Creating an essay outline is by all means the most effective and motivating way of learning the writing assignment, organising your ideas on the essay topic, and positioning your own point of view.

The importance of essay outline in writing process is hard to underestimate. It is the solid foundation of a well-structured and considered essay with enchanting essay topic, logically organised paragraphs, strong thesis statements, and unforgettable conclusions. The essay outline helps you put your thoughts together, and have a clear idea of what the essay should be all about.

I could go on, but the point is: when you write your essay outline first, the process of essay writing becomes a piece of cake! However, to make a truly effective and well-organized essay outline, you need to follow these important preparatory steps:

1.Read the Question of Your Essay and Decode It

The first and most important step you should take before writing an essay is to understand what your professor wants to see in your essay wanted from you, thus to decode the writing assignment. The solution to this riddle can be found in your essay question, which asks you either to discuss, compare, contrast, or summarise certain issues. When you know what is expected from you, you know which way of writing an essay to choose.

Just to play safe, here are the definitions of the essay questions, so that you could refresh your memory:

1.”compare” in an essay question means to list in an extended way points of similarity between two or more things;
2. “contrast” asks to dwell on the differences of several things;
3. when “summarising” you are supposed to write down all you know on the essay topic;
4. a “discussion” requires putting the cases for or against some proposition and end with stating your own position;
5. “consider” means to describe a certain subject and say how effective it is.

Once you know what you ought to do, you can get down to creating the essay outline.

2.Verify the Assignment Requirements

But before you do so, you need to verify the requirements for your essay. In the department’s guidelines you shall find the deadlines, the requirements for the essay length and presentation. If some points are not clear to you, do not hesitate to verify them with your teacher. The more you know the better chances your have to write an outstanding essay.

3.Write a Thesis Statement at the Top of Your Paper

You must know that a thesis statement is a single declarative sentence that contains the focus of your essay and tells the readers what it will be all about. But except for helping your readers with understanding your essay, it is of great help to you as well.

A thesis statement helps you think through your ideas and their overall presentation to the readers. Moreover, it is the wishful salvation each time you get sidetracked from the main idea of your essay, and want to come back to the initial point.

Your should not skip the process of writing a thesis statement at the top of your paper, right after your essay outline. Thus, be sure you compose a strong thesis statement for your essay outline.

4.Brainstorm Ideas for Your Essay

Once a thesis statement is ready, you should start brainstorming your ideas that relate to your thesis statement. Write down all ideas that come to your mind and are related to your topic, even if they are seemingly bizarre or outlandish. You should let your ideas flow as rapidly and spontaneously as possible. When you have collected all your ideas, be sure to revisit them and discard the ones that seem useless.

5.Gather Evidence

It goes without saying that all ideas in your essay must be supported with some evidence that should consist of specific examples or opinions of others. The supporting evidence should prove your thesis statement. Thus, it must be relevant, reliable and presentable.

So, you need to sweat a bit and gather relevant information on your essay topic and select the materials that will come in handy. It is advised not to neglect the basic sources you use every day. Thus, start examining your lecture notes, core texts and handouts. They usually include a sufficient amount of useful information that will supply you with great ideas for the essay outline.

If you want to deepen into the essay topic, you can pick some other sources with detailed information on your essay topic. For instance, articles in journals, or texts referred to by your teacher can provide you with extremely valuable information. But be selective, and do not fall on the first source that you come across. Make a thorough and painstaking search.

6.Organise Your Essay Ideas

Once you have collected the information, you need to think through the structure of your essay and create the first draft. Your essay must be planned in the way that it has a coherent and logical structure.

So far there are no universal standards for organising ideas in essays. However, all your ideas must be arranged in the logical way. For instance, the logical sequence of your facts could be presented in a simple to complex form, be specific or general, etc. Either way, choose which is most appropriate in your case.

When structuring your ideas, do not be too wordy; write down your points in brief one-line sentences that are arranged in a series of headings and subheadings. Use bullet points to describe what each paragraph will contain.

7.Keep References

In the process of gathering information and brainstorming you must remember to write down everything you have consulted as you go along in order to be able to create a bibliography or list of references. Have a notebook where you can put down the information you will need later. Such trick will help you avoid the needless headache when you will be writing an essay.

This is your seven-point plan that you should carry out before writing an essay. The outline with your properly organised ideas, notes, a thesis statement and references will be indispensable when the direct writing process will take place. This action plan will help you prepare your essay outline and save you from many hurdles of essay writing.

Driving schools are suiting more pop per diem. Everyone needs to know increasingly about them. This includes young people who cannot wait for the opportunity to take the wheel in their scripts, and parents interested in looking for a good school to send their children. Gone are the days when parents used to take their children out of town to teach driving. Blame it on the restriction of time and work hours that prevent them from doing so. Now however, thanks to the number of driving schools around, their concerns can be placed to rest. Laboring schools can help untested drivers to a greater extent aware of proper driving techniques and etiquette.

Driving schools are very reliable:

The driving take on virtually everything that has to deal with driving from teaching students about unlike cars pushing, education on the engines and also about defensive driving. The good thing about joining a driving school is that while attending a qualified driving school you can actually reduce the input and the fines you get, and can even deoxidize your auto insurance premiums. But the question is how to find a qualified or a good driving school? Note that the best driving school can be one which has been advocated by a friend or relative. You can also trust your local auto insurance or contact the Public Security Bureau in your state.

Know your school, thus:

Even after choosing a driving school, there are sealed things you must learn about that may help you decide if this driving school is for you. The driving instructor should be your first concern. Ask how long the instructor has been a driving instructor. The instructor should be able to offer tutelage combined and integrated to provide both theoretical and virtual training. Ask about the cars they use, how old they are and whether they will have an item by item selection to table services. You should also know about their rates or if they have rebates for engine block booking.

Defensive driving:

In this course you will learn to make up one’s mind the suitableness of himself and his vehicle to drive safely. This is for all tugging a automotive vehicle for personal use or commercial use. They teach you to drive defensively, and the importance of using seat belts and airbags. Also taught about how to look out for walkers and other vehicles, etc. that are using the road with you, as many people tend to push aside or lose, leaving in unwanted accidents.
If you attend a driving school for a special function, you may be asked to attend some driving schools provided by the administration for which you wish to experience deferred payment.

Online course:

There are also many online schools on the Cyberspace that you can easy inscribe. Precisely shop and look out for the school that suits you. These schools offer quality driving courses for safe driving in both capacity and user interface. Many people participate in these courses are well prepared, and may include text, video, and vitalities to help you turn a better driver in an interesting and interactive. They cover everything from the details of motoring traditional certificate criterions and rules such as speed limits and so on.

We look forward to hearing from you!

There is hot news for the ones aiming for a college career; but could not do it because of economical hazards. Government grants will provide the opportunity. Students can obtain college grants which provide money to compensate for tuition and other expenses during college career. In the economic climate of today, a college degree is worth shooting for and the college grant gives you the right chance if you cannot afford it on your own.

Federal College Grants are offered up to those who are needy. Yet it is different based upon the area of study and level of academic excellence. Deprived scholars who can never aspire of going after academic classes are benefitted by the college grants. These are given on a semester or annual basis. In some instances, the scholarship extended to the pupils is not needed to be returned back like the Pell Grant Program which is a federal college grant. There are some terms to be satisfied before this grant is accredited. Each applier must be a US citizen, have a GED or high school diploma and must be able to win over their need for financial help.

The federal government has evolved a measure to estimate the eligibility of a student to draw the profits of a college grant. The financial condition is looked at. These factors are- properties and income of the pupil if individual, similar data for parents for dependent educatee – family size and number of members of the family entered for post-secondary institutions. These elements being widely various, the amount of grant varies depending on the actual need in personal cases. To get an idea of the scale of college grant, it may be stated that in the 2009-2010 school academic year, the maximum scholarship to be granted is $5,350.

The federal government has evolved a new grant called ACG or Academic Competitiveness Grant in 2006. It is awarded to the primary 2 years of post secondary study. It is awarded to such students who have adopted an difficult work load of studies in their final year at the school. This college grant is of the order of $750 for the first study year and $1,300 for the second year.

Minorities grant is granted to the students in USA. Among the other grants are the Los Padres Foundation, United Negro College fund.etc. College scholarships are also available for women.

An essay is a piece of writing that discusses or describes a particular topic. An essay can be written to state personal opinions, persuade opinions of others, describe an object or just to report a specific information. There are several ways on how to write an essay. Described below is what to know about different types of essays:

1. Descriptive essay- A descriptive essay gives details about something. It may describe how an object looks, behaves, tastes or sounds. A descriptive essay may also be written to describe how something happened. Descriptive essays are written to provide details about an object.
2. Definition essay- A definition essay defines a particular term. However, the definition is not restricted to the dictionary definition of the term. A definition essay is written to explain the term in details.
3. Compare/ Contrast essay- A compare and contrast essay is used to discuss the similarities and differences between two objects, people or concepts. A comparison essay is written to describe the similarities between two objects whereas a contrast essay is written to describe the differences between two objects.
4. Cause/ Effect Essay- A cause/ effect essay explains why an event took place and what the result of that event was. This type of an essay studies the relationship between two or more events. A cause essay is written to describe why some event took place. An effect essay is written to describe what happened after the event occurred.
5. Narrative essay- A narrative essay consists of the narration of some event or a series of events. It usually tells a story. A narrative essay is written in a conversational style in the first person voice.
6. Process essay- A process essay explains how something is done. A process essay is in the form of step by step instructions that describe how a specific task can be done.
7. Argumentative essay- An argumentative essay is written to persuade the reader’s thoughts. It consists of arguments that can convince the reader.
8. Critical essay- A critical essay is written to perform an analysis of someone’s work to find out the strengths and weaknesses of the work. It can be written about another essay, a book, a poem, a piece of art or a movie.
9. Expository essay- An expository essay is an explanatory essay that consists of a description of some subject.
10. Reflective essay- A reflective essay is written to reflections or thoughts on some topic which is generally of an abstract nature.
11. Imaginative essay- An imaginative essay is the one in which one’s imagination plays a main part.
12. Classification essay- A classification essay is the one in which things need to be arranged in different categories and explanation of the category follows thereafter.

To write different types of essays successfully, one needs to know peculiarities of each essay type including the structure, exactness and the way of presenting the essay. The three main considerations before you know how to write an essay are as follows:

• What is being written about?
• Who is the target audience?
• What is meant to be conveyed in the essay?

When these things are understood, the write can create an effective essay with the best style.

For more information on different types of essays, one can search the internet as various essay writing teams provide help and guidance on such services.

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.

Grants are the funds given to an institution or person by a government to finance educational study, overseas aid and more.

Charter School Grants are the funds given to the charter school which is nothing but the public school operated independently by the local school board.

Elementary School Grants are the funds for the Elementary School where basic subjects are to be thought to the children.

Federal School Grants are the funds given to the students which are not need to be repaid after their graduation. Presently there are five types of Federal School Grants. First, the

Pell Grant which is for the undergraduates and the money will be paid by the school. Second, Federal Supplemental Educational Opportunity Grant is for the students who are in utmost need of finance for their under graduation. Third, the Academic Competitiveness Grant implemented in 2006 for the students getting graduated from the high school. Fourth, the National Science & Mathematics Access to Retain Talent Grant for the final year undergraduate students who do majors in engineering, technology and science. Fifth, the TEACH Grant Program for the students who plan to teach in elementary schools for low-income families.

Government Grants for School are the fund given by the government to the students for their graduation by filling out FAFSA (Free Application for Federal Student Aid) form and submitted online. Government offers grants to the students by their field of study and grade points.

K-12 School Grants are the fund given to the students through their school systems, local tax boxes, teaching aids like textbooks, stationary, computers, etc.

Law School Grants are the fund given to the students based on their grades which is above 3.3 GPA in Law School Acceptance Test and their family financial status.

Private School Grants are the fund for the students looking grants exceptionally for their studies where they can approach their school’s financial aid department. Some of the schools have their own Private School Grants giving them based on merits and their needs.

School Grants are the fund given for the school and college students based on their race, grades, social    activity and etc. Grants are usually offered by federal and state governments, private and public organization. Students can apply for grants through schools and universities. Students can also search grants through the schools of their preference also. Federal grants are usually for the low-income families. So to apply federal grants students should fill out Free Application for Federal Student Aid and they can also visit FAFSA’s official website.

If you’re looking to start or develop your own enterprise in the field of continuing education, you would do well to consider Notting Hill College and the business openings this growing institution offers. Whether you’re a fledgling entrepreneur or established course provider, the College fosters an array of opportunities for mutual business development that should not be overlooked. Notting Hill College is a British based institution specialising in further education and vocational training. Since its inception in 2004 the College has rapidly expanded its global reach thanks in no small part to its unusually successful franchising network. In this and other areas the key to NHC’s remarkable rise seems to be its genuinely people-centred ethos, which enables it to embrace policies that are mutually beneficial for the mother organisation and its partners and franchisees. The College is more than just a business however, and its people-centred attitude is reflected in its programmes, methodology and materials. Joining the College’s network of Partners, Agents and Accredited Course Providers is therefore a truly cooperative venture. Perhaps the most promising of the openings that Notting Hill College offers is what it dubs its Unique Business Opportunity. Aimed at potential partner centres, this venture represents a short-cut into the higher echelons of three lucrative and intrinsically trans-national training fields: language training, teacher training and business and soft skills training. Partners are expected to deliver Notting Hill College courses from one or more of the above fields, using syllabi and course materials exclusive to the College. In addition to access to these core training resources, NHC Partners are also provided with substantial support in setting up and running their centres that goes far beyond the usual technical guides and corporate identity manuals. Rather, franchisees are assigned a dedicated Business Development Manager who is available to provide technical, marketing and other support in person when necessary. The whole process is made refreshingly easy thanks to the online systems Notting Hill College already has in place for the benefit of its network. These include a Learning Management System for students, an Online Operational System for the use of NHC Partner Centres and an Online Administration System for Master Franchisees. Collectively these online systems drastically reduce the resources required to manage training centres efficiently and effectively so that they meet the high standards of customer service that the College has already established for itself. It goes without saying that NHC Partners also benefit from association with the College as a market-leading training provider with a flawless reputation, growing stature and mounting accolades for innovation. This takes the form of direct promotion via links on the College’s main website – a virtual hub for potential learners worldwide – as well as the more subtle influence of branding and design. Another venture worth considering, especially for established training providers, is accrediting your courses for credit transfer into Notting Hill College’s Master of Arts in TEFL. Again this enables you to buy into the College’s global reach and internationally respected status. Moreover, it gives your students and potential students access to a cutting-edge higher education teacher training programme that fills what has until recently been a striking gap in the TEFL market. Notting Hill College is an organisation that is clearly going places and in the spirit of twenty first century global partnership, it’s not closing the door behind it but opening doors for others to follow. Perhaps the most compelling thing about the College, though, is that it has maintained the integrity of its aims and methodology whilst hosting such a broad range of training solutions under its umbrella. Students of business will agree that such strongly articulated aims are gold dust in respect of the limitless potential opportunities today’s global market affords.

Have always gotten poor grades

Constantly put off essay writing until the last minute

Are under extreme academic pressure

Hate essay writing?

All these factors can result in students who do not enjoy essay writing. How can you love something that is always associated with stress and fear?

And the sad part is that most students feel the same way. . .

For most students essay writing help is a chore they suffer through until they learn how to write essays that score well every time. Almost everyone feels the same in the earlier part of their school careers. If you plan to study further then you are going to make peace with essay writing. For many students university is the time when essay writing becomes easier. Thus there is no choice but to learn to love or to get help with essay writing.

For me, writing essays was not an easy task. Coming from a computer science background, I didn’t have the skills necessary to write a quality essay. I eventually was able to pick up the writing skills necessary to work in the real world, so here are some essay tips I have learned along the day.

Pick an interesting topic

This is one of the most critical aspects of your essay writing. There are some scholarships where they have a predefined topic, however you will want to tailor these topics to address one of the following issues. I have found that focusing on these issues will greatly increase your chances in winning the scholarship.

Focus on an event where you took action

Readers of scholarship essays LOVE imitative. This means that you saw a need and you actively pursued to fill that need. Some examples of this are being the ASB President, starting up a club, helping out less fortunate kids, etc. People who do these types of activities are most likely going to succeed in life, and the readers know this, so use it to your advantage.

Focus on an obstacle you overcame

Here, I would like you to you focus on adversity that has occurred in your life and how your managed to overcome in. Some examples would be the loss of a parent, living in a world with divorced parents, having a disability. These are the types of situation where when you tell somebody, they give you this puppy dog face and say, “I’m sorry”. When you write about these events, it is imperative that the focus is on how you overcame these obstacles and to stay positive. When a reader finishers your essays, you will want them to say, “Wow, this person has gone through a lot, this person deserves this scholarship”.

Fully research your topic

I know that when you start to apply for scholarships, you will realize that you will need to write a ton of essays! You will feel that you can skimp on all the essays and focus on quantity, and not quality, but SHOULD not be the case. This is an automatic path to rejection.

Give yourself 2 weeks time for research and the writing of the essay for each essay you do. This will allow you to fully think out the topic and have enough time for feedback and editing.

Remember to focus on QUALITY, not QUANTITY.

Write for your audience

When I talked about some of the topics you should write about, I said that when the reader is done with your essays, the reader should say, “wow, this person really does deserve this essay”. You will need to do this when you write your essay. Put yourself in a reader’s shoes and ask yourself if you really do deserve this essay. Keep in mind that the reader may have to read tens to hundreds of essays of varying quality, and it is his/her job to pick just ONE. Do you truly think yours will be the one chosen?

In addition, you can tailor the essays to the foundation that provides the scholarship. Say, you want to apply to your parent’s company scholarship. You could write a little bit on how your parent’s company has affected your life in a positive manner.

Make your essay different from the other essays they get

This comes back to the fact that the reader has to look at tons of essays and needs to choose one. One way to do this is to show, not tell, your reader about your topic. Focus on specifics so that you can avoid vagueness and you’ll be able to make an overall stronger impression.

Another way to do this is to take a totally different creative approach to help writing an essay. I can’t find the link to it right now, but I remember someone won with an essays that went like this.

“I have never parachuted from a plane. I have never taken a canal ride in Venice. I have never seen the light as feathers snow in Russia. I have never won a scholarship.”

As you can see, this is a totally different way to write an essay. So be creative, and try something different. Your readers will notice it.

Get someone to proofread your essay and keep editing!

Too many students treat their scholarship essay writing like a regular essay for class. Students will write their essays a couple days (or on the day) it is due and proofread it themselves 1 or 2 times. They don’t show it to their parents, or other teachers. You must remember that this essay will generate between $100-$100,000, so treat it like that! Show it to your parent and at least 1 teacher before submitting it. This will greatly increase your chances in winning the scholarship

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.    

Jacksonville, Florida – Despite continuing reports about the failing economy, future professionals from Paul Mitchell The School Jacksonville and the nationwide Paul Mitchell beauty school network spent the months of February through April raising over $1.2 million in their annual charity “FUNraising” campaign. Now in its seventh year, the annual campaign surpassed all previous records and brought the combined total to more than $4.4 million.

For those who wonder why a group of students would be so passionate about raising money for charity, the answer lies in the organization’s unique culture, whose stated mission is to create “Happy, successful future professionals.”

“Giving back is a cornerstone of our philosophy,” says school Dean and Cofounder Winn Claybaugh. “Of course we teach the skills needed for a successful career, but we also teach the skills needed for a successful life, and those include being nice and giving back.”

Rather than seeking huge corporate donations, future professionals raised most of the money through grassroots events like cut-a-thons, hair shows, car washes, bake sales, and “Casual for a Cause” days, with donations averaging $5 to $10. The funds will be distributed to the Leeza Gibbons Memory Foundation, the Larry King Cardiac Foundation, Children’s Miracle Network, Food 4 Africa, and the schools’ own nonprofit organization, the Andrew Gomez Dream Foundation.

Claybaugh announced the results at a gala dinner at the Island Hotel in Newport Beach, California, on April 25, 2010. The event was hosted by Claybaugh and representatives from the sponsored charities, including radio and TV personality Leeza Gibbons, entertainer Donny Osmond, Paul Mitchell CEO and Cofounder John Paul DeJoria, and Paul Mitchell Co-owner and salon owner Angus Mitchell.

A packed audience cheered as the top ten FUNraising schools were announced. For the second year in a row, Paul Mitchell The School – Salt Lake City took top honors, raising $73,104. The top 10 individual FUNraisers were also recognized at the dinner, along with winners of the schools’ recent “Why It’s Cool to Be a Paul Mitchell Future Professional / Work at a Paul Mitchell School” YouTube video contest.

As a special surprise, Donny Osmond brought his band and sang several songs for the crowd. “When Winn Claybaugh contacted Marie and me with an offer to raise money for the Children’s Miracle Network, we were surprised, to say the least,” Donny said. “I was blown away when Winn told me that, due to all your hard work and the success of this year’s FUNraising campaign, the check to Children’s Miracle Network is not for $100,000 as originally promised, but for $200,000! Talk about over delivering, something I have come to expect from the Paul Mitchell family. You guys are amazing!”

Leeza Gibbons, who has been involved with the annual campaign since its inception, said, “Once again the future professionals from Paul Mitchell Schools exceeded all expectations, raising over $1.2 million. This was after raising $100,000 for Haiti relief just prior to this campaign. Year after year, these future professionals show up, lead by example, and inspire us all to make a difference in the lives of those who need help most. I feel so blessed to have the embrace of all the ‘Paul Mitchell people’ — simply the coolest people on earth!”

“What a delightful evening,” added Paul Mitchell Chairman and CEO John Paul DeJoria. “Not just to have Donny Osmond, Leeza Gibbons, Larry King, and Winn Claybaugh take the time to individually take a photo with each of our 104 school owners, but to think that the great Donny Osmond was so appreciative for the donation to Children’s Miracle Network that he brought his band in to do a fabulous performance for the whole crowd. These are some of the extra-exciting ways one sees how giving back truly pays back.”

Additional special guests included Biggest Loser chef and cookbook author Devin Alexander (representing the Larry King Cardiac Foundation), Olympic gold medalist Peter Vidmar, Survivor finalist Alexis Jones, comedian Kathy Buckley, Invisible Children Cofounder Bobby Bailey, motivational speakers Patrick John Hughes and Patrick Henry Hughes, and Children’s Miracle Network Vice President of Sponsor Relations Rod Hamson, who said, “This is truly a night I will always remember. Not only were the results of the FUNraising memorable, but the interaction of the future professionals with each other, their positive attitudes toward life, and the love that they have for what they do was truly reflected in their willingness to raise money for others. I left that night inspired by their energy.”

About Paul Mitchell Schools

At Paul Mitchell Schools, the teaching style is unique. They believe that education is an adventure and that the learning experience needs to be fun. When visitors tour a Paul Mitchell School, they notice something different—a positive learning environment everywhere they look. The culture within every Paul Mitchell School campus inspires confidence and success. Each school is a learning community that provides future professionals with the opportunities to develop essential skills while exploring their talents, passion, and creativity. Paul Mitchell School instructors—they call them ‘learning leaders’—are trained to draw out the artist in every student and prepare them to compete in the real world. Rather than concentrate only on the basic training needed to pass state licensing board exams, Paul Mitchell Schools provide a well-rounded lifestyle education. Their experienced staff members are specially trained to help future professionals explore all of their creative and professional possibilities.

Established 30 years ago, the Paul Mitchell network is nearly 100,000 salons strong and in 81 countries worldwide. Every professional hairdresser knows the Paul Mitchell name. Prospective employers recognize Paul Mitchell Schools’ commitment to quality and their reputation for innovation and excellence.

About the Leeza Gibbons Memory Foundation

The Leeza Gibbons Memory Foundationprovides vital education, empowerment, and energy programming to an ever growing population of family caregivers and resources for those newly diagnosed with chronic illnesses through its intimate, community-centered Leeza’s Place locations.

About Children’s Miracle Network

Children’s Miracle Network creates miracles by funding medical care, research, and education that saves and improves the lives of 17 million children each year. Countless individuals, organizations, and media partners unite with the 170 Children’s Miracle Network hospitals to help sick and injured kids in local communities.

About the Larry King Cardiac Foundation

The Larry King Cardiac Foundationprovides funding for lifesaving treatment for individuals who, due to limited means or no insurance, would otherwise be unable to receive the treatment and care they so desperately need.

About Food 4 Africa

Food 4 Africa strives to supply at least one vitamin- and mineral-enriched meal each day to the children of South Africa, where more than a million preschool children do not receive sufficient food.

About the Andrew Gomez Dream Foundation

The Andrew Gomez Dream Foundation helps disadvantaged or hard-hit cosmetologists and cosmetology-related enterprises by providing educational opportunities, hurricane relief, and support in the fights against breast cancer, domestic violence, and other destroyers of self-esteem.

For more information, contact Paul Mitchell The School Jacksonville at http://school.paulmitchell.edu/jacksonville-fl/

admissions.jax@paulmitchell.edu, or (904) 786-6250. You can also find your local school at http://www.paulmitchell.edu