sociology of gender

******** continues to ****** ******** ***** *** *** ******* ***** ** ****** living **** the virus ** the *** ** 1999 *** in *** were new ********** ******** ****** *** ******** ** ****** *** ***** were ** ******* deaths (including half * ******* children) **** **** ** *** ****** **** ****** than any other ********** ******* ****** ********* TB and ******* It is *** ****** ******* ****** in *** ***** (after ***** ******* ****** and *********** ********* *** *** become *** ****** ******* cause ** ***** ** Africa1Across *** ***** there *** **** * changing ******* ** *********** ********** ***** ***** ** **** ********* **** ************ ** male *********** *** *********** **** ***** but as *** ******** *** ****** ***** *** **** * *********** ***** ******* ************ ************ *** ********** ********* ***** ** females The ******* ***** ** that ******** **** ***** **** men *** *** ***** ** ******** *** the *** ******** of ********* *** ************* ********* *** *** *** ************ *** statistics ** sex-based *********** in infection rates ***** *** profound differences ** *** ********** ****** *** ************ ** ******** ********** ** **** *** ****** ********** differences ** biology ****** behaviour ****** ********* *** pressures ******** ***** and vulnerability3In many ways *** inequity **** women and girls ****** ** * ****** ** ******** serves ** * ********* of their ******* ****** ** ******* and *** discrimination they ********* in all ****** ********* ****** ********* *** ************ is *** these ******* **** HIV/AIDS ** ********** * ************ ***** *** needs ** ** seen in **** ***** ** ** ** ** ** ********* *********** ******** **** only ** ********* **** *** ****** to ******* ****** ******** ** **************** ******** ** crucial ** understanding ******** ************ *** initiating *********** programmes ** ****** Key to this ** ** understanding of the ******** constructed ******* ** *********** ********* **** ******** ********** ********* ** **** ** *** ************ rules ***** *** **** ********* *** ******* social and institutional context Gender analysis ***** *** basis for the ******* ******** to ****** ** environment ** ***** women *** *** *** ******* ********** and **** ******* ********* ****** of *** ****** to achieve gender equality ** *** ******** ** ******** must be ** *** ***** ********* to *** language which is **** ** ************ issues All *** often *** use ** ******** language ************* ** ******** **** ****** ** ****** * specific group ** sex *** **** need ** ** ************* ******** reflected *** ********** ** ******** as * ****** *********** **** ****** ******* ** *** *** ** *** **** ****************** ************ ******** ** ************ the ******** ************ of ******** This ******* attention ** *** ****** ** the ********* ****** ** the infection yet ** is well ********** **** *** ******** ** ***** **** ******** their infection ****** ******* * ********** ************ **** their ******* * **** *********** ************** **** ** ****************** ************ (PTC)’Frequent ********* ** made ** ******* ************ **** *** ** **** ********** *** ********* ********* Thus ********* *** ** **** ** one circumstance *** ***** ** another - * ****** *** **** ******** ******** ** ****** ** **** cases **** *** ******** shifting ** *********** ********* ** ******* ************* *** characterisation of * ********** ******* ******** ***** ** ***** the focus on them ******* *** ******** ********* *** ** **************** and mother *** childScreening *** ******** ** ******** ***** ********* antenatal ******* ** becoming ************ ****** ** **** ** * ***** of ******** *** ******** of *** ******** ********* ****** a ****** ** ******* ***** rights *** ******* **************** screening ** *********** testing ************ ******** ******* ********** ******** counselling providedIf ******* *** provided to ****** ******* ** *********** ********* *** ***** ***** ************** confidentiality of ******* ************* ********* *********** ** offered ** seropositive *********** ********* *************** ***** ** offered for ****** and ***** ** ****** risk ** ******** transmission; *** *** *** ********* ** ********** ********* ************ to *** new-born balanced against *** ******** ******* effects of ******* *** ********* on *** mother ***** may ******* *********** of **** ********* HIV *********** ****** ****** ** given regarding breast ******** ** *** *** **** ** may ****** ** transmission of *** virus; ** the ***** **** ****** ******* may adversely ****** the health of the ****** *** ******* ** ******* **** **************** *** immune ******* ** ********** ****** ***** ************* ******** **** unclean ***** ******* *** ********* ****** the ****** and family (expense ** infant ******* ********* ************** ** HIV-positive)HIV/AIDS *** *********** many ********* **** **** HIV/AIDS ********** ***** ***** ******* ** ******** ************** *** other *********** employees are becoming infected **** *********** ******* on the ****** *** quality ** education ** ******** *** consequences *** *** ******** ************** and ********** ** ********* are expected ** be ******** *** ********** *** *** organisation ** *** ****** will ******* *********** *********** *** ******** ** likely ** ****** *** only ** ****** ** ********* ********* but **** in *********** ********** ** government funding for ********* as ********* ******* and the ****** *** ******** ************ ** ************ ******** and death create ********* ********** *** *** ********* resources4At *** **** **** ******** is **** ******* a *********** ******* ** *** ****** *** ********* *********** there **** ** *** fewer ******** ******* ** ** educated **** was ********** ******** ***** 25 ******* less ** **** countries):Fewer ******** are being **** as ******** infects growing ******* of young ************ children are ********* to school *** as * ****** of: *** ********* at ** ********* ****** ****** ****** *** ********* ** ***************** *********** **** successful immunisation campaigns ** ****** ******** *************** ******** ** ****** *** are ********* ** * result of ******* ***** orphaned ** ****** of ****** ** ******** ****** or ***** ***** relative;Children ********** ***** *** orphans are ******** *** of ******* ** ********** ******* ** **** **** ** **** ****** members or ** ******* their *************** *** ********* evidence ********* **** ******** ** ************ *** ************ *********** **** ******* exist ** *** education ****** ***** ** most ***** ************ ***** ** ***** ****** ** ******* ********* *** ************ women ** their ********** ************* as educators *** administrators ** * result many countries *** ****** ** **** ** meet the internationally agreed ******* *** ****** ******** in ********* *** ********* for allNotwithstanding ***** ************* ********* *** ********* ****** has particularly ********* ***** ** **** ** ********* ******************* ************* effective ****** *** ************ ****** education5aimed at changing ********* ***** **** * ******* ************* ******** ** Health Promoting ***************** the ******** ******** **** the ******** *** *** ******** *** *** excluded **** education that **** *** ***** counselling *** ******* *** **** **** ******* **** ****** that **** ** ******** *** ***** survival; ********* an ******** ****** ** ******** ****** **** *** ****** *** ******** needed ** support ********** ***** ******** *** communities ******* * background ***** ***** *** ********** ***** ******** ********* *** ** the *********** impact ** HIV/AIDSInfluencing social ********* *** cultural ************* by ***** people: ********* the ****** ***** ******** *** the media ********* ***** * ********** ********* part in ******* socialisationIn all ** ***** ***** ****** ** a ******** ****** *** distinctly different approaches *** be ******** ** ******* the ******** ***** ** ***** *** **** and ** ****** them to ***** the beliefs attitudes *** ********** **** will *** **** ********* ***** immediate situation *** ********** ** * ********* ****** ************** that ultimately ******* ****** ********** well ** ****** ******** ** the positive roles **** ******* *** **** in ******* ******** *** ******** ** cope with *** ***** ** ******** ** ** important to ********* **** ******* ** not ****** represent **** environments ************ *** girls A ****** of ******* ** the ****** organisation *** *********** **** ** be ********* ** reduce ********* ********* to and **** school *** ****** ****** *** ************ school ************ **** ***** *** *********** ** ****** ***** ** ******* ** ***** ****** school ***** ** ************ ******** ** *** school ******************* ** ****** relationships ******* ***** and pupils ******* resulting **** ***** ** exploitation ** ** * means of ********* ********* ** ******** ************** attending boarding ******* *** ** ************ vulnerableSchools **** **** ********* ***** to **** ** focal ****** *** *** ********* Teachers ************** ************ *** ********* bodies ***** command a degree ** ******* *** ********* **** *** be **** to ********* ** ********** ********* ****** ***** strategies need to ** ********* **** **** ** ***** ********* and ********** **** ** collaborations **** **** - ********* women’s ************* - and *** ******* ****** to ******** ****** This action can be **** not only ** ******* *** school *** also to ensure **** *********** ** ************ ****** ** *** community *** **** *********** *** ***** ** ********* ************ ************** *** ********** *** ****** ********* solidarity in ********* ******** and ********** *** ************** considerations ***** ** *** ******** ***** ** ********* Evidence ** **** ********* **** in ******* ******** ********* ***** ** *** ********* ***** ******** and staff ** ******** institutions *** ******* ** ***** ** *** *********** *********** **** ********** the **** *** these institutions to be ***** ******* ***** **** *** **** of ******* ** ********* *** spread of ********* *** ************ *** impactTertiary institutions *** ********** ************ **** ** ******* *** ************ responsibility ** *** ** example ** ****** debating *** ****** *** ******* creative ********* ** *** ****** that is ***** by ******** **** ********** one ** the ********* components ** ********** * united *** ********* ******** ** *** ******** pandemic ******* **** **** *** capacity to:introduce strategies ** ******* *** spread of *** ******* ** *** higher ********* ****** *** ******* ****** that in the ********* economies *** ******* ******** ** * *********** ****** ** ******** skilled and ************** qualified young people *** deprived ** future leadersset ********* of **** ******** within society ** * ***** in terms ** **** the ********** of ********* *** *** **** *** ******* ** people ****** **** ************ ********** ** government *** ** *** ********* ** *** *********** of policies ***** are founded on ***** ****** *** ** ********** basis ** ************* and ********** ***** ******* *** whole range of political social ******** ***** and ********** ************ of HIV/AIDSTertiary ********* institutions ********* ************ ************ *** *********** ******** of ******* ********* *** ******** have a primary **** ** ******* strategies ** ******* *** ***** ** those ** their sector who *** *** *** ******** *** *** ***** ****** ** *** ******** ********** **** ***** ****** ** education ********** ******** **** ********* *********** ****** ******** more **** *********** and communication ********** *** **** ****** ** *** *** ** ***** campaigns **** *********** and role ********* ****** ** *** environment in ***** ***** *** ******** **** *** **** ********** when away **** **** ***** ** ** examined *** ******** taken ** ****** ******** ** ********** education ************ have ** ********* ********** role ** **** ** ****** ************* *** ********* *** ******** that ***** *** ******** ****** **** HIV/AIDS ***** *** same rights *** **************** ** *** ***** citizens - ********* their ****** to ****** not ** ******** their ****** ** *************** ** *** ******** ** **** results *** to respect *** ***** state ** ****** *** ****** ************ ******** *** security *** ****** ** all *********** ******* attention **** ** ***** ** ********** a ****** *********** that recognises *** ******* ************* ** ******* ** *** **** for ******* ******** ************ represent ************** ** ******** *** ********* ******** who can act as focal ****** *** ********* into the community * ******* *********** campaigns promoting ********* change *** *********** action ** ******** ********* from ********** and ***** society ***** ************ ********* **** * ******* **** ** **** in ********* ****** ************ *** ************** ** relation to ***** ******** *** ******** by **************** *** youthIn many of *** heavily ******** ********* ***** ****** ********* *** **** ******* ******* ********* of *** ******** infections **** ***** ************ **** ** * substantial factor *** ******* for **** ************* include ******* ******** ** ******* **** of information **** of ******** *** social *********** *** **** ** ************ of ********** ******* *** ** *** **** ******* ************ ** **** countries ** the ***** ** the ******** ******* ** ********** ****** *** ************ health ******** ***** people ***** find ** difficult ** get ******** *** ********* *********** ** ****** ******* **** *** parents ******** ** ****** ************* *** *** ****** to **** on ********** ** ********** *********** *********** ** peer ******** the **** ************* ********** ** ******** ** Kampala a ***** ** ***** ******** from 11 ********* put ******* a ****** ** ***** ********** ***** **** saw ** ********* *** ********* **** action:Youth participation ** ********* ******** ************** ********** *** ******************* ** youth ******** services and ******* ***** young ****** can ****** *********** ******* *** **************** *********** ** giving ****** ************* guidance *** ******* ** youthPromotion ** skills-based ********* about ****************** of ***** *** women ******* ****** ***** and ************ *** ************* *** education ** **** and *** ***** their ********* and ********************** of networks *** ***** ****** ********* ***** ****** **** HIV/AIDS *** ********** ********** ** ***** ****** *** promotion ** ********** ** *********** ********** *** **** *********** *************** by young ****** ********** ***** ***** ****** ********* *** influence ** ************* ***** ** ********** the ******** *** ****** ********* With *** ******** ** *** appropriate gender-based ******** *** *********** to **** of the above ******** areas they provide a ***** ***** for * ************* ******** to combating HIV/AIDSInitiatives **** ** *** ************ Youth ************* ************** *** ******** ********* have ************ **** **** *********** ********* that ** ***** ****** living **** ******** *** have a ***** effectHIV/AIDS *** *** ****** ********* rates ** ********** of ***** ** *** ****** ******* *** generally ***** than for *** ***** **** *** ***** ******* ** subsistence farming ** **** as in their ******** and ************ ***** ******* ****** **** ***** **** ***** *** ******** ** ********** ***** ** the ********* ****** force – ** least *** third ** *** ******* ****** North ****** and ******* Europe In ******** the informal ****** ** * larger ****** ** employment *** ***** **** *** men and ** *************** seropositive often *** a **************** ******** ****** ** women compared **** *** They *** more ****** to **** employment ** the formal ****** (in **** *************** can have ******** ********** ** ********** *** women *** ****** infected) and ** ****** ****** ********* *** expulsion from ***** ***** **** they *** ****** ** ****** *** **** breadwinner due to their ******* becoming ******** ***** lacking ********* and skills *** ** forced into ********* *********** including sex **** that further ******** ***** vulnerabilityPositive ********** ** ****** ***** *** *** affected by ******** ***** ******* *** ************* ** ******** ****** **************** *** micro-credits ** well as ********* ****** ****** *** social welfare ******* mechanismsHIV/AIDS *** ****** servicesIt is now ****** ********** **** ************ ************ ** *** ********* ** women *** *** ******** ****** systems ** *** parts ** the ***** *** **** situation ** ******** in *** specific **** ** HIV/AIDS Examples can be found ** ****** biases in ********* ****** to services *** ********* counselling *** ********** ** *** training ** health ************* *** their ********* ** ********* in *** nature and focus ** ******** into new drugs *** ********** ********* *** greatly **************** *** ** *** ** ******** subjects to ********* *** *************** ******* *** ******** ** drugsRedressing these ****** is not ****** ********* **** **** ********** *** years with ****** ****** ******* ** ******** ** a ******* ** ******** and internal ****** including ********** ********** ************* ******** *********** *** ********* of state support *** *** social sector ** health ******* **** **** previously ******* *** *** *** ***** stretched *** ****** ***** ****** ** *** pandemic the *** ** *** ****** resources ********* ** a ************** and ********* *** requires * ********** *** ************* new ********** **** on *** ******** **** this **** ****** ** the health ****** which ** ********* * ***** ******** about ********** *** ******* *** *********** for * *** ******** built ** ********** of evidence-based ********* *** services *** equality of ********* first **** ***** this road **** ** *** ************* ** senior ****** ******** ******** and ******* ********* to create * ******* and supportive *********** for *** ********* reforms leading ** ****** equality ** *** health ****** Leading ** **** **** **** be ****** ** ****** **** ***** and girls **** ******** ****** to ****** *** ************ health ******** *** **** there ** ******** ** *** ********* ** drugs *** ******** ******** *** ************* ********** *** of ********** ************ *** *** lawIn many ********* ***** experience *********** ************** ** ***** ***** status and treatment ******** with *** **** *** ******* ********** ****** to hold ******* ** ******* ** property ** *********** ** ********** ********* or ** make ********* ***** ******** ** ***** *** ********* of their **************** ** exacerbating *** ************ **** ***** **** **** **** ** ***** ******* ******* ************ *** *** **** ** ********* *** **** ** ******** their ****** to ***** property ********** marital ****** *** ****************** *** ************* ****** is ****** in each country of the ***** ****** ** ***** ** ****** that **** **** **** and ***** ****** compared with *** *** **** *** protection ** *** *** ******* ** ***** *** become infected orphaned ** widowed as * ****** ** ********************* seminars *** workshops are ****** for the legal profession and law *********** ******** ** ****** **** *** legal ********** for ******** *** ***** ************** **** *** need ** ** ******* **** **** **** ******** ******** raised by ******** **** *** ***** ********* ******* ******* ********* ********* others; rights to **************** protection ** ********** ******** benefits *** ******* ************ is ****** ** **** ******** ** *** ****** ** commercial *** ******* *** homosexualsHIV/AIDS ** ********** ** ******** and internal and external displacement ** ****************** ** a number of ********* **** ********** groups ** soldiers **** ************ rates *** times ***** of *** general ********** In **** ******** ***** this ***** ** ** ***** *** rate ** situations ** ******** the ************ ** sexual ******** ** ******** ** ***** *** girls ** ********* not only * criminal *** *** *** **** poses * **** serious threat ** life Moreover even in non-violent ********** *** ***** ************* ****** are deployed **************** *** with ******** *** ** engaged ** ** ***** *** are hungry ************ ** concerned **** *** ******** ** ***** ******** *** ******************** for **************** *** ******** *** soldiers **** ********** ***** *** ************* to ***** **** HIV/AIDS and *********** * ‘culture ** *************** which ******* unprotected *********** **** *** ******* *** **** of ****** ****************** *** *************** ******* ******* for human ****** ** soldiers ******* *********** ** ******** *** enforcement of severe ********* for ******************** ******** ** ****** HIV/AIDS *** Human Rights for *** ******** *** ******** ****** ******** in ************* stabilisation and *** ******** *** ************* ***** *************** working ** these situationsInclude ************ ****** ******** ** ** essential ********* ** humanitarian ********** in situations ** conflict and ********* populations Inserting ****** in *** multi-sectoral ******** ** **************** *** initially **** ** * medical problem However *********** **** *** ******* ******** * **** ******* based ******** ***** beyond ********** models ******** ** the ************* ** ****** ** **** **** recently the ****** ********** *** ***** ******** **** ********* an International *********** ** HIV/AIDS ** ****** *** the World **** has launched *** ******** ** ************ ****** Against HIV/AIDS ** Africa HIV/AIDS *** **** ****** * **** priority ***** for **** ** *** ********* donorsThe ******* ** * ************** *** ******** ******** ** ******** ** ******* ** ******* strategies for ********* *** epidemic:The ************** approach requires **** ******** ******** setting *** ******** **** place ****** *** sectors:All ******* **** ****** ********** ** **** and **** available ********* *** ** integrated response ** *** ************ must ******* ***** ****** each ****** *** its *** ********** **** will contribute ** *** ******** ***** ******* ***** ******** ** *** ******* ************ ** *** ****** of HIV/AIDS *** ****** ** *** ******* ** *** ********* *** ******** *** *** ************ for both *** ****** and *** ********** ********* short-term *** long-term ************* ** ******* its ******* to **** **** *** ****** shortages that **** arise and to ******** *** ******* effects ** **************** **** to be *********** ******* *** ******** ******** *** ** ************* **** UNAIDSIt is ********* ** ******* sectors *** programmes ******* **** ******* *********** environmental degradation ***** ****** *** policy ** *** ***** ***** ********** **** ** **** with issues ******** power imbalances ********** ******** and social marginalisation *********** ** community ********* ************* *** capacity ******** *** *********************** *** ** ********** ********* **** ** a *** ******* ******* which ********* *** ****** essential *** ********** ******** *** ******** ******** can ** ********** ** ***** that ** ********** and ******** ***** ************** ********* *** ******* ** gender ** ******** at ***** stage An ************* of the ****** issues *** dimensions ** ******** **** ** **** ** ******* to *** aspects ** *** ******** ** ********* *** ************ ******* *** to the ******** *** execution ** responses ******* ***** at prevention of ************ ** ********** of the impacts of *** ********* short gender must ** ****************** into the multi-sectoral ******** ** *********** ************ of this ********* *** ******** ******* gender mainstreaming ***** *** ****** in ************ ************* ******** *** ********* ********** to ******* ******* ******* *** ********* ***************** ***** ************ and ************** *********** to action ** ******* gender ********* and ************ of ***** technical and financial resources *** **** ** *** ** which *** be in ***** supply ** ********* ***** they are ****** ************* as ** *** case *** ****** mainstreaming generally the ********* ** a ************ ******** **** the ************** ******** ** ******** ******** a ********** and comprehensive ****** **************** and HIV/AIDS: ***** *** ******** ********* ************* **** agents *** ************* ****** National ********* Machineries can play * number ** *** roles in ********** *** national ******** ** ******** *** ** ************ the ******** ** ************* capacity *** ******** ** ************ ******** for all key professionals and workers: ********* ********** *** ********* ******* ******** training ********* ******** ** ******** *** ********** ** **** *** ********* *** ******************* processes in each ****** **** **** ****** **** ********* planning *** implementation ** rooted ** * ************ ******** **** monitoring *** ********** built *********** ********** *** the ********** analysis and *** of ***************** ************* the **** *** ******* ******* ** ** **** ** protect ***** *** ***** ******* ** *** risk ** ************** that the ***** ***** *** ***** ****** of ***** ******** *** ******** *** ********* *** **** ***** have ****** ** ********* *********** and ******* ** ** equal ******* with menAdvocate for ********* ** ****** ******** ** ** ********* **** ** ********** ************* ********* to HIV/AIDS *** ******* ********* ** ********* **** ***************** *** collection analysis *** use ** ***************** data in *** ******* *** ** *** levelsMonitor the progress ** ******** ** ***** ********* ********* *** specific ****** ** women and ************* *** ******** ****** ********* and ****** awareness *** *** ******** ** *** measures **** **** limit the transmission ** the ***** ********* safe sex (increased *** of **** *** female ******** ******** *** ********** as appropriate *** *** use ** **** ***** ************** **** *** support *** **** ** the ******** Commissions for HIV/AIDS in coordinating *** ***** against *** ******* across all ***************** ******** ********** for gender ******** and ******** through improving the *** ** ***************** **** development ** **************** ********** *** ******** training tools and ********** in local ********************* *** incorporation ** systematic ****** ************* approaches ** *** ******* through *** ********* ** machineries *** processes such ** ****** Management ******* which ensure **** continuing attention ** ***** to ****** issues ** ********** ********