This study aimed to explore perceptions and experiences concerning sexuality, contraceptives, unwanted pregnancy and unsafe abortion among young people in Kisumu, Kenya. The design of the study was inductive with a qualitative approach using personal in-depth interviews. Eight participants (four female and four male) were asked to describe their perceptions and experience concerning sexuality, contraceptives, unwanted pregnancies and unsafe abortion. The result showed that culture and norms, misconceptions and gender based power in sexuality are factors that impact Sexual Reproductive Health among young people in Kisumu today. Unwanted pregnancy was described as a shame, a burden and a destroyed life which lead to many unsafely induced abortions. The findings indicate that youth interventions are important, such as engaging young men in unwanted pregnancy and thus unsafe abortions and to empower young women.

The purpose of this study was to examine the efficacy of the Texas Drug and Alcohol Driving Awareness Program (TDADAP) in relation to alcohol-related offenses among young drivers. Participants in this study were students in pre-license programs for young beginning drivers who either received or did not receive TDADAP instruction as part of their curriculum. Based on the examination and statistical analysis of Texas Department of Public Safety driving record data, findings indicate that TDADAP participation did positively influence subsequent alcohol-related traffic convictions. Participants that received TDADAP instruction had a total of 5601 records, 231 of which were alcohol-related convictions. Participants who did not receive TDADAP instruction had a total 5945 records with 376 alcohol-related convictions. Promising results came from findings associated with TDADAP participation and the total number of alcohol-related offenses attributed to a group, the number of ALR offenses, MIP offenses, PI offenses and DUI/DWI offenses attributed to a group. When adjusted for group size, participants who did not receive TDADAP instruction had 53% more convictions than the TDADAP participants. With regard to alcohol-related accidents, findings were mixed in that the test group had a higher-than-expected number of participants with at least one accident, while the control group frequency was less than expected. The reverse was found when considering participants with two alcohol-related accidents. When taken as a whole, results from this study indicate that while TDADAP participation may influence alcohol-related traffic convictions and some alcohol-related accidents, it is a more accurate predictor of alcohol-related traffic convictions and a less accurate predictor of all alcohol-related accidents.

This dissertation offers the term “narrative intimacy” to refer to an implicit relationship between narrator and reader that depends upon disclosure and trust. By examining contemporary American fiction for adolescent women by critically- and commercially-successful authors such as Sarah Dessen, Stephenie Meyer, and Laurie Halse Anderson, I explore the use of narrative intimacy as a means of reflecting and reinforcing larger, often contradictory, cultural expectations regarding adolescent women, interpersonal relationships, and intimacy. Specifically, I investigate the possibility that adolescent women narrators construct understandings of the adolescent woman reader as a friend, partner in desire, or “bibliotherapist,” which in turn allow the narrator to understand the reader as a safe and appropriate location for disclosure. At the same time, the novels I discuss offer frequent warnings against the sort of unfettered disclosure the narrators perform in their relationships with the reader: friendships are marked as potential sites of betrayal and rejection, while romantic relationships are presented as inherently threatening to physical and emotional health. In order to interrogate the construction of narrative intimacy, I rely upon a tradition of narrative and reception theory concerning the roles of narrator and reader. I also turn to other cultural representations of adolescent women and their relationships, from films, television, and magazines to the self-help and nonfiction literature that provides insight into current psychological, sociological, and anthropological understandings of adolescent womanhood. Ultimately, I argue, the prevalence of narrative intimacy in fiction for adolescent women reflects a complex system that encourages adolescent women to seek intimate interpersonal relationships even as it discourages the type and degree of disclosure that is ostensibly required in the development of intimacy. The narrator thus turns to the reader because the “logical gap”—to borrow a term from Peter Lamarque—between fiction and reality allows for a construction of the reader as a recipient of disclosure who cannot respond with the threats of criticism, judgment, or rejection that may be presented by other characters within the text. The reader, in turn, may come to depend upon narrative intimacy as a space through which to vicariously explore her own understanding of intimacy.

The aim of this study is on the development of young children's arithmetic and geometric concepts. To achieve this aim, teachers motivated young children's curiosity through the use of interesting illustrated books. In particular, the target is the advance in young children's knowing and understanding of geometric figures and numbers within 10. There were altogether three phases. In the first phase, the investigator designed a mathematical activity (a pre-test) for the teacher to capture young children's entry behavior. The second phase referred to the use of illustrated books in ordinary instruction. During the third phase, the mathematical activity (identical to that of phase 1) was carried out again, in order to find out if advancement in young children's mathematical ability was present. Data collection and administration included investigator's observation notes; video analyses; notes on teacher interviews; and investigator's self reflections record. Data analyses and results were two: geometric concepts and arithmetic concepts. Geometric concepts. Using illustrated books could advance in understanding and increase in curiosity of young children; also to promote young children's recognition in variation in polygon; and arouse young children's imagination and creativity in individual figures and combination of patterns. Arithmetic concepts. Using illustrated books could cause the interests in change of numbers; cultivate young children's sensitivity in the addition and subtraction of numbers; and promote the ability of combination and decomposition of numbers within 10. The findings of this study suggested that illustrated books are important and useful in assisting young children to explore mathematical concepts. Illustrated books encourage young children to think and allow room for oral presentation, clarifying and reflecting one self. Finally, teachers are suggested to integrate the use illustrated books in teaching mathematics, and follow up with related mathematics activities, to upgrade young children's development in various mathematics concepts.

The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.

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This research is mainly by the 13 years experience in education system which is outside the authoritative information education system with kids and young people. Besides to construct the kids and young people apparent ability of information science and technology, the goal in the research is to research the hidden knowledge of the information science & technology which combines in the education. The research wants to clarify many presently myths of information education. And also wants to provide more efficiency and happy learning mode. The research is based on the book of Howard Gardner (2007)¡mFive Minds for the Future¡n. It takes ¡§Disciplined Mind¡¨, ¡§Synthesizing Mind¡¨, ¡§ Creating Mind¡¨, ¡§Respectful Mind¡¨, ¡§ Ethical Mind¡¨ as the main theory construction. To study student's minds development condition who is graduated from high school or university. And the comparison of minds growth condition of the junior high student who are joining in the competition. The findings discovered: To develop intelligences and minds of kids and young people on integration of Information Technology and the Education is not only constructed the basic information technology ability, and it can promote on the child body's instructive, self-confidence, independent exploration, spontaneous study within 2-3 years. Kids and young people almost were constructed and applied the abilities under the project-based works, and extend the top level for the minds and abilities, like the system thinking, problem solving, communication, the leadership. The special experience with five minds raises and the construction is being related. Ethics mind of the five minds must be in Disciplined Mind, Synthesizing Mind, the Creating Mind, and the Respectful Mind raises certain foundation since childhood, the abstract thinking ability level grows up naturally, the kids and young people becomes the good citizen in the 21st century era. It must be presented during the university life or entering the work place obviously.

<p>Our exam paper is about young adults’ use of intensifiers in school papers. The theoretical background includes previous research about intensifiers in the Swedish language and above all young adults’ use of intensifiers. We have chosen to focus on all intensifying expressions which young adults’ use, because we did not want to limit our research material. We made a comparing study of 25 student papers from year 1999 and 25 student papers from year 2009 to find similarities and differences. Our result answers our four main questions: “How has the frequency of intensifiers changed from year 1999 to year 2009?”, “Which new intensifiers have been added?”, “In which contexts are intensifiers used?” and “Are there any differences in the use of intensifiers between boys and girls?”. The result shows that the number of intensifiers has increased during the 10 year period but that the selection of used intensifiers has decreased. Furthermore is a change in which intensifiers that are used and in which contexts they are used illustrated. The result also shows that boys in year 1999 use intensifiers more frequently than the girls, but in year 2009 the result was opposite.</p>

<p>Abstract</p><p>As a young offender in Sweden today you can be sentenced to juvenile care within the social services. Within the juvenile care it may be an option for these young offenders to undergo an affect program. That is a collective name for several types of structured programs that can include everything from conversations to visits. The purpose of this study was to create an understanding of which arguments there are for why these affect programs for young offenders is being used in three municipalities in southern Sweden. We authors found this interesting because of the lack of evidence for these affect programs. We do not know how effective these programs are for the young people that are undergoing them. We have interviewed employees at three different affect programs and the research questions that we have answered are: What arguments, for using these affect programs, do the concerned operators have? What do the concerned operators think about the lack of evidence for the affect programs? To achieve the aim of this study, we have implemented a qualitative study of semi-structured interviews. The analysis of our collected empirical work was based on the term isomorphism. The results of the study show that the reasons why the employees at the three studied affect</p><p>programs chose to start these affect programs was because they had the requirement to be able to offer a legible, predictable and proportionate penalty. In the absence of evidence about how programs should be built the employees were inspired by other municipalities. The employees do not put much emphasis on different theories but</p><p>instead they rely on their own experiences and on what they think is effective. The employees at the three programs think that it would be good if it existed evidence about the affect programs, but it is not crucial. Local resources set limits for how good the affect programs can become and the staff involvement also has a great significance.</p>

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1982. / Abstract. Includes bibliographical references (leaves 141-146).