Affirmative Action And Employment At Will - 1868 Words

Affirmative Action Employment at Will Affirmative action has been grounded in the social liberties uprising of the late 1950s and mid-1960s. The development conveyed a sensational change to U.S. social life through dissents, court choices, and administrative activity, coming full circle in the section of the 1964 Civil Rights Act, prominently known as Title VII. Yet, Title VII specified governmental policy regarding minorities in society in a good way that was exclusive to the Native Americans. It enabled special treatment to be given to them that resided in or in close proximity reservations. Also, Title VII prohibited separation in regardless of color. The applicable piece of Title VII says: It shall be an unlawful practice for†¦show more content†¦Government agencies such as the Labor Department worked with businesses who would be using the policy and also created ways to evaluate and measure the success of it. Case Example To give a better understanding of the Civil Rights Act and its goals would be the case of Griggs v. Duke Power Company which occurred in the early 70s. The legal cause of the case supposed that deliberate racial segregation was illegal, as well as hiring and workplace procedures that have sustained the impacts of past segregation. Also, the deliberate attempt to impede the hiring and progression of minorities, specifically black people, which may have been inadvertent should be forbidden and be renounced by those in charge. The black workers in this case argued that a common test was sufficient to rate someone’s ability to perform at a high level. The company required workers to take the test to be considered for a promotion. Standardized testing has been an intense topic because of the weak educational systems that many minorities have been through making them less to score higher than their white counterparts. This argument was used successfully in the case o f the black workers. The decision of the case went against the company. It reformed the Act by looking at disparate impact as opposed to intent. The standard holds that it is not always possible to recognize those who would have beenShow MoreRelatedAffirmative Action : Equal Employment Opportunity1004 Words   |  5 PagesWilliams 1 Kyle D. Williams Ms. Denk Honors English 9 12 May 2017 Research Paper In 1961, president John F Kennedy issued an executive order which created the Committee on Equal Employment Opportunity and funded new actions to bring about â€Å"affirmative action† in eliminating racial bias in employment. In 1969 President Richard Nixon created the Philidelphia Order, a plan to make sure fair hiring was enforced. Initially, these acts were meant to correct past mistakes, and the opportunities were similarRead MoreAffirmative Action Programs : Education And Employment Essay2090 Words   |  9 Pages Affirmative action (AA) programs began as a management tool designed to ensure equal opportunity both in education and employment in the United States for members of underrepresented racial groups. There are numerous amounts of evidence to support that affirmative action programs have done exactly what they were established to do, but like with â€Å"any government policy that gives a positive meaning to some non-class non economic group difference† (Steinberg : 270) there are critics, who fail toRead MoreAffirmative Action And Equal Employment Opportunity Guarantees Similarity1266 Words   |  6 PagesAffirmative Action and Equal Employment Opportunity guarantees similarity in provision on benefits as well as services to the workforce. The two laws go hand in hand in the workforce world. These laws are set in place to make it illegal for discrimination on any qualified employee in specific type of jobs by managers in certain workplaces. Discrimination can be in the form of racial, ethnicity, religion, sex, age, color or racial boundaries. The main goal with EEO and affirmative action is thatRead MoreEqual Employment Opportunity ( Eeo ), Affirmative Action And Diversity Initiatives Essay996 Words   |  4 PagesEqual Employment Opportunity (EEO), Affirmative Action and Diversity initiatives are three different concepts. However, they do have an inter-relation between them. Affirmative Action plans are initiated by the feder al government. This programme ensures equal opportunities for employment and opportunities for self-development at workplace. It provides opportunities to qualified individuals who have been denied such opportunities in the past on some kind of discrimination. Primarily, it is a quotaRead MoreDifferences Between Equal Employment Opportunity Initiatives, Affirmative Action Initiatives and Diversity Initiatives in Organizations1120 Words   |  5 PagesDifferences between Equal Employment Opportunity initiatives, Affirmative Action initiatives and Diversity initiatives in organizations Tim Piper Issues in Human Resources Management – MBA 910 February 14, 2012 To best understand how affirmative action (AA), equal employment opportunity (EEO) and diversity work together, I will take a look at each of them and how they interact with each other and also explore the differences of the three initiatives . First Equal employment opportunity is theRead MoreAffirmative Action And Equal Opportunity709 Words   |  3 PagesI. Introduction A. Affirmative Action and Equal Opportunity in Employment have been used to ensure that all minorities are given an opportunity to succeed in America. Equal Opportunity itself is a concept hinted at by the founders in the Constitution, whereas Affirmative Action is the government policy that brings about Equal Opportunity in Employment. Has Affirmative Action actually managed to right the wrongs of previous discrimination of minorities or has it only compounded the discriminationRead MoreAffirmative Action Programs Should Be Legal1320 Words   |  6 Pagesto our textbook, institutions or organizations involves with affirmative action programs in order to improve opportunities or provide compensations for individuals that belong to omitted groups in the U.S history. While affirmative action programs are prevalent in a numerous of fields, employment and education are the two most active fields that focus on the affirmative action. In many associations and other cases, the affirmative action can be considered as a series of privileged programs. TheseRead MoreEssay on Affirmative Action Policies912 Words   |  4 Pageshas been discussing the importance of implementing an affirmative action policy to assist in assuring that the company complies with equal employment opportunity laws. The department has decided that the best action is to contact the members of the board of directors. The Federal Government has passed several laws to prevent employment discrimination, and not complying with these laws can cause serious consequences. The purpose of equal employment opportunity laws are to assist in allowing the fairRead MoreAffirmative Action1160 Words   |  5 PagesAffirmative Action Marlene S. Smith MGT/434 October 28, 2013 Thomas Affirmative Action Affirmative action is an action that was purposefully designed to provide full and equal opportunities for employment and education for women, minorities, and other individuals belonging to disadvantaged groups. This paper will assess the rudiments of Affirmative Action as it applies to public and private sector employers. The paper will also evaluate what employers are subject to affirmative actionRead MoreAffirmative Action Programs Should Be Legal1576 Words   |  7 PagesKennedy issued Executive Order 10925, introducing the phrase â€Å"affirmative action.† A few years later, President Lyndon B. Johnson issued Executive Order 11246, which prohibited discrimination based on race, color and religion. Although there were no specific policies that require colleges and universities to use affirmative action programs, they voluntarily gave advantages to minorities and women in the admission process. Affirmative action programs were first challenged in Regents of the University

Essay - 818 Words

Other Projects Besides the one primary project I was assigned to, I had a hand in many other small projects. Without going into detail because of information privacy, I was able to refine and perfect my Microsoft PowerPoint skills. I created many PowerPoint presentations throughout the summer enhanced with sleek and professional designs and animations. I was able to seamlessly put together presentations that let you describe points and bullets in a visual fashion instead of a mundane way. I also used software called Spotfire to enhance my primary project. Spotfire is like Tableau, a data visualization and drill-down tool. I was able to visualize my use cases and categories to show which issues were prominent than others. Since I know†¦show more content†¦Between the experience of helping the community and networking with other volunteers, I loved being able to volunteer this summer. Roundtables One of the greatest events, or type of event, that TI offered this summer were roundtable sessions. In these, the IT interns were able to talk with leaders somewhat one-on-one and ask them any questions we had. Leaders we were able to talk with were staff like the CIO and TI’s chief architect. Knowing that this experience was truly rare for a company to offer its interns, I took full advantage of it and asked as many questions as I could. Learning everyone’s background and listening to the advice that they gave was remarkable. Knowing the paths they took and what they did to get where they are now, excited me for my future at Texas Instruments. I’m not sure what percentage of companies that allow their IT leaders to interact with their interns on such a personal basis and atmosphere, but I am sure it is very minimal. These roundtables were a great learning experience and I was really able to empathize with them. Networking Events Like mentioned previously, TI held many networking events throughout the summer. Some were solely interns, to meet people in your shoes, and some were with TI employees that had only been there for a small amount of time. Texas Instruments gave us every opportunity to meet people that we can learn and grow from, whether we worked at TI in our future orShow MoreRelatedWhat Is an Essay?1440 Words   |  6 PagesBuscemi Essay #3 Rough Draft An essay is a creative written piece in which the author uses different styles such as diction, tone, pathos, ethos or logos to communicate a message to the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the usage of complicated and elevated words or simply information you would get in schools. Some authors, such as Cynthia Ozick, claim that an essay has noRead Morenarrative essay1321 Words   |  6 PagesNarrative Essay A Brief Guide to Writing Narrative Essays Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author s values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present. When you re writing a narrative essay, loosen up. After all, you re basically just telling a story to someone, something you probably do every day in casual conversationRead MoreApplication Essay : A Process Essay770 Words   |  4 Pagesassign an essay. The entire class lets out a groan that could be heard from miles away, however this doesn’t phase your professor. The essay is assigned: a process essay. Now what? What is a process essay? How do you go about writing one? How do you get the A you so desperately need? This paper will discuss everything one needs to know in order to write the perfect process essay such as the definition of a process essay, how to construct it, and how to use proper transitions to make the essay flow. Read MoreEssay763 Words   |  4 PagesCan’t be Built on Soccer Fever† and â€Å"Na Na Na Na, Hey Hey, Goodbye† In Jonathan Zimmerman’s essay â€Å"African National Identities Can’t Be Built on Soccer Fever† he describes how soccer brings the people of Africa together. He talks about the unity of Africans and how much soccer is a part of their lives. He also describes the underlying reason of why soccer is so heavily pushed. The perspective in the essay â€Å"Na Na Na Na, Hey Hey, Goodbye† Tim Bowling discusses his passion for hockey and his hate forRead MoreThe Colonel Essay1320 Words   |  6 PagesIn the essay, The Colonel, Michael Hogan illustrates the importance of the influential sport of tennis. Hogan writes about how tennis changed his life from an early age. When he was younger he saw tennis as a rich mans sport in which he had no interest. One of his much-respected neighbors, the colonel, approached Hogan’s father with the idea that his son might like to learn how to play tennis. After pondering the thought with his father, Hogan decided to take t he offer. The Colonel became his mentorRead MorePersuasive Essays : Persuasive Essay897 Words   |  4 Pagesbegan this class, I loved to write persuasive essays. I loved to write about my own opinions and I was quite good at convincing people to agree with my stand points. To convince others to agree on my point of view was an extraordinary feeling. I am very good at getting my point across and giving my reasons on why I feel the way I do about a certain situation. I loved writing persuasive essays because I love to read them as well. I love how persuasive essays have a call-to-action; giving the readers aRead MoreEnglish Composition One: To Be an Essay or Not to Be an Essay That Is the Question910 Words   |  4 Pages In the past, the mention to have to write a paper for an assignment caused me to break out in a sweat or my mouth instantly dries, well it does not have that kind of effect on me anymore. The key to successfully completing the essay on time is getting to researc h the topic at hand as soon as possible or before the process of writing begins. The next step for me would be to find the argument and take a side. Moreover, picking a thesis statement through brainstorming the information I gathered forRead More Flight Essay834 Words   |  4 Pages Essay on quot;Flightquot; amp;#9;It is always hard to get separated from someone you love and with whom you have shared every moment of his life until he decides to walk on a different path than yours. You dont know how to react and confusion dominates your mind. 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Impact of life skills training on HIV and AIDS prevention Free Essays

string(53) " programmes in Zimbabwean schools to HIV prevention\." This was a qualitative research where data about the implementation were gathered through interviews and focus group discussions with chool principals, teachers and students. A sample of 4 principals, 8 teachers and 64 students was used in the study. Students were assessed on knowledge, attitudes, perceptions and behaviour. We will write a custom essay sample on Impact of life skills training on HIV and AIDS prevention or any similar topic only for you Order Now Results showed that students exhibited high levels of knowledge of HIV and AIDS issues but their behaviour remained incongruent with this knowledge. The study also revealed that effectiveness of this prevention strategy is reduced due to teachers’ perception of this part of the curriculum as secondary, since they concentrate on examinable courses. From the research it was evident that imited resources and conflicting goals in the education system had a negative impact on the programme. The research made clear the need to make the teaching of life skills more practical by exposing students to real life situations through linkages with HIV and AIDS organizations working within the community. Key Words: Life skills, Evaluation, Behaviour Change, BACKGROUND AIDS is amongst the leading causes of deaths worldwide and has had insurmountable negative effects on countries, in the socio-cultural, economic and political domains. Different countries have employed different strategies in an effort o combat the devastating effects of HIV and AIDS. Some of these strategies include increased condom availability and use, promotion of abstinence and life skills training amongst the youth in schools and communities. According to The Global Working Group on HIV and AIDS (1998; 8) since HIV infection is invariably the result of human behaviour, change in behaviour has long been understood as essential to curbing the spread of 1 infection. This assertion is corroborated by Gachuhi (1999;iv) who argues that in the absence of a cure, the best way to deal with HIV and AIDS is through prevention by eveloping and/or changing behaviour and values. V prevention nas been approached trom ditterent angles; most countries nave used primarily or at least included HIV awareness and education as a strategy to combat HIV with the aim of changing people†s perceptions and attitudes as these ultimately influence their behaviour. Therefore the ultimate goal is then to catch them young and create an awareness that can help eradicate the spread of HIV and AIDS. Zimbabwe is amongst the countries that undertook a behaviour change based approach to HIV prevention. As cited on the National AIDS Council (NAC) website ?the Behaviour Change Communication programme started in 2006 after a Comprehensive Review of Behaviour Change as a means of preventing sexual HIV transmission in Zimbabwe. A National Behaviour Change Strategy was then developed after this review with the aim of addressing the major ways of HIV transmission in this country. † It is assumed that between 80 and 90% of infections are due to sexual transmission. Hence, promoting the adoption of safe sexual behaviours remains at the heart of HIV prevention in Zimbabwe (SAfAlDS, 2013). Zimbabwe†s focus was on primary prevention of HIV through behaviour change strategies. It has since recorded a decrease in HIV incidence. In 1997, an estimated 29% of adults were living with HIV in Zimbabwe. One decade later in 2007, that number had fallen to 16%. HIV prevalence in Zimbabwe declined from 23. 2% in 2003 and even further to 14. 3% in 2009. (UNFPA, 2008). Different scholars and analysts have attributed this decline to various factors, resulting in a debate. One such analyst from News From Africa propounded that â€Å"The behavioural changes associated with HIV reduction†mainly reductions in extramarital, commercial, and casual sexual relations, and associated reductions in artner concurrency†appear to have been stimulated primarily by increased awareness of AIDS deaths and secondarily by the countrys economic deterioration. Others have suggested increased mortality due to poor health service delivery (Leach-Lemens; 2012). There is consensus however that there is indeed a reduction in HIV prevalence in Zimbabwe and that there are indications of behaviour change. The authors conclude that these â€Å"findings provide 2 the first convincing evidence of an HIV decline accelerated by changes in sexual behaviour in a southern African country. † (Gregson et al; 2010). Gachuhi (1999; 10) asserts that young people offer a window of hope in stopping the spread of HIV/AIDS if they have been reached by Life Skills Programmes. Th is assertion brings out the importance that is placed in a country†s youth as it represents the country†s future. Zimbabwe as a nation identifies with this perspective and has found it laudable to invest in the future of its youth by making it a target group tor H V prevention education. However, the youth are taced with several challenges that also make them vulnerable to HIV. Kalanda (2010;169) asserts that young people have demands and challenges due to their physiological, sychological, social and economic situations. Among these demands and challenges are peer pressure into drug and substance abuse, early sexual debut leading to sexually transmitted diseases (ST’s) including HIV. A review by UNICEF (2000) found that life skills education is effective in educating youth on alcohol, tobacco and other drug abuse, nutrition, pregnancy prevention and preventing ST’s including HIV. Moya (2002) states that research demonstrates that possessing life skills may be critical to young people’s ability to positively adapt to and deal with the demands and challenges of life. According to Kalanda (2010:172) the objective of Life skills and HIV and AIDS education is to empower pupils and their teachers with life skills for HIV prevention, sex and sexuality issues. This coincides with the research conducted for The Global Monitoring Report ?Youth and Skills: Putting education to work† which shows the importance of investing in life skills education in school to ensure children have the confidence and negotiating skills to say no to sex and negotiate condom use. Objectives of the study The study seeks to evaluate the implementation of the life skills and HIV and AIDS ducation programmes in schools as stipulated by the Ministry of Education? The study also seeks to assess the contribution of these life skills training programmes in Zimbabwean schools to HIV prevention. You read "Impact of life skills training on HIV and AIDS prevention" in category "Life" It aims to assess the levels of knowledge about HIV and AIDS, risk perception, attitudes and behaviour of the students in these schools. Challenges that present drawbacks in the implementation of these programmes will hopefully be unearthed as well. 3 Research Questions 1. How is Life skills and HIV and AIDS education perceived as part of the curriculum by both teachers and students in schools? . Is the programme achieving its desired goals of increasing knowledge and decreasing risky behaviour? 3. Do the teachers assigned for life skills and HIV and AIDS education have the necessary training and material to use in the teaching of this part of the curriculum? 4. What are the challenges faced by the teachers in imparting life skills and HIV and AIDS knowledge? Participants / Sample The sample used in the study consisted of 4 principals, 8 teachers and 64 students. Purposive sampling was used for the selection of principals and teachers for the study from the respective schools. Selection of principals was automatic as the principal of each of the four schools was involved while 2 teachers were selected trom each ot the tour schools. The criterion used to select these teachers was that they were the ones responsible within the school for Life skills and HIV and AIDS education. The students were selected using stratified random sampling; 16 students from each school, 8 from each of the forms four and six as they are about to leave school and enter ?the real world†. There was an equal representation for both male and female student participants in the study. Data collection instruments The study employed interviews and focus group discussions as data collection instruments. Interviews were held with the principals and teachers while data from students was generated through focus group discussions. Data Collection Procedure Interviews were held individually with each of the principals and teachers in a bid to maintain confidentiality and promote openness especially since some of the issues could be considered sensitive. Each principal availed time to the researchers for the focus group discussions to be held. The two researchers alternated in the facilitation f data generation from the interviews with the other researcher recording the proceedings. Focus group discussions were conducted for each of the four schools for the sake of convenience and ease of access to the students. Two focus group discussions were held at each of the four schools; one for the girls facilitated by the female 4 researcher and the other one for the boys facilitated by the male researcher. This allowed for free participation and contribution by students as they identified with a facilitator of their gender. Data analysis Data was analysed thematically according to the main ideas emerging from the nterviews and focus group discussions. RESULTS AND DISCUSSION Results: Demography of participants The students who participated were in forms four and six and with an age range of 16 – 18 years. The sample in terms of gender was comprised of 32 female students and 32 male students. For the principals 3 were male whilst one was female. They all had a first degree as their minimum level of education. All the teachers had a Diploma in Education as their minimum qualification. In addition to the diploma, 5 of the teachers also had a first degree. Knowledge about HIV and AIDS issues The students exhibited high levels of knowledge about HIV and AIDS issues. Most students were aware ot the possible me tnods ot transmission ot H V They were able to correctly answer questions on methods of preventing HIV transmission even including ideas of their reliability for example highlighting the disadvantages of condom use even going into an interesting debate about the feasibility and challenges of consistent condom use in or out of marriage. The students indicated that they knew that the best method of prevention from the virus was abstinence before marriage. Basic knowledge about the nature of HIV and AIDS, transmission and prevention appeared to be at their fingertips but when broadened to other areas of sexual reproductive health the level of knowledge significantly reduced. Students were not aware of measures that could be taken to protect their reproductive organs. Boys were better aware of male circumcision because of the national campaign advocating for male circumcision. Even girls were aware of the advantages of male circumcision. Very few (17%) of both boys and girls were aware of procedures such as PAP SMEAR for the screening of cervical cancer. Most students were also not well versed with strategies and precautions to be taken during home based care of HIV positive individuals citing that they had never had to deal with an ill person on a personal level. Only a few (36%) had had personal contact and real life experiences of helping to take care of or live in the same household with an HIV positive individual. They agreed though that most did have relatives infected by HIV. Very few students knew what life skills were and what the advantages of learning them were. The few who knew life skills indicated that they had learnt them in other ettings that were not school. They also indicated that their knowledge of life skills was minimal and they were not confident that other could apply these skills to the extent of claiming to possess them. Most of them could only name at most two life skills. Behaviour A significant portion of the students (35%) indicated that they were sexually active whilst 80% indicated that they knew at least one friend who was sexually active amongst their friends of school-going age. The reasons given by some of them for engaging in sexual activity included; â€Å"Some of us will already have been sexually ctive when we first encounter such programmes so it very difficult to stop. Some have tried to do so but still find themselves engaging again. One feels bad during the period that we will be learning these things but once we finish and with time the feeling fades away. And also it is difficult to convince your boyfriend about such things as abstaining that you would have learnt at school. Some of those who said they were not sexually active stated that they did however fondle with their boyfriends but did not engage in intercourse. Despite displaying nowledge about male circumcision only 5% ot the boys admitted to having been circumcised. They acknowledged the importance but cited that they Just had not gotten round to getting it done though they intended to do so. The principals indicated that the number of female students dropping out of school due to teenag e pregnancies had decreased significantly over the past ten years. They indicated that the mean number of drop outs was now 2 per year as compared to the 7-8 of previous years. Students’ perception of the programme The majority of students (90%) viewed the programme as insignificant citing that ven their teachers did not take it seriously. They conceded however that the material they could potentially learn from the programme was important. They stated that given the pressure they sometimes 6 faced with balancing school work and responsibilities or chores at home there was very little time to concentrate on non-examinable courses, especially since they were approaching final examinations (Ordinary Level). They argued that there was no reason for them to focus on such a course when everywhere they went they also heard about HIV and AIDS. One student said â€Å"Why would I risk failing the important ubjects that have to do with my future by concentrating on a subject that I won’t even be examined on and will not help me to get a place at high school, university or even a Job. There is no Job where they will ask you if you did life skills. † Another student said: â€Å"Those who are interested in such things Join the AIDS club, that is why it is there. The study revealed that the programme was indeed viewed as being of slight importance. The students also highlighted that it was boring and a waste of time because most of what they learnt about HIV and AIDS they already knew and was like revision to them. Teachers’ perceptions of the programme The interviews also revealed that teachers thought that the Life skills and HIV and AIDS education programme was minor as com pared to the core subjects they taught. So minor in fact that the implementation of this programme was entirely at the discretion of the teacher assigned to do so. If the teacher chose not to there were no repercussions on their part. One teacher stated that â€Å"With the state the Zimbabwean economy is in and the fact that teachers are grossly underpaid, we only do the work we absolutely have to do which is teaching the core subjects we are paid to teach. Life skills and HIV and AIDS are extra-curricular and not as important because no one will assess whether you have taught it or not whilst our teaching of core subjects will be reflected in the students’ results after examinations. † The study revealed that 7 out of the 8 teachers (87. %) interviewed admitted to never having taught the module seriously as they were not motivated enough to try and change the status quo. The teachers intimated that their perceptions of the programme were also influenced by their administration†s attitude towards the programme. They argued that if the administration was not taking the programme eriously who were they to do so? Challenges fac ed by teachers in the implementation of the programme Teachers highlighted a number of issues that according to them hindered the effective implementation of the Life skills and HIV and AIDS programme in their schools. They cited the shortage of or entire lack of material to use in the teaching of Life skills and HIV and AIDS. They mentioned that the only material available was for example a chapter on reproductive sexual health in a biology textbook where they mention HIV and AIDS in passing. They argued that this was not sufficient to comprise a omprehensive syllabus for the entire programme. Life skills were even more challenging to teach as there was no material available and the teachers themselves were not well versed with them. Teachers highlighted that the HIV and AIDS part of the programme was easier to teach since most people had the knowledge and they had been exposed to the subject matter at their teachers† colleges. However life skills were a different matter and they did not have the adequate knowledge about life skills and how to teach them to their students. This presented a challenge in the effective implementation of he programme as teachers tended to focus on the part they were confident about; HIV and AIDS. They conceded that life skills and HIV and AIDS education were an important part of the curriculum but argued that they did not have enough time to teach these as the core subjects and extra-curricular activities such as sports and clubs took up all the students† time. Life skills and HIV and AIDS education was therefore relegated to the AIDS club, membership of which was optional for students. Teachers cited that even the administration viewed the programme as secondary uch that if one tried to teach it seriously and request the material to teach it they were viewed as embarking on a futile attempt to try and change the status quo. They said the schools† administrations were of the perception that there were better things to spend the schools† resources on than the life skills programme. The principals indicated that the resources available to their schools were inadequate and they had to make difficult decisions in order to uphold the integrity and quality of their schools and these included prioritising the core subjects since they were xaminable and had direct impact on the schools† performance rating. Discussion: This paper evaluated the implementation of the life skills and HIV and AIDS programme in Zimbabwean schools based on a number of factors; the expected outcomes of increased 8 knowledge levels and decreased risky behaviour, indicators of behaviour change and perceptions of the programme which would affect acceptance by students and implementation by teachers. Though knowledge levels on basic H d AIDS knowledge was high they are still not high enough. This concurs with the research conducted for The Global Monitoring Report ?Youth and Skills: Putting education to work† which states that tests in fourteen countries in South and East Africa (including Zimbabwe) showed that only 7% of school children in the regions have the desired level of knowledge on HIV and AIDS; and Just 36% have even the minimum level of knowledge. Students† knowledge of life skills is even lower indicating that life skills and HIV and AIDS issues are not being taught well if at all in these schools. Perhaps even the knowledge of HIV and AIDS issues was not as a result of the programme but other sources external to the school. The fact that teachers consider life skills and HIV and AIDS education as extra- curricular indicates that it is side-lined when it should be considered core. Even the students do not attach much value to it citing that it does not assist them to secure a place for further education or a Job. This is without realizing that some people with very good educational qualifications are failing to secure good Jobs due to ill health as a result of bad decisions resulting from a lack of life skills. A major lack of motivation is evident when teachers indicate that they only do what they are paid for. Perhaps even the core subjects are not being taught well for this reason. Incentives have been introduced in schools to attempt to address this lack of motivation but even then these are viewed as inadequate and are different from school to school. Life skills and HIV and AIDS education is perceived by all; administration, teachers and students, as extra-curricular and therefore not very important requiring only a minimal perfunctory browse. If this is how the programme is viewed by the intended implementers there is no way it will be effectively implemented. Concerning teacher ormation and development in the context of HIVAIDS Chamba (2011 suggests that teachers have to be trained in life skills HIV-AIDS education prevention in order to teach HIV- AIDS and also to protect themselves from HIV infections. Recommendations to improve on implementation of programme The modules on life skills and HIV and AIDS should be made examinable so as to be taken more seriously by both the teachers and the students. 9 The programme should also include the involvement of the students in HIV prevention initiatives through organisations working within the community so as to ive them a more practical bearing of the issues they learn instead of them remaining abstract ideas. Students should be exposed to real life situations where they actually come to a realization of the effects of HIV and AIDS so as to realize the impo rtance ot what they learn. This programme should be planned in such a manner that it runs continuously from primary school into secondary school so that life skills training and HIV and AIDS education are not a once off event but a continuous process providing the necessary reinforcement and revision where necessary. Teachers need to be adequately trained to teach life skills and HIV and AIDS related issues. The programme needs to be supported practically at all levels, that it the provision of resources by the Ministry of Education and each school administration, consistent evaluation of the programme so as to ensure that it is being implemented as best as is possible. Parents should be involved so that the children are provided with consistent, noncontradictory information and are supported in the endeavour to change or develop healthy sexual behaviours. How to cite Impact of life skills training on HIV and AIDS prevention, Essays

Clean Water for Domestic Use-Free-Samples for Students-Myassignment

Question: Discuss about the Clear Drinking Water. Answer: Introduction Clear drinking water has grown to be a precious commodity in recent years making it a lucrative business. Today many water purification, packaging and distribution companies have been established and most have registered huge success due to the increasing demand for clean bottled drinking water. Affinity Water is one such company which was established in 2012 and has since grown to have over 1150 employee. The company headquarters is located in Hatfield, Hertfordshire and mainly services customers in NW of Greater London and some Home counties. The business is owned as a partnership between Allianz Group, HICL and DIF Tamblin. As of March 2016, the company had registered 303 million pounds sterling in revenue which is considerably high considering the low number of employees and area served(Water, 2017). This clearly demonstrates the businesses potential to register a huge growth rate and expansion with proper management of its operations. Comprehensive Distribution of the Business Affinity Water specializes in the purification and distribution of clean water to customers in West London. Water is a basic requirement which each individual making it important for the proper management of the water resources. The resource requires being harvesting; treating and distributing in a proper manner so as to reduce the negative effect on the environment and ensure the resources sustainability in future(Blowfield, 2013). Water pollutions is another major concern that water purifying plants and companies face making it an area of priority to address for Affinity Water. With privatization of water supply to city residents being encouraged it has become very important for the businesses to take all aspects into close consideration and at the same time maintain its focus on sustainable growth which is the objective of the company. Products and Services As the name suggests Affinity Water specializes in the supply and distribution of clean water. The company current focus area is West London but targets on expanding across London in the future. The key products supplied by the business include clean piped water for domestic use as well as fresh and clean drinking water(Water, Home, 2017). The company also manages water supply and maintenance services which help reduce water wastage. Clean water for domestic use Affinity Water is responsible for supplying West London with clean water for domestic usage. This includes water supplied to homes and apartments for daily use in the kitchen, laundry and washrooms. Affinity Water is responsible for sourcing and filtering the water and ensuring t is clean and safe to use before being supplied to the consumers via pipeline. Clean bottled drinking water Affinity Water also has a unit which specializes in the production of clean and safe bottled drinking water. This department of the business specializes in purification and bottling of hygienic clean drinking water for distribution and sale to customers. The bottled water comes in a wide array of sizes catering to different consumer needs. Water supply system management Affinity Water also has water engineers ready on standby to handle water engineering concerns. Plumbers and water piping engineers are available 24/7 to handle water related supply emergences and prevent water wastage. They are also responsible for conducting home and site inspections to identify leaks and stop any with the objective of conserving water. The demand for water is growing on a daily basis making it important to manage and also conserve the resource. Business Model To analysis Affinity Water in a better manner, it is critical for a SWOT analysis to be performed which will help determine the Strengths, Weaknesses, and Opportunities and threats the business faces(Osterwalder Pigneur, 2013). Understanding these aspects will help the business develop a stronger and more effective business model which can be used to encourage business growth in a better manner. Strengths Water being a highly demanded commodity ensures water sustainability is a priority for the stakeholders. The high demand has made it important for the business to turn its focus towards managing the resource so as to ensure sustainable production of water which so as to ensure the business continues its operations of distributing water to consumers in future. With high customer demand, Affinity Water can turn its attention to focusing on other areas such as water catchment management which would ensure constant water supply in future. Weaknesses A major concern facing Affinity Water is related to water management among water consumers. Today more than even people are unable to realize the importance of conserving water which leads to many customers having leaking taps and pipes leading to wastage of water. This is an area which requires urgent intention and Affinity Water has put in place a task force and maintenance team who conduct customer visits and perform the repairs to help stop the leaks. Preventing leaks helps reduce wastage of clean water which helps reduce the pressure on the water reservoirs, catchment areas and the system as a whole. With many customers unwilling to pay for plumbing, Affinity Water also offers a maintenance team which allows the customer to call for the plumbing service to helps stop the leak o perform some plumbing repair work. Affinity Water has also begun installing water meters to help reduce water wastage. His move has been met with many mixed reactions since many customers are used to wast ing water and with meters they are now expected to pay for their consumption. Opportunities Affinity Water has the opportunity to expand unlimitedly in the industry due to the high demand for water. Today people are also growing health conscious thus leading many to also invest on distilled and reverse osmosis purified bottled water which is areas which Affinity Water can continue ending in with minimal investment. Supply of clean water for domestic use continued to also register high demand but the profit margins linked to piped water are considerably lower as compared to bottled water. This makes it more important for the business to focus its attention towards expanding its water purification department which can help generate higher profits and ensure the business rapid development and growth. Threats Water is a highly demanded commodity which also attracts attention from competitors to the resources which make it important for Affinity Water to secure exclusive rights on water catchment areas. Affinity Water currently only supplies West London leading other water supply companies from other regions eying the water resource which they want to utilize to for themselves. This makes it important for Affinity Water to focus their attention towards securing long term water catchments are leased legally and also consider securing a larger catchment area. Pollution and catchment area destruction is another concern which is facing all water management companies today thus its important for the business to consider developing suitable approaches linked to preventing pollution of water bodies and catchments and also ensuring the sustainable production of water. Conclusion Affinity Water has registered a major growth rate in the past decade but the company will require implementing some important measures to ensure sustainability. The demand for clean and safe water is increasing and this is placing considerable pressure on the resources. This calls for water companies to develop effective management plans which address sustainability concerns while also keeping customer satisfaction needs in mind. The goals is to ensure Affinity Water continues registering high rate of success while still ensuring water bodies remain unharmed for the future generation to utilize. Bibliography Blowfield, M. (2013). Business and Sustainability. Oxford: OUP Oxford. Osterwalder, A., Pigneur, Y. (2013). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. John Wiley Sons. Water, A. (2017, August 5). About us. Retrieved August 5, 2017, from Affinity Water: https://stakeholder.affinitywater.co.uk/about-us.aspx Water, A. (2017, August 5). Home. Retrieved August 7, 2017, from Affinity Water: https://www.affinitywater.co.uk/at-home.aspx