WOMENS EDUCATION

A STUDY OF FACTORS INFLUENCING WOMEN’S ENTRY INTO HIGHER EDUCATION.

INTRODUCTION

            Inducement of social change as one of the fundamental functions of education has been spelt out in the report of the Indian Education Commission (1964-66) thus:

            “The realization of the country’s aspirations involves changes in the knowledge, skills and values of the people as a whole.  If this ‘change in a grand scale’ is to be achieved without a violent revolution there is one and only instrument that can be used – Education”.

EDUCATION :-

            Education is the nourishment of the mind with knowledge this is practiced purposefully and productively.

            Education disciplines the mind, sharpens the intellect and refines the spirit.  It shapes and polishes a rough unknown diamond into a multifaceted kohinoor  sparkling with scintillating brilliance.  Its the development of integrated personality that unfolds itself to the highest wisdom.  Its a continuous process.

            The philosopher President Dr.Radhakrishnan (1948) said, “There cannot be educated people without educated women.  If general education has to be limited to men or women, that opportunity should be given to women from them it would most surely be passed on to the next generation”.

HIGHER EDUCATION OF WOMEN :-

            Higher education is defined as the education attained after the completion of 12 years of schooling.  Higher education for women has gained a wider role and responsibility all over the world.  Today, in the 21st century, we cannot afford to ignore the importance of higher education for women any longer.  The reason for its need and urgency is that there is no biological difference in the systems of males and females.  Unfortunately, this important task of higher education of women has remain neglected for centuries.  Need for higher education among women assumes all the more importance or the 3rd world countries, where colonialism has remained a great force hindering education for the general masses and for the women in particular.

OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-

            To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals in built with a sense of social purpose.

            To strive to promote equality an social justice and to reduce social and cultural differences through diffusion of education.

NEED FOR HIGHER EDUCATION FOR WOMEN : MALE AND FEMALE :-

            Higher Education may also be viewed in terms of the needs of its consumers.  The term consumer is very wide and heterogeneous.  It includes young and old of both sexes.  Theoretically the need for Higher Education for both males and females is the same.  But its sometime argued that males and females are different in their social and cultural needs.

            The basic argument which is given for women Higher Education is not that Higher Education for women is different from that of men.  Our main thrust is that in the field of Higher Education, women should also be equal partners.  Our past experience shows that so far Higher Education has remained restricted only to men.  It should now widen its horizon and include women also.  The commission on the Higher Education for women, University of Madras in 1979 rightly observed: “for Women and men college education is necessary for character formation, ability to earn, creative self expression and personal development”.

MAIN FACTORS INFLUENCING WOMEN’S SUCCESS / FAILURE IN COMPLETING HIGHER EDUCATION :-

Success :

a)                  Women are strongly motivated to succeed in the education stream.

b)                  The merit basis of the education system permits females to excel.

c)                  Prejudice against women’s education has been reduced. Higher Education has come to be considered equivalent to a bride’s “dowry”.

d)                  Women’s universities promote women’s Higher Education.

e)                  Women’s expectations for education based employment are high.

f)                    Some Higher Education courses provide scholarship facilities for women.

g)                  Female students have been provided with residential facilities in some areas.

Failure :

a)                  Female students have difficulties in access to transport facilities in general.

b)                  Sexual harassment as well as occasional student violence hinder female students completion of higher education.

c)                  Marriage in many cases leads to early withdraw.

d)                  Gender stereotyping inhibits completion of studies.

e)                  Financial constraints can cause withdrawal from the education stream.

f)                    Part-time work to earn living interferes with studies.

SIGNIFICANCE OF PRESENT STUDY :-

            The objective of the Indian Society as has been laid down in the constitution is to achieve a democratic, socialistic and egalitarian society.  In such a society women are supposed to perform their roles at par with men.  Their status structurally needs to be equal with men.

            Broadly speaking, knowledge which is imparted through Higher Education provides skills to its practitioners.  Our understanding is that by acquiring skills the women raise their status in comparison with men and also the status of the group to which they belong.

            In order to understand the status of women, or for that matter to understand any social issues, it is necessary to combine at least 3 perspectives viz. the perspective from policy, the perspective  from statistics and the perspective from culture.

·              The present study is aimed at finding the various reasons for women seeking entry into higher education.

·              It aims at looking at the reasons for seeking entry into higher education by women from the perspective of men, teachers, parents and the women themselves.

·              It bring about an awareness among women as to the various avenues open to them in Higher Education and thus mark the beginning of a major process of empowering women.

·              To find out the problems hindering the pursuit of Higher Education by women.

·              Make suggestions for finding solutions to the above problems in a rational and free manner.

·              To suggest ways  of enhancing women’s entry into colleges, including professional course.

·              To explore areas of Higher Education where women have not yet stepped in or are a monopoly of men.

·               To suggest suitable measures to make higher education for women universal i.e. free of cost, time and distance effective.

  

PROMOTING HIGHER EDUCATION FOR WOMEN

The social context of educational policy has to be improved.

Family and personal counseling at the secondary education stage can be provided.

Higher education can be made skill oriented.

Nontraditional curricula for women can be established.

Recent declines in state support for non-traditional higher education has to be reversed.

Institutions can be made physically accessible i.e. Locate them near the potential clientele, improve transport system etc.

Higher Education  Institutions have to be made more women-friendly i.e. Physical Changes, curricula changes, social changes.

Women’s representation on institutions decision-making bodies can be increased.

Equal opportunity commissions for higher education institutions should be established.

The number of women teachers in co-educational institutions of higher education should be increased.

Stipends, Scholarships and fellowships can be linked to affirmative action programmes.

Women need to be recruited into administrative training programmes for institutions of higher education.

A large role for women’s study centres can be provided.

Institutions of higher education should provide placement services.

Barriers to women’s career entry should be removed, example: employers should be sensitized to the value of flexitime, day-care centres etc.

Sexual harassment in the educational environment should be addressed.

A large number of female secondary education graduates usually are not able to enter university.  To accommodate that population it would be benefited to strengthen the role of vocational training institutions.  Post secondary vocational training institutions should take action to promote entry of women into vocational training lines traditionally considered male preserves.

            Affirmative action quotas has to be provided to promote women’s admission into higher institutions, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.

            Where quotas are provides for specific disadvantaged groups like disabled persons, people from remote or rural areas, members of indigenous minorities, a minimum share should be reserved for female members of those groups.

            Distance education and open learning institutions and techniques should be promoted, particularly to extend higher education opportunities to women in rural and remote areas, which will take into account their needs.

 SUGGESTIONS FOR FURTHER RESEARCH :-

            The present study is limited only to women students seeking higher education up to undergraduate level in a few professional and non-professional colleges of Chennai city.  The following suggestions are given for further investigation.

1.                  A similar study may be conducted among the postgraduate level or research level students.

2.                  A similar study may be undertaken throughout Tamil Nadu State.

3.                  A comparative study of factors influencing entry of women in higher education can be made between a developing and developed country.

4.                  A similar study may be attempted for various issues relating higher education of women.    

           

 

New product development and innovation is much more difficult and time consuming than most other business activities. Automotive rapid prototyping greatly enhances learning speed and reduces the risk of new automotive parts development.

Historically, the automotive industry has been using rapid prototyping as an important tool in the automotive parts design process. The extremely fast-paced automotive design cycles require an extremely fast prototyping system which can produce car parts fast and inexpensively.

The main objective of automotive prototyping is to learn quickly: how a new automotive product behaves in its natural working environment, before transferring the prototype to the production line. Many times, mistakes are learned only after a new automotive part is launched. This is the main explanation for poor automotive parts design, from product mismatch, poor engineering and function or finish, and overpriced production. In order to accelerate the learning curve, before these costly automotive prototyping mistakes are made, one must accelerate and facilitate feedback loops from tests in the lab and market trials.

Automotive Manufacturing Technologies

Working with an assortment of rapid prototyping equipment, automotive prototyping engineers utilize the most advanced 3D printers, in their quest for perfect form, function and utility. Working in advanced manufacturing centers, the automotive engineers use the technology to verify what they are doing, and, equally important, to save tremendous amounts of time, and money.

Automotive Rapid Prototyping Compresses Development Time

The advantages of using 3D rapid prototyping model creation versus viewing a cad/cam model on a computer screen are palpable. Automotive parts engineers get together discuss the pros and cons of a rapidly produced automotive parts model and discuss the pros and cons of the design, as they pass it around, twisting and viewing the prototype, and decide if that is what they had in mind. This way, problems get solved up front, before going to the assembly line! Once determined that the automotive prototype design is a go, the model can then be sent to a die maker.

Automotive Prototyping and the Die Maker Process

The die maker cannot use model to make the die, but because they have it in their hand and can look at it and feel it, they can determine where the parting lines will be and exactly how much steel they will need to produce it. The timing of the die process is greatly compressed.

Examples of Automotive Rapid Prototype Parts

· Car Engine parts

· Engine castings and parts

· Auto Body Components

· Auto Mechanical parts

· Car Dashboards

· Car Handles and Knobs

· Car Trim parts

 

Fail first Paradox in Automotive Rapid Prototyping

The automotive rapid prototyping paradox is to fail earlier rather than later. By failing earlier, the design engineers surprisingly succeed in accelerating the project; this greatly reduces development cost risk. By considering all automotive prototype failures as learning experiments, the engineer has much less stress, knowing that they are practicing the old adage, that success comes from ninety-nine percent failure and introspection.

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.

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As business owners develop their small business loan plans for future financing and refinancing throughout the United States, there is an increasing awareness that there have been significant business finance changes that cannot be ignored. Some of these measures are likely to end up being permanent, and even the temporary commercial mortgage loan and working capital loan changes are expected to be in place for an extended time due to the severity of the current financial climate.

The net result from business finance changes has been a reduction in commercial lenders as well as stricter standards for acquiring commercial loans and commercial mortgages. Unfortunately there has also been no shortage of misinformation about the availability of commercial funding.

A significant reduction in business lending activity overall is perhaps the most dramatic change. This has been due to several events occurring almost simultaneously. Several major commercial lenders have gone out of business altogether. Even though they have continued consumer lending, many banks have stopped commercial finance lending. Numerous business lenders have enacted stricter standards for the commercial financing transactions they are still willing to consider.

It remains to be seen how many changes will be permanent or temporary. But from a practical perspective, commercial borrowers are left with no choice but to adapt to the changing business finance environment. Business owners must be prepared to operate within a more complicated climate for commercial mortgage loans and small business loans regardless of how long the changes might be kept in place.

What should borrowers do about this? A primary option that business owners should explore involves looking beyond their local market area for help with commercial loans. A commercial financing expert operating throughout the United States should be helpful in improving upon this situation.

In addition to fewer business lenders to choose from, there are two other significant changes which must be anticipated by business owners before seeking new commercial loans. First, commercial lenders are increasingly demanding more collateral for virtually all business finance funding. Second, most lenders have cancelled or are about to eliminate unsecured lines of credit (usually called working capital loans) for many businesses.

Considering a business cash advance program based on future credit card processing transactions is likely to be an effective commercial financing strategy for overcoming the combined obstacles of more collateral, reduced unsecured credit lines and fewer lenders. This is proving to be one of the few sources of business funding that has not been adversely impacted by recent events. It will be productive to discuss the potential with a business finance expert who can provide advice about small business financing solutions including business cash advances and other financial options.

It is increasingly obvious that many banks will continue to modify their business lending programs in response to changing conditions. This means that another key change issue for working capital financing and commercial mortgages is the likelihood that more changes will be forthcoming in the near future.

To adequately prepare for future commercial finance changes that might (or might not) occur is a daunting task for a business owner. A commercial financing expert familiar with Plan B contingency financing for small business loans will prove to be a valuable resource for any borrower wanting to seriously deal with both current and future changes impacting the financial health of their business. By having a candid conversation with a commercial loan expert, business owners should be more capable of implementing an appropriate strategy for the vast changes which have recently occurred or are about to become effective for most business financing and working capital finance funding.

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Commercial loan mistakes can have severe financial consequences. However, with proper time and effort, the business finance problems described in this article can be overcome successfully.

Unanticipated business financing mistakes are often difficult to avoid because they involve complications that are not easily understood by many commercial borrowers. There is often a tendency for borrowers to ignore or overlook factors that can produce long-term financial problems with complicated commercial loan situations.

What benefits will you realize when you avoid a common business financing mistake? Commercial borrowers should expect to avoid potentially devastating business finance problems and secure improved commercial loan terms by taking some extra time and caution when they are obtaining a new business loan or commercial mortgage. The stakes are high and this will admittedly require a concerted effort by business owners in order to successfully avoid commercial financing mistakes.

This report will address two approaches for avoiding mistakes with business financing. Both are considered to be of somewhat equal importance, so it is strongly suggested that business owners devote time to both approaches.

You should make an initial evaluation of the need for long-term or short-term business financing. It is essential to consider all possibilities before you commit to a commercial loan. With a long-term business loan, borrowers are likely to incur substantial penalties if they need to refinance in the first three to five years. With short-term business finance agreements, business owners could be faced with the need to obtain new financing that will replace an existing loan at an inopportune time.

The biggest potential mistake could occur if a borrower is not aware of the terms in their commercial financing. Even though a commercial borrower might have what appears to be a long-term commercial mortgage, many traditional lenders include recall terms that allow the lender to require early repayment of the commercial real estate financing under specified conditions. Lack of knowledge about such loan terms can prove to be a serious mistake. Here is a recommended solution to help avoid this specific problem and other related problems: Commercial borrowers should look for resources which will provide relevant solutions for a business owner contemplating business purchase or real estate refinancing.

Working with an experienced business finance lender and advisor is an absolute must. Following such advice will not be as easy as you probably imagine due to the recent chaos in the residential real estate mortgage field. This unexpected financial turmoil has resulted in an increasing number of residential brokers and lenders seeking to become active in the business financing field. What this means is that there are now substantially more inexperienced financial advisors attempting to advise business owners about how to obtain a commercial mortgage or commercial loan.

Obviously there is a high probability of serious mistakes occurring if an inexperienced loan advisor is used, and these mistakes are unfortunately likely to be of a critical nature because of specialized business loan requirements. Here is a suggested solution: Business borrowers should thoroughly discuss financing alternatives with a commercial financing expert before buying or refinancing a business investment or commercial property.

When we hear the words ‘automotive reviews’ we think of comparative tests, investigations, technical details, advantages and disadvantages of a particular car model. People are most interested in automotive reviews when they are about to purchase a vehicle. This is an important decision for the potential buyer since the car may remain in his/her possession for many years. Actually, statistics say that the purchase of a car is the second largest expense for many people. In developing countries, the situation is even worse than that, as choosing a certain car is sometimes a life commitment for those people. Under these circumstances, automotive reviews are a must. No automobile is to be purchased without having consulted its review. Automotive reviews are useful for all kinds of customers, from those are simply interested in buying a cheap car with good gas mileage to those who are mostly interested in design and comfort. To all these people the purchase of a car may appear as a very challenging experience, since the auto market is vast and the lack of experience can prove to be a serious drawback. Needless to say all those interested in purchasing a car should follow the latest automotive news in order to keep up with what is new in this vast and complicated area. However, automotive reviews cannot be found on television every day, nor do they appear in newspapers. Moreover, specialized media, such as auto magazines, which are issued weekly or monthly, may not give the automotive reviews you need when you need them. Therefore, a good source of accurate and reliable automotive reviews is the Internet. Automotive blogs are full of information with and about cars and many related topics. In addition, you get more than statistics or official figures, because people like you have posted their comments or facts from personal experience on those car blogs. Sometimes this beats all automotive reviews.

As we have stated before, there are many sources of automotive news and reviews. The problem is that some of them may not be as reliable as we think and this can be damaging to the consumer. There are times when the interests of certain companies stand in the way of giving consumers honest advice. A good share of criticism is not a must have for automotive reviews. However, skeptical journalism is proof that the consumer’ s best interest is at the top of the priority list. Auto magazines present a lot of automotive reviews because that’s their line of work, but they will rarely point out possible flaws of automobiles. Everyone will agree that in the auto magazines or TV shows, the automotive reviews sound a little too good to be true. You can check out the latest automotive news in magazines and on TV shows, but as far as the reviews are concerned, you should only trust what you see with your own eyes. This may turn out to be a little difficult at times, but fortunately we live in the technology era, and seeing it for yourself is now possible on the internet. If a car reviewer speaks of some less appealing features of a certain automobile, there’s the chance of actually seeing them by means of multimedia. Criticism equals bad publicity, so when it comes to magazines or television shows, there’s a good chance that the consumer will be deprived of his right to be honestly and correctly informed. Therefore, the internet remains the most reliable source of both automotive news and automotive reviews.

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This unique small business financing program offers many benefits, and not just to small business owners. This program allows referrals, and this can help you make a nice sum simply for referring small business owners to the program. The referral program is a situation where everyone involved wins, and there are no losers. This program requires no credit checks, tax returns, or any of the other documentation that is usually required. It is one of the best available small business financing options, and the referral program means that you can earn extra money simply by telling other small business owners about this fantastic program.

Referrals are paid for by the lender to help identify other small business owners who could benefit from this program. Many small business owners have networks of other small business owners, who may belong to the same trade groups or associations. In addition, many of us know people who own a small business and could really use financing right now to help in these tough economic conditions. The referral process is very easy, and takes almost no time at all. Anyone you refer will put your name as the referral source on the paperwork, and when your referral qualifies for the financing then you are paid a referral fee. You get money simply for helping an acquaintance or friend get the money they need for their small business. This financing program is risk free, because the processing fee is completely refundable if you are not one hundred percent satisfied with the amount of financing offered.

The referral program offered by this financing opportunity means you can help out any small business owner you know or meet, and benefit from it. The extra income you can make from referrals can really come in handy, especially with the slow economy and financial crisis that is raging. The best part is that this small business financing program sells itself, because of all the benefits offered and the fact that there are no disadvantages. You do not not to push to sell the benefits of this financing program, once small business owners realize the enormous potential and the ease and convenience offered. Financing is critical for any small business to grow and expand, and the financial crisis has made getting this financing extremely difficult from banks and other traditional lenders.

This new and unique small business financing program is a lifeline to small business who need financing but do not meet the perfect credit and documentation requirements that are needed in the current climate. The referral program means that you can get the small business financing you need plus earn some for telling people about the program you use. Unlike all the other financing options, this program is very flexible, and requires a small amount of documentation. Bad credit is okay and can still get approval. This program has helped many small businesses get back on their feet by providing the financing needed. The fact that you can earn money for telling people about this fabulous financing program is just another benefit, for a program that has many.

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