Breast cancer is one of the leading causes of death and disability globally. Although mammogram has been identified as a significant breast screening tool in the United States, researchers have indicated that African-born women in the United States are diagnosed with advanced stages of breast cancer because of underutilization of mammogram from diverse reasons. The purpose of this quantitative study was to determine the association of demographic factors, breast cancer knowledge, health beliefs, and the utilization of mammogram among Nigerian women, 40 years and older in the United States (N=200). The study was guided by the health belief model and questionnaire was the data collection instrument used. Logistic regression analysis revealed that demographic variables, specifically age and length of residency in the United States have statistically significant effect on the odds of utilization of mammogram among the Nigerian women in the U.S. at p < 0.05. Also, according to the study results, breast cancer knowledge has a statistically significant effect on the utilization of mammogram at p <0.05. Additionally, health beliefs regarding breast cancer have significant effect on utilization of mammogram among Nigerian women 40 years and older in the U.S at p <0.05. The study findings will help in developing breast health programs for immigrant women, especially Nigerians in the U.S. to make informed decisions about timely utilization of mammographic services. Furthermore, the outcome of this study could enhance research, enlighten the health providers, and policymakers to develop culture sensitive preventive breast health programs that are appropriate to diverse women populations in the United States.

<p>Low back pain (LBP) is a growing health and socio-economic problem worldwide, affecting humans from adolescent to adult age. In developed countries, more than 80% of adults are at risk of suffering a disabling episode of LBP at one point during their life time. In developing countries, particularly in Africa, the life time prevalence of LBP varies in population groups, but the disability due to LBP is increasing. The aetiology of LBP is multifactorial, and there is still no consensus on the exact cause and contributing factors to LBP. In addition, little is known about patients&rsquo / knowledge and beliefs on the contributing factors to their LBP. The current study therefore, aimed to identify patients&rsquo / knowledge, attitudes and beliefs on the contributing factors to LBP, among patients attending physiotherapy outpatient departments in Malawi.</p>

<p>Low back pain (LBP) is a growing health and socio-economic problem worldwide, affecting humans from adolescent to adult age. In developed countries, more than 80% of adults are at risk of suffering a disabling episode of LBP at one point during their life time. In developing countries, particularly in Africa, the life time prevalence of LBP varies in population groups, but the disability due to LBP is increasing. The aetiology of LBP is multifactorial, and there is still no consensus on the exact cause and contributing factors to LBP. In addition, little is known about patients&rsquo / knowledge and beliefs on the contributing factors to their LBP. The current study therefore, aimed to identify patients&rsquo / knowledge, attitudes and beliefs on the contributing factors to LBP, among patients attending physiotherapy outpatient departments in Malawi.</p>

Master of Science / Department of Hospitality Management and Dietetics / Kevin R. Roberts / International college students are becoming a sizable part of the overall college student population in American universities. Studies show that these students come to the United States (U.S) with food habits that could be in variance with the U.S. food safety norms. While food safety in the U.S. is among the safest in the world, foodborne illness has remained a growing concern. Food experts are showing increasing concern about how food habits associated with cultural and ethnic norms are impacting basic food safety practices in the U.S. While minimal research regarding food safety has been conducted with college students in general, no studies have sought to understand food safety practices among international college students. This study investigated self-reported food safety practices of international college students. Specific objectives included: determine international college students’ knowledge regarding basic food safety principles, evaluate international college students’ belief towards food safety, and examine international students’ current food safety practices. The target population was international college students at Kansas State University. An online survey system was used to administer the questionnaires. The respondents were allowed two weeks to complete the questionnaires. To facilitate a higher response rate, two email reminders were sent, the first after one week and another two days prior to the expiration date. SPSS (version 17.0) was used for data analysis. Descriptive statistics were computed to understand the nature of data and provide characteristics of international college students in the study. Independent Samples t-tests were used to examine differences between demographic characteristics. A One-way ANOVA was used to identify differences in food safety knowledge and food handling practices among different ethnic groups regarding food safety. The Pearson correlation coefficient was used to measure association between variables. The majority of the respondents did not answer correctly questions related to cooking foods adequately and keeping foods at safe temperatures. The study suggests that most participants had beliefs that enhanced good safety practices. Respondents rarely practiced using a thermometer to determine correct temperatures of cooked foods or using separate cutting boards when preparing raw and ready-to-eat foods. They also reported using towels that were available to others to dry their hands. No significant differences were found between training and self-reported food safety handling practices.

Guided reading is a common component of literacy instruction in elementary classrooms. The purpose of this research was to examine multiple areas of guided reading from the perspective of teachers who were using guided reading in their classrooms. Knowledge and beliefs, grouping, management and organization, dialogue, and assessment issues were the five instructional topics of guided reading that were investigated using a mixed methods approach. The research was carried out in a single school division located in northern Alberta and involved Kindergarten – Grade 3 language arts teachers. Survey data collected from 27 respondents were analyzed using an interpretational focus. The data were coded and categorized using the five identified instructional topics as a framework. Common themes and patterns of response were identified for each instructional topic. The survey findings were then used to generate a focus group agenda. The transcripts of three focus group sessions that involved 16 teacher participants were also analyzed using an interpretational focus. The findings of the study suggested that guided reading is an important component of early language arts instruction for the teachers who participated in this research. Two types of guided reading instruction were identified: a small group guided reading approach (Fountas & Pinnell, 1996) and a Four Blocks approach to guided reading (Cunningham, Hall, & Defee, 1991). The teacher participants identified a wide variety of goals and purposes in using guided reading. The grouping practices of the teachers shared some similarities and many teachers indicated that they used a variety of sources of information to determine students’ placement in guided reading groups. Repeatedly, the survey and focus group participants communicated how their guided reading instruction was affected by their perceptions of differences among students and classes as affecting their guided reading instruction. The teachers indicated that their continuous attempts to maintain balance and focus during guided reading instruction also affected their organization and management. The teachers’ responses to survey items and focus group questions that addressed dialogue also focused on maintaining balance and focus during guided reading instruction. The teachers also discussed how they used dialogue for instructional purposes and commented on their ability to maintain balance and focus during the discussions during guided reading lessons. Many teachers indicated that they used running records to inform their guided reading instruction. Various other assessment tools that are consistent with an assessment for learning focus were also identified by the teacher participants. Overall, many of the findings suggested that individual teachers have adapted their guided reading practices to such an extent that they are no longer consistent with a single guided reading approach. The findings of the research indicated a need for teachers the have opportunities to engage in reflective activities with respect to their guided reading practices.