Twenty-five years have passed since HIV/AIDS was recognized as a major public health problem. Although billions of dollars are spent in research and development, we still have no medical cure or vaccination. In the early days of the epidemic, public health slogans suggested that HIV/AIDS does not discriminate. Now it is becoming clear that HIV/AIDS spreads most rapidly among poor, marginalized, women, colonized, and disempowered groups of people more than others. The HIV/AIDS epidemic is exacerbated by the social, economic, political, and cultural conditions of societies such as gender, racial, class, and other forms of inequalities. Sub-Saharan African countries are severely hit by HIV/AIDS. For these countries the pandemic of HIV/AIDS demands the need to travel extra miles. My objective in this article is to promote the need to go beyond the biomedical model of "technical fixes" and the traditional public health education tools, and come up with innovative ideas and strategic thinking to contain the epidemic. In this article, I argue that containing the HIV/AIDS epidemic and improving family and community health requires giving appropriate attention to the social illnesses that are responsible for exacerbating biological disorders.

An educational system and its curricula are shaped by the culture and epistemology in which it is embedded. It is influenced by the societal knowledge, but it also instrumental in shaping the knowledge of the society. Culture influences learning style. Based on cultural diversities and social needs, different societies have distinct curricula. As such, Oromo students ought to be taught now to interrogate the colonial epistemology and ideology as well schooled in the ways of dismantling the hegemony. However, in many cases, they are simply taught to reproduce the knowledge, culture, power structure, thinking and the worldview of colonizers. This means that education, which is supposed to be about critical inquiry and social transformation has been used to indoctrinate or brainwash some students. Such colonial educational curricula have invalidated the knowledge of indigenous Oromo people and compromised their needs. This type of education system, instead of empowering the students and their society, has incapacitated them. For the Oromo people, such curricula have distorted their history, image, identity, and damaged their social fabric. In this paper I argue that, colonial knowledge and education system is not in a position to bring about social transformation among Oromo people; on the contrary it disrupts their peace (nagaa), health (fayya) and (tasgabii) social order

Objectives: Iodine is an essential nutrient needed for the synthesis of hormone thyroxin. Hormone thyroxin is involved in the metabolism of several nutrients, the regulation of enzymes and differentiation of cells, tissues and organs. Iodine deficiency (ID) impairs the development of the brain and nervous system. It affects cognitive capacity, educability, productivity and child mortality. ID hinders physical strength and causes reproductive failure. The objective of this paper is to explore if the health impacts of ID are more common and severe among women. Design: Using primary data (notes from a visit) and secondary data, this paper examines if the effects of ID are more common and severe among Oromo women in Ethiopia. Findings: The health impacts of ID are more common and severe among women. Conclusions: ID is an easily preventable nutritional problem. In Oromia, the persistence of ID is explained by the Ethiopian government's colonial social policies. Preventing ID should be seen as part of the efforts we make to enhance capacity building, promote health, gender equity and social justice. Implications: Iodine deficiency has a wide range of biological, social, economic and cultural impacts. Preventing ID can be instrumental in bringing about gender equity and building the capacity of people.

Background: For over a hundred thirty years, consecutive Ethiopian regimes have denied the Oromo people the right to develop free media. In this paper I explore how this denial has affected the development of public health conditions in Oromia. Methods: Using the "upstream" public health metaphor as the framework of thinking, in this paper I explore how the denial of free media has hindered the development of better public health conditions. Finding: Although media and public health are distinct social organizations, many of their functions overlap, with the former significantly supporting the development of the latter. Media informs, educates, entertains, molds opinion, advocates, provides a framework of thinking, connects people and ideas, and records events. The foundation of public health rests on the study of risks to population health and identifying health promotion as well as disease prevention (primary, secondary and tertiary) tools. Media facilitates knowledge construction and its dissemination. It supports the efforts societies make in establishing and maintaining the social conditions that will ensure the best public health outcomes possible. Conclusion: Since media facilitates knowledge construction and knowledge dissemination, it can help produce knowledgeable and critical citizens who are equipped with problem-solving skills. Denying the Oromo people the right to develop their own free media is hindering them from having people with skills who are critically needed in transforming their society and developing better public health conditions.

Human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS), for which we have no cure or vaccination, is the major health problem in Ethiopia. This epidemic generally has affected poor communities and women. To contain this epidemic, the empowerment of women is essential. In fact, the current working definition of health by the World Health Organization (WHO) makes social well-being a part of everyday living, which is an essential dimension of the quality of life. The concept of quality of life means an opportunity to make choices and even change the situation one is in. Here, the concepts of health and human rights intersect, because of the quality of life requires freedom of choice, dignity and respect. Dignity, the right to access basic education and information, as well as the right to life are the major elements of human rights. It is for that purpose that health promotion is intended to enable people to increase their control over determinants of health and thereby improve their health. Women's involvement in outlining the agendas of health promotion is vital to achieve the desired goals. In this article I examine human rights violations in Ethiopia and the lost opportunities for Oromo women to make choices in life within the framework of the Universal Declarations of Human Rights (UDHR).