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Mission statement

Teachers Without Borders respects the extraordinary work of AIDS educators, doctors, and government agencies in Uganda. One oftheir particular strengths is the A-B-C approach (A: abstinence; B: be faithful; C: condoms) , but only when incorporated into a comprehensive program - at all levels ofsociety - of support for stemming the tide of HIV-AIDS. We understand some of the inconsistencies in the educational program, but see them more asproblems of execution, correct context, follow-through, and support, i.e. the delivery of the message. We support the inherent value ofabstinence, being faithful, and using condoms.

The key, however, in terms of the education community, is the incorporation of A-B-C principles into other programs supportingyoung people's self-esteem and integrity, civil rights, the protection of girls and support for their general education, and a growing set of circlesof capacity in each community - in health, in sanitation, in the quality of life, in economic opportunity, and in political freedoms and rights.

Furthermore, Teachers Without Borders' own research has led us to the conclusion that testing must be pervasive and frequent and confidential . Many AIDS analysts assert that testing must be required "at three specificmoments in a person's life: at marriage, before childbirth, and upon any visit to a hospital. At these moments (and, we hope, others), public healthcriteria legitimately take priority over the desire of the individual." ( New York Times , February 10, 2004: "A Global Battle's Missing Weapon."). Clearly, Teachers Without Borders promotesthe right to privacy and the freedom of the individual. However, in light of the AIDS pandemic, some sacrifices need to be made.

Once again, testing must be pervasive - testing across age, economic, geographic, and social strata of societly. Testing must be frequent - even faithful, monogamous couples can be H.I.V. "discordant" in which one of the partners in the marriage wasinfected and the other, not, by a previous partner. The virus incubates for approximately eight years. Finally, testing must be confidential.

We view HIV-AIDS as a societal, as well as medical epidemic, and so work to promote education on HIV-AIDS, along with anenhanced general education. We also support international agencies and local NGOs in their attempts to improve the infrastructure of informationsharing, medical facilities for treatment and other viable and quantifiable programs on prevention including those programs that mayadvocate condom distribution.

Teachers Without Borders works to close the education divide and to respect the hearts and minds of all. HIV-positive people must NOT be stigmatized. We welcome the ranks of HIV-positive persons into the ranks of our organization and dependupon them - as we do everyone of good intention - to work on behalf of education.

It is our policy to work with all sectors in the battle against HIV-AIDS, provided their work does not conflict with empiricalevidence on both treatment and prevention best practices. Furthermore, we shall not work with agencies who stigmatize HIV-infected and affectedpeople.

There is a window of hope available to us, through education. In fact, a fascinating article, A Window of Hope, describes thesituation we are in today:

Window of Hope


To get to the next page, look at the right side of this screen. You'll see a blue bar towards the bottom.

Look underneath the blue bar and click on the word "Outline." If you click on "Outline," a screen will "pop up" that will showyou the outline for this entire course. Click on the next topic in black that says "Frequently Asked Questions."

Once you're in this new section, you'll simply click "Next" to go to the next page. The "Next" button is to the right of the blue bar.Whenever you wish to go back to a previous page, look to the left of the blue bar and click on the word "Previous." This takes you back one page.

When you come to the end of a section, as you are now about to do, you MUST use the "Outline" button and choose the next topic and click on it in order to getto it.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
explain and give four Example hyperbolic function
Lukman Reply
⅗ ⅔½
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
on number 2 question How did you got 2x +2
combine like terms. x + x + 2 is same as 2x + 2
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
how do I set up the problem?
Harshika Reply
what is a solution set?
find the subring of gaussian integers?
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
hi mam
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
yes i wantt to review
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
may God blessed u for that. Please I want u to help me in sets.
what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Need help solving this problem (2/7)^-2
Simone Reply
what is the coefficient of -4×
Mehri Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Hiv-aids for educators. OpenStax CNX. Mar 07, 2006 Download for free at http://cnx.org/content/col10329/1.6
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