39,744 results for 2010

  • Evaluation of utilisation of the Prevention of Mother-to-Child Transmission of HIV Programme in Central province, Kenya

    Ngugi, Catherine Njeri (2013)

    Masters thesis
    The University of Auckland Library

    Background: The PMTCT HIV programme has been one of the most successful HIV preventive interventions towards HIV-free future generations. However, even though the programme is virtually effective in developed countries, many developing countries are reporting child HIV infections due to the MTCT. The programme has existed in Kenya for more than a decade, yet in 2011, 12,894children were HIV infected due to MTCT Objective: To evaluate the PMTCT programme, especially the HIV testing from the antenatal period to the postnatal period among expectant parents attending Nyeri Provincial General Hospital in Central Province, Kenya. Design: Retrospective analysis of the hospital registers. Methods: Three hospital registers were analysed for the period from July 2009 to September 2012. The registers were for antenatal, intrapartum and postnatal care respectively. Each register documented the utilisation of PMTCT services by the expectant parents. Descriptive and inferential statistics were produced to analyse data from the registers. Results: The PMTCT services utilisation was sub-optimal. Of the 504 expectant mothers who attended the antenatal clinic, 59.9% came once, 80.4% had their first visit in the third trimester (between weeks 28 and 40) and only 6.9% were accompanied by their partners. All the women were HIV tested in their first visit but only 12.1% were rescreened after three months, and only 3.8% had been tested prior to the current pregnancy (p=0.000). No expectant mother was tested for HIV intrapartum or postpartum. The children of the 504 mothers who were HIV tested were those whose parent/s were known to be HIV positive or who had presented to a child welfare clinic with recurring symptoms suggestive of a failing immune system. Conclusion: Public health programs need to strengthen the PMTCT and HIV prevention programmes to ensure that HIV testing preconception and in pregnancy is fully implemented and strengthened, alongside continued education of the public through community programmes and the media. To avert further horizontal and vertical transmission of HIV, there is a need to address urgently the identified missed opportunities in the PMTCT program. These programmatic challenges require health system redesign and strengthening, resource allocation, addressing research gaps and reassessing the current PMTCT policies.

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  • Workplace rights for employees affected by serious illness or disease.

    McGrath, T. (2010)

    Seminar Paper
    Open Polytechnic

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  • Building kaupapa Maori into early childhood education

    Broadley, Mary-Liz; Williams, N. M. (2010)

    Conference paper
    Open Polytechnic

    Discusses bicultural competence in early childhood education.Focuses on how bicultural competence is applied in the education of early childhood teachers with regards to M?ori pedagogies, identities, languages and cultural beliefs, and how M?ori pedagogies are valued in the provision of early childhood education in Aotearoa.

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  • Debating literacy in the centre community.

    Hamer, J.; Adams, P. (2010)

    Journal article
    Open Polytechnic

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  • Exploring transition through collective biographical memory work: Considerations for parents and teachers in early childhood education

    Rosewarne, S.; White, E.; Wright, L. (2010)

    Journal article
    Open Polytechnic

    This paper describes our exploration of the concept of transition using the methodology of collective biographical memory work (CBMW). Through analysis of a collective group of memories across the life span, we reconceptualise transition as a discursively constructed concept that is experienced as deeply confronting. Using this methodological platform, we argue for a broader view of transition that embraces a multilayered, multifaceted and complex construction which is located in the embodied and subjectified experience of the learner and those around them. As such, transition is re-viewed as a process of uncertainty/certainty, powerlessness/powerfulness and loss/gain characterised by shifting identities rather than as a type of societal initiation ritual or rite of passage. By considering this view in the context of early childhood education discourse, we suggest that emotional/embodied aspects of transition from the perspective of the child warrant further attention. The extent to which transition plays a role in learning lies, therefore, in its constructed worth to the learner rather than to those who dictate the learning agenda.

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  • Respecting resilience. Reflections on Bucharest.

    Brennan, M. (2010)

    Conference paper
    Open Polytechnic

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  • Literacy in early childhood education.

    Hamer, J. (2010)

    Conference item
    Open Polytechnic

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  • Resource kit for tikanga practices. Part 1, Te kanga o te Marae

    Williams, N. M.; Broadley, Mary-Liz (2012)

    Book
    Open Polytechnic

    Provides generic protocols for visiting a Marae beginning with prior preparations, to arrival and ending with departure.

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  • Resource kit for student teachers.

    Williams, N. M.; Broadley, Mary-Liz (2012)

    Book
    Open Polytechnic

    This resource provides examples of curriculum areas using scenarios in various classroom situations.

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  • Transitions and home-based care : a literature review

    Everiss, L. (2010)

    Book item
    Open Polytechnic

    This literature review on the transition of young children from home to early childhood settings was undertaken as part of the Centre of Innovation (COI) project carried out by Hutt Family Day Care, Lower Hutt, in 2006-7. It has the potential to inform and guide practices for children settling into and moving between home and home-based or other early childhood settings, and between early childhood settings and school.

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  • Field-based early childhood teacher education : "but are they already teachers ...".

    Brennan, M.; Everiss, L.; Mara, D. (2011)

    Report
    Open Polytechnic

    Despite its long history in early childhood initial teacher education (ITE) programmes, there remains a limited research base about the nature of the field-based approach and more specifically student/tutor interactions in the tertiary classroom. This study adds to a growing area of scholarship that seeks to articulate a distinct pedagogical base to field-based teacher education. The tertiary classroom was chosen as the site of study because it affords researchers and teachers opportunity to place an intense focus on students and tutors 'doing field-based teacher education' and to explore new understandings that sit apart from traditional preservice ITE approaches.

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  • Resource kit for graduate teachers.

    Williams, N. M.; Broadley, Mary-Liz (2012)

    Book
    Open Polytechnic

    This resource is reflective of kaupapa within curriculum areas using scenarios in various classroom situations.

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  • The New Zealand electricity sector.

    Tuleasca, I. (2010)

    Conference paper
    Open Polytechnic

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  • Continuous learning and employee learning processes in New Zealand.

    Peter, V. M. (2010)

    Seminar Paper
    Open Polytechnic

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  • Husserl's phenomenological method in management.

    Shaw, R. (2010)

    Conference paper
    Open Polytechnic

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  • Elder care and work-life balance: Exploring the experiences of female small business owners.

    Bourke, J.; Pajo, K.; Lewis, K. (2010)

    Journal article
    Open Polytechnic

    Many women seek self-employment as a way to better manage their work and family needs, particularly when they have children. However, the requirements of self-employment may compromise work-life balance in ways which are not always recognised. This is particularly true with elder care, because the general awareness of work-life balance issues for small businesses has not translated into understanding elder care. This exploratory study focussed on a small group of self-employed women with elder care responsibilities, finding that these women proactively managed their role challenges. However, the complex inter-relationship between such responsibilities, and the strategies utilised to both manage and mitigate their impact, was found to have implications for both the individual (in terms of identity and emotion) and the firm (in terms of performance).

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  • Heidegger's hermeneutic method in tertiary education

    Shaw, R. (2010)

    Conference paper
    Open Polytechnic

    Heidegger's hermeneutic method and his account of pedagogy are useful in teaching students how to think and write. This paper interprets the method of thinking which Martin Heidegger taught to his students and indicates strategies that have been used to introduce that method to New Zealand students in an online course. The method appears to philosophers as a technique of conceptual analysis, although Heidegger may not have agreed with that characterisation or its use in this way. To tertiary teachers it is one framework that they may use to teach a strategy and techniques under the rubric of critical thinking. The use of the method of procedure proposed is well within the capabilities of teachers in practical subjects such as business, management, medicine and law. Students in the author's business analysis course say that a hermeneutic strategy forces them to struggle, but ultimately they report satisfaction at their increased abilities and believe that they have gained something efficacious

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  • Managing for inclusion: An ageing workforce and intergenerational employment relations.

    Bourke, J.; Barrett, J.; Bourke, D. (2010)

    Conference paper
    Open Polytechnic

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  • The governance of curriculum and the plight of Maori.

    Shaw, R. (2010)

    Conference paper
    Open Polytechnic

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  • Participation in moral judgement in moral philosophy.

    Scholes, V. (2010)

    Conference paper
    Open Polytechnic

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