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Abstract not available.

A disparity of resources for HIV-infected persons exists in rural areas. Unlike any other chronic illness, HIV has no immediate medical intervention until significant disease progression occurs. Lack of curative treatment for a disease process known to induce irrevocable damage to the immune system causes distress, anxiety, and uncertainty. Presently, no theory exists to aid health professionals understand and provide appropriate interventions for these individuals. Considering the negative effects of stress and illness on immune function and the inadequacy of health care services, the purpose of this study was to identify experiences of HIV-infected persons in rural areas. S scURVIVAL D scISTANCING, described experiences by which HIV-infected persons in rural areas balanced limits and accepted the reality of living with chronic illness. Migration of HIV-infected persons, in addition to those indigenous to rural areas, added to challenges in determining health care needs of those infected and needs of those affected by HIV.

Previous feminist literature has theorized sex work as either the reproduction of dominance of women or as a transgressive medium through which female sexuality may be liberated from oppressive structures of power. These models enforce a repressive hypothesis of power and conclude that women are either existing in a false state of consciousness leading them to collude with power, or that there exists an intact female consciousness which may be liberated through the creation of alternative sexual discourses. In contrast to these incomplete analyses, my work builds upon Foucaults' writings on power as productive of consciousness, and Judith Butler's work on identity as performative. The experiences of sex workers which I draw upon illustrate the ambiguous co-existance within subjects of both resistance to, and dependency upon, power. By theorizing sex work as a conscious performance of gender, I analyze how sex workers become conscious of, enact resistance to, and remain dependent upon, the construction of gender.

In this study, three multilevel model approaches were derived to expand the applicability of multilevel models to longitudinal research on student achievement. These three procedures were the growth curve approach, the stability approach, and the school-effect approach. Briefly, the growth-curve approach handles true longitudinal data; its main concern is the growth of student achievement. Both the stability approach and the school-effect approach handle pseudo-longitudinal data. The stability approach addresses the stability of school effects over time. The school-effect approach is concerned with the variability of the cross-sectional school effect over time. / An illustrative example was given with computational detail for each approach using data from Leon County Public Schools, Florida. VARCL3 software was used in the estimation procedures. / The application issues included assessment of the following: goodness of fit of the model, measurement of change, correlates of change, estimation of mean growth curves of student achievement, estimation of school effects, comparison of school effects across schools, stability of school effects, and examination of variability of school effects across schools and time. Most attention was given to studying school effects longitudinally. / It was shown that the three approaches can be applied for two major purposes of school effectiveness studies: better understanding of the determinants of student outcome, and comparison of school effects across schools. The first purpose could be addressed by the fixed effects and the second by the random effects. / The three approaches provide their own unique representations of school-effect estimation. If the school effect on the individual student achievement growth is the main concern, the growth-curve approach can be used. If the change over time of the school effect is the main concern, use of the stability approach over the school-effect approach is recommended. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0656. / Major Professor: Richard L. Tate. / Thesis (Ph.D.)--The Florida State University, 1990.

Current measures of Third World development focus on limited aspects of the development process. The Gross Domestic Product (GDP), a measure of production output, has been used to categorize levels of development and human welfare. The Human Development Index (HDI) is a composite measure of three or four indicators. Both measures have been criticized, the GDP, as being too unidimensional, and the HDI as being atheoretical and overly simplistic. The problem is that neither measure gives an indication of the extensive processes which Third World nations must undergo to achieve desired developmental outcomes. / The central aim of this research is to derive a conceptual framework that leads to a set of indicators which maps the process of development for the Commonwealth Caribbean nation of Barbados. I also examine how well that framework and related indicators correspond to major social scientific theoretical frameworks and indicators of development; and I assess the extent to which the process indicators I identify are related to the HDI. / Using indicators suggested by three major social scientific frameworks, and temporally moving correlation and covariance analysis applied to time-series data, I assess the process of development between 1960 and 1990. / I find several variables, representing parts of each of the frameworks, trace correlates of development. I also find the highest internal validity among indicators from the human welfare framework and lowest level of internal validity for indicators from the modernization framework. / I conclude that both input and output indicators are key to the development process. In addition, I show that while the HDI is a limited set of output measures that mark a particular stage of development, there is a wider set of key indicators which maps the development process and consists of both input and output indicators. This synthetic framework and its related indicators are advanced as a model for comprehending the process of development in Barbados, and as a potential model for understanding the developmental process in other countries. / Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4973. / Major Professor: Charles B. Nam. / Thesis (Ph.D.)--The Florida State University, 1995.

Drawing theoretical insight from liberal and radical feminist theory, this study was a critical ethnographic investigation of the lived status of Title IX in one fourth grade gender-integrated physical education class. From the opposing feminist viewpoints of equality and equity, an interest was taken in whether Title IX represents a victory for the emancipation of female physicality or if ideological and lived systems of patriarchal gender differentiation continue to oppress and remove females as capable and equal participants within the gender-integrated physical education context. Qualitative methods of data collection were used including, non-participant observation, formal and informal interview, and document analysis. Data collection took place over a 14 week period of on-site fieldwork. Data were analyzed using the indicator-concept model (Strauss, 1987). Mixed genres were employed at the level of textual representation based on the incongruence of conventional ethnography with the poststructural stance of feminist inquiry (Richardson, 1994). Results suggest that the provision of equal access to a common curriculum has not ensured a physical education environment free of ideologically based gender discrimination. A strong "we-they" dichotomy, differentiated on the basis of gender line, was found to define physical life in the context studied. This dichotomy was not a neutral construction of difference, but rather an ideologically driven deceptive distinction which largely awarded physical space to boys while asserting that boys and girls are not only different but boys are, for the most part, physically better. Based on the asymmetrical power dynamics which were found to sustain this dichotomy, a radical feminist amendment to Title IX is proposed in the form of a Model for Connected Teaching in Physical Education. This model is designed to help / teachers and students "connect to" and critically assess the gender ideologies which guide daily thinking and action in physical education. Suggestions are made for getting this model started in the schools. These suggestions focus attention on how to create the space and dialogue necessary to extricate and critically assess what is known about gender and physicality that may predispose the inequitable handling of physical education content. / Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2607. / Thesis (Ph.D.)--The Florida State University, 1995.

The purpose of this study was to determine if significant positive relationships existed between types of extra-curricular involvement and areas of student development. The study's population consisted of campus leaders (identified as presidents of registered student organizations) at two southeastern universities: The Florida State University and The University of Florida. / Both organizational involvement (measured by the Extracurricular Involvement Index (EII)) and nonorganizational involvement (measured by the Student Activities Survey (SAS)) were assessed, along with gender and residence status, as independent variables. Three areas of student development were assessed using the Student Development Tasks and Lifestyle Inventory (SDTLI). These developmental areas which served as dependent variables were Establishing and Clarifying Purpose (PUR), Developing Mature Interpersonal Relationships (MIR), and Academic Autonomy (AA). / Pearson product moment correlations and multiple regression were used to test the research questions proposed. When grouped by institution, correlational analysis determined that significant positive relationships existed between EII, SAS and PUR among the participants from both schools. EII was significantly correlated with MIR among FSU participants, but not among the UF leaders. Neither EII or SAS were found to be significantly correlated with AA at FSU or UF. / Multiple regression was applied to determine if EII, SAS, or a combined value of both (EII-SAS), better predicted areas of development. Only the significant F values of EII, SAS, and EII-SAS, when analyzed with PUR among UF participants, were at levels needed to be determined predictors. Within this group, a higher proportion of the variance of PUR was accounted for by EII-SAS than by EII and SAS individually. / When gender and residence variables were added to the analysis, these variables generally negatively effected the findings of the original analyses. / The conclusions drawn from this study suggest a need for additional research into the specific effects that extracurricular involvement has on holistic development. Such information would be helpful to higher educational professionals in determining programs which best benefit college students. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4036. / Major Professor: John S. Waggaman. / Thesis (Ph.D.)--The Florida State University, 1990.

In nineteenth-century England, an assertive element of the working classes, identified as Chartists, fought for sweeping democratic reforms of government and society. In response, the Victorian Christian Socialists, Charles Kingsley, John Malcolm Ludlow and Frederick Denison Maurice attempted to direct the working classes away from the Chartist agenda through the rhetoric of rights and duties in Politics for the People. Until this date, a monograph commenting exclusively on Politics has not been published. Consequently, Torben Christensen's analysis of the paper in Origin and History of Christian Socialism is the best available commentary. The most current, sophisticated delineation of these individuals and their relations to society has been accomplished by Edward Norman in his study of Church and Society in England and in his collection of biographies, The Victorian Christian Socialists. The religious opinions which the Christian Socialists expressed toward the social order may be explained with reference to the sociological theories of Max Weber, Richard Tawney, Ernst Troeltsch and Richard Niebuhr. Their observations and descriptions of typical attitudes provide a matrix for considering and comparing the various attitudes of the Christian Socialists. The sociological theories of Peter Berger will be relied upon to sort out which among the various possible perspectives on society each of the main contributors to Politics held. Berger's works provide the paradigmatic interpretive sociology suitable for analysis of both religious beliefs and social attitudes as cultural phenomena. Where attention turns specifically to literature, the literary theory of Raymond Williams will be used to augment the Bergerian model. A modified Bergerian methodology will facilitate the delineation of the material and ideological forces which influenced the Christian Socialists. The purpose of this dissertation is to expand the historical and biographical research already accomplished in order to give a more precise account for and an indepth analysis of the ideological differences expressed by Maurice, Kingsley and Ludlow in Politics for the People. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1635. / Major Professor: Fred Standley. / Thesis (Ph.D.)--The Florida State University, 1996.