Thesis (Ph. D.)--Carleton University, 1991. / Also available in electronic format on the Internet.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 237 pages. Includes bibliographical references.

As a corollary to The Declaration of Commitment, adopted by the United Nations General Assembly Special Session on HIV/AIDS in June 2001, the international community recently adopted a World AIDS Campaign that seeks to eradicate HIV/AIDS related stigma and discrimination. To this end, the campaign incorporates several educational strategies, such as a poster campaign, that advocate the just and equal treatment of people living with HIV/AIDS. In an effort to develop an understanding of these educational efforts, this study deconstructs the 2002-2003 World AIDS Campaign posters. While the overall results suggest that the campaign has been successful in redefining the image of HIV/AIDS, it was also found that the posters may actually serve to reinforce stigma and discrimination. Using a textual analysis, this study uncovers the underlying ideological and cultural assumptions that exist within campaign posters and indicates how they operate in relation to the overall objective of the campaign.

Thesis (M.A.). / Written for the Dept. of Integrated Studies in Education, Culture and Values in Education. Title from title page of PDF (viewed 2008/08/07). Includes bibliographical references.

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The present study was based on a state-wide survey of ethnic minorities attitudes toward AIDS in the state of Arizona. The purpose of the study was to test a model for the relationship between level of acculturation and perception of risk for AIDS among Mexican Americans. The data was derived from a questionnaire on knowledge, attitudes and beliefs about AIDS completed by 600 Mexican Americans in rural and urban counties in the state of Arizona. Results indicate that education rather than acculturation is a stronger predictor of perception of risk. However, the strongest predictors of Fatalistic Views about AIDS and perceived Severity of AIDS were Negative Attitudes Toward Risk Groups and Knowledge about AIDS respectively. Respondents seemed to be antagonistic toward risk group who are perceived to transmit a deadly virus which is highly contagious via behaviors that are socially and morally objectionable. It is recommended that AIDS prevention campaigns emphasize accuracy of information about AIDS disease characteristics, in addition to accurate information about groups at risk for AIDS, in order to dispell misconceptions and fears that hinder the effective prevention of AIDS.

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One hundred nine HIV seronegative gay (HSG) males from the Montreal gay community, drawn from downtown health clinics, advertisements in gay friendly newspapers, and referrals from colleagues, were examined with respect to how they were coping with the HIV and AIDS epidemic (July 3, 1981 to August, 1998). Participants were asked to complete both a detailed demographic questionnaire and the Ways of Coping Questionnaire. Coping theory and coping research relevant to the research at hand are discussed in detail. Results indicate that HSG males in Montreal are coping most frequently with the HIV and AIDS epidemic through the "escape/avoidance" coping strategy, and least frequently through "confrontive coping." In addition it was found that the only significant results, by age group, relate to the "accepting responsibility" and "escape/avoidance" coping strategies. / Research limitations, suggestions for future research, and clinical implications are discussed.

The main purpose of this study was to examine nurses' attitudes toward caring for patients with Acquired Immune Deficiency Syndrome (AIDS). The study also compared the attitudes of nurses who had cared for AIDS patients with the attitudes of nurses who had not cared for AIDS patients. Educational background was also examined to see if education influences attitudes. The Ajzen-Fishbein Model of Reasoned Action was the framework used for this study.A descriptive design was used for the purpose of gaining more information regarding nurses' attitudes toward caring for patients with AIDS. A random sample of all registered nurses in the state of Indiana was used for this study. The data obtained were analyzed using frequency distributions, independent t-tests, and analysis of variance.Nurses in general are sill uncomfortable with caring for AIDS patients. Between 40% and 50% of nurses are fearful of contracting the AIDS virus and fearful of putting their family at risk. On the other hand, approximately the same percentage are comfortable caring for AIDS patients. Furthermore, nurses believe that health care agencies should care for AIDS patients, but believe that nurses should have the right to refuse to care for AIDS patients.Results of this study indicated that educational background does not influence nurses' attitudes toward caring for patients with AIDS. However, as nurses have more experience caring for patients with AIDS, they appear to develop more positive attitudes. / School of Nursing

This research examines rural, pre-adolescent student images, concerns, questions and knowledge about the disease Acquired Immune Deficiency Syndrome (AIDS). A secondary objective is to determine if responses are influenced by gender. A qualitative survey was administered to six classes of Grade 6 students (n = 131), within two public education districts in the province of British Columbia. Student participants had no previous formal AIDS education instruction. Pupil images, concerns, questions and knowledge concerning AIDS are investigated by means of open-ended, survey questions requiring both pictorial and written responses. The study is designed, conducted and analyzed from a generative learning theory perspective. By ascertaining specific student concerns surrounding AIDS it is hoped that educators will be able to design AIDS curriculum that is both developmentally appropriate for and conceptually befitting to early adolescent needs. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate