<p>HIV/AIDS is a major problem in South Africa with more than 25 percent of the adult population infected with HIV. Oral lesions and various opportunistic infections characterize the progression of HIV making it imperative for people living with HIV to have access to good quality oral care. There is a need to examine accessibility and use of dental services in South Africans living with HIV as very little research in this regard, has been undertaken. Aim: To investigate the barriers to oral health care for people living with HIV in the KZN and the WC. Research Design and Methodology: A cross-sectional study utilising a self-administered questionnaire and semi-structured interviews has been employed. Participants were people living with HIV older than 18 years attending HIV clinics located throughout Kwa-Zulu Natal and WC. Binary logistic regression was performed to determine the variables associated with not obtaining care.</p>

<p>HIV/AIDS is a major problem in South Africa with more than 25 percent of the adult population infected with HIV. Oral lesions and various opportunistic infections characterize the progression of HIV making it imperative for people living with HIV to have access to good quality oral care. There is a need to examine accessibility and use of dental services in South Africans living with HIV as very little research in this regard, has been undertaken. Aim: To investigate the barriers to oral health care for people living with HIV in the KZN and the WC. Research Design and Methodology: A cross-sectional study utilising a self-administered questionnaire and semi-structured interviews has been employed. Participants were people living with HIV older than 18 years attending HIV clinics located throughout Kwa-Zulu Natal and WC. Binary logistic regression was performed to determine the variables associated with not obtaining care.</p>

This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school. Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools.

The aim of this research was to explore the mechanisms involved for engaging Māori whānau in their child’s education during a key transitional period. This objective was achieved through conducting semi-structured interviews with five Māori parents of year nine and ten students from two suburban high schools in Christchurch, New Zealand. Through framing the research within kaupapa Māori methodology and employing Interpretative Phenomenological Analysis, four superordinate themes were identified: Rangatiratanga (advocacy, leadership and commitment); Kotahitanga (working together with whānau); Whanaungatanga (maintaining connections with whānau); and Manaakitanga (caring for Māori students’ learning and potential). These findings closely align with a Māori worldview (Ritchie, 1992), and Macfarlane’s educultural wheel (2004). They have the potential to inform school policy and facilitate engagement with whānau as well as positively impact on Māori student achievement.

Note: / Many studies have explored the effectiveness of interventions directed towards helping highschool students with learning disabilities to achieve academic success. These studies oftenoverlook the perspectives of the students, or the common deficits among students with differentlearning disability diagnoses, when developing or implementing the interventions. This studylooked to develop a grounded theory regarding the perspectives of these students towards theirperceived barriers to academic success in addition to their perspectives regarding their resourcesfor coping. The theory is grounded upon qualitative data that were collected from participants inan academic support program for students with learning disabilities. A convenience sample wastaken from this program, which is based upon the cognitive apprenticeship model that pairsstudents with tutor mentors who help them to succeed academically. Data collection includedaudio-recorded interviews, student reflection sheets, tutor journals, and video-recorded sessions.The data were triangulated and analyzed to develop a theory designed to inform practice forschools and support programs that offer resources for students with learning disabilities. Thedevelopment of a theory based on the perspectives of the students can provide the inspiration forthe future development of potentially effective intervention programs.

Thesis (Ph. D.)--University of Hawaii, 1989. / Includes bibliographical references (leaves 180-189).

Substance abuse treatment non-completion has serious implications for the future success with sobriety of adolescents. In this study, 38 adolescents were given the opportunity to complete a survey with the intent of identifying barriers to participating and successfully completing substance abuse treatment. Directors of substance abuse services at chosen agencies in Southern Illinois were also given the opportunity to complete a survey to identify quality components of effective adolescent substance abuse treatment programs. Collected data were analyzed using multivariate approaches, such as regression and chi-square tests, to identify factors that may contribute to treatment completion. The results provide information about how substance use service providers can address barriers and improve services to meet the needs of adolescents suffering from substance abuse issues.

The long history of racism has created cultural barriers that prevent some Black Americans from seeking cancer treatment. Fatalism, physician mistrust, low levels of social support and self-efficacy, are the most cited cultural barriers in the literature. Black Americans’ religious beliefs and church involvement have historically helped them in their struggle against racism. A quantitative and a qualitative comparison studies examine the role of Black cancer survivors’ religious beliefs in their fight against cancer. The quantitative comparison study finds no difference in the cultural attitudes between Black and White cancer survivors. However, the qualitative comparison study between the same two racial groups finds Black survivors’ religion reduced their fatalism and increased their levels of physician trust, social support, and self-efficacy. The research concludes that Black Americans’ religion can mitigate cultural barriers that prevent some Black Americans from seeking cancer treatment.

Magister Chirurgiae Dentium - MChD / HIV/AIDS is a major problem in South Africa with more than 25 percent of the adult population infected with HIV. Oral lesions and various opportunistic infections characterize the progression of HIV making it imperative for people living with HIV to have access to good quality oral care. There is a need to examine accessibility and use of dental services in South Africans living with HIV as very little research in this regard, has been undertaken. Aim: To investigate the barriers to oral health care for people living with HIV in the KZN and the WC. Research Design and Methodology: A cross-sectional study utilising a self-administered questionnaire and semi-structured interviews has been employed. Participants were people living with HIV older than 18 years attending HIV clinics located throughout Kwa-Zulu Natal and WC. Binary logistic regression was performed to determine the variables associated with not obtaining care. / South Africa

The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University. Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate. The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process. Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed. Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern. Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels. / Ed. D.