bedside teaching are not enough; (f) the controversy for student¡¦s GPA. Fourthly, it proposed three problems for the appropriate management measures for case counseling ": (a) it is lack to pay attention to the students of hospital besdide teaching; (b) to strengthen the assistance and concern for the students back to school and cross-education; (c) the case management system for special education students is not exactly implemented. Fifthly, two problems of the rights of bedside teaching teachers: the traffic allowance for the teachers is not corresponding for the actual needs, and the personal safety and protection of the rights and interests for bedside teaching teachers are ignored. Sixthly, for the services of bedside teaching teachers can further enhance, it proposed three items about "offering a variety of services", " strengthening transition and tracking system" and "arranging the opportunity to interact between the case students and the parents". Keywords¡GSpecial education, Itinerant service, Health Impairment, Education for the Health Impaired, Hospital bedside teaching

Thesis (Ph. D.)--Open University. BLDSC no. DX178603.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 105-111).

Thesis (Ph.D.)--New York University, School of Education, 1934. / Typescript; Abstract of thesis included as last 8 leaves. Includes bibliographical references (leaves: 301-338). Available at the SUNY Digital Repository, dspace.sunyconnect.suny.edu.

Thesis--Gothenburg. / "Gymnastik och Idrotts-projektet, 15. Summary in English. Includes bibliographical references (p. [1-11] (2d group)).

Thesis (doctoral)--Göteborgs universitet, 2004. / Includes bibliographical references (p. 253-277).

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August, 2003. / Includes bibliographical references. Also available on the Internet.