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STD, and pregnancy prevention program for 9th and 10th grade students The intervention draws upon social-cognitive theory (Bandura, 1986), social in uence theory (Fisher, 1988), and models of school change, and includes a skillsbased classroom curriculum for students, formation of a team of peer educators to conduct out-of-classroom activities, parent education activities and newsletters, and improvement of the schools linkages with community resources This innovative study is a RCT involving 3,869 students from 20 schools In an initial report, using data from students who completed both the baseline and the initial follow-up (at 7 months), the results have been promising: The intervention enhanced 9 of 13 psychosocial variables including knowledge, self-ef cacy for condom use, normative beliefs and attitudes regarding condom use, perceived barriers to condom use, risk perceptions, and parent-child communication.

The program also reduced the frequency of intercourse without a condom in the three months prior to the survey and increased use of condoms at last intercourse and the use of contraceptives at last intercourse (The latter outcome has less value for HIV prevention but does help to reduce unintended pregnancies) Although increased acceptance of sexual health programs in US schools promises to reduce HIV transmission domestically, it can be argued that the greatest need for education and risk reduction programs is in countries where HIV and AIDS are most prevalent Klepp, Ndeki, Leshabari, Hannan, and Lyimo (1997) described a study that tested the effects of the Ngao (Swahili for shield ) education program in Tanzania.

with equality iff X1 , X2 , . . . , Xn are independent. Lemma 17.2.1 If X and Y are independent, then h(X + Y ) h(X).

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The program, in uenced by the theory of reasoned action (Fishbein & Middlestadt, 1989) and social learning theory (Bandura, 1986), was designed to reduce children s risk of infection and to improve their tolerance of and care for people with AIDS This RCT (baseline, intervention, 12-month follow-up) was conducted through public primary schools in two regions of Tanzania The schools were strati ed according to location and randomly assigned to intervention or comparison conditions The results revealed that the intervention group exhibited improved knowledge and more tolerant attitudes toward people with AIDS Fewer students from the intervention schools (7%) than from the comparison schools (17%) had had their sexual debut during the followup interval Schools provide an ideal venue for the promotion of healthy behavior because they allow access to young people before they establish risky habits.

Moreover, in countries where education is mandatory, schools can reach the vast majority of older children and adolescents without additional outreach expense Continuing controversy exists regarding.

Figure 15.21 A model for HFC CATV serving area topology. (From IEEE Std. 802.14, Draft R2, Figure P-31 [Ref. 7].)

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9. Drag an instance of the button on Stage and then choose Control Test movie. After the movie is published, roll your mouse over the button. The label should start randomly moving around. When you roll off the button, the motion stops. If the motion wasn t frenetic enough for your tastes, edit the jitteryClip and change the value in the timer component s pause for field. Note that the actual object being animated is a symbol. By duplicating the movie clips and button, and then swapping symbols, you can quickly create additional animated buttons.

Today Total Rooms Occup. Comps. & House Use Vacant Rooms Total Rooms Avail. Average Room Rate % of Occupancy No. of Doubles % of Double Occup. % of Food Cost % of Beverage Cost

Private Sub UpdateForm() ComboBoxTopics.ListIndex = CurrentTopic - 1 Me.Caption = HelpFormCaption & _ ( & CurrentTopic & of & TopicCount & ) With LabelText .Caption = HelpSheet.Cells(CurrentTopic, 2) .AutoSize = False .Width = 212 .AutoSize = True End With With Frame1 .ScrollHeight = LabelText.Height + 5 .ScrollTop = 1 End With If CurrentTopic = 1 Then NextButton.SetFocus ElseIf CurrentTopic = TopicCount Then PreviousButton.SetFocus End If PreviousButton.Enabled = CurrentTopic <> 1 NextButton.Enabled = CurrentTopic <> TopicCount End Sub

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