Examining the Role of Vocational Rehabilitation on Access to Care and Public Health Outcomes for People Living with HIV/AIDS

The purpose of this study is to examine the role of vocational rehabilitation services in contributing to the goals of the National HIV/AIDS strategy. Three key research questions are addressed: (a) What is the relationship among factors associated with the use of vocational rehabilitation services for people living with HIV/AIDS? (b) Are the factors associated with use of vocational rehabilitation also associated with access to health care, supplemental employment services and reduced risk of HIV transmission? And (c) What unique role does use of vocational rehabilitation services play in access to health care and HIV prevention? Survey research methods were used to collect data from a broad sample of volunteer respondents who represented diverse racial (37% Black, 37% White, 18% Latino, 7% other), gender (65% male, 34% female, 1% transgender) and sexual orientation (48% heterosexual, 44% gay, 8% bisexual) backgrounds. The fit of the final structural equation model was good (root mean square error of approximation = .055, Comparative Fit Index=.953, Tucker Lewis Index=.945). Standardized effects with bootstrap confidence intervals are reported. Overall, the findings support the hypothesis that vocational rehabilitation services can play an important role in health and prevention strategies outlined in the National HIV/AIDS strategy.

Effect of Participant Gender, Professor Gender, and Activity Interventions on the Understanding of Concepts in Thermodynamics

Misconceptions about heat and temperature have been seen across all educational levels, even in undergraduate engineering courses. One way these misconceptions can be remediated is through instructional methods, such as inquiry-based activities. Performance on assessments in sciences and engineering has been found to vary when gender is taken into consideration. The purpose of the current study was to investigate the effects of participant gender, professor gender, and level of inquiry-based activities on the conceptual understanding of 247 undergraduate engineering students in thermodynamics. A pre-test post-test design was used. Conceptual understanding of thermodynamics was measured by students’ scores on the Concept Inventory for Engineering Thermodynamics (CIET; Vigeant, Prince & Nottis, 2011). Inquiry-based activities were developed by the researchers and given to professors who determined if they would do all, some, or none of them as they taught. Significant differences were found among participants of different gender, different gender of the professor instructing the course, and level of inquiry-based activity. The participants who were exposed to all of the activities provided didsignificantly better on the post-test than those who were only exposed to some or none of the activities. The results from this current study indicated that differences in gender, professorgender, and level of inquiry-based activity has an effect on undergraduate engineering students’ conceptual understanding of thermodynamics. Future research should investigate more factorsthat contribute to lower representation of women in the engineering field.