Prevention is key to keeping men who have sex with men (MSM) protected from Human Immunodeficiency Virus (HIV). Despite new and innovative HIV prevention resources such as pre-exposure prophylaxis (PrEP), factors such as education level, employment status, number of sexual partners, and access to health resources may inhibit certain populations from using PrEP. The purpose of this cross-sectional study was to examine the association between education level, employment status, number of sexual partners, and access to health resources and the use of PrEP among MSM. The fundamental cause theory was used to examine how socioeconomic barriers are associated with the use of PrEP among MSM in the United States. Secondary data from 217 surveys were collected from the Public Library of Science. Findings from multiple regression analyses indicated that employment status, access to health resources, and number of sexual partners were not associated with use of PrEP among MSM. Those who had at least some high school or a high school diploma were 3.98 times more likely to be likely to extremely likely to use PrEP, compared to those who had less than a high school education (OR = 3.98, p = .048). Those who had some college were 6.91 more likely to be likely to extremely likely to use PrEP, compared to those who had less than a high school education (OR = 6.91, p = .028). Findings may be used to assist public health professionals in identifying factors that prevent the use of PrEP. By addressing these health threats, and social barriers, specialists could have the ability to increase HIV prevention activity in populations that are more susceptible to being infected with HIV and may decrease HIV infections not only within the MSM population but also in other populations.

Recent college graduates are clearly facing significant labor market challenges and statistics show that college graduates will more likely find themselves unemployed or underemployed rather than gainfully employed in the current job market. The purpose of this study was to examine the career identity development of non-public high school seniors taking a career preparation program involving internships within all career pathways, not just those requiring a bachelor’s degree or higher. Individual interviews were conducted with ten students, the program director, and four site coordinators to gain the insight from their experiences with the career development course. Results from this study indicated that students experienced a high level of student engagement in the program, exposure to real-world experience in careers, and meaningful relationships with adults who participated in the program. Findings in this study also indicated how self-awareness and self-confidence gained from participating in the program lead to the development of a positive career identity. This study can be used to inform schools and school districts of the value of internships on the development of career identity.

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Introduction Human immunodeficiency virus (HIV) is a double stranded RNA retrovirus. According to the World Health Organization more than 30 million individuals were estimated to have HIV by the end of 2020, about 60% of which are in the African region. Pre-treatment drug resistance (PDR) can be defined as the resistant virus strains transmitted at the time of infection or acquired during previous exposure to ARV. This study asses the effect of drivers in PDR. Method: This study was conducted with data extracted from published, publicly available data bases and reports by international organizations. The main sources were United Nation data bases and published reports from World Health Organization.  Inferential statistics were used to assess the PDR to anti-retroviral drugs. A linear regression model was used to investigate the association between PDR and previous exposure to anti-retrovirals and anti-retroviral therapy, pre-exposure prophylaxis, national health expenditure, human development index, and drug stock-out for different classes of anti-retroviral drugs.   Results: The result indicated that NNRTI drug resistance was most common, and seven out of 29 countries had PDR to all four drug classes. The human development index was positively associated with INSTI and PI PDR (p<0.05), while NNRTI and NRTI were mainly positively associated with previous exposure to anti-retrovirals. Conclusion: This study assessed the impact of socio-economics determinants (human development index and national health expenditure), drug logistic determinants (stock-out), and patients’ determinants (adherence and previous exposure to any kind of anti-retrovirals) on PDR. For expensive drug classes (PI and INSTI) the resistance was positively associated with human development index. Previous exposure to anti-retrovirals was associated with increased resistance in NNRTI and NRTI.

Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students. / Urban Education

Tittle: Childrensˈopinions on Track and Field and their attitudes towards the practices in athletic clubs of Prague 6 (comparative study) Student: Bc. Lucie Drncová Supervisor: PhDr. Aleš Kaplan, Ph.D. Main goals: an investigation of the attitudes and opinions towards Track and Field and athletic practices for school age children in the selected clubs in Prague 6, a monitoring of selected world and Czech popular track and field athletes and also an exploration of the knowledge of important track and field athletes by children in this age group. Methodology: A survey was used in order to meet the main goals of this work. Four athletic clubs from Prague 6 that work with the youth were asked to participate in this survey. N = 154 completed questionnaires were collected. Questionnaires were divided into categories by gender and also by age. The interviewees were between the ages of 8 and 12. The main scope and purpose of the research was to investigate the attitudes, beliefs and motivation of children to do track and field and its various disciplines. In this study we were also interested in the children knowledge of the most famous world and Czech athletic personalities. Results: Research has shown that there are no major differences in attitudes and opinions between the boys and girls or between the...

Made available in DSpace on 2016-07-27T13:53:50Z (GMT). No. of bitstreams: 1 Cristiano Alexandre dos Santos.pdf: 830393 bytes, checksum: a3fadf8659ed0c14ff808ee27c386ba8 (MD5) Previous issue date: 2004-09-22 / The present work has as theme the professional identity of the college entrance exam preparatory course teacher. Its main goal is to distinguish this teacher who teaches classes in a informal type of school and also has brought great benefits to those seeking to attend higher education. The theme s social relevance lies in the fact that, even though acting in an informal teaching setting, this teacher is someone who interacts with hundreds of high school graduate students who seek, in these prep courses, for help to be successful in the college entrance exams conducted by Higher Education Institutions. The understanding of how the prep course teacher identity n built on, using the relationships with students, school management and peers as reference, becomes the problem of this investigation which has demanded the establishment of the following goals: to study the teacher s scope and limitations as an education professional; to understand the development of the Brazilian high school system in its relation to higher education and the current context of entering this level of education and to know the prep course teacher s features. To study the identity, the research used the contributions of Berger and Luckmann (1978), Hall (1982), Mendonça (1994), Silva (2000) and Woodward (2000). To investigate the education professional s identity, the most important references were the researches of Enguita (1991), Nóvoa (1991), Carrolo (1997), Brzezinski (2002), Gómez (2000) and Tardif (2002). In order to reconstitute the history of the high school system s objectives and the entering mechanisms method to higher education, it was used mainly the studies of Chagas (1984), Strehl and Fantin (1994), Cury (2002), Kuenzer (2002) and Abramovai e Castro (2003). The dialectical materialism method was adopted in the course of this investigation. From the object approach standpoint, the present research is qualitative. A bibliographical research was conducted and a case study wad developed. The categories in which this work was based on were: identity and education professional s identity. As data collecting procedures, this work has prepared and used prestructured interviews with students, teachers and also with the principal of Garra Prep School, chosen as sample. Through the theoretical references and group interviews, it is possible to conclude that this Prep School is one of the several spaces in which professional identities are built. The students and teacher s movement searching for adequate training and, therefore, professionalization. The prep school teacher has been facing a proletarianization process which is evidenced by the mechanism of this functions; however, he has his own identity and he is an education professional. / O presente trabalho tem como tema a identidade profissional do professor de Cursinho . O objetivo geral é distinguir esse professor que ministra aulas em um tipo de escola não-formal e que tem contribuído com muitos na conquista de uma vaga no Ensino Superior. A relevância social do tema encontra-se no fato de que, mesmo atuando no ensino não-formal, esse professor é alguém que interage com centenas de alunos egressos do Ensino Médio e que buscam nos colégios preparatórios para o vestibular um auxílio para conseguir êxito nos processos seletivos realizados pelas Instituições de Ensino Superior. Compreender como a identidade do professor de Cursinho é constituída, tendo como referência as relações estabelecidas com alunos, direção e seus pares, nesse espaço muito próprio, consistiu no problema dessa investigação que exigiu o traçado dos seguintes objetivos: estudar o alcance e as limitações do uso do conceito identidade; analisar a formação e a profissionalização do professor como profissional da educação; compreender o desenvolvimento do Ensino Médio brasileiro em sua relação com o Ensino Superior e o atual contexto do acesso a esse nível de ensino; conhecer as características do professor de Cursinho. Para o estudo da identidade foram utilizadas como referenciais teóricos, as contribuições de Berger e Luckmann (1978), Hall (1982), Mendonça (1994), Silva (2000) e Woodward (2000). Para o estudo da identidade do profissional da educação os referenciais mais importantes foram as pesquisas de Enguita (1991), Nóvoa (1995), Carrolo (1997), Brzezinski (2002), Gómez (2000) e Tardif (2002). Para fins de reconstituição da história dos objetivos do Ensino Médio e dos mecanismos de acesso ao Ensino Superior utilizaram-se principalmente dos estudos de Chagas (1984), Strehl e Fantin (1994), Cury (2002), Kuenzer (2002) e Abramovai e Castro (2003). Adotou-se como trajetória de investigação o método do materialismo dialético. Do ponto de vista da forma de abordagem do objeto, a pesquisa é qualitativa. Realizou-se uma pesquisa bibliográfica e desenvolveu-se o estudo de caso. As categorias norteadoras deste trabalho foram: identidade e identidade do profissional da educação. Como procedimentos de coleta de dados foram elaborados e utilizados roteiros pré-estruturados de entrevistas para alunos, professores e também para o gestor do Cursinho Garra escolhido como amostra. Diante do referencial teórico e das entrevistas coletivas, é possível concluir que o Cursinho constitui um dos múltiplos espaços nos quais são construídas as identidades profissionais. Os depoimentos dos alunos e dos professores permitiram compreender que, ao atender às especificidades de um colégio preparatório para o vestibular, os docentes assumem uma identidade distinta. Também foi possível concluir que existe um movimento desses docentes na busca da formação adequada, portanto, da profissionalização. O professor de Cursinho vem passando por um processo de proletarização, evidenciado pela mecanização de suas funções, todavia possui uma identidade própria e é um profissional da educação.

Preexposure prophylaxis (PrEP) is an innovative biomedical approach that has been used over the past 6 years to avert the spread of human immunodeficiency virus (HIV). Under-prescribing of PrEP could increase the probability of HIV exposure among serodiscordant couples/partners and those who do not practice safe sex. Previous PrEP research has not assessed the association between awareness of PrEP, years of experience of providers, provider types, and the frequency of PrEP prescription among physicians. Precaution adoption model framed this study, which aimed to evaluate the bond between the independent variables relating to awareness of PrEP, years of experience, and provider types with the outcome of the frequency of PrEP prescription among physicians. A cross-sectional design was applied to survey 100 physician participants. Kendall's tau-b correlation test and Fisher's exact test were used to analyze the research questions. Eighty-seven percent of the surveyed physicians had low awareness about PrEP, and 90% never prescribed PrEP. Lack of awareness was the primary barrier to prescribing PrEP at the providers' level. Kendall's tau-b correlation test showed that higher awareness of PrEP and years of experience were associated with the frequency of PrEP prescription at 95% confidence interval. However, Fisher's exact test showed an insignificant difference between provider types and the frequency of PrEP Prescription. These findings support the notion that independent of specialty, the more physicians know about PrEP and the more years of experience they have, the more they prescribe it. The results and recommendations could enhance positive social change by providing information to develop an inclusive PrEP education curriculum for health care professionals.

This study explores the interconnectedness of social class, education, and cultural capital. Considered academically elite, the independent school is be an ideal environment to find increased instances and opportunities for the acquisition and reproduction of elite, or "dominant" cultural capital. By implementing an ethnographic approach within an independent school setting, this study attempts to illuminate the student experience through adolescents' eyes. Past cultural capital studies focus on the relationship between cultural capital and academic achievement and/or social reproduction; instead, this study focuses on the everyday student experiences as they point to potential indicators of cultural capital. Results suggest that students' perception of 'place' is primarily defined by the presence or absence of money. Overall, the students interviewed expressed contradictory feelings towards having money, rejecting and distancing themselves from some of the advantages associated with wealth while accepting and welcoming other aspects.

Det här är en kvalitativ studie som riktar in sig på rektorers uppfattning av sin roll i skolansarbete i samband med inkludering av nyanlända elever. Studien har en kvalitativ ansats ochhar en grundad teori som metod och empirin har samlats in med semistrukturerade intervjuer.Studiens tidigare forskning lyfter fram både nationella och internationellainkluderingsmodeller. Varje inkluderingsmodell har sina för- och nackdelar när det gäller hurnyanlända elever inkluderas på skolan. Idag finns två inkluderingsmodeller som är vanligast iSverige, antingen att nyanlända elever placeras direkt i en skolklass eller i enförberedelseklass. När det gäller skolans arbete i samband med inkludering av nyanländaelever har rektorn en central roll. Rektorns roll är komplex vilket visar sig i studiens resultat,framför allt i arbetet med att ge nyanlända elever rätt stöd. En slutsats som dras i den härstudien är att skolor kanske i större utsträckning borde använda sig av inkluderingsmodellenförberedelseklass för att kunna ge nyanlända elever rätt stöd. / This is a qualitative study that focuses on principals' perception of their role in the school'swork in the inclusion of newly arrived students. The study has a qualitative approach and hasa grounded theory that method and empirical have been collected with semi-structuredinterviews. The study's previous research highlights both national and international inclusionmodels. Each inclusion model has its pros and cons when it comes to how newly arrivedstudents are included at the school. Today, there are two inclusion models that are mostcommon in Sweden, either that newly arrived students are placed directly in a school class orin a preparation class. When it comes to the school's work in the inclusion of newly arrivedstudents, the principal has a central role. The principal's role is complex, as shown in thestudy's results, especially in the work to provide new arrivals with the right support. Oneconclusion drawn in this study is that schools should perhaps make greater use of theinclusion model preparation class in order to provide new arrivals with the right support.