Client Acceptability for Integrating Antiretroviral Therapy in Methadone Maintenance Therapy Clinics in Sichuan, China.

BackgroundUsing methadone maintenance therapy (MMT) clinics to deliver antiretroviral therapy (ART) has proven to be effective for promoting treatment initiation and adherence in drug users living with HIV.ObjectivesThe objective of this study was to investigate the HIV-positive client acceptability of integrated ART services and to identify the reasons for and factors associated with service acceptability.MethodsA total of 86 HIV-positive MMT clients were recruited from 12 MMT clinics in Sichuan Province, China. They participated in a cross-sectional survey that queried their willingness to receive seven different types of MMT-based ART services. The reasons for their willingness/unwillingness to accept these services were documented. The association between service acceptability and background characteristics was examined.ResultsThe most accepted integrated services were ART-related counseling (75.6%) and referral (73.2%). Concerns regarding the provider's lack of ART expertise and confidentiality issues were common barriers for the acceptance of MMT-based ART services. A trust relationship with MMT providers was a reason for service acceptance. Service acceptability was associated with a poorer perceived health status. Conclusions/Importance: ART-related services, based on the client perspective, can be delivered at MMT clinics. However, service provider training and the protection of confidentiality must be strengthened for the effective implementation of integrated service delivery

How Unequal Are Their Vertical Equity Measures? A Comparison of Three Canadian Provinces

The purpose of this study was to compare the foundation allocation and three special allocations for special-needs students, ESL students, and students with low socioeconomic status in Ontario, Alberta, and British Columbia to see what these special allocations look like as vertical equity measures. Because stronger measures are needed if educational equality of opportunity is the goal, measuring how strong vertical equity efforts are is a highly relevant topic. The data were obtained from ministries of education. The data were analyzed and compared to understand the similarities and differences in their equity measures. The results indicate that although Ontario provides the least in the pupil foundation allocation, it provides more assistance through two allocations: the ESL allocation and the allocation for low socioeconomic status students. The possible implications of the differences in the foundation allocation and the special allocations are discussed

Preparedness to Teach: A Comparison Between Consecutive and Concurrent Education Students

This study compared two groups of education students. One group consisted of students in a consecutive program, and the other consisted of students in a concurrent program. A survey that collected a sample of responses from 88 students in an Ontario faculty of education in the 1995-1996 academic year was analyzed quantitatively. The findings, contrary to some previous claims and present assumptions that concurrent students are better prepared than consecutive students, suggest that the combined effects of classroom instruction and practicum are sufficient to enable students enrolled in a consecutive program to develop feelings of preparedness to teach equivalent to those of the concurrent students. The results also suggest no significant difference in the number of self-reported classroom management and discipline problems encountered by the two groups during their practicum. Furthermore, the findings demonstrate a positive association between student teachers' feelings of preparedness to teach and their reported practicum classroom management experiences.Cette étude a comparé deux groupes d'étudiants en pédagogie, dont un groupe d'étudiants inscrits à un programme consécutif et Vautre à un programme concurrent. Une analyse quantitative a été élaborée à partir d'un sondage effectué auprès de 88 étudiants d'une faculté d'éducation en Ontario pendant l'année scolaire 1995-1996. Les résultats vont à Y encontre de ce qu'on a prétendu par le passé et ce qu'on croît présentement selon quoi les étudiants dans les programmes concurrents seraient mieux préparés que ceux dans les programmes consécutifs. En fait, les données suggèrent que la combinaison de cours en salle de classe et d'enseignement pratique suffit pour que les étudiants dans les programmes consécutifs se sentent aussi bien préparés à l'enseignement que ceux dans les programmes concurrents. De plus, les résultats indiquent qu'il n'y aurait pas de différence significative dans le nombre de problèmes de discipline ou de gestion de salle de classe rapportés par les stagiaires. Finalement, l'étude démontre qu'il existe une association positive entre la perception qu'ont les stagiaires quant à leur état de préparation à l'enseignement et leurs expériences de gestion de salle de classe pendant leurs stages

A TALE OF TWO PROVINCES: WHO MAKES STRONGER VERTICAL EQUITY EFFORTS?

Policy makers in Ontario and Alberta provide financial assistance to disadvantaged students. Three special allocations in 2006–2007 school year for disadvantaged students in grades one to eight in the two provinces are compared to answer the question: Who makes stronger vertical equity efforts? The three compared allocations are: the allocation for special education students, for English as Second Language students, and for students from low socio-economic status families. Since stronger measures are needed for equal educational opportunity, measuring how strong vertical equity efforts are is a highly relevant topic. The results indicate that Ontario provides more assistance through these allocations. The answer to the question is, ―Ontario makes stronger vertical equity efforts.‖

International Student Policy in Canada: A Critical Analysis

This study is a critical analysis of Canadian policies on international students and these students’ experiences in Canada. The author has carefully reviewed the relevant literature and has reached a conclusion based on the literature that Canadian international education has developed significantly in the last half century with the annual arriving international students increasing substantially. This increase has served the interests of Canada well and most international students find their experiences of receiving Canadian education positive. They have become an important source of new immigrants. For good reasons Canada is considered one of the favourite destinations for international students. But when they attempt to integrate into the society and when they attempt to join the labour force, particularly in their studied field, there have been challenges. The author also discusses the implications of the Canadian policies on international students. In addition, the author offers a few recommendations on how to improve the policies and the experiences of international students in Canada, particularly for those who decide to remain here after the completion of their study

Internationalization in Canadian Higher Education: Experiences of International Students in a Master’s Program

The purpose of this study was to understand the preferences and experiences of international students in a Canadian master’s degree program. We collected data from 38 students in the program through a survey questionnaire, which asked research participants these questions: Why did they leave their own countries for education? Why did they select Canada? Did they plan to stay in Canada after graduation? The questionnaire also asked participants to indicate whether they agreed with 26 positive statements about the program. In addition, participants were invited to make comments about the program. Participants thought Canada had quality education and a safe environment, and most participants believed that they had a positive experience of undertaking graduate studies in Canada. Over half of them indicated that they plan to stay in Canada upon graduation. Based on the findings, we made recommendations on how to improve the program

Is There a Relationship Between Individual Learning, Team Learning, and Organizational Learning?

Scholars suggest that there is a need for more research, particularly quantitative designs, that aim to examine the relationship between individual learning, team learning, and organizational learning. The purpose of this study is to investigate whether there is a relationship between perceived individual learning, team learning, and organizational learning. With a survey we collected data from 106 laboratory supervisors in Ontario hospitals to answer four research questions: 1) Is there a relationship between perceived individual learning and team learning?; 2) Is there a relationship between perceived individual learning and organizational learning?; 3) Is there a relationship between perceived team learning and organizational learning?; 4) Is there a relationship between perceived individual learning, or team learning, and a component of organizational learning? We found positive answers to the first three questions, but the answer to the last question was a little more complicated. Les chercheurs proposent qu’il faille pousser la recherche, notamment les études utilisant des modèles quantitatifs, qui portent sur le rapport entre l’apprentissage individuel, l’apprentissage en équipe et l’apprentissage organisationnel. L’objectif de cette étude est de déterminer s’il existe un rapport entre l’apprentissage individuel, l’apprentissage en équipe et l’apprentissage organisationnel tel que perçu par les participants. Par le biais d’un sondage, nous avons récolté des données de la part de 106 superviseurs de laboratoire dans des hôpitaux en Ontario qui ont répondu à quatre questions : 1) Existe-t-il un rapport entre l’apprentissage individuel et l’apprentissage en équipe tel que perçu par les participants? 2) Existe-t-il un rapport entre l’apprentissage individuel et l’apprentissage organisationnel tel que perçu par les participants? 3) Existe-t-il un rapport entre l’apprentissage en équipe et l’apprentissage organisationnel tel que perçu par les participants? 4) Existe-t-il un rapport entre l’apprentissage individuel, ou l’apprentissage en équipe et une composante de l’apprentissage organisationnel? Nous avons trouvé des réponses affirmatives aux trois premières questions, mais la réponse à la dernière est un peu plus compliquée