Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV/AIDS) is a national priority for several reasons including its endemic/pandemic status and economic demand. Adolescents 15 to 24 years old who are sexually active acquire nearly half of all new Sexually Transmitted Infections (STIs). Recent findings from the Centers of Disease Control (CDC) have documented increased teen birth rates, escalating births to unwed mothers, and STIs ascribed to one in four adolescent females, are reasons to enhance effective prevention efforts. The specific aim of the study, based on Bandura's social cognitive theory, was to test associations among communication system methods and HIV/AIDS self-efficacy, perceived risk, knowledge, and sexual decision-making among older adolescent females. Communication systems consist of interpersonal relationships, mass and print media. Research questions are: (1) What are the associations among demographic variables (age, race/ethnicity, education, socioeconomic status) in young women and the types of communication systems preferred (media and interpersonal)? (2) What are the associations among the types of communication systems preferred by young women and person factors (HIV/AIDS self-efficacy, perceived risk, and knowledge)? (3) What are the associations among the types of communication systems preferred by young women (media, print, interpersonal) and behavior (sexual-decision making)? (4) What are the associations among young women's person factors (HIV/AIDS self-efficacy, perceived risk, knowledge) and behaviors (sexual decision-making)? The study used a non-experimental cross sectional design. The sample included 866 females, 18 to 21 years old, attending the the second largest public university or a historically black university in Florida. Data was collected using validated instruments transcribed into an electronic survey program. Data analysis consisted of frequency distributions, descriptive statistics, and Multiple Regression Analysis. Results indicated that there were associations beween all proposed constructs that constitute the theoretically derived conceptional model. Interpersonal relationships explained the most variance (parents--22%; partners-12%) when associated with other communication systems. Overall, students reported that parents had more influence on their decisions with regards to basic beliefs, value systems, sexuality, dating, and alcohol use. The communication systems associated with older adolescents' sexual decision-making may assist public health advocates in developing related preventive interventions for young adult females.

This formative research examines the effects of health promotion on girls' and young women's health behaviours. Health promotion campaigns targeting women have previously had variable success. Some have been criticised for containing unhelpful values and messages, for example, those that were seen to cause harm to women outside the target population or use of stereotypical symbolism to support the message. Within this study these are called 'unintended consequences'. The Young Women and Health Promotion (YW&HP) study examines the potential for unintended consequences (both negative and positive) of health promotion in general. The focus is then narrowed to examine in more detail whether the use of specific methodologies (such as social marketing), contribute to unintended consequences when promoting physical activity, nutrition and non- smoking messages to girls' and young women. These health behaviours were specifically targeted as they are known to be the major modifiable risk factors for women in the prevention of many chronic illnesses. / This formative research involved the collection and analysis of qualitative and quantitative data from 132 girls and young women across three age categories. These were Year 7 girls (Children - 11-12 years), Year 10 girls (Adolescents - 14-15 years) and young adults (18-25 years). Eighteen focus groups and 15 in-depth interviews were conducted to elicit responses to examine the effects of health promotion on girls' and young women's health behaviours, with particular focus on unintended effects. Current and past health promotion materials, plus a selection of commercial campaigns were utilized to prompt discussion within the groups. The discussion allowed the exploration of girls' and young women's motivators (enabling and reinforcing factors) for personal health behaviours, attitudes and responses to health promotion materials, and the longer-term impacts of health promotion campaigns. A self-administered questionnaire was distributed at the commencement of each focus group, which provided additional information and was later triangulated with the qualitative data. Limitations due to the cross-sectional nature and sampling process of the study mean the results cannot be generalized beyond the study population. However the findings demonstrated that young women are motivated by a complex set of factors. The most common factors influencing the study groups were body image, self-esteem, media and role models. / In addition young women of all age groups had a high awareness of the available messages in the areas studied. All groups discussed the increasing volume of health information available that is targeted at women. Participants noted much of the information originated from commercial sources. This in addition to public health initiatives resulted in increased 'health noise' to which they 'switched off. Furthermore the YW&HP study revealed the importance of written media for women. The young women in this study appreciated the need for mass media advertising, however, preferred to have take-home advice to process at their own time. Discussion of how women process information revealed these young women to be a critical and analytical audience that are often skeptical of health information. Prior to making a decision, therefore, most of the women underwent a process of internal and external validation which included cross referencing information with peers, friends, family and health professionals to establish its accuracy, credibility and validity. Hence the findings of this study would support the need for further exploration of media such as women's magazines to promote health to young women which may in turn prompt discussion with peers and therefore expedite the validation process. / Due to study limitations, results from this formative research need to be interpreted with caution. The results, however, would indicate the area of health promotion and how it communicates health information to young women would benefit from further investigation. The findings suggest many types of media currently being used to communicate health information to young women were useful and appropriate, specifically the use of social marketing media, which, was seen as a worthwhile and necessary strategy for this target group. Methods routinely used by commercial companies were also viewed as effective especially the use of women's magazines. As part of a comprehensive health promotion approach, this is a strategy, which may be an equally useful vehicle for public health messages. In conclusion, discussion with participants revealed a number of negative and positive unintended consequences. This would, therefore, support the need for further research in this area. Furthermore, the research has highlighted the importance of a comprehensive approach to the delivery of health information to young women. Best practice suggests this approach should adhere to ethical communication principles, which would enhance the intended outcomes of the communications whilst also assisting to maximize positive unintended consequences and minimize negative unintended consequences.

Recent research on girls in science education in Australian primary schools indicates a participation rate lower than that of boys. This inequality could lead subsequently to reduced opportunities for girls entering the workforce in their adult years. Many studies have attempted to reveal why this situation has arisen and a variety of strategies for increasing girls' participation has been suggested. A relatively new strategy that does not appear frequently in the research literature is the use of educational computer game software. An important question arises: does the game software used in primary school science education reflect design attributes favoured by boys and, if so, do these attributes actively discourage girls' participation by making them feel uncomfortable or stressed? My case study was designed to identify design features of computer games that girls prefer so that these features can be included in educational computer game software designed for science education, as well as the other Key Learning Areas. Through interviews, surveys and observations my interpretive study obtained the opinions and views of over 200 children in two suburban Australian primary schools in which I work as a teacher-librarian. In this role I purchase educational computer games and organize special classes for students to play them. From my analysis of the data I make recommendations that reflect girls' preferred design attributes for educational computer games. I also generate a checklist of criteria from my interpretations that may result in the purchase of software that could not only enhance girls' participation and success in primary school science, the curriculum area of greatest personal interest to me, but also in other Key Learning Areas of primary education.\

The tomboy is a female character that has featured prominently in many popular works of children's literature. Typically, the tomboy is a prepubescent or teenaged girl who is frustrated by the expectations and limitations placed upon her because she is female. She is reluctant to conform to feminine standards of appearance and behaviour. This thesis examines the representation and evolution of the tomboy character in two distinct categories of children's series fiction, 'books in a series' and 'series books'[1], focusing on narratological elements such as plot, characterisation and series structure, as well as their publishing context, exploring issues of authorial intent, editorial decisions and, in certain cases, the official revision of texts. 'Books in a series' are usually presented as bildungsroman – that is, stories, or in this case, series, of development. In these narratives, time progresses and the characters age; tomboyishness is depicted as a temporary phase which is grown out of when a girl matures, and learns to accept and perform femininity. In contrast, 'series books' are centred on adventure and/or mystery stories, rather than on the process of growing up – the characters' ages are typically frozen, and tomboyishness is a distinguishing character attribute which remains for the course of the series. In studying children's literature, it is important to acknowledge that the audience of children's literature includes adults as well as children – it is after all, adults who determine and control the production, distribution and legitimisation of texts for children. Originally, children's literature was written specifically for the religious, moral, behavioural and social instruction of children, rather than for their entertainment. Although appearing less overtly didactic in recent times, the production of children’s literature has continued to be driven by the adult concern for ideological appropriateness, and the desire to responsibly educate its young readers. This concern and desire are fuelled by the underlying and persistent belief that children are like sponges and will absorb whatever they are exposed to[2], including representations of gender difference and gender performance. The ways in which the tomboy character has evolved in the children's series are a direct reflection of the shifts in society’s ideas about gender, the gendered education of children, and the adult conception of what is ideologically appropriate for the children’s text. The tomboy character in children's literature has been an important cultural marker of both our evolving and constant values. It is clear that over time gender roles have changed significantly, allowing girls in series fiction to be sleuths, rescuers, warriors and adventurers, but through all of this change, the representation of the tomboy has always reflected adults' conception of what is ideologically appropriate and normal and therefore desirable, in the representation of masculinity and femininity, gender and sexuality in children’s literature – a normality and system of gender based on a steadfast heterosexual hegemony. [1] Inness, Sherrie A., ed. Nancy Drew and Company: Culture, Gender, and Girls' Series. Bowling Green, OH: Bowling Green State University Popular Press, 1997, p.2. [2] Sternheimer, Karen. It's Not the Media: The Truth About Pop Culture's Influence on Children. Boulder, CO: Westview, 2003, p.181.

This study involved a 28-week school-based exercise trial of single-leg drop-landing exercise with 42 girls (Tanner stage 1; 6-10 yr old) randomly assigned to control (C), low-drop (LD) or high-drop(HD) exercise groups. The latter two groups performed single-leg drop-landings (3 sessions.wk-1 and 50 landings.session-1) from 14cm and 28cm, respectively using the non-dominant leg. Single-leg peak ground-reaction impact forces (PGRIF) in a sub-sample ranged between 2.5 – 4.4 x body-weight (BW). No differences (p>0.05) among groups at baseline for age, stature, lean tissue mass (LTM - DXA - Lunar 3.6-DPX), leisure time physical activity or average daily calcium intake were detected. No significant within group changes for between leg differences from baseline to post-training and no significant differences among groups at baseline, or in magnitude of change for any of the dominant or non-dominant (loaded) leg bone mineral content (BMC g) measures determined by DXA – loaded leg total - 19.06, 25.5, 25.46 [p=.156], femoral neck - 0.14, 0.11, 0.15 [p=.959], greater trochanter - 0.37, 0.06, 0.26 [p=.733], mid femoral shaft - 3.87, 3.87, 3.42 [p=.677] for the C, LD and HD groups, respectively, after adjusting for the covariates baseline body and fat mass, and change in LTM (ANCOVA) were observed. Similarly, following ANCOVA adjustments no significant differences for changes in calcaneal speed of sound and broadband ultrasound attenuation (CUBA Clinical), DXA derived changes in femoral neck (-0.009, 0.033, -0.009; p=.189) and total MFS (0.029, 0.041, 0.053; p=.447) volumetric BMD (g.cm-3), or MFS cortical volumetric BMD, the latter derived by a new technique combining MRI and DXA were identified. TBBMC changed by 79.6g-C, 100.2g-LD and 91.9g-HD (p=.339). Combining data from both exercise groups to increase statistical power produced similar results. No significant within group changes for between leg differences from baseline to post-training and no significant differences among groups at baseline, or in magnitude of change for any of the dominant or non-dominant (loaded) leg bone geometrical (area cm2) determined by MRI using ANALYZE® software of proximal - 22.18, 12.91, 19.86 [p=.248], mid - 19.83, 15.91, 19.64 [p=.233], or distal - 14.78, 16.07, 13.35 [p=.792], slice cortical area for the C, LD and HD groups, respectively, after adjusting for the covariates baseline body and fat mass, and change in LTM (ANCOVA) were detected. Similarly there were no significant biomechanical cross sectional moment of inertia (CSMI cm4) changes determined by Scion Image® (Frederick, Maryland: Version-Beta 3B) and a custom macro program of proximal - 896, 815, 649 [p=.415], mid - 1054, 806, 1087 [p=.471], or distal - 1197, 1079, 966 [p=.606], slice CSMI for the C, LD and HD groups, respectively after adjusting for the same covariates. In contrast to some recent reports, our findings suggest that strictly controlled uni-modal; uni-directional single-leg drop-landing exercises involving low-moderate peak ground-reaction impact forces are not osteogenic in the developing prepubertal female skeleton.

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

The amalgamation of Broadland House C.E.G.G.S. and the Launceston Church Grammar School was announced, as a fait accompli, in April 1982. The merger was to be in two stages; the separate operation of both schools under the one Headmaster from June 1982 and the completely merged schools from the beginning of 1983. Both Broadland House and the Launceston Grammar claim to be the oldest continuing schools in Australia, having been founded in 1845 and 1846 respectively. The fact that many families had been involved with either or both schools for four or five generations led to period of bitter conflict and resistance to change, which was largely overcome by the end of the first year of operation. Diminishing enrolments at both schools had been brought about largely through the rural recession in Tasmania during the 1960's, together with the provision of better school facilities and roads in the rural areas of Tasmania. The Launceston Church Grammar had become co-educational in 1972, largely as a means of survival. Previous approaches to Broadland House, by the Grammar School, to consider amalgamation had been rejected. This study endeavours to determine the strategies which led to the almost total acceptance of the amalgamation between the Broadland House Church of England Girls Grammar School and the Launceston Church Grammar School, and to explain those strategies through reference to the literature on the management of change. This involved rationalising resources, setting up new academic courses, providing physical facilities, considering the traditions of both schools, the gaining of financial, support and of developing acceptance of the change within the school community and within the community at large. The study follows the period covering the eight months of preparation prior to the amalgamation together with its first 5 years of operation, during which time the School has grown considerably and enjoys wide confidence and support. As amalgamations are occurring more regularly across the nation, it is hoped that the lessons learned through this educational innovation will be of benefit to others.

This qualitative study explores the experiences of female adolescents in relation to physical activity. The study investigates the experience of being adolescent and the meaning of a female adolescent’s experience of physical activity. A qualitative description with a phenomenological hue was the methodology used. Their perceptions of their lived experiences in relation to physical activity were revealed through stories. The participants were six adolescent females. The study data was gathered through open-ended questions and in-depth conversations, to seek meaning of the adolescent’s experience of physical activity. The interviews were transcribed and stories extracted from the data. Results from the findings of the study indicate that physical activity needs to be enjoyable for the female adolescent for her to be motivated to participate. What specifically constitutes enjoyment for the adolescent differs for each individual. The data also suggested that other persons of influence or the female adolescent’s environment may also have an impact on their participation. Peers, parents, their gender, body issues, competition, running, and certain restrictions were revealed as making a difference. For the female adolescent participating in physical activity, it would be advantageous to find an approach that allows a girl to experience physical activity in the way that works for her. Some participants, already good at sports, are likely to be very competitive, want to train hard, and will build friendships among their like-minded peers. These female adolescents are not so problematic. They already love physical activity and participate in it. The challenge is to target those female adolescents who do not participate on a regular basis, and to design successful interventions which promote and encourage them into physical activity. This change may prevent a further decline in the levels of physical activity for the adolescent who is at a stage when physical activity may be so advantageous.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 6, 2007) Vita. Includes bibliographical references.