This study is one of the only investigations to examine the complex inter-relationships between immune status, cognitive functioning, and disease progression in school-aged, perinatally infected, HIV+ children on HAART over time and is the first to conduct long-term follow-up assessments beyond one year after initiating HAART. Previous research has shown that HIV+ children on HAART show stability in cognitive functioning for up to one year. The current study investigated cognitive functioning, as measured by the Wechsler Intelligence Scale for Children -III, as a function of immune functioning and disease progression over time in this sample. Overall, results showed that PIQ scores remained stable over the three time points. However, further analyses demonstrated that poorer immune status, as measured by CD4% <25, at the first time point significantly predicted lower Performance IQ (PIQ)scores and PIQ subtest scores at the third time point, even after controlling for covariates. Similarly, additional analyses revealed that PIQ scores significantly declined over time as a function of CD4% category at the first time point. Finally, scores on the PIQ, Verbal IQ (VIQ), Coding, Picture Arrangement, Symbol Search, and Arithmetic at the first time point were all significant predictors of more advanced disease progression, as measured by CDC C classification at follow-up. The clinical relevance of this study and recommendations for future research in this area are discussed

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.(International Relations))--University of Pretoria, 2008. / Includes bibliographical references.

Teachers are often in contact with children whose family members are affected or infected by the HIV and AIDS pandemic, or children themselves who are affected or infected by the HIV and AIDS pandemic. Often, it is teachers themselves who are suffering due to the HIV and AIDS pandemic. School training and tertiary training are one of the most important components, which need a lot of attention in a developing country. Teachers play a very important role in developing the youth’s thoughts. School training is often negatively impacted due to absenteeism of teachers, negative attitudes of teachers and the time wasted to replace teachers who are negatively impacted by the HIV and AIDS pandemic or who take medical discharge. Teachers often don’t know how to handle the impact of the HIV and AIDS pandemic and they are also unaware of resources available in this regard. The REds-programme is a support programme designed for teachers who are affected by the HIV and AIDS pandemic. The aim of the REds-programme is to provide teachers with support so that they will be able to handle the impact of the HIV and AIDS pandemic. The focus is specifically on teachers, as they don’t live or work in isolation. Teachers form part of communities and school units whom are directly impacted by the HIV and AIDS pandemic. The REds-programme was vi implemented in 2004. This programme is thus running, tested and still in the process of testing, for the past six years. Article 1 consists of the following: The nature and content of the REds-programme. The group work process, as well as a discussion of each group work session. Article 2 consists of the following: An evaluation of the REds-programme by means of the qualitative and quantitative results obtained. From the results, it is clear that the REds-programme is a very effective programme from which life orientation teachers can benefit. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012

Thesis (MMedSc)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 81-84) and index.

Thesis (M.A. (Population and Reproductive Health Research))--Mahidol University, 2004.

Thesis (M.A. (Population and Reproductive Health Research))--Mahidol University, 2007. / LICL has E-Thesis 0028 ; please contact computer services.

Thesis (M.A.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 99-102) and abstract.

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 7, 2009) Includes bibliographical references (p. 76-83). Mode of access: World Wide Web. Also issued in print.