The document provides an analysis and discussion of evaluation forms from a forum on increasing HIV/AIDS and STD awareness held on December 20, 2002. The summary is:
The forum was attended by 45 female African American students between ages 10-13, most being 11 years old. Pre-forum surveys found 4% were sexually active. Post-forum surveys showed overwhelmingly positive ratings for speakers, materials, and abstinence information. While some material was deemed too advanced, most students and teachers wanted to attend again next year.
Anika Wilde, Marten Grunwald: Challenge Accepted! Facing the Demographic Chan...KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
Demographic change is everywhere and a continuous growing topic for libraries and information institutions.
Flexibility, new ways of distributing books, communication with other institutions around the library are the keywords while creating practical solutions.
Our aim is to give an overview about Demographic change, to identify the process, presenting German and international problem solving strategies and getting in touch with new approaches through the discussion of our paper at the BOBCATSSS conference.
Anika Wilde, Marten Grunwald: Challenge Accepted! Facing the Demographic Chan...KISK FF MU
Talk given at the BOBCATSSS 2015 conference - http://www.bobcatsss2015.com/.
Demographic change is everywhere and a continuous growing topic for libraries and information institutions.
Flexibility, new ways of distributing books, communication with other institutions around the library are the keywords while creating practical solutions.
Our aim is to give an overview about Demographic change, to identify the process, presenting German and international problem solving strategies and getting in touch with new approaches through the discussion of our paper at the BOBCATSSS conference.
In April 2006, FairSay conducted a survey of UK MPs to clarify if and how eCampaigning influences them. These results demonstrate the diversity among MPs and the recommendations based on the findings.
CHSC 431: Community Assessment
This Spring the students of CHSC 431: Community Assessment, a graduate-level core UIC School of Public Health class engaged in a collaborative learning experience with students and faculty at Pedro Albizu Campos Puerto Rican High School to conduct a community health assessment of Humboldt Park. The UIC SPH class of nearly 40 students broke into six groups of students to assess separate health areas identified by PACHS as important - gentrification/sense of belonging; issues of LGBTQ youth, physical activity, nutrition, young women's sexual/reproductive health, and health literacy/diabetes. Each group engaged in a mixed method
assessment modeling the assessment component of the Mobilizing Action through Planning and Partnerships (MAPP) process typically carried out by local health departments. Each group had at least two members engaged in an ongoing community learning experience so as to better discern community perspectives with respect to their health topic. The learning experience ranged from to engaging/facilitating small group learning to facilitating a schoolwide survey to volunteer coaching of a youth sports club. Existing quantitative data on population demographics, health status and health behavior were analyzed in light of qualitative data from key informant interviews, participant observation or focus groups (debriefing groups) gathered from community engaged learning experience characterizing/contextualizing the health topic. Preliminary findings were discussed at Humboldt Park Library 4/21 and 4/28.
3.4 Effectively Collecting, Coordinating, and Using Youth Data
Speaker: Peter Connery
Data is essential to create effective evidence-based strategies to prevent and end homelessness. This workshop will examine methodologies of point-in-time counts and other surveys, discuss coordinating HMIS with mainstream data systems and explore ways to use these data to inform policy decisions and interventions.
Versão em português da apresentação de Jane Squires, uma das autoras do ASQ-3 (sigla para Ages and Stages Questionnaires), método de avaliação infantil desenvolvido nos Estados Unidos e utilizado em mais de 18 países, apresentado pela Secretaria de Assuntos Estratégicos (SAE) promoveu no dia 05 de dezembro de 2011.
Literacy Rate and Barriers of Education Among Female aged 15-50 in Satkania,C...Arafat Mostafa
Every year department of community medicine arrange a month long program which is known as,Residential Field Site Training(RFST).Dr sayed mahmud was the supervisor.afia asma,raihan kabir and mostafa arafat,3rd year student of chittagong medical college worked relentlessly to make it happen.
Talk about what happens when people are asked to rate other people. Are the ratings biased? Can trust and friendship be quantified? And how does all this work in the context of CouchSurfing.org, one of the largest hospitality networks?
A mixed methods approach to understanding injection drug‐related HIV risk among female sex workers and their non‐commercial partners: A case study from Northern Mexico
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
In April 2006, FairSay conducted a survey of UK MPs to clarify if and how eCampaigning influences them. These results demonstrate the diversity among MPs and the recommendations based on the findings.
CHSC 431: Community Assessment
This Spring the students of CHSC 431: Community Assessment, a graduate-level core UIC School of Public Health class engaged in a collaborative learning experience with students and faculty at Pedro Albizu Campos Puerto Rican High School to conduct a community health assessment of Humboldt Park. The UIC SPH class of nearly 40 students broke into six groups of students to assess separate health areas identified by PACHS as important - gentrification/sense of belonging; issues of LGBTQ youth, physical activity, nutrition, young women's sexual/reproductive health, and health literacy/diabetes. Each group engaged in a mixed method
assessment modeling the assessment component of the Mobilizing Action through Planning and Partnerships (MAPP) process typically carried out by local health departments. Each group had at least two members engaged in an ongoing community learning experience so as to better discern community perspectives with respect to their health topic. The learning experience ranged from to engaging/facilitating small group learning to facilitating a schoolwide survey to volunteer coaching of a youth sports club. Existing quantitative data on population demographics, health status and health behavior were analyzed in light of qualitative data from key informant interviews, participant observation or focus groups (debriefing groups) gathered from community engaged learning experience characterizing/contextualizing the health topic. Preliminary findings were discussed at Humboldt Park Library 4/21 and 4/28.
3.4 Effectively Collecting, Coordinating, and Using Youth Data
Speaker: Peter Connery
Data is essential to create effective evidence-based strategies to prevent and end homelessness. This workshop will examine methodologies of point-in-time counts and other surveys, discuss coordinating HMIS with mainstream data systems and explore ways to use these data to inform policy decisions and interventions.
Versão em português da apresentação de Jane Squires, uma das autoras do ASQ-3 (sigla para Ages and Stages Questionnaires), método de avaliação infantil desenvolvido nos Estados Unidos e utilizado em mais de 18 países, apresentado pela Secretaria de Assuntos Estratégicos (SAE) promoveu no dia 05 de dezembro de 2011.
Literacy Rate and Barriers of Education Among Female aged 15-50 in Satkania,C...Arafat Mostafa
Every year department of community medicine arrange a month long program which is known as,Residential Field Site Training(RFST).Dr sayed mahmud was the supervisor.afia asma,raihan kabir and mostafa arafat,3rd year student of chittagong medical college worked relentlessly to make it happen.
Talk about what happens when people are asked to rate other people. Are the ratings biased? Can trust and friendship be quantified? And how does all this work in the context of CouchSurfing.org, one of the largest hospitality networks?
A mixed methods approach to understanding injection drug‐related HIV risk among female sex workers and their non‐commercial partners: A case study from Northern Mexico
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Basavarajeeyam - Ayurvedic heritage book of Andhra pradesh
HIV Forum Evaluation
1. Choices and
Consequences
Increasing HIV/AIDS and STD Awareness
FINAL PROGRAM REPORT
Analysis and Discussion of Evaluation
20 December, 2002
Prepared by: For:
Soror Alisa M. Hughley Xi Omega Educational Foundation
Alpha Kappa Alpha Sorority, Inc
4411 14th Street, NW
Washington, DC 20011
1
2. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
Age Distribution of Forum Participants
Age 13
2%
Age unknown
Age 12 2%
11%
Age 10
16%
Age 11
69%
The students who attended the Choices and
Consequences Forum were between the ages
of 10 and 13. The specific age distribution is
detailed in the graph above. The majority
(69%)of these students were 11 years of age.
100% were female and African-American. In
addition, 100% attend school in urban and
economically depressed neighborhoods
located in Northeast Washington, DC. 2
3. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
Have you ever had sexual intercourse?
Unknown
Post Forum YRBS Questions (N=2)
2%
How old were you when you had
sex for the first time? 11 years old or younger Yes
During your life, with how many
4%
people have you had sex? 1 person
No
94%
Did you drink alcohol or use drugs
before you had sex the last time? No
The last time you had sex, did you
or your partner use a condom? Yes
We administered several questions from the 2003 Youth Risk Behavior Survey to ascertain students’
baseline risk behaviors. There were differences between per-forum and post -forum responses.
Ultimately, we discovered that 4% of the 45 students in attendance were already sexually active
(see graph above). Among these students, all reported their first sexual encounter to take place at
age 11 or younger and to have only one lifetime partner with whom they use a condom. Finally,
students also stated that they did not drink alcohol or use drugs before having sex at the time of
their most recent encounter.
3
4. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
How would you rate the information presented by the
˜ 97.30% of forum
speakers?
attendees’ ratings
Good
for MetroTeenAIDS
120.00% Excellent
were above
100.00% average (n=37)
11.11%
˜ 96.30% of their
13.51%
80.00% 10.34%
ratings of the Pam
Stenzel video were
60.00%
above average
40.00% (n=27)
85.19%
83.78% 79.31%
˜ and 89.66% of their
20.00%
ratings of Dr.
Garriet, the
0.00%
pediatrician from
Children’s Hospital
Metro TeenAIDS Pam Stenzel Dr. Garriet
were above
average (n=29)
(See Appendix for details)
4
5. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
How would you rate the handouts and materials?
Good
100.00% Excellent
90.00%
9.68% 15.38%
19.44%
80.00% ˜ 91.67% of forum
attendees’ ratings for
70.00%
the Resource Guide
60.00%
were above average
50.00%
(n=36)
80.65%
40.00% 76.92%
72.22%
˜ 90.32% of their ratings
30.00%
for the Channing- Bete
20.00%
pamphlets and
10.00%
booklets were above
0.00%
average (n= 31)
˜ and 92.31% of their
Resource Guide Pamphlets/Booklets MiniTote Bag
ratings for the MiniTote
Bag were above
average (n= 26)
(See Appendix for details)
5
6. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
How would you rate the information and exercises presented
on abstaining from sex?
14.29%
2.86%
74.29%
8.57%
Finally, 88.57% of forum
attendees rated the
Excellent Good Average Fair
abstinence
information and
exercises above
average (n=35).
(See Appendix for details)
6
7. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
The Teacher Evaluation Form rated all portions of the Forum
(speakers, materials, abstinence) as excellent. The discussion
questions yielded the following observations:
STRENGTHS WEAKNESSES (or OPPORTUNITIES)
˜ The physician explanation and ˜ Teachers felt that graphic
description of all the STDs disease descriptions and
and condom demonstration was
˜ The small group/ break-out to advanced for a 10-13 year
format along with the use of old audience.
videos were the subjects
˜ In general, they requested
identified as most helpful to the
more age-appropriate
students.
tailoring of the Forum
˜ While, brainstorming exercises
content for elementary
and the high participation
school students.
format (allowing students to
communicate existing
knowledge) was deemed to be
the most helpful to students.
7
8. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
Would you come to a forum like this one
again next year?
No
16%
Yes
84%
˜ 37 of the 44 students who attended
the Choices and Consequences
Forum (and filled out the Evaluation
Form) stated that they would like to
attend a similar event again next
year.
˜ 100% (n=2) of the teachers also
stated that they would bring their
students out to a similar event again
next year.
8
9. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
In Conclusion
˜ An overwhelming majority of students (88.57% or more)and
all teachers felt the elements of the Forum were good or
excellent
˜ The majority of students (84%) and all teachers felt the
Forum was both relevant and enjoyable enough to attend
a similar event in the future.
˜ Due to the apprehension of the teachers however, the
information and exercises regarding proper condom use
were omitted from the Forum agenda.
˜ Due to lack of time, information and exercises regarding
assertiveness, communication and negotiation skills were
covered only very briefly.
9
10. Choices and Consequences:
Analysis & Discussion of Evaluation Forms
APPENDIX
Speakers Handouts/Materials Information
re:
Metro Pam Resource Pamphlets MiniTote
abstainance
TeenAIDS Stenzel Dr. Garriet Guide /Booklets Bag
Excellent 83.78% 85.19% 79.31% 72.22% 80.65% 76.92% 74.29%
Good 13.51% 11.11% 10.34% 19.44% 9.68% 15.38% 14.29%
Average 2.70% 3.70% 6.90% 5.56% 6.45% 3.85% 2.86%
Fair 0.00% 0.00% 0.00% 0.00% 3.23% 0.00% 8.57%
Poor 0.00% 0.00% 0.00% 0.00% 0.00% 3.85% 0.00%
N 37 27 29 36 31 26 35
10