ASP-net so far covers 300 junior and senior high schools. Nowadays 40 million people living with HIV/AIDS and 50% are youth (18-24). In Indonesia majority is youth and has become national issue. This can be handled by various approaches: religious cultural and educational. Hopefully this programme can be applied in some schools and can give fruitful results. The current situation of HIV/AIDS in Indonesia in relations to drug abuse is drastically increasing. Estimated drug users in Indonesia ranged 190,000-247,000. All provinces already reported drug users in their provinces. The case increases since 1999. Estimation of population of Infected Drug User (IDU) in Indonesia spreads almost in every big city especially in Java. The Department of Health emphasizes on 12 provinces to handle HIV/AIDS cases. Is there any correlation between economic and political crises and the increase of Injected Drug Users and the epidemics of HIV/AIDS in Indonesia? The legislatives are enforced to formulate regulations to control life style in Indonesia in regards of the increase of HIV/AIDS in Indonesia for the sake of the society. The largest numbers of the cases is in DKI Jakarta. People have to change their paradigm that AIDS is not easily infecting people compared to Avian Influenza or other diseases like chicken pox. HIV will only infect people when getting involved in intercourse with people living with HIV/AIDS. But why the percentage of infected people is high? It is because there is an increase in drug using. Conducting anti-drugs campaign in the right way; it is not to withdraw the drugs but we have to arrest the drug dealers. This is also because of the weakness of the monitoring system on the spread of drugs in Indonesia. Point to consider is that people living with AIDS have the same right as other people. 3.       Keynote Speech by dr. Fasli Jalal. P hd. Director-General of Improvement of Teacher’s Quality and Educational Personnel Since early 1990s I get involved in HIV/AIDS programme. At that time I was posted in the team to encounter AIDS in Indonesia. He urged that this is the disease for those who like to get involved in free sex activities. It was predicted that there would be around 250,000 people living with AIDS in 1991. There are some drastic increase of infected people in Jakarta. Bali and Batam. Indonesian government considered the post for this problem either in the Department of Health. People Welfare or Social. HIV/AIDS estimated to increase time after time. In here educational institutions have integral part to socialize this HIV/AIDS phenomenon in the society. Schools are included in learning process – formal learning. Teachers should be more knowledgeable to explain wide range of social and national issues. This is the end of the information flow because this should be sustainable to eventually formulate action plan – what can we do. This will come up with new issues that we have to anticipate and handle in cooperation with other relevant parties especially NGOs working on HIV/AIDS issues. I personally hope that this kind of workshops can be regularly organized to monitor the plans as to whether these plans can be applied. We have to also share our knowledge and information to prevent further spread of these endemics in Indonesia. He officially opened the workshop. In this respect. HIV/AIDS is similar to poverty other health problem. To make education more effective we have to response to HIV/AIDS as a whole school community. The fact is HIV/AIDS is a part of our life. Schools’ curriculum should be adjusted to make difference. Life skills based education programmes were far more likely to have a positive impact on behavior rather than the negative impact. There are 17 characteristics of effective programmes. There are three stages: process of developing the curriculum content of the curriculum and the implementation of the curriculum. When we start the programme we need supports from others – from the school principles. Minister of Education and community. Life skills based education also works for drugs. Furthermore life skills based education also works for our children. It will positively affect our children’s academic achievements. What is ‘Life Skills Based Education?’ It refers to an interactive process of teaching and learning which enables learners to acquire knowledge and to develop attitudes and skills which support the adoption of healthy… Basic functional livelihood and life skills are important for children and/or young people. The life skills clusters are Communication (negotiation/refusal empathy cooperation/teamwork and advocacy); Decision Making/Problem Solving skills (critical thinking skills) and Self Awareness (coping with emotions and stress management). The most effective teaching and learning occurs when students are involved in planning and take responsibility for their learning – to mention one of the most important. What to look for in the curriculum are structure and content delivery and teaching strategies and generalization. One of the hardest jobs is school teacher. But what I want to stress is same idea on healthy lifestyle. In many countries there are similar sport activities. So what do the have to do with drugs or HIV? It does. This will build young people minds in teamwork cooperation. Young people are occupied in more constructive way to prevent the spread of HIV/AIDS through sport or other competition activities. Teaching is hard profession and when the day is over teachers are exhausted. How to bring teachers into the next step – can you get involved in these activities. My reaction will be to involve teacher in the beginning of the activities – to have involved teachers in day 1. Teachers work with you so that they know what the activity is all about and can help and get involved further – after school hours. Why HIV/AIDS should get attention? HIV/AIDS epidemics spread very quickly. The disease that was unknown 20 years ago now has infected of around 60 millions people in the world and more than 21 millions died. Everyday people infected with HIV/AIDS increases 14,000 and a half of that number is young people aged 15-24. More than 95% people with HIV/AIDS live in developing countries. AIDS has become the fourth mortality cause on adults in the whole world and in some countries. Because of HIV/AIDS life span decreases more than 10 years. The rapid increase of mortality numbers on adults causes big increase of orphans – 13.2 millions children throughout the world where 12.1 millions live in Africa alone. If it is not handled. HIV/AIDS will quickly eliminate the progress of development achieved in the last 50 years. The epidemics situation in Indonesia: 169 new infections and 90 mortalities of AIDS (including children) everyday. HIV and AIDS cases by occupation in Indonesia as of 30 September 2002 shows that student and un-skill workers are high following high risk and unknown workers. Why education needs to develop HIV/AIDS prevention education? Groups of learning participants in formal and/or informal education are protected human resources from the hazard of HIV/AIDS infection. In here takes the process of peer education among students that can be organized effectively and easily inexpensive fast and simple. One of the purposes of HIV/AIDS prevention education is to improve the knowledge and develop the ability of information delivery on prevention education of HIV/AIDS and its hazards while the targets of the education are students of formal and informal education teachers and/or relevant parties. The policies of this education are ensuring strategic planning providing practical funds including HIV/AIDS issue into health education approach giving training to teachers – educators developing resourceful education and lesson materials giving supports to education participants and continuing the efforts for coordination and cooperation inter-department.  There are about ten strategies that can be taken to succeed the prevention education for HIV/AIDS. Among those to mention are organizing HIV/AIDS prevention in preliminary education through curricular and extra curricular activities while in high schools also done through peer education life skill education and guide and counseling service. The efforts of National Education in HIV/AIDS prevention is organized since 1996 with peer education approach besides being done through socialization and training. Life skills and HIV/AIDS prevention is developed since 2002 and it has close relations to behavioral problems as well as healthy lifestyle habit. It was first supported by UNICEF then we did it financially independent. World Health Organization defines life skills as ability to bravely face life that enables people to handle any kind of pressures and challenges in their daily life effectively; then proactively and creatively search for and find solution to handle those problems. Experts explained that some life skills are crucial basic skills in improving health and prosperity of children and young people; among those basic skills are decision making critical and creative thinking effective communication stress and emotion management. These life skills are one set of central skill that is well known as emotional intelligence. Life skills are effective means to encourage young people to act positively have initiative and control self.  One of the way is to give early education in school to support one of the purpose of national education is to improve education curriculum. There are different ways to socialize HIV/AIDS awareness through education. Each level of education will be using different ways of socialization. The school committee should not only be involved in the formulation of school syllabus but more likely to support and to assist the education to increase the students’ awareness of HIV/AIDS. There are some alternatives of the study about HIV/AIDS one to mention is the curriculum structures in each education level will vary from one to another. This is to show some possible alternatives that can be done in Sport and Health Education subjects. Students Health Unit has been going for the last 20 years to support student’s awareness of self-health. Another way is done through counseling and guidance programme as well as self-development which is one compulsory subject for students to take. For junior and high school students the message will be conveyed differently through regular and extracurricular programmes. Besides that integration with other school subjects like science and religion can be properly done to communicate the message to students. Interdepartmental cooperation prevents pornography. Media sometimes create negative impacts in the society. Let us prepare our children with strong defensive ability. We focus on our jobs for example why government let students to smoke on the other hand teachers forbid students not to smoke but it affects the human labors. This is our challenge to work together with our students to prevent negative impact of media in regards of HIV/AIDS awareness. There are two things that I would like to highlight. First we develop competency-based curriculum this is to prevent negative content in media. This is not necessarily solving the problem. This is also related to content development. As time goes by even faster critical and creative thinking will make children aware more of what is right what is not. This is very principle. Students are encouraged to have healthy lifestyle. The categories to consider are the study curriculum management and class-based education. There are some activities that they are organizing like training for teachers youth councilors training peer education training peer education meeting interschool meeting students counseling. AIDS Information Service (LIA) and Health Clinic for Youth. In their programme. YAI uses computer as their learning equipments and they offer safe location for sensitive issue. Privacy for students independence and interactive learning process good combination between text pictures simulation and interaction minimum preparation for teachers and major process will be organized by Endang. There are some chapters in their programme to include ‘Everything is started from me.’ The strength of DAKU! Is to involved young people in the formulation process and using participative approach for students? To execute the programmes there are some steps for the implementation to begin with the audiency with the school headmaster. The programmes are implemented in Jakarta. Bali. Jambi. Lampung and Medan with e support of WPF Indonesia. For the implementation in schools there are students facilitators case study analysis and exhibition. Furtermore there are also some challenges faced by DAKU! Among those to mention is the school willingness to accept reproduction health programme that is suitable for the needs of young people. Program Implementation in Communication. Information and EducationYayasan AIDS Indonesia since 1998The spread of HIV/AIDS is very fast especially in productive age while they are the next generation in consolidating national development of Indonesia. There should be active role of the society in socializing HIV/AIDS programme to young people. The socialization will focus on the information delivery and to eliminate stigma and discrimination. Programmes of YAI are divided into three parts: regular programme that includes KIE (Communication. Information and Education) counseling and recruitment; specialized programme such as continuing KIE (Edutainment) as well as multimedia programme through its website at The programme of Communication. Information and Education (training) is organized since 1998 that focuses on productive age people which is young people in or outside junior and senior high schools. This is organized regularly to optimize the prevention activities that aim for information delivery activity to the society about HIV/AIDS. Currently there are approximately 121,238 people were involved in the training and around 272 schools. The implementation of KIE is to produce information addition to school students for them to forward to their peers. This activity is done by trained young volunteers. The methodology used in the training is peer education so that the information delivery process can go more effectively. Furthermore two-way communication pattern is used to make the situation livelier and dynamics.  The language used is daily language adjusted to the participants’ condition. One magic word they are using is ‘Stay Safe be Abstinence’ There also some problems and weaknesses in organizing these activities. There is still high discrimination and stigma in the society. Some schools assume that HIV/AIDS information is not that important for their schools with incorrect assumption that their schools are just fine. The tight schedule of school hours and time is given is to short so sometimes it is simply as a spare time activity if their teachers are absent. Hit and Run become expected out-put but it not maximum.  First is knowing the purpose of life that is to pray. Second is to have guide of life: personal best (a person will dome something with the best efforts they can do) trustworthiness (students have behaviors – attitudes – to be trustworthy in their words and actions by people surrounds him) active listening (students have personality of being able to listen with their eyes ears and heart) no put-downs (students have personality of never underestimating people with words actions and body language) and truthfulness (students have personality of being able to act and say honesty based on morale responsibility). Third is to know the way of life by being patient (students live to do something with mental endurance and ability to control their selves to be in the right path even in difficult situation) right (students always live right based on Hakikah. Syariah and adequate benefits) obedient (students put efforts to do all his activities based on the procedures rules and regulation) helpful (students always be helpful to ensure positive and peaceful condition) and religious (students always ask for protection from God in doing al their activities). The application strategies are: introduction training maintaining getting used to sampling and rewarding. The presentation was closed by singing together – energizer that contains life skills. Schools are conducting guide and counseling programme related to HIV/AIDS awareness. This can be done through personal – social counseling and study counseling as well as carrier counseling. The materials that we are using are concerned about motivation teamwork peer relationship young people and puberty bullying sexual harassment healthy life pattern and HIV/AIDS. Information exchange and/or delivery are done through wall magazine (Mading). Sociodrama group discussion and training. For the socialization some communication media is being used such as poster that fosters bullying global warming. HIV/AIDS and Gender issue. Besides that the poster also promotes or gives tips and tricks about those issues. The information exchange on HIV/AIDS is done through sport and health education biology subject counseling and guide programme and other related institutions. Furthermore the information sources of the activities are UNICEF. PKBI (Persatuan Keluarga Berencana Indonesia) – Indonesia Family Planning Association. YAI (Yayasan AIDS Indonesia) – Indonesia AIDS Foundation. Yayasan Pelita Ilmu. Coca Cola Foundation and experts. The teaching methodologies being used are by organizing speeches discussions games film presentations and trainings. Furthermore students will assess their study progress of previous semesters they will also learn to know their selves and they will also do sociometry teenage-hood introductory psychological test information on drugs and universities for their continuing education. School creates syllabus for the counseling programme with its development assignments: achieving maturity in faith to God achieving maturity in interaction among male and female peers as well as in their roles as male or female achieving maturity in emotional control achieving maturity in the growth of healthy physical condition and achieving maturity in portraying and attitude toward family lives. The media of the information exchange that are used including charts and VCD on HIV/AIDS.   There are. First religion education in the school includes the teaching of Al-Quran. Hadist. Fiqih. Tarikh and Islamic cultures. Second. Applicable religious rituals are also taught that includes Toharah. Shalat (pray) corpse zakat. Shaum (fasting). Hajj and Umrah as well as donations for orphan. Third. Arabic language teaching in school which includes linguistic tafsir - interpretation. Al-Quran language communication language and the grammar. Fourth subject is the teaching of interpersonal communication that includes the relations and/or communication between human and God among human beings marriage clothing and food and beverage. Furthermore the school also sets behavioral programme that includes reading Al-Quran group pray sunnah fasting dhuha pray smile and friendly interaction and greetings. The school also sets points for their students. Every student who breaks the school regulation will begiven punishments in form of points according to the actions committed. If a student has reached 200 points that student will be sent back to his parents (expelled from school). The 200 points is applicable through their academic years in Islamic Village high school Tangerang and valid on 300 m radius from the school environment. The programmes that are developed and/or taught are Audio Video (Electronic) Engineering. Electricity Energy Use Engineering and Mechanic Automotive Engineering. The purpose of vocational education is as higher education that prepares students especially to work in particular fields. Schools are samples in the society about the concept or life style without smoking. From that perspective we can conclude that schools are the producers students are the products and industry/society are the customers. Products have to have good physical endurance are exciting and satisfying are “solution created� not “problem created� should have integrity (honesty discipline politeness religiousness etc) and are professional (working based on their skill competency satisfying results etc.) The implementation of the danger prevention on HIV/AIDS/ Drugs/Smoking through healthy life approach is by making school regulation on restriction to carry or to distribute or smoke in school environments and its surroundings. Socialization on the dangers of cigarette. HIV/AIDS (By Indonesia ADIS Foundation) drugs (by BNK/BNN) every year in student orientation programme and the inclusion of study materials about drugs. HIV/AIDS as theoretical study of physics sport and health education. The implementation result is satisfying; “Brain image� as a good school increases (public’s compliance to send their children to SMK Taruna Bangsa is quite high); high supports from business and industries; wining YAI Award for Free-Smoke School (trophy and Rp 35millions). New students orientation programme is given training materials on smoking drugs HIV/AIDS and reproduction health and facilitated by information sources from NGOs to around 380-400 new students. In year 2002 the school joined reproduction health programme for youth that was organized by Yayasan Pelita Ilmu: training peer education for students and training for teachers. The activities of peer education are sharing information to peer groups in or outside schools; one student won a speech contest about Prevention of HIV/AIDS infection among young people; one student was sent to be peer educator participating in 2 The process of DAKU! implementation: agreement between the school and YPI teachers selection as future facilitators training for facilitators choosing the implementation time (1x every week) students selection as the participants of DAKU! programme notification/permission letter from the students’ parents and the implementation in the school. The benefits of the programme are improving knowledge and skills of the teachers and the students as the challenge of teachers to teach with computers increasing teachers’ concerns on youth life teachers’ approach methodology to students and facilitating the need of students for information on HIv/AIDS drugs and reproduction health. The barriers of the programme are time limitation lack of awareness of the programme benefits by many parties punctuality of the students not maximum supports opposition of personal values that affect professional values. This programme also offers challenges: changing the old paradigm that teachers as the center of education including HIV/AIDS programme into compulsory subject and changing negative image about students’ health from the teachers’ point of view. We expect that more school will educate subject on reproduction health for youth the national education ministry through the curriculum can urge schools to include DAKU! programme in the schools’ curriculum. DAKU! programme becomes favorite programme in schools referring to the risk of HIV/AIDS spread sharply increases and full supports from the schools. Project-based learning is an education strategy in which students are faced directly with complex and real problems where they are forces to develop and apply their skills and knowledge. Students can find out various techniques and education intelligence as well as ability to combine experiential learning and cooperative learning strategies. PBL is important because there are varieties of skills that have to be mastered by students as individuals. PBL can enforce them to develop those skills with more realistic contexts. PBL is able to combine inquiry-based learning hands-on experience cooperative learning authentic assessment and embedding learning in real contexts in a process of education. The differences between conventional and 21-century education are that in traditional education teachers are the center of education one-way communication mass-based. Meanwhile. 21-century education emphasizes students as the centre of education two-way communication and personal based. Successful PBL starts from strong relationship between teachers and students and wide opportunities for students to talk and choose. The keys to success of a standard-based project are methodology (or set of design principles) content or particular science skills/habits of mind and adequate scoring. Creating PBL Unit: set of design principles starting from final purpose; creating driving questions planning the grading mapping the process and managing the process. A driving question should be provocative open-ended specific into particular science and challenging taken from day-to-day problem and consistent with the curriculum standard and education planning. The problem that usually appears when creating driving question is that the topic is too wide and difficult to answer as it needs many sources and time. ‘Curriculum Wheel’ focuses on Science. Literature. Social studies. Economics and Art. Furthermore the sources for information are the Internet museums radios/TVs community leaders and the library. Meanwhile scoring has scoring method alternatives: scoring guide (rubrics) content specific rubric process rubric presentation portfolio rubric products and portfolios. iEARN Indonesia Learning Circle emphasizes on health culture environment and peace. Schools are divided into the themes. Health theme group is  including SMAN 6 Makassar. SMA 8 Pekanbaru. SMAN 13 Jakarta. SMAN 2 Padang and SMAN 8 Jogjakarta. These schools are doing projects on their own called “HIV/AIDS Beyond My Own Backyard�. “Malnutrition in Our Region�. “Dengue Fever�. “Drug Abuse� and “Avian Inflluenza� The Learning Circles Teacher’s Guide: 1. Getting ready. 2. Opening the circle. 3. Planning circle project. 4. Exchanging student work. 5. Organizing circle publication and 6. Closing the circle. First phase. ‘getting ready’ organizes the link of the classroom computer to the world. Second phase. ‘team formation’ activities include ‘Classroom online survey’: about the students the school and the community; and ‘Welcome Packs’ (postal mail): sending whatever fits in a large envelope (pictures brochures drawings symbols etc) that will tell others about who you are what you look like what you like to do and where you live. Third phase. ‘planning circle projects’ that determines the responsibility and commitment: each class as a team organizes or ‘sponsors’ a project for the group every class is responsible to send at least one response to the projects in their Learning Circle and project ideas (driving questions). Fourth phase. ‘students work exchange’. Within a team work: students working in groups send work on all of the Learning Circle projects students receiving work from other students and storing the information for later use and each class team monitors the work received on their sponsored projects and encouraging their partners to complete work on schedule. Phase five. ‘publishing projects’ that encourages students to become publishers: students reflect on their projects and make decisions about how to present their projects collectively and students evaluate edit and format the information that they select to create a chapter section or report for the Circle Publication. In this phase students also learn to work with information analyze compare and edit to create a final presentation to use technical tools to create a final presentation and to accept responsibility for the work as well as to make sure that all tasks are completed within a group timeline. Phase six. ‘closing the leaning circle’ will send a goodbye message to your Learning Circle make sure that all students have the opportunity to read the published stories on the Internet thank your Circle Facilitator and give out Learning Circle Certificates to students.

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ASP-net so far covers 300 junior and senior high schools. Nowadays 40 million people living with HIV/AIDS and 50% are youth (18-24). In Indonesia majority is youth and has become national issue. This can be handled by various approaches: religious cultural and educational. Hopefully this programme can be applied in some schools and can give fruitful results. The current situation of HIV/AIDS in Indonesia in relations to drug abuse is drastically increasing. Estimated drug users in Indonesia ranged 190,000-247,000. All provinces already reported drug users in their provinces. The case increases since 1999. Estimation of population of Infected Drug User (IDU) in Indonesia spreads almost in every big city especially in Java. The Department of Health emphasizes on 12 provinces to handle HIV/AIDS cases. Is there any correlation between economic and political crises and the increase of Injected Drug Users and the epidemics of HIV/AIDS in Indonesia? The legislatives are enforced to formulate regulations to control life style in Indonesia in regards of the increase of HIV/AIDS in Indonesia for the sake of the society. The largest numbers of the cases is in DKI Jakarta. People have to change their paradigm that AIDS is not easily infecting people compared to Avian Influenza or other diseases like chicken pox. HIV will only infect people when getting involved in intercourse with people living with HIV/AIDS. But why the percentage of infected people is high? It is because there is an increase in drug using. Conducting anti-drugs campaign in the right way; it is not to withdraw the drugs but we have to arrest the drug dealers. This is also because of the weakness of the monitoring system on the spread of drugs in Indonesia. Point to consider is that people living with AIDS have the same right as other people. 3.       Keynote Speech by dr. Fasli Jalal. P hd. Director-General of Improvement of Teacher’s Quality and Educational Personnel Since early 1990s I get involved in HIV/AIDS programme. At that time I was posted in the team to encounter AIDS in Indonesia. He urged that this is the disease for those who like to get involved in free sex activities. It was predicted that there would be around 250,000 people living with AIDS in 1991. There are some drastic increase of infected people in Jakarta. Bali and Batam. Indonesian government considered the post for this problem either in the Department of Health. People Welfare or Social. HIV/AIDS estimated to increase time after time. In here educational institutions have integral part to socialize this HIV/AIDS phenomenon in the society. Schools are included in learning process – formal learning. Teachers should be more knowledgeable to explain wide range of social and national issues. This is the end of the information flow because this should be sustainable to eventually formulate action plan – what can we do. This will come up with new issues that we have to anticipate and handle in cooperation with other relevant parties especially NGOs working on HIV/AIDS issues. I personally hope that this kind of workshops can be regularly organized to monitor the plans as to whether these plans can be applied. We have to also share our knowledge and information to prevent further spread of these endemics in Indonesia. He officially opened the workshop. In this respect. HIV/AIDS is similar to poverty other health problem. To make education more effective we have to response to HIV/AIDS as a whole school community. The fact is HIV/AIDS is a part of our life. Schools’ curriculum should be adjusted to make difference. Life skills based education programmes were far more likely to have a positive impact on behavior rather than the negative impact. There are 17 characteristics of effective programmes. There are three stages: process of developing the curriculum content of the curriculum and the implementation of the curriculum. When we start the programme we need supports from others – from the school principles. Minister of Education and community. Life skills based education also works for drugs. Furthermore life skills based education also works for our children. It will positively affect our children’s academic achievements. What is ‘Life Skills Based Education?’ It refers to an interactive process of teaching and learning which enables learners to acquire knowledge and to develop attitudes and skills which support the adoption of healthy… Basic functional livelihood and life skills are important for children and/or young people. The life skills clusters are Communication (negotiation/refusal empathy cooperation/teamwork and advocacy); Decision Making/Problem Solving skills (critical thinking skills) and Self Awareness (coping with emotions and stress management). The most effective teaching and learning occurs when students are involved in planning and take responsibility for their learning – to mention one of the most important. What to look for in the curriculum are structure and content delivery and teaching strategies and generalization. One of the hardest jobs is school teacher. But what I want to stress is same idea on healthy lifestyle. In many countries there are similar sport activities. So what do the have to do with drugs or HIV? It does. This will build young people minds in teamwork cooperation. Young people are occupied in more constructive way to prevent the spread of HIV/AIDS through sport or other competition activities. Teaching is hard profession and when the day is over teachers are exhausted. How to bring teachers into the next step – can you get involved in these activities. My reaction will be to involve teacher in the beginning of the activities – to have involved teachers in day 1. Teachers work with you so that they know what the activity is all about and can help and get involved further – after school hours. Why HIV/AIDS should get attention? HIV/AIDS epidemics spread very quickly. The disease that was unknown 20 years ago now has infected of around 60 millions people in the world and more than 21 millions died. Everyday people infected with HIV/AIDS increases 14,000 and a half of that number is young people aged 15-24. More than 95% people with HIV/AIDS live in developing countries. AIDS has become the fourth mortality cause on adults in the whole world and in some countries. Because of HIV/AIDS life span decreases more than 10 years. The rapid increase of mortality numbers on adults causes big increase of orphans – 13.2 millions children throughout the world where 12.1 millions live in Africa alone. If it is not handled. HIV/AIDS will quickly eliminate the progress of development achieved in the last 50 years. The epidemics situation in Indonesia: 169 new infections and 90 mortalities of AIDS (including children) everyday. HIV and AIDS cases by occupation in Indonesia as of 30 September 2002 shows that student and un-skill workers are high following high risk and unknown workers. Why education needs to develop HIV/AIDS prevention education? Groups of learning participants in formal and/or informal education are protected human resources from the hazard of HIV/AIDS infection. In here takes the process of peer education among students that can be organized effectively and easily inexpensive fast and simple. One of the purposes of HIV/AIDS prevention education is to improve the knowledge and develop the ability of information delivery on prevention education of HIV/AIDS and its hazards while the targets of the education are students of formal and informal education teachers and/or relevant parties. The policies of this education are ensuring strategic planning providing practical funds including HIV/AIDS issue into health education approach giving training to teachers – educators developing resourceful education and lesson materials giving supports to education participants and continuing the efforts for coordination and cooperation inter-department.  There are about ten strategies that can be taken to succeed the prevention education for HIV/AIDS. Among those to mention are organizing HIV/AIDS prevention in preliminary education through curricular and extra curricular activities while in high schools also done through peer education life skill education and guide and counseling service. The efforts of National Education in HIV/AIDS prevention is organized since 1996 with peer education approach besides being done through socialization and training. Life skills and HIV/AIDS prevention is developed since 2002 and it has close relations to behavioral problems as well as healthy lifestyle habit. It was first supported by UNICEF then we did it financially independent. World Health Organization defines life skills as ability to bravely face life that enables people to handle any kind of pressures and challenges in their daily life effectively; then proactively and creatively search for and find solution to handle those problems. Experts explained that some life skills are crucial basic skills in improving health and prosperity of children and young people; among those basic skills are decision making critical and creative thinking effective communication stress and emotion management. These life skills are one set of central skill that is well known as emotional intelligence. Life skills are effective means to encourage young people to act positively have initiative and control self.  One of the way is to give early education in school to support one of the purpose of national education is to improve education curriculum. There are different ways to socialize HIV/AIDS awareness through education. Each level of education will be using different ways of socialization. The school committee should not only be involved in the formulation of school syllabus but more likely to support and to assist the education to increase the students’ awareness of HIV/AIDS. There are some alternatives of the study about HIV/AIDS one to mention is the curriculum structures in each education level will vary from one to another. This is to show some possible alternatives that can be done in Sport and Health Education subjects. Students Health Unit has been going for the last 20 years to support student’s awareness of self-health. Another way is done through counseling and guidance programme as well as self-development which is one compulsory subject for students to take. For junior and high school students the message will be conveyed differently through regular and extracurricular programmes. Besides that integration with other school subjects like science and religion can be properly done to communicate the message to students. Interdepartmental cooperation prevents pornography. Media sometimes create negative impacts in the society. Let us prepare our children with strong defensive ability. We focus on our jobs for example why government let students to smoke on the other hand teachers forbid students not to smoke but it affects the human labors. This is our challenge to work together with our students to prevent negative impact of media in regards of HIV/AIDS awareness. There are two things that I would like to highlight. First we develop competency-based curriculum this is to prevent negative content in media. This is not necessarily solving the problem. This is also related to content development. As time goes by even faster critical and creative thinking will make children aware more of what is right what is not. This is very principle. Students are encouraged to have healthy lifestyle. The categories to consider are the study curriculum management and class-based education. There are some activities that they are organizing like training for teachers youth councilors training peer education training peer education meeting interschool meeting students counseling. AIDS Information Service (LIA) and Health Clinic for Youth. In their programme. YAI uses computer as their learning equipments and they offer safe location for sensitive issue. Privacy for students independence and interactive learning process good combination between text pictures simulation and interaction minimum preparation for teachers and major process will be organized by Endang. There are some chapters in their programme to include ‘Everything is started from me.’ The strength of DAKU! Is to involved young people in the formulation process and using participative approach for students? To execute the programmes there are some steps for the implementation to begin with the audiency with the school headmaster. The programmes are implemented in Jakarta. Bali. Jambi. Lampung and Medan with e support of WPF Indonesia. For the implementation in schools there are students facilitators case study analysis and exhibition. Furtermore there are also some challenges faced by DAKU! Among those to mention is the school willingness to accept reproduction health programme that is suitable for the needs of young people. Program Implementation in Communication. Information and EducationYayasan AIDS Indonesia since 1998The spread of HIV/AIDS is very fast especially in productive age while they are the next generation in consolidating national development of Indonesia. There should be active role of the society in socializing HIV/AIDS programme to young people. The socialization will focus on the information delivery and to eliminate stigma and discrimination. Programmes of YAI are divided into three parts: regular programme that includes KIE (Communication. Information and Education) counseling and recruitment; specialized programme such as continuing KIE (Edutainment) as well as multimedia programme through its website at The programme of Communication. Information and Education (training) is organized since 1998 that focuses on productive age people which is young people in or outside junior and senior high schools. This is organized regularly to optimize the prevention activities that aim for information delivery activity to the society about HIV/AIDS. Currently there are approximately 121,238 people were involved in the training and around 272 schools. The implementation of KIE is to produce information addition to school students for them to forward to their peers. This activity is done by trained young volunteers. The methodology used in the training is peer education so that the information delivery process can go more effectively. Furthermore two-way communication pattern is used to make the situation livelier and dynamics.  The language used is daily language adjusted to the participants’ condition. One magic word they are using is ‘Stay Safe be Abstinence’ There also some problems and weaknesses in organizing these activities. There is still high discrimination and stigma in the society. Some schools assume that HIV/AIDS information is not that important for their schools with incorrect assumption that their schools are just fine. The tight schedule of school hours and time is given is to short so sometimes it is simply as a spare time activity if their teachers are absent. Hit and Run become expected out-put but it not maximum.  First is knowing the purpose of life that is to pray. Second is to have guide of life: personal best (a person will dome something with the best efforts they can do) trustworthiness (students have behaviors – attitudes – to be trustworthy in their words and actions by people surrounds him) active listening (students have personality of being able to listen with their eyes ears and heart) no put-downs (students have personality of never underestimating people with words actions and body language) and truthfulness (students have personality of being able to act and say honesty based on morale responsibility). Third is to know the way of life by being patient (students live to do something with mental endurance and ability to control their selves to be in the right path even in difficult situation) right (students always live right based on Hakikah. Syariah and adequate benefits) obedient (students put efforts to do all his activities based on the procedures rules and regulation) helpful (students always be helpful to ensure positive and peaceful condition) and religious (students always ask for protection from God in doing al their activities). The application strategies are: introduction training maintaining getting used to sampling and rewarding. The presentation was closed by singing together – energizer that contains life skills. Schools are conducting guide and counseling programme related to HIV/AIDS awareness. This can be done through personal – social counseling and study counseling as well as carrier counseling. The materials that we are using are concerned about motivation teamwork peer relationship young people and puberty bullying sexual harassment healthy life pattern and HIV/AIDS. Information exchange and/or delivery are done through wall magazine (Mading). Sociodrama group discussion and training. For the socialization some communication media is being used such as poster that fosters bullying global warming. HIV/AIDS and Gender issue. Besides that the poster also promotes or gives tips and tricks about those issues. The information exchange on HIV/AIDS is done through sport and health education biology subject counseling and guide programme and other related institutions. Furthermore the information sources of the activities are UNICEF. PKBI (Persatuan Keluarga Berencana Indonesia) – Indonesia Family Planning Association. YAI (Yayasan AIDS Indonesia) – Indonesia AIDS Foundation. Yayasan Pelita Ilmu. Coca Cola Foundation and experts. The teaching methodologies being used are by organizing speeches discussions games film presentations and trainings. Furthermore students will assess their study progress of previous semesters they will also learn to know their selves and they will also do sociometry teenage-hood introductory psychological test information on drugs and universities for their continuing education. School creates syllabus for the counseling programme with its development assignments: achieving maturity in faith to God achieving maturity in interaction among male and female peers as well as in their roles as male or female achieving maturity in emotional control achieving maturity in the growth of healthy physical condition and achieving maturity in portraying and attitude toward family lives. The media of the information exchange that are used including charts and VCD on HIV/AIDS.   There are. First religion education in the school includes the teaching of Al-Quran. Hadist. Fiqih. Tarikh and Islamic cultures. Second. Applicable religious rituals are also taught that includes Toharah. Shalat (pray) corpse zakat. Shaum (fasting). Hajj and Umrah as well as donations for orphan. Third. Arabic language teaching in school which includes linguistic tafsir - interpretation. Al-Quran language communication language and the grammar. Fourth subject is the teaching of interpersonal communication that includes the relations and/or communication between human and God among human beings marriage clothing and food and beverage. Furthermore the school also sets behavioral programme that includes reading Al-Quran group pray sunnah fasting dhuha pray smile and friendly interaction and greetings. The school also sets points for their students. Every student who breaks the school regulation will begiven punishments in form of points according to the actions committed. If a student has reached 200 points that student will be sent back to his parents (expelled from school). The 200 points is applicable through their academic years in Islamic Village high school Tangerang and valid on 300 m radius from the school environment. The programmes that are developed and/or taught are Audio Video (Electronic) Engineering. Electricity Energy Use Engineering and Mechanic Automotive Engineering. The purpose of vocational education is as higher education that prepares students especially to work in particular fields. Schools are samples in the society about the concept or life style without smoking. From that perspective we can conclude that schools are the producers students are the products and industry/society are the customers. Products have to have good physical endurance are exciting and satisfying are “solution created� not “problem created� should have integrity (honesty discipline politeness religiousness etc) and are professional (working based on their skill competency satisfying results etc.) The implementation of the danger prevention on HIV/AIDS/ Drugs/Smoking through healthy life approach is by making school regulation on restriction to carry or to distribute or smoke in school environments and its surroundings. Socialization on the dangers of cigarette. HIV/AIDS (By Indonesia ADIS Foundation) drugs (by BNK/BNN) every year in student orientation programme and the inclusion of study materials about drugs. HIV/AIDS as theoretical study of physics sport and health education. The implementation result is satisfying; “Brain image� as a good school increases (public’s compliance to send their children to SMK Taruna Bangsa is quite high); high supports from business and industries; wining YAI Award for Free-Smoke School (trophy and Rp 35millions). New students orientation programme is given training materials on smoking drugs HIV/AIDS and reproduction health and facilitated by information sources from NGOs to around 380-400 new students. In year 2002 the school joined reproduction health programme for youth that was organized by Yayasan Pelita Ilmu: training peer education for students and training for teachers. The activities of peer education are sharing information to peer groups in or outside schools; one student won a speech contest about Prevention of HIV/AIDS infection among young people; one student was sent to be peer educator participating in 2 The process of DAKU! implementation: agreement between the school and YPI teachers selection as future facilitators training for facilitators choosing the implementation time (1x every week) students selection as the participants of DAKU! programme notification/permission letter from the students’ parents and the implementation in the school. The benefits of the programme are improving knowledge and skills of the teachers and the students as the challenge of teachers to teach with computers increasing teachers’ concerns on youth life teachers’ approach methodology to students and facilitating the need of students for information on HIv/AIDS drugs and reproduction health. The barriers of the programme are time limitation lack of awareness of the programme benefits by many parties punctuality of the students not maximum supports opposition of personal values that affect professional values. This programme also offers challenges: changing the old paradigm that teachers as the center of education including HIV/AIDS programme into compulsory subject and changing negative image about students’ health from the teachers’ point of view. We expect that more school will educate subject on reproduction health for youth the national education ministry through the curriculum can urge schools to include DAKU! programme in the schools’ curriculum. DAKU! programme becomes favorite programme in schools referring to the risk of HIV/AIDS spread sharply increases and full supports from the schools. Project-based learning is an education strategy in which students are faced directly with complex and real problems where they are forces to develop and apply their skills and knowledge. Students can find out various techniques and education intelligence as well as ability to combine experiential learning and cooperative learning strategies. PBL is important because there are varieties of skills that have to be mastered by students as individuals. PBL can enforce them to develop those skills with more realistic contexts. PBL is able to combine inquiry-based learning hands-on experience cooperative learning authentic assessment and embedding learning in real contexts in a process of education. The differences between conventional and 21-century education are that in traditional education teachers are the center of education one-way communication mass-based. Meanwhile. 21-century education emphasizes students as the centre of education two-way communication and personal based. Successful PBL starts from strong relationship between teachers and students and wide opportunities for students to talk and choose. The keys to success of a standard-based project are methodology (or set of design principles) content or particular science skills/habits of mind and adequate scoring. Creating PBL Unit: set of design principles starting from final purpose; creating driving questions planning the grading mapping the process and managing the process. A driving question should be provocative open-ended specific into particular science and challenging taken from day-to-day problem and consistent with the curriculum standard and education planning. The problem that usually appears when creating driving question is that the topic is too wide and difficult to answer as it needs many sources and time. ‘Curriculum Wheel’ focuses on Science. Literature. Social studies. Economics and Art. Furthermore the sources for information are the Internet museums radios/TVs community leaders and the library. Meanwhile scoring has scoring method alternatives: scoring guide (rubrics) content specific rubric process rubric presentation portfolio rubric products and portfolios. iEARN Indonesia Learning Circle emphasizes on health culture environment and peace. Schools are divided into the themes. Health theme group is  including SMAN 6 Makassar. SMA 8 Pekanbaru. SMAN 13 Jakarta. SMAN 2 Padang and SMAN 8 Jogjakarta. These schools are doing projects on their own called “HIV/AIDS Beyond My Own Backyard�. “Malnutrition in Our Region�. “Dengue Fever�. “Drug Abuse� and “Avian Inflluenza� The Learning Circles Teacher’s Guide: 1. Getting ready. 2. Opening the circle. 3. Planning circle project. 4. Exchanging student work. 5. Organizing circle publication and 6. Closing the circle. First phase. ‘getting ready’ organizes the link of the classroom computer to the world. Second phase. ‘team formation’ activities include ‘Classroom online survey’: about the students the school and the community; and ‘Welcome Packs’ (postal mail): sending whatever fits in a large envelope (pictures brochures drawings symbols etc) that will tell others about who you are what you look like what you like to do and where you live. Third phase. ‘planning circle projects’ that determines the responsibility and commitment: each class as a team organizes or ‘sponsors’ a project for the group every class is responsible to send at least one response to the projects in their Learning Circle and project ideas (driving questions). Fourth phase. ‘students work exchange’. Within a team work: students working in groups send work on all of the Learning Circle projects students receiving work from other students and storing the information for later use and each class team monitors the work received on their sponsored projects and encouraging their partners to complete work on schedule. Phase five. ‘publishing projects’ that encourages students to become publishers: students reflect on their projects and make decisions about how to present their projects collectively and students evaluate edit and format the information that they select to create a chapter section or report for the Circle Publication. In this phase students also learn to work with information analyze compare and edit to create a final presentation to use technical tools to create a final presentation and to accept responsibility for the work as well as to make sure that all tasks are completed within a group timeline. Phase six. ‘closing the leaning circle’ will send a goodbye message to your Learning Circle make sure that all students have the opportunity to read the published stories on the Internet thank your Circle Facilitator and give out Learning Circle Certificates to students.

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[say: This post at least temporarily revives a long-dormant RealAdultSex com category. This post offers my rough take on the core meaning of the term "sex positive." If you've got different ideas as to what "sex positive" means then by all means gratify feel free to air it out either here in comments or on your own blog if you undergo one. (If you *don't* undergo one but would desire to start now they're to setup.) --fl] The bunco answer is no sex-positive really *doesn't* mean pro-sex. For dilate there are *plenty* of people (oh say traffickers in sex slaves or their customers) who are chirpy/cheerily pro sex. And perhaps more surprisingly there are plenty of sex-positive people who would never consider having sex themselves. It's also absolutely the case that just as certain Victorians used words like "enlightened" to justify sexual activities that weren't enlightened at all and just as certain individuals in the 1960s and 1970s used words desire "liberal" to justify exploitive behavior it's inevitable that certain people would use "sex positive" as leverage for some pretty seriously contradict behavior. So just *saying* you're sex-positive or complaining that someone else isn't isn't going to cut it. So what exactly *is* it supposed to mean then? Well. I've gone out and done a little Googling around to confirm it but my sex-ed professor measure accommodate did a pretty good job of consolidating both what constitutes "sex positivity" and even more important maybe what constitutes "sex negativity." I'll have in mind some further reading at the end of this affix but for now I'll just cheat from my (admittedly sparse) lecture notes: In other words with sex negativity you wind up with populate actually *caring more* that you have sex how you have sex with whom you have sex and how often because in the context of shame and blame for instance it's not just that you might be "doing it," it's that you might be doing it "wrong," or in a lot of ways worse you might be doing it "exceed!" (That might give me a double opportunity for compel and accuse right? I could shame you for having it and blame myself for not enjoying it as much!) Although of course thanks to the privacy go we're not supposed to address it we pretend we don't have it and so we wind up in situations where we won't actually communicate to our *partners* about the sex we undergo with each other. *but!* We *ordain* talk about sex with our partners or about the sex we're *pretending* to have in locker rooms powder rooms and of cover on magazine covers. In terms of prohibitions we don't just command the big cram desire sex with those who can't or won't consent we publish lists of "move ons and turn offs that might surprise you" in magazines and label it educational. And finally in terms of hold back? Oh from that you get everything from archetypes chastity belts and threats of castration to break inspect law involving "alienation of affection," to the domestic abuse of cloistering to really trivial ostensibly "pro-sex" things like pages-long how-to check lists and guides to this or that or the other sex act that can't really be memorized may not be that accurate (see "your experience or mine aren't universal," above) and in any event create myriad ways to "do it wrong." So that's the *extremely* roughed-out version of what "sex positivity" does or doesn't officially convey. But prepare as it is I think it helps clarify that it really isn't just another way to say "pro sex." [Well the way I look at it. Mag is that it's more of a climate than a hard set of rules where climate means something desire "are you generally warming cooling or holding stead over measure. So yeah it's something to aspire to and definitely something to work towards but not something to kick yourself for not getting right first time every time. Thanks! --fl] [Yeah funny about that. They actually do a credible job of explaining their decision to use the term. It's a pretty old book now written approve when a lot of populate thought you could "alter" slurs by redefining them. But yeah. I can't be sure of cover but I suspect they might have chosen a different title if they were writing from today. But then again one of the very cool things about that schedule is it really did go away the conversation for a lot of people and that means.. come up it's sort of like since they were pioneering they didn't really undergo anyone to fall approve on. Thanks. Five! --fl] I've been wrestling with this one a good bit lately and here you come along and put (most of) what it means to me in a nutshell. And by "most of". I don't mean that you're missing anything I evaluate is critical just that there are some differences in emphasis (f'ex. "gender- and orientation-free perspective" and "individual perspectives" include rights issues for transfolks but if I'd written it. I likely would have been more specific). That's the great thing about discussion; I don't have to bootstrap everything for myself. Thanks! [Actually I'm pretty sure "trans issues" was included in the original. We were alter in the lay of that at the time and so it may have been one of those "too obvious to drop" points and so I didn't write it in my notes. But yeah honoring diversity isn't just a polite way of saying you'll allow you'd rather not. So trans issues would be in there. And thanks for your kind words. Sunflower. Good luck with your own thoughts about it. I be forward to it. --fl] Maybe against my exceed judgment I did Shorter version thereof: Great enumerate figleaf too bad that the terminology is hopelessly weighed down by the feminist sex wars. The actual post is more pedantic but comes with a nice conceive of from my tend.

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I looked around the blogosphere for signs that someone else was outranged.  I convey our government did not seem so bothered.  They are in every Americans sexual business around the country.  Our government leaders rush willingly into “backwardâ€� countries and show everyone the American example.  If you are going to email me about the troops or our soldiers fighting in other countries and our responsibility to give the troops deliver your time.  I am bleed red color and blue with color ribbons around the fence posts and flags (four to be exact!) out on deck.  I gave up the first year of my married life to support The Marine in his tour of duty in the Iraq War.  We are more American than the thousands of populate silently disagreeing with the war from the background while refusing to vote or write a letter to change a situation.  And…the right of free speech is the right of every human being.  But what bothered me so much is that in a place where words are freely given about the new techno gadget or the upcoming Thanksgiving holiday why did no one speak about the complete outrage of a for provoking a gang assail (you can provoke a gang rape?!?!) by 7 men?  If you are asking why was the victim a 19 year old girl punished with 200 lashes then you will be completely relieved to experience that her original punishment for the heinous crime of was only 90 lashes.  Her penalty for this heinous offense was increased to 200 lashes after she spoke out against her own punishment for the rape. This story gave me such sadness in my heart to evaluate that anyone on the face of the planet would.  But the anger involved comes from another place.  Having interacted with women in a assail crisis bear on it destroys my soul that there is a 19 year old girl in that misogynist egotistical society being lashed for being raped.  And here in the comforts of our ideal American society we have been silent.  We accept that torture is wrong.  We agree that starvation is wrong.  But we can not act to the understanding that destroying a young girl’s sexuality in a violent gang rape and blaming her for it is wrong? Rape is NOT about sex.  Rape is about power violence fear and abase.  These men were able to assail this crime this young girl because they saw her as less than human and not worthy of consider.  Rape is NOT something that is deserved under any circumstances.  Sexual assault is never deserved.  That means it does not matter what a woman wears thinks or does no one has the right to sexually assault her.  Her person belongs to her. assail is NOT prosecuted strongly enough.  assail leaves a trail of destruction of that last into every future relationship.  For this young girl the determine of this rape ordain not be cheap.  I can evaluate of a few suggestions for the prosecution of rape that include rusty nails and a large man named “Bubbaâ€� who enjoys his bring home the bacon (southern girl!) but a few months in jail does not adjoin the debt.  What I am wondering is in this place where words are powerful where are the voices?  Our government does not want to get involved in how others decide their people.  Understandable…they are not doing so much on the home lie.  But to allow a her yet another time.  And everyone who sits approve silently to check the show…helps.  ~~Dee I don’t have much to say about this that isn’t beat of hate and rage except that I conclude for that girl because she’ll never get to be her own person again. worry and compel will forever taint her heart and no one should ever have to be exposed to that. Mars–You said that very well. It seems that after effects of public scorn and the physical beating at the hands of the be of government that is supposed to protect her… well that is beyond my believe.~~Dee XHTML: You can use these tags: <a href="" call=""> <abbr call=""> <acronym call=""> <b> <blockquote have in mind=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <touch> <strong>

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Title V. divide 510 is one of three federal funding streams for abstinence-only sex education. It is paid to state departments of health that in move re-grant the money to organizations throughout the state. The other two streams -- Community-Based Abstinence Education (CBAE) and Adolescent Family Life Act (AFLA) -- are granted directly to organization and avoid state hold back. Until recently. call V was the only funding for abstinence-only education in Iowa providing roughly $318,000 per year in matching funds to the Iowa Department of Health and Human Services. Earlier this month the Administration on Children. Youth and Families (Family Youth Services Bureau) announced a $600,000 non-matching give to Bethany Christian Services of Northwest Iowa. The grant to Bethany will be used to pay for a communicate entitled "Keyed-In to Abstinence." There are strict guidelines associated with monies from call V. divide 510 -- guidelines that many accept should be changed to verify medically accurate information is provided. The U. S. accommodate following the first three-month extension of the call V abstinence-only schedule approved changing the language within the guidelines so that they would be less strict. This change along with a program reauthorization under the new guidelines was attached to the House version of the Children's Health Insurance schedule account. The reauthorization and enhanced guidelines however were not included in the recent compromise bill. Even if it were however that bill remains under. Many who give abstinence-only sex education such as televangelist Pat Robertson undergo been calling on constituents to demand that Congress not only continue to fund Title V. Section 510 but to act the strict guidelines that do not demand medically accurate or science-based circumscribe. "Is this another legacy of the Democratically controlled Congress?" asked Robertson during a Sept. 20 broadcast. "Let's have more sex in the schools. Are they saying our kids are desire little animals and they are going to go cause desire bunnies so we might as well furnish them condoms? I think that's the message but that isn't the communicate that we need to displace. "Sexuality is a sacred thing. It is the creation of human life made in the image of God. It's a very important thing. It isn't just something where you fasten up with this one and then you hook up with that one. But that's the communicate. It is on college campuses. It is in these schools and the educators are buying into it. If you want to fix some of this you'll forbid the teachers from pushing that thing that was going on -- I think it was a program called by Mary Calderone and it must have been 30 or more years ago that was free sex and the whole thing. That's Planned Parenthood's intend -- to have kids have as many babies as they can then we can start sterilizing them." "First. Congress funds the abstinence-only programs," said President James Wagoner. "Then they equip a study that showed the ineffectiveness of the programs. Then they do by the findings of the chew over. And now they continue to finance the programs. Their actions hold out logic and common comprehend." The stakes are high because the guidelines that govern Title V. Section 510 also decide the other two federal funding streams. Had the Title V be adrift been allowed to discontinue the guidelines would have remained in place for the remaining to streams. Had the changes suggested by the House of Representatives been signed into law all three streams would have go under the mandate of providing medically and scientific accurate curricula and added requirement of create that the programs being taught decrease pregnancy sexually transmitted diseases and HIV/AIDS rates. Advocates for abstinence-only education have vowed they ordain continue to fight for nothing less than abstinence-until-marriage education without a comprehensive component. Advocates for science-based sex education undergo also vowed to continue to fight for what they believe is necessary and potentially life-saving information for America''s youth. Since the emergency extension only takes the schedule through Dec. 31 there's little disbelieve Congress and the public will be hearing more in the weeks to go.

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