The researcher observed that her son experienced his dermatological disorder as a barrier to learning. This personal experience made her wonder whether this might apply in the case of other learners too, and from this the aim of the research, namely to discover the extent to which dermatological disorders influence learning, was born. A qualitative case study involving interviews and questionnaires to explore the views of learners, parents, and teachers regarding chronic dermatological disorders was used. The findings indicated that while learning is indeed influenced by chronic dermatological disorders, parents and teachers are supportive of learners with these disorders. The following recommendations were made to overcome the learning barriers caused by chronic dermatological disorders: the forming of support groups, the use of social media and technology, inclusive education, the training of teachers in inclusive education, the implementation of educational policies relating to the health of learners, and collaboration between parents and teachers. Patience, endurance, consistent treatment, and understanding the problem are key survival techniques for learners with chronic dermatological disorders. / Psychology of Education

The changes occurring in the red blood cells in infective illnesses are amongst the least carefully studied problems of haematology. In spite of the fact that these anaemias are extremely common, it is different to find adequate literature to make possible even a clear description of the blood picture under these circumstances.

Thesis (doctoral)--Lund University, 1998. / Added t.p. with thesis statement inserted.

Thesis (doctoral)--Lund University, 1998. / Added t.p. with thesis statement inserted.

Thesis (M.S.N.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Donald Kautz; submitted to the School of Nursing. Includes bibliographical references (p. 32-34).

Thesis (M.S.)--University of Michigan, 1993.

Thesis (Ph.D.)--Ohio University, November, 2004. / Includes bibliographical references (p. 145-172)

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also in a digital version from UMI/Dissertation Abstracts International.

Thesis (M.S.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains iv, 54 p. Includes abstract. Includes bibliographical references (p. 49-54).

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 211-222).