Figures, Tables, and Boxes

Figures

1. 1.1 The RE-AIM Model
2. 1.2 The PRECEDE-PROCEED Model
3. 1.3 Road Image
4. 1.4 Research in Health Promotion: Resource Requirements
5. 1.5 Schematic Illustration of the Nine-Step Research Process
6. 2.1 Dr. Jim Curran
7. 2.2 The Scientific Process
8. 2.3 Health Belief Model Components and Linkages
9. 3.1 Tuskegee Syphilis Study: Doctor Injecting Subject
10. 3.2 Classroom Social Environment
11. 3.3 Healthcare Provider and Patient Interaction in Clinic Setting
12. 3.4 Institutional Review Board Approval Process
13. 4.1 The Chain of Research in Health Promotion
14. 4.2 Health Promotion Research Stages, Purpose, Types, and Methods
15. 4.3 Cross-Sectional Design with Multiple Purposes
16. 4.4 Successive Independent Samples Design
17. 4.5 Longitudinal/Cohort Design with End Purposes
18. 4.6 Cohort-Sequential Design
19. 4.7 John Snow Memorial and Pub, Broadwick Street (formerly Broad Street), London
20. 4.8 The Case-Control Design
21. 4.9 The Case-Crossover Design
22. 5.1 Ecological Model with Associated Experimental Design by Levels
23. 5.2 Posttest Control Group Design
24. 5.3 Three-Arm Randomized Controlled Design
25. 5.4 Matched Pairs Control Design
26. 5.5 Repeated-Measures or Within-Subjects Design
27. 5.6 Randomized Crossover Trial Design
28. 5.7 Nonequivalent Groups, Posttest-Only Design
29. 5.8 Nonequivalent Groups, Pretest-Posttest Design
30. 5.9 Interrupted Time Series Intervention Effect
31. 5.10 Means of the Mortality Outcomes Over Time (per 1000)
32. 6.1 The Relationship of a Sample to a Population
33. 6.2 Simple Random Sampling Illustration
34. 6.3 Systematic Random Sampling Illustration
35. 6.4 Stratified Random Sampling Illustration
36. 6.5 Cluster Sampling Illustration
37. 6.6 Sample Venue-Day-Time Recruitment Calendar
38. 6.7 Recruitment Networks Showing HIV Infection Status, by Seed
39. 6.8 An Example of a Figure Used to Represent Recruitment Success
40. 6.9 Effect Size in Two Similar Studies
41. 7.1 People of Various Races and Ethnicities
42. 7.2 A Graphic Depiction of the Four Levels of Measurement
43. 7.3 Linear Flow Chart of Operational Definition
44. 7.4 The Two-Step Psychometric Process for Reliability and Validity of Scales and Indexes
45. 7.5 A Female Adolescent's Daily Smoking Pattern
46. 7.6 Saliva Collection to Test for the Enzyme Cotinine
47. 7.7 Pyramid of Frequency and Saliency of Behavior in Terms of Accuracy of Recall
48. 7.8 Behavioral Anchors to Improve Precision of Measurement
49. 7.9 Walkability Scores of Neighborhood One
50. 7.10 Walkability Scores of Neighborhood Two
51. 8.1 Model of Psychological Responses to a Serological HSV-2 Diagnosis
52. 8.2 Volunteer for NGO Conducting a Field Interview
53. 8.3 A Focus Group
54. 9.1 Street Youth
55. 9.2 Gatekeepers
56. 9.3 Face-to-Face Interview
57. 10.1 A Schematic Illustration of a Randomized Controlled Trial (RCT)
58. 10.2 Logic Model Depicting the Hypothesized Pathway between Exposure to the Health Promotion Program and Changes in Mediators, Behavior, and Biological Markers
59. 10.3 Comparison of Assessment Modes
60. 10.4 Consolidated Standards of Reporting Trials (CONSORT) Checklist
61. 11.1 Differentiating Traditional Community Research Models from CBPR
62. 11.2 CBPR Conceptual Logic Model
63. 11.3 Keys to the Community
64. 11.4 Hierarchy of Community Participation in Research
65. 12.1 Ugandan Motorcyclist without a Helmet
66. 12.2 Basic Logic Model Components
67. 12.3 Abbreviated Program Logic Model
68. 12.4 Logic Model with Detailed Inputs, Activities, and Outputs
69. 12.5 Cost-Effectiveness of HIV Counseling and Testing Expansion
70. 12.6 Pool Cool Kids
71. 13.1 Sample Size by Margin of Error for Survey Research
72. 13.2 Respondent Being Interviewed
73. 13.3 Trade-off between Simplicity and Precision
74. 14.1 Distribution of Health Risk Behaviors for 569 Detained Adolescents
75. 14.2 Number of Sex Partners (Lifetime) Reported by Detained Adolescents
76. 14.3 Number of Pap Tests (Lifetime) Reported by 273 Women
77. 14.4 Demographic Heterogeneity or Homogeneity
78. 14.5 Scatterplots Illustrating Direct and Inverse Correlations
79. 14.6 The Sum of Pearson r-Values Does Not Necessarily Equate with R2
80. 14.7 Hypothesis Testing and Associated Errors
81. 15.1 Number of Participants Experiencing a Heart Attack in a Stress-Reduction Program and a Control Condition
82. 15.2 Statistical Decision Map
83. 15.3 Standard Pretest-Posttest Design
84. 16.1 Initial Diagram on Collaborations
85. 16.2 More Developed and Complex Diagram on Collaborations
86. 17.1 Reviewer's Mental Image of Limitations
87. 17.2 How a Manuscript Becomes a Published Journal Article
88. 18.1 NIH Scoring System
89. 18.2 Summary Statement of Grant Application Scientific Review
90. 18.3 Scientific Review Group Meeting
91. 18.4 Flow Chart of Critique Presentation
92. 18.5 Example of a Schematic Diagram Outlining the Research Design

Tables

1. 2.1 Types of Data Used in Health Promotion Research
2. 3.1 Example of Health Behaviors That May Pose Ethical Concerns in Research
3. 3.2 Examples of Circumstances That May Indicate Possible Breaches in Integrity
4. 4.1 Strengths and Weaknesses of Cross-Sectional Research Designs
5. 4.2 Number and Percentage of Participants Who Reported Having Had Anal Sex during Their Most Recent Sexual Encounter with a Male Partner, by Type and HIV Status of Partner, Location of Encounter, and Substance Use during Encounter
6. 4.3 Strengths and Weaknesses of Successive Independent Samples Research Designs
7. 4.4 Strengths and Weaknesses of Longitudinal Research Designs
8. 4.5 Strengths and Weaknesses of Cohort-Sequential Designs
9. 4.6 Strengths and Weaknesses of Case-Control Research Designs
10. 4.7 Strengths and Weaknesses of the Case-Crossover Design
11. 5.1 Three Necessary Conditions for Causation
12. 5.2 Nine Common Threats to Internal Validity
13. 5.3 Interrupted Time Series Designs
14. 6.1 Examples of Research Questions Displayed by Level of Analysis
15. 6.2 Sampling Frames with High and Low Degrees of Generalizability
16. 8.1 Predispositions of Quantitative and Qualitative Modes of Inquiry
17. 8.2 Emergent Themes Related to Getting a Future HIV/AIDS Vaccine
18. 8.3 A Comparison of Strategies in the Conduct of a Hypothetical Project: ``Arrivals and Departures: Patterns of Human Attachment''
19. 8.4 The Pros and Cons of Data Collection Methods
20. 8.5 Potential Roles of Investigators Conducting Observations
21. 9.1 A Comparison of Volunteers and Nonvolunteers
22. 10.1 The Basic Steps in Designing and Implementing an RCT
23. 10.2 Random Numbers Table
24. 11.1 Challenges in Translating CBPR Principles into Practice
25. 12.1 Sample Survey
26. 13.1 Examples of National Surveys Conducted in the United States
27. 14.1 Frequency Distribution of Race or Ethnicity for a Sample of 569 Detained Adolescents
28. 14.2 Contingency Table of Data Pertaining to a Study of Breast Self-Examination Practices
29. 14.3 Frequency of Breast Self-Examination with (Expected Values)
30. 15.1 Comparability of the HIV Risk-Reduction and General Health Promotion Conditions
31. 15.2 Effects of an HIV Risk-Reduction Intervention on Adolescents' Sexual Behaviors
32. 15.3 Differences in Condom Attitude Scores by Study Group
33. 15.4 Effects of an HIV Risk-Reduction Intervention on Condom Attitude Scores
34. 15.5 Effects of an HIV Risk-Reduction Intervention on HIV Knowledge and Self-Esteem
35. 16.1 Consolidated Criteria for Reporting Qualitative Studies (COREQ): 32-Item Checklist
36. 16.2 Example of Mapped Research Questions to Theoretical Main Codes
37. 16.3 Example of Main Codes and Subcodes Using a Theory-Driven Approach
38. 16.4 Four Basic Principles for Writing Qualitative Results
39. 17.1 Description of Scale Measures and Bivariate Correlations of These Measures with Self-Esteem among African-American Adolescent Females
40. 18.1 Comparison of Current and Previous NIH Review Criteria
41. 18.2 Hypothetical Grant Application Scores
42. 18.3 Template for a Five-Year Project Timeline

Boxes

1. 2.1 The "8 × 8" Recommendation
2. 2.2 Early AIDS Hypotheses
3. 3.1 Code of Ethics for the Health Education Profession by the Society for Public Health Education...