Te Ahurei a Rangatahi sexual health programme: An evaluation

The Maori and Psychology Research Unit was engaged in August 2001 to evaluate a sexual health programme delivered by Te Ahurei a Rangatahi. Established in 1997, Te Ahurei a Rangatahi is a community based charitable trust that delivers a variety of programmes to Rangatahi

Spartan Daily December 2, 2009

Volume 133, Issue 46https://scholarworks.sjsu.edu/spartandaily/1313/thumbnail.jp

Spartan Daily, November 29, 2007

Volume 129, Issue 49https://scholarworks.sjsu.edu/spartandaily/10421/thumbnail.jp

Spartan Daily, December 8, 1997

Volume 109, Issue 67https://scholarworks.sjsu.edu/spartandaily/9214/thumbnail.jp

High school athletes and over the counter performance enhancing drugs : an inside look and website

This study will take a look into four young male athlete’s lives and if they use over the counter performance enhancing drugs. With the recent debates on steroid use in major sports, I felt it was necessary to see how teens are using the products that are legal and readily available. Furthermore, I will see what students think of these legal supplements and what kind of peer pressures these kids face as the desire or need for athletic scholarships has increased. Included in the analysis will be two doctors, three athletic directors, the commissioner of the IHSAA, and four male athletes in their senior year of high school. These interviews will be used to determine the extent of knowledge they have about teen’s usage and their opinions on whether or not kids should be using these products. Also within this paper will be my own testimonial into my supplement use. I was one of those teens with natural athletic ability but a very lean frame. I wanted to push myself to get to the next level of athletics and pursue a dream of Division-1A football.Department of TelecommunicationsThesis (M.A.

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

Spartan Daily, November 20, 2003

Volume 121, Issue 59https://scholarworks.sjsu.edu/spartandaily/9925/thumbnail.jp

Spartan Daily, November 20, 2003

Volume 121, Issue 59https://scholarworks.sjsu.edu/spartandaily/9925/thumbnail.jp

Te Rau Puawai 2002-2004: An evaluation

Established in 1999 as a joint workforce initiative between the former Health Funding Authority and Massey University, Te Rau Puawai aimed to support 100 Maori students to graduate with mental health qualifications within a five year period. The goal of Te Rau Puawai is to contribute to the building of capacity for Maori in the mental health workforce. The programme exceeded its performance expectations in the first two years (1999-2001) with 56 bursars completing their qualifications. Bursars achieved an 80% pass rate compared with 65% for all students at Massey University as a whole. In 2004, this pass rate has continued, a significant achievement in light of increasing numbers of bursars being accepted and many without previously studying at the tertiary level. In 2001 the Maori & Psychology Research Unit (MPRU) at the University of Waikato undertook an evaluation of Te Rau Puawai reporting on the programme's success and identifying any barriers the programme needed to address. The 2002 evaluation report outlines critical success factors and recommendations for improvement. In 2003 Te Rau Puawai negotiated further funding from the Mental Health Directorate (MeHD) of the Ministry of Health under the Mental Health Workforce Development Strategy (2002). Workforce development is critical in building capacity and capability in the mental health workforce to increase appropriately skilled workers required to meet the mental health needs of Maori communities. In 2004 the Ministry of Health requested a follow-up evaluation to provide a descriptive record of programme activities and progress from April 2002 to December 2004. This report provides an overview of Te Rau Puawai activities between 2002 and 2004; the progress and contributions made by bursars to the mental health workforce; and a reassessment of the programme's critical success factors

The role of alcohol in constructing gender & class identities among young women in the age of social media

Research suggests young women view drinking as a pleasurable aspect of their social lives but that they face challenges in engaging in a traditionally ‘masculine’ behaviour whilst maintaining a desirable ‘femininity’. Social network sites such as Facebook make socialising visible to a wide audience. This paper explores how young people discuss young women’s drinking practices, and how young women construct their identities through alcohol consumption and its display on social media. We conducted 21 friendship-based focus groups (both mixed and single sex) with young adults aged 18–29 years and 13 individual interviews with a subset of focus group respondents centred on their Facebook practices. We recruited a purposive sample in Glasgow, Scotland (UK) which included ‘middle class’ (defined as students and those in professional jobs) and ‘working class’ respondents (employed in manual/service sector jobs), who participated in a range of venues in the night time economy. Young women’s discussions revealed a difficult ‘balancing act’ between demonstrating an ‘up for it’ sexy (but not too sexy) femininity through their drinking and appearance, while still retaining control and respectability. This ‘balancing act’ was particularly precarious for working class women, who appeared to be judged more harshly than middle class women both online and offline. While a gendered double standard around appearance and alcohol consumption is not new, a wider online audience can now observe and comment on how women look and behave. Social structures such as gender and social class remain central to the construction of identity both online and offline