Academic literature on the topic 'AIDS (Disease) in women Social aspects Australia'

The development and implementation of a culturally and gender sensitive, cognitive behavioral-intervention program aimed at preventing high-risk sexual and drug-use behaviors among culturally diverse women at risk for HIV/AIDS is described. The intervention stressed education, cultural/social barriers to change, and assertiveness/negotiation skill building. Methodological problems and their solutions are presented. The article stresses ways to recruit poor at-risk women, how to reduce attrition using incentives such as providing transportation, having food and child care at the intervention sessions, financial rewards, and a tracking system that includes many friends and family members of the participant. Preliminary findings indicated that the intervention was successful in promoting knowledge about HIV/AIDS. At the end of the six-week intervention protocol, the intervention group compared to the control group showed significant improvements in HIV/AIDS knowledge items dealing with clinical aspects of the disease, transmission knowledge, and partner risk knowledge. Knowledge, along with motivation to reduce risk and negotiation skills are essential in changing behaviors that put one at risk.

The first case of HIV infection was reported in Nigeria in1986. Since then, the prevalence has risen from less than 0.1% in 1987 to 5.8% in 2002, and an estimated 3.6 million Nigerians now live with HIV/AIDS. More than 40 oral manifestations of HIV infection have been recorded and between 70% and 90% of persons with HIV infection will have at least one oral manifestation at sometime during the course of their disease. Oral health-care workers (OHCWS) are expected to play active roles in the prevention and control of HIV/AIDS. In this study, a one-day workshop was organized for 64 oral health workers in Ile-Ife, Nigeria, focusing on the epidemiology of HIV/AIDS, the oral manifestations, control and prevention of HIV in a dental environment, oral care of the infected patient and the ethical, legal and social aspects of HIV/AIDS. Participants' knowledge and practices of infection control were assessed with an infection control checklist administered pre- and post-workshop. Sixty (90.8%) respondents believed that HIV/AIDS was not yet a problem in Nigeria, and 58 (90.6%) believed that drugs have been developed which can cure HIV infection and AIDS. The men complied more with waste disposal regulations than women ( P=0.010). Twenty-nine of 58 (50.0%) did not discard gloves which were torn, cut or punctured. Seven (12.1%) did not change gloves between patients' treatment. Conscious efforts should be made to train OHCWS on all aspects of HIV/AIDS prevention and care. It must never be assumed that adequate information will be acquired through tangential sources.

HIV/AIDS is a major threat to India. The number of people living with the disease is approaching 5 million. Global research shows that HIV/AIDS has direct links with health, social, psychological as well as economic problems by minimizing life expectancy, increasing burden on health care system, losing status in society and increasing inequality. India has the third largest HIV epidemic in the world, with 2.1 million people living with HIV. HIV/AIDS is a new phenomenon in the society. Misconceptions about HIV/AIDS abound worldwide. Female adolescents face even greater risk for STD transmission than their male peers and older adult women. Hence, the present study was undertaken to assess the gain in knowledge of adolescent girls after exposure to educational programme on selected four aspects of HIV/AIDS i.e. knowledge about adolescent years, information related to reproductive organs and physical changes, information related to HIV/AIDS, preventive measures for HIV/ AIDS (Individual and social responsibilities towards the person infected with HIV). The total sample for present study was consisted of 60 randomly selected adolescent girls belonging to nuclear families and low income group and studying in 10th, 11th, and 12th standards (15 to 18 years of age) of two randomly selected Government Senior secondary Girls Schools of Bikaner city, Rajasthan. The research design used for the present study was one group pre-test-post-test action research. The programme was planned on the basis of the results of pre test. Then, the results of post-test were obtained through the same duly pre-tested questionnaire cum interview schedule which was used during pre test. Frequency, percentage values and paired t-test was applied to see the significant difference between pre test and post-test scores of knowledge. The total sample had highest gain in knowledge (50.75%) in aspect 3 (Information related to HIV/AIDS). The subject had highly significant gain in knowledge at 1% and 5% level of significance. The adolescent girls of class 10th had the highest gain in knowledge i.e. 47.9 % among the group. The major findings revealed the positive and definite impact of educational programme in improving knowledge about HIV/AIDS and to avoid discriminatory treatment to AIDS patient in employment providing services and other benefits.

Background: Legislation to permit mitochondrial donation (MD) in Australia was introduced into Federal Parliament in early 2021, and the techniques may be legalized and made available soon. MD enables women affected by disease-causing mutations in their mitochondrial DNA to have a genetically related child who is unlikely to inherit these mutations. MD relies on the donation of oocytes. Australia’s oocyte donation system does not meet current demand for oocytes and MD would add to this. Consequently, the implementation of MD would raise critical questions about the system of procuring donors and using their oocytes. The proposed model for implementing MD in Australia does not address these issues. We address two key inter-related concerns – oocyte availability and donor consent – in how best to meet current and future demand for donor oocytes. Aim: To consider ethical, social, and regulatory issues arising from the proposed implementation of MD in Australia, particularly oocyte availability and donor consent issues. Method: We discuss the current system of oocyte donation in Australia and consider likely impacts of MD on this. We review alternative systems that have been proposed to enhance the availability of oocytes, focusing on ethical aspects of these with reference to specific features of the Australian context, donor consent, and MD. Results: MD will increase demand for oocytes if introduced in Australia. Alternative procurement systems to address the shortage of oocytes may be required. Refining the system of consent used for oocyte donation may be an important feature of increasing oocyte availability for MD. Conclusion: As Australia presses ahead with the potential implementation of MD, consideration should be given as to whether the current system for oocyte donation is adequate. We conclude that it is necessary to consider alternative systems for enhancing oocyte availability in Australia, which, in some circumstances, may include changing consent procedures.

The purpose of the article is the analysis of the awareness of the Vologda Oblast population about the ways of spreading HIV infection, its manifestations, methods of prevention and treatment, as well as attitudes towards HIV-positive people.The study materials was the next stage of monitoring reproductive potential of the Vologda Oblast population conducted by FSBIS VolRC RAS in 2019.The results of the survey showed that the awareness of the Vologda Oblast population on the problem of HIV infection is differentiated depending on its specific aspects. Residents of the region are most aware of the impact of HIV on the human body and its diagnosis, and the possibility of drug support for the life of patients. However, the population is less aware of the relationship between HIV and AIDS, the ways and biological environments of transmission, and the possibility of having a healthy child with an HIV-positive mother. Women, people aged 20 years and older, and residents from Vologda demonstrated the highest awareness of the main issues of HIV incidence (the nature of the disease, its impact on the body, ways and means of transmission). Men and young people aged 15–19 are less knowledgeable about all aspects, which makes it possible to classify these categories of the population as a «risk group» (i.e. potentially susceptible to HIV infection). In addition, among the residents of the region, social stigmatization of carriers of this disease is widespread, which is expressed in an unjustified fear of contracting HIV infection by household means (sharing dishes, treatment, visiting schools, kindergartens, buying food, etc.).Conclusion. The problem of insufficient awareness of certain aspects of the disease and discrimination against HIV-positive people can be solved by expanding programs aimed at raising awareness of the region’s population on this issue.

Any conflict, extreme stress, emergency situation, natural disaster multiplies mental health hazard. History of Spanish flu outbreak witnesses the damage of pregnant women i.e. as short-term impact inflate the rate of preterm deliveries and the baby’s who were in womb persist the risk of developing medical and psychiatric disorders like diabetes, coronary artery disease, cancer and schizophrenia in future. Pregnant women are considered more vulnerable for COVID-19 as pregnancy makes women prone to respiratory pathogen, which leads to severe pneumonia. Women are three times more prone to anxiety than man. Continuous strict restriction on consultancy visit and gathering, rumors and contradictory information, uncertainty about delivery plan & health of mother and baby indirectly affected women’s emotional and psychological health of perinatal period. Fear and stigma grasps them when anticipating social discrimination and segregation from baby if they become positive. Growing evidence shows psychological impacts i.e. high levels of anxiety, depression and stress are prevalent among pregnant women irrespective of geographical and cultural boundaries across countries like India, China, Canada, UK, Australia and Israel. WHO recommended for adopting holistic approach of care, consideration of major two aspects (i.e. clinical and psychological experiences) in pandemic situations for helping in better positive coping of mother, baby and family members. This present review aimed to find out triggering factors, challenges, major types of psychological issues, consequences of psychological impact among perinatal women due to COVID-19 and want to prescribe evidence-based resolution and preparedness for combating such pandemic situation.

Background: In Australia, women with metastatic breast cancer are not systematically made aware of or helped to access supportive care resources. Finding resources tailored to their needs can be challenging as they spread across several healthcare and advocacy organizations. Furthermore, resources assume varying levels of knowledge about the disease and its treatments, are fragmented and are dispersed across multiple organizations. Aim: The aim of our study was to codesign a signpost resource to direct women to key supportive care organizations that provide relevant, timely and comprehensive support for them; ensure women are made aware of and know how to access support they need, as and when they need it; and ensure that health professionals are aware of the resource, support its use, and distribute it to women. Methods: Using a codesign framework, initial development of the resource was guided by consumer representation on the study Steering Group. The resource was then presented to women living with metastatic breast cancer, and their advice obtained about its relevance and functionality during semistructured interviews. Purposive sampling based on age, time since diagnosis and geographical location (metro/regional), was used to obtain a variety of perspectives. Open-ended questions explored what the resource should contain, look like, and how it could best be introduced and distributed. An iterative descriptive analytical approach was applied. Results: Seven women aged 40-61 years were interviewed. Time since their metastatic breast cancer diagnosis ranged from 5 months to 19 years. Women told us about their preferences for style, content and format for the resource. They also guided discussion about how best to promote the resources in a way that both informed health professionals but also empowered women to find and express a need for support. As a result, 2 videos were produced. In the first 3-minute video for health professionals, consumers powerfully convey messages about the impact of their diagnosis, their need for support and how important it is for health professionals to “value and believe there are emotional, social and material aspects of coping with the disease” (this video will be shared in the presentation). In the second 4-minute video, consumers endorse the need for information and support, and women and consumers watching the video are introduced to the services provided by supportive care organizations profiled on the resource. Conclusion: Resources created and tailored by consumers for consumers are powerful and important. Consumer-led interventions that demonstrate to health professionals the importance of supportive care as a cornerstone of excellent cancer care may have a considerable impact but require empirical testing.

The paper presents the analysis of the approaches to define the areas of research on the injury, damage and harm to human health in criminal law. The obtained results proved that crimes, connected to drugs abuse, their legislation become an essential part of the issues. At the same, developing of government control, medical standards, improving quality of medical education balancing the «medical mistake – injury to human’s health – jurisprudence consequences» triangle in the tendency of the injury, damage and harm in criminal laware becoming very important to the healthcare system due to increasing requirements of regulators, customers and shareholders. The paper aimed to analyse the tendency in the literature on the injury, damage and harm in criminal law, which published in books, journals, conference proceedings etc. to identify future research directions. The methodological tools are VOSviewer, Scopus and Web of Science (WoS) software. This study covers 1072 papers from Scopus and WoS database. The time for analysis were 1970-2020. The Scopus and WoS analyse showed that in 2012-2019 the numbers of papers on the injury, damage and harm in criminal law issues began to increase. However, the topics changed from general issues to the problem of decriminalisation of drug trafficking, and the corresponding paradigm shift in the punishment of some crimes, increasing interest in punishing corporations for violating environmental regulations. In 2017 the number of documents dedicated to injury, damage and harm in criminal law was increased by 667% compared to 2012. The main subject areas of analyses of the injury, damage and harm in criminal law were the next: Law, Public environmental, occupational health, Criminology penology, Substance abuse, Psychiatry, Medicine. The biggest amount of investigations of the injury, damage and harm in criminal law was published by the scientists from the USA, United Kingdom, Australia and Canada. In 2019 such journals with high impact factor as International Journal of Drug Policy, International Journal of Law and Psychiatry, The Lancet etc. published the number of issues, which analysed of the injury, damage and harm to human health in criminal law. Such results proved that theme on the injury, damage and harm to human health in criminal law is actually in the ongoing trends of the modern jurisprudence and regulation. The findings from VOSviewer defined 6 clusters of the papers which analysed the injury, damage and harm to human health in criminal law from the different points of views. The first biggest cluster (with the biggest number of connections) merged the keywords as follows: criminal justice, law enforcement, public health, health care policy, harm reduction, drug legislation, drug and narcotic control, substance abuse, homelessness etc. The second significant cluster integrated the keywords as follows: criminal behaviour, crime victim, adolescent, violence, mental health, mental disease, prisoner, young people, rape, police etc. The third biggest cluster concentrated on criminal aspects of jurisprudence, criminal law, human right, legal liability, social control, government regulation etc. The obtained results allow concluding that balancing the triangles «medical mistakes – criminal – education» and «drugs – criminal – justice» and «abortion – criminal – women/children» form an important part of the injury, damage and harm in criminal law issues. Keywords injury, damage, harm, human health, criminal law, management, governance.

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Abstract Objective: To analyze the way AIDS is configured in the eyes of Indigenous and non-Indigenous women. Method: A descriptive study implementing a mixed approach, conducted in three indigenous villages and in a surrounding municipality. A semi-structured interview script was used, with identification data and questions related to the disease perception, the way of seeing and feeling AIDS. The corpus was processed by IRaMuTeQ software and analyzed by Descending Hierarchical Classification, Content Analysis and Word Cloud. Results: A total of 164 Potiguara indigenous women and 386 non-Indigenous women participated. Three classes were formed: “AIDS and its repercussions”, “Social aspects, spirituality and attributed feelings” and “Transmission modes”. There was a better understanding of the etiology, treatment and AIDS transmission modes among non- Indigenous women, while the content mainly surrounds negative elements such as death, fear, sadness and prejudice among Indigenous women. Conclusion: The knowledge produced in interactions were formed according to the social context and gain its own significance. Such considerations may contribute to the direction of strategic HIV/AIDS control policies focusing on ethnic/cultural specificities.

The way gender relations influence access to care and treatment particularly access to antiretroviral medicines is a challenge to HIV/AIDS programmes and to the individuals and families with HIV. Gender norms that push women and men to adhere to dominant ideals of femininity and masculinity may restrict women's access to economic resources, health care and fuel the spread of HIV. The aim of this study was to determine the role of gender relations in influencing decision-making for access to antiretroviral medicines between partners and in the family.

Thesis (M.A. (Social work)) --University of Limpopo, 2007
The impact of AIDS has an overwhelming effect on women as they are unable to fulfill their multiple roles. For many women, a diagnosis of HIV/AIDS carries a profound physical, psychological and social burden. Gender inequities, poverty and a growing prevalence of HIV in developing countries have increased the vulnerability of women to HIV infection. Women’s lack of social and economic independence and their low status in their marital households also increase their vulnerability to HIV. They are susceptible to stigma and discrimination when they are identified as being HIV-positive. Negative social responses in these situations may result in them being rejected by their families and denied access to resources. A qualitative exploratory-descriptive study was conducted with fifty six women living with HIV/AIDS (WLWHA) in the Mankweng area and surrounding villages. Six focus groups interviews were conducted to elicit information about their experiences and perceptions on the way families, communities, health and social service professions treat them. A quantitative approach was also used to indicate the number of participants who shared similar views on a particular issue. The striking feature about the participants’ explanation of HIV and AIDS is that, they associated HIV/AIDS with makgoma (contaminations). The participants also reported that dealing with the consequences of the disease is a huge challenge. They also face challenges in managing their illness. Their problems are compounded by accusations from their partners, family members and the community who blame them for the infection. This creates stress for them that may be detrimental to their physical and emotional health. The participants freely expressed views on HIV/AIDS, aspects that are positive and unsupportive of people living with HIV/AIDS. They shared their physical, social, psychological, cultural and economical challenges. The findings also revealed that an overwhelming number (89%) of WLWHA are struggling with negotiating for condom use. Some of their partners are reluctant to use condoms thus, risking re-infection that is detrimental to their health. The participants’ plea is for the health and social service professionals to become sensitive and compassionate towards them.
Human Sciences Research Council (HSRC)

The effects of the spread of HIV/AIDS place a great burden on women and children, who will probably suffer most in terms of social and economic deprivation. Since HIV/AIDS is linked to social taboos such as sexuality, drug use and death, there are enormous levels of ignorance, denial, fear and intolerance in most communities. These prejudices lead to the stigmatisation and discrimination of people who are living with HIV/AIDS. Moreover the illness, as it is sexually transmitted, has been conflated with sexual excess, lack of morals, and those already stigmatised such as sex workers with associated discourses of blame, shame and guilt. Generally, responses to HIV and those living with HIV have served to reflect, legitimise and reproduce broader social inequalities on the basis of sexual orientation, gender, race and class. Stigma is the reason why many people who are living with HIV/AIDS, choose not to disclose their status and seek apposite assistance. This study explored the stigma experienced by a group of women who are living with HIV/AIDS and to develop a deeper understanding of whether these experiences are complicated by social responses.

This research critically analysed Muslim approaches to five women with HIV/AIDS in Cape Town focussing particularly on the approach of 'Positive Muslims' - an awareness-raising and support group for Muslims living with HIV/AIDS. The central question of this thesis dealt with the impact of the norms, values and practices of Cape Muslims on the approach of Positive Muslims to women living with HIV/AIDS. It is suggested that while norms and values articulated in religious texts inform the ideological approach of the organisation's AIDS prevention model. This is due to the pragmatic approach adopted by Postive Muslims which recognises that the articulated norms and values do not always conform to the practices of Cape Muslims.

The practical project of this thesis is to create a critical account of the experiences of women in the AIDS crisis in the United States. The theoretical project is to refine a concept of invisibility of various kinds of problems and obstacles women have been confronted with. The question that both parts of this project seek to answer is roughly the following: "What is it that we can learn about improving the lives of women by looking at the AIDS crisis as a lens into American social conditions at the end of the Twentieth Century?" Feminist theories provide a basis for this inquiry as well as the theoretical work on a concept of invisibility.

South Africa has the largest percentage of people living with HIV/AIDS in the world. However, the response against the further spread of HIV/AIDS in the country is being hindered by stigma and discrimination. In order to develop effective intervention programmes to control and reduce the further spread of the disease, it is first important to understand the nature of HIV/AIDS-related stigma and especially how people construct it. In the present study, the social construction of HIV/AIDS-related stigma among Muslims was investigated because high levels of stigma were found in this group. This was fuelled partly by the belief that HIV/AIDS was not a serious problem amongst Muslims. Two focus groups were conducted, one among Muslim women only and the second among Muslim men only. The main aim of the study was to examine the perceptions of HIV/AIDS-related stigma among Muslims. The transcripts were analyzed using thematic content analysis to determine the themes that emerged from the research material. The main findings of the study included that Muslims&rsquo
religious identity/positioning was the most salient discourse that informed how they understood, made meaning of, and responded to HIV/AIDS. They engaged in various forms of stigma such as &lsquo
othering&rsquo
, and mediating factors of stigma included religious positioning. Stigma also served as a social barrier to VCT and disclosure of HIV status. However, supportive attitudes and behaviours were also evident. The findings yielded useful insights into possible elements of intervention programmes, both to reduce HIV/AIDS-related stigma, and also to encourage behavioural change in order to control and reduce the spread of HIV/AIDS in this community.

Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.

Thesis (MA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: An exploratory study was conducted to determine the psychosocial stressors of women living with HIV/AlDS. The study also included the utilisation of group work by social workers to support HIV positive women. The exploratory study was also conducted to determine HIV positive women's experiences in a support group. The researcher's interest in group work, as well as her involvement with a support group with HIV positive women, is the motivation for the study. The aim of the study is to provide an explanation of the psychosocial stressors that HIV positive women experience and also to capture their experiences regarding the support group they attend. Nine psychosocial stressors, namely anger, fear, loss, grieve, guilt, denial and disclosure, depression, suicidal behaviour and anxiety, were included in the literature study. The advantages, disadvantages and components of group work, as well as comparisons of effective and ineffective groups, were highlighted. The research also focused on planning a group for women with HIV/AlDS, with special attention given to the needs assessment, the purpose of the group, the group composition and the structure of the group. The value of group work with HIV positive women was investigated. The universum was HIV positive women at the Walvis Bay Multi-Purpose Centre. The qualitative research method that was used took the form of structured interviews. The results of this study generally confirmed the findings of the literature study. Recommendations include ways in which social workers can assist HIV positive women not only on an individual basis but also especially in a group setting, and recommendations concerning future research. The importance of future research with HIV positive women was especially recommended.
AFRIKAANSE OPSOMMING: 'n Verkennende studie is onderneem om die psigososiale stresfaktore wat HIV positiewe vroue ondervind, te bepaal. Die studie het ook maatskaplike werkers se gebruik van groepwerk om HIV positiewe vroue te ondersteun, ondersoek. Die navorsing is voorts onderneem om HIV positiewe vroue se ervarings van 'n ondersteunersgroep te bepaal. Die navorser se belangstelling in groepwerk, en haar betrokkenheid by 'n ondersteunersgroep vir HIV positiewe vroue, was die motivering om die studie te onderneem. Die doel met die studie is om die psigososiale stresfaktore wat HIV positiewe vroue ondervind, te beskryf en te verduidelik, en ook om sommige van die ervarings wat sulke vroue in 'n ondersteunersgroep ondervind, te boekstaaf. Nege psigososiale stresfaktore, naamlik woede, vrees, verlies, droefheid, skuldgevoel, ontkenning en onthulling, depressie, selfmoordgedrag en angs, is in die literatuurstudie bestudeer. Die komponente en voor- en nadele van groepwerk, asook 'n vergelyking van effektiewe en oneffektiewe groepe is ook ingesluit. Die beplanning van 'n groep vir HIV positiewe vroue is benadruk, met spesiale verwysing na die behoeftebepaling, en die doel, die samestelling en die struktuur van die groep. Die waarde van groepwerk vir HIV positiewe vroue is ook ondersoek. Die universum is HIV positiewe vroue by die Walvisbaai Multi-Purpose Centre. Die kwalitatiewe navorsingsmetode wat gebruik is, is gestruktureerde onderhoude. Die resultate van die studie het in die algemeen die bevindinge van die literatuurstudie onderskryf. Aanbevelings sluit in wyses waarop maatskaplike werkers HIV positiewe vroue nie alleen op 'n individuele basis nie, maar ook in groepsverband kan ondersteun, asook moontlike gebiede vir verdere navorsing. Die belang van verdere navorsing met HIV positiewe vroue word veraI beklemtoon.

The purpose of this study was to investigate how rural Ugandan women engage with discussions of HIV and AIDS on community radio. It explored how this audience may relate such broadcast discussions to their own lived experience of HIV and AIDS. It is explained in the study that, while the Uganda government has an official policy of openly discussing matters of HIV and AIDS, health communication strategies still operate within a context where there is an underlying "culture of silence" that discourages openness about sexual matters. It is also pointed out that there are widespread gender disparities among rural communities, which severely limit women's ability to make use of health communication initiatives aimed at educating them. Against this backdrop, the study sets out to explore audience responses to a particular example of Speak Out and Listen, a weekly programme broadcast on Mama FM, a Kampala-based radio station managed by the Uganda Media Women's Association (UMWA). The study maps out responses to the programme by a particular group of rural women. It is argued that these research participants' comments confirm the importance, noted in literature dealing with health education, of drawing for content on what members of an audience have to say about their own lived context. It is proposed that, despite the existence of a 'culture of silence', the women's comments demonstrate an ability to speak with confidence about their experience of living with HIV and AIDS. Thcy are able, more particularly to discuss the constraints placed by gendered power relations on women's ability to draw on the educational content of programming that targets people living with HIV and AIDS. As such, the comments that such women offer represent a valuable resource for HIV and AIDS related programming. The principal conclusion of the study is that health communication initiatives such as Speak Out and Listen would benefit from facilitating conversations with their target audience about their lived experience of HIV and AIDS, and incorporating such discussion into their programmes