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The purpose of this study is to explore the national policies, strategies, and programmatic responses on HIV/AIDS in eight Southeast Asia Countries by analyzing the contents of the National Strategic Plans on HIV/AIDS (NSPs) and biennial country progress report to UNAIDS from these countries. METHODS: Thematic content analysis method was used to analyze a total of 24 documents of the National Strategic Plan on HIV/AIDS and Global AIDS Response Progress Report submitted to UNAIDS from Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Thailand and Viet Nam. NVivo10 qualitative analysis software was used for coding and organizing documents. RESULTS: 28 main categories with sub-categories emerged from coding and analysis of NSPs and country progress report documents from eight SEA countries. NSPs from all countries significantly failed to tackle key topics in policy, social and economic environment around HIV control such as women empowerment, illiteracy, armed conflicts, natural disaster and humanitarian emergencies. CONCLUSION: In order to align with the global HIV strategy to reach Millennium Development Goals to stop the spread of HIV by 2015, SEA countries should improve their NSPs and progress reports by addressing the political, social, cultural, and economic factors which urgently need to be addressed. New technologies and approaches are important for developing HIV interventions to stop the HIV epidemic, but addressing policy, economic and social environment around HIV epidemic and control in SEA regions is a key for those HIV intervention strategies and programs to be effective in controlling for HIV.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.