This research undertook to establish how the YMG in KWT circuit become fruitfully involved in the prevention of HIV and AIDS. It is argued here that the YMG is strategically situated in the church to address issues in the Xhosa-Christian culture that exacerbate the spread of HIV. These include issues like maleness and gender inequality, safer sex practices and the place of condoms and the promotion of sex ethics. The YMG is historically a centre for peer education, resilience in suffering, and morale building. It was the YMG that enabled the church to stand and strategise against apartheid. It is therefore a suitable space for Aids debate, education, and strategising on prevention methods. The YMG is also a well-to-do forum for airing the voices of the Xhosa Christian men on AIDS issues. It is, as well, a good support forum for addressing treatment and bereavement in an allempt to demythologise the Aids disease. However, it is the submission of this research that the YMG needs certain focusing in order to become fruitfully involved in prevention efforts. It is therefore recommended that the age disparity within the study circles of the YMG be resolved in order to create openness and comradeship. The membership of YMG at the present stretches from 17 years to 70 years. Members of YMG with this age disparity cannot talk freely on sexuality and HIV unless the groupings are systematised. There is also the need to bring on board such church leaders in the circuit so as to address morality and sexuality within the Methodist doctrinal perspective. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Thesis (MPhil)--Stellenbosch University,2005. / ENGLISH ABSTRACT: The aim of this research is to investigate the impact of HIV/AIDS among different organizations in Lesotho and how they respond to the challenge; and to determine whether these organizations respond positively/effectively to the challenge of the pandemic in their respective organizations and whether they have developed workplace programmes and policies which address the issue, and if they do exist, whether they are effective. Lesotho is one of the countries in the world with a very severe HIV/AIDS infection rate. It is estimated that 28.9% of the entire population was living with HIV/AIDS as of December 2003 (UNAIDS, 2004). The increasing number of HIV/AIDS infectees in the country is affecting the entire labour force; therefore to effectively respond to the pandemic, the government of Lesotho and its development partners and civil society organizations are doing everything within their means to control it. Therefore, work place programmes that deal with HIV/AIDS on the work environment should be an answer to the social capital issue; the most valuable resource being human capital, since the programmes would promote prevention, information, education and training. It would also promote the rights of staff members and their dependants living with and/or affected by the HIV/AIDS pandemic. The population where the investigation was done is made up of corporate places of work stratified into five types of organizations found in Maseru, the capital of Lesotho: o Non-governmental organizations o Private sector o Development partners ( Diplomatic Missions/Donors) o Parastatals o Government The results of the study indicated that the majority of these organizations have workplace programmes and policies which are effective and appreciated by the employees, while others are in the process of drawing up their policies or already have them in draft form. Despite all the efforts being put in place, the feeling among some of the organizations is that HIV infection in Africa will continue to increase because of the way it is being addressed; what they call ‘The Western way’. They feel that if it is addressed situationally, not academically, there will be a slight difference. For example, they claim that Africans do not feel comfortable about bringing their private behaviours in the open; for instance, speaking about sex and sexuality. The belief systems of the Basotho are also identified as great influencers in the pandemic. These include the culture/traditions, relations with the family and pressure from peers, people whom we trust and the fulfilment of women's sexual desires. The conclusion reached is that the different organizations in Lesotho address the challenge of HIV/AIDS positively and in others effectively, and with more effort the pandemic could be brought under control in the near future. The recommendation after viewing the findings, is that the issue of care and support, stigma and discrimination are still issues that need to be worked on, since employees are scared to know their status due to fear of being stigmatized. Therefore, the above cannot be addressed properly unless they are seen in practice. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is 'n ondersoek na die impak van MIV/Vigs op, en reaksie van verskillende ondernemings in Lesotho. Volgens beraming is die infeksiekoers van Lesotho 28.9% en is die invloed daarvan op die werkersmag beduidend; dit kan selfs katastofies raak indien dit nie doeltreffend aangespreek en bestuur word nie.. Data is versamel by by vyf kategorië van ondernemings in Maseru ten einde te verseker dat al die belangrikste sektore deur die studie betrek word.. Resultate toon aan dat die meeste ondernemings wel werksplekprogramme en MIV/Vigs-beleid in plek het. Die persepsie van werkers binne die ondernemings wat in die ondersoek gebruik is toon egter 'n negatiewe prognose ten opsigte van die doelteffende bestuur van die pandemie. Die gevoel is dat die benadering te reglynig en "Westers" is en dat die metafore en tradisies van Afrika meer effektief in voorkomingsprogramme sal wees. Voorstelle in hierdie verband word gemaak. Voorstelle vir meer doeltreffende voorkomingsprogramme word gemaak en voorstelle vir verdere studies in Lesotho word aan die hand gedoen.

In the absence of a cure and/or vaccine, the best approach to HIV is to focus on prevention. However, preventative measures that are presently available in Nigeria do not target persons with intellectual disability despite their vulnerability to HIV infection. This study sought to compare the HIV knowledge, attitudes, and sexual practices of mildly/moderately intellectually impaired learners (IIL) and mainstream learners (ML) in Nigeria; to explore the contextual factors informing these, as well as both groups‗ exposure to HIV education. It also tested the relevance of the I-Change Model in predicting sexual abstinence among learners with intellectual disability. Findings can assist in developing tailored HIV prevention education for Nigerian learners with intellectual impairment. This cross-sectional, comparative study utilised mixed methods to investigate HIV knowledge, attitudes, and sexual practices among mildly/moderately IIL and ML in Nigeria. Mildly/moderately IIL (300) and ML (300) within the age range of 12-19 years in special and regular schools completed a questionnaire based on the I-Change Model. Focus group discussions and in-depth interviews were used with learners to explore contextual factors informing their HIV knowledge, risk perception, sexual behaviours and access to HIV education and services. Key informant interviews were used as independent sources of the same information with their teachers. Learners with intellectual impairment were less aware of HIV/AIDS than their non-disabled peers (p < 0.001), had lower HIV knowledge scores (p < 0.001) and lower HIV risk perception scores (p < 0.001). Sexual experience was reported by 79 (26.3%) of the IIL sample compared to 48 (16.0%) of the ML sample (p = 0.002). Girls with intellectual disability were 3.71 times more likely to report a history of sexual abuse than non-disabled girls (p = 0.041). Inconsistent condom use with casual partners (p < 0.001) and non-use of condoms during the last sexual activity (p < 0.001) was higher in IIL. The I-Change Model was most effective in predicting sexual abstinence among IIL, particularly regarding factors related to motivation and intention. Intellectually impaired learners were more vulnerable to HIV infection due to neglect, poverty, sexual abuse/exploitation, stigmatisation, pressure from non-disabled peers, denial of HIV education, and inaccessible HIV-related services. Teachers only provided them with sexuality and HIV education when sexual activity was suspected and/or from age 18. The content of such education comprised mainly warnings, misinformation and corporal punishment to instil fear and desexualise them. Thus, this group of learners was limited in the way they experienced and expressed their sexuality. Unlike with their non-disabled peers, teachers attributed sexual activity among IIL solely to natural urges without emotional involvement. Contrary to teachers‘ opinions, some IIL were involved in symbiotic, loving relationships with their II peers. In addition, those that were not yet in such relationships expressed the desire to find non-discriminatory partners in the future. They explored their sexuality through intimate relationships, sexual intercourse, peeping at the opposite sex, pornography, and masturbation. Condoms were less available to IIL than ML, and they lacked the self-efficacy to use them. They were also less available to II girls than II boys. Female learners with intellectual impairment often had older sexual partners due to sexual abuse/exploitation, unlike their non-disabled peers, who embarked on such relationships for financial/material gains. The findings of this study indicated that IIL were sexual beings, just like their non-disabled peers, and at higher risk of HIV infection than the latter. Stigma and discrimination are the root causes of all the disadvantages/barriers that IIL experience in accessing HIV information, education and related services. Therefore, there is the need to put stigma reduction strategies in HIV response to safeguard the health of IIL. In addition, there is a need for the development of a gender-sensitive, tailored sexuality and HIV/AIDS educational format for learners with intellectual disability in Nigeria. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study is qualitative research that aims to identify the effect of corruption on HIV/AIDS donor funds in Namibia in order to provide guidelines to policy makers in relations to the regulation of HIV/IDS donor funding. Henceforth, in–depth interviews with open ended questions were used with Government, civil society and donor agencies’ senior officials to obtain data. Additionally, institutional permission was granted from the identified institutions who participated in the research. An inductive analysis was used which required data to be categorised and developing themes from the data. Respondents reported lack of national donor specifications in the field of HIV/AIDS as a serious problem to donor funds in Namibia. However, respondents indicated their organisations had proper management systems in place which included, annual audits, sufficient personnel and monitoring and evaluation. Withdrawal of donor funding has been on the increase due to corrupt practices in some funded organisation and this is mostly affecting people living with HIV/AIDS. Respondent reported there is a need to strengthen the existing umbrella body and improve accountability. The findings of the study show the effect of corruption on HIV/AIDS donor funds in Namibia is the withdrawal of HIV/AIDS donor supports by several donor agencies which has led to numerous donor funded institutions closing down and a number of employee losing their employment. Lack of national HIV/AIDS donor specifications is viewed as a loophole for corruption for many funded organisations as there are no national accountability systems in place in relation to HIV/AIDS donor funds in Namibia. / AFRIKAANSE OPSOMMING: Nie beskikbaar.

The aim of this study was to explore the knowledge of HIV transmission and prevention among adolescents aged between 14 and 16 years at the Tshwane West District. A qualitative exploratory descriptive contextual study was conducted. The World Café approach was used to obtain data from participants in this research. A questionnaire served as the data collection tool to extract data from participants. The study consisted of 37 participants and content analysis was done to analyse data gathered from participants during the World Café. Conclusions were drawn from the study and the findings revealed that the knowledge of HIV transmission and prevention among adolescents in the Tshwane West District is poor. / Health Studies / M.P.H.

The purpose of this study was to evaluate care rendered to HIV positive women and their infants during the first six weeks of postpartum. Quantitative, descriptive, cross sectional and analytic study was conducted to investigate postnatal care services provided to HIV positive mothers. Data collection was done using structured questionnaires. 372 respondents participated in the study. Descriptive data analysis was used; Epi info version 3.5.2 software was used. The study highlighted that the quality of PNC was compromised, in all levels including the critical immediate postnatal care, 3-14 days and 6 weeks postnatal care services. All health facilities that were involved in the study had the basic resources to render quality postnatal care. Negative attitudes of staff and long waiting time (16.7%), were the most deterrents to postnatal care. / Health Studies / M.A. (Health Studies)

This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.

HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.

Condom use is promoted as an effective method for prevention and contraception for people who practice or are at risk of practicing high-risk sexual behaviors. According to the UNAIDS (2009) report, condoms are the only resource available to prevent the sexual spread of the HI-Virus; and with regard to family planning, the same report proposes that condoms expand the choices, have no medical side effects, and thus provide dual protection against pregnancy and disease. However, in Africa as elsewhere in the world, condom use has been fiercely debated. The debates on the accessibility, availability and distribution of condoms in schools are not new nor are they uncontested. In Namibia, the HIV and AIDS policy in education does not explain how, when and by whom condoms should be made available to learners. This leaves it to schools to decide on how (and whether) to make condoms available to learners. As a result, individual school‘s choices not only vary, but are mediated by different factors that are not always in the best interest of learners who, as the foregoing discussion suggests, continue to participate in behaviour that, amongst other things, puts them at risk of HIV infection and falling pregnant. Relying on Foucault‘s theory of discourses, this study investigated the dominant discourses that shape learner, teacher, parent religious and traditional leader and traditional healer perspectives, responses, and experiences with regard to the accessibility, availability, and distribution of condoms in school. The study was conducted in nine schools in Kavango Region in Namibia using a mixed methods approach. The study used triangulation in the data collection process through the use of questionnaires where 792 learners participated in this component, and focus group discussions and individual interviews targeting four groups namely, learners, teachers, parents and religious leaders, traditional leaders and traditional healers. The quantitative data were analyzed using the Statistical Packages for Social Sciences (SPSS), and findings from the focus group discussions and individual interviews were analyzed identifying themes and patterns and then organizing them into coherent categories with sub-categories. The study revealed that the majority of adult participants opposed the idea of making condoms available in schools; advocating abstinence instead. This was despite evidence on the prevalence of sexual activity amongst youth in the community. Reasons had to do with various competing and hierarchized discourses operating to shape participant beliefs, perspectives, and responses in a highly regulated and surveilled social and cultural context. Put differently, the dominant discourses invoked a particular sexual subject; authorized and legitimated who invoked such a subject; who was and was not allowed to speak on sexual matters; as well as how sexual matters were brought into the public space of schools. Such authorization and legitimation regulated the discursive space in which discussions on sexual health, safe sex, and resources such as condoms were permitted; with negative consequences for the sexual well-being of youth in Kavango Region. The study also highlighted the tension between freedom, choice, and rights, showing how complex in fact is decision to make condoms available in school. On the one hand, teenagers positioned themselves as capable subjects who had the right to exercise choice over their sexual lives. Requesting parent consent was thus viewed as a violation of this right to choose. Such a position displayed authority and agency by learners that was pitted against views amongst adults in this study that positioned youth as having no agency. In their view, youth (a) were still children and thus innocent and pure, (b) ought to abstain, and (c) were difficult to control given the modern context. Adults believed that early sexual involvement by learners did not result from lack of vigilance and control on their part, but rather from exposure to modern social mores. The study concluded that (a) schools remain difficult spaces not only for mediating discussions of sex and sexuality, but also for providing resources to mitigate sexual risk amongst leaners, (b) in highly regulated societies, dominant religious discourses are produced and reproduced in and through existing institutions such as family, church, and schools; highlighting how these serve to normalize beliefs and perspectives, (c) the dominant discourses shaping communities in which schools find themselves remain inconsistent with school discourses that are shaped by modernist conceptions of childhood and youth, and (b) adult choices to sanction and obstruct schools from making condoms available (and in the case of teachers, not accessible and distributable) put the very children at risk that they propose to be protecting.

No description available.