Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves [121]-143. / Microfiche. / vii, 153 leaves ill

Thesis (M.S.) in Food Science and Human Nutrition--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 54-58).

Youth health promotion activities should reflect the concerns and interests of the youth being served. A quantitative exploration of youth concern related to health risk behaviour (HRB) engagement was conducted among youth in Winnipeg, MB. This study involved descriptive and inferential analysis of HRB engagement and attitude data from a cross-sectional survey of 250 youth (14–24 years). Chi-squared tests, Fisher’s exact tests, logistic regression and cluster analyses were employed to explore relationships between sociodemographic traits, HRB engagement, and HRB-specific concern. Findings demonstrated that A) youth in Winnipeg, regardless of their sociodemographic characteristics, do express concern about HRBs that they engage in; B) the likelihood of concern varies depending on what HRB one is examining; and C) while youth display similar trends in their concern about HRBs, different groups of youth, characterized by different patterns of engagement and sociodemographic traits vary in their likelihood of being concerned about particular HRBs. / October 2016

No description available.

Youth, the World Bank argues, need to become a constituency for reform in developing countries. This case study responds to this challenge by investigating adolescent students' understanding of the relationship between health literacy, HIV/AIDS, and gender in the context of Uganda. The four questions investigated are: (i) What kind of health literacy, HIV/AIDS, and gender-related information is accessible to Ugandan adolescent secondary school students? (ii) In the students' view, what are the factors contributing to health and HIV/AIDS related challenges faced by young people in Uganda today? (iii) According to these students, what is the impact of the debate on gender equality in the fight against health epidemics including HIV/AIDS? and (iv) What do these students consider to be the way forward for Uganda to achieve better health and improve life chances for all? The theoretical framework includes critical pedagogy and indigenous knowledge systems, as well as integrative gender frameworks. Each contributes a different but complementary understanding of adolescent students' perspectives on the issues under investigation. Data were collected in a qualitative study from January 2005 — May, 2007. The data corpus includes: student journals, reflective reports, artifacts/documents, life history interviews, questionnaires, informal ethnographic conversations, focus group discussions and critical inquiry discussions. In response to each of the research questions, the major findings were as follows: i) The students' understanding of the relationship between health literacy, HIV/AIDS, and gender were in part influenced by the media, and in part their own experiences. ii) Poverty and peer pressure impact young people's health practices. iii) Young people want gender equality debates to have a focus on marginalized males as well as females. iv) Youth suggest that education, fair trade, and better health care services are important in the attainment of the "better health for all" goal in Uganda. The study concludes that marginalized groups, especially youth, need opportunities to develop a united voice and be active participants in reform processes. Further, new analysis frameworks are needed to understand the gender/power relations in Uganda.

Objective: The primary goal of this study is to understand what factors contribute to teachers and administrators involved in these projects viewing the YSS feedback reports as effective and useable in order to continue improving the design and content of the reports to encourage knowledge utilization and integration at the school level. Methods: This study employed a mixed methods approach that included both qualitative and quantitative methods of data analysis. Specifically this study employed a concurrent nested design wherein quantitative data analysis was performed concurrently within a predominantly qualitative study. The qualitative portion consisted of telephone interviews with YSS participants that had viewed their School Profile. The quantitative portion was a secondary data analysis that examined the relationship between a downloading behaviour outcome and various school characteristics and contextual factors. Results: Of the 57 eligible participants that were identified from the 2010-11 YSS sample, 8 participated in telephone interviews; in the quantitative analysis data from 448 of the schools that participated in the 2010-11 YSS were used. Overall interview respondents rated the School Profile as a valuable and utile KTA tool for them and their school communities. Aspects of the profile that contributed to its value were the tailored and quantitative information it provides; the clarity and readability of its design; the ease of accessing and sharing the profile in an electronic format; and the broad range of health topics covered in the Profile. Participants were also asked to discuss their use and sharing of the profile with almost all respondents indicating that they had shared the profile within their school and/or community. Instrumental and conceptual knowledge use were the most common forms described by participants. Participants also commonly expressed a desire for more resources to support the continued use and uptake of the Profile in their school and community. The quantitative analysis revealed a statistical relationship between location in certain provinces and downloading behaviour but no other predictor variables proved significant in the full logistic model. Conclusion: The findings have contributed to understanding what facets of the School Profile contribute to its value as perceived by the individuals using it and point to a few avenues of further investigation regarding the Profile and its function within the YSS. The positive response by interview participants indicates that the Profile in its current state is a valuable and useful tool, however the use of additional strategies to support its uptake and utilization could be improved. The findings that location in certain provinces, some of which have collaborative projects with the YSS, may influence Profile downloading and health outcomes within schools is a potentially important avenue for further investigation and refinement of YSS KE systems.

Youth, the World Bank argues, need to become a constituency for reform in developing countries. This case study responds to this challenge by investigating adolescent students' understanding of the relationship between health literacy, HIV/AIDS, and gender in the context of Uganda. The four questions investigated are: (i) What kind of health literacy, HIV/AIDS, and gender-related information is accessible to Ugandan adolescent secondary school students? (ii) In the students' view, what are the factors contributing to health and HIV/AIDS related challenges faced by young people in Uganda today? (iii) According to these students, what is the impact of the debate on gender equality in the fight against health epidemics including HIV/AIDS? and (iv) What do these students consider to be the way forward for Uganda to achieve better health and improve life chances for all? The theoretical framework includes critical pedagogy and indigenous knowledge systems, as well as integrative gender frameworks. Each contributes a different but complementary understanding of adolescent students' perspectives on the issues under investigation. Data were collected in a qualitative study from January 2005 — May, 2007. The data corpus includes: student journals, reflective reports, artifacts/documents, life history interviews, questionnaires, informal ethnographic conversations, focus group discussions and critical inquiry discussions. In response to each of the research questions, the major findings were as follows: i) The students' understanding of the relationship between health literacy, HIV/AIDS, and gender were in part influenced by the media, and in part their own experiences. ii) Poverty and peer pressure impact young people's health practices. iii) Young people want gender equality debates to have a focus on marginalized males as well as females. iv) Youth suggest that education, fair trade, and better health care services are important in the attainment of the "better health for all" goal in Uganda. The study concludes that marginalized groups, especially youth, need opportunities to develop a united voice and be active participants in reform processes. Further, new analysis frameworks are needed to understand the gender/power relations in Uganda.

Youth, the World Bank argues, need to become a constituency for reform in developing countries. This case study responds to this challenge by investigating adolescent students' understanding of the relationship between health literacy, HIV/AIDS, and gender in the context of Uganda. The four questions investigated are: (i) What kind of health literacy, HIV/AIDS, and gender-related information is accessible to Ugandan adolescent secondary school students? (ii) In the students' view, what are the factors contributing to health and HIV/AIDS related challenges faced by young people in Uganda today? (iii) According to these students, what is the impact of the debate on gender equality in the fight against health epidemics including HIV/AIDS? and (iv) What do these students consider to be the way forward for Uganda to achieve better health and improve life chances for all? The theoretical framework includes critical pedagogy and indigenous knowledge systems, as well as integrative gender frameworks. Each contributes a different but complementary understanding of adolescent students' perspectives on the issues under investigation. Data were collected in a qualitative study from January 2005 — May, 2007. The data corpus includes: student journals, reflective reports, artifacts/documents, life history interviews, questionnaires, informal ethnographic conversations, focus group discussions and critical inquiry discussions. In response to each of the research questions, the major findings were as follows: i) The students' understanding of the relationship between health literacy, HIV/AIDS, and gender were in part influenced by the media, and in part their own experiences. ii) Poverty and peer pressure impact young people's health practices. iii) Young people want gender equality debates to have a focus on marginalized males as well as females. iv) Youth suggest that education, fair trade, and better health care services are important in the attainment of the "better health for all" goal in Uganda. The study concludes that marginalized groups, especially youth, need opportunities to develop a united voice and be active participants in reform processes. Further, new analysis frameworks are needed to understand the gender/power relations in Uganda. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Social Work." Includes bibliographical references (p. 109-134).

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.