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Transgender individuals represent one of the most marginalized and underserved populations in healthcare. Issues such as discrimination, lack of practitioner experience and knowledge, and a deficiency of services have contributed to the healthcare barriers experienced by transgender individuals. There is a lack of literature demonstrating how primary care services are delivered to transgender individuals and a need for research that helps advance our knowledge about the delivery and implementation of primary care services for this population. This thesis explores how primary care services are delivered and implemented from a perspective that acknowledges the complexities of the healthcare needs of the transgender population. A multiple-case study design was used to explore the implementation and delivery of primary care for transgender individuals in Ontario within different delivery models of primary care and through diverse roles of primary care team members. Normalization Process Theory, an implementation theory and conceptual framework, was used in this study to understand and explain the dynamic processes that occur during implementation of interventions in healthcare, and guide data collection and analysis. Three cases representing different models of primary care delivery in Ontario were identified, all of which provide primary care services to transgender individuals. These models included a solo physician Fee-For-Service practice, a Family Health Team and a Community Health Centre. The multiple sources of data collection strategies used were interviews, a survey, documental evidence, and field notes. Participants included multiple members of the primary healthcare team, such as practitioners, clinical support staff and executive directors. This study helps to advance our knowledge of the delivery and implementation of primary care services for transgender individuals. Implications for nursing practice, including highlighting the need for curricula changes and understanding the nursing role, are discussed. / Thesis / Doctor of Philosophy (PhD) / Primary care, such as a family doctor, is where people get day-to-day healthcare. Worldwide, transgender individuals encounter barriers to appropriate healthcare, in particular access to practitioners who understand their health needs. This thesis aims to explore how primary care services are delivered to transgender individuals in Ontario, through a study that examined different ways services are provided, from a family doctor working alone in a clinic to a clinic with a team of practitioners (e.g., family doctors, nurse practitioners, nurses, counsellors). Interviews with practitioners, a survey, and clinic documents showed that primary care for transgender individuals is part of regular primary care services; whether delivered via a rapid access specialty clinic or embedded into regular primary care services, study participants were easily able to integrate primary care for transgender individuals into their routine work. However, evidence also highlighted the need for practitioners to obtain specialized knowledge of transgender needs.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

A research report submitted to the Faculty of Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management / Rapid Appraisal has gained popularity amongst policy makers, and is used in strategic planning of primary health care services. This study aimed at determining whether Rapid Appraisal is an appropriate planning tool for primary health care services in South Africa. This study compares Rapid Appraisal with a Regional Health Management Information System (ReHMIS), using the Northern Province as a case study, In comparison, Rapid Appraisal took half the time of ReHMIS for data collection, and used less resources in the process, There is significant difference between the two data sets and this is explained by the fact that Rapid Appraisal does not only determine whether the facility is there or not but it also identifies management issues. Rapid Appraisal is an innovative method that engages all the relevant stakeholders in planning their primary health care services, The findings proved that Rapid Appraisal is an appropriate planning tool for primary health care services. / AC2017

A thesis submitted to the Wits school of Education, Faculty of Humanities, University of the Witwatersrand in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg 2017 / MT2017

Li, Xiaoqing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 161-179). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

by Lee Yung-wong. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 268-272.

Thesis (M.A. (Translation Studies)) --University of Limpopo, 2013 / The research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the school’s language policy was also completed. The research revealed that the learners are hardly being taught to read and write whether in Sepedi, (their home language) or in English. While the school language policy states that English should be introduced in Grade 2, it is actually taught only in Grade 3. Additionally, as the learners do not understand English, the teachers frequently code-switch into Sepedi and therefore the learners hardly get any exposure to English. Many other negative aspects were uncovered. Out of the 28 lessons scheduled to be observed only 20 lessons actually took place. The learners are therefore not actually spending the allocated time on literacy development. The teaching is highly routinised with teachers, by and large, using an approach that emphasises repetition and rote-learning. The learners hardly ever get a chance to engage with texts independently. Even the textbooks available are not used but are stored away in the cupboards. Teachers painstakingly copy material from the textbooks on to the chalkboard and learners then copy this into their exercise books. The classroom environment is uninspiring, as there are hardly any learning materials on display. The interviews showed that the teachers had not been adequately trained to teach literacy and were in fact unaware of more effective ways of getting learners to engage with texts. They saw themselves as victims of frequent policy and curricular changes and blamed Government for poor training and lack of resources. The study in fact confirms findings of earlier research that the acquisition of literacy is simply not taking place in the poor, rural schools of South Africa and there is indeed a crisis in education in these schools