There is now and may always be a difference of opinion on the advisability of contact sports for the younger and usually more immature boys. It is said by some that the many and varied experiences and attitudes gained through early participation in team contact sports greatly over-balances any detrimental effects which might occur. The other point of view expresses the opinion that anything which is gained at this younger age can and will be better accepted. when there is less chance or physical, mental, and social strain or damage. The age groups considered ln this study are usually exempted from the above discussion. High school boys, with some limitations, are felt to be mature enough to compete in these activities. However, the maturity of many ninth and tenth grade boys can be questioned. In any case, competitive athletics for all high school boys is a firm part of the school program and continuous effort should be made to improve the conditions which surround it. It was the purpose of this study to show the physical affects of the contact team sport of football on two classes of boys. The comparison was made between ninth and tenth grade boys and eleventh and twelfth grade boys, all of whose injuries were obtained during practice for or actual participation in interscholastic competition in high school football.

This study was done with the objective of designing and applying a nutrition education program based on a test of improved practices for pregnant women and women of childbearing age in the rural communities of Ibarra canton: La Riconada and Cuambo. For this, information was collected on knowledge, attitudes, and practices (KAP) regarding the eating habits of pregnant women. These results were used to identify content and recommendations to reinforce and/or instruct about eating during pregnancy. Nutrition education was based on the methodology of the improved practices test, which consisted of testing the recommendations in families' homes before recommending them and recording information on their acceptability. The results indicate that pregnant women in the two communities don't eat all the food groups every day. They need to increase the consumption of foods rich in calcium and iron, as well as foods that supply energy, protein, and fats. The pregnant women don't eat additional foods to cover these recommendations during the pregnancy. Despite the knowledge they have and the lessons they received, there are women who don't eat greens, vegetables, and fruits because they don't like them, and those who do eat them don't meet the established nutritional recommendations. The women prefer to eat artificial drinks with unboiled water, and they do not look after personal hygiene. The test of improved practices has been useful for observing if they really put in practice the knowledge about eating during pregnancy, and at the same time it helped design the educational proposal that served as a guide to help improve eating practices of pregnant women in the two rural communities, considering their motivations and recommendations.

Therefore, the purpose of this study was to determine the attitudes held by physical education teachers towards the implementation of Title IX with particular emphasis on coeducational physical education. In addition to the original issue, the following sub-problems were established: (1) To determine if a significant difference in attitudes towards the implementation of coeducational physical education existed between junior high (or middle school) and senior high school physical education teachers.; (2) To determine if a significant difference in attitudes towards the implementation of coeducational physical education existed between male and female physical education teachers.; (3) To determine if a significant difference in attitudes towards the implementation of coeducational physical education can be attributed to teachers with varying years of experience.

In the physical education work of the public schools the accomplishment of character and moral development through this subject is accepted but unproven. Through three years of teaching and extensive reading in the theory and practice of this field the writer is very much aware of this condition. The accomplishment of the health betterment through physical education activities is universally accepted, but the achievement of character betterment, although universally mentioned by educators, is not generally proven as an actual occurrence. Since the former is achieved through careful planning the latter likewise necessitates definite method. The method may be based upon the generalization of the character traits called upon in the specific physical education situation. Upon that basis this thesis has indicated the methods to be used so that these traits may also be placed in action in general lite situations.

Nail technicians can be exposed to more chemicals and allergens than the general population due to the unique exposures they experience in their day-to-day operations. This study focused on behaviors nail technicians participated in that may have increased their risk of infection, pain, allergy, or ailment. A cross-sectional study was organized, assessing the prevalence of behavioral exposures among nail technicians and their correlation with other factors like prior education, workplace type, and symptoms experienced. The goal was to create a better understanding of how the modern-day nail technician is protecting themselves while working, by identifying gaps to facilitate the creation of more impactful education interventions.

In the realm of higher education, retention is a concept vital to the progression and security of all institutions. This remains true for all nursing programs as well because reports have shown an attrition rate as high as 50% in some nursing programs across the globe. Along with the nursing shortage projected in the next 20 years, retention in nursing programs poses a massive problem for not just higher education but healthcare as well. Therefore, it is important for nursing educators to understand the factors affecting student completion of a nursing program. This two-phase, mixed-methods study sought to answer the overarching research question: What factors contribute to completion of the Southcentral Community and Technical College (SKYCTC) Practical Nursing (PN) program within three semesters? Since the majority of nursing programs utilize a selective admission process for accepting students, the first phase of the study gathered admission criteria on six cohorts of students accepted into the SKYCTC PN program from August 2008 through May 2015. This quantitative data was analyzed to determine if any of the admission criteria were related to completion of the program. For the second phase, qualitative data was gathered through a focus group attended by 11 graduates of the SKYCTC PN program between August 2008 and May 2015. The purpose of the focus group was to gather environmental or academic influences that graduates attributed to their success in completing the program.

"The purpose of this study is to show the development of health and physical education curriculum in the North Texas State Teachers College, Denton, Texas from 1901 through 1939"--1.

Na presente dissertação discute-se o profissional de Educação Física formado na Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. Por meio de uma pesquisa exploratória, com interpretação qualitativa, traçou-se um paralelo entre a estrutura curricular do curso e o Projeto Político-Pedagógico, para estabelecer equivalência com as disciplinas, os projetos, os grupos de pesquisa, as ações de extensão e a vivência cotidiana no curso Bacharelado em Educação Física e Saúde. Como parâmetro utilizou-se a Portaria GM Nº 154 de 24 de janeiro de 2008, que criou o NASF, para a escolha das palavras-chave na construção das categorias que balizaram o curso, na tentativa de compreender se o profissional formado atende as demandas conceituais e práticas da relação SUS/Saúde/Educação Física. Diante da inserção de profissionais de Educação Física nas equipes dos sistemas de saúde, ocorreu a expectativa de repensar a formação deste profissional e, fez-se, portanto, a pergunta: \'Que profissional de Educação Física queremos para atuar no SUS?\'. Dentre as 70 disciplinas do curso de Bacharelado em Educação Física e Saúde, obrigatórias e optativas eletivas, apenas 6 não contemplaram os critérios estabelecidos em seus objetivos ou resumos com os termos do NASF. Tendo em vista esta colocação, pode-se inferir que há alinhamento junto ao Projeto Político-Pedagógico para a formação e atuação do profissional de Educação Física e Saúde para a área da saúde pública. Com a análise questiona-se o programa oficial, o que não proporciona diretamente o aprofundamento sobre o aluno, pois, este pode não escolher as disciplinas optativas ou mesmo não optar pelo estágio no SUS, assim como nas disciplinas de formação ativa, escolher temas que não têm nenhuma relação com saúde. No entanto, com base nos resultados obtidos nesse estudo, acredita-se que o curso avança no sentido de proporcionar potencialidades na área da saúde voltada aos objetivos do SUS, mas este avanço só se fortalecerá caso haja investimento público em contratar profissionais de Educação Física / In the present dissertation, we talk about the Physical Education professional graduated from School of Arts, Sciences and Humanities, University of São Paulo. Through an exploratory research with a qualitative interpretation, we compared the curricular structure of the course to the political-educational process to establish an equivalence for the disciplines, the projects, the research groups, extension actions and the daily experience from the Bachelor of Health and Physical Education course. As a baseline, it was adopted the \"Portaria GM Nº 154\" from January, 24th, 2008, which created NASF, on the keywords triage for the categories constructions which defined the course, in the attempt to understand if the graduated professional meets the conceptual and practical requirements demanded by the complex relationship between SUS, Health and Physical Education. With the Physical Education professional insertion in healthcare groups, it has emerged an expectation to rethink this professionals education, so, we should ask ourselves: \'Which Physical Education professional we want to have in an important role on SUS?\'. Among the 70 disciplines of Bachelor of Health and Physical Education course (including all mandatory and elective subject areas), only 6 of them do not contemplate the requirements established on their objectives regarding NASF\'s terms. So, we can imply through those facts that it does exist an alignment with the political-education project to impact the formation and the acts of the Health and Physical Education professional on public health. With this analysis, we aim to enquire the official program, which doesn\'t directly provide any further development about the student, because he can choose to reject the elective disciplines or even to not make the SUS internship, as well as choose subjects that don\'t have any correlation with healthcare. However, based on the results of this study, the course advance in providing potentialities, oriented to the SUS healthcare objectives, what would only thrive if we have more public investment to hire those Health and Physical Education professionals

The problem of this study was to identify and describe the individual learning activities of caregivers of people with a diagnosis of Alzheimer's disease and to develop an analytical description of the patterns of learning of these adults. An instrument was not available for use; therefore, a focused interview guide was developed. The interview guide was developed through consultation with several spouses or adult children caring for Alzheimer's patients, professionals in the health care field, and a review of the literature. The major analysis procedure for the study was the constant comparative method, an inductive method that has been used most systematically by Glaser and Strauss (1967). Grounded theory is discovered or generated from data. It is developed by entering the field work phase without a hypothesis, describing what happens, and formulating explanations as to why it happens. Five research questions were explored dealing with the caregiver's support system, reasons for seeking medical help, learning at the time of the diagnosis, learning activities, and learning patterns. Caregivers, as adult learners, showed the capacity to conduct self-directed learning activities. While the content was greatly determined by the patient's progression of the disease, caregivers identified six learning processes: (a) professionally guided, (b) informal conversation, (c) observation, (d) solving problems, (e) change in perspective, and (f) facilitating understanding for others. The informal support system was significant in providing information to caregivers. Sixty percent of the friends and 50.5% of the family provided information, resources, and discussion. An extensive informal support system showed a greater use of a problem solving process.

The purpose of this study was to examine the behavior, attitudes, and knowledge regarding tobacco use of students enrolled in orientation courses in Tennessee community colleges. The six community colleges selected for the study were members of the Tennessee Board of Regents system that offered mandatory orientation courses. Data were collected by use of the College Tobacco Behavior, Attitude, and Knowledge Survey . A response rate of (72.5%) from 700 students was analyzed. Three research questions guided the study and 17 null hypotheses were formulated and tested at the.05 alpha level of significance. Data were analyzed by using t -tests, crosstabs, analysis of variance, Chi-square, and Pearson's r correlation coefficients. Results of the study revealed that, of those students who ever smoked regularly, differences in age and ethnicity were found and no differences were found between males and females. There was no difference between males and females and when they first started smoking cigarettes regularly; however, differences were found among students of varying ethnicities. There was no relationship between students' age and how many days they smoked; however, differences were found between males and females and ethnicities. There was no relationship regarding students' age and no difference between males and females and how many days they used smokeless tobacco. There were differences between smokers' and nonsmokers' attitudes pertaining to a smokefree campus, a designated smoking area indoors, and that a tobacco awareness program would be beneficial to college students. There was no relationship between knowledge score and age, and no difference between males and females, and smokers and nonsmokers regarding their knowledge score. However, differences in knowledge scores were found among students of different ethnicities.