ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Fast Food Nutrition Facts to Make Healthier Menu Selections
Author: Turley, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Obesity,Nutrition,Food,Health Promotion,Junior High School Students,High School Students,College Students,Dietetics,Eating Habits,Health Behavior,Risk,Health Education,Dining Facilities

Objectives: This teaching idea enables students to (1) access and analyze fast food nutrition facts information (Calorie, total fat, saturated fat, trans fat, cholesterol, sugar, and sodium content); (2) decipher unhealthy and healthier food choices from fast food restaurant menus for better meal and diet planning to reduce obesity and minimize disease risk; and (3) discuss consumer tips, challenges, perceptions, and needs regarding fast foods. Target Audience: Junior high, high school, or college students, with appropriate levels of difficulty included in this paper. (Contains 8 tables.)
Whole Grains and Food Fun in an After-School Program
Author: Gilboy, Mary Beth
Date: 2009-00-00
Type: Journal Articles
Subjects: Food,School Activities,After School Programs,Nutrition Instruction,Eating Habits,Health Promotion,Children,Preadolescents,Child Health

Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a whole grain food for each meal. Target Audience: This teaching idea is appropriate for children, ages 6-11, participating in a community-based, after-school program. (Contains 2 figures.)
Everyday Theory: A Practical Application of the Ecological Perspective
Author: Barry, Adam
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Theories,Intervention,College Students,Health Education,Health Promotion,Public Health,Health Behavior,Medical Care Evaluation,Social Work,Case Method (Teaching Technique)

Knowledge of health behavior theory allows health practitioners to design health promotion interventions that are based on factors that influence behavior. Objectives: At the conclusion of this lesson, students will be able to: (1) identify and define the three major levels of influence of the Ecological Perspective, (2) identify how each level of the Ecological Perspective impacts the health of community members described in an enclosed case study, and (3) develop an intervention strategy to improve the health of community members described in the enclosed case study. Target Population: Because the application of health behavior theory is a topic pertinent to numerous disciplines, individuals studying health education, health promotion, public health, evaluation and assessment, and social work may benefit from this lesson. (Contains 3 figures.)
Stop the Tears of Drug and Alcohol Abuse
Author: Shimon, Jane
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Influences,Prevention,Drug Abuse,Alcohol Abuse,Teaching Methods,Drinking,Program Effectiveness,Secondary School Students,College Students,Peer Influence,Family Influence,Mass Media Effects,Advocacy,Consciousness Raising,Health Promotion

Objectives: By participating in this Stop the Tears teaching strategy, students will be able to: (1) analyze how alcohol and drug abuse could affect their lives as well as the lives of their friends and family and, (2) create a media message, such as a poster, pamphlet, poem, or song, in which alcohol and drug prevention is advocated specific to how alcohol and drug abuse has affected students in their school. Target Audience: Students in grades 6-12 and lower-division college students. (Contains 2 tables and 1 figure.)
Lessons from the Street: An Introduction to Drug Education
Author: Janowiak, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Drug Education,Drug Abuse,Teaching Methods,Cognitive Processes,Affective Behavior,Pharmacology,Middle School Students,High School Students,Symptoms (Individual Disorders),Smoking,Drinking,Classification,Discussion (Teaching Technique)

The instructional approach used in this teaching idea involves high-level cognitive and affective learning rather than passive learning through lecture, which often is the traditional, and ineffective, approach for students being educated about drugs. Objectives: At the conclusion of this drug education teaching strategy, students will be able to: (1) form opinions based on fact, (2) draw logical conclusions regarding legal and illegal drugs of abuse, (3) categorize drug samples into pharmacological groups, and (4) discuss the laws, availability and abuse of licit and illicit drugs. Target Audience: Middle school and high school students. (Contains 2 tables and 2 figures.)
Tobacco, the Common Enemy and a Gateway Drug: Policy Implications
Author: Torabi, Mohammad R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Drug Use,Smoking,At Risk Persons,Health Behavior,Secondary School Students,Drinking,Correlation,Predictor Variables,Questionnaires,Attitude Measures,Student Attitudes,Peer Influence,Parent Influence,Parent Attitudes,Marijuana,Cocaine,Stimulants,Age Differences,Comparative Analysis,Gender Differences

For the four leading causes of death in the United States (heart disease, cancer, stroke and chronic respiratory disease), tobacco use is a common risk factor. Tobacco use is responsible for almost 450,000 deaths per year and impacts the health of every member of our society. Tobacco is a gateway drug for substance abuse. That role is critical to revisit and revalidate. From 490 schools, a total of 175,460 students in grades 6-12 participated in an alcohol, tobacco and other drug use survey, the descriptive analyses of the data being stated in a 2007 technical report. The secondary analyses of the data clearly demonstrated that a dose-response relationship pattern of association existed between increasing quantity of cigarette use and the use of alcohol and other drugs. Additionally, logit analysis revealed that selected demographic and other variables were statistically significant predictors of the past month's use of cigarettes. The secondary analyses were replicated for the 2008 survey, in which 152,732 students responded to the same questionnaire. Similar results were obtained. Smoking is a major risk factor to the leading causes of death and sufficient empirical evidence establishes that tobacco is a gateway drug. To combat tobacco use, a comprehensive ecological approach, including tobacco education and cessation, enacting and enforcing smoke-free policies, and increasing taxes on tobacco products, is recommended. (Contains 3 tables and 2 figures.)
Magic, Morals and Health
Author: Johnson, Warren R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Moral Values,Social Values,Health Education,Intellectual Disciplines,Social Attitudes,Social Bias,Language Usage

Magic has to do with the supernatural and the unnatural. It is indifferent to natural law and science and is aloof from scientific inquiry. Its existence depends upon unquestioning faith. Granted such faith, it is extraordinarily potent. If it does not move mountains, it convinces the faithful that it can. It can damage health and perhaps, restore it. It has, historically and cross-culturally, been closely tied in with and supportive of morals and religion. Morals have to do with right and wrong, with good and bad, as defined by a particular society. The word derives from "customs." By definition, morals as well as customs may differ tremendously from society to society, right being wrong or more or less right or wrong, depending on where one happens to grow up. Morals sometimes have the support and backing of laws, as in the case of sex morals, but nearly always they are protected by magical forces via the superego and conscience. Health may be defined narrowly as freedom from symptoms, or more broadly even than WHO's famous definition, as for example "high level wellness" in all respects. In modern times, health has been striving for a scientific base, as has also, sluggishly, education associated with it. Still, to a remarkable extent, and in many ways, health persists in being an issue of morals and thereby subject to magical influence. This discussion is concerned with pointing out: (1) that the ancient magic-morals-health complex is still very much with us; and (2) that if modern health education is to become a respected academic discipline and significant contributor to human health and survival, it must actively disavow the reality of this complex and commit itself objectively to is available data.
Magic, Morals and Health: Plus 40 Years
Author: Young, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Religion,Intellectual Disciplines,Public Policy,Social Attitudes,Social Change,Health Services,Moral Values,Social Values,Religious Factors

In the article "Magic, Morals and Health" the reader is treated to Dr. Warren Johnson's thoughts about health and society, and the role of health educators. If one stays with Dr. Johnson's train of thought, one will find Dr. Johnson is concerned that: (1) A large segment of society tends to base at least some of their beliefs about health on mysticism or religious beliefs/teachings rather than science; (2) Too often health educators do not base their practice on good science, but instead attempt to impose their own moral/religious beliefs on others in the name of health; and (3) If health education is to have a future as a "major academic discipline" it must be based on sound science. Dr. Johnson's concerns, voiced 40 years ago, are currently relevant. Today society is dealing with a number of health related controversies, for example: (1) abstinence education; (2) contraceptive availability; (3) abortion; (4) environmental protection; (5) gay rights; (6) HIV/AIDS; (7) immunizations; (8) living wills and other end of life options; (9) war; and (10) health care reform. In all of these controversies there are people who take strong positions. Often these positions are based on ideology (sometimes religiously based, sometimes not), rather than sound reasoning, good science and accurate information. People have an unalienable right to their own beliefs regarding religion and morals, and religion and health. While people do have freedom of religion, sound public policy and sound health policy, must be based on accurate information and what research suggests is effective for the future. People do not live in a theocracy. Health educators have a professional obligation to present their clients with accurate information. Educators should not twist information in an attempt to make it fit their own religious belief (or non-belief) system or promote their own religious beliefs (or lack of beliefs). However, the authors believe that Dr. Johnson would agree that understanding the background for certain religious teachings that have health implications is important. Dr. Johnson's "Magic, Morals and Health" was written 40 years ago. It was relevant to the health education profession then, but one can also still find some wisdom in it that is relevant today.
Community Intervention Model to Reduce Inappropriate Antibiotic Use
Author: Alder, Stephen
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Theories,Intervention,Health Education,Health Behavior,Drug Therapy,Community Programs,Interviews,Regression (Statistics),Diseases,Knowledge Level,Age Differences,Gender Differences

Background: The Inter-Mountain Project on Antibiotic Resistance and Therapy (IMPART) is an intervention that addresses emerging antimicrobial resistance and the reduction of unnecessary antimicrobial use. Purpose: This study assesses the design and implementation of the community intervention component of IMPART. Methods: The study was conducted in 12 rural Utah and Idaho communities. Following initial implementation, the intervention was evaluated and redesigned based on health behavior theory. Community penetration and intercept interview data were analyzed using multi-level logistic regression. Results: Over 10% of interview respondents were familiar with IMPART. Those exposed to intervention materials tended to be younger, female, and more likely to have had a family member with recent respiratory illness. Of those who had seen the project Self-Care Guide, 62% reported having a copy and 32% had talked to others about the information it contained. Correct responses to antibiotic knowledge questions were higher among those with high (OR = 2.02) and low exposure (OR = 1.27) to the intervention versus no exposure. Discussion: Theoretically-based community interventions such as IMPART can be used to promote appropriate, positively framed health behaviors. Translation to Health Education Practice: IMPART serves as an example of how health interventions can benefit from health behavior theory. (Contains 3 tables and 1 figure.)
Social Norms Tactics to Promote a Campus Alcohol Coalition
Author: Vinci, Debra M.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Intervention,Health Education,Social Attitudes,School Culture,At Risk Persons,Health Behavior,Drinking,Mass Media Effects,Student Attitudes,Program Effectiveness,On Campus Students,Publications,Student Characteristics,Public Opinion,Printed Materials,Consciousness Raising

Background: Social norms posters usually contain a normative message, branding, campaign tagline and sponsoring coalition/contact information. There are limited data on which campaign components promote recognition of Campus Alcohol Coalitions (CAC). Purpose: To determine the most effective media channels/incentives to promote recognition of CAC and if time exposed to social norms campaign influenced students' recognition of CAC. Methods: A quasi-experimental, time-series design was used with stratified random assignment of 21 residence units to one of three intervention groups and assessment of awareness of CAC at four phases. A sample of 838 campus residents completed intercept interviews across four time phases and three residence groups. Results: After introduction of campaign materials, the percentage of students reporting awareness of CAC increased significantly from 25% to 77% and remained high across the later three study phases. Posters/flyers were identified as the major source of CAC information across all phases of campaign. Discussion: With limited budgets, it is important to identify cost-saving measures during the implementation of a social norms campaign while providing evidenced-based intervention strategies to address underage/high-risk drinking. Translation to Health Education Practice: Students' awareness of CAC can be effectively promoted via social norms campaigns especially through posters/flyers. (Contains 4 tables and 1 figure.)
Social Norms vs. Risk Reduction Approaches to 21st Birthday Celebrations
Author: Glassman, Tavis
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,College Students,Research Design,Health Education,Drinking,Risk,Norms,Alcohol Abuse,Intervention,Internet,Surveys,Behavior Change

Background: Celebratory drinking among college students on their 21st birthday often involves dangerous levels of alcohol consumption. Purpose: This study utilized an experimental design to assess the efficacy of social norm and risk reduction strategies developed to reduce high-risk drinking and alcohol related consequences among college students on their 21st birthday. Methods: Students were randomly assigned to one of four cohorts including a control group, a social norms group, a risk reduction group and a combination of both social norms and risk reduction. Each group received an electronic birthday card with intervention specific information. Students were sent an electronic survey three days after their birthday to assess alcohol consumption levels and related behaviors (n = 702). Results: No significant differences existed among the four cohorts in students' drinking behavior, negative consequences, or protective behaviors employed. Discussion: This inquiry revealed that social norm, risk reduction messages or combination of the two strategies, delivered electronically, failed to influence celebratory drinking patterns. Translation to Health Education Practice: Interventions addressing 21st birthday celebrations may need to extend beyond targeting the individual to yield significant behavioral changes. (Contains 5 tables.)
An Assessment of Perceived Emotional Intelligence and Eating Attitudes among College Students
Author: Pettit, Michele L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,College Students,Campuses,Health Education,Maintenance,Prevention,Eating Disorders,Gender Differences,Males,Psychological Patterns,Symptoms (Individual Disorders),Measures (Individuals),Internet,Scores

Background: Disordered eating patterns continue to surface on college campuses. Studies are needed to examine the potential influence of emotional intelligence on disordered eating behavior. Purpose: The purpose of this study was to assess relationships between perceived emotional intelligence factors and eating disorder symptoms among male and female college students. Methods: A convenience sample (N = 418) of college students completed online surveys consisting of items from the Trait Meta-Mood Scale (TMMS) and the Eating Attitudes Test (EAT-26). Results: Inverse relationships existed between: (1) clarity (i.e., TMMS factor involving the capacity to comprehend one's mood) and bulimia/food preoccupation (r = -0.177, P = 0.001) and (2) repair (i.e., TMMS factor involving the capacity to fix unfavorable moods or sustain favorable ones) and bulimia/food preoccupation (r = -0.151, P = 0.004). Females scored higher than males on dieting (M = 28.80 and M = 19.38, respectively), bulimia/food preoccupation (M = 8.27 and M = 4.56, respectively), oral control (M = 9.92 and M = 8.65, respectively), and total eating attitudes (M = 46.99 and M = 32.51, respectively). Gender was the only significant predictor of dieting, and was the most significant predictor of bulimia/food preoccupation, oral control (i.e., a factor potentially indicative of healthy eating behaviors), and total eating attitudes. Discussion: Results confirm gender differences regarding eating disorder symptoms and indicate that low levels of perceived emotional intelligence (i.e., clarity and repair) are associated with greater risks for bulimia/food preoccupation. Translation to Health Education Practice: Future research is needed to investigate factors that protect males from developing eating disorder symptoms. Health educators need to recognize the potential efficacy of incorporating emotional intelligence factors into eating disorder prevention programs and teach individuals skills for healthy coping. (Contains 2 tables.)
International Videoconferencing for Public Health Education: Linking the U.S. and Germany
Author: Burke, Sloane C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Intercultural Communication,Health Education,Health Promotion,Health Personnel,Public Health,Global Approach,Foreign Countries,Teaching Methods,Interactive Video,Case Studies,Teleconferencing

Background: Video-linking with other countries provides a low-cost vehicle for students to learn more about health issues of other cultures and reflectively discuss the public health promotion and education activities of those countries in real time. Purpose: This article presents a case study of international videoconferencing in the higher education setting. Methods: Undergraduate students enrolled in three different public health courses at East Carolina University (ECU) in Greenville, North Carolina, USA were linked with graduate students enrolled in the public health master's degree program at the Freie Universitat (FU) in Berlin, Germany for two videoconference sessions during the fall semester of 2008. A pre-post knowledge scale was administered to assess the impact of the learning modality with the student participants. Results: Utilizing this technology for fostering intercultural communication proved to be an effective method of instruction for student participants. Discussion: Intercultural communication has become a marketable skill for future public health professionals, and incorporating these communications skills into professional preparation programs provides unique learning experiences for students. Translation to Health Education Practice: Videoconferencing technology provides learners with synchronous experience for interacting with other cultures furthers understanding about global perspectives. Today, globalization introduces challenges and opportunities for health educators. Moreover, increasing communication and fostering dialogue between the future public health leaders improves knowledge levels and ideas for resource utilization. (Contains 2 tables.)
International Videoconferencing: A Reaction to Burke et al.
Author: Ritzel, Dale O.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),Video Technology,Global Approach,Educational Benefits,Synchronous Communication,Health Education,Distance Education

In this issue of the &quot;American Journal of Health Education,&quot; Burke et al. provide a case review of an international videoconference between a U.S. and a German university. The authors highlighted the benefits and opportunities of international videoconferencing as well as the relevant limitations. Videoconferencing is an interactive tool that incorporates audio, video, computing, and communications technologies to allow people in different locations to collaborate face-to-face, in real time, and share all types of information including data, documents, sound and picture. In essence, videoconferencing removes the barrier of distance that separates people. A videoconference allows one to take part in live video/audio presentations and discussions, etc. between two or more settings in nearby or remote places around the world. In this reaction brief, the author provides further insight about the benefits of distance learning and videoconferencing. From his experience and that of others, he offers some tips for readers considering videoconferencing with international sites.
The Problem of Agricultural and Industrial Education for African Americans: A Historical Inquiry
Author: Croom, Dan B.
Date: 2009-00-00
Type: Journal Articles
Subjects: African Americans,Industrial Education,Agricultural Education,African American Education,Inquiry,Social History,Models,Curriculum Development,Instructional Design,Educational History,Content Analysis,Position Papers,Literature Reviews,Barriers

The model of agricultural and industrial education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral education and a &quot;learning by doing&quot; approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century. (Contains 1 table.)