The impact of health education on women can help them to cope with the changes that occur in their bodies.

A woman’s body is a delicate but complex entity. It must be able to handle all of the various changes that take place while being able to make the necessary adjustments at the different stages throughout her life. That is why it is so important that all women become educated about her body. This will help her to understand all the changes that her body goes through and help her to cope with all those changes. It will also give her a better idea of when to know that something is wrong.

In fact, a health guide for women should be a tool in her library and should be referred to often. A good health guide will teach proper techniques to remain fit and healthy. It can even provide information on doing proper exercises, pampering the muscles, and even how to maintain a high level of activity at all times. In addition it can teach her the importance of taking a supplemental diet to improve her fitness and overall health.

Health education begins at home

The home is the first place for a woman to begin her health education, and it is important that it start at a very early age. Young girls should ask their mothers about changes in her body and what to expect. Simple issues, such as menstruation, should be discussed at a young age so that young women are able to cope with any changes and overcome any feelings of shock that she may experience.

Health education should continue throughout a woman’s life. She should understand what happens when her hormones are out of balance, especially when it is time for her periods. She should learn what to expect during pregnancy and finally what the period of menopause will be like. In fact, such changes in a woman’s hormones may have such a profound impact on her life and her health that it is really important that she understands what is going on. She should become educated in coping with mood swings, possible depression, and even certain diseases and conditions.

The good news is that today there is an abundance of information available to help women take better care of their health. It is not like in the past where there was a lack of information. Just search the internet and a ton of information can be found on almost any topic. Visit any doctor’s office and you will find a number of flyers and brochures covering a wide variety of women’s issues.

It is also a good idea to always consult with your healthcare provider before telling yourself you have something or that something is wrong with you. They can help you to determine what, if anything, is really wrong and provide information on the best course of treatment.

Remember, the impact of health education on women can be a positive one.



By: Omar Reyes

About the Author:

You might be graduated with great sayings from medical fraternity that self-medication kills. Every human body is unique and their requirements and problems vary. This article is not an advocate of self-medication; neither does it try to say that health should be given a callous approach. This article is based on another great saying- prevention is better than cure. Your approach towards health is the key to have a healthy life.

Online pharmacy directory is a one –stop destination for information regarding drugs (both human and animals), medical services and alternative and complementary therapies. These directories are important drug information resources. They are immensely beneficial for medicine practitioners, medicinal service providers and common mass.

Helping the health care seekers

Online pharmacy directories are full with relevant information regarding drugs, medicines, medicinal services etc. you can have idea regarding the ideal destination of the health care that you are wishing to have. Apart from information, they also provide tips and guides on healthy living and substance abuse related to various narcotics.  

Helping the medical fraternity

Doctors can also be benefitted by the online pharmacy directories. It keeps them updated regarding the latest happenings, new arrivals and innovations in the fields of medicinal services. They know about the latest skill development programs.  

Authenticity of drug

The drug market place is alarmingly occupied with fake drugs. Reports say that, the volume of fake drug trade touches billions of dollars every year. The worst affected areas of this trade are the third world and underdeveloped countries. The developed ones are not completely free from fake drug trade. In these countries, many fake and generic drugs related sex and cancer are creating havoc. Online pharmacy directories help a lot in this regard. They help you to have ideas regarding composition, manufacture, and availability of the drug easily. You can also have an idea regarding an authentic source from where you can get it.



By: Roberto Luongo

About the Author:

Find Natural Health Education in the United States and Canada. Natural health education courses vary in field of specialty, and afford students with academic opportunities to achieve certificates, diplomas and/or degrees.

As an example, students enrolled in a natural health education program can earn a diploma in acupressure. In this particular field of study, students are trained to administer specific pressure applications, using the hands, fingers, knuckles and thumbs, on meridians of the body.

A natural health education course in aromatherapy teaches candidates how to combine and blend essential oils in the use of massage therapy. Common subject matter in this program includes training in anatomy and physiology, essential oils – and properties, and uses thereof; as well as aromatherapy massage techniques.

Other popular natural health education programs include instruction in color therapy, crystal healing, flower remedies, herbalism, ear candling, homeopathy, hypnotherapy, iridology, life coaching and reflexology.

For instance, if you enroll in a natural health education course in iridology, you have the opportunity to earn a certificate in this unique healing art. In an iridology program, students gain essential skills and knowledge in the study of the iris; and learn to determine specific markers and colorations of the eye that are used to discover potential health disorders and conditions. Natural health education classes in iridology are often combined with herbology and kinesiology studies.

Natural health education programs in massage therapy are also quite popular. Individuals who like the idea of a “hands-on” education find that massage programs are perfect training for those desiring careers as professional massage therapists. In this natural health education course, students are taught about anatomy, physiology, kinesiology, and first aid and CPR; with practical lessons in deep tissue massage, Swedish massage and sometimes, sports massage. In most cases, candidates who have completed all required massage therapy courses will either receive a certificate or diploma, and are often required to become licensed in the state in which they reside.

Overall, there are multiple natural health education programs in which one can enroll. Whether you opt to participate in a degree program to become a natural health doctor or a certificate program to become an herbal practitioner, it is always wise to examine various aspects of the profession, and potential outlook in the field.

If you (or someone you know) are interested in finding natural health education, let professional training within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs near you.

Natural Health Education: Popular Courses

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By: Steven Parbach

About the Author:

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.



By: sarita

About the Author:

Online nursing continuing education programmes can offer you with current expertise and also higher level of education that is required to fulfill existing and future demands of health care industry. Professionally recognized online nursing continuing education courses are offered by several online nursing schools that suits to your needs. Online nursing continuing education is an alternative to conventional education system where you are required to attend your classes regularly in campus to obtain a degree .As such studying in campus you are supposed to devote fulltime to your studies. But in online system you can even earn while learning.

Online associate nursing degree is meant for new aspirants who wish enter into the profession and be a certified nurse . Online associate nursing degree school offers such courses and also provide continuing learning opportunity for any nurse who wish to update knowledge and clinical competency in order to meet the professional continuing education requirement for renewal of license.

Online nursing continuing education has also been found to be beneficial for even those licensed registered nurses who have been inactive for sometime and would like to return to clinical practice once again. Such nurses generally find professional inactivity to be a deterrent in their re-employment, as such, need to take refresher courses to update their knowledge.

The most attractive feature about online nursing continuing education is that you are getting an online nursing education where there is no age limit to obtain a nursing degree course but you need to select accredited courses from an affiliated online nursing schools.

On account of constantly growing opportunities for nurses, one with a online associate nursing degree can easily get work in hospitals, private clinics, and nursing homes, rehabilitation centers and even as health educator in college or university. The work opportunities for a nurse with nursing degree are definitely very promising and challenging.



By: Ekta Jain

About the Author:

The responsibility of school health education is to provide the complete positive experience and the knowledge structure to the student, including the establishment of health education curriculum, the creation of school health environment and carrying out the appropriate school health education plan through principal, teacher, guardian and the broad cooperation which leads in the community.

The significance of school health education:  

Health is one of the main factors which affect young students’ learning capability. So the government has the responsibility to provide the best study conditions. This goal can be achieved by school health education. The school health education program can systematically organize all the factors that promote young people’s health.

The significance of school health education is: Young students are in the life preparation time, health education work, may help them to accept systematic health education since childhood. It will be very helpful for young people to establish a healthy life style, strengthen the self-health care consciousness and ability, prevent common disease, frequently-occurring disease, and even adult sickness. School health education builds the good foundation for their life and the effect is lifelong.

The implementation scope of school health education:

School health education is not only limited to the health education curriculum but also through many kinds of health education in young people’s daily study and the life such as food security, nutrition, smoking control, personal hygiene and so on.

The teaching of school health education:  

Health education should be a part of the entire school education system.

1) The health education curriculum: young students may start their health habit since the baby time. But they usually obtain the systematic medicine and health knowledge in school.  So the school health education curriculum should be the main way for students to obtain this kind of knowledge.

There is huge difference in receptivity and thinking mode among the young students of different ages. So the goal, content, teaching style and materials of health education curriculum should be accordant of the characteristics of different age sections. Because our work is to help student to be active learning not non-passive learning.

Healthy behavior instruction:

The goal of healthy behavior instruction is to help the students to have the basic healthcare knowledge and to command the basic skills of self-healthcare. Health behavior instruction helps students to develop a faith of health and medicine, correct judge and the appraisal ability and healthy behavior. Good behavior may affect not only the individual but also the family and the society.

There are two ways of healthy behavior instruction: Collective activity and individual consultation.  Collective activity aims at the existing behavior question among students. Individual consultation helps each individual student who has special health behavior or medical care questions. 

The school health service:

School health service is directly related to students’ health activities. It is also the essential part of the entire school health plan.  The school health service mainly includes: medical examination, dental examination, immunity vaccination, infectious disease control, common disease prevention and the psychological consultation as well. The school should also provide the necessary services to the disabled students.

The school health environment:

School health environment stimulates and promotes the student to participate in the beneficial health activities, raises their health consciousness of the external environment, including interpersonal and material environment.

The interpersonal environment mainly includes the school interpersonal relationship between the teachers and students, schoolmate and the other personnel.  

The material environment is related to the school constructions, the ground size, the drainage, the garbage disposal system and so on.

How to provide a harmonious and healthy environment to all the students should be considered by all the school health educators. 

 



By: Yan Huang

About the Author:

NEED AND CONTEXT

It has been observed that the recent economic growth in the Asian cities indicate that there has been a breakdown of traditional support systems such as the family because of rapid urbanization and modernization. Moreover, a large number of people are living below the poverty line in impoverished environment in urban and rural communities. Their acute needs for housing, food, health, education, and incomes are the very forces that push adolescents to look for a means of livelihood on the streets, engage in prostitution, be hooked up with crime/drug syndicates, or become victims of sexual and physical abuse. It is a battle of bare struggle for daily survival and contributes in every ways they can. Any measure to penalize parents of such children will only result in further abuse and oppression of people who are already disadvantaged. Such children struggle hard in getting the most essential requirements to meet the basic needs of life and such children need special attention and educational intervention. These disadvantaged adolescents are generally malnourished and often anemic; many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home. They tend to develop low self-esteem from broken families, single-headed households because of the death, separation, or labor migration of one of their parents. Moreover, they live in slums and squatter communities, sub-human conditions and are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling.

In the developing and under developed countries like India and Thailand a large percentage of population live below the poverty line and adolescents from such environment face difficulties in getting access to good education. It is therefore felt that in both the surround adolescents are of in the process of development and failure to meet their developmental need have lend to safe and serial destructions behaviors. Adolescents lack necessary life skills for cape up in to the realities and challenges of life. Adolescents accords for the largest portion of the world’s population and have been on an increasing trend and there are “230 million Indian adolescent in the age of group of 4 to 19” that (Population and Health IndoShare, 2006). Moreover, it is expected that this age group will continue to grow reaching over “214 million by 2020” (United Nations (UN) 2000) due to has traditionally been a male dominated society and has a strong son preference in most part of but Indian girls tend to be discriminated against by their families and also demographic trends indicate deep-rooted gender discrimination. In India, the condition of disadvantaged adolescents resembled that of their centers pail Thailand. Indian Young adolescents are facings serious problem of lack of access to reliable knowledge on the process of growing up reproductive health practices and value system. There has been a need to provide education on the developmental changes and needs during teenagers. This may reduce the risk of future.

Today, almost every Indian and Thai whether rich or poor, young or old, is exposed to much that is foreign, largely because in the last two decades India and Thailand has become one of the region’s most popular tourists destinations. At times, the growing economy and favorable investment opportunities have also attracted many foreign multinationals, which continue to add to the already fair large expatriate community. However, despite the intensity of their exposure to “foreign” influences, particularly western cultures and lifestyles, Indian and Thai culture remains a solid influence within family life and early childhood. From birth, Indian and Thai adolescents are still much more deeply immersed in culture than they are exposed to foreign influences despite the fast-paced changes that have been affecting Indian and Thai adolescents. The adolescents of deferred families are emotionally disturbed and driven adrift as wanderers, delinquent children with im-permissive behaviors such as loitering, gambling, drug addiction, crime, truancy, prostitution, and begging, illegal dealings. As the consequence of these adverse behaviors, cases of illegal pregnancy, baby abandonment, and HIV/AIDS infection are becoming more and more severe.

There also reported, “Thai Children are spending more time in talking and chatting on the phone and the trendiest models of mobile phones, love hanging out with their friends at night, the drugs problem and the loss of Thai identity and shopping for brand name products. The latest fashion among the hobbies of many of today’s Thai children is they are becoming increasingly violent and blaming society and their own families for their behavior and involve in premature sex, drugs and aggressiveness”. “The study found that despite the well-to-do family backgrounds of the teens surveyed, most of them shared a common problem of loneliness, depressive tendencies and a need for love”. The gap between parents and children is greater than ever before, arising from broken families or from families which faille to inculcate morals in their children because they havenless time for their children and had left them to the peril of sick and violent society in Thailand (Aphaluck Bhatiasevi, Thongbai Thongpao 2002), (Tong Thum Struggles, 2006)

With the best intention and efforts of the education as a social instrument, it is possible to promote the complete welfare of disadvantaged population. Among the several types of disadvantaged adolescents, Adolescents forced to enter the labour market, adolescents affected by HIV/AIDS and adolescents affected by narcotic drugs need special attention. They have trouble in getting proper guidance to overcome personal problems and require proper guidance and counseling to become aware of the ill effects narcotic drugs, labour market and HIV/AIDS. It may not be possible to develop awareness in the expected manner through normal school curriculums. Hence, a separate educational intervention, which is nothing but a planned programme of educational guidance, organized to meet the scientific and psychological needs of disadvantaged adolescents in the age group of 13-16. Hence, in this study, an attempt will be made to study the educational adjustment of disadvantaged adolescents and to find out the impact of a structured educational intervention programme in developing proper awareness and attitude towards reproductive health, drugs, sexuality and values.

The present study examined the impact of an educational intervention programme on the knowledge and attitude on disadvantaged adolescents in Northern India and Thailand. The study intends to assess and compare the knowledge about the process of growing up, HIV/AIDS awareness, values and attitude of teen-age students staying in the schools. Reproductive health education is a key strategy for promoting preventive measures among teenagers.

METHOS

The sample for the study consisted of 225 disadvantaged adolescents who included 125 adolescents from India (Chennai Himmat Slum area, Jammu region) and Thailand (Yong People Develop Chiang Mai and Teresa Anusorn Foundation (Ban Teresa) Chiang Rai, Province). The sample populations of disadvantaged adolescents are residents of orphanages and slum area and studying in high school classes in the age of groups from 13 to 16 years. Data was collected by administering knowledge test consisted of items on process of growing up HIV/AIDS, reproductive organs and their functions family planning and parenting and attitude scale to measure beliefs and practices about sexuality and abstinence. An experimental design consisted of experimental and control group was formed. Questionnaires were translated from English to Hindi and Thai, (mother tongue of the respondent), then back in to English to ensure that no meaning was lost in translation. There were use two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme.

Control group: – there were in two states: ten administrators conducted face-to-face interviews and Focus groups with disadvantaged adolescent in India and Thailand.

First state, in India country; 10 Indian administrators were called the Indian disadvantaged adolescents from there house at Slum area (Jammu), meeting for data collected were an adjustment questionnaire in each of person and groups by Hindi (mother tongue of the respondent).

Second state, in Thailand country: 125 questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescent of two orphanages, I collected later the questionnaires.

Intervention / Treatment Programme

Experts: Facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training;

Experimental group: 200 students (and also inmates) belonging to Channai Himmat, Slum area (Jammu, India), Teresa Anusorn Foundation (Ban Teresa), and Yong People Develop (Thailand) who had got least scores namely, were given one day training programme on intervention or treatment as;

In the morning: the orientation and participants programme concentrated on basic issues such as general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme practiced the activities to develop the knowledge level and the attitude about HIV/AIDS, drug abuse and reproductive health education

In the afternoon until evening: the revised questionnaires were administered to the experimental group in 3 sessions as: (a) the personal details. (b) The knowledge level and attitude were administered to find out themselves and whenever they had doubt in understanding the items, the administrators made them easy by giving supplementary examples. In addition, (c) group discussed for preparation of suggestive measures to improve and policies.

Design of the study

An educational intervention programme consisting of awareness activities presented through media presentation, discussion and interaction was presented to the experimental group. Universals and multivariate analysis of the data were used to assess the impact of interventions and to identify the predictors of change in knowledge and attitude. Significant changes in terms of gain between pre-test and post-test was observed.

Analysis

The completed questionnaires were collated and entered into the computer. The data was entered and analyzed using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to identify other predictors of change in knowledge and attitude. Analysis was stratified by sex shown how responses to the variables of knowledge and attitude, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. Knowledge and attitude was then used to explore the demographic variables associated with HIV/AIDS, drug abused and reproductive Health Education. The following statistical techniques were applied in the present project: Paired Samples “T”-test and “F”-test.

FINDINGS

The demographic profile of the 250 Indian and Thai respondent questionnaires is shown the relationships between demographic characteristics of Indian and Thai were founds Indian boys (54.40%) less than Thai boys (56%), and Indian girls (45.60%) more than Thai girls (44%). In the same age group of Indian and Thai 15 years old, and the same of the secondary school of Indian: (Standard: 9) and Thai: (Grades 3), had significant .05 is shown in Table 1.

Answers were grouped in comparing scores from Indian and Thai disadvantage adolescent after received a treatment on knowledge and attitude about HIV/AIDS, drug abuse and reproductive health education, all participating (N= 200) were group interviewed and after the intervention had significant difference is (0.05), are shown in Table 2-16.

The findings also revealed significant differences between boys and girls in knowledge and attitude towards reproductive health education. Implications of the study for the awareness programmes were suggested.

DISCUSSION

In many Northern states of India and Thailand, the HIV/AIDS, drug abuse and reproductive health needs of Indian and Thai disadvantaged adolescents are either poorly understood or not fully appreciated. Evidence is growing that this neglect can seriously jeopardize the HIV/AIDS, drug abuse and reproductive health education needs and future well-being of them.

The policies addressed the effectiveness of the programmed to highlights what there needs to be done to promote and protect to the disadvantaged adolescent in India and Thailand in the future as: all schools should develop textbooks making learning interesting by following extensive community sensitization in support of adolescent reproductive health education appropriate in Indian and Thai cultural and tradition. Because of Indian and Thai culture and tradition, adolescents kept learning by them long time ago that, made them grow up in the wrong life and have been against morality.

Indian and Thai adolescent problems erupt from families and by themselves after they have been sexually abused or because their families could not understand adolescent behavior and teach them about reproductive health education and sexual health education. Such as should improve in knowledge and attitude among school-going adolescents with the media modern of families. In addition, it was found that sexually abused violated in Indian and Thai adolescents should learn and practice self-protection and should gather knowledge of the Child Rights and much more.

India disadvantaged adolescents

1. Indian disadvantaged adolescents are neglected from home, school and there country of the knowledge. They tend to undeveloped of the confidents and very poorly of the knowledge, attitude about Reproductive Health, drug and HIV/AIDS. Thus as, should to improve and increase and learn the knowledge attitude and understanding of disadvantaged adolescents

2. In India, the responsible organizations both governmental and non-governmental of India have to develop policies for adolescent and should to include HIV/AIDS education and health programme in schools curriculums. In addition, those reproductive health educational services for adolescent girls are especially needed in schools and families.

3. Parents, families, teachers and administrators in orphanages or schools should be encouraged to discuss or give guidance and approval about reproductive health education, drug and HIV/AIDS with their disadvantaged adolescent.

Thailand disadvantaged adolescents

1. Should to improve and increase the knowledge attitude and understanding of disadvantaged adolescents in Northern about reproductive health education and sexual health education.

2. Especially, in Northern, Thailand having spread of higher Drug and HIV/AIDS, thus as should to teach or train to get about the knowledge attitude and understanding of reproductive health to adolescents and parents more then other.

3. The reproductive and sexual health education should be included in the curriculum for the second level – primary education (Grades 4-6), Third level – secondary education (Grades 1-3) and Fourth level – secondary education (Grades 4-6). It is too late to start from Third level – secondary education (Grades 1-3) in Thailand thus; the Ministry of Education has to prepare a new policy to put this subject at the Basic Education Curriculum Standard as soon as possible.

4. It appears that in Thailand media has caused a change in sex related values among adolescents. With the misuse of Internet in getting information on sex related issue supplemented by the use of Cell phone, TV, VCD, DVD and booklets is increasing Crime problems of sexually abused. Thus, the qualities of the textbooks or booklets to be distributed to the adolescents.

TABLE

ACKNOWLEDGEMENTS

I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Father Carlo Luzzi, Mother Elisa Cavana, Father Niphot Thiengwiharn and my family, for contributing to this study by providing funding.

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By: Chiwarat Dudsanee

About the Author:

Soroptimist International is an international volunteer organization for business and professional women who work to improve the lives of women and girls, in local communities and throughout the word. Almost 100,000 Soroptimists in roughly 120 countries and territories contribute time and financial support to community-based and international projects benefiting women and girls. Clubs in Soroptimist International of the Americas receive numerous awards, such as the Women’s Opportunity Awards, for implementing projects benefiting girls and women seeking education. Soroptimist also offers funds for club projects through the Soroptimist Club Grant. Finally, individual clubs can choose to conduct community projects to help girls and women seeking education in the surrounding area.

Women’s Opportunity Awards

The Women’s Opportunity Awards program is Soroptimist’s major project. This award improves the lives of women by giving them the resources they need to improve their education, skills, and employment prospects. Each year, Soroptimist clubs in 19 countries and territories assist women in overcoming personal difficulties and improving their lives through education and skills training. The women may use the cash award to offset any costs associated with their efforts to attain higher education, including books, childcare and transportation.

Past award recipients include Maria P., who worked as an unschooled field laborer until her husband deserted her and her two children. After her second husband deserted her, leaving her with no income, Maria applied for and received a Women’s Opportunity Award from her local Soroptimist club. She went on to win an additional cash award from Soroptimist’s Desert Coast Region before receiving the $10,000 finalist Women’s Opportunity Award. Recently, Maria was accepted into a nursing program, and began her course of study. Once Maria graduates and earns her registered nurse designation, she plans to work as a nurse while continuing her studies. Her work as a lab technician has inspired her to further pursue her interests in medicine and science. Maria is one of hundreds of women who credit the Women’s Opportunity Awards with providing the financial means to achieve their dreams through education.

Many Women’s Opportunity Award recipients have overcome enormous obstacles in their quest for a better life, including poverty, domestic violence, substance abuse, and in some cases, trafficking. Each year, more than $1 million is disbursed through the awards at various levels of the organization to help women achieve their dreams of a better life for themselves and their families. Since the Women’s Opportunity Awards program began in 1972, it is estimated that $20 million has been disbursed and more than 22,500 women have been assisted. In 2007, the Women’s Opportunity Awards received the Summit Award from the ASAE & The Center of Association Leadership, its highest honor, bestowed on associations that implement innovative community-based programs.

Soroptimist Club Grants for Women and Girls

Soroptimist Club Grants for Women and Girls are given annually to Soroptimist Clubs initiating or continuing innovative projects benefiting women and girls. Grants range from $1,000 to $10,000. Since 1997, more than $1.4 million has been disbursed to 228 Soroptimist Club projects, from which more than 130,000 women have benefited. Recent projects include providing resources for immigrant women fleeing domestic violence; funding a micro-enterprise artisan project for low-income women; providing reproductive health services for women in poverty; and teaching marketable job skills to girls with disabilities. This grant program also benefits women and girls seeking education. For example, a club in Taipei, Taiwan, recently won a Soroptimist Club Grant to provide tutoring and training to low-income teenage girls.

The tutoring program emphasized math and English-language skills, and was offered to adolescent girls from aboriginal and low-income families. The classes provided skills training and development, and helped spark interest and excitement about education among the girls. Club members volunteered as tutors and mentors to the girls, and also collected school supplies, including books and stationery for program participants. The program benefited more than 200 young women. Another recent grant, awarded to a Philippines club, went towards a project providing free computer education to women and girls living in the local barangay. The funds were used to pay for instructors, books, instruction materials, meals and transportation to and from the class.

Soroptimist Disaster Relief Fund for Women and Girls

Soroptimist has a long-standing Disaster Relief Fund, which is supported by voluntary donations from members. Funds may be distributed to a number of projects directly benefiting women in areas of conflict who are seeking access to education. For example, in 2006, Soroptimist awarded the Center for Women’s Development and Research in India a $40,000 grant for a project designed to provide health education and health services to nearly 2,500 women, and to provide supplementary education, life skills and vocation skills-training to 250 adolescent girls. Also in 2006, Soroptimist awarded $29,000 to a project named “Project Sri Lanka”. The funds went towards moving a girls’ school-one of Sri Lanka’s leading national schools damaged by the tsunami-and helping fund the reconstruction of four classrooms. In addition, Soroptimist worked with the organization to form a scholarship program, and funded an additional $18,000 that would enable low-income girls to attend school.



By: Nancy

About the Author:

Have you ever heard someone say, ?I know what I?m supposed to do with my health; I am just not doing it?. Have you ever heard yourself say it? I have listened to thousands of people say that exact phrase to me. Today, I would like to share the solution. Here?s the truth: If you want to do something and you are not doing it, something in there, an important part of your health, is missing. That missing piece can be filled in with two crucial things: Education and Consistency. During my years of coaching the goal has always been to create a system that will provide the opportunity for anyone to learn how to make their Health a Priority, to help them allow it to become a permanent part of life. I have developed a 3 step process that provides you with the ability to stay present with your health and a foundation that will always give you the answers if something is not working.

Step 1: Know Your Why

I have spoken many times about knowing your “Why”. It is what can make up the single greatest difference between people who succeed with their health and those who struggle. Throughout my years of fitness modeling, my “why” was “to look the best I can” and to have maximum muscle definition. This “why” worked for a while, but then I crashed. My problem was that I lived for how I looked and disregarded how I felt. I restricted my calories and carbohydrates which made me moody, grumpy, and unhappy overall. I lived this way for 5 years and then one day my wife Abbi said she could not live with me the way I was anymore. She said I lived for my body, and it had to change. I realized my “why” was actually working against everything I truly wanted in life, happiness, calmness, and freedom. It was this defining moment that propelled me to finding what my “why” really was. It was then that my “why” changed to “having the highest quality of life”. It changed to being the best husband, father, and friend I could be. It changed to being lean, fit and healthy so I could have more energy, play sports, and be active with my family. I’d worked so hard in the past to have a perfect body that I neglected everything else. When I shifted my “why”, every aspect of my life improved.

We all have a different “why”. I shared this story with you to encourage you to find your own “why”, and then ask yourself if your “why” is strong enough to provide you with the quality of life you would like. Is your “why” powerful enough to keep you going after a bad week, an injury, the flu, or a stressful business trip? Is your “why” going to help keep you determined to make your health a priority?

We can all succeed for moments. If you create a “why” powerful enough, you will succeed for life.

Step 2: Develop Your Health Structure

Diets fail people because they do not provide a game plan for long term success. The key to that long term success is to have a foundation to work from and create a game plan that you can build from for the rest of your life. There are 6 main components to your Health Structure: Sleep, Nutrition, Exercise, Supplements, Water and Stress. If you educate yourself on these 6 components, while also learning how to permanently implement them into your lifestyle, you will have a Blueprint to Success. The Health Structure will provide you with the tools to achieve all of your health goals.

Step 3: Balance Your Quadrant

It?s time to make room in your life for your health. We all live busy lives and too many times we decide to go for it and get healthy without making a plan or creating space in our life. It?s very easy to crash if you take a life that is already 100% full and add a nutrition and exercise program on top of it. The key is to adjust other parts of your life and open up the space your health can occupy. This way you can help your health become a permanent part of your life. Creating balance in your Quadrant will enhance every aspect of your life. The Quadrant consists of the 4 basic components of life: relationships, career, health, and lifestyle.

What it all boils down to is this: How great of a life do you want to live? We all want to be happy, we all want to feel good, we all want consistent energy, and we all want to live the fullest and best life we can. How is living a life like that possible without finding a way to make your Health a Priority? We all get caught up in wanting things right now. The thing is all great things in life take time. By giving yourself a Self-Health education, then applying that knowledge to become consistent with it, you will create a platform from which you can live the life you truly desire. I promise you this, if you choose to implement this three step process, ?The Juice will be worth the squeeze!?



By: Mark Macdonald

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Looking for health insurance in Montana? Here’s how to get low cost health insurance in Montana with a reliable health insurance company.

State Sponsored Health Insurance

In 1985 Montana created the Montana Comprehensive Health Association program to help Montana residents who cannot get private health insurance due to a pre-existing medical condition. In order to qualify for the MCHA program you must:

* Be a Montana resident

* Have been rejected by two insurance companies or have been offered a restrictive health insurance rider

* Have a particular type of illness as specified by the MCHA program

* Not be eligible for private health insurance, Medicare, or Medicaid

For more information on the MCHA program, visit the MCHA website at: mthealth.org.

Private Health Insurance

There are two types of private health insurance plans available to individuals, families, businesses, and groups in Montana:

* FFS (fee-for-service) plans, also known as indemnity plans, provide health care coverage that allows you to use your own doctor and hospital. Basic FFS plans cover doctor visits, hospital fees, and prescription drugs. These are the most expensive health insurance plans.

* Managed health care plans (HMOs, PPOs, and POSs) assign you to a network of doctors, specialists, and hospitals that you must use for your medical care. These plans cover doctor visits, hospital fees, prescription drugs, and may even include

preventive care options such as health education classes and discounted health club memberships.

Where to Get Low Cost Health Insurance

The best place to get low cost health insurance in Montana is at an insurance comparison website where you can get quotes from a number of companies on one site. The best comparison websites feature an online chat service where you can get answers to all your health insurance questions from an insurance expert, and an Article section where you can get money-saving tips and information (see link below).

Visit http://www.LowerRateQuotes.com/health-insurance.html or click on the following link to get low cost Montana health insurance quotes from top-rated companies and see how much you can save.



By: ryan@thesatellitetvguide.com

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