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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
951

Development and use of in vitro models for the investigation of the neurotoxic properties of a tryptophan metabolite

Eggett, Christopher James January 1996 (has links)
No description available.
952

The biological characteristics of gp120 envelope proteins derived from laboratory adapted HIV-1←I←I←I←B←/←L←A←I, and HIV-1 infected brain and lymphoid tissues

Jones, Adam January 1997 (has links)
No description available.
953

The epidemiology of gonorrhoea in adults and its sexual behavioural determinants

Renton, Adrian Mark January 1995 (has links)
No description available.
954

Analysis of components of HIV in the development of new gene transfer systems

Kim, Vic Narry January 1997 (has links)
No description available.
955

The genetic abnormalities and viral associations of acquired immunodeficiency syndrome-related non-Hodgkins lymphomas

Middleton, Gary William January 2001 (has links)
No description available.
956

Analysis of HIV-1 tat-TAR RNA interactions in vivo

Powell, Robert January 1994 (has links)
No description available.
957

The role of class I MHC molecules in the presentation of viral antigens to cytotoxic T lymphocytes

Rowland-Jones, Sarah Louise January 1994 (has links)
No description available.
958

Role of cytotoxic T lymphocytes in the control of human immunodeficiency virus type-1 infection

Ogg, Graham S. January 1998 (has links)
No description available.
959

Living Learning Space: Recognizing Public Pedagogy in a Small Town AIDS Service Organization

Hastings, COLIN 20 September 2013 (has links)
In the early days of HIV/AIDS in North America, those most directly affected by the crisis created a social movement to respond to the virus when no one else would. The legacy of activists’ efforts can be seen in the more than seventy-five AIDS service organizations (ASOs) that provide prevention, support, and education to communities across Ontario today. While these organizations were once an important site of advocacy and resistance for people living with HIV/AIDS (PHAs), ASOs are now often viewed as professionalized, bureaucratic and impersonal spaces. Linking theoretical understandings of public pedagogy and the pedagogical potential of space with HIV/AIDS scholarship, I offer a conception of ASOs as more than simply impersonal service providers, but vibrant spaces of community learning. Drawing on interviews with people who work, volunteer, and use services at a small ASO in Kingston, Ontario called HIV/AIDS Regional Services (HARS), I identify three pedagogical assets within the agency’s space that tend to go unrecognized as such. The agency’s drop-in space, artworks created by PHAs that decorate the walls of the office, and HARS’ storefront design are not usually counted as elements of the kind of formal “HIV/AIDS education” that ASOs provide. However, by exploring the learning experiences that are incited by these assets, I argue that we may broaden our understandings of what counts as HIV/AIDS education and of the value of ASOs in their communities. These unacknowledged assets not only enhance peoples’ understanding of issues related to HIV/AIDS, they also work to develop a sense of community and belonging for visitors to the space. In conclusion, I reiterate that while today’s ASOs are surely different than the organizations that activists created in the 1980s, the learning experiences that arise in agencies like HARS demonstrate that community-building and mutual support can remain as integral aspects of ASOs. / Thesis (Master, Cultural Studies) -- Queen's University, 2013-09-20 14:39:55.828
960

A success case method evaluation of the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South district / Ndavheleseni Albert Mbada

Mbada, Ndavheleseni Albert January 2013 (has links)
The intention of this study was to evaluate the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South District. The rationale was based on the gap in research regarding evaluation of the implementation of intervention programmes at schools, especially the management and leadership intervention strategies. The Foundation for Professional Development (FPD), a South African Medical Association self-funding education provider in the health sector, had conducted a training intervention with the members of the School Management Teams (SMT) of the Tshwane South District schools. The application of the skills, knowledge and attitudes gained through this training was the main focus for evaluation. For that reason, the Success Case Method (SCM), an innovative programme evaluation design, was used. The first phase of the SCM involved using a short questionnaire to identify appropriate participants for the second phase, which involved in-depth telephone interviews as directed by the SCM. The second phase also involved probing, understanding and documenting the successes, thus allowing an evaluation of the findings. The findings of the study indicate that some SMTs are actually implementing the skills, knowledge and attitudes gained in the FPD training with success, albeit with differing levels of effectiveness. It was also found that there are unsuccessful SMTs that are not implementing or are unable to implement their learning from the FPD training. There were various reasons for both the successes and non-successes. These included matters pertaining to conflicting directions, policy guidelines, commitment, empathy and attitude of the SMTs in understanding circumstances related to people living with and affected by HIV and AIDS, teamwork, reporting systems, the duration of the training workshop and pace of learning of SMTs members, marketing collaterals, workforce availability and availability or lack of time for implementing the HIV and AIDS programme. The recommendations include the provision of follow-up and material support to schools, including the formation of HIV and AIDS management forums and networks. Recommendations are also made to the FPD for enhancing and sustaining the training and implementation. Further recommendations are proffered to the Department of Education regarding activities for directed and needs-based support for schools. The study contributes to the practice of HIV and AIDS management in that it produced an evaluation report on the implementation of HIV and AIDS management at schools. This should be useful to practitioners at school, community and departmental levels regarding the status of HIV and AIDS management at schools. The study also contributes to the theory of intervention programmes using the Success Case Method in education, which is a novel, user-friendly and easy-to-use method of evaluation. / PhD (Education Management), North-West University, Vaal Triangle Campus, 2013

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