Master's Thesis from the year 2022 in the subject Health - Public Health, , language: English, abstract: The present study explores the health-seeking behavior and use of health care services among male students at the University of KwaZulu-Natal, Howard College campus in South Africa. To gain an understanding of why men underutilize health care services, many researchers have looked at the factors that influence men's health-seeking behaviours. South African men have been neglected in the health-seeking process. The overall objective of this research is to provide insights into factors affecting their utilisation of health care services and men’s healthcareseeking behaviour. The study used a qualitative research technique to better understand the health-seeking behaviour of male students at the University of KwaZulu-Natal, Howard College campus, drawing on 30 in-depth interviews conducted with male students aged 18 and above. There were a variety of health care facilities available to the men. However, men preferred private health care services but were unable to access these services due to their unemployed status. Further, most men reported not seeking medical attention as soon as they felt ill. These results highlight the need for men to have access to health care. To improve men's use of health care services and behavioural healthcare-seeking behaviour, additional healthcare interventions are needed.

Presents a unique approach to HIV prevention at the intersection of sociological and public health research Although the first AIDS cases were attributed to men having sex with men, over 70% of HIV infections worldwide are now estimated to occur through sex between women and men. In Men at Risk, Shari L. Dworkin argues that the centrality of heterosexual relationship dynamics to the transmission of HIV means that both women and men need to be taken into account in gender-specific HIV/AIDS prevention interventions. She looks at the “costs of masculinity” that shape men’s HIV risks, such as their initiation of sex and their increased status from sex with multiple partners. Engaging with the common paradigm in HIV research that portrays only women—and not heterosexually active men—as being “vulnerable” to HIV, Dworkin examines the gaps in public health knowledge that result in substandard treatment for HIV transmission and infection among heterosexual men both domestically and globally. She examines a vast array of structural factors that shape men’s HIV transmission risks and also focuses on a relatively new category of global health programs with men known as “gender-transformative” that seeks to move men in the direction of gender equality in the name of improved health. Dworkin makes suggestions for the next generation of gender-transformative health interventions by calling for masculinities-based and structurally driven HIV prevention programming. Thoroughly researched and theoretically grounded, Men at Risk presents a unique approach to HIV prevention at the intersection of sociological and public health research.

What does it mean to be male in today’s world? This volume interrogates the myriad practices and myth-making that underlie dominant and subordinate constructions of masculinities around the world. Challenging the patriarchal bias that restricts alternative understanding of masculinities, this volume documents and shares evidence, insights and direction on how men and boys can creatively contribute to gender equality in the twenty-first century. The book: highlights the many lives of men and their interactions with socioeconomic and political processes, including the family, fatherhood, migration, development and violence; critiques hegemonic masculinities, and grapples with effective practices that engage men in the empowerment of women; explores how cultures of masculinity can be transformed to promote social justice, conflict-resolution and peace-building within and across nations The book will be indispensable to researchers interested in critical masculinity studies, women’s studies, sociology, social anthropology, law, public policy, political science and international relations. It will also be of great relevance to government officials, NGO activists, and other practitioners concerned with gender, health and development issues.

The abstracts of the XXX International Congress of Psychology (July 2012, Cape Town) are published as a supplement to Volume 47 of the International Journal of Psychology. The published volume includes the abstracts of the invited addresses, symposia, oral and poster presentations, numbering over 5,000 separate contributions and creating an invaluable overview of the discipline of psychological science around the world today.

Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions. The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far. - Focuses on the academic voice in HEI - Presents an authentic message and mode for the new world we live in post COVID - Includes a section on academic predictions for higher education institutions

This revelatory Handbook explores the relationship between religion and health, emphasising the effects of organised religion and spirituality on community, population, and public health. While comprehensively summarising the current state of the field, it focusses on pursuing new pathways vital for human health in a turbulent world.

Sexually Transmitted Diseases—Advances in Research and Application: 2013 Edition is a ScholarlyBrief™ that delivers timely, authoritative, comprehensive, and specialized information about ZZZAdditional Research in a concise format. The editors have built Sexually Transmitted Diseases—Advances in Research and Application: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about ZZZAdditional Research in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Sexually Transmitted Diseases—Advances in Research and Application: 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.

The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived.