Thursday, May 29, 2008

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Introduction
This article covers the basics of Astrology and how they are inter-related. Astrology is defined as 'the art or practice of determining the supposed influences of the planets and their motions on human affairs and human disposition'. From this practice a horoscope can be produced - a diagram (or chart) of the relative positions of planets and signs of the Zodiac at a specific time, usually the time of birth. A forecast can then be produced.

The Zodiac
Western Astrology originated way back, around 500 BC, with a concept called the Zodiac being developed. This comprised of an imaginary sphere surrounding the earth, which followed the path of the Sun through the constellations during the year. The Zodiac was split into twelve sections, each named after the specific constellation noted in that area.

Elements
Many ancient philosophies used a set of classical elements to explain the way nature behaved. Each sign was connected to one of the classical elements (fire, earth, air, or water) and was also related to a region of focus; social, personal or universal.

* Water signs are related to growth processes, identification and emotion. In tandem with the other elements, water feels that fire will make it boil, air will evaporate it, but earth will shape and channel it.

* Fire signs are related to action, passion, and energy. In tandem with the other elements, fire feels that earth will smother it, water will drown it, but air will fan and enliven it.

* Air signs are related to thought, perspective and communication. In tandem with the other elements, air feels that water will obscure it, earth will suffocate it, but fire will inspire and uplift it.

* Earth signs are related to sensation, stability, and practicality. In tandem with the other elements, earth feels that air will dry it, fire will dry it, but water will refresh and nourish it.

Modalities
Each sign is connected to one of three modalities; cardinal (sometimes referred to as movable), fixed, and mutable.

There are four quadrants following the order of the zodiacal signs, with three signs in each. Each quadrant describes a season, beginning with a cardinal sign, continuing to a fixed sign, and ending with a mutable sign.

Modalities and Related Zodiac Signs

  • Mutable signs are related to adaptability, resourcefulness and holism. They are Gemini, Virgo, Sagittarius and Pisces.
  • Fixed signs are related to determination, focus and individuality. They are Taurus, Leo, Scorpio and Aquarius.
  • Cardinal signs are related to creativity and initiation. They are Aries, Cancer, Libra and Capricorn.
Summary of Zodiac Sign Characteristics
  • Aries (cardinal, fire, personal): defensive, energetic, head down, assertive, impulsive.
  • Taurus (fixed, earth, personal): patient, indulgent, resourceful, thorough, devoted.
  • Gemini (mutable, air, personal): quick, logical, inquisitive.
  • Cancer (cardinal, water, personal): clinging, protective, sensitive.
  • Leo (fixed, fire, social): theatrical, generous, proud.
  • Virgo (mutable, earth, social): critically, practical, efficient.
  • Libra (cardinal, air, social): lazy, co-operative, fair.
  • Scorpio (fixed, water, social): anxious, passionate, sensitive.
  • Sagittarius (mutable, fire, universal): careless, free, straightforward.
  • Capricorn (cardinal, earth, universal): suspicious, prudent, cautious.
  • Aquarius (fixed, air, universal): detached, democratic, unconventional.
  • Pisces (mutable, water, universal): distracted, imaginative, sensitive.

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What Are Tarot Cards?
Made up of no less than seventy-eight cards, each deck of Tarot cards are all the same. Tarot cards come in all sizes with all types of artwork on both the front and back - some even make their own Tarot cards. The meaning and the message of each one of those seventy-eight cards, however, always remains the same.

Tarot cards were first used by the Celtic people more than two thousand years ago. Many believe that Tarot cards serve only to tell the future, but this is not true. When used traditionally, Tarot cards speak of the past and present, and are supposed to give clues and ideas about the future that you are potentially heading into.

What's In the Cards?
Tarot cards are made up of four suits - much like any regular deck of cards. In fact, Tarot cards have all the same values as traditional playing cards: ace through king for each suit. Only one extra card is added to the royal family in Tarot cards - the squire, his position is just under that of the knave (also known as the jack).

The suits are as follows: wands, which in general speak of esoteric issues such as spirituality or creativity; swords, which speak of conflicts and tensions; cups (or pentacles), which are always about money; and cups, which deal in relationship matters and love. The other twenty-two cards of the standard Tarot deck are called the Major Arcana cards, and are all very specific. Cards such as the Devil, the Tower, and Death are in the Major Arcana.

How Could a Tarot Card Reading Actually Help Me?
When done traditionally, a Tarot card reading can put everything into perspective in a clear and understandable way. Every Tarot card reading is prefaced by a question, one that you do not have to reveal to your Tarot card reader but that you keep to yourself. Each card will come up in the past, present, or future position and will shed some light on the topic of your question.

Whether or not you believe in spiritual or esoteric things, or even in the art of telling the future, a Tarot card reading can help you better understand your own thoughts. You'll realize potentially dangerous patterns in your life, and get a better understanding of self. Even the question that you ask in your mind can help you understand something about yourself, and in this way a Tarot card reading can truly help you.

Can Anyone Read Tarot Cards, Or Do I Have To Call Someone or Go Online?
Anyone can learn how to read Tarot cards. There are many books available, both in online and physical bookstores that will tell you the meaning and message of each and every card. Every card in Tarot has a card-specific meaning, and a message or warning. The good news is, there's no secret about what these cards mean to convey - so you, too, can learn how to read the Tarot.

Once you know the meaning of the cards (and it's not something you have to memorize; it's perfectly okay to keep notes by you when you try to give yourself a Tarot card reading), you can read the Tarot for yourself or for others. Any book you read about the Tarot will explain the spreads to use - the way to lay the cards out to understand their meaning and placement in the scheme of your question.

An Ancient Mystery
Tarot cards are more ancient than religion. Tarot cards are older than most languages and most writing, and yet they are still around and are still being used today the exact same way they were used thousands of years ago. If Tarot cards didn't help people, why would they still be used and still be so popular?

Thursday, May 22, 2008

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Online education and the challenge of motivation

Getting an online education is both a very thrilling proposition and a challenging one as well. It is quite exciting to learn through a very new and non-traditional form of education and it offers a set of new challenges that would compel individuals to really immerse themselves in what they are doing.

Unfortunately, even with an educational format as new as online education, the same old problems that plague students would usually crop up. The most common difficulty a student encounters is losing the motivation to continue studying. This feeling is further exacerbated by the unique environment that a student must contend with in an online education course. Being alone with no real classmates to act as real-time sounding boards and given the free rein to handle your time it becomes a challenge to really get into the groove of studying. Since online education classes are a new education format, it also does not possess many of the known support systems that we can find inside a traditional school structure. These support systems are what helps keep students motivated. The lack of social interaction can also be a significant contributing factor for online education students easily losing the motivation to study.

Losing motivation is quite difficult because it could become difficult to stay focused on what needs to be done. Losing the impetus to study will make it very difficult to prepare for exams or tests, complete assignments and finish projects. Motivation is what drives a person to study through the boredom, the tedium and the difficulties. Without motivation, the whole purpose of taking online education classes loses meaning. It would be just so easy to quit and stop taking the classes at the risk of losing the tuition paid for the online classes.

For those who may be worried that they may lose their motivation, the good news is that it can be restored or reinforced. Below are some tips given by many education experts as a way of keeping motivated.

* One way to stay motivated is to identify a goal and work towards its attainment. Try to focus on small goals that can be easily fulfilled. You can mark off a calendar with daily and weekly goals that you are required to accomplish. As you fulfill each goal cross it out with a pen. This process helps you build up your pride in your accomplishments.

* Try to talk to other people about what you are learning in your online classes. This process is usually done with your classmates in a traditional school system but because of the nature of online education, you really do not have classmates in the traditional sense. What you can do is talk to family members and friends about what you have learned in your online classes. One other thing you can do is to try to arrange a chat with your instructor so that you can have some time to discuss the subjects and/or curriculum with him.

* Try to be active in forums related to your course or classes. Even though there are no real physical ways of meeting fellow students in an online course most educational institutions that offer online education provide chatrooms or forums where you can chat with other people taking the same courses. These chatrooms or forums provide ample opportunity for different kinds of interactions with fellow students. You can use it to get to know other students personally and if you find one that lives near you, then you can probably arrange to meet with them regularly to discuss your subjects. You can set up online study groups that other students who taking the same course can use.



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You might think you already know everything about search engine optimisation process. Well, think again. Some of the things you know may just be myths. There are several SEO myths that webmasters and search engine optimisers still fail to recognise. What are the SEO myths? Here are the top 25:

1. Search engine optimisation can be performed just by anyone.
2. SEO is only for those websites who sell products online.
3. SEO companies can give their clients a guaranteed top ranking position.
4. SEO gives an overnight result. You can optimise a website today and expect it rank high tomorrow.
5. Build more links irregardless of the quality.
6. It is fine to copy content from other websites and paste it on your own website.
7. There is no need for you to write unique content for your website since you can just syndicate articles from directories.
8. There is no need for further work after you have optimised your website.
9. Search engine ranking is all that matters.
10. The more links the better, quantity matters and not quality.
11. There is no need for a website to be submitted to web directories.
12. A website doesn't need updated content.
13. The search engines won't know if you use black hat SEO techniques.
14. Do it yourself SEO is better than hiring SEO professionals - can be true if you are an expert yourself.
15. Web design doesn't need to be optimised.
16. The navigability of the website has no effect on its search engine ranking.
17. The search engines must be prioritised than the target market.
18. There is no need for testing, once a website is already optimised let it stay that way.
19. Site visitors already know how to browse a website so don't worry about usability.
20. Flash is the best way to present your message.
21. You can write anything that you want in your website content.
22. There is no need for you to add keywords on the website content.
23. Adding more large-file images on the website makes the site more appealing.
24. It doesn't matter if the website is slow to load, after all, there are now more broadband users than dial ups.
25. Why still optimise a website when it can still be indexed by the search engines no matter what?

These are the top 25 search engine optimisation myths that both webmasters and search engine optimiser must be aware of. Some of them seem to be like a fact rather than a myth, so be very careful.

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Adult Learning Disabilities

You have to deal with a number of issues if you have a learning disability, even if that disability was diagnosed in the childhood. The issues will be different and many more in adulthood than they were in your childhood years. Hence you will have to find new ways to cope with these challenges and issues posed by the learning disability.

Most children plan on marrying, having children, and being a productive member of their society. If you have a learning disability, you will have to incorporate it into your life-plan. You will need to learn ways of handling the milestones in your life and still deal with your disability. You can lead a successful life with a little by taking some small steps.

Learning disabilities come in many forms, but usually affect how a person thinks, talks, hears, reads and writes. These problems impact how you process thoughts and perform tasks such as mathematics. Since we use these skills everyday, you will have to find ways of coping with daily tasks.

It can be extremely difficult to be an adult with a learning disability. Other adults expect you to have the same skill sets that they do and may become angry and frustrated when they have to repeatedly explain something to you. They don't realize that you need extra time to make sense of certain things. You may even drop out of classes you're taking because others don't understand your needs. Doing this will most likely jeopardize your career plans.

You need to find the balance between having a disability and changing your goals. You do need to know your limitations but at the same time there is no reason for you not to live a full and happy life. You should be able to enjoy relationships and being a parent, even with your learning disability.

Being a parent with learning disability can be tough and stressing. To reduce the stress of being a disability parent, you can do a number of things like take care of your time and manage it properly.

One of the many tricks that you can implement so that you don't forget important family information is to have a calendar prominently displayed in the kitchen or other room in your home. Keep track of dates and times when you and your children need to be somewhere. This way you have a constant visual reminder to refer to so that you don't miss appointments and pick up times.

Keep your home as organized as possible so that when you need to find something it will be in a permanent location inside your home. This ensures that you don't spend unnecessary time searching for something that you need since this can often lead to your frustration and anger.

Remember that it is very important to remain calm and patient even when things are not going the way you may want them to. Everyone, even those who don't have a learning disability will have moments that are frustrating and trying. Do not blame everything that goes wrong on your learning disability.



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Adult Learning Disabilities

You have to deal with a number of issues if you have a learning disability, even if that disability was diagnosed in the childhood. The issues will be different and many more in adulthood than they were in your childhood years. Hence you will have to find new ways to cope with these challenges and issues posed by the learning disability.

Most children plan on marrying, having children, and being a productive member of their society. If you have a learning disability, you will have to incorporate it into your life-plan. You will need to learn ways of handling the milestones in your life and still deal with your disability. You can lead a successful life with a little by taking some small steps.

Learning disabilities come in many forms, but usually affect how a person thinks, talks, hears, reads and writes. These problems impact how you process thoughts and perform tasks such as mathematics. Since we use these skills everyday, you will have to find ways of coping with daily tasks.

It can be extremely difficult to be an adult with a learning disability. Other adults expect you to have the same skill sets that they do and may become angry and frustrated when they have to repeatedly explain something to you. They don't realize that you need extra time to make sense of certain things. You may even drop out of classes you're taking because others don't understand your needs. Doing this will most likely jeopardize your career plans.

You need to find the balance between having a disability and changing your goals. You do need to know your limitations but at the same time there is no reason for you not to live a full and happy life. You should be able to enjoy relationships and being a parent, even with your learning disability.

Being a parent with learning disability can be tough and stressing. To reduce the stress of being a disability parent, you can do a number of things like take care of your time and manage it properly.

One of the many tricks that you can implement so that you don't forget important family information is to have a calendar prominently displayed in the kitchen or other room in your home. Keep track of dates and times when you and your children need to be somewhere. This way you have a constant visual reminder to refer to so that you don't miss appointments and pick up times.

Keep your home as organized as possible so that when you need to find something it will be in a permanent location inside your home. This ensures that you don't spend unnecessary time searching for something that you need since this can often lead to your frustration and anger.

Remember that it is very important to remain calm and patient even when things are not going the way you may want them to. Everyone, even those who don't have a learning disability will have moments that are frustrating and trying. Do not blame everything that goes wrong on your learning disability.



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eaarnmoneyatnet 126

Adult Learning Disabilities

You have to deal with a number of issues if you have a learning disability, even if that disability was diagnosed in the childhood. The issues will be different and many more in adulthood than they were in your childhood years. Hence you will have to find new ways to cope with these challenges and issues posed by the learning disability.

Most children plan on marrying, having children, and being a productive member of their society. If you have a learning disability, you will have to incorporate it into your life-plan. You will need to learn ways of handling the milestones in your life and still deal with your disability. You can lead a successful life with a little by taking some small steps.

Learning disabilities come in many forms, but usually affect how a person thinks, talks, hears, reads and writes. These problems impact how you process thoughts and perform tasks such as mathematics. Since we use these skills everyday, you will have to find ways of coping with daily tasks.

It can be extremely difficult to be an adult with a learning disability. Other adults expect you to have the same skill sets that they do and may become angry and frustrated when they have to repeatedly explain something to you. They don't realize that you need extra time to make sense of certain things. You may even drop out of classes you're taking because others don't understand your needs. Doing this will most likely jeopardize your career plans.

You need to find the balance between having a disability and changing your goals. You do need to know your limitations but at the same time there is no reason for you not to live a full and happy life. You should be able to enjoy relationships and being a parent, even with your learning disability.

Being a parent with learning disability can be tough and stressing. To reduce the stress of being a disability parent, you can do a number of things like take care of your time and manage it properly.

One of the many tricks that you can implement so that you don't forget important family information is to have a calendar prominently displayed in the kitchen or other room in your home. Keep track of dates and times when you and your children need to be somewhere. This way you have a constant visual reminder to refer to so that you don't miss appointments and pick up times.

Keep your home as organized as possible so that when you need to find something it will be in a permanent location inside your home. This ensures that you don't spend unnecessary time searching for something that you need since this can often lead to your frustration and anger.

Remember that it is very important to remain calm and patient even when things are not going the way you may want them to. Everyone, even those who don't have a learning disability will have moments that are frustrating and trying. Do not blame everything that goes wrong on your learning disability.



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"When Reading is Stupid; the Why, How and What to Do About It"

As we are about to embark on a teaching career we as English teachers need to be aware that our students will not always share the same enthusiasm and passion we have for reading. Jeffrey Wilhelm's article "When Reading is Stupid; the Why, How and What to Do About It" is therefore of particular relevance as it discusses the issue of how teachers can motivate their students to read more.

Wilhelm conducted research surrounding various students and adults' reading experiences, both meaningful and frustrating. After interviewing over five hundred participants Wilhelm confirmed that relevance, competence and agency were the key factors that entice people, especially students, to read. Using these key factors, he devised the notion of "contact zones".

Reading need not be seen merely as homework or a set task, yet so often teachers present reading material in such a way. "Read pages 40 - 70 before next Tuesday" or "Write ten lines describing the themes explored in this novel".

According to the Chief Review Officer for ERO certain students, in particular Pacific Islanders, Maori and another group referred to as 'the tail' are currently unsuccessful within the educational system. They say that the percentage could be as high as 25% . Many leave school without a formal qualification and usually this also means that a number of them will be fairly illiterate. From the time they leave school, these students therefore have a disadvantage in the world as they do not have access to the vast amount of knowledge that can be found within literature. Their knowledge of the world will be limited to their own life experiences and cultural boundaries. Whether these experiences are positive or negative will influence a student's opinion about what they have to read. If the material does not fit their own experiences or culture, they will probably fail to understand the relevance or point of being 'forced' to read it.

According to Wilhelm the key to encouraging the students, in particular those that are having difficulties with reading, is therefore about making connections. Their life experience and culture should be the very foundation from which teachers should be choosing material to read. Wilhelm states that reading should be seen as a choice that is 'personally relevant and socially significant'. Students should therefore, under close guidance, with a clear purpose and carefully explained procedures, be given increased responsibility in what and how they read in order to develop an understanding of themselves and the world outside of their own life and cultural experiences.

Wilhelm suggests that teachers should use the technique of 'contact zones'. This is where each student feels connected to learning the material in some way. They need to be able to see the relevance of committing their own precious time on something they do not necessarily deem important. With the increasing competition of computer games, films, DVDs, music and so much more, ensuring that texts are 'relevant' becomes more important than ever before. As there is so much information and choice available to our students we need to be able to recreate the same amount of choice and connection for them within the classroom, especially when it comes to the context of getting them to read! Reading has to be as exciting as the next episode of the Simpsons or Missy Elliot video or as action charged as winning the first fifteen game.

Over my two-week observation period on placement I noticed the concept of contact zones being put into practice. My year 9 English class had just completed reading the Duncan Stuart's novel Whole of the Moon. The female and male characters in the book are about the same age as the students in the class.

"He's smart, good-looking, rich - he's just won the speed-skating champs and has a terrific girlfriend. Kirk Mead has it all...including cancer. Now he has to tough it out in the biggest battle of his life."

Although The Whole of the Moon is about fictional characters the students were encouraged to close read the novel in such a way as to imagine that they themselves could be one of the Kirk Meads of the world. It turned out that one of the students had actually battled two years of chemotherapy himself. The student was very open about the experience and his perspective on Kirk's story in relation to his own made reading could possibly have made the text more relevant and socially significant for the rest of the class. Discussing common elements about the characters in relation to themselves, such as a love for skateboarding, helped them to connect to the story in a way that recognized its parallels within their own world. An after reading activity encouraged the students to find their own quote from the book which they thought conveyed a theme and were then asked to do a static image. Although this was not linking the story to direct personal experience the students were able to convey visually their own interpretation of the characters of the story. Following that the students were then asked to do a speech as if they were one of the characters that had lost their leg. Becoming the character like this encouraged the students to step outside of their comfort zone and be disabled for a moment. They were able to describe how they felt both physically and psychologically. The students themselves brought up discussions about how the school was equipped for wheelchairs and extra-curricular activities for the disabled.

In comparison my year 13 class had been studying short stories in a way that resonated from my bursary days. They were the same stories and the same themes regurgitated - bullying, relationships, death and so forth. Although wonderful stories, of which I had great pleasure in studying I wonder just how the students see any relevance of the stories other than to learn the quotes and write the essay. In comparison to the Year 9 novel study the short stories required much more in-depth analysis and discussion with little time to find personal connections. Perhaps it may have been useful for the students themselves to vote on their own themes at the beginning of the year and then the teacher to ensure that material studied, including the short stories, incorporated those themes? Short stories written by fellow secondary school students such as 'Surrender' by Maria Belich could possibly be good to use as it may reflect their own personalities and encourages them to see attitudes from a different perspective.

So when faced with the importance of relevance, competence and agency we would need to address the following questions before implementing Wilhelm's 'contact zones' . Firstly we would need to take into the account the nature and personalities of the classroom. What issues interest them? What are their favorite hobbies? Sports? Crafts? Once these have been identified then areas of literature that has relevance can be investigated. Inquiry also need not be fake. A teacher should not be hesitant of leaving it up to the students to find out the answers for themselves. Once students are using their own knowledge to make useful and intelligent connections, they will feel a sense of accomplishment. This sense of achievement and call to action will then lead to increased self esteem and competency in reading. Through making texts accessible to students in a way that is relevant students will understand that knowledge is created and that in all things in life, a position must be taken.

Time is precious in a teenager's world, as it is in ours. Potential topics worth exploring would then need to be around things that would be topical for them. Perhaps for the boys it may be cars, music or girls. Maybe they have a favourite actor or actress? A favourite sport or sportsperson? For the girls it may be fashion and boys. If I look back my interests were probably in the narrow realms of boys, music, theatre and photography. Maybe we could look at the impact of technology or media on our lives utilizing materials such as video games, films, mp3 players which could then be connected to relevant texts or literature. Topics that could be interesting in exploring could be about artificial intelligence or genetically modified foods. In fact one book that has been recommended to me is Daniel Keye's novel 'Flowers for Algernon', about a mentally retarded boy who is used for an experiment where he and a mouse become mentally superior. The book has an opportunity to tackle all sorts of everyday issues such as bullying, the ethics scientific research or the lengths people go to for popularity. The overall theme could be 'acceptance'. By using varying texts such as newspapers, magazines, World Wide Web, radio interviews, video clips and so forth we can explore these issues in depth in relation to how it could affect the students. E.g. the ear grown on the mouse, girls in Asia lengthening their legs or operating on their eyes to become 'more western', recent infant killing milk powder in china. If the literature they read is linked to things that could have potential consequences within their own lives, then the reading will become that much more interesting for them. Another interesting topic could be that of the body beautiful. How women and men are portrayed in the media and within certain literature. Further opportunities could exist to explore eating fads historically and to date, such as the Aitkens diet. The everyday realities can be drawn into classroom teaching and the literature that we expose them to should have similar themes or connections to these realities.


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Prostitution, AIDS, Social Evils, Ho Chi Minh City

Vietnam appears to be on the edge of a devastating AIDS epidemic. The official figure for the number of HIV-positive people, 3,706 (with 148 deaths since the first case was recorded in 1990), is almost certainly underestimated by several orders of magnitude. Aid workers from non-governmental organizations say that estimates by the World Health Organization of 100,000 HIV-positive people in Vietnam are much closer to reality. More ominous are WHO reports that estimate 500,000 people in Vietnam will be HIV positive by 1998 unless massive education efforts slow the epidemic.
Vietnam still has time to prevent becoming another Thailand, with its one million HIV-positive citizens. Vietnam's only hope is through decisive and aggressive action: it must not only educate prostitutes and drug users--traditional sources for AIDS infection-- but must also create massive, active education and outreach programs directed at the mainstream population. The Vietnamese government has decided to fight the epidemic through an extensive if passive AIDS prevention campaign using television and billboards that explain HIV transmission, and by urging morality and monogamy.
The government is also setting up small programs for high-risk groups using the "harm-reduction" model of AIDS education, a hands-on method that uses outreach workers. Harm-reduction education teaches sex workers to use condoms and to avoid high-risk sexual activity. Intravenous drug users are also taught to use clean hypodermic needles and not to share injection paraphernalia with other users. Government AIDS policy also focuses on educating government employees like police officers and medical workers about HIV transmission. There is some education in the schools, but it is only on HIV and AIDS transmission; no sex education courses exist. Moreover, there are no special hospitals for AIDS patients. In the destitute Vietnamese medical system, where a patient's family must go to the black market to buy medicine, the AIDS drug AZT is given only to pregnant women.
In Ho Chi Minh City (formerly Saigon), the government and Save the Children both run similar programs using peer outreach workers, employing former sex workers to teach safe sex to prostitutes, and using former intravenous drug users to educate present drug users on how to avoid AIDS. Although the programs have the same goal--to stop the spread of HIV and AIDS--the way that they are run says a lot about the attitudes toward the sex workers and drug users whom they attempt to help.
The Vietnamese government has set up pilot syringe-exchange programs in Hanoi and Ho Chi Minh City. Save the Children has created pilot AIDS education and outreach programs with the hope that locally supported versions will eventually be run in other provinces in Vietnam. The government is now hopeful that more nongovernmental organizations will come into Vietnam to set up more projects.
Ho Chi Minh City is the epicenter of Vietnam's AIDS epidemic, with half the reported HIV cases coming from the city. Police figures estimate 33,000 prostitutes and 150 brothels there, though these figures are at least three years old. An estimated 10,000 IV drug users and 30,000 children live alone or with their families in the streets. In the past five years, more than a million people have come to Ho Chi Minh City to try to escape the crippling poverty of the countryside. Some women from the provinces inevitably wind up working as prostitutes.
Dr. Thue Vinh is a member of the District One AIDS Committee in Ho Chi Minh City. "When we first set the program up, in 1993, we had some resistance from the police officials. They did not understand why we gave condoms to sex workers; they said we were helping them to be prostitutes," Vinh explained. Attitudes are better, according to Vinh, because of the massive government AIDS education campaign. Among the general population, the knowledge about HIV transmission is high.
But the government campaign has some big holes. "We have classes in the schools on how HIV is transmitted," said Vinh, "but no sex education programs." Efforts to reach prostitutes who work in hotels are hampered by the hotels' refusal to accept free government condoms. Accepting the free condoms, the hotel managers reason, is the equivalent of pleading guilty to charges of promoting prostitution. They fear the police will shut them down.
Last February the AIDS committee also restarted their needle exchange, shut down two years ago because of conflicts with the police. The exchange has 87 clients out of the 500 users in the district. Estimates for IV drug users are bleak--the HIV infection rate may be as high as 80 percent. According to Aaron Peak, an American AIDS policy consultant in Vietnam, the addicts of Ho Chi Minh City frequent "shooting galleries," where they buy the opium they shoot and where one person injects all the clients, often with the same needle.
The District One Women's Union runs the government's peer outreach program to sex workers. At a recent meeting, eight former sex workers were gathered around a long table. The meeting was led by Hoa Hong, a Women's Union official who has never worked as a prostitute, and the mood was very serious. Hong asked each woman to make a report. Several women said the new law against social evils, known as Local Law 87, has forced prostitutes off the street because it is easier for the police to arrest them for vagrancy. Many of the sex workers now work inside, and some have resorted to having an accomplice drive them around on a scooter, allowing for quicker propositions with less danger of being arrested. Local Law 87, which cracks down on gambling, prostitution, and drug use, was passed last winter to appease Communist Party hard-liners in preparation for June's Party conference. It has put a damper on safe-sex education and condom distribution.
At Save the Children, the atmosphere was much more relaxed. The offices were in a large house and the sex workers' meeting was held on the floor, with the half-dozen women volunteers, all present and former sex workers, sitting and discussing their work while exchanging lively banter.
Truong is a former sex worker and staff member. Although more than 100,000 Saigon bar girls and prostitutes were sent to communist "reeducation" camps in 1975, that's when Truong's career as a sex worker started. Her father, who had worked with Americans in Vietnam, was sent to a reeducation camp where he spent 11 years. To support her mother and brother, Truong sold her virginity at the age of 21 and spent 16 years as a prostitute. She stopped after she was recruited to do outreach for Save The Children four years ago.
"I'd say about 70 percent of the commercial sex workers start because of poverty," Truong said. "Most come from the provinces and are very poor; they have a low education level and no stable job. The Women's Union hates commercial sex workers. They don't try to determine the reasons why women sell themselves. They just say it is a social evil without knowing the reasons why."
Harm-reduction education has to be done without moral judgment, to actively address the needs of high-risk groups while appealing to their ability to take care of themselves. This flies in the face of abstinence models of HIV-prevention: don't have sex until you are married, don't have sex outside of marriage, don't do drugs ever.
Harm reduction is still controversial in the United States because it involves teaching members of groups at high risk for HIV infection how to protect themselves from AIDS, and to prevent those who are already infected from spreading the disease. Giving out needles and condoms acknowledges that drug addicts and prostitutes exist and are a part of society in Vietnam (as well as in just about every country); they cannot be simply disposed of by arresting them and sending them off to prison or reeducation camps.
Most AIDS education outreach efforts in Ho Chi Minh City are directed at high-risk populations. Besides drug users and sex workers, Save the Children also has projects doing HIV-prevention work with street children and gay men. In Vietnam, homosexuality is illegal.
Vietnam should be aware that the country has already entered a crisis. To slow the spread of HIV, the Vietnamese government should not merely wait for increased spending on the part of nongovernment organizations; it should itself increase spending on HIV prevention. For example, with new joint ventures between the government and foreign corporations being formed every week, the government could impose a small corporate tax to pay for increased AIDS spending.
The Save the Children program is small, with a staff of just 24 in addition to its 50 outreach workers, but it is vital. By approaching the sex workers with respect, they gain their confidence and give them tools with which to protect themselves. Though some sex workers still have unprotected sex despite knowing about AIDS, the outreach workers have changed attitudes, raised self-esteem, and helped sex workers convince their clients to use condoms.
As a first step, the Vietnamese government should expand the education and outreach toward high-risk populations. For example, the needle-exchange program in Ho Chi Minh City should be expanded to include all addicts interested, not just the five percent now involved. These education and outreach programs should also be set up on a smaller scale in the capital of each province: as affluence spreads through the country, attendant social problems such as prostitution will also become an issue in the smaller cities and town.
The European nongovernmental organization Medicins Du Monde has set up a "Condom Coffee Shop" in the city's youth center to educate young people about HIV and AIDS. "We are targeting the heterosexual population with education, trying to get to them before HIV spreads even further to the general population," said Martine David, the 23-year-old Canadian who runs the program. The coffee shop is staffed with young volunteers trained to discuss HIV and AIDS prevention with their teenage and young adult clientele. They stage puppet shows and dramas that address HIV and AIDS and distribute free condoms with names like Trust and OK. David said they hope to start inviting high school classes to the coffee shop. "There is no condom education in the schools," she said. "Mainly, the teachers are too shy."
"The government does a good job on AIDS education with TV and radio, but the attitudes don't change," said David. "People tell me 'I go out with good girls,' or 'I'm a university student.' They see AIDS as a problem for prostitutes and drug users."
Programs like the Condom Coffee Shop, though minuscule, are effective because they appeal to people's intelligence, as well as to their fear of AIDS. Programs like these need to be expanded and set up in different areas of Vietnamese society, such as bars catering to businessmen or farmers.
Government billboards and television announcements that warn of the risks of HIV and AIDS are necessary, but this passive form of education is not as effective as the more active, individual education that changes attitudes. In Ho Chi Minh City, a married man who has unprotected sex with a prostitute may read a billboard on his way home urging him to be faithful to his wife to avoid AIDS. But it is only by changing sexual practices and ways of drug use that AIDS in Vietnam will be curtailed.
While the first part of Vietnam's AIDS strategy should address high-risk populations, the second phase should deal with mainstream society. A comprehensive sex education program should be set up for high school and university students. If the teachers are too shy to teach it, specially trained instructors should be used. Outreach programs promoting discussions of safe sex should then be developed and used with groups such as labor unions and other professional bodies.
It is essential that the control of these programs not be limited to "official mass organizations" such as the Women's Unions and the Youth Union. There must be mass participation on a local level to promote active education, not just the passive education from billboards and television. It is as necessary to reach the farmer in the countryside with AIDS education as it is to reach the doctor or government clerk in the city.
Although cultural practices that prevent the candid discussion of sex and AIDS remain strong in Vietnam, it is necessary to try to change these traditions; it's also best if these changes are done by the Vietnamese themselves and not by foreign nongovernmental organizations. Unfortunately for Vietnam, HIV and AIDS do not respect cultural traditions.


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Irish and Living with AIDS in New York

“I found out I had AIDS in 1994 when I took the blood test for the Morrison visa in Galway,” said Tomais O Saoire, a 31-year-old Irish house painter living in New York. “I felt that the ground had opened up and swallowed me whole. Everything I had worked for had been destroyed.”
Devastated and barred from returning to the United States, O Saoire snuck back into New York and started a two-year downward spiral of hard-drinking and two suicide attempts, with a seeming death sentence hanging over his head and all dreams of a legal status being crushed. But now with new medicines giving him hope for a long future, O Saoire has thrown himself into AIDS activism, co-founding a group called Irish AIDS Outreach to combat the still-pervasive ignorance in New York’s Irish community about AIDS. In a West Village cafe in Manhattan, O Saoire told his story.
“I come from a Galway farming family, one of nine children,” he said. “My parents were religious, but we still had our freedom.” After finishing high school in 1982, O Saoire traveled around Ireland and Europe. He started his sexual involvement with men after he began work as a painter. “In the 1980s, when I became sexually active, there was no knowledge in Ireland about HIV. There were loads of gay people, but people were still scared of opening up a gay bar or club. There was no protection, no idea of safe sex.”
In 1989, looking for a place to fit in, O Saoire moved to the United States illegally, settling in the Bronx. “Through word of mouth, I found work painting, doing fine finishes and trompe l’oeil work for businesses,” he said.
New York had been one of the world epicenters for the AIDS epidemic for about nine years when O Saoire moved to New York. “There was no education about the AIDS in the New York Irish community then and there still isn’t,” he said. He was still dating women as well as men when he moved to New York, but he eventually lived with a series of men.
In late 1993, while many of his friends had been called back to Ireland for their Morrison interviews, O Saoire was tense that he wasn’t going to get his visa. “When I finally received my notice, I celebrated for weeks on end.”
Back in Ireland that March, O Saoire found himself waiting in a clinic at the University College Galway for the results of his visa medical exam. “The doctor told me to sit down. I thought to myself, ‘Ah geez, I’ve got TB,’” the other medical reason for being rejected for a green card. The doctor told O Saoire that not only was he HIV-positive, but he had full-blown AIDS.
In a state of shock, O Saoire went to the U.S. Embassy in Dublin for his Morrison interview. “There were 300 people waiting, and they kept seven of us waiting for five hours while the rest of the people were processed. Several of the other people in this group were crying. I’m sure some others were in my position.
“When I went into the interview, the woman said, ‘I’m sorry, you’ve been refused [the visa] because you are IV-positive,’ meaning that I couldn’t return to the U.S.
O Saoire asked the embassy official about the fact he had a job, his possessions and his life in New York to go back to. “I’m sorry, there is nothing I can do,” she said.
Back in Galway, a devastated O Saoire told his parents that he was HIV- positive. “They stuck by me. My father insisted that it was not the end for me.”
A friend referred O Saoire to an Irish head nurse named Seamus working at an AIDS facility in London. “Seamus demanded that I come over and he took care of me, running a battery of tests. I took the blood test four more times, not believing I had AIDS. I thought I was going to be dead in six months time.”
Knowing he was going to be excluded from the United States, O Saoire flew to Toronto, Canada, and called some friends in the Bronx. The friends told him to go to Niagara Falls and rent a hotel room. In less than 12 hours, his friend Mary and her husband John picked him up.
“Through a hard rain wedrove across Canada to a place near Detroit. John dropped me off near two train tunnels and handed me a torch. He told me it was a two-mile walk through the abandoned tunnel along the train tracks to the United States.
“The tunnel was dark and filthy. Halfway through, a train came by in the tunnel next to me, filling my tunnel with diesel fumes. Though I was terrified, I remember laughing to myself that the headlines would read, ‘Irishman Found Smothered to Death Coming Back to America.’”
O Saoire, however, survived. “I came out into an old trainyard. My jacket was ripped and I was shaking, but I knelt down and said three prayers for my safe return. I waited in the rain with some homeless people, giving out my cigarettes, until my friends picked me up. I noticed the American flag was a half mast. I found out later Richard Nixon had died on that day.”
Back in New York, O Saoire’s life fell apart. “The next two years were mental hell,” he said. “I fell into a deep depression. I hit the bars and developed a heavy drinking problem.”
The irony of O Saoire being infected in New York in the early 1990s in that by then, the larger gay community in New York had made tremendous strides in AIDS prevention. Back home in Ireland, groups like the Dublin AIDS Alliance were forming to spread information about HIV and AIDS. The New York Irish immigrant community had seemingly been overlooked by these advances. “There is a lack of education in the Irish community about AIDS,” said O Saoire. “There has to be a rude awakening.”
O Saoire was terrified of being discovered as an illegal immigrant if he went to seek proper medical care. A friend, however, fixed up O Saoire with a false name and social security number, which allowed him to enter the U.S. government program that provides medication to people with HIV and AIDS.
In November 1994, O Saoire tried to kill himself. “I took 100 tablets of AZT [an AIDS medication] and whiskey. I called my friends and told them I’d had enough and good-bye. One of my friends who had my keys got into my house, pulled me out of bed and ran me around the apartment. At the hospital, they forced me to drink gallons of charcoal.” O Saoire allowed himself to be put under psychiatric observation for two weeks. “When I got out, my father and brother came over from Galway. It was their first time to the United States, so I insisted that we go sightseeing.”
Life improved for O Saoire until January 1996, when his friend Hessie was killed by a police officer in the Bronx. “Hessie had been there for me when I was in the hospital. He’d told me at the time, ‘Tommy, there is no need to hurt yourself. There are many people who care for you and their hearts are ripped to pieces by what you do to yourself.’”
O Saoire dove back into the alcohol and started smoking cigarettes and marijuana. He tried to kill himself again, swallowing twice as many pills as the first suicide attempt. Saving his life wasn’t so easy this time. “I was really sorry about what they put me through that time -- they pumped me out.”
O Saoire found the right psychiatric help and was put on the anti-depressant Prozac for a few months. He also joined an HIV support group named Body Positive. “My group is all gay, composed of decorators, architects and news reporters. Many of them are long-term survivors -- some have had HIV for the past 10 years.”
Medical advances against HIV also boosted O Saoire’s morale. Though he has never suffered any of the destructive opportunistic infections common with AIDS, he is taking the new protease inhibitors, which have knocked the presence of HIV in O Saoire’s blood down to undetectable levels. The drug therapy costs roughly $15,000 a year, but is paid for by the U.S. government. “For the Irish who have HIV, I urge them to stay in New York and not to go home,” he said. “This is the place where all the medical advances are.”
Optimism abounds in the American press over the new AIDS drugs. AIDS is not seen as a death sentence anymore, for those who can afford the new drugs. In fact, O Saoire’s own HIV support group has moved from weekly to monthly meetings because the members need less emotional support and want to get on with their own lives. Only time and medical results will tell if the rosy outlook is accurate.
O Saoire got involved with AIDS activism when he heard that Brendan Fay, an Irish gay activist from Drogheda, was setting up an AIDS group in the Irish community in New York. Fay was one of the founders of the Irish Lesbian and Gay Organization, a group that has tried to march in New York’s St. Patrick’s Day Parade since 1991, but has been excluded by the Ancient Order of Hibernians who run the parade. After Fay received publicity for his involvement with ILGO, he was fired from his job as a Catholic school teacher.
“I know of dozens of Irish and the children of Irish immigrants who have died of or are living with AIDS,” said Fay. “We are getting together so that people living with AIDS do not have to live in isolation.
“It is not just a gay problem,” said Fay. “We have young Irish immigrants going into the bars and taking off their wedding rings. We also want to deal with women and children living with AIDS. Our goal is to give people the information they need to live happy and healthy lives in New York.”
Founded in September, Irish AIDS Outreach [IAO] now has 14 members. The group is composed of Irish and Irish-American men and women living with AIDS, social workers and several relatives of Irish who’ve died of AIDS. “We’ve set up a phone line and I am getting referrals about young Irish who are HIV-positive with no support, “ said O Saoire. “I tell them, for God’s sake, we are here for you.”
Irish AIDS Outreach has set up a men’s and a women’s support group. The group also plans to coordinate HIV education campaigns and the organize volunteers to help people living with AIDS, and will take part in events around World AIDS Day on December 1st. IAO has planned a community meeting entitled “Stories of Hope in the Time of AIDS” for December 5th at Flannery’s, a West Village bar. “It will be a relaxed environment, with tea and scones, and pints,” said Fay.
Fay said that though he has received a lot of verbal support for the new AIDS group, representatives from the Irish immigration organizations and church groups have yet to attend IAO meetings. One notable exception is Sister Edna McNicholas, an Irish-born nun who works with at-risk teenagers in the Bronx. “One of the Irish immigration leaders said that AIDS is not an immigration issue,” said Fay. “What about Irish immigrants being barred from the U.S. because they are HIV-positive?”
Recently up in the Bronx on Bainbridge Avenue, O Saoire went to the bar D.O’D.s, to speak with the owner Regina and to put up posters for Irish AIDS Outreach. Regina is from Cavan and has known O Saoire since he came to New York. “When I saw him after he came back from Ireland, he was very pale and had lost a lot of weight. I didn’t have to be told it was HIV. I kinda knew,” said Regina. “But he has friends here who don’t care if he is HIV-positive, if he’s gay.”
Regina said that many of her customers still scoff at the AIDS issue. “Men come into the bar, construction workers, and they think AIDS is a big joke,” she said. While Regina is talking, simultaneously serving the lunchtime crowd and dodging beer salesmen, an older customer reads the Irish AIDS Outreach poster on the wall. He makes an obscene comment and sits down at the bar.
To gain more medical benefits, O Saoire has taken part in the voluntary departure program of the U.S. Immigration and Naturalization Service, where he is supposed to permanently return to Ireland next year. He plans, however, to stay in New York.
O Saoire is still upbeat about his future. He wants to take his new boyfriend Des back to Ireland for his brother’s wedding in the near future. “My parents don’t know that I’m gay yet,” he chuckled. “Though after what I’ve been through the past two years, I am not afraid of anything.”


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Powers of Examples; An Interview with Pearl Johnson

In the morning of our interview, Pearl Johnson canceled on me because of a family emergency of the best kind. "I can't meet you today," she said. "My daughter is going into labor right now." So, early last month, Johnson's third grandson entered this world crying and healthy. "The baby smelled sweet," she said.
"I'm blind, so I had to feel his features. He was strong and not as tiny as my first grandson. "When I first tested positive," said Johnson, "there was not a lot of hope. I didn't think I'd see my kids get old enough to have their own kids. Now I hope to see my grandchildren grow up."
Johnson, 41, has moved on from her brutal experiences as a battered spouse, has battled substance abuse and has weathered an HIV diagnosis. She has changed her life on her own terms and is beginning work as a peer counselor, hoping to educate adolescents in AIDS prevention.
In Johnson's comfortable apartment in Canarsie, the walls are covered with pictures of her eldest grandson Yakim, who lives there with his mother. "He's the man of the house, all bubbly," she said with a chuckle, flashing a bright smile.
Johnson grew up in Greenpoint and raised her two daughters. "I was in an abusive marriage," she said. "It was a blow from my husband that cost me my eyesight." She was completely blind by the time she was 26. In 1992, after years of drug use, Johnson tested positive at a methadone clinic. "At the time, I felt it was a death sentence. The post-test counselor told me I had maybe two years to live." It is now five years later, and Johnson has much more hope.
"What saved me was that I'd started seeking recovery through a 12-step program. Before I'd tested, I heard people share about being HIV-positive. After my diagnosis, I continued with the program, and that helped me." Johnson started using Body Positive for its support groups. "I still use Body Positive for its socials." Now she attends a support group sponsored by the People With AIDS Coalition (PWAC) called Sister To Sister. "We are women of color living with HIV," she said. Johnson also acts as a facilitator of another Sister To Sister group, which meets in East New York.
Johnson volunteers four hours a week at the PWAC hotline. "We get a lot of people calling about their family members and also adolescents calling for information on HIV. Many people also want information on the new drugs - the protease inhibitors. Everybody wants the cure and they get their hopes up."
Johnson noted that now the doctors are giving people the drug cocktails when they first test positive. "After they start taking the medications, they call us up with questions. People learn that they have time and can make choices. Working on the hotline is rewarding, but can sometimes be stressful. We get people who call from other states, from out in 'the sticks,' where they don't know the services available to them, or there are no services at all. Sometimes, [the hotline] is all they have."
As a visually impaired person with HIV, Johnson noted that there is a shortage of up-to-date recorded materials about AIDS. She receives the newest information from friends at the various AIDS groups. After her diagnosis, Johnson made major changes in her personal life. "Before, I did not handle anything well. I now live life to the fullest. I changed how I handle my anger. I stopped smoking, got into therapy, and learned how to get support from my friends." Johnson found that at the time she had to break up with a lover who refused to change some dangerous practices in his own life.
When Johnson is not volunteering, her hobbies are many and varied. "I love going to plays and movies, and going dancing and swimming. Like a kid, I still love jumping rope and going on rides, like the Cyclone at Coney Island."
This month, Johnson starts a new job as a peer counselor teaching safe sex and AIDS prevention for the Brooklyn Project of Hope, which will work in shelters, drug programs, and homes for pregnant teens. "I am scared and excited," admitted Johnson. "It is a new program, so our ideas are being accepted and put into the program. My hopes are to reach more young people, adolescents, and people who have not tested yet. I want to do prevention before people test positive."

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A Support Group Thrives in Brooklyn

"If I wasn't in the group, I would be having fights on the street," said Lydia, a fresh-faced 12-year-old who belongs to Project Hope, a Brooklyn support group for teenagers whose parents have HIV. "I was getting arrested all the time. People would step up to me and I would have to fight."
Project Hope is part of the supportive counseling services of the Special Treatment and Research [STAR] Program, an HIV clinical and research project run out of the State University of New York at Downstate in Flatbush. The program runs 10 support groups, serving 250 Brooklyn residents living with HIV, as well as adolescents who have family members with HIV. These HIV support groups are the main source of HIV groups in north and central Brooklyn, including East New York, Bushwick and Brownsville.
The support groups have been funded by federal Ryan White Title I monies totaling $240,000 a year for the past eight years. Along with 24 other Brooklyn AIDS projects, the project was told in November that they would not be refunded, effectively shutting down all 10 support groups.
The prospect of the groups being shut down was a shock to its members. Clients signed petitions in support of the program, wrote their local politicians and spoke at hearings on Ryan White funding. The threats to end the funding brought the group members face to face with what their support groups meant to them, as well as the value of their fellow members in their newly formed communities.
Fortunately, an additional $5 million in Ryan White Title I funds were found in late January. Out of this money, Project Hope and the Brooklyn Group Support Project, the adult support program, were refunded. Though the crisis has passed, the men, women and teenagers who make up the program had a lot to say about their support groups. This is their story.
"When I found out I had HIV 18 months ago, I thought I was going to die soon, I thought I should take a lot of drugs and call it a day," said Altamease Whetstone, a plain-spoken woman in her 40s. "This group is my home away form home. We can talk about stress and depression. We love our group - it is a safe haven."
In a roundtable discussion in a nondescript conference room at SUNY Downstate, Altamease and four other members of the Tuesday co-ed support group bared their feelings. In turns serious and humorous, the members explained how they survive HIV and gain strength from each other.
"I look to the future positively after being in this group," said Simon, a former property manager of Indian descent. Simon tested positive in July 1996, and lost his lover of 10 years several months later. "If I wasn't here, I'd be staring at two walls in my apartment," he said with a faint smile.
"I was very naive when I found out I had HIV in 1991," said Gracie. "I was visiting my boyfriend in the hospital, he had TB. Somebody said to me, 'You know, this is an AIDS ward.' I never went back.
"When I was diagnosed, I was still getting high," said Gracie. "Now I don't drink, I don't get high. Here I can express my feelings. Nobody in my family has HIV."
"My five brothers died of AIDS," said Altamease matter-of-factly. With horrifying effect, her brothers all died in the early 1990s.
"I distrusted people," said Sidney, a quiet man with a dry wit, after he found out his status. Sidney said that a deacon in his church was jealous ofthe fact Sidney could speak in tongues, so he told other parishioners that Sidney had HIV.
"I agreed to come to group," said Sidney, "and I get to know a bit about each person. I still don't talk that much in group, but I've been sober for four months now."

Railing against HIV Stereotypes

Sidney railed against the stereotypes that people with HIV come in contact with everyday. "I eat at my family's house and I wash my own dishes. Then they wash them over again. It hurts when your own mother does that." Sidney said that he was able to bring that pain to group, discuss it, then resolve the issue with his family. "It is sort of like Narcotics Anonymous," referring to the 12-step program, "but it is our own group."
"I haven't disclosed to my family yet," said Nefertiti, a young woman who wore a stylish hat and kept her sunglasses on indoors. A four-year veteran of the group, Nefertiti didn't say much, but kept a watchful eye on the conversation.
Very often, the group's collective wisdom about living with HIV and dealing with the social service bureaucracy is priceless. "The people in this group gave me good information on housing," said Gracie, who is presently staying at a women's shelter while she looks for permanent place to live. Recently, one advocacy group was offering apartments. "The members told me that I had to show up at 7 a.m. and that only 13 people were taken a day," she said. They gave me the information that I needed."
"Margo and Cathy are good for information too," said Altamease of the two staff members who run the group. "If they don't know something, they will find it and relay the information. Many people don't take the time to do that."
"You know, it's not all problems," said Simon. "We have fun here, too." Simon recounted how he didn't know what common gynecological problem, pelvic inflammatory disease [P.I.D.], was, and how with much humor the group educated him.

Honorary Cross-Dressing Man

Margo St. John, a facilitator for the group, also is the target of barbs. "I run both the men's and the women's groups," she said. "The men accept me, but they tell me that I am an 'honorary cross-dressing man.'" The members broke out laughing at Margo's comment.
The group also addresses issues like sexuality. "At first, I was not comfortable coming out as a gay man to the other members," said Simon. "Now I feel accepted sexually."
"In the group, everybody respects each other," said Gracie. "I learned about gays from Simon and I am more tolerant, and Simon accepts me as a female."
At one point, Altamease addressed her old heroin habit. "I'd made myself a pin cushion long enough, so I went on methadone maintenance." Several years ago, she kicked her heroin habit and kicked out her drug-using boyfriend when he wouldn't quit.
"I look at the world differently now... I want to do something constructive." Old associates still invite Altamease to get high, but she has no time for them. "I spend time watching my grandchildren...I've got 15 of them and I love them all. I don't consider myself sick," she said of her HIV. "Sick is lying in a hospital bed."
"A lot of people here would have problems going to support groups in Manhattan," said Sidney, of the possibility that the group was going to be shut down. "There are mothers and grandmothers here that have to pick up kids. There are sick people who can't handle the stress of the trains."
For Sidney, the sheer size of other support groups was a turn off. "I went to this one group, you see. They said to me, 'Hey, sit over here.' We were in a circle of 200 people."
"For me with a new group, I would have to start all over," said Sidney. "I don't think I would open up again. I think that if our group shut down, some members would start getting high again." Many of the adults in the support groups have battled drug and alcohol addiction.

"Only Crazy People Need Therapists"

Margo is also the assistant coordinator of the adult support programs. She said that when the groups seemed doomed in the fall, she scrambled to make a list of alternative programs for people with HIV in Brooklyn and Manhattan. Margo found that most other support groups were connected to a larger program or were for very specific populations.
"At other groups, there services are often linked -- you might have to see the program's therapist. Our program is just group support -- you don't have to commit to a clinic or to other parts of a program."
In the list of other programs that Margo compiled, there are specific HIV support groups for gays and lesbians, ex-offenders and Latinos. Very few support groups seemed to meet the broader needs of the Brooklyn African Americans and West Indians that make up the STAR Program.
Margo, a native of Grenada, has noticed that there are some cultural differences in the way West Indians and African Americans address their HIV status. "I find West Indians to be more trusting and there is more shame when it comes to looking for help -- they think they are begging. They tend not to seek proper services because they think they are not entitled." West Indians also have problems with therapy and counseling. "The idea is that only a crazy person would see a therapist.
"There is a lot of shame --West Indians tend not to tell there family members. HIV is a total secret. Their main release becomes the group."
Amanda is from a small African country that has been torn apart by civil war. She showed up at the office with her two-year-old son in tow. She handed him an apple and sat down to be interviewed. The boy was beautiful, with shining brown eyes and a winning smile that he has gotten from his mother. Amanda and her boy were dressed in their Sunday best.
"I've been in the women's group for two years," she said. "It really keeps me going on with my life. I know I am not alone."

Fighting Isolation and Finding Strength

Amanda came to the United States four years ago with her year-old first child to be with her husband, who is from the same country. She found out then she was HIV positive. Her life is made very difficult by constant strife with her husband. Amanda is isolated outside the group because she has no family here and there very few people from her home country in Brooklyn.
"I've been admitted to the hospital twice. Both times I had nothing, but people from my group came with necessities like underwear and a toothbrush," said Amanda.
"Mom!" said her son suddenly. He handed her the apple, she turned it over and he started chewing on the other side. "In my group," said Amanda, briefly showing her brilliant smile, "sometimes we are happy and sometimes we are crying. Other times everyone is confused if someone is in pain.
"When you sit in the house with nothing to do, you don't know where you are going. When you go back to group, it makes you feel strong."
By going to the group in the hospital, Amanda has been able to coordinate medical visits there as well. In the support program, she has also discussed her options of who will care for her two children if she can't.
"I don't feel comfortable in Brooklyn," she said. "I feel most comfortable in the Star Program and at this hospital."
Sheila Crandles is the social worker who supervises both the adult and adolescent support group programs that are under the STAR Project. "The support groups started in 1988, with a group for the caregivers of children with HIV," said Crandles. More groups were added as needed, including two groups in Creole, men's and women's groups, a co-ed group and Project Hope, the program for teenagers.
"The best thing about the group being refunded was that the members helped do it themselves -- they traveled long distances to hearings in Harlem, the wrote letters," said Crandles. The loobying of wo Brooklyn politicians -- Congressman Ed Townes and State Assemblyman Vito Lopez - were essential in restoring funding to the support groups.
Project Hope consists of three different afternoon programs-Teen Talk, Art Therapy and the Homework Group and has core group of 12 adolescent members. "We meet in the student lounge of the [ Downstate] medical school, so there is no stigma on the kids," said Marianne Gunther, a licensed art therapist and the program coordinator of Project Hope.
"Art therapy provides the kids with another medium to express their emotions," she said.
Recently, using shadow puppet techniques, the kids in art therapy made a video, a kind of "Star Wars" tale, where a young man was fighting evil. "In the end, it turns out that the boy's mother is sick," said Marianne.
The Homework Program consists of help with homework and games for kids nine to 17. "We do some homework, if we are lucky," chuckled Marianne.

Rough Banter and Feelings

On a recent Tuesday, seven teenagers got together for Teen Talk with two adult facilitators. The kids range in age from 12 to 18 years old. Cookies and juice were passed around and the conversation started flying. Topics range from a parent's health to music to dating.
"In this group, I can talk about how my father gets on my nerves," said Taline, a 13-year-old who often comes to group with her sister. "I am glad to get that off my chest."
"I don't feel alone with Teen Talk," said Aaron, a tall, sensitive 16-year-old from Bushwick. Both his parents are HIV positive and he has been attending the group for three years. He talked of the frustration he has with his mother, "She's always in bed and she doesn't have any energy."
The group picks up speed and gets more animated. Mike, a teenager with his hat turned backwards, talked of the group's social element. "We take trips to Great Adventure and have parties."
Mike smiled. "What we talk about depends on how honest SOME people are," shooting a look at Verne, an 18-year-old girl who is the group elder.
Verne took his jab in stride. "We talk about music, fashion, AIDS."
"Or racism and discrimination," said Taline.
"We talk a lot about killing and fighting people," said Richard, a gangly youth wearing a wool hat.
"Some of us EXAGGERATE, and we know who they are," said Mike. The laughter was good-natured.
"Verne is like a sister to me," said 12-year-old Darnell. "Sometimes she chases me."
Aaron asked one of the most important questions of the end of the 20th century: should he continue to pay for his girlfriend on dates, even if he is now broke? His parents gave him some money, but he has spent it all on her.
"Well," said Verne, "sometimes I want to pay for myself," talking of her own dating. "Other times, he better pay."
Teenagers relate better to other teenagers," said Gillian Williams, one of the adult facilitators of Teen Talk. "I'm a combination of a referee and a mediator. I keep the group going."
"The group has really grown together in the past two years," she said. "There is a definite pecking order, though, with the older members commanding more respect." Gillian said that she and the other counselors follow up on individual teenagers who may be in crisis.
"In our group, there are real extremes -- there are kids with psychiatric diagnoses and some pretty well-adjusted kids." Gillian said that one kid was thrown out of junior high school for hitting a teacher, while another kid goes to a prestigious Brooklyn high school.
The family situation of the teenagers is on a case-by-case basis, said Gillian. "About half have no other relatives they can live with." The counselors have talked to some of the parents about permanency planning, what happens if the parent dies. "Some parents have not told their families they have HIV," she said.
For Lydia, Project Hope keeps her off the rough streets of Cypress Hill, where she lives. She usually shows up to all three days of the teen groups, and sometimes she shows up on the other days to talk to the counselors. "My friends say they understand, but they don't. Their parents are not sick."
"For two years before I came to group, I told no one about my problems," said Aaron. "I think if I wasn't here, I would have committed suicide. I know my life doesn't suck. I don't feel like my life is cursed anymore."


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Death of the California Suites

An evening walk down the filthy hallways of the Death of the California Suites, a rough and ready SRO housing AIDS patients on 111th Street on the Upper West Side, shows shattered sheetrock piled in the empty rooms and floors ripped up revealing unstable and dangerous subflooring. The remaining 10 tenants out of the original 100 stay locked inside listening to blaring televisions and ignoring knocks on their doors.
The hotel is being gutted and rehabbed, with the remaining residents being forced out, bought out for tiny sums or mercilessly harassed, charged a tenant still in the hotel.
"Presently, strong-arm tactics are being used to harass the remaining tenants," said David Frank, a five-year resident of the hotel. "The fire exits have been locked. Construction debris blocks the lobby and the regular garbage hasn't been picked up for weeks." Frank has filed a six-page affidavit with the SRO Law Project, an Upper West Side advocacy group, charging a repeated pattern of abuse by management, including assault and destruction of his personal property. He as also accused the managers of barring client advocates from visiting the building.
Through the 1990s, the California housed clients from the Division of AIDS Services and Income Support [DASIS] in brutal circumstances. Two years ago, garbage was piled in the halls, menacing drug dealers roamed the stairways and the rooms were filthy, all with the knowledge of the indifferent owners, who collected up to $1100 per month for each single room.
Last year, however, DASIS stopped referring new clients to the hotel after it was established by the Law Project that the eventual owner of the California was Jay Pedalsky, an infamous SRO slumlord who owns at least five brutal hotels all over the West Side.
In mid-February, the California night manager expelled a City Limits reporter and photographer who were visiting a legal resident in the hotel. Another resident had told the managers that the reporter had visited the hotel previously.
"Refusal to allow guests of legal residents into the building can amount to harassment," said Adrian Di Lollo a community liaison for the SRO Law Project.
California Suites has often run afoul of city government. In 1996, the Hotel got in trouble for illegally subdividing its 84 rooms into 99 units. Last November, the hotel received 52 violations of the building maintenance code for illegal construction from inspectors from the city's Department of Housing, Preservation and Development.
HPD is responsible for monitoring potential harassment in the city's SROs. Any plans for major construction by SRO owners must receive "Certification of No Harassment" by the HPD before Department of Building work permits will be issued. After an investigation, HPD issued the California such a certificate on December 26, 1996. The DOB issued construction permits in November 1997. Major construction in the hotel had begun three months before then.
HPD is now investigating charges of harassment at the California. "The agency is aware of recent allegations of harassment at 610 W. 111th St., "said a staement from HPD. "The SRO unit will closely monitor the situation and take appropriate action, including revocation the Certification of No Harassment, if necessary."
Revocation of the certificate could be disastrous for the California owners. The construction permits would be revoked, and the Dept. of Buildings could stop some or all construction in the hotel.
Di Lollo said that he filed Frank's affidavit with the HPD to encourage them to investigate strong evidence of harassment at the hotel. His view of what could be done was pessimistic. "In 14 or 15 years the law project has existed, we are not aware of a Certificate of No Harassment being rescinded from an SRO."
The two managers, Amir Mohammed and Ali Mohammed, gave conflicting stories on the future of the hotel. "We will probably give the building back to Columbia," aid Ali Mohammed, saying that it would be used as a dorm.
"Our real estate manager has heard this before," said Anne Canty, a Columbia spokeswoman of the California conversion, "but this not something that Columbia is doing."
"There are no residents for you to interview," said Amir Mohammed. "Come back in three months and there will be one hundred residents -- the same ones who lived here before."
Reality has not proved Amir Mohammed's statements true. A non-profit worker familiar with the California said that its residents had wound up in other SRO, apartments or "had gotten lost in the system. The remaining tenants have been offered other places to go, but there leaving is based in their willingness and capability to do so." All the remaining tenants are DASIS clients, the worker added.
Frank, however, is no passive victim. "I called the Fire Department about the locked fire exits and broken sprinklers," he said. "Ali Mohammed then called my cable company, told them I'd died two day before, and they turned off my cable."
"Ali Mohammed has given the keys of empty rooms to several nasty drunks, former tenants who harass the present ones. There is drug dealing and prostitution going on in here."
Ali Mohammed vehemently denies any harassment. "Nobody actually gets harassed," he yelled at City Limits. "Conditions have improved. What people told you this?" he demanded to know.
Recently, Frank faced down the two Mohammeds and brought the same City Limits reporter into the hotel. "I know my rights," he told them flippantly. "You can only bar people who are a danger to me, themselves or to the hotel. I will walk him out myself."
In his affidavit, Frank said that Ali Mohammed offered him $250 to move out. He also told Frank that DASIS had ordered him to move out in 48 hours, which turned out to be untrue."
Two thirds of the hotel had been gutted and renovated. Frank gave a tour of the new room he has been moved to. The bathroom was tiled in cheap fake marble, but there were exposed wires all over the room and construction dust on the floor.
Despite the hardships of the California, Frank plans to stay. "This is A great neighborhood. I've lived here for 15 years and all my friends are here. At this time in my life, I don't want to start over."

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