Submitted in compliance with the requirements for the Master's Degree in Technology: Nursing, Durban University of Technology, 2014. / Background : Tuberculosis (TB) is a global public health concern and is identified as the leading cause of morbidity and mortality in the population infected with Human Immune Deficiency Virus (HIV). South Africa (SA), particularly the KwaZulu-Natal Province, is burdened with persistently high rates of both TB and HIV infections. In an attempt to improve TB and HIV co-infection outcomes the South African health care system has adopted the World Health Organisation (WHO) guidelines for intensified TB case findings in all HIV positive individuals for regular screening of TB symptoms in order to promptly diagnose and treat active TB disease or to exclude TB for initiation Isoniazid Prophylactic Therapy (IPT). IPT has proven effective in preventing TB disease in People Living with HIV or AIDS (PLWHA). This critical first step of TB symptom screening is regarded as the intervention that could significantly reduce the challenge currently faced with TB-HIV co-infection. The study was conducted in selected eThekwini Municipality Primary Health Care (PHC) facilities with the focus on an investigation to determine the extent of the implementation of the TB symptom screening tool in HIV infected individuals, in addition to identifying treatment initiation or further investigations based on the tool implementation. It has been found during the literature review, that there is a lack of research in SA to show that this critical first step in TB identification has been investigated, yet one in six South African’s is HIV positive and the incidence of TB-HIV co-infection is not declining. Methodology : A quantitative, descriptive approach was utilised to conduct a retrospective patient chart review. A multistage cluster sampling technique comprising three stages was implemented to identify the sample. There was a random selection of clinics, and the required number of client records was obtained through convenience sampling from the selected clinics. Results : The findings of this study revealed there is inadequate implementation of the current national and provincial TB protocols. The study provides varied levels of information about TB symptom screening in HIV infected individuals in the PHC clinics of eThekwini Municipality. It was observed that Health Care Worker’s (HCW) in some facilities carried out TB symptom screening to an extent. However, the inconsistent and partial application of this screening tool warrants improvement to facilitate the broad success of TB-HIV care strategies.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

As stated before, both the Florida State Assessment Test and the EST measure the achievement of students on minimal objectives in the areas of communications and mathematics. One might therefore ask the question, “Why is there a need to administer both tests?” It would seem that both tests evaluate similar subject areas. This study is designed to explore this similarity of test items. Its purpose is to examine the relationship between the tests in terms of the test items. It is assumed that if there is a high degree of semblance between test items, there may not be a need for the administration of both tests. Specifically, the project is designed to analyze the contents of the State Assessment Test and the Essential Skills Test to determine if the test items measure different learnings or similar areas. This examination of items will be studied through a content analysis procedure to be developed by the author.

by Willow Yuen-Shan Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 98-108). / Text in English; abstract also in Chinese. / by Willow Yuen-Shan Chan. / Acknowledgment --- p.ii / Abstract --- p.iii / List of tables --- p.viii / List of figures --- p.ix / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and Problem of the Investigation --- p.1 / Chapter 1.2 --- Purpose of the Investigation --- p.2 / Chapter 1.3 --- Significance of the Investigation --- p.2 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Adolescent Stress --- p.4 / Chapter 2.1.1 --- Various types of stress in adolescence --- p.4 / Chapter 2.1.2 --- Adolescent Problems --- p.5 / Chapter 2.2 --- Adolescent Coping --- p.7 / Chapter 2.2.1 --- Coping in the Anticipation Stage of Exam --- p.8 / Chapter 2.2.2 --- Gender Differences in Coping --- p.9 / Chapter 2.2.3 --- The Relationship between Achievement and Coping --- p.10 / Chapter 2.2.4 --- Effectiveness of Coping on Adaptational Outcomes --- p.11 / Chapter 2.3 --- Personal and Situational Factors in Relation to Coping --- p.12 / Chapter 2.3.1 --- Personal Factors in Relation to Coping --- p.13 / Chapter 2.3.2 --- Situational Appraisals in Relation to Coping --- p.18 / Chapter 2.4 --- Multivariate Models of Coping --- p.21 / Chapter 2.5 --- The COPE Inventory --- p.21 / Chapter 2.6 --- Summary of Literature Review --- p.24 / Chapter CHAPTER 3: --- THE PRESENT INVESTIGATION --- p.27 / Chapter 3.1 --- The Present Investigation --- p.27 / Chapter 3.2 --- The rationale of investigation --- p.28 / Chapter CHAPTER 4 --- STUDY I: VALIDATION OF CONSTRUCTS --- p.29 / Chapter 4.1 --- The aim of study 1 --- p.29 / Chapter 4.2 --- Method --- p.30 / Chapter 4.2.1 --- Subjects --- p.30 / Chapter 4.2.2 --- Measures --- p.30 / Chapter 4.2.3 --- Procedures --- p.34 / Chapter 4.3 --- Results --- p.34 / Chapter 4.3.1 --- Descriptive and Psychometric Properties of Scales --- p.35 / Chapter 4.3.2 --- Exam Stress and Coping in the Anticipation of Public Exam --- p.37 / Chapter 4.3.3 --- Exploratory Factor Analysis --- p.38 / Chapter 4.3.4 --- Evaluation of Single Latent Construct Measurement Models --- p.41 / Chapter 4.3.5 --- Evaluation of Measurement Models --- p.45 / Chapter 4.4 --- DISCUSSION --- p.47 / Chapter 4.4.1 --- Exam Stress --- p.47 / Chapter 4.4.2 --- Coping in the Anticipation of Public Exam --- p.47 / Chapter 4.4.3 --- Psychometric Characteristics of Constructs --- p.47 / Chapter 4.4.4 --- "Conceptual Differences of Family versus. Friend Support, and Internal versus External Outcome Controllability" --- p.48 / Chapter CHAPTER 5 --- STUDY II: MODELING AND GENDER AND SCHOOL BAND DIFFERENCES --- p.49 / Chapter 5.1 --- Framework of study II --- p.49 / Chapter 5.2 --- Three Hypothesized Coping Models --- p.49 / Chapter 5.2.1 --- The Additive Coping Model --- p.50 / Chapter 5.2.2 --- The Mediational Coping Model --- p.50 / Chapter 5.2.3 --- The Full Coping Model --- p.51 / Chapter 5.3 --- The Aim of Study II --- p.51 / Chapter 5.4 --- Method --- p.52 / Chapter 5.4.1 --- Subjects --- p.52 / Chapter 5.4.2 --- Procedures and Measures --- p.53 / Chapter 5.5 --- Results --- p.53 / Chapter 5.5.1 --- The Three Hypothesized Coping Models --- p.53 / Chapter 5.5.2 --- "Gender and School Band Differences in Coping, Support Resources, Situational Appraisals and Psychological Distress" --- p.62 / Chapter 5.5.3 --- Full Coping Model by Gender and by School Band --- p.65 / Chapter 5.6 --- Discussion --- p.73 / Chapter 5.6.1 --- The Transactional Model of Coping --- p.73 / Chapter 5.6.2 --- The Important Influences of Dispositional Traits and Situational Appraisals on Coping and Psychological Distress --- p.74 / Chapter 5.6.3 --- Gender and School Band Differences --- p.75 / Chapter CHAPTER 6 --- STUDY III: LONGITUDINAL STUDY --- p.79 / Chapter 6.1 --- Framework of Study III --- p.79 / Chapter 6.2 --- The Aim of Study III --- p.79 / Chapter 6.3 --- Method --- p.80 / Chapter 6.3.1 --- Subjects --- p.80 / Chapter 6.3.2 --- Procedures and Measures --- p.80 / Chapter 6.4 --- Results --- p.81 / Chapter 6.4.1 --- Casual Relations of Time 1 Coping Constructs and Other Constructs on Time2 Psychological Distress --- p.82 / Chapter 6.4.2 --- Casual Relations of Time 1 Psychological Distress and Other Constructs on Time 2 Coping Constructs --- p.84 / Chapter 6.5 --- Discussion --- p.90 / Chapter 6.5.1 --- Effectiveness of Coping --- p.90 / Chapter 6.5.2 --- Causal Directionality of Coping and Distress --- p.90 / Chapter CHAPTER 7: --- GENERAL DISCUSSION --- p.91 / Chapter 7.1 --- discussion --- p.92 / Chapter 7.1.1 --- Coping as Mediator --- p.92 / Chapter 7.1.2 --- Effectiveness of Active Problem-focused Coping --- p.92 / Chapter 7.1.3 --- Effects of Dispositional Traits --- p.93 / Chapter 7.1.4 --- "Differential Effects of Internal and External Outcome Beliefs, and Family and Friend Support Resources on Coping" --- p.94 / Chapter 7.1.5 --- The Predominant Effect of Causal Influence from Coping to Distress --- p.95 / Chapter 7.2 --- Implications for Intervention --- p.96 / Chapter 7.3 --- Limitations --- p.97 / REFERENCES --- p.98 / Appendix A Sample items of questionnaires for investigation / Appendix B Reliabilities of various scales in pilot study / "Appendix C Tables in Study I, II and III" / Appendix D Figures in Study III

Classroom testing has historically been viewed as a method to evaluate knowledge. However, a growing body of literature underscores the idea that testing can be used for more than just assessing students competencies. In fact, the act of taking a test itself has proven to provide meaningful effects on learning and long-term retention. The idea that repeated testing enhances long-term retention has been dubbed the testing effect. In a variety of settings, research has established that compared to rereading or reviewing, practicing retrieval through repeated testing leads to poorer performance on immediate tests but superior long-term memory on delayed tests. To date, the testing effect has not been examined in conjunction with student-generated materials, such as lecture note taking. Lecture note taking is ubiquitous in postsecondary education, and students view it as an important classroom activity. Note taking, however, is a very complicated and multi-faceted process, which often leads students to take poor or incomplete notes. Professors have recognized this difficulty and begun providing their own, more completed, elaborated, and well organized notes to students in an effort to compensate for their incomplete notes. This dissertation examined whether repeated recall is superior to repeated review for the retention of information when students study their own notes vs. the instructor’s notes. A sample of 117 undergraduate students watched a recorded lecture while half of them took notes, and the other half received the instructor’s notes. Students then studied the notes through repeated review or repeated recall before taking either an immediate or final test on the materials. The independent variables included note-taking (own notes vs. instructor’s notes), review (repeated rereading/reviewing vs. repeated recall/testing), and time of test (immediate vs. delayed). The dependent variables included total test score, performance on memory items, and performance on inference items. Results of this study did not find a testing effect. Rather, the outcome found a significant main effect for time of test across dependent variables (memory items, inference items, total test score), indicating that students performed better on the immediate test than the delayed test. There was a significant study method x time of test interaction, demonstrating that students’ in the review condition performed better on the immediate than the delayed test but only on memory items. No significant interaction was found for the recall condition. There was also a trend for students to perform better on memory items when they repeatedly reviewed rather than recalled the instructor’s provided notes, however the method x notes interaction did not reach conventional levels of significance. Differences between the results of this study and those from other testing effect research are hypothesized to be due to the repetitive and lengthy of nature of this experiment and the lack of student interest and motivation. Future research should continue to explore the testing effect in conjunction with note taking.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Evidence suggests that routine screening of primary care patients for exposure to traumatic life events, and particularly assaultive trauma, may yield both clinical and cost benefits for healthcare systems (e.g., Green, Epstein, Krupnick, & Rowland, 1997; Lecrubier, 2004). However, although advocated by authorities, such screening has yet to be widely adopted. A sample of female university healthcare patients (N = 339) was assessed for exposure to trauma in order to examine several unaddressed issues that may diminish the clinical utility of screening for trauma in primary care patients. First, because the length of the traditional trauma history assessment makes it less acceptable for use in time-pressured primary care settings, the discriminative validity of a brief, self-administered screening question about exposure to trauma, the Structured Clinical Interview for DSM-IV (SCID) posttraumatic stress disorder (PTSD) module's screening question (First, Spitzer, Williams & Gibbon, 1997) was compared to a longer, inventory method of assessment, the Traumatic Life Events Questionnaire (TLEQ, Kubany et al., 2000). Second, because it is unclear whether patients who have experienced assaultive trauma will disclose these experiences when asked in a primary care setting, the relative predictive efficacy of informing respondents that their responses would, or would not be, disclosed to health center personnel was evaluated. Two versions of the brief screening question were assessed across two instructional sets regarding disclosure, to determine each condition's relative classification accuracy for identifying respondents who reported experiences of sexual or physical assault, and/or symptoms of PTSD. The brief screen identified more than three-quarters of the survivors of traumatic assault; and more importantly, identified almost all of the women who reported significant PTSD symptomatology: the inventory method identified only 2 additional women of the 47 who met criteria for PTSD. Although survivors of sexual assault were significantly less likely to disclose their history to their provider, no differences were found for those assault survivors who also reported symptoms of PTSD. Results suggest that a brief screening question about traumatic life events may be an acceptable option in settings where more time-consuming assessment procedures are not practical. / Includes bibliographical references (leaves 83-98). / Electronic reproduction. / Also available by subscription via World Wide Web / x, 98 leaves, bound 29 cm

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward Hines (chair), Marcia Escott-Hickrod, James Palmer, William Paul Vogt. Includes bibliographical references (leaves 133-138) and abstract. Also available in print.