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Diss. (sammanfattning) Stockholm : Tekniska högsk., 2004. / Härtill 4 uppsatser.

Today’s military encompasses a wide variety of families who are affected by deployments in multiple and complex ways. Following deployments, families must reconnect in their relationships and reestablish their way of life. Appropriate and effective communication during this time is critical, yet many military couples struggle with this process. Moreover, student service members/veterans and their families are in a unique position. In addition to coping with changes in their marital relationship, student veterans may feel isolated or unsupported on college campuses, often experiencing anxiety, depression, posttraumatic stress, or suicidality. The current study seeks to bridge the gap between the military family literature and the student service member/veteran literature by examining how deployment experiences, mental health issues, and communication patterns influence post-deployment relationship adjustment among student veterans. Analyses tested whether communication style and/or current mental health concerns mediate associations between combat experiences and couples’ relationship adjustment, as well as between experiences in the aftermath of battle and relationship adjustment. Results suggest that although posttraumatic stress is significantly related to deployment experiences among student veterans, participants report no significant negative effects of deployment on relationship adjustment. Communication style, however, was significantly associated with relationship adjustment, and a lack of positive communication was found to correlate with PTSD diagnosis. Research and clinical implications are discussed.

Thesis (MPH.) -- University of Limpopo, 2022 / Background: Acquired Immunodeficiency Syndrome still remains the leading cause of death globally. Understanding students’ views about the risk of Human Immunodeficiency Virus infection by exploring and describing their perceptions may help to design effective Human Immunodeficiency Virus prevention interventions. The tertiary institution environment offers a great opportunity for Human Immunodeficiency Virus high risk behaviours, including alcohol and drug abuse, unsafe sex, multiple sexual relationships, intergenerational and transactional sex. Despite the decline in the overall incidence of Human Immunodeficiency Virus infection, still a significant proportion of the youth population are at risk of Human Immunodeficiency Virus infection. Objectives: The study was to explore and describe perception of risk of Human Immunodeficiency Virus among students at the Institute of Development Management, Gaborone, Botswana Campus. Methodology: A qualitative, exploratory, descriptive study using semi-structured interviews with purposively selected second year Public Health students was conducted. Interviews were conducted using an interview guide. It was audio recorded until data saturation was reached, where eight students participated in the study. Voice recordings were transcribed verbatim and analysed thematically. Results: The findings reveals that some participants perceive themselves to be at risk of contracting Human Immunodeficiency Virus, while others perceive themselves as being not at risk of Human Immunodeficiency Virus infection. Several risk factors associated with Human Immunodeficiency Virus infection, for example, alcohol and drug abuse, multiple concurrent sexual relationships, intergenerational and transactional sex are revealed as challenges. They also expressed their fears in relation to Human Immunodefiency Virus testing, pregnancy and disclosure of Human Immunodeficiency Virus positive status due to the stigma and discrimination. Conclusion: High risk behaviours leading to Human Immunodeficiency Virus and Acquired Immunodeficiency Syndrome prevalence are still common among young people, hence the need for government and all stakeholders to specifically address them by coming up with specific behavioural intervention programmes.

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)

Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated an increase of adult learners entering higher education to facilitate lifelong learning. This study will focus on adult learners returning to institutions of higher education on a full-time basis. The study will determine factors that motivate adults to enter the learning environment, and it will identify inhibitors and contributors during their studies. A qualitative research design has been employed. Analysis of data collected by open-ended questionnaires and in-depth interviews indicated that the motivation to return to higher education was mainly personal and career driven. Students reported on situational, dispositional, and institutional inhibitors they experienced and had to overcome. Contributors identified included various support systems. Recommendations are made in view of the results of the empirical study to assist institutions of higher education in South Africa to meet the unique needs of the adult learner. / Educational Studies / M. Ed. (Adult Education)