The purpose of this study was to determine the effect of diet, physical activity, and lifestyle characteristics on body weight of incoming freshmen at a Midwestern university. Research shows that many college students gain weight during their first year at college due to a change in dietary habits, lack of physical activity, and other lifestyle characteristics, such as drinking alcohol and smoking cigarettes.A systematic sample of incoming freshmen completed an online pre- and post-questionnaire regarding diet, physical activity, and lifestyle characteristics. In addition, students had their height and weight measurements taken to determine body mass index at the beginning and end of their first semester in college.Of the 69 incoming freshmen who participated in this study, 66.7% (n=46) gained an average of 2.6 ± 2.1 pounds and increased their BMI from 24.7 to 25.0 kg/m2 in one semester; 24.6% (n=17) lost an average of 1.5 ± 1.0 pounds. More than half of the students reported they usually tried to make healthy eating choices; however, 58% of the students reported having on average 2 meals per day and the majority did not meet the recommended number of servings for all five food groups. Less than 50% of the students exercised 3 or more days per week and less than one-third strength trained. The majority of incoming freshmen neither smoked nor consumed alcohol. Interestingly, there was an association of weight gain in college students who decreased the average number of meals they had each day or increased the average number of servings of fruits each week. / Department of Family and Consumer Sciences

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The purposes of the study were to: 1) evaluate health knowledge competencies, 2) assess health skills, and 3) determine interrelationships among health knowledge, health skills, and self-reported behavioral demographic variables for Oregon entry-level college freshmen who had graduated from Oregon schools. An instrument, the "Health Education Survey," was developed with the assistance of two Delphi panels, consisting of (1) nationally known health educators and (2) recognized Oregon health educators. The first panel contributed to the health knowledge competency part of the survey, including issues of community health, consumer health, environmental health, family life, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease, and substance use and abuse. The second panel contributed to the health skills part of the survey, including safe-living, stressor/risk-taking management, physical fitness, and nutrition, as defined by the Oregon Department of Education. Based upon health information derived from the first two parts, the third survey section considered various demographic and behavioral variables, including substance use, eating habits, and physical fitness. The data derived from administration of the survey were evaluated by criterion- referenced and empirical (analysis of variance, t-test, chi-square) measurements at the .05 alpha level of significance. Data analysis disclosed that: 1) the subjects did not meet the 85% mastery standard for criterion-referenced measures for any of the health knowledge competencies or essential health skills; 2) there were significant differences among the subjects for the content areas of consumer health and the health skills of safe-living, physical fitness, and nutrition, as well as the behavioral areas of marijuana use, fitness level, and wearing auto seatbelts; and 3) gender differences existed for the content areas of family life and nutrition. From analysis of the research findings, it was recommended that there is need for additional collaboration among secondary school health educators, education and health agencies, and appropriate higher education personnel to improve the health knowledge and skill needs of Oregon students. It was suggested that cooperative efforts at the secondary and university level to form coordinated, on-going evaluation and research projects would be one means to achieve this goal. / Graduation date: 1992

Submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban University of Technology, Durban, South Africa, 2018. / INTRODUCTION: Neck pain is considered to be one of the most disabling conditions, with a universal prevalence among youth, adult and elderly populations. However, despite its disabling nature and its high prevalence there is still much uncertainty surrounding the aetiology of the pain and the extent to which the condition is influenced by the intrinsic and extrinsic characteristics of an individual. While there is growing evidence to support the notion that marked bio-psychosocial associations exist with neck pain, this literature is heavily weighted toward an adult and a developed nation context leaving developing nations and the student population largely under-researched in comparison. Moreover, while a high prevalence of neck pain and its associated risk factors exist in the student population among health sciences and non-health sciences programmes, across many levels of study, the literature is ambivalent about which faculty and level of study is more at risk, if any. The first year of university stands out among the rest in that the students undergo a significant transition and are required to adapt to a new environment and style of learning compared to what they have been used to. Furthermore, students have been observed to exit first year with higher levels of distress than were present in the beginning of the year, suggesting that this unique environment may influence the psychosocial well-being of students. The extent and strength of this relationship is yet to be determined in a South African tertiary educational context and this is even more true of the first year student population at the Durban University of Technology. Research on the unique bio-psychosocial factors of these students would provide a more holistic understanding of the extent to which these factors exist and the role they play in the general well-being of the students and in the development of neck pain. AIMS AND OBJECTIVES: This study aimed, firstly, to determine the prevalence and psychosocial risk factors of neck pain in registered first year Faculty of Health Sciences students at the Durban University of Technology and, secondly, to determine the association between neck pain presentation, demographic characteristics, socio-demographic and psychosocial risk factors. The outcomes of this study could possibly have a threefold benefit (for the student, the institution, and the chiropractic profession at large). RESEARCH DESIGN: A quantitative, descriptive, cross-sectional survey design was adopted in this research. This design was chosen as it was believed to be the best suited to achieving the aims and objectives of the study. RESEARCH METHODOLOGY: Neck pain questionnaires were administered to the first year Faculty of Health Sciences students at the Durban University of Technology towards the end of the academic year in order to determine the prevalence of neck pain and its associated demographic, socio-demographic, and psychosocial risk factors. There was a final sample size of 135 participants achieving a response rate of 54.7% for the study. Data was captured by the researcher and sent to a statistician for statistical analysis. RESULTS: A high prevalence of neck pain was found among the students (72%) with symptoms of depression (59.8%), anxiety (68.1%), and stress (53.6%) also being highly prevalent among this group. However, when neck pain was quantified by its characteristics the related impact was comparatively low. There was a common theme observed in the results highlighting the association between stress and neck pain, with stress furthermore being determined as an independent risk factor for neck pain (p = 0.023) with an odds ratio of 1.1. This result was not surprising, however, considering the stressors which emerged in the results highlighting factors such as transport protests, student protests, upcoming tests and financial aid as stress causing factors among the participants. The results provided valuable insight which enabled recommendations to be made about the direction of future research as well as recommendations for the Institution and the Chiropractic profession in the approach and management of students enrolled in tertiary education and with neck pain. / M

Technical and Vocational Education and Training (TVET) colleges have become institutions of choice in the Department of Higher Education and Training (DHET) attracting youth between 15 and 24 years of age. College campuses are an opportune space for mixing of students with Grade 10 equivalence up to students with post-matriculation level. Students who enrol at TVET colleges for the first time are vulnerable to Human Immunodeficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) since they mingle with students of different ages and diverse experiences. Sometimes they can be taken advantage of as the environment is inviting for transactional sex practices, casual and multi-partner sexual relationships with benefactors / “blessers”, promising them the world as angel babies, sugar pups and tuition babies in the sugar bowl of dating scene, hence risky sexual behaviours make college first year students vulnerable to HIV and AIDS. A qualitative research approach was followed underpinned by constructivism as a research paradigm. The theoretical framework followed in this study was the Social Cognitive Theory (SCT). A purposive sampling technique was used and six students who had enrolled in a TVET college as first year students for National Certificate Vocational (NCV) level 2 and were sexually active and willing to talk about the risky sexual behaviours they engaged in, participated during focus group interviews. Three students selected from the six were interviewed individually. The thematic analysis approach was used to identify patterns and themes which were considered for major findings. Findings of the study revealed that TVET college students who are enrolled as first year students in the NCV programme engage themselves in risky sexual behaviours such as transactional sex, casual and multi-partner sexual relationships, not using condoms, putting themselves at risk of contracting HIV. Among factors that were found to be contributing to risky behaviours were that students are away from the supervision of parents, peer pressure, partying, poverty, sugar daddy and sugar mummy (cougar) / Ben 10 with dating life style. / Psychology of Education / M. Ed. (Guidance and Counselling)