Dévoiler le statut sérologique n’est pas toujours facile pour les personnes vivant avec le VIH (PVVIH). Ce mémoire a pour objectif d’explorer les facteurs influençant le dévoilement du statut sérologique à leurs partenaires sexuels par des hommes Haïtiens hétérosexuels vivant avec le VIH/SIDA. Trois centres hospitaliers ont été impliqués dans le recrutement des participants. Dix-huit (18) entrevues semi-dirigées ont été réalisées. Les principaux éléments qui facilitent le dévoilement du statut sérologique par les participants sont l’utilisation constante des préservatifs, le besoin d’amour et le sentiment de libérer leur conscience. Les principales barrières évoquées par les participants sont la peur de la discrimination, la peur de la divulgation de leur statut et la peur des réactions des partenaires. Une association significative a été trouvée entre la présence de symptômes et le dévoilement du statut sérologique (p˂ 0.05). Il est important de considérer ces facteurs qui visent à encourager le dévoilement. D’autres études sont nécessaires non seulement auprès de cette population, mais aussi auprès d’autres groupes à risque pour ultimement améliorer les programmes d’interventions entourant la prévention du VIH. / Revealing the HIV status is not always easy for people living with the HIV (PLHIV). This thesis aims to explore the factors influencing the disclosure of HIV status to sexual partners by heterosexual men Haitians living with HIV/AIDS. Three hospitals were involved in recruiting participants. Eighteen (18) semi-structured interviews were conducted. The main elements that facilitate disclosure of HIV status by participants are the consistent use of condoms, the need for love and the feeling of freeing their conscience. The main barriers cited by participants are the fear of discrimination, fear of disclosure of their status and fear of partners’ reactions. A significant association was found between the presence of symptoms and disclosure of HIV status (p˂0.05). It is important to consider these factors aimed at encouraging the unveiling. Further studies are needed not only for this population but also from other groups at risk to ultimately improve interventions programs for HIV prevention.

随着教师研究关注点从教师行为发展到教师认知，教师信念成为重要的研究议题。职前教师教育政策性文本也开始关注教师信念等问题，促进师范生信念的改变成为职前教育的目标。在教师信念研究中，基于中国大陆职前教育背景的师范生信念的动态研究相对比较少。 / 本研究采用质性研究取向、个案研究策略，选取了P师范大学英语专业和学前教育专业共8位师范生为研究对象。通过深度访谈、文件分析等方法搜集田野研究数据，探究在职前教育阶段师范生信念的发展变化，并分析影响师范生信念发展变化的因素。 / 研究发现，在专业课后，学前教育专业师范生都转向幼儿中心的信念取向；实习后，学前教育专业师范生信念出现回归倾向。英语专业师范生在专业课后信念发展变化有一些多样性。师范生信念的转变可以分为两组，专业课学习之后，EFL-X、EFL-Q这两位师范生信念呈现整合的特点，实习后，两位师范生信念转向以传统教师中心取向为主。而另外两个英语专业师范生则呈现另一类型。专业课后，EFL-Z、EFL-R两位师范生持有学生中心的信念取向，实习后，他们的信念呈现整合的特点。师范生信念的发展是一个动态的过程，师范生信念由基于个人经验的信念发展初期，发展到基于理论的信念发展阶段，再发展到基于情境的、经验的信念发展阶段，这一阶段师范生信念出现具体化，回归传统两种发展变化形态。 / 在不同的阶段中，影响师范生信念的因素具有差异性。在专业课学习阶段，学前教育教育专业师范生信念受职前教育课程影响比较明显。师范生接受专业理论课程时，师范生进行一致性检验，新习得的信息与原有的基于个人经历形成的信念不一致，出现认知冲突，认知冲突是信念改变的开始。专业课传递的理念处于比较强势的地位，同化了之前基于社会文化及个人因素形成的信念，基于专业课形成的信念还要反复地通过实践环节进行一致性的检验。学前教育专业主干课程的课程内容强调儿童中心，理论课程的学习阶段有见习环节，见习的重要作用在于及时强化师范生在专业课程中习得的信念。大学教师在教学中注重学生参与、注重实践性，课程组织以及大学教师的教学方式都符合情境学习理论所强调的通过即时的情境、注重学习材料的真实性，在参与实践的过程中学习的理念。结合真实的情境进行学习，容易引起师范生的认知冲突，因此，学前教育专业师范生信念改变比较明显。英语专业职前教育课程理论课程与实践课程相分离，在专业课形成理念得不到及时的强化，不利于师范生信念的改变。英语知识课程理念和教师职业教育类课程所强调的理念有一些不一致，是导致专业课后英语专业师范生信念出现差异性的原因之一。 / 实习过程中，师范生信念主要受情境性因素、基于实践的反思、社会性互动影响。师范生在实习过程中教学实践与信念的一致性强化专业课习得的信念，信念的发展形态为具体化。如果实践和师范生持有的信念不一致，出现认知冲突，伴随比较消极的情绪，师范信念开始动摇，出现回归的倾向，出现信念的重新整合或回归教师中心的信念取向。 / 个人、社会方面的因素对师范生信念有所影响，高中学习经历是影响大一英语专业师范生信念形成的因素。实习阶段，受考试文化因素的影响，师范生信念发生回归传统的倾向。另外，师范生的个人性格、个人性别、其他学习经历制约职前教育课程对个人信念影响的大小。 / With the shift of focus in teacher research from teachers’ behavior to teachers’ cognition, teachers’ beliefs have become an important research issue. Recently, pre-service teacher education policies have begun to pay attention to teachers’ beliefs. Promoting changes in the beliefs of pre-service teachers should be one of the central tasks of pre-service teacher education. However, few studies of pre-service teachers’ beliefs have been conducted in the context of mainland Chinese pre-service teacher training programs. / The present research followed a qualitative research approach and employed the case study method. Eight students of a normal university, four pre-service teachers majoring in English and four majoring in preschool education, participated in the study. The researcher collected data through in-depth interviews and document analysis to address the following questions. How do pre-service teachers’ beliefs develop during pre-service teacher education? What factors would effect changes in the beliefs of pre-service teachers? / The results show that before their teaching practicum the preschool education majors tended to hold child-centered beliefs, whereas after it their beliefs tended to reflect a traditional teacher-centered orientation. The changes in the beliefs of the English majors exhibited greater variety, although two general types of belief-changes were observed. Two of the English majors showed an integration of teacher-and student-centered beliefs before the teaching practicum, and reverted to teacher-centered beliefs after it. The other two originally held student-centered beliefs, and then moved toward an integration of teacher-and student-centered beliefs after the teaching practicum. / The influential factors in changing the participating pre-service teachers’ beliefs differed at different stages of the research. The preschool education majors were affected by the university curriculum in significant ways, and then tried to reconcile their experience in the teaching practicum with a theoretical perspective. Cognitive conflict arose when there was a discrepancy between teaching experience and earlier held beliefs, leading to a change in beliefs. Beliefs based on formal education tend to be influential and to assimilate pre-existing beliefs based on personal experience and the prevailing culture, but need to be consolidated by practice. The preschool education curriculum emphasizes child-centered beliefs, which are to be strengthened by internship experience. Normal universities emphasize the full participation of pre-service teachers, and preschool education majors have many opportunities to learn through practice. The organization of the curriculum and teaching methods are in line with situated learning theory, which emphasizes the situated nature of the learning process in the immediate context and the use of authentic learning materials. For English majors, in contrast, the curriculum and practice are separated. Beliefs shaped by the courses taken are not immediately strengthened by practice, and are thus more resistant to change. What is more, there are inconsistences between English subject courses and educational theory courses. That discrepancy appears to be the main reason for the diversity in pre-service teachers’ beliefs observed in this research. / During the teaching practicum, participants’ beliefs were affected by the context, reflection on practices, and social interaction. Consistency between practice and beliefs reinforced their beliefs, whereas discrepancies led to negative emotions and belief-regression. / Personal factors and the assessment-centered culture that prevails in mainland China also affected the participating pre-service teachers’ beliefs. The main influence on those beliefs was the participants’ own educational experience, which was largely characterized by an emphasis on assessment. During the teaching practicum, this assessment-centered culture prompted the English majors to resort to a traditional teacher-centered orientation. Also, personal factors such as personality, sex, and additional learning experiences, influenced the effectiveness of the teacher training program in shifting the beliefs of all participating pre-service teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李玲. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 238-261). / Abstracts also in English. / Li Ling.

by Connie S.K. Leung. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves [93]-[98] / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1. --- Some Observations on Direct Marketing in Hong Kong / Chapter 2. --- The New Generation - Hong Kong Yuppies / Chapter 3. --- Overview of the Huppies Club Concept / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Chapter 1. --- What is Direct Marketing? / Chapter 2. --- Direct Marketing Versus Geneial Marketing / Chapter 3. --- Merits of Direct Marketing / Chapter 4. --- Why does Direct Marketing Grow? / Chapter 5. --- Prime Prospects of Direct Marketing / Chapter 6. --- Key to Direct Marketing Success / Chapter 7. --- Direct Mail in Hong Kong / Chapter 8. --- Definition of Yuppies / Chapter 9. --- Yuppies' Demographic Characteristics / Chapter 10. --- Yuppies' Psychographics / Chapter 11. --- Yuppies' Lifestyle / Chapter 12. --- Yuppies and Direct Marketing / Chapter 13. --- Huppies: Hong Kong Yuppies / Chapter CHAPTER 3 --- RESEARCH OBJECTIVES --- p.49 / Chapter CHAPTER 4 --- METHODOLOGY --- p.50 / Chapter CHAPTER 5 --- KEY FINDINGS --- p.51 / Chapter 1. --- Huppies' Lifestyle / Chapter 2. --- Experience With Direct Mail / Chapter 3. --- Club Membership / Chapter 4. --- The Huppies Club Concept / Chapter CHAPTER 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.71

published_or_final_version / abstract / Linguistics / Master / Master of Arts

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Homoeopathy, Durban University of Technology, Durban, South Africa, 2014. / Aim of the study The study aimed to identify the knowledge, attitudes and perceptions amongst post graduate homoeopathy students and post basic primary health care nurses serving in a primary health care setting regarding adverse effects associated with childhood vaccinations. Methodology In this qualitative study 18 participants were selected through purposive sampling. Semi-structured interviews were conducted with each participant. The interviews were recorded and analysed conceptually. Results The findings of this study revealed that all of the PHC nursing participants were in favour of the childhood immunisation schedule of South Africa, contrary to the homoeopathic participants where the majority of participants were not in favour of the childhood immunisation schedule. Knowledge, attitudes and perceptions varied amongst the homoeopathic participants in contrast to the PHC nursing participants where there was a much more unified stance and cohesive outcome with regard to their attitudes and perceptions. / M

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Homoeopathy, Durban University of Technology, Durban, South Africa, 2014. / Aim of the study The study aimed to identify the knowledge, attitudes and perceptions amongst post graduate homoeopathy students and post basic primary health care nurses serving in a primary health care setting regarding adverse effects associated with childhood vaccinations. Methodology In this qualitative study 18 participants were selected through purposive sampling. Semi-structured interviews were conducted with each participant. The interviews were recorded and analysed conceptually. Results The findings of this study revealed that all of the PHC nursing participants were in favour of the childhood immunisation schedule of South Africa, contrary to the homoeopathic participants where the majority of participants were not in favour of the childhood immunisation schedule. Knowledge, attitudes and perceptions varied amongst the homoeopathic participants in contrast to the PHC nursing participants where there was a much more unified stance and cohesive outcome with regard to their attitudes and perceptions. / M

As college students are preparing to enter the workforce as professionals, it is important that we examine their explicit and implicit attitudes toward older workers to investigate what organizations can do on behalf of older workers. For instance, organizations may have policies that are giving preferential treatment toward older workers and reinforcing younger workers’ negative attitudes. For the present study, I used a scenario based-procedure in which participants read about an older worker who has been promoted based on an employment policy that favors older workers or the most competent workers. I examined students’ pre- and post explicit and implicit attitudes toward older individuals for each condition. Students in the preferential treatment condition did not have significantly different explicit attitudes from students in the merit condition, thus Hypothesis 1 was supported. Aside from treatment, students’ post implicit attitudes significantly decreased (i.e., were less negative) from students’ pre-implicit attitudes. Therefore, Hypothesis 2 was partially supported. In addition, students in the preferential treatment condition exhibited only negative emotions toward the older worker and not harmful behaviors. Therefore, Hypothesis 3 was partially supported. Finally, there was no impact of preferential treatment toward older workers on students’ aging anxiety. Implications of these findings with regard to both implicit and explicit attitudes toward older workers are discussed.

Although Portland, Oregon is widely regarded as a "bike friendly" city, its bike equity remains in question. This thesis explores the barriers to biking that women and people of color face in Portland. This research uses feminist geography scholarship to understand how cycling spaces are unequal for marginalized cyclists. Using data from 28 in-depth, semi-structured interviews with infrequent and marginalized cyclists, I found that gender and race inequalities shape their barriers to biking. A hegemonic white, elite, and masculine bike culture controls the domination of cycling spaces. Women's gendered spatial inequalities are shaped by their childrearing demands, geography of fear, and street harassment. Cyclists of color experience a fear of public space due to racial profiling and police violence, and racial spatial inequalities are shaped by Portland's historic and racist city planning that gentrifies and displaces residents of color. Furthermore, intersectional inequalities of gender, race, and class, emerge and illustrate how cycling spaces are built to be unequal. These findings suggest that spatial inequalities in the urban landscape are pervasive in multiple spaces such as bike lanes, and that more research and policy is needed to increase ridership among women and people of color.

No description available.

A large amount of research has been conducted that establishes that students of all ages hold conceptions about a variety of science topics that are not in line with accepted scientific beliefs. These preconceptions have been identified in a variety of ways in research situations; this study focused on how secondary science teachers actually attempt to diagnose students' preconceptions in the classroom and the understanding the teachers have about these preconceptions. The use the teachers made of any information gathered in a diagnosis and the reasons for a lack of diagnosis were also investigated. Four experienced science teachers were studied in depth, they were interviewed three times and classroom observations were conducted for nine weeks. The teachers' classroom practices, questioning techniques, understanding of students' preconceptions, and assessment of students' understanding were all analyzed. In this study, the teachers did not use any formal strategies for diagnosing students' preconceptions such as concept mapping, interviews, journals, or writing prompts. The teachers studied claimed that it was important to conduct diagnosis but only one teacher was seen to actually do so. The teacher who did use class discussions as a strategy for diagnosis was the most experienced teacher of the four and also the teacher with the strongest subject matter background. The other three teachers all claimed that they did do diagnosis of preconceptions by questioning their students but they were not seen to do this in their classes. The conclusions from these results are that the teachers did not have a complete understanding of the concept of diagnosing students' preconceptions in order to use that information to attempt conceptual change. The teachers' beliefs were not consistent with their practices in this situation; they may have had certain constraints on them that inhibited the translation of their beliefs into practice. The implications are that preservice and inservice teachers may need to be trained about the importance of, the strategies involved with, and the justification for diagnosing students' preconceptions in the regular classroom environment. Teachers must have an understanding of students' preconceptions and the effect they have on students' learning. / Graduation date: 1999