Air Blue

The group is supposed to first analyze and then recommend the Vision and Mission statements based upon the characteristics discussed in text. Assignment #2 Report on Industry Analysis This assignment would encompass the following components: a. Introduction and History of the allocated industry. b. PEST Analysis and conclusion on industry attractiveness. c. Industry scanning using the Porter’s five force model and conclude on prevailing competition level. d. Make a list of opportunities and threats present in the industry emerging out of PEST Analysis and Porter’s Five Force Model in relation to allocated company. e. Make EFE Matrix of the company and interpret its result. f. Identify and make a list of CSF’s of the industry . Identify company’s major competitors and make CPM Assignment # 3 Report on Company Analysis On the allocated company from within the respective industry, each group is required to develop: a. Perform Strategic internal audit of the company of the following departments as per the guidelines given in the prescribed text book i. Marketing ii. Finance iii. RD iv. Accounting v. MIS vi. HR b. Complete internal audit and make list of key Strengths and Weaknesses of the company. c. Make IFE Matrix of the company and interpret its result. . Make SWOT analysis of the company and interpret its overall findings. Assignment # 4 A-Long Term Objectives In light of vision and Mission statement and SWOT analysis develop:- i. Long Term Financial Strategic Objectives of the company ii. Long Term Non-Financial Strategic Objectives of the company a B-Strategic Analysis and Choice I. Inputs stage This stage involves development of EFE matrix, CPM and IFE Matrix that has already been covered in assignment 1 to 3. (Just include findings) II. Matching Stage In this stage it is required to develop at least three out of the five matrices discussed below: i. SWOT matrix so as to develop four strategic scenarios (SO, ST. WO. WT) ii. SPACE Matrix for determining the organization’s overall strategic position. iii. BCG (If required) so as to determine the relative contribution of different divisions in terms of market share and industry growth. iv. IE Matrix using IFE and EFE scores ( done previously) v. Grand Strategy Matrix for formulating alternative strategy Set of feasible strategies emerging out of matching tools which company can consider for decision stage ? FINAL PROJECT REPORT PRESENTATION B-Strategic Analysis and Choice III. Decision Stage i. Compare all strategies included in sets of feasible strategies using QSPM of the allocated company. ii. Use excel spreadsheet for developing QSPM in order to evaluate the best alternative strategies set. This would require using the results from the input and the matching stage. Identify most attractive Strategies Using QSPM scores identify the most attractive strategies set to be followed by the company under the prevailing circumstances. Strategy Implementation i. Arrange the most attractive strategies sets in order of their priority in implementation to achieve company’s strategic goals ii. Specify the action plan that you are going to work on for implementation purpose for each strategy. iii. In order to implement any strategy you need to develop its annual objectives, policies and focus on the resources and other management issues that you may require your attention Evaluation and Control i. Specify the steps and measures to be taken for checking the effectiveness of the each strategy set after they are implemented. ii. Specify corrective actions to be taken in case of positive or negative variances for each strategy set. Conclusion i. Write a short note (1/2 Page) on how do you see the future of this company in next 5 years down the road specially with reference to your overall analysis and Strategy set that you have recommended. ii. Write down what Lessons you have learned from this project. Special Note: If required students can easily transfer these assignments and project into final MBA project by adding more articles, updated industry and company data, and surveys about the strategies being pursued by the company. You can round up your MBA project by making a complete strategic business plan of the company for the next 3 years in light of your recommended strategies Reports format and presentation instructions IMPORTANT NOTE : ALL REPORTS ARE TO BE SUBMITTED ON DESIGNATED DAY AND TIME WHICH WILL BE ANNOUNCED BY THE INSTRUCTOR –THERE IS NO CONCEPT OF LATE SUBMISSION Students are advised to strictly follow these instructions while compiling their assignment or final project reports, or making presentations (any deviation will result in deduction of marks): †¢Reports should be laser printed on A4 size (white) paper. †¢New Times Roman with font size 12 for the main body, Font size 14 bold for the sub heading, Font size16 bold for the main headings. Line spacing 1. 5 lines. Left justified †¢The title page of the report must contain: 1. Name and Logo of UCP 2. Title of the course and Section 3. Name of Industry 4. Company Name 5. Group members names and registration numbers 6. Name of the instructor 7. Date and Time of submission †¢Due references must be made where required in form of bibliography in APA style. ( Check the details of APA style of referencing on net) †¢Plagiarism would lead to negative marking or cancellation of the project. †¢Check spelling and grammar using MS Word spell check. †¢Presentation time would be 20 minutes followed by Q/A session in which each group member must participate. It should be on PPT slides. †¢Presentation should entail a brief summary of the industry and allocated assignments. Air Blue The group is supposed to first analyze and then recommend the Vision and Mission statements based upon the characteristics discussed in text. Assignment #2 Report on Industry Analysis This assignment would encompass the following components: a. Introduction and History of the allocated industry. b. PEST Analysis and conclusion on industry attractiveness. c. Industry scanning using the Porter’s five force model and conclude on prevailing competition level. d. Make a list of opportunities and threats present in the industry emerging out of PEST Analysis and Porter’s Five Force Model in relation to allocated company. e. Make EFE Matrix of the company and interpret its result. f. Identify and make a list of CSF’s of the industry . Identify company’s major competitors and make CPM Assignment # 3 Report on Company Analysis On the allocated company from within the respective industry, each group is required to develop: a. Perform Strategic internal audit of the company of the following departments as per the guidelines given in the prescribed text book i. Marketing ii. Finance iii. RD iv. Accounting v. MIS vi. HR b. Complete internal audit and make list of key Strengths and Weaknesses of the company. c. Make IFE Matrix of the company and interpret its result. . Make SWOT analysis of the company and interpret its overall findings. Assignment # 4 A-Long Term Objectives In light of vision and Mission statement and SWOT analysis develop:- i. Long Term Financial Strategic Objectives of the company ii. Long Term Non-Financial Strategic Objectives of the company a B-Strategic Analysis and Choice I. Inputs stage This stage involves development of EFE matrix, CPM and IFE Matrix that has already been covered in assignment 1 to 3. (Just include findings) II. Matching Stage In this stage it is required to develop at least three out of the five matrices discussed below: i. SWOT matrix so as to develop four strategic scenarios (SO, ST. WO. WT) ii. SPACE Matrix for determining the organization’s overall strategic position. iii. BCG (If required) so as to determine the relative contribution of different divisions in terms of market share and industry growth. iv. IE Matrix using IFE and EFE scores ( done previously) v. Grand Strategy Matrix for formulating alternative strategy Set of feasible strategies emerging out of matching tools which company can consider for decision stage ? FINAL PROJECT REPORT PRESENTATION B-Strategic Analysis and Choice III. Decision Stage i. Compare all strategies included in sets of feasible strategies using QSPM of the allocated company. ii. Use excel spreadsheet for developing QSPM in order to evaluate the best alternative strategies set. This would require using the results from the input and the matching stage. Identify most attractive Strategies Using QSPM scores identify the most attractive strategies set to be followed by the company under the prevailing circumstances. Strategy Implementation i. Arrange the most attractive strategies sets in order of their priority in implementation to achieve company’s strategic goals ii. Specify the action plan that you are going to work on for implementation purpose for each strategy. iii. In order to implement any strategy you need to develop its annual objectives, policies and focus on the resources and other management issues that you may require your attention Evaluation and Control i. Specify the steps and measures to be taken for checking the effectiveness of the each strategy set after they are implemented. ii. Specify corrective actions to be taken in case of positive or negative variances for each strategy set. Conclusion i. Write a short note (1/2 Page) on how do you see the future of this company in next 5 years down the road specially with reference to your overall analysis and Strategy set that you have recommended. ii. Write down what Lessons you have learned from this project. Special Note: If required students can easily transfer these assignments and project into final MBA project by adding more articles, updated industry and company data, and surveys about the strategies being pursued by the company. You can round up your MBA project by making a complete strategic business plan of the company for the next 3 years in light of your recommended strategies Reports format and presentation instructions IMPORTANT NOTE : ALL REPORTS ARE TO BE SUBMITTED ON DESIGNATED DAY AND TIME WHICH WILL BE ANNOUNCED BY THE INSTRUCTOR –THERE IS NO CONCEPT OF LATE SUBMISSION Students are advised to strictly follow these instructions while compiling their assignment or final project reports, or making presentations (any deviation will result in deduction of marks): †¢Reports should be laser printed on A4 size (white) paper. †¢New Times Roman with font size 12 for the main body, Font size 14 bold for the sub heading, Font size16 bold for the main headings. Line spacing 1. 5 lines. Left justified †¢The title page of the report must contain: 1. Name and Logo of UCP 2. Title of the course and Section 3. Name of Industry 4. Company Name 5. Group members names and registration numbers 6. Name of the instructor 7. Date and Time of submission †¢Due references must be made where required in form of bibliography in APA style. ( Check the details of APA style of referencing on net) †¢Plagiarism would lead to negative marking or cancellation of the project. †¢Check spelling and grammar using MS Word spell check. †¢Presentation time would be 20 minutes followed by Q/A session in which each group member must participate. It should be on PPT slides. †¢Presentation should entail a brief summary of the industry and allocated assignments.

Evolution of the Brain Essay Example | Topics and Well Written Essays - 14500 words

Evolution of the Brain - Essay Example Arran Gare (2002) traces the key development of ecology to the tradition of plant geography of Herder and Goethe and most significantly to Alexander von Humboldt (1769-1859) who saw â€Å"nature as a process of becoming† and established the development of â€Å"anti-mechanistic naturalism† (p.135). Nature’s dynamic condition was already recognized. All forms of life were seen as â€Å"self-organizing† and interdependent with each other and their environment (p.135). This concept became prevalent in society even before Ernst Haeckel came up with the term â€Å"ecology† in 1866 (Allaby 2000, p. 13). The view of ‘underlying causal unity’ within the world also inspired the idea that energy is conserved by the transformation of nature (Kuhn, 1977) (qt. in Gare 2002, p. 135). Most significantly, Von Humboldt’s work inspired the further study of organisms by Darwin, Lyell, Agassiz, Thoreau and Edward Suess who coined the term â€Å"bio sphere† in 1875 (p.135). Allaby (2000) discussed that in the 18th and 19th century, development of ecology was influenced by the concept of ‘economy of nature’ based on evolution theory and ‘balance of nature’ derived from natural theology and German Romanticism. Charles Darwin in his 1859 book Origin of Species explained that â€Å"all of nature appears to be an orderly, well-regulated system of interactions among plants and animals and with their environment†. Darwin asserted that â€Å"the appearance of the organization was the result of a natural process of evolution based on a struggle for existence by each individual organism† (p.13). While according to natural theology, God â€Å"endowed all plants and animals with needs and the means to satisfy them as to guarantee that harmony among them would be preserved†. Nevertheless, the concept of â€Å"balance of nature† and its corresponding notion of static ecosystems is now considered by science as a ro mantic myth.

Analysis Paper Essay Example | Topics and Well Written Essays - 250 words

Analysis Paper - Essay Example supported by Graff who also explains that students are trying to expound on various notions, opportunities and subjects that education has provided, to develop an analysis on the most liked and exciting subjects and opportunities in education. This clearly explains the fact that students are now pursuing education and creating some entertainment effect from various operations undertaken in the school and classroom environment. Graff states that, â€Å"The chance to try on a variety of clashing ideas, to see what they feel like, is one of the most exciting opportunities an education can provide; it can be especially rewarding for students who come to the university with already developed skills at summarizing and weighing arguments and synthesizing conflicting positions on their own.† This clearly explain how education has created an environment where students get to understand various chances available in the education sector, and implement on decisions of creating an environm ent that is favorable to try various subjects and opportunities, which becomes a primary source of entertainment among students from various universities (Greene and Lidinsky, 338). Liberal education and how education has been viewed by students in various institutions of learning has been discussed by various scholars. Graff’s argument on education has been analyzed, and research indicates that there are some cases where Graff supports the argument by Edmundson on the same basis of education. For instance, Graff supports the notion argued by Edmundson that students have diverse perceptions of education, including the idea that education can be termed as a form of

Introduction Assignment Essay Example | Topics and Well Written Essays - 250 words

Introduction Assignment - Essay Example Having dabbled in fiction writing during my spare time, I find that most of my characters are created to be replicas of people whom I interact with in the real world. Thus serving to become an analytical tool of my relationship with people. Allowing me to vent out my frustration, joy, and sadness as I deal with real life situations in fictionalized manners. Thus giving me room for creative release of my pent up emotions and tension. For me, it is the fact that I can use my personal life to create a fictional story that serves as both my strength and weakness. My strength because I am able to create situations that help me deal with my life, and my weakness because I have to write things down in order to be able to properly deal with my problems. Without writing as a channel for my inner troubles and demons, I feel that I would have not become the capable and adjusted person that I am today. Writing her helped me find my voice. It is that voice that helps me get through my life tribulations because as I write things down, I begin to analyze and find solutions to whatever problem is plaguing me at the

Health Promotion And HIV

Health Promotion And HIV The origins of health promotion lie in the 19th century when epidemic disease eventually led to pressure for sanitary reform for the overcrowded industrial towns. Alongside the health movement emerged the idea of educating the public for the good of its health (Naidoo and Wills, 2000). In 1977 the World health Assembly at Alma Ata committed all member countries to the principles of Health for all 2000 (HFA 2000) that there should be the attainment by all the people of the world by the tear 2000 of a level of health that will permit them to lead a socially and economically productive life Naidoo and Wills, 2000). The Ottawa charter held on the 21st of November 1986 was the first international conference on health promotion and provided the basis for the current practice of health promotion. It defined health promotion as the process of enabling people to increase control over, and to improve, their health. To reach a state of complete physical, mental and social well-being, an individ ual or group must be able to identify and to realize aspirations, to satisfy needs, and to change or cope with the environment (WHO, 1986). Health is, therefore, seen as a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities. Therefore, health promotion is not just the responsibility of the health sector, but goes beyond healthy life-styles to well-being. It went ahead to identify strategies for health promotion namely; build healthy public policy, create supportive environment, strengthen community actions, develop personal skill and reorient health services (WHO, 1986). HIV/AIDS BACKGROUND AND ZIMBABWE The HIV virus is the cause of the Acquired immune deficiency syndrome (AIDS). All countries of the world are now affected with about 39.5million people living with the disease globally. 2.1million of the global 2.9million deaths due to AIDS in 2006 occurred in Africa ( UNAIDS/WHO, 2007). The extent of the Human Immunodeficiency Virus (HIV) epidemic in Africa makes it qualitatively different from other regions. According to UNICEF (2005), the HIV/AIDS epidemic in sub-Saharan Africa has already orphaned a generation of children and it projected that by 2010, 18 million African children less than 18 years are likely to be orphaned by HIV. Africa has the worlds youngest population, with the youth constituting 33% of the total population. Subà ¢Ã¢â€š ¬Ã‚ Sahara Africa is home to 70% of young people living with HIV/AIDS and 90% of the AIDS orphans in the world. Vulnerability to HIV/AIDS is compounded by gender and age, making young people and women in particular more likely to contract the virus than others. The age distribution of HIV infection in Africa is skewed towards younger females, with infection rates among teenage girls five times higher than teenage boys in some countries.Zimbabwe is not spared this burden. One in six African is a Zimbabwe which has a population of about estimate of 140 million people. The first case of the Acquired immune deficiency syndrome (AIDS) was identified in Zimbabwe in 1986. HIV prevalence then rose steadily from 1.8% in 1998 to 5.8% in 2001. However, in the 2003 survey, the National HIV prevalence had dropped to 5%. At a current level of 5.6%, HIV/AIDS prevalence is highest amongst young people less than 30 years (World Bank, 2006). Several factors have been identified as the most important in driving the HIV epidemic in Zimbabwe. These include; early marriage of females and inadequate access to condoms and contraceptives particularly for young people. Young peoples lack of access to contraceptives is exacerbated by the age-structured society where children and young people have little or no control over their health, especially sexual health. There is also inadequate sexual education in schools as well as a restricted discussion of sexual health matters in public and even in families. Zimbabweans can have multiple wives as they think they can afford to take care of. This is very ambiguous and the result is that a lot of women are mistreated and left to take care of themselves without actually being empowered to do so. Other factors implicated are the presence of other sexually transmitted infections (STIs), stigmatization and the inadequacy of health care systems (APIN, 2006). In addition, various cultural prac tices and values influence the health practices and sexual behaviour of our focus group. This makes them particularly vulnerable. Vulnerability can be defined as the degree to which an individual or a population has control over their risk of acquiring HIV, or the degree to which those people who are infected an affected by HIV are able to access appropriate care and support. (AIDS Vancouver, 2005) Zimbabwe being a male-dominated society, women are viewed as inferior to men, in some areas in particular in rural areas and some townships. Womens traditional role is to have children and be responsible for the home. Their low status, lack of access to education, and certain social and cultural practices increase their vulnerability to HIV infection. Many marriage practices violate womens human rights and contribute to increasing HIV rates among women and girls. Zimbabwe has legal minimum age for marriage, however in some areas early marriage is known to be allowed by parents, as they consider it a way to protect their young daughters from the outside world and maintain their chastity. Girls may get married between the ages of 14 and 15, and a large age gap usually exists between husbands and wives. Young married girls are at risk of contracting HIV from their husbands because it is considered acceptable for men to have sexual partners outside of marriage and even for some men to have more than one wife. Because of their age, lack of education, and low status, young married girls cannot negotiate condom use to protect th emselves against HIV and other STIs. Practices such as female genital mutilation also contribute to the scourge (APIN, 2006). COMPARATIVE STATISTICS From Appendix 1(behind), the tables show WHO statistics (2007) and compares different parameters from Zimbabwe, Brazil and South-Africa. It estimates Zimbabwes population, for 2005, at 131.5 million. This is compared to South Africas figure of 47.4 million and 186.4 million for Brazil. Zimbabwe and Brazil are classed as developing countries while South Africa is a middle-income African country. All these countries have achieved varying degrees of success in the fight against HIV/AIDS. Deaths due to HIV (per 100,000) are 8 for Brazil, 167 for Zimbawe and 675 for South Africa. Figures for HIV prevalence in adults aged 15 years and above show that the prevalence is reduced in Brazil (454 per 100,000 people), but Zimbabwe (3,547 per 100,000 population) and South Africa (16,579 per 100,000 population) still have very high numbers. This buttresses the fact that Africa still has major problems in the fight against HIV/AIDS. HIV/AIDS POLICY IN ZIMBABWE According to the Federal Government of Zimbabwe, the overall goal of the HIV/AIDS Policy is to control the spread of HIV, to provide equitable care and support for those infected by HIV and to mitigate its impact to the point where it is no longer of public health, social and economic concern, such that all Zimbabweans will be able to achieve socially and economically productive lives free of the disease and its effects. (Federal Government of Zimbabwe, National Policy on HIV/AIDS, 2003; pp. 13-14). The objectives of the policy include, among others to foster behaviour change as the main means of controlling the epidemic and to ensure that prevention programmes are developed and targeted at vulnerable groups such as women and children, adolescents and young adults, sex workers, long distance commercial vehicle drivers, prison inmates and migrant labour. The target is to improve the knowledge, attitude, behaviour and practices of high-risk populations, including youths and adolescents , to HIV/AIDS by 20 percent by the year 2005 and 40% by 2010. With the WHO statistics, there seem to be a lot of work to be done in achieving the above target. YOUTH EMPOWERMENT MODEL THE INTERVENTION The model was developed by a combination of two existing models of health promotion namely Caplan Holland (1990) and Beattie (1991) (Naidoo and Wills, 2000). Beatties model uses criteria of mode of intervention (authoritative-negotiated) and focus of intervention (individual-collective) whereas Caplan and Holland use theories of knowledge and theories of society (Naidoo and Wills, 2000). From Caplan Holland (1990) the following components were taken: radical humanistic perspective (empowerment approach) and humanistic perspective (educational approach). From Beattie (1991) were taken; health Persuasion (educational approach) and personal counselling (behavioural approach). This model thus comprises of the 4 components namely; Radical Humanist/Empowerment approach where individuals are encouraged to form social and organizational networks including self-help groups, Humanist/Health Education approach this involves peer education and awareness campaigns, including activities such as dramas, role plays and debates, Health Persuasion which is essentially behaviour modification and life skills, Personal counselling which is client led and focus on personal development. The health promoter is a facilitator rather than an expert. (Naidoo and Wills, 2000). APPROACHES The components of this model made use of three main approaches to health promotion: behavioural, educational and empowerment approaches. The empowerment approach is based mainly on the formation of social and organisational networks including self-help groups, peer groups, abstinence clubs etc. The emphasis of this approach is to help people to identify their own concerns and gain the skill and confidence to act upon them Naidoo and Wills, (2000), and the behavioural approach aims at behaviour modification. It also uses personal counselling as a means of promoting healthy sexual behaviour, therefore aiming to impart life skills to the students, which would teach them to communicate, to learn to say no to casual sex, to wait till the right time and to make the right decisions. The educational approach aims to provide knowledge and information with the hope that this information would enable the students to make the right and informed choices (Naidoo and Wills, 2000). This would be achieved by means of awareness campaigns, debates, lectures, dramas, role plays, posters and other information, education and communication (IEC) materials. A key part of the education of these students would be peer education. Over the years, there have been various studies and theories supporting the use of peer education as a successful health promotion strategy. Peer pressure can be quite enormous and influential particularly in the focus age group. APPLYING THE COMPONENTS OF THE MODEL DISCUSSION As earlier mentioned, there are four main components of this health promotion model: health education, health persuasion, empowerment and personal counselling. EMPOWERMENT Empowerment in the broadest sense is à ¢Ã¢â€š ¬Ã‚ ¦.the process by which disadvantaged people work together to increase control over events that determine their lives'(Laverack, 2004). This entails raising consciousness of both the primary and secondary audiences; emphasis is on the exploration of personal responses to health issues. The students are encouraged to form social networks such as self-help groups and peer-educator-led groups. These social networks can lead to self-empowerment. The WHOs definition of health promotion as increasing peoples control over their health places it alongside the key concept of community empowerment (Laverack, 2004). Community empowerment can be viewed as both a process (something used to accomplish a particular goal or objective) and an outcome (in which empowerment is the goal or objective itself). There is considerable overlap between community empowerment and other concepts such as community participation and community development. Community empowerment builds from the individual to the group to the broader community (Laverack, 2004). Health promoters have conventionally viewed community empowerment as a part of bottom-up approached. In this the outside agent act to support the community in the identification of issues which are important and relevant to their lives, and to enable them to develop strategies to resolve these issues. Community empowerment includes personal (psychological) empowerment, organizational empowerment and broader social and political changes. Community empowerment has been viewed in health promotion literature as a five-point continuum model comprising the following elements; personal action, the development of small mutual groups, community organizations, partnership, social and political action. Each point on the continuum can be viewed as an outcome in itself, as well as a progression onto the next point. If not achieved the outcome is stasis or even a move back to the preceding point on the continuum (Laverack, 2004). The latter goes on to say the dichotomy between top-down disease prevention and lifestyle change and bottom-up community empowerment approaches is not as fixed as it is sometimes portrayed. As applied in this youth empowerment model, both approaches were used. HEALTH EDUCATION Health promotion is rooted in the narrower, more established field of health education. Health education is communication activity aimed at enhancing positive health and preventing or diminishing ill-health in individuals and groups, through influencing the beliefs, attitudes, and behaviour of those with power and of the community at large (Downie et al, 2006). Use of education in health promotion has to do with communication aimed at enhancing well-being and preventing ill-health through influencing knowledge and attitudes. The purpose is to provide knowledge and information, and to develop the necessary skills so that a person can make informed choice about their health behaviour (Naidoo and Wills, 2005). Health education interventions are valued because they empower people, enabling them to make desired changes and increase their control over their health. It involves working directly with them, enabling communication and feedback that in turn can be used to fine-tune the intervention, enhancing its effectiveness (Naidoo and Wills, 2009). This can be carried out in classrooms, and clubs aiming to empower the students. The peer educators will also be used at this stage as well as PLWHA. The contents for education in HIV prevention will include issues such as meaning and cause of HIV/AIDS, means of transmission non-transmission, modes of prevention, available treatment and management for PLWHA. HEALTH PERSUASION Health persuasion in this initiative forms a part of the Prevention Education. These are intentions directed at individuals and involve mainly health professionals, trained counsellors and peer educators, all acting as facilitators. The aim of this is to influence the development of positive health behaviour in the students, so that as they grow older, they can have good sexual health. People Living with HIV/AIDS are also involved as they are some of the greatest champions of HIV prevention as earlier mentioned. The ultimate aim of health persuasion is encouraging people to adopt healthy and careful lifestyles. The emphasis is on abstinence, safer sex and faithful partnership. The avenues included: classrooms and School HIV/AIDS prevention clubs, distribution of fliers and Information, Education and Communication (IEC) materials and involvement of People Living with HIV/AIDS. PERSONAL COUNSELLING This focused on personal development and students (one-on-one or in groups) are helped by a facilitator to identify their health needs to increase their confidence and life skills. Peer Education This is the teaching or sharing of information, values and behaviours between individuals with shared characteristics such as behaviour, experience, status or social and cultural backgrounds (Macdowall et al, 2006). It is a prevention strategy for reaching youth either in school settings or for marginalized out of school youth, mainly through community based out reach programmes. Approaches to recruiting peer educators have included; providing information about a project and then asking for volunteers (Macdowall et al, 2006) identifying and approaching popular opinion leaders from among target groups; and asking members of the target groups to nominate peers. HEALTH PROMOTION RATIONALE Zimbabwe for obvious reasons stated above has a problem in tackling the scourge of HIV/AIDS and this required a multi-pronged approach in order to make an impact. Thus, developing a health promotion model targeted at the youth is in place. According to WHO, it is imperative to focus on young people because they have a high risk of contracting HIV since once they become sexually active, they often have several, usually consecutive, short-term sexual relationships and do not consistently use condoms. Likewise, IV drug use spreads at an alarming rate in this age group. Furthermore, young people often have insufficient information and understanding about HIV/AIDS; they may not be aware of their vulnerability to it or how best to prevent it. They also often lack access to the means of protecting themselves (WHO, 2004). The National HIV/AIDS policy specifically focuses on adolescents and youths, with a view to changing their sexual behaviour and practices, particularly before they become s exually active. School based programmes are logical avenues to provide most youth with preventive health education which should include helping the youth to identify their personal values and to promote positive self -esteem to enable them to resist pressure to engage in risky sexual behaviour. Zimbabwe practices a 7-2-3 system of education. Here individuals are expected to spend 7 years in the primary school, 2 years in sixth form 3-4 years in the University. The secondary school age in Zimbabwe is between 12-18 years. The focus for the model is in high school students aged 12 to 18. There were several reasons why the school is a key arena for health promotion. First, in accordance with a prevention is better than cure philosophy, it is better to encourage young people to adopt healthful lifestyles than to try to change unhealthful behaviour patterns in adulthood. Secondly, there is evidence that risk factors for disease in adulthood often originate early in life. Thirdly, schools provides a unique opportunity to augment other influences on health-related behaviour with properly planned programmes of health education (Downie et al, 2006). As early as 1982, it was reported that the age of first sexual intercourse had continued to drop in Zimbabwe and was then such that 50% of 16 year kids were already sexually active (Nwokocha and Nwakoby, 2002). Thus, the age range for the study is appropriate to equip them before they become sexually active. Mzikazi High School Bulawayo, Zimbabwe was the chosen high school. Mzilikazi is in Matebelaland, second capital city of Zimbabwe with an estimated population of 1.2 million residents. The city has a rich tourism culture and hospitality. Current research estimates the prevalence of HIV in Bulawayo at 6.19% , making it the second highest of all the states in Zimbabwe (The Herald News, 2006). Its easy access to Victoria Falls makes it a centre for visitors from different parts of the world. All these aid the sex trade in a country so rich yet poverty is the order of the day. People who do possess some knowledge about HIV often do not protect themselves because they lack the skills, support or incentives to adopt safe behaviours. High levels of awareness among the youth, a population group particularly vulnerable and significant as regards the spread of HIV/Aids, have not led, in many cases, to sufficient behavioural change. Young people may lack the skills to negotiate abstinence or condom use, or be fearful or embarrassed to talk with their partner about sex. Lack of open discussion and guidance about sexuality is often lacking in the home, and many young people pick up misinformation from their peers instead. PARTNERS IN THIS HEALTH PROMOTION The key partners in this initiative were the primary the students, and the secondary parents, teachers, school nurse and other members of the school community including staff. Other partners included professionals such as all clinical health practitioners such as doctors, nurses, and others health professionals who will act as facilitators, the local School Authorities, and donor agencies that are focused on HIV/AIDS issues they play a very crucial roles in community HIV prevention programmes. Donor agencies were involved in the provision of funds that were used in executing the project. PLWHA (People living with HIV/AIDS) have very important impact as people see for themselves living testimonies of the HIV scourge. It must be stated that stigmatization and discrimination against PLWHA are common in Zimbabwe. Nevertheless, some progress has been made more recently because of increased national campaigns and more visible and vocal societies and support groups for people infected with or affected by HIV. Their efforts have helped educate the public about HIV/AIDS, dispelling myths and giving the disease a human face (APIN, 2006). A potential reason for failure of school health promotion is that of culture clash between the school and the home and elsewhere (Downie et al, 2006) hence the inclusion of the parents in the secondary audience. However while the concepts of outcome succees were addressed to some degree in the study, there was nevertheless, a lack of firm and consistent evidence that positive outcomes had been achieved by the partnership concerned. Partnership working is seen as providing benefits that are achievable, improve health of whole population through working in partnerships with groups and individual to systematically address health needs within a community, (Coles and Porter, 2009). The science and art of preventing disease, prolonging life and promoting health through the organised efforts of society, (Achenson, 1998). Wilson and Charlton (2004), claim that culture clashes in partnership working can often expected between people from different social background. In this study the barrier between the partners was the cultural background for the children , parents and the leaders. In this instance the NGOs were the leaders of the health promotion. The break down in communication and understanding of the intended education started when the educators told the students it is advisable to use condoms whenever you have sex. In Zimbabwe there is a deep-seated unwillingness to talk openly about sex, partly due to rules of re spect that lie at the heart of family and kinship structures, which limit communication across generation and sexual divides. Certain prevalent cultural norms and practices related to sexuality contribute to the risk of HIV infection. Negative attitudes towards condoms, as well as difficulties negotiating and following through with their use. Men in southern Africa regularly do not want to use condoms, because of beliefs such that flesh to flesh sex is equated with masculinity and is necessary for male health. Condoms also have strong associations of unfaithfulness, lack of trust and love, and disease. Certain sexual practices, such as dry sex (where the vagina is expected to be small and dry), and unprotected anal sex, carry a high risk of HIV because they cause abrasions to the lining of the vagina or anus. In cultures where virginity is a condition for marriage, girls may protect their virginity by engaging in unprotected anal sex. The importance of fertility in African communities may hinder the practice of safer sex. Young women under pressure to prove their fertility prior to marriage may try to fall pregnant, and therefore do not use condoms or abstain from sex. Fathering many children is also seen as a sign of virile masculinity. Polygamy is practised in some parts of southern Africa. Even where traditional polygamy is no longer the norm, men tend to have more sexual partners and to use the services of sex workers. This is condoned by the widespread belief that males are biologically programmed to need sex with more than one woman, ( ). Urbanisation and migrant labour expose people to a variety of new cultural influences, with the result that traditional and modern values often co-exist. Certain traditional values that could serve to protect people from HIV infection, such as abstinence from sex before marriage, are being eroded by cultural modernisation. ( ). However the NGOs wanted to continue with this education even the other secondary partners could tell it is affecting the whole process, with advice to first stop teaching the children, educate the parents first so when the children are taught it does not cause conflict. This dilemma here appears largely about power who has it, who needs it, and how much? Successful partnership requires leaders to redefine the boundaries of power in the organisation, and this can prove challenging, ( ). Careful design of the organisations decision-making processes and the setting of clear boundaries can help you tackle the leadership dilemma. Therefore with partnership, effective communication enables us to discuss each others concerns, acknowledge our different points of view and strive to understand those views. Good communication is especially important when there are strong views or feelings about an issue. The key thing to remember is that communication goes in all directions. Effective communic ation isnt just about telling people things. Its mostly about listening to each other. Consequently good communication is crucial to partnership. Lack of communication often creates an information vacuum. This vacuum is sometimes filled with rumour and speculation. . Evaluation Two different views of evaluation pervade the literature on health promotion. From the first view point, evaluation involves assessing an activity in terms of the aims or specific objectives of that activity. William (1987) has written as follows: .the purpose of evaluation is that it should demonstrate whether an activity has been successful or to what degree it has failed to achievee some stated aims. Before we can evaluate, then, we need to be clear about the aims of the activity in relation to the degree of attainment of these aims. From the second view point, evaluation is a broader process. It involves assessing an activity by measuring it against a standard which is not necessarily related to the specific objectives or purpose of the activity. This approach has been advocated by Green et al. (1980). From the second view point, evaluation is a broader process (Downie et al, 1996). Evaluation can be defined as the critical assessment of the value of an activity (Macdowall et al, 2006). Evaluation is needed to ensure that health promotion activities are having the intended effects. Evaluating activities helps inform future plans and contributes to the building up of a knowledge base for health promotion. It also helps prevent the reinvention of the wheel, by informing other health promoters of the effectiveness of different methods and strategies (Naidoo and Wills, 2000). Downie et al (1996) identifies reasons for evaluating health promotion activities. These are to assess the extent to which projects are achieving their stated objectives, to inform the development of materials and methods, to ensure ethical practice, to optimize use of resources and to assess the place of health promotion within overall efforts to achieve health gain. Evaluation includes assessments of different kinds of events at varying time periods. A distinction is often made between process, impact and outcome evaluation. Process evaluation: this involves assessing the process programme implementation. It addresses participants perceptions and reactions to health promotion interventions. It is therefore a useful means to assess acceptability and may assess the appropriateness and equity of a health promotion intervention (Naidoo and Wills, 2000). In doing this in our health promotion study, inputs (time, IEC materials, money); self-evaluation (self-reflection); feedback from primary and secondary audience (using questionnaires, question and answer sessions, individual discussions) will be used. Impact and Outcome evaluation: Evaluation of health promotion programmes is usually concerned to identify their effects. The effects of an intervention may be evaluated according to its impact ( the immediate effects such as increased knowledge or shifts in attitude) and outcome ( the longer-term effects such as changes in lifestyle). Impact evaluation tends to be more popular because it is easier to do. Outcome evaluation more difficult because it involves an assessment of long-term effects (Naidoo and Wills, 2000). Evaluation of the impact could be planned or unplanned. Planned impact can be assessed using pre-session and post-session questionnaires or a review session with the target audience. Some of the planned impact/outcomes would include increasing attendance to activities, increase in the number of people taking part in voluntary counselling and testing (VCT), increase in age of first sexual encounter and reduction in HIV prevalence rate. Unplanned impact/outcome will include counselling for other issues such as drugs and alcohol use, provision of support for PLWHA within the school community by referrals to NGOs and other support groups that can provide treatment and help them cope with other effects of living with HIV/AIDS. Limitations There are limitations to the implementation of this health promotion model. There is an ethical dilemma with regards what will be too much sexual information for the teenagers considering the cultural background. Many parents will object to some information given to their children. Issues pertaining to funds for running and sustaining the programme need to be considered. There could also be some logistics problems in terms of accessing rural areas: power, security, mobility and communication facilities all have to be provided and these are all functions of funds. Acceptability of the programme by the primary audience may be in question. The students may view the activities as being prescriptive rather than participatory, also, they may view the health professionals and facilitators as being old school in terms of age or social background or socioeconomic status and this could be a barrier which might face the programme. This is where the peer educators come in and may go a long way in overcoming this problem. If the students are able to see the project/activities as theirs, it would help to sustain the efforts after the health professionals may have left. Such continuity could be anchored on peer educator groups, abstinence clubs and other social networks. Long-term assessment of empowerment and change in behaviour is difficult. Is there any behaviour change? If so, is the behaviour change due to this Health Promotion activity alone?. These are pertinent questions which will need to be addressed at the long run. The model focuses mainly on empowerment without addressing other socio-economic determinants of sexual hea

Character Monologe of John Yosarian :: essays research papers fc

Hello my name is John Yossarian, I am a captain in my squadron of pilots that runs bombing missions during this retched war. All my life I’ve hated war I think it’s utterly pointless, men losing their lives only to ensure their freedom.. I do not know why I am being forced to fight, but the way I look at it is ‘lets just get it over with’, this type of attitude helps me try to complete my missions as soon as possible. While that may sound like an easy task the truth is it isn’t, the main reason why is because of my damn colonel†¦ Catchcart is his name and he keeps â€Å"lifting the bar† on the number of missions required by us before we can be sent home. At first I didn’t even want to have to fight, so I tried all means to get out of this blasted battle. I even said that I had a pin in my liver and was sent to the hospital, but that turned out to be more trouble then it was worth. After being discharged from the small Italian facility I could only seem to wonder why no one else saw the pointlessness of all these â€Å"heroes† fighting an endless massacre, the question never could seem to leave my mind†¦ I guess its just one of those questions that has no real answer. Some of the men in my squad are Milo Minderbinder, who had was a leader of a underground black market and the head of the mess hall, Hungry Joe, well what can I say about Joe†¦ he used to be a photographer for Life magazine and he has an obsession with naked women, quite the oddball if you ask me. McWatt, he was always a happy one, rarely caught him without a smile on his face. Clevinger, rest his poor soul, he was always an optimistic, always had a question for everything and he was usually very opinionated. You know, every man has his own limits in life, and I’ve just about reached mine with all of these missions, this war has nothing more to offer me and I nothing to offer it. So I refused to fly any more missions. I am now on the streets of Rome, but my â€Å"freedom† was short lived, an officer arrested me for not having a pass.

Basic Concept of International Development

International development or global development is a concept that lacks a universally accepted definition, but it is most used in a holistic and multi-disciplinary context of human development – the development of livelihoods and greater quality of life for humans. It therefore encompasses foreign aid, governance, healthcare, education, gender equality, disaster preparedness, infrastructure, economics, human rights, environment and issues associated with these.International development is related to the concept of international aid, but is distinct from, though conceptually related to, disaster relief and humanitarian aid. While these two forms of international support seek to alleviate some of the problems associated with a lack of development, they are most often short term fixes – they are not necessarily long-term solutions. International development, on the other hand, seeks to implement long-term solutions to problems by helping developing countries create the nec essary capacity needed to provide such sustainable solutions to their problems.A truly sustainable development project is one whichwill be able to carry on indefinitely with no further international involvement or support, whether it is financial or otherwise. |International development projects may consist of a single, transformative project to address a specific problem or a series of projects | |targeted at several aspects of society. will be able to carry on indefinitely with no further international involvement or support, whether it is financial or otherwise. International development projects may consist of a single, transformative project to address a specific problem or a series of projects | |targeted at several aspects of society. will be able to carry on indefinitely with no further international involvement or support, whether it is financial or otherwise. |International development projects may consist of a single, transformative project to address a specific problem o r a series of projects | |targeted at several aspects of society.