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ObjectiveTo estimate the rate of combination antiretroviral treatment change and factors associated with combination antiretroviral treatment change among patients recruited in the Australian HIV Observational Database (AHOD). MethodsAnalyses were based on patients in the AHOD who had commenced combination antiretroviral treatment after 1 January 1997. Combination antiretroviral treatment change was de®ned as the addition or change of at least one antiretroviral drug. A random-effect Poisson regression model was used to assess factors associated with increased rates of combination antiretroviral treatment change. ResultsA total of 596 patients in the AHOD were included in the analysis, with a median follow-up of 2.3 years. The overall rate of antiretroviral treatment change in this group was 0.45 combinations per year. In a multivariate analysis, a low CD4 count (, 200 cells/mL) at baseline was associated with an increased rate of treatment change [rate ratio (RR) 1.43; 95% con®dence interval (CI), 1.13, 1.80; P 0.003)]. Combinations including a nonnucleoside reverse transcriptase inhibitor were also associated with slower rates of change than treatment combinations including a protease inhibitor (RR 0.64, 95% CI, 0.51, 0.80, P , 0.001). ConclusionInitiating combination antiretroviral at a CD4 cell count , 200 cells/mL may be associated with poorer patient outcomes. However, the possibility that clinician or patient concerns about low immunological status led to faster rates of treatment change in this group cannot be discounted.

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With the strong acceptance of social technologies by student users, the academic applications have swiftly followed, bringing a social dimension into every area of university life. However, there have been concerns raised about the impact of social media on students. Some Universities have started including social media skills training in the curriculum. For educators, it is important to understand students' attitudes towards social media itself and the inclusion of social media skills development. This article presents the results of a qualitative study of students' positions towards social media and the impact on their professional activity, as well as the need for teaching skills in social technologies. We argue that students are not fully aware of the implications of social media use despite, or sometimes because of, their regular use. Based on 23 semi-structured interviews with students at a UK business school, we bring to light the positions which learners take towards social technology education and argue that structured training is needed. We offer a framework for social skill development and conclude that social technology integration into pedagogy increases the employability skills of business graduates.Web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system (p. 210).Recent research explored the role of networks in Higher Education (HE), they also highlighted the need for students to develop skills at the university which would help them create and maintain social network connections for their personal and professional lives. We follow the framework successfully used by Villar and Albertin (2015) which identified the student positions towards networking practices, as the socio-affective, pragmatic and context-contingent aspects in relation

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