Thesis (M.S.P.H.)--University of Michigan, 1934.

Thesis (M.P.H.)--University of Michigan, 1947.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.S.P.H.)--University of Michigan, 1934.

Thesis (M.S.P.H.)--University of Michigan, 1944.

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M.P.H.)--University of Michigan, 1945.

<p> Maternal mortality, an example of poor maternal health outcomes, is widely accepted as an indicator of the overall health of a population. One of the Millennium Development Goals was reduction in maternal mortality by 3 quarters by 2015. These goals were not met in Nigeria and it is important to look at some of the reasons why. Education has been shown to have positive impact on pregnancy outcomes; however, the characteristics of pregnant women, their health literacy level, their usage of antenatal care services and how these impact pregnancy outcomes are yet to be analyzed in Lagos, Nigeria. Guided by the social cognitive theory and health belief model, the purpose of this cross-sectional quantitative study was to determine if there is a relationship between maternal health literacy, antenatal care visits, development of medical conditions during pregnancy, and pregnancy outcomes (measured by healthy or unhealthy baby) in Lagos, Nigeria. The research question for this study tested if there was a relationship between these variables. Lisa Chew&rsquo;s health literacy assessment tool was used in a sample of 130 women in Shomolu local government in Nigeria who met the inclusion criteria. Using binary logistic correlations, only problems developed during pregnancy is statistically significant with pregnancy outcomes (<i>p</i> &lt; .05). The results suggested an increase in problems developed during pregnancy most likely will increase the chance of having negative pregnancy outcomes. Results from this study could promote positive social change by helping health professionals identify the characteristics of at-risk women during antenatal education sessions. The results could also help health professionals in the development of targeted antenatal care interventions.</p>

<p> The purpose of the study was to examine the effect of the Autonomous Student Experiences (ASE), a specific course component of OAE programming, on promoting youth developmental outcomes, including youth autonomy and positive youth development (PYD). The ASE component in this study was carried out as the &ldquo;Final Expedition,&rdquo; where students traveled as a group with limited supervision from instructors. Three outdoor courses offered by Northwest Outward Bound School were selected with 25 subjects in total. </p><p> This study used a mixed-method quantitative and qualitative research design to explain and interpret the effect of ASE on youth autonomy and PYD. A questionnaire was developed to collect quantitative data measured by three scales, including Noom&rsquo;s (1999) Adolescent Autonomy Questionnaire, Lerner et al.&rsquo;s (2005) Positive Youth Development Short Form Measurement, and Characteristics of the ASE scale adapted from Sibthorp&rsquo;s Characteristics of the Experience Scale (2000). This questionnaire was administered three times throughout the course, including the first day of course, the day before the ASE, and after participants finished the ASE. Qualitative data were collected using semi-structured interviews. These one-on-one phone interviews were conducted with selected participants about two weeks after they returned home from their field experiences. </p><p> Findings from the quantitative data analysis showed that the overall OAE program can be effective in facilitating adolescents&rsquo; levels of youth autonomy and PYD. ASE may afford the opportunity for &ldquo;learning reinforcement&rdquo;, refers to a chance for adolescents to reinforce developmental outcomes that have evolved early on during the course. However, the differences in adolescents&rsquo; youth autonomy and PYD levels before and after completing the ASE course component did not reach a statistical significance. Higher levels of autonomy were associated more with adolescents who played follower roles in the ASE compared to those who played leadership roles. Findings from the qualitative data further shed light on the underlying mechanisms for linking ASE with youth developmental outcomes.</p><p>