Partnership in real estate or any venture is not a new idea. Many big projects can take shape because of partnerships or in the better terms consortiums. Most of the major real estate and infrastructure projects have been results of partnership between various companies. Real estate demands large investment and more the investment, more is the chance of making profit. So it is not at all a bad idea to get into a joint venture.

There are some things that must be clearly understood before getting into partnerships. The stability of partnership cannot be guaranteed. There are partnerships and joint ventures that have been lasting for decades and there are partnerships that hardly last the project. It automatically raises another question, whether investing with a partner in a reality project is a sensible proposition? The answer is not that simple. The factors that generally decide such partnerships depend on person, his solvency and trust. A known person is not always the right partner however close he might be. Also the investor must first set his goal. He must be fully aware about the time by which he wants his return, the amount of return and must also examine the offer of partnership and the reliability of such offers.

The first thing that should be the basis of any partnership is consensus. Remember that in a partnership no decision can be made by majority vote as in democracy. Until the partners agree on a matter it should not be proceeded upon as such actions can eventually lead to break-up of the partnership. Such break-ups can cause havoc to schedules when the matter is related to real estate. The result will be project delays and cost overruns and finally loss in the overall venture. This is not a way to do business. But if such a situation comes up when no consensus can be achieved then there must be a method to overcome the deadlock. The best way is to allow a third party to do the job of conciliation. He may be a consultant, any mediator or even a family member close to both the partners. But he should be influential enough to do the job.

A common way out is an agreement or deed of partnership. It should be a written document drafted by an attorney and acceptable to all the partners. The moment the deed is accepted the attorney will look after and be the attorney of the partnership. There are many types of partnerships like real estate investment trusts, tenant in common investment, limited liability partnership or limited liability corporation. You will have to choose from the one that you find most attractive.

To remain hassle free you can invest in a limited partnership as the liability is limited to only the invested capital. Also joining and leaving is no complicated affair and can be done anytime without dissolving the partnership. In such cases the general partners run the business and the profit is shared by all  partners including the limited liability partners after deducting the administrative expenses and taxes.

Jason Sands

Retailing is a business which is gaining more and more popular for those that wanted to start their own business and gain success on their own ways. One of the reasons why retail businesses are getting more popular is because among of the many lines or types or kinds of businesses today, retail is among of the easiest to maintain. Though this is somewhat true, retail is still a business, and businesses are needed to be planned thoroughly and systematically.

Though retail is a business in which any could start (if they have the capital for it), there are still some that fails in this line of business. 70 to 80% of retail business startups fail in their first year. This is because of lack of planning and lack of business experience. Although retailing is far easier to handle, planning is still a very important element in this business. So here are some tips in planning your retail business for success.

The Type of Business

The first thing that you should note in starting a retail business is the Type of Business it is. Firstly before you think about the designs of your store and your merchandize you’ll be stocking, you should carefully plan about your business’s legal documents such as the type of business it would be.

If you want to be the sole owner of your business, then your best choice would be Sole Proprietorship. A sole proprietorship is a business owned by one person. The owner may operate on his or her own or may employ others. The owner of the business has total and unlimited personal liability of the debts incurred by the business.

If you want to run your business with your friend or one of your family members, then a business partnership is best for you. A partnership is a form of business in which two or more people operate for the common goal of making profit. Each partner has total and unlimited personal liability of the debts incurred by the partnership. There are three typical classifications of partnerships: general partnerships, limited partnerships, and limited liability partnerships.

A General Partnership or simply a partnership, refers to an association of persons or an unincorporated company with the following major features: Created by agreement, proof of existence and estoppel, Formed by two or more persons, the owners are all personally liable for any legal actions and debts the company may face.

A Limited Partnership is a form of partnership similar to a general partnership, except that in addition to one or more general partners, there are one or more limited partners Limited partnerships are distinct from limited liability partnerships, in which all partners have limited liability.

A limited liability partnership has elements of partnerships and corporations. In an LLP, all partners have a form of limited liability for each individual’s protection within the partnership, similar to that of the shareholders of a corporation.

For starters in a retail clothing business, visit any online wholesale clothing site for easier access on all the stock you need.

The Name of Your Retail Business

The part that people enjoy the most in the planning stage is naming the business itself. Thinking about The Name of Your Retail Business is a lot of fun especially if you think about silly names that would hold your business. But do take this seriously because many have failed in their retail businesses mainly because of the name of their store. Here are some tips in creating a name for your business:

• Make it easy to understand. The name of your business is the first thing that customers would get an idea of your business, may it be for maternity dresses or street and urban wear. Don’t make it sound negative.

• Make sure that the first name you’ve chosen would be the last name you’ll hold. Changing the name of your business in the middle could cause you to loose some of your customers that grew accustomed with your original name.

• Be creative in thinking about the name of your retail business. Make the name of your business catchy, yet understandable for all that reads it.

Now that you’ve thought about the name of your retail business, ask these questions to yourself:

• Is it easily pronounceable and understandable?

• Is it relevant with what I sell?

• Does it convey a clear message to them?

• Does it have a positive or passive sound to it?

Also, if you would like it, you could always ask a friend or a family member about the name you’ve chosen. Get their personal thought about your chosen name, may it be positive or negative. This way, you’ll know what others think about your title, especially those that will come to buy at your shop.

The Product

One of the most time consuming the most difficult part of planning is choosing what Product you’re going to sell. The first thing that you’ll have think about the product you’re going to sell is its marketability.

Before considering the product you’re going to sell, determine what market you want to sell to. Once you know what kind of customer you want, then you’ll be able to determine their needs. Your product selection doesn’t have to appeal to all of the population but it should be something you can convince a large percentage of shoppers they need.

Research is also important. Research on what’s new and what’s popular in the industry you’ve chosen. For example you’ve chosen a retail clothing business; the best way to know what’s new in the world of fashion is through fashion magazines and on fashion shows. You could also observe what people are wearing today, or ask them the things that are in-season when it comes to clothes.

For clothing needs, check out what an online wholesale clothing site can offer you.

Your Store’s Location

In choosing Your Store’s Location, make sure that you do some research on the demographics of that place. Check out the population around your location, do this by visiting a Census Bureau or chamber of commerce in that area. Check out the density of your targeted market on that location. Lastly, check out if your location is easily accessible by customers and visible to all that pass by.

Now don’t confuse the traffic of people in that location to the number of customers you’ll be having. Not all that pass by your business are customers, but the number of foot-traffic of your location can greatly determine the outcome of your business. Make a research on how many people walk or drive past the location, if the area is being served by public transportation, if customers and delivery trucks easily get in and out of the parking lot, and if there’s adequate parking.

Also, check out what competition the location may offer. Determine if the types of businesses nearby are compatible with your store. For example, a high-end fashion boutique may not be successful next door to a discount variety store so place it next to a nail or hair salon and it may do much more business.

But other than that, the cost is what you should look at next to the traffic of people in that area. The location you can afford now and what you can afford in the future should vary. It is difficult to create sales projects on a new business, but one way to get help in determining how much rent you can pay is to find out what sales similar retail businesses are making and how much rent they’re paying.

Buying Your Wholesale Merchandize

There are many types of suppliers that can offer you the stock you needed for your retail business. Some can be found from trade shows or trade magazines, and some can be easily found on the internet. These include:

• Manufacturers. Ordering your stock from its manufacturer can provide you with the cost advantage you’ll need. Manufacturers sell their products at lower cost unlike ordering your stock from wholesalers or distributors. But the only thing about manufacturers is that they offer a limit on their stocks. Manufacturers may sell their products at large quantities or at a high minimum order. Also, not all manufacturers sell their products directly to retailers. Some manufacturers sell their products through a middleman which are distributors or wholesalers.

• Distributors. A distributor generally sells a large variety of a certain classification of products. As businesses itself, their price are a bit higher than that of manufacturers. The good thing about distributors is that they may provide lower quantities with little or no minimum order. Some even offer free freight on orders over a certain amount.

• Wholesalers. In searching for products at wholesale prices, you may find wholesalers that don’t sell just one type of merchandise but many, many kinds of products. Some will sell closeouts, truckloads and pallets of merchandise and even damaged goods. Before buying wholesale merchandise from this type of supplier, be sure you completely understand the condition, price and terms of the sale.

If you want some information on how to get your stock for your clothing retail business, then visit any wholesale clothing site or visit Seven Wholesale at www.sevenwholesale.com.

Get Known

Don’t rely entirely on your location to get you your customer, think of ways to attract people to visit your store aside from your visibility and accessibility. Before you open a retail store, start spreading the word. Create a retail marketing plan, brainstorm sales promotion ideas, begin branding and advertising your retail store. There are a lot of books that can teach you on how to market your shop. But one of the basics is setting up advertisements on streets, or pay-up on radio advertisements. Or if you’re low on budget, you could always ask your friends or relatives to give our flyers or brochures on people passing through your location.

jefferson john babasa

Breaking up with a spouse is difficult and complicated even in the most amicable of circumstances. With emotions running high and the entire family facing upheaval, it’s very stressful dividing possessions and finances. Especially if there are children involved, decisions about the family home are among the most critical during a time of separation and divorce. It’s imperative that you’re well informed prior to making any major decisions about shared property and assets.

The first question to consider is: do you have kids? If so, who will have custody? Oftentimes the courts award the custodial parent with the home, while the other spouse is entitled to their share of the equity. This means that if you’re given the house, you will be obligated to buy out your spouse by selling the home and sharing the net profits of the sale, or by obtaining a loan, and paying your ex with the cash.

Was the house purchased during the course of the marriage? If so, then the property is considered part of the marital assets and will be divided equally between you by the courts. This is the case even if your name is not on the deed. If your spouse bought the house while married to you, you have rights to a certain amount of equity.

If you moved into a home that was bought by your spouse prior to your marriage, your rights are more limited. Because the property is in his or her name, and has been since before your partnership, you will be entitled to equity that you have contributed to—nothing more, nothing less.

If, for example, you participated in the physical upkeep of the home (e.g. painting or making repairs), then you have made a contribution that has increased the value of the property. You receive credit for this in the courts. Along the same lines, if you participated in the mortgage payments, you will receive a portion of the equity for this as well. Only if you have made zero contribution to the house will you be totally left out in the cold. After all, the courts want to allocate monies as fairly as possible, and take into account more than just the name on the title or the mortgage.

You must then ask yourself whether you want the home or not. Traditionally, the family home has been a major bone of contention between spouses, with both partners vying to keep the property. Now however, markets have slowed down to the point that many homeowners owe more than they’ll be able to sell for.

For divorcing couples, the tough market conditions make a trying situation even more complicated, as neither party wants to be stuck with a sinking ship. In addition, even if the couple is able to sell, they may not be able to cover all their costs, thus remaining tied to each other financially long after the divorce is finalized.

A growing number of couples who’ve parted ways amicably have decided to share ownership until the housing market recovers a bit. This is probably the best option, but is difficult for most people to do. In most cases, people want total separation from their ex, and to simply move on with their lives. Co-owning a house for several years would put a damper on that plan, though financially it may be your best bet.

As rules vary from state to state, be sure to consult a lawyer in your area who is well-versed in dividing the marital home. He or she can help you make an informed decision about what to do with any shared property you have. Remember, once you have a property settlement in place, you can’t change your mind, so it’s important to talk to the experts before making any firm decisions.

Karrie Rose
http://www.articlesbase.com/real-estate-articles/divorce-the-dividing-of-the-marital-home-715850.html

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

 This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

 Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education –USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

 HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

 Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

•Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

 Conclusions:

 Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.

•There should not be compulsory disclosure of HIV/AIDS status.

•No HIV positive learner or educator may be discriminated against.

 •Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

•HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

 2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

sarita
http://www.articlesbase.com/k-12-education-articles/hivaids-and-education-602664.html

Product Specification :

ISBN :0965460517
Format aperback: 180 pages
Publisher :Fortune Pr Pub Inc
Date Published :12/01/1998
List price :24.95

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Applications:Business Partnerships Made E-Z E-Z Legal Forms SW1181 More than a reference…a complete do-it-yourself tool! Product Information The partnership may be the correct organization to structure your business to save taxes and limit liability.  The limited partnership, family limited

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Complete Living Trust Documentation Software Designed Especially for Entrepreneurs and Business Owners.  If youre single and have assets over $600,000, or combined assets of $1,200,000 if youre married (or have parents or grandparents who fit into this category), you need a living trust. Without one, youll be giving hundreds of thousands to the government when you die, rather than passing your hard-earned assets on to your heirs. Living Trust Builder gives you the mechanisms and sound planning advice that can save you from paying estate taxes, gift taxes and probate fees.  Protect your family, business and estate! Living Trust Builder Included Documents: Organizing Your Estate Probate, Estate Taxes, Incompetence & Other Bad Things Guardianship for Minor Children How Does a Living Trust Differ From a Will? What Are the Benefits of a Living Trust? Information Collection Form Net Estate Worksheet Components of Your Trust Single Persons Trust Married Trusts Childrens Trusts Pour-Over Wills Powers of Attorney Assignment Deed of Trust Quitclaim Deed Transfer of Assets Letter After Death Checklist Amendment to Trust Revocation of Trust Directive to Physicians (Living Will) Advanced Estate and Business Planning Qualified Domestic Trust (QDOT) Insurance Trusts Family Limited Partnership General Partnership Agreement Corporate Buy-Sell Agreement and more Windows 95, 98, Me, 2000, NT, XP, Vista Pentium II 300MHz or better processor 32 MB RAM or more 40 MB free hard disk space 4X speed CD-ROM drive or faster Mouse Printer Works with 602 Pro (included) Compatible with most word-processing software and spread-sheet software (including: Microsoft Word, WordPerfect, ClarisWorks, Microsoft Works, Ami Pro, Professional Write, WriteNow, Microsoft Excel, Lotus 1-2-3, and Quattro Pro) G3 (350MHz) or better System 8, 9, or 10 32 MB RAM or more 10 MB free hard disk space 4x speed CD-ROM drive or faster Mouse and Printer for printing Requires a word-processing and

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Complete Living Trust Documentation Software Designed Especially for Entrepreneurs and Business Owners.  If youre single and have assets over $600,000, or combined assets of $1,200,000 if youre married (or have parents or grandparents who fit into this category), you need a living trust. Without one, youll be giving hundreds of thousands to the government when you die, rather than passing your hard-earned assets on to your heirs. Living Trust Builder gives you the mechanisms and sound planning advice that can save you from paying estate taxes, gift taxes and probate fees.  Protect your family, business and estate! Living Trust Builder Included Documents: Organizing Your Estate Probate, Estate Taxes, Incompetence & Other Bad Things Guardianship for Minor Children How Does a Living Trust Differ From a Will? What Are the Benefits of a Living Trust? Information Collection Form Net Estate Worksheet Components of Your Trust Single Persons Trust Married Trusts Childrens Trusts Pour-Over Wills Powers of Attorney Assignment Deed of Trust Quitclaim Deed Transfer of Assets Letter After Death Checklist Amendment to Trust Revocation of Trust Directive to Physicians (Living Will) Advanced Estate and Business Planning Qualified Domestic Trust (QDOT) Insurance Trusts Family Limited Partnership General Partnership Agreement Corporate Buy-Sell Agreement and more Windows 95, 98, Me, 2000, NT, XP, Vista Pentium II 300MHz or better processor 32 MB RAM or more 40 MB free hard disk space 4X speed CD-ROM drive or faster Mouse Printer Works with 602 Pro (included) Compatible with most word-processing software and spread-sheet software (including: Microsoft Word, WordPerfect, ClarisWorks, Microsoft Works, Ami Pro, Professional Write, WriteNow, Microsoft Excel, Lotus 1-2-3, and Quattro Pro) G3 (350MHz) or better System 8, 9, or 10 32 MB RAM or more 10 MB free hard disk space 4x speed CD-ROM drive or faster Mouse and Printer for printing Requires a word-processing and

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Follow Buffy from the limited-stay animal shelter (during what could have been her final days) on an extraordinary journey into the world of animal-assisted therapy, along with Bob, her partner, friend, and co-founder of DOGTORS AAT. Buffy brought joy to all who knew her, enriching the lives of patients, family members, and hospital staff; in the end, leaving her pawprint on their hearts. 100% of the authors’ proceeds from this book will be donated for the adoption, rescue, care, shelter, and protection of animals.

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