Strengths And Limitations Of Education Campaigns Health Essay

Strengths And Limitations Of Education Campaigns Health Essay To establish the need for education amongst the population and its vital role in reducing HIV transmission. To assess the effectiveness (and thus the strengths and limitations) of various educational campaigns in preventing spread of HIV. To determine the psychological and social factors that may contribute to the effectiveness of such campaigns. During the 1980s and 1990s, the spread of HIV increased dramatically within the UK, however has slowed down over the last 20 years (1). Currently there are approximately 33 million people around the world who are living with HIV, and each year more and more people are being infected (2). There are several methods in place to help prevent the spread of HIV, including interventions for sex workers, treatment of STIs, voluntary counselling and testing and needle exchange programmes (3). However, perhaps one of the most important methods in preventing the spread of the virus is educating the population both as a whole and as individual groups. Once people have the knowledge about how HIV is transmitted and what it is, they are then able to take their own necessary precautions in preventing themselves from getting infected (4). For those already with HIV, educational campaigns can help increase awareness about how to cope and live with the disease as well as showing them how to prevent it s transmission. Generally, educational campaigns naturally tend to focus on at risk groups, such as men who have sex with men, sex workers and intravenous drug users (5, 6). Although this is a sensible approach, it is also important that the campaigns do not exclude the education of many other groups who are not considered directly at risk, such as the elderly (6). This is important as it can increase stigmatisation of the at risk groups, as well as not respecting the fact that HIV is a non discrimative virus and can infect anyone. By taking a detailed look at 4 types of educational campaigns, it is possible to assess the strengths and limitations of each, as well as determining the psychological and social factors that might make a campaign more or less effective. Mass Media Campaigns Mass media campaigns are generally used by governments as a method to dramatically increase general awareness amongst the whole population (2). Many forms of media can be used, for example advertisements on television, internet websites, flyers and posters distributed to each household. This type of educational campaign ensures that everyone has the same awareness of HIV, and can also be used to prompt people into further research for themselves (7). In the 1980s, the UK launched one such campaign, with the slogan: AIDS: Dont die of ignorance (8). This had a great effect in increasing general awareness amongst the whole population, however this type of mass education also has its limitations. The overall effectiveness is difficult to assess, as it is such a general form of education, as well as the fact that it is not the only method of HIV prevention tactics that were put into place at that time (9). Also, it does not target specific behavioural issues that need to be changed and wi th its widespread strategy it also is difficult to reach marginal groups (2). Another aspect that is a major downfall is that it may even increase stigma and discrimination as some early campaigns used fear as the main factor in reducing HIV spread, which caused many people to become fearful of those with HIV (10). It also could have led to a decrease in people getting tested for HIV as they were so worried about the effects, both social as well as physical. If these fear campaigns were focused to specific risk groups, it could cause a major stigmatisation of these people which would encourage the view that if you were not a part of the risk group there was no need to be concerned about HIV (2). HIV education in schools Approximately 1 in 6 new HIV infections in 2008 were among people who were under 15 years old (2). Therefore it is extremely important for young people to be equipped with the knowledge about what HIV is, how it is transmitted, and how they can reduce their risk of becoming infected regardless of whether they are sexually active or not. Schools are an excellent place to increase young peoples awareness as they are so universal and therefore would be able to target a wide audience. Also evidence shows that when targeted at a young age, educational campaigns for health promotion tend to be met more receptively by the young (11). By instilling young people with knowledge about HIV risks and diminishing discrimination against those with HIV at an early age, these ideas and values will be held throughout their lives and aid in the long term decrease in HIV prevalence (12). However there are still some limitations to educational campaigns within schools. The nature of the education may not be universal, as some schools may focus on abstinence-only programmes, which would not teach about safe sex and condom use (12). Since 1997, USA funding has increased in promoting these sorts of programmes within its schools despite studies showing that there is no long term effect on sexual health outcomes (12). Some religious schools across the world also prevent the teaching of safe sex and condom use amongst not only the young but also the general population (2). HIV education in the workplace As well as schools, the workplace is also an ideal place to target a wide audience who would be receptive to detailed information about HIV and its transmission. By increasing awareness about HIV and AIDS within the workplace, people who are both delivering as well as receiving this information would then be able to implement the practices both in their working lives as well as teaching their friends and families (2). There are also many professions that may in fact carry an increased risk of HIV transmission, for example those that work in health care (13). These workers would be at an increased danger of percutaneous injuries and specific education about how to avoid such injuries and what to do in the event of one occurring is vital to preventing the viruss transmission (14). Increased knowledge about the disease would also have the benefit of reducing the stigma surrounding HIV and AIDS and prevent discrimination in the workplace. This type of education, although effective, may not be put into place at every workplace therefore some infections may still occur through lack of awareness. Also stigma and discrimination against those who are infected may also sill exist. HIV and Peer Education Peer education is an excellent way of educating different groups, especially those groups which tend to be marginalised by society (2). It is a way of helping people within these groups to relate to the speaker and to be receptive about the content of discussion (15). As the peer educators are generally from a similar social background as the group, it is therefore a much more relaxed and social way of education. People also may feel a lot more comfortable asking questions about sensitive topics and issues to someone they can relate to and feel more relaxed around (16). Studies have shown that peer education works particularly well with members of society who are at risk of HIV but distrustful of authoritative figures, such as those in prisons (2). This is important as it provides an excellent way of reaching out to those in marginalised groups who need HIV education to increase awareness but may not know how to go about receiving this. As with all the above methods of educational ca mpaigns, peer education would be reliable and accurate, as those who are educating would have undergone recent and relevant training (16). However, peer education may be difficult to set up, and would also be dependant on government support and private organisations and charities setting them up in the first place. Issues such as national discrimination against homosexuals would also reduce the level of education provided, for example in countries such as Zimbabwe, where the president has openly condemned homosexuality (17). Conclusion Although these are not the only types of educational strategies available, each has several strengths and well as a few limitations. The limitations tend to be focused towards a level of stigma and discrimination against those with HIV and a fear of the virus itself by both individuals as well as governments. However it is only with correct understanding and education in the issues surrounding HIV that people can learn to avoid unnecessary infection and respect the fact that HIV is a universal problem and can affect anyone. Education is highly important, however on its own it can only go so far in stopping the spread of HIV. Other methods of harm prevention must also be put into place to ensure that HIV transmission is minimised, for example needle exchange programmes, open clinic testing and accessible condoms would be required (4). Once people understand the social as well as physical factors associated with HIV, they must be able to have places to go that offer support and can help them if they wished to further their knowledge about the virus. In conclusion, educational campaigns must both be widespread to access the population as a whole, as well as targeted to individuals and specific groups in order to change risky behaviours both in the short and long term.

Vietnam Economy

nom Economic Vietnam has during the last two decades developed into a dynamic and fast growing market – also in automobile industry. Economic reforms, membership of WTO since 2007 and an impressive number of foreign investments, the notable increase in GDP, in people’s demand for high quality product and the almost-zero of the domestic automobile industry have led Vietnam to become the potential market for Volkswagen. The global crisis led to a temporary slowdown of Vietnam’s fast economic growth, but growth is back on track with 6. % growth in 2010 and more than 7% per year expected in 2011-2015. Table 1: Vietnam’ GDP real growth rate (%) [pic] Source: Source: General Statistics Office of Vietnam The rate of economic growth has during the last decade amounted to 7-9% per year, amongst the highest recorded growth rates in the world. The GDP per capita is USD 1160 (2010), and an increasing number of Vietnam’s 87 million inhabitants demand consumer pr oducts of higher quality. Table 2: Vietnam’s GDP per capital (US$) [pic] Source: General Statistics Office of Vietnam However, the average income in Vietnam is still fairly low in comparison with the company price (about†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. cai nay lay so lieu ben product nhe, to k tim duoc). According to â€Å"Background note of Vietnam† recorded by U. S Department of State in http://www. state. gov, Vietnam’s per capita income in 2010 was just $1,168 one person per year. Whereas, imported cars in Vietnam have to suffer upto 3 kinds of duty, including: Import Duty, Extra Duty, and Value Added Tax. Regardless of how strict Vietnam taxation policy is, the accession agreement which was compulsory for Vietnam to become WTO’s member in 2007 obliged Vietnam to lower its import tariffs and to welcome foreign investments in most commercial sectors of the economy. Certain sectors are partly protected against foreign competition in an interim period, but from 2012 respectively 2014 all sectors of the economy must welcome foreign goods and services as well as investors on an equal footing with local companies and investors. Therefore, we totally hope that in the upcoming period, such a 200% tariff for exported cars will not exist. Vietnam automobile market is not that big but it sees a potential signal. According to General Statistics Office of Vietnam [ http://www. gso. gov. vn/default. aspx? tabid=393&idmid=3&ItemID=11605 to k biet trich nguon ntn cho dung voi Harvard form ca T_T], the demand for imported cars, especially types of fewer than 9 seats which makes of approximately 70% in total, keeps increasing remarkably, from 21279 units in 2005 to 51059 in 2008 and reach the number of about 80410 in the last year. Whereas the domestic automobile industry seems to not improve at all. Until now, the domestic company still can not produce even one car. Vietnam  now has 10 automobile JVs including one 100 % foreign-owned enterprise (GM Daewoo), one domestic manufacturer (Truong Hai). The manufacturers make vehicles of 17 world brands: Fiat, Sangyong, PMC, Mazda, Kia, Chevrolet, Daewoo, Mitsubishi, Mercedes Benz, Suzuki,  Toyota, Isuzu, Ford, Hino, Hyundai (trucks, bus), Chery and Honda. In this moment, Volkswagen is one of more then 10 brands having distribution channel in. These brands include BMW (Euro Auto), Audi, Porsche (PSC), Hyundai (Thanh Cong), Lifan (Bao Toan), Chrysler (IC Auto), Subaru (MIV), Dong Feng,  Ã‚  MAN (VMC) and Fiat – Alfa Romeo (Mekong Auto), who are all considerable competitors. It is a great opportunity for the company to dominate Vietnam market but also a challenge when our products are almost kind of high quality with high price.

Responses to 4 Frequently-Asked Questions on Report Writing

Report writing is hard. No one has claimed it will be easy. Whether it’s your first time or you have done it before, writing a good report takes time, efforts, and some know-how. To get started, you will need to have some background knowledge about this particular kind of paper. There are many good questions on report writing, but we will discuss the top four of them. After having read the answers, you will have a good head start for writing a perfect report on your own! 1. What Is a Report? This may seem like a silly question, but it’s not. It also isn’t asked often enough because people may feel embarrassed. However, we know it is the number one frequently asked question in students’ minds when they are asked to write one. Get the wrong answer to this question, and you will fail the assignment, therefore having wasted your time. By definition, a report is a given written account of â€Å"something that one has observed, heard, done, or investigated†. In a nutshell, a report is a clear and organized piece of writing that explains one’s findings to an intended audience. 2. How Do I Write a Good Report? Once you’ve learned what a report is, you have to produce one! How? That’s a big question. A good report has several essential elements. It has: An interesting topic and solid thesis; Good structure and organization; Referenced supporting ideas; Strong claims and arguments; Correct grammar and spelling. Each of these things takes time and practice to learn how to do well. 3. How Can I Improve My Writing? When you have a report or anything else written, the next step is to proofread it to make it better. You can’t become a better writer without having a piece of writing to work with. Improving report writing can be done more specifically by having someone else check your writing and giving you some tips for improvement. They don’t tell you exactly what to write, just the ideas to make it better. This way, you are making the positive changes, which will teach you how to recognize them by yourself in the future. Another good way to improve your writing skills is by reading and using other reports as a model of how yours should look like. Seeing different writing styles will help you to develop your own. 4. How Do I Get Started? One of the hardest things to do is to get started. A report is a big undertaking, and it can easily become overwhelming, especially since you want to do well. The very first thing you need to do is to brainstorm. Think of a list of topics if you still don’t have any. Once you know what you will write about, keep brainstorming to come up with an outline of what will be included in your paper. If you have troubles while making up ideas, you can always look for help online. Once you have a solid topic, you are well on your way to writing a report on your own. From there, find a quiet place and get down to writing a masterpiece!

The Power of Araby by James Joyce Essay - 1907 Words

It has been such a joy reading â€Å"The Norton Introduction to Literature† by Kelly J. Mays. Of all the stories that I was assigned to read, one story in particular stood out to me because of how the author used words to create a vivid image in my mind. The story I’m talking about is â€Å"Araby† by James Joyce. James Joyce does a great job creating vivid images in the readers mind and creates a theme that most of us can relate. In this paper I will be discussing five scholarly peer reviewed journals that also discusses the use of image and theme that James Joyce created in his short story â€Å"Araby†. Before I start diving into discussing these five scholarly peer review journals, I would like to just write a little bit about â€Å"Araby† by James†¦show more content†¦The boy has been transformed by his own narrative voice into a figure of fable, of the mirrored emptiness that is Vanitas. Araby therefore doubles its thematic preoccup ation with the chivalric quest implicit in its famous trope of the imperiled Grail (I bore my chalice safely through a throng of foes [31]) by further formally cloaking itself in the allegorical and parabolic rhetoric of chivalric literature (310). We also notice in that sentence there is a theme of isolation going on in the short story â€Å"Araby†. The word darkness and blind is used plenty in ‘Araby†. In the beginning and throughout the short story we notice that James Joyce writes about the setting that that boy is in, which is very dark, blind, and uninhabited. As said by Margot Norris, she also agrees as she writes that the curious figure of the reflective darkness (Gazing up into the darkness I saw myself) of an extinguished dream (the light was out), suggests that this story will be illuminated by blindness, and that the boy who finds emptiness in Araby, the figure of romance, is in turn found empty, a personification rather than a person, by the story (3 11). Margot Norris describes â€Å"Araby† as a strategic use of poetic words that James Joyce used to illustrate and satisfy for the darkness and blindness in the young boy’sShow MoreRelatedAraby-Postcolonial Interpretation Essay examples1504 Words   |  7 PagesARABY-POSTCOLONIAL INTERPRETATION In the short story of Araby, James Joyce attemps to expose many ideas and themes that places the setting of Araby in a postcolonial era. 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