DOCSLIB.ORG

Using Social Media to Assess the Consumer Nutrition Environment: Comparing Yelp Reviews with a Direct Observation Audit Instrument for Grocery Stores

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Using Social Media to Assess the Consumer Nutrition Environment: Comparing Yelp Reviews with a Direct Observation Audit Instrument for Grocery Stores Public Health Nutrition: 22(2), 257–264 doi:10.1017/S1368980018002872 Using social media to assess the consumer nutrition environment: comparing Yelp reviews with a direct observation audit instrument for grocery stores Ying Shen1, Philippa Clarke1,2,*, Iris N Gomez-Lopez2, Alex B Hill3, Daniel M Romero4, Robert Goodspeed5, Veronica J Berrocal6, VG Vinod Vydiswaran4,7 and Tiffany C Veinot4,8 1Department of Epidemiology, University of Michigan, Ann Arbor, MI, USA: 2Institute for Social Research, University of Michigan, 426 Thompson Street, Ann Arbor, MI 48104, USA: 3Detroit Food Map Initiative, Detroit, MI, USA: 4School of Information, University of Michigan, Ann Arbor, MI, USA: 5Taubman College of Architecture and Urban Planning, University of Michigan, Ann Arbor, MI, USA: 6Department of Biostatistics, University of Michigan, Ann Arbor, MI, USA: 7Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA: 8Department of Health Behavior and Health Education, University of Michigan, Ann Arbor, MI, USA Submitted 11 February 2018: Final revision received 21 September 2018: Accepted 25 September 2018: First published online 8 November 2018 Abstract Objective: To examine the feasibility of using social media to assess the consumer nutrition environment by comparing sentiment expressed in Yelp reviews with information obtained from a direct observation audit instrument for grocery stores. Design: Trained raters used the Nutrition Environment Measures Survey in Stores (NEMS-S) in 100 grocery stores from July 2015 to March 2016. Yelp reviews were available for sixty-nine of these stores and were retrieved in February 2017 using the Yelp Application Program Interface. A sentiment analysis was conducted to quantify the perceptions of the consumer nutrition environment in the review text. Pearson correlation coefficients (ρ) were used to compare NEMS-S scores with Yelp review text on food availability, quality, price and shopping experience. Setting: Detroit, Michigan, USA. Participants: None. Results: Yelp reviews contained more comments about food availability and the overall shopping experience than food price and food quality. Negative sentiment about food prices in Yelp review text and the number of dollar signs on Yelp were positively correlated with observed food prices in stores (ρ = 0·413 and 0·462, respectively). Stores with greater food availability were rated as more expensive on Yelp. Other aspects of the food store environment (e.g. overall quality and shopping experience) were captured only in Yelp. Keywords Conclusions: While Yelp cannot replace in-person audits for collecting detailed Social media information on the availability, quality and cost of specific food items, Yelp holds Consumer nutrition environment promise as a cost-effective means to gather information on the overall cost, quality Grocery stores and experience of food stores, which may be relevant for nutrition outcomes. Audits A large body of research indicates that the nutrition Measures of the nutrition environment are necessary for environment, including the availability of food stores and understanding the factors influencing healthy eating restaurants within a community, and the quality and price behaviour(10). Researchers have used geographic-based of healthy food choices within these establishments, measures to capture access to community food sources, – influences eating behaviour(1 7). Food stores that sell including distance to the nearest supermarket, density of foods and beverages that can be prepared at home are an food stores within a given area and gravity-based mea- – important element of the nutrition environment, particu- sures that also incorporate travel time and modality(11 18). larly in the light of evidence that suggests at-home food The availability, price and quality of healthy options within preparation is associated with better dietary intake and food stores represent the consumer nutrition environment, more family meals(8,9). which reflects what consumers actually encounter within a *Corresponding author: Email [email protected] © The Authors 2018 Downloaded from https://www.cambridge.org/core. 26 Sep 2021 at 20:51:02, subject to the Cambridge Core terms of use. 258 Y Shen et al. retail food store(10). However, measurement of the con- Detroit, Michigan, USA. Detroit is a rich focus for this work sumer nutrition environment can be challenging because since it has experienced dramatic structural and economic of the large number of potential factors that are believed to decline since the 1950s, with consequences for the avail- be related to the purchase of healthy foods (e.g. price, ability and quality of healthy food sources for local resi- promotions, placement of items within a store, range of dents(35). Using sentiment analysis(36) we mined the Yelp choices, freshness, visibility of nutritional informa- review text for indicators of the consumer nutrition tion)(10,19). In-person audits have therefore been con- environment, including healthy food availability, price and sidered the gold standard to fully document what quality. We then assessed the degree to which Yelp review consumers can actually purchase inside a store(20,21). metrics were consistent with NEMS-S scores obtained from Direct observational audits, such as the widely used a direct observation audit of these sixty-nine stores. Nutrition Environment Measures Survey in Stores (NEMS- S)(19,22), provide objective and rigorous assessments of the consumer nutrition environment(23). Trained raters use the NEMS-S to rate the price and availability of ten food Methods categories and assess the quality of fresh fruits and vege- ‘ ’ tables in food stores(24). The NEMS-S is one of the few We focused on full-line grocery stores, following the audit tools with demonstrated reliability and validity and Michigan Department of Agriculture & Rural Develop- ’ fi ‘ has been used repeatedly in research on the consumer ment sdenition as a store selling fresh produce, fresh ’(37) nutrition environment(22,24). However, onsite assessments meat, fresh bread, and fresh dairy . An enumerative list with in-person audits are time-intensive and costly, espe- of 102 full-line grocery stores in Detroit, Michigan was cially when auditing a large number of stores across a obtained from Detroit Food Map (http://www.detroit wide geographic area(22). foodmap.com/), a community-based initiative that asses- The vast amount of web-based information on social ses the quality of food stores as access points for nutritious media holds promise as a cost-effective alternative to in- and healthy food options in Metropolitan Detroit. Trained person audits of the consumer nutrition environment. raters conducted NEMS-S audits at 102 grocery stores from Social media, such as Twitter, Facebook and Yelp, are July 2015 to March 2016. Audits were not completed for web-based forms of communication where people share two stores, leaving 100 stores with complete NEMS-S information and create content(25). A growing body of audits. research has used geographically referenced social media A total of sixty-nine of the 100 grocery stores with to assess multiple aspects of the nutrition environment, complete audit data had records on Yelp. The Yelp including food-borne illness outbreaks(26,27), the relation- Application Program Interface (Yelp Fusion API; https:// ship between healthy food-related Twitter posts and www.yelp.com/fusion) was used in February 2017 to proximity to healthy food stores(28), and to create neigh- request the online public information for each of these bourhood indicators of healthy food availability(29,30). sixty-nine grocery stores. Metadata for each store Researchers have documented associations between the (including name, address, number of reviews and store prevalence of healthy food-related postings on social ratings) were retrieved using the Yelp API. Yelp review media and the socio-economic characteristics of the local text was retrieved by separately downloading and parsing neighbourhood(29,31,32). Recent work has also shown a the review pages for each store. relationship between food-related social media posts and county- and state-level health outcomes(25,33). However, no research to date has explored the use of NEMS-S measures social media for assessing the nutritional content and The NEMS-S scoring system considers the availability, offerings inside a community food store. The purpose of quality and price of healthy choices within ten food the present study was to examine the feasibility of using categories: milk, fruits, vegetables, ground beef, hot dogs, Yelp to assess the consumer nutrition environment. Yelp baked goods, beverages, bread, potato chips and cer- (www.yelp.com) is a popular social media site that pro- eal(19,38). Separate scores for availability, price and quality vides a platform for consumers to post reviews of local are created and summed to create an overall total score(19). businesses and services. In 2017, Yelp averaged over 75 Higher scores indicate greater availability and quality and million unique users per month(34). User-generated con- lower cost of healthy options. tent includes an overall business rating (1 to 5 stars), cost NEMS-S availability scores are based on the number of rating (1 to 4 dollar signs, representing ‘inexpensive’, different varieties of fruits and vegetables, as well as the ‘moderate’, ‘pricey’ and ‘ultra high-end’, respectively) and presence of healthier options within each of the non- detailed text reviews from users that capture cost, quality produce food categories (i.e. low-fat/skimmed milk, lean and other aspects of the business experience. ground beef, fat-free hot dogs, low-fat baked goods, 100 % We used Yelp reviews to assess the consumer nutrition juice or diet soda, wholegrain bread, baked chips and low- environment for sixty-nine grocery stores in the City of sugar cereal). The total availability score ranges from 0 to Downloaded from https://www.cambridge.org/core. 26 Sep 2021 at 20:51:02, subject to the Cambridge Core terms of use. Social media for the nutrition environment 259 27 with a higher score indicating a greater availability of (iii) quality and (iv) shopping experience.
Load more

Recommended publications
  • Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles
    Medical and Public Health Education Public Health Practice and Academic Medicine: Promising Partnerships Regional Medicine Public Health Education Centers—Two Cycles Rika Maeshiro rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr The partnering of the academic medicine and public services in academic settings). Although not identi- health communities to improve the health of popula- cal to the Core Functions or Essential Services of public tions seems natural; however, collaboration between health, “education, research, and service” to improve the two groups has not been standard practice. This health appear to be shared objectives in the portfo- series of articles will highlight examples of what are lios of public health practice and academic medicine. hopefully a growing number of successful partnerships This month’s column will review recent collaborations between academic medicine and public health practice aimed at improving medical student education in pop- that are intended to improve health status. Readers are ulation health, focusing particularly on the establish- encouraged to contribute their experiences in public ment of Regional Medicine–Public Health Education health practice–academic medicine partnerships from Centers (RMPHECs). the perspectives of public health practitioners and/or Incorporating prevention- and population-based medical educators. health into the medical curriculum has been a challenge The Association of American Medical Colleges to US medical education for decades. Advocates for im- (AAMC) is a nonprofit association dedicated to improv- proving public health content in medical education be- ing the nation’s health by enhancing the effectiveness lieve that a better-informed physician workforce will of academic medicine. When the AAMC was founded respond more effectively to the needs of their patients, in 1876 to help reform medical education, the asso- their communities, and their public health colleagues, ciation represented only medical schools.
    [Show full text]
  • We Are Driven and Inspired by Our Mission, to Serve the Population Through Interprofessional Education and the Discovery of Know
    WE ARE DRIVEN AND INSPIRED BY OUR MISSION, TO SERVE THE POPULATION THROUGH INTERPROFESSIONAL EDUCATION AND THE DISCOVERY OF KNOWLEDGE DEDICATED TO IMPROVING THE WELLNESS OF ITS PEOPLE. CHICAGO MEDICAL SCHOOL • COLLEGE OF HEALTH PROFESSIONS • COLLEGE OF PHARMACY DR. WILLIAM M. SCHOLL COLLEGE OF PODIATRIC MEDICINE • SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES 3333 Green Bay Road, North Chicago, IL 60064-3095 • www.rosalindfranklin.edu 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW MISSION to SERVE 2015/16 YEAR in REVIEW 2 ROSALIND FRANKLIN UNIVERSITY TABLE of CONTENTS PRESIDENT’S MESSAGE .............................................. 4 TRIPLE AIM READY ..................................................... 6 SERVING the POPULATION ......................................... 8 PARTNERS in HEALTH ................................................10 POPULATION HEALTH ...............................................12 FRANKLIN FELLOW: Vanessa Rose, CMS ’19 .......................... 15 INTERPROFESSIONAL EDUCATION .........................16 GLOBAL HEALTH ........................................................18 SUCCESS in ALLIANCE .............................................. 20 FRANKLIN FELLOW: Allen Wiemer, CHP ’17 .........................22 DISCOVERY of KNOWLEDGE .................................... 24 RESEARCH PARK on the HORIZON ........................... 26 ADVANCING the TREATMENT of TBI ........................29 FRANKLIN FELLOW: Kalpit Shah, PhD ’16 ............................ 31 DEDICATION to IMPROVING WELLNESS .................32
    [Show full text]
  • Public Health Education for Medical Students
    Public Health Education for Medical Students A guide for medical schools On behalf of Academic Departments of Public Health in the United Kingdom Original authors Chappel D, Maudsley G, Bhopal R, Ebrahim S, (for the Heads of Academic Departments of Public Health in the United Kingdom (HOADs) following a workshop in Newcastle, in May 1996, for members of those departments). Re-edited by Stephen Gillam and Gillian Maudsley for HOADs following a workshop in London, in May 2007, for members of those departments. Published in Cambridge, February 2008 by the Department of Public Health and Primary Care, University of Cambridge Printed by University Printing Services, Cambridge University Press ISBN 978 0 9558611 0 9 It is normally necessary for written permission for copying to be obtained in advance from a publisher. The normal requirements are waived here and it is not necessary to write to the Department of Public Health and Primary Care for permission for an individual teacher to make copies for use within his or her own institution but please acknowledge the original source. Introduction In 2003, the General Medical Council (GMC) published an updated version of Tomorrow’s Doctors: recommendations on undergraduate medical education (1). It stated that: “The health and safety of the public must be an important part of the curriculum”, and that: “Learning opportunities must help students explore knowledge, and evaluate and integrate evidence critically”. In relation to the health of the public in the curriculum: “graduates must understand the issues and techniques involved in studying the effect of diseases on communities and individuals, including: a.
    [Show full text]
  • Oklahoma Academic Standards for Health Education
    Oklahoma Academic Standards for Health Education Introduction The overarching goal of school health education in Oklahoma is to ensure that school aged youth become health literate individuals who possess the skills, knowledge and dispositions to lead healthy active lives. The health education content standards and respective grade level-specific performance outcomes presented here provide the expectations that school programs and services will set for all Oklahoma students. The compilations of the standards are from extensive collaboration and research by three committees (Executive, Writing and Drafting). The committees had representatives from Oklahoma physical education/health teachers, principals, university physical education/health professors, parents and state agency representatives. The research consisted of reviewing evidenced based materials, including research of other state and national standards. Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health. An effective health education program offers all students the opportunity to gain the needed skillfulness, knowledge and dispositions toward healthy lifestyles.
    [Show full text]
  • Education on Sexual and Reproductive Health Building Partnerships with and for Youth
    Education on Sexual and Reproductive Health Building partnerships with and for youth Interview with UNFPA ‘Lack of effective curricula and learning/teaching materials on comprehensive sexuality education’ - This has been identified as one of the primary challenges when it comes to youth and education on sexual and reproductive health based on preliminary results coming into the United Nations survey on the development of a System Wide Action Plan on Youth. Education on sexual and reproductive health has been identified as key priority for the Secretary-General in the development of a System Wide Action Plan on Youth. With the survey still open (see how you can participate below), we took a moment to sit down with UNFPA (United Nations Population Fund) to learn more about how the UN and other stakeholders can partner with and for young people in overcoming challenges in this area. After reading the interview, why not take a moment to sit down and take our survey on the development of the Plan: http://social.un.org/index/Home/tabid/40/news/295/Default.aspx Above, some preliminary responses on the key challenges in the area of youth and education on sexual and reproductive health, as identified in the ongoing survey on the development of a System Wide Action Plan on Youth. Interview What are the key issues in the area of education on sexual and reproductive health with regard to youth? The most effective programmes in education on sexual and reproductive health are those that help to reduce misinformation and provide correct information, to clarify values and reinforce positive attitudes, and to strengthen decision-making and communication skills.
    [Show full text]
  • Using the 7C Framework for Teaching & Learning Health Education
    Journal of Health Education Teaching, 2016; 7(1): 32-38 Copyright: www.jhetonline.com All rights reserved Using the 7C Framework for Teaching & Learning Health Education & Promotion Authors: Craig M. Becker, PhD Department of Health Education & Promotion East Carolina University Greenville, NC 27858 Email: [email protected] Telephone: 252-328-5312 Lei Xu, PhD Department of Health Education & Promotion East Carolina University Greenville, NC 27858 Email: [email protected] Telephone: 252-328-1611 Beth Chaney, PhD, MCHES Department of Health Education & Promotion East Carolina University Greenville, NC 27858 Email: [email protected] Telephone: 252-328-4238 ABSTRACT Health Professionals are needed to address and improve health status. This paper presents a teaching technique that will help students acquire and develop applied health education and promotion skills. This paper introduces a 7C Framework to encourage teachers to use Challenge, Courage, Commitment, Competence, Connection, Contribution, and Consequences. The results of three innovative student initiated health promotion projects, provoked by these methods, are provided as evidence of its effectiveness. The innovative 7C framework provides a preparatory framework educators can use to help future health professionals not just meet, but exceed expectations. KEYWORDS: Scholarship, Teaching, Learning, Pedagogy INTRODUCTION strategies for improving the quality of life of individuals in communities, there is limited Educators preparing the next generation of research on evidence-based approaches for health educators should continually update teaching and preparing entry-level and teaching methods to ensure students are advanced level professionals to be effective prepared for the tasks and skills needed to be practitioners in public health (Becker, Johnson, successful practitioners in the field.
    [Show full text]
  • National School Health Policy
    NATIONAL SCHOOL HEALTH POLICY MINISTRY OF PUBLIC HEALTH AND SANITATION AND MINISTRY OF EDUCATION Table of Contents Foreword 5 Preface 6 Acknowledgements 7 Definitions 8-9 Abbreviations and Acronyms 10-12 Executive Summary 13 Section 1: Vision, Mission, Goal and Objectives 15 1.1 Vision 15 1.2 Mission 15 1.3 Goal 15 1.4 Objectives 15 Section 2: Guiding Principles 16 2.1 Access to Health and Nutritional Services 16 2.2 Access to Safe Water, Sanitation & Hygiene 16 2.3 Access to Education 16 2.4 Non-discrimination 16 2.5 Access to Information 16 2.6 Equality 16 2.7 Equity 16 2.8 Privacy and Confidentiality 16 2.9 Safety in Learning Institutions 17 2.10 Gender Responsiveness 17 2.11 Partnerships 17 2.12 Accessibility 17 Section 3: Justification for a School Health Policy 18 3.1 Coordination 18 3.2 School-based Health Programmes 18 3.3 Need for a Comprehensive School Health Programme (CSHP) 19 Section 4: Strategies 20 4.1 Values and Life skills 20 4.1.1 Values 20 4.1.2 Life Skills 20 4.2 Gender Issues 20 4.2.1 Gender and Health 20 4.2.2 Gender and Education 21 2 National School Health Policy Table of Contents 4.2.3 Adolescent /Youth Sexual Growth and Development 21 4.2.4 Menses, Puberty growth spurt 21 4.2.5 Early /Unprotected sexual activity 22 4.2.6 Harmful practices 22 4.2.7 Rape, Sexual Harassment and Abuse to Learners 22 4.2.8 Teenage Pregnancy in School 23 4.3 Child Rights, Child Protection and Responsibilities 24 4.3.1 Survival Rights 24 4.3.2 Development Rights 24 4.3.3 Protection Rights 24 4.3.4 Participation Rights 25 4.3.5 Responsibilities of the Child 25 4.4 Water, Sanitation and Hygiene 26 4.5 Nutrition 27 4.5.1.
    [Show full text]
  • Praxis® Health Education (5551) Curriculum Crosswalk Required Course Numbers
    Praxis® Health Education (5551) Curriculum Crosswalk Required Course Numbers Test Content Categories Page | 1 I. Health Education as a Discipline (16%) A. Major health behavior theories (e.g., stages of change, behavioral change theory, transtheoretical model, health belief model) B. Health-related data using appropriate research methods (e.g., surveys, observations, questionnaires, use data to draw conclusions) C. Valid and reliable data sources and databases (e.g., YRBSS, NIH, CDC, AAHPERD, AMA, WHO, peer-reviewed journals) D. Tools for conducting an assessment of school health needs (e.g., comprehensive school health plan, surveys, needs assessment, coordinated school health program) E. Curricular and extracurricular programs for student health needs F. Appropriate educational materials from professional organizations, agencies, and associations that meet the needs of diverse audiences G. Resources involved in a coordinated approach to school health H. Effective communication with school staff, students, parents, and community (e.g., listening, mediating, negotiating) I. Professional, legal, and ethical practices regarding sensitive issues (e.g., privacy laws, Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo and PRAXIS are registered trademarks of Educational Testing Service (ETS). 31146 Praxis® Health Education (5551) Curriculum Crosswalk Required Course Numbers Test Content Categories Page | 2 confidentiality policy, permission forms, responsibility to report) J. Models for responsible decision making K. Concepts of character education L. Physical growth and development M. Continuing education and professional development as a health educator II. Health Promotion and Prevention of Injury and Disease (30%) A. Disease etiology, prevention practices, treatment, and management B. Communicable and noncommunicable diseases (e.g., infectious, congenital, hereditary, lifestyle) C.
    [Show full text]
  • 4. What Are the Effects of Education on Health? – 171
    4. WHAT ARE THE EFFECTS OF EDUCATION ON HEALTH? – 171 4. What are the effects of education on health? By Leon Feinstein, Ricardo Sabates, Tashweka M. Anderson, ∗ Annik Sorhaindo and Cathie Hammond ∗ Leon Feinstein, Ricardo Sabates, Tashweka Anderson, Annik Sorhaindo and Cathie Hammond, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, United Kingdom. We would like to thank David Hay, Wim Groot, Henriette Massen van den Brink and Laura Salganik for the useful comments on the paper and to all participants at the Social Outcome of Learning Project Symposium organised by the OECD’s Centre for Educational Research and Innovation (CERI), in Copenhagen on 23rd and 24th March 2006. We would like to thank the OECD/CERI, for their financial support of this project. A great many judicious and helpful suggestions to improve this report have been put forward by Tom Schuller and Richard Desjardins. We are particularly grateful for the general funding of the WBL Centre through the Department for Education and Skills whose support has been a vital component of this research endeavour. We would also like to thank research staff at the Centre for Research on the Wider Benefits of Learning for their useful comments on this report. Other useful suggestions were received from participants at the roundtable event organised by the Wider Benefits of Learning and the MRC National Survey of Health and Development, University College London, on 6th December 2005. All remaining errors are our own. MEASURING THE EFFECTS OF EDUCATION ON HEALTH AND CIVIC ENGAGEMENT: PROCEEDINGS OF THE COPENHAGEN SYMPOSIUM – © OECD 2006 172 – 4.1.
    [Show full text]
  • Public Health 2030: a Scenario Exploration
    Public Health 2030: A Scenario Exploration Public Health 2030: A Scenario Exploration Supported by grants from i Public Health 2030: A Scenario Exploration a project of the Institute for Alternative Futures supported by funding from the Robert Wood Johnson Foundation and the Kresge Foundation Using Public Health 2030: A Scenario Exploration Visit www.altfutures.org/publichealth2030 for an electronic copy of this report, driver forecasts, and scenarios for three local health departments and one state health department. You will also find a “toolkit” with which any organization or community can conduct their own scenario workshop. The toolkit includes a workshop agenda, instructions, worksheets, videos, and presentation materials. The scenario workshop enables the groups to “step into” each of the futures and consider implications. Using the scenarios in this way can assure that plans address the larger picture and longer-term futures for public health. The Public Health 2030 project was supported by the Kresge Foundation and the Robert Wood Johnson Foundation. © 2014 Institute for Alternative Futures For further information, please visit our website at www.altfutures.org/publichealth2030. Permission is granted to use any portion of this report provided that copies of the material in which it is used are sent to [email protected]. Suggested Citation: Institute for Alternative Futures. Public Health 2030: A Scenario Exploration. Alexandria, VA. May 2014. Available from www.altfutures.org/pubs/PH2030/IAF-PublicHealth2030Scenarios.pdf.
    [Show full text]
  • Major – HEALTH EDUCATION Concentration – Community Health
    Name___________________________________ ID__________________ Major Declared__________________ Minor_____________________ Howard University Department of Health, Human Performance & Leisure Studies Spring 2017 and beyond Major – HEALTH EDUCATION Concentration – Community Health HHPL Requirements Human Growth and Development (HHPL-140) 3 Methods & Materials of Health (HHPL-152) 3 Human Sexuality (HHPL-153) 3 Health Problems of Child & Youth (HHPL-157) 3 Foundations of Health Promotion (HHPL-163) 3 Health of Women, Child & Families (HHPL-165) 3 MCH Institute (HHPL- 167) 3 Community Health Internship (HHPL – 179) 9 Field Work A, B, & C (3- 1 credit each) (HHPL –185,186,187) 3 Intro. to Research and Stat (HHPL-723) or (HHPL 123) 3 Addictive Behavior (HHPL-755) 3 Community Health (HLMN-201) 3 Nutrition for Health Majors (NUTR-161) 3 Total 45 Minor Requirements Community Health Education majors are required to complete a minimum of 15 credits in a minor of their choice. TOTAL 15 College of Arts & Sciences Requirements Freshman Seminar 1 English 002 or 102 3 English 003 or 103 3 Foreign Language (4 courses) 12 Principles of Speech 3 Math (Math 006,007 or 009,010) 7 Philosophy 3 Division A (3 courses) 9 Division B (2 courses) 6 Division C ( 2 courses) 6 Division D ( 2 courses) 6 HHPL Requirement (3-1 credit courses) [Health, Swimming, Physical Movement] 3 62 Total 122 Updated 6-2017 Name___________________________________ ID__________________ Major Declared__________________ Minor_____________________ Howard University Department of Health, Human
    [Show full text]
  • An International Human Right: Sexuality Education for Adolescents in Schools
    An International Human Right: Sexuality Education for Adolescents in Schools Are governments obliged under international law to favor of ideologically driven programs and often provide sexuality education in schools? put forth medically inaccurate and biased informa- Yes. International human rights standards require tion about contraception, abortion, HIV/AIDS, and that governments guarantee the rights of adolescents sexual orientation.4 These programs often promote to health, life, education and non-discrimination by abstinence-only messages, discourage condom use, providing them comprehensive sexuality education and rely on gender stereotypes about sex, sexuality, in primary and secondary schools that is scientifi- and gender identity.5 In addition, studies show that cally accurate and objective, and free of prejudice such messages are largely ineffective in delaying and discrimination.1 sexual activity among youth.6 Absent alternative sources of information, these programs foster unsafe What does sexuality education have to do with sexual practices, undermine the use of contracep- international human rights? tion, and ultimately the health of individuals and Everything. Under international human rights the public at large. treaties, governments are bound to protect and ensure the rights to health, life, non-discrimination, What human rights law creates the obligation to education and information of its populations, par- provide sexuality education in schools? ticularly adolescents. These rights cannot be fully The fundamental rights of individuals to life, realized and enjoyed if adolescents lack sexuality health, non-discrimination, education and infor- education. A comprehensive understanding of mation, enshrined in international human rights sexual and reproductive health is imperative to treaties, support and establish obligations in inter- an individual’s ability to protect his or her health national law for states to provide sexuality education and make informed decisions about sexuality and in primary and secondary schools.7 reproduction.
    [Show full text]