SOS 111 FOUNDATIONS OF SOCIAL STUDIES
LESSON NOTE
FOUNDATIONS OF SOCIAL STUDIES AND ITS HISTORICAL BACKGROUND
One distinguishing character of
Social Studies is its deliberate focus on the problems of man, his
inter-relationship with his environment and the orientation of the discipline
to provide informed and practical solutions to human challenges.
Social studies have always been
part of the school curriculum since the earliest days of western education in
Nigeria. This is because Social Studies content contains part of History,
Geography and other Social Sciences.
The introduction of social studies can be traced
to the modern wave of good educational practice, which stresses more on the
importance of the process of learning, and its relevance to the community. The
concept of Social Studies originally comes from the U.S.A. where the subject
had been learned for over seventy years. It was brought to United Kingdom (U.
K.) in World War II in late 1960s, the need for Social Studies for Africa was
discussed. In 1969, the African Social Studies programme was set up in Nairobi, Kenya, to assist with the
development of the discipline in Africa. Later, in the 1960s, pioneering
efforts had been made to introduce Social Studies as a clearly different
programme in Nigeria.
This was among the pilot
programme carried out in 1963 by the Western Region Ministry of Education in
collaboration with United States Agency for International Development and the
Ford Foundation. It produced a syllabus and two books for teaching Social
Studies. In the North, the Northern Nigerian Teacher Education Project (NNTEP)
consisting of Americans and Nigerians also produced a method of books for the
teachers’ colleges.
Social Studies were introduced on
a national basis at the 1969 National Curriculum Conference. This has finally
resulted in the Federal Republic of Nigeria National Policy on Education
(Lagos, 1977) which states the philosophy of Nigerian education. The problem it
addresses is:
“THE need to make education more relevant to the needs of individuals”
and
“THE need to use education as a tool for national integration, as an
attempt to
Heal the wounds of the (Nigerian) civil war”.
These sentiments come out of the
general feeling that the British inherited education had been a disappointment
in meeting Nigerian problems of national cohesion. There was the feeling that
the existing content and method of traditional geography and history, among
other disciplines, were foreign and were not meeting the needs of Nigeria’s
rapidly changing society.
Thus, Social Studies came at a
time of great expectations as to what education could do to transform Nigeria.
Its introduction was part and parcel of that movement to make education
suitable for needs of the country.
Social Studies are now a core
discipline in Nigeria right from the primary to the first three years of
secondary education. It is also offered at the NCE level and in the
universities. Social Studies have come far, but there is still a lot to be
done. Teachers have yet to be trained in appreciable numbers and books with a
Nigerian flavor are yet to be produced. But a commendable beginning has been
made.
At present, there is an
association of the Social Studies Educations (Social Studies
Association of Nigeria) formed at
the tertiary level of our education in the country. This
association organizes annual
conferences, symposia, workshops, and seminars so as to
improve the teaching and learning
of Social Studies in the country.
For the fact that Social Studies
teach and encourages the students to imbibe the culture of patriotism,
dynamism, progressiveness, unity and peace in the country, government should
try as much as possible to provide financial aids and instructional materials
for the teaching and learning of this subject at our various levels of
education in the country.
How Social Studies Education Contributes To National Development
v Social
studies is an interdisciplinary subject which relies heavily on the content of
social science and humanities to achieve the goals of preparing people to be
good citizens of democracy.
v It
links factors outside the individual, particularly the development and use of
reflective thinking, problems solving, and national decision making skills for
the purpose of creating involvement in socialization.
v Social
studies as problems solving subject was used in different parts of the world in
solving specific problems and for national development.
v With
the knowledge of social studies education, the student avoid the practice
of bad vices like child trafficking,
drug trafficking, prostitution, bribery and corruption, exam malpractice, armed
robbery etc and think positively and contribute to the development of society.
The Concepts of Integration and Values in Social Studies
Objectives
At the end of this unit, you
should be able to:
(i) explain the philosophical
background of Social Studies in Nigeria
(ii) discuss the concepts of
integration and values in Social Studies
(iii) state the sources of the
concepts in Social Studies.
Concept of Integration in Social Studies
SOS 111 FOUNDATIONS OF SOCIAL STUDIES
LESSON NOTE
FOUNDATIONS OF SOCIAL STUDIES AND ITS HISTORICAL BACKGROUND
One distinguishing character of
Social Studies is its deliberate focus on the problems of man, his
inter-relationship with his environment and the orientation of the discipline
to provide informed and practical solutions to human challenges.
Social studies have always been
part of the school curriculum since the earliest days of western education in
Nigeria. This is because Social Studies content contains part of History,
Geography and other Social Sciences.
The introduction of social studies can be traced
to the modern wave of good educational practice, which stresses more on the
importance of the process of learning, and its relevance to the community. The
concept of Social Studies originally comes from the U.S.A. where the subject
had been learned for over seventy years. It was brought to United Kingdom (U.
K.) in World War II in late 1960s, the need for Social Studies for Africa was
discussed. In 1969, the African Social Studies programme was set up in Nairobi, Kenya, to assist with the
development of the discipline in Africa. Later, in the 1960s, pioneering
efforts had been made to introduce Social Studies as a clearly different
programme in Nigeria.
This was among the pilot
programme carried out in 1963 by the Western Region Ministry of Education in
collaboration with United States Agency for International Development and the
Ford Foundation. It produced a syllabus and two books for teaching Social
Studies. In the North, the Northern Nigerian Teacher Education Project (NNTEP)
consisting of Americans and Nigerians also produced a method of books for the
teachers’ colleges.
Social Studies were introduced on
a national basis at the 1969 National Curriculum Conference. This has finally
resulted in the Federal Republic of Nigeria National Policy on Education
(Lagos, 1977) which states the philosophy of Nigerian education. The problem it
addresses is:
“THE need to make education more relevant to the needs of individuals”
and
“THE need to use education as a tool for national integration, as an
attempt to
Heal the wounds of the (Nigerian) civil war”.
These sentiments come out of the
general feeling that the British inherited education had been a disappointment
in meeting Nigerian problems of national cohesion. There was the feeling that
the existing content and method of traditional geography and history, among
other disciplines, were foreign and were not meeting the needs of Nigeria’s
rapidly changing society.
Thus, Social Studies came at a
time of great expectations as to what education could do to transform Nigeria.
Its introduction was part and parcel of that movement to make education
suitable for needs of the country.
Social Studies are now a core
discipline in Nigeria right from the primary to the first three years of
secondary education. It is also offered at the NCE level and in the
universities. Social Studies have come far, but there is still a lot to be
done. Teachers have yet to be trained in appreciable numbers and books with a
Nigerian flavor are yet to be produced. But a commendable beginning has been
made.
At present, there is an
association of the Social Studies Educations (Social Studies
Association of Nigeria) formed at
the tertiary level of our education in the country. This
association organizes annual
conferences, symposia, workshops, and seminars so as to
improve the teaching and learning
of Social Studies in the country.
For the fact that Social Studies
teach and encourages the students to imbibe the culture of patriotism,
dynamism, progressiveness, unity and peace in the country, government should
try as much as possible to provide financial aids and instructional materials
for the teaching and learning of this subject at our various levels of
education in the country.
How Social Studies Education Contributes To National Development
v Social
studies is an interdisciplinary subject which relies heavily on the content of
social science and humanities to achieve the goals of preparing people to be
good citizens of democracy.
v It
links factors outside the individual, particularly the development and use of
reflective thinking, problems solving, and national decision making skills for
the purpose of creating involvement in socialization.
v Social
studies as problems solving subject was used in different parts of the world in
solving specific problems and for national development.
v With
the knowledge of social studies education, the student avoid the practice
of bad vices like child trafficking,
drug trafficking, prostitution, bribery and corruption, exam malpractice, armed
robbery etc and think positively and contribute to the development of society.
The Concepts of Integration and Values in Social Studies
Objectives
At the end of this unit, you
should be able to:
(i) explain the philosophical
background of Social Studies in Nigeria
(ii) discuss the concepts of
integration and values in Social Studies
(iii) state the sources of the
concepts in Social Studies.
Concept of Integration in Social Studies
Concept:
1. Something thought or
imagined: something that somebody has thought up, or that somebody might be
able to imagine
2. Examination of basic
concepts: the branch of knowledge or academic study devoted to the
systematic examination of basic concepts such as truth, existence, reality,
causality, and freedom
3. Set of beliefs or aims: a
precept, or set of precepts, beliefs, principles, or aims, underlying
somebody's practice or conduct
4. School of thought: a
particular system of thought or doctrine, scholars carrying out a research for
particular problem solving.
Integration: A process of uniting various forms or parts of
knowledge to produce a single or unified knowledge. Integration is very
important in building a strong and prosperous nation. We get integrated when we
share a common identity.
Philosophy: The study of the basic ideas and thoughts behind a body
of knowledge.
Value: Something you admire. Things that are good and should be
emulated or copied, and should be put into practice.
Concept of Social Studies
The concept of Social Studies, as
a discipline, is no longer an appendage of the Social Sciences. The new
emphasis is to conceive and implement Social Studies as an integrative
discipline, and to impart themes from a unified angle. It may interest us to
note that the reference to “problem” is to a specific challenge that requires
solution through careful study and investigation. This is a matter that
investigation inquiry, and discussion that would test to a solution.
Social Studies goes about facilitating an
understanding of the complexity of man, his problems, challenges and solutions,
by using anal–out learning technique and strategy known as “Integration”. It
may interest us to note that the reference to “problem” is to a specific
challenge that requires solution through careful study and investigation. This
is a matter that investigation inquiry, and discussion that would test to a
solution. The type of research carried out for the social sciences are based on
observation and inquiry.
Social studies is a corrective
study because it is a subject which is concerned with the problems of man’s
living in the society with a view of finding solutions to those problems. It is
also a subject which concentrates on the three (3) areas of knowledge, cognitive,
affective and psychomotor domains. It centers on the development of man, how
man influences his environment and how the environment influences him in
return.
It also keeps on changing because
of the factors of time and human development. It fights against evil vices in
the society. The subject considers peculiar problems of a country and finds
solutions to those problems. As such the objective of Nigerian social studies
must reflect the spirit of Nigerian philosophy of education. It must help to develop
the capacity to learn and to acquire certain basic skills of listening,
speaking, reading, writing and calculation. Social studies education focuses on
the use of critical and reflective thinking to solve the problems of man’s
survival in the environment.
TEACHING OF VALUES & NORMS IN SOCIAL STUDIES
The three basic values are the substantive, behavioural and procedural
values.
The substantive values, consisting of instrumental and terminal
values which are concerned with enduring issues of life time – religion,
capitalism, socialism, education, honour and glory etc. However, because of the
plural nature of Nigeria’s society and the fact that particular substantive
values may differ from one family to another, they are better taught in the
home and reinforced at school.
The behavioural values involve the use and observance by the learners
of specific rules to ensure orderliness in the school and classroom. The extent
to which a learner Obeys these rules is a direct measure of the value he
attaches to interpersonal relationship, orderliness care of equipments and
materials, the rule of law, and institutional authority.
Procedural values include the use of the process of logical
reasoning, critical thinking, experimental and inquiry method in the treatment
of data and information. It should be clear from the foregoing that both the
behavioural and procedural values have to be taught conscientiously and
effectively as a prerequisite to the
creation of an enabling environment for successful teaching and learning to
take place.
Another implication is that, in
face of this unprecedented rapidity of change, the primary
school teacher of Social Studies
can no longer rely solely on the use of memorization, direct formal
instruction, reading, and other indoctrination techniques in the teaching and
learning of values. The point being made is that it is no more a simple matter
to foster in children the desirable attitudes and values. Firstly, the Social
Studies teacher has to be familiar with these values. There are three basic
ones, namely, the substantive, behavioural and procedural values. The
substantive values, consisting of instrumental and terminal values are
concerned with enduring issues of life time – religion, capitalism, socialism,
education, honour and glory etc.
However, because of the plural
nature of Nigeria’s society and the fact that particular
Substantive values may differ
from one family to another; they are better taught in the home and reinforced
at school. The behavioural values involve the use and observance by the
learners of specific rules to ensure orderliness in the school and classroom.
The extent to which a learner obeys these rules is a direct measure of the
value he attaches to interpersonal relationship, orderliness care of equipments
and materials, the rule of law, and institutional authority. Procedural values
include the use of the process of logical reasoning, critical thinking,
experimental and inquiry method in the treatment of data and information. It
should be clear from the foregoing that both the behavioural and procedural
values have to be taught conscientiously and effectively as a prerequisite to
the creation of a conducive environment for successful teaching and learning to
take place.
DIFRENCE BETWEEN NORMS
The difference has to do with cultural norms. The term 'culture'
refers to attitudes and patterns of behavior in a given group. ‘Norm’
refers to attitudes and behaviors that are considered normal, typical or
average within that group
Norms and values
are used interchangeably in our day-to-day discourse. But they are used in
specific terms when it comes to social scientist term. We can view social norms
as being standards, rules, guides and expectations for real behaviour,
meanwhile, values are said to be abstract conceptions of what is important and
worthwhile or what doing. Looking at honesty society sees it as being a general
value; it is expected that students should not cheat in exam or use such
material forbidden material in the examinations in this case it is a norm.
Values are general
guidelines, while norms are specific guidelines. Values are general standards,
which decide what is good and what is bad. Norms are rules and expectations
that specify how people should and should not behave in various social
conditions.
For one to fully
adapt in a particular value in a society there can various norms. Norms are
said to link values with real norms. In short, values are said to be ends while
norms are the means to achieve ends. Sometimes, values and norms of a society
conflict with each other.
SOCIAL ISSUES AND PROBLEMS IN SOCIAL STUDIES
Social Problems are those harmful
occurrences in society, this has become issues of public concern and debate.
Such issues cry out for resolution, to avoid degeneration into
uncontrollable crises. There are
various social issues such as alcoholism, drug addiction suicide cultism
HIV/AIDS etc. that should be looked into these areas are of interest to Social
Studies because its focus and orientation is that of problem resolution in
society.
The social issues and problems
are highlighted by the Social Studies discipline.
Riot, arson, thuggery, revolts
and revolutions are some of the social issues facing the world today. As a
discipline, Social Studies are not only concerned with acquiring knowledge for
its sake alone. It is a curriculum package to serve as a tool in solving
societal problems. It is a problem centered problem-solving discipline.
Meanings of some words in social studies
Alcoholism: perpetual and excessive use of alcoholic drinks.
Issues: an important subject that people are arguing about or
discussing.
Homicide: deliberate, unlawful killing of a person.
Social Issues: matter that need urgent attention about the welfare
of person.
Social Problems: an unsatisfactory thing or situation that causes
difficult for the killing
of self deliberately.
Thuggery: lawless violence known as heat men or body guards
Alcoholisms means continued
excessive use of alcohol drink, otherwise known as
“Compulsive drinking: It is
manifested by repeated drinking of alcoholic drinks in excess to an extent that
interferes with the drinker’s health and economic functioning. Alcoholism is a
great health problem. It has great negative impact with family. Beside, its
existence contributes greatly to delinquency (Mc Nall 1975). Alcoholism is a
dependence and the heavy use of alcohol at the extreme end, is considered
deviant. At a recent United Nations Conference on drug abuse, it was
determine3d that the misuse of heavy use of alcohol is “associated “with many
forms of deviant behavior including violent crimes such as homicide, rape, and
child molestation. (Goodman 1971).
DRUG ADDICTION
Drug Addiction is a chronic, often relapsing brain disease that
causes compulsive drug seeking and use, despite harmful consequences to the
addicted individual and to those around him or her. Although the initial
decision to take drugs is voluntary for most people, the brain changes that
occur over time challenge an addicted person’s self-control and hamper his or
her ability to resist intense impulses to take drugs. drug addiction can be
managed successfully. And as with other chronic diseases, it is not uncommon
for a person to relapse and begin abusing drugs again. Relapse, however, does
not signal treatment failure—rather, it indicates that treatment should be
reinstated or adjusted or that an alternative treatment is needed to help the
individual regain control and recover.
Brain imaging studies of drug-addicted individuals show changes in areas
of the brain that are critical to judgment, decision making, learning and
memory, and behavior control. Together, these changes can drive an abuser to
seek out and take drugs compulsively despite adverse, even devastating
consequences—that is the nature of addiction.
Why Do Some People Become
Addicted While Others Do Not?
No single factor can predict whether a person will become addicted to drugs.
Risk for addiction is influenced by a combination of factors that include
individual biology, social environment, and age or stage of development. The
more risk factors an individual has, the greater the chance that taking drugs
can lead to addiction. For example:
Biology. The genes that people are born
with—in combination with environmental influences—account for about half of
their addiction vulnerability. Additionally, gender, ethnicity, and the
presence of other mental disorders may influence risk for drug abuse and addiction.
Environment. A person’s environment includes
many different influences, from family and friends to socioeconomic status and
quality of life in general. Factors such as peer pressure, physical and sexual
abuse, stress, and quality of parenting can greatly influence the occurrence of
drug abuse and the escalation to addiction in a person’s life.
Development. Genetic and environmental factors
interact with critical developmental stages in a person’s life to affect
addiction vulnerability. Although taking drugs at any age can lead to
addiction, the earlier that drug use begins, the more likely it will progress
to more serious abuse, which poses a special challenge to adolescents. Because
areas in their brains that govern decision making, judgment, and self-control
are still developing, adolescents may be especially prone to risk-taking
behaviors, including trying drugs of abuse.
Preventive method
Drug addiction is a preventable disease. Prevention programs involving
families, schools, communities, and the media are effective in reducing drug
abuse. Although many events and cultural factors affect drug abuse trends, when
youths perceive drug abuse as harmful, they reduce their drug taking. Thus,
education and outreach are key in helping youth and the general publics
understand the risks of drug abuse. Teachers, parents, and medical and public
health professionals must keep sending the message that drug addiction can be
prevented if one never abuses drugs.
DRUG ABUSE
Drug: is a chemical substance that affects or
causes some change in the mind or body
Drug abuse:
is the indiscriminate use of drugs, that is the use of drugs without adhering
to doctors prescription
Commonly Abused
Drugs
i.
Alcohol
(sapele water, ogogoro, kai-kai, beer, spirits, goskolo, opukwu etc.)
ii.
Pain killers
(Paracetamol, Asprin etc)
iii.
Antibiotics
(Tetracycline, Ampiclox, Flagyl etc. )
iv.
Illegal
drugs (Marijuana, wee- wee, ganya,Rochi, Gadagi, cocaine etc.)
v.
Sedatives (Coffee,
Tea, Petrol, Robbin Blue, Sewage, Thinner etc.)
Common Ways
Drugs are abused
1. Inhalation:
intake of drug through the nose/mouth into lung
2. Injection:
injecting drug into the body with a syringe
3. Ingestion:
to take drug into the body by swallowing and absorbing it
Consequences of
Drug Abuse
Effects on the
individual:
1.
Irritability
2.
Unstable mood
3.
Aggressive behavior
4.
Nervousness
5.
Headache
6.
Un kept appearance
7.
Loss of memory
8.
Brain damage
9.
Deadly disease e.g. HIV/AIDS or cancer
Consequences on
the family
1.
Shame and disappointment
2.
Loss of valuable as the child steals
3.
Unnecessary expenditure on health care
4.
Disruption to family life
Society:
1. National
image dented
2. Unnecessary
economic and socio-cultural expenses e.g. rehabilitation centers
3. Increase
automobile accidents
4. Increased
crime rate
Ways of
discouraging Drug Abuse
1.
Legislation by the government
2.
Creating awareness , sensitization and counseling
3.
Infusion into school curriculum
4.
Encouraging recreational activities
Drug
Trafficking
Definition:
it is illegal drug trade consisting of the cultivation, manufacture,
distribution and sale of illegal controlled drugs
Reasons for
Trafficking Drugs
1.
Poverty
2.
Ignorance/lack of awareness
3.
Greed
4.
Misplaced value system
Effects of Drug
Trafficking
1.
Increased corruption
2.
Beak down of law and order
3.
Strained international relations
4.
Bad image for the country
5.
Imprisonment
6.
Death penalty
Key Point Notes
1.
Both legal and illegal drugs and substances can be
abused through peer pressure and for so many reasons
2.
Numerous overwhelming dangers are involved in becoming
drug addicts
3.
One should put up assertive, refusal skills to prevent
drug abuse
4.
Drug, abuse has
serious implications for the reproductive health of young person’s because a
mind under the influence of drugs cannot have the right decisions.
Ways of Preventing Drug
1. Education
2. Alleviation
of poverty
3. Legislation
4. International
co-operation
5. Moral
up bringing
Lesson to learn
1.
It is to equip
teachers with the knowledge to pass across information on the danger of
drug abuse to students
2.
It will equip teacher with information deeded to assist
students that are on drug
Reasons
for using Drugs
i.
To feel high
ii.
Curiosity
iii.
Wanting to feel among
iv.
Availability of drugs
v.
To overcome shyness
vi.
To pass exam
vii.
To be a part of the gang
Symptom of drug abuse includes:
a. recurrent
drug use that results in legal problems,
b. occurs
in potentially dangerous situations;
c. interfere
with important obligations,
d. or results in social or relationship problems.
Symptoms of drug dependence include:
i.
tolerance,
ii.
withdrawal,
iii.
using a lot of the drug or for a long period of
time,
iv.
persistent desire to use the drug,
v.
unsuccessful efforts to stop using the drug,
vi.
neglecting other aspects of life because of
their drug use,
Effects of drugs
The effects of drugs on the brain can somewhat vary
depending on the drug that is being used, basically every drug that is abused
has an effect on the functioning of the brain. Drugs particularly affect the
brain's ability to function effectively. Drug abuse and addiction have negative
consequences for individuals and for society. They are destructive to public
health such as:
i.
family disintegration,
ii.
loss of
employment,
iii.
failure
in school,
iv.
domestic violence,
v.
child abuse.
vi.
Addiction is chronic and often leads to brain
disease that causes compulsive drug seeking and use.
Treatment services for drug abuse
and addiction:
By carrying out test which is lab test help to indicates that someone
has chemical abuse or addiction, health care practitioners diagnose these disorders
by gathering comprehensive medical, family, and mental-health information, as
well as securing a physical examination and lab tests to assess the victims
medical state.
The primary goals of recovery are:
i.
abstinence,
ii.
relapse
prevention,
iii.
and rehabilitation.
During the initial stage of abstinence, an individual who suffers from
chemical dependency may need detoxification treatment to help avoid or lessen
the effects of withdrawal.
Often, much more challenging and time consuming than recovery from the
physical aspects of addiction is psychological addiction.
The treatment of dual diagnosis seems to be more effective when
treatment of the sufferer's mental illness is integrated with the treatment of
the individual's chemical dependency.
Drug addiction increases the risk of a number of negative life stressors
and conditions, particularly if left untreated.
Reasons for
drug addiction
Biology: the genes that people are born with in
combination with environmental influences account for about half of their
addiction vulnerability. Additionally, gender, ethnicity and the presence of
other mental disorders may influence risk for drug abuse and addiction.
Environment: person’s environment may include many
different influences, from family and friends to socioeconomic status and
quality of life in general. Factors such as peer pressure, physical and sexual
abuse, stress, and quality of parenting can greatly influence the occurrence of
drug abuse and the escalation to addiction in a person’s life.
Development:
Genetic and environmental factors interact with critical developmental stages
in a person’s life to affect addiction vulnerability. Although taking drugs at
any age can lead to addiction, the earlier that drug use begins, the more
likely it will progress to more serious abuse, which poses a special challenge
to adolescents. Because the areas in their brains that govern decision making,
judgment, and self-control are still developing, adolescents may be especially
prone to risk-taking behaviors, including trying to abuse drugs.
Preventive measures
1.
Drug addiction is a preventable disease. Preventive
programs involving families, schools, communities, and the media are effective
in reducing drug abuse.
2.
Education and outreach are key in helping youth and the
general publics understand the risks of drug abuse.
3.
Teachers, parents, and medical and public health
professionals must keep sending the message that drug addiction can be prevented
if one never abuses drugs.
4.
Although many
events and cultural factors affect drug abuse trends, from the very moment the
youths perceive drug abuse as harmful, they have to reduce their drug taking.
SUICIDE
Suicide
means self-murder or self-physical elimination. The phenomenon is traced to be
the following meaninglessness, isolation, powerlessness and self-estrangement
DEVIANCE
Deviance” means, “norm
violations” or “violations of norms” deviating from doing the right thing.
Sexually
Transmitted Infections (STIs)
These
are the infection that can transmitted or can pass from an infected person
to another person through sexual contact
for instance: oral, virginal or anal contacts
Causes of STIs
i.Fungi
ii.
Viruses
Categories of STIs:
Ulcer
causing STIs (i.e. those that cause wound or sore on the genital organs)
examples: Syphilis, Chancroid, Genital Warts and Herpes. Non Ulcer causing STIs
(i.e. those that do not produce wounds but may produce discharge) e.g.
Gonorrhea, Syphilis, Candidiases, Chlamydia is caused by bacterium Chlamydia
trachomatis etc. Gonorrhea: a sexually transmitted bacterial disease that
causes inflammation of the genital mucous membrane, burning pain when
urinating, and a discharge. It is caused by a gonococcus bacterium.
Syphilis:
a serious sexually transmitted disease caused by the spirally twisted bacterium
Treponema pallidum that affects many body organs and parts, including the
genitals, brain, skin, and nervous tissue
Chlamydia:
a sexually transmitted disease, the most common in developed countries, caused
by the bacterium Chlamydia trachomatis. Often producing no symptoms, it can
cause infertility, chronic pain, or a tubal pregnancy if left untreated.
Treatable STIs (Virus) example: Genital
Herpes, genital Warts, HIV, etc.
Signs and Symptoms of STIs
- Skin changes (sores, bumps or blisters on /or around the sex organs or mouth)
- Irritation (burning, painful and frequency sensation during urination)
- Genital itching – noticeable pelvic pain (e.g. pain deep inside the vagina when having sex and swelling in the groin or around the sex organs )
- Sex organ discharge (e.g. from the penis or vagina, greenish or yellowish pus like substance its accompanying smell and unusual bleeding)
STIs Transmission
- Unprotected sexual intercourse with an infected person either by vaginal, oral, or anal.
- Mother to child, pregnancy (syphilis etc.), Childbirth Gonorrhea, Chlamydia, breast feeding, HIV etc.
Those at the risk of contacting STIs are:
- All
- Adolescents and young people
The adolescents and younger ones
are the likely people to engage in multiple sex relationships moreover, they
have less access to STIs service. When the younger ones or adolescents contact
sexual transmitted infections they feel shy to share it to the people that can
render help to them but instead they are mislead by their peers. And before it
can be revealed it might be too late because of ignorance and lack of awareness
of the younger ones.
Relationship between STI and HIV
- Hiv is mainly transmitted through unprotected sexual intercourse (80% – 85% ) (Note: HIV is also sexually transmitted infection)
- Some STIs facilitate HIV infection especially ulcer – causing STIs like gonorrhea, syphilis etc.
- STIs increases the concentration of HIV infection in the genital secretions (semen/virginal fluid)
- In the presence of HIV other STIs may become more resistant to treatment.
Consequences of STIs
- Emotional problems (e.g. shame/guilt)
- Affects new born babies of infected mothers e.g.: heart, brain and blindness .
- Increase risk of infertility (inability to reproduce). It also causes damages to reproductive system/organs.
- It leads to death.
Prevention of STIs
i.
The most and safest way of preventing STIs is
abstinence
ii.
It is important to seek appropriate information on
STIs especially from the health officers.
iii.
Risky situation should be avoided (e.g. using
condom or withdrawal).
Problems of STIs Control and Management
i.
There is the problem of poor seeking habit
ii.
The problem of poor access to efficient and affordable
STIs services
iii.
Lack of information about the nature of STIs and how to
prevent them
iv.
Poverty and gender inequality among women resulting in
high rate of sex workers
v.
Young age at sexual debut and having multiple sexual
partners
Treatment of STIs
i.
Should in case you notice any signs and symptoms of
STIs, contact a qualified health personnel immediately
ii.
Early treatment prevents damage to the reproductive
organs/systems and other complications.
iii.
It is necessary to abide by the prescribed medicines
for STIs as directed by the physicians.
iv.
Try to complete your medication
v.
Continue to take the medication continue to take the
medication, do not stop until the dosage finishes even if the symptoms cleared
after only a few days.
vi.
Try to go for check up as soon as you sop medication
Note: that STIs take longer time
to clear or go.
Reasons for the STIs lesson
- It is the duty of the teacher to help students to know that anyone can contact STIs
- If any student suspects he /she has STI such person should seek or go for treatment
- Abstinence is the surest and most trusted way of not contacting STIs.
Human Immune Deficiency Virus (HIV) or Human immunodeficiency Virus
Human
immunodeficiency virus (HIV) is the virus that causes AIDS. When a person
becomes infected with HIV, the virus attacks and weakens the immune system. As
the immune system weakens, the person is at risk of getting life-threatening
infections and cancers. When that happens, the illness is called AIDS. Once a
person has the virus, it stays inside the body until the person dies
Human this means that it affects
only human beings no other species.
Immune deficiency that means the
destruction of the immune system
Virus means germ
HIV is the germ that causes AIDS
AIDS stands for Acquired Immune
Deficiency Syndrome
Acquired mans that the disease is
not hereditary but are contracted. Immune deficiency more so means that the
disease is characterized by the weakening of the immune system.
Syndrome refers to a group of
symptoms that indicate or characterizes a disease.
Modes of HIV Transmission
- The virus is spread (transmitted) person-to-person in any of the following ways:
- Through sexual contact/ unprotected sex with an infected person: vaginal, oral, anal etc.
- Through blood -- by blood transfusions, contaminated objects, or more often by needle sharing, blades, clippers, syringe ec
- From mother to child -- a pregnant woman can spread the virus to her fetus through their shared blood circulation, or a nursing mother can pass it to her baby through her breast milk
- Promise /oath taking that has to do with leaking or cutting of the flesh e.g. marriage, cultism etc.
The virus is NOT spread by:
- Casual contact, such as hugging
Mosquitoes
Participating in sports
Touching items that were touched by a person infected with the virus
HIV and blood or organ donation:
HIV is not spread to a person who donates blood or organs. People who
donate organs are never in direct contact with the people who receive them.
Likewise, a person who donates blood is never in contact with the person
receiving it. In all of these procedures, sterile needles and instruments are
used.
But HIV can be spread to a person receiving blood or organs from an
infected donor. To reduce this risk, blood banks and organ donor programs check
(screen) donors, blood, and tissues thoroughly.
People at high risk of getting HIV include:
Drug users who inject and then share needles
Infants born to mothers with HIV who did not receive HIV treatment
during pregnancy
People who have unprotected sex, especially with people who have
other high-risk behaviors, are HIV-positive, or have AIDS
People who received blood transfusions or clotting products between
1977 and 1985, before screening for the virus became standard practice
Sexual partners of those who engage in high-risk activities (such as
injection drug use or anal sex)
After HIV infects the body, the virus can be found in many different
fluids and tissues in the body.
Only blood, semen, fluids from the vagina, and breast milk have been
shown to transmit infection to others.
The virus may also be found in saliva, tears, and spinal fluid.
Symptoms
Symptoms related to acute HIV infection (when a
person is first infected) can be similar to the flu or other viral illnesses.
They include:
·
Fever and muscle pains
·
Headache
·
Sore throat
·
Night sweats
·
Mouth sores, including yeast infection (thrush)
·
Swollen lymph glands
·
Diarrhea
Many people have no symptoms when they are first
infected with HIV.
Acute HIV infection progresses over a few weeks
to months to become an asymptomatic HIV infection (no symptoms). This stage can
last 10 years or longer. During this period, the person might have no reason to
suspect they have HIV, but they can spread the virus to others.
If they are not treated, almost all people
infected with HIV will develop AIDS. Some people develop AIDS within a few
years of infection. Others remain completely healthy after 10 or even 20 years.
People with AIDS have had their immune system damaged by HIV. They
are at very high risk of getting infections that are uncommon in people with a
healthy immune system. These infections are called opportunistic infections.
These can be caused by bacteria, viruses, fungi, or protozoa, and can affect
any part of the body. People with AIDS are also at higher risk for certain
cancers, especially lymphomas and a skin cancer called Kaposi sarcoma.
Symptoms depend on the particular infection and
which part of the body is infected. Lung infections are common in AIDS and
usually cause cough, fever, and shortness of breath. Intestinal infections are
also common and can cause diarrhea, abdominal pain, vomiting, or swallowing
problems. Weight loss, fever, sweats, rashes, and swollen lymph glands are
common in people with HIV infection and AIDS.
Can Virgins Get STIs/STDs?
Many
STIs/STDs can spread through any type of sexual activity. This includes
skin-to-skin contact and oral sex. This means that people who have not yet had
sexual intercourse can still get STIs/STDs.
Preventing STIs/STDs
Abstinence from any sexual contact is the only absolute way to
prevent getting an STI/STD. Being in a long-term, monogamous relationship also
is a good way to avoid STIs/STDs. There are also steps you can take to decrease
the chance of getting an STIs/STD if you are sexually active, including:
Asking
partners if they have ever had an STI/STD which you may not get the right
answer due to lack of awareness/exposure.
Using condoms not 100% safe
Avoiding
sexual activity with a partner who has signs of an STI/STD
Asking
partners to be tested before having sex
Being
aware of symptoms and signs of STIs/STDs
The Limits of Condoms
Condoms
can prevent the spread of some STIs/STDs, but they aren't 100% effective. They
are less effective at protecting against herpes, syphilis, and genital warts,
since these STIs/STDs can be transmitted by contact with skin lesions that are
not covered by a condom. Condoms also do not protect against crabs and scabies
infestations.
How to Tell Your Partner
It
is important to tell your partner as soon as possible if you believe you may
have an STI/STD. Even if you are being treated, you may still be able to spread
the infection. For some STIs/STDs, it's recommended that both partners be
treated at the same time. It can be difficult to share this information, so
some people find that preparing a script in advance can be helpful.
STIs/STDs and Pregnancy
STIs/STDs
can cause premature labor in pregnant women, and many STIs/STDs can be passed
to the baby either during pregnancy or childbirth. So all pregnant women should
be checked for STIs/STDs. STIs/STDs can cause numerous problems in babies, like
low birth weight, stillbirth, nerve problems, blindness, serious infections,
and liver problems. Treatment during pregnancy can reduce the risks of these
complications and can cure many types of infections.
Can STIs/STDs Come Back?
In
most cases, new exposures to STIs/STDs that you have had in the past can cause
you to get the infection again. Most treatments don't protect you from
developing the STI/STD at a future time. If your partner have not been treated,
you may pass the infection back and forth. Without the right precautions, you
could acquire a second STI/STD or a recurrence of the same infection.
Stay
Informed
Other Treatment
HIV/AIDS is
treated with medicines that stop the virus from multiplying. This treatment is
called antiretroviral therapy (ART).
In the past,
people with HIV infection would start antiretroviral treatment after their CD4
count dropped or they developed HIV complications. Today, HIV treatment is
recommended for all people with HIV infection, even if their CD4 count is still
normal.
Regular blood
tests are needed to make sure the virus level in the blood (viral load) is kept
low, or suppressed. The goal of treatment is to lower the HIV virus in the
blood to a level that is so low that the test can't detect it. This is called
an undetectable viral load.
If the CD4
count already dropped before treatment was started, it will usually slowly go
up. HIV complications often disappear as the immune system recovers
Preventing
HIV/AIDS:
- Abstinence is the surest way of preventive measures
- Students should avoid premarital sex
- Be faithful to your sex partner
- Avoid sex with strangers or those who may have multiple partners
·
Get tested. People who don't know they have HIV
infection and who look and feel healthy are the most likely to transmit it to
others.
·
DO NOT use illegal drugs and do not share
needles or syringes. Many communities have needle exchange programs, where you
can get rid of used syringes and get new, sterile ones. Staff at these programs
can also refer you for addiction treatment.
·
Avoid contact with another person's blood. If
possible, wear protective clothing, a mask, and goggles when caring for people
who are injured.
·
If you test positive for HIV, you can pass the
virus to others. You should not donate blood, plasma, body organs, or sperm.
·
HIV-positive women who might become pregnant
should talk to their provider about the risk to their unborn child. They should
also discuss methods to prevent their baby from becoming infected, such as
taking antiretroviral medicines during pregnancy.
·
Breastfeeding should be avoided to prevent
passing HIV to infants through breast milk.
Safer sex
practices, such as using latex condoms, are effective in preventing
the spread of HIV. But there is still a risk of getting the infection, even
with the use of condoms (for example, condoms can tear). Abstinence is the only
sure way to prevent sexual transmission of HIV.
HIV-positive people who are taking
antiretroviral medicines are less likely to transmit the virus.
The US blood supply is among the safest in the
world. Nearly all people infected with HIV through blood transfusions received
those transfusions before 1985, the year HIV testing began for all donated
blood.
If you believe you have been exposed to HIV,
seek medical attention right away. DO NOT delay. Starting antiviral medicines
right after the exposure (up to 3 days after) can reduce the chance that you
will be infected. This is called post-exposure prophylaxis (PEP). It has been
used to prevent transmission in health care workers injured by needle sticks.
The Difference between HIV and AIDS
HIV is the virus that causes
AIDS. AIDS is a condition that describes and advanced state of HIV infection
manifesting in difference illnesses and diseases.
Anyone infected with HIV although
healthy, can still transmit the virus to another person. It can take up to 3 –
10 years for HIV to manifest and damage the immune system.
HIV and AIDS Education
Family Life and HIV Education
(FLHE) lessons are part of the Nigerian school curriculum. The requirements
include a comprehensive list of topics related to HIV, including the basic
facts about HIV transmission and prevention, alongside more complex issues such
as stigma and gender-based violence. One study in 2013 evaluated the successes
and failures of the curriculum, finding that pupil enrolment is increasing,
teachers are mostly adequately trained, and learning is likely to reduce new
HIV infections. However, there are not enough teachers for the number of pupils
and the number of classrooms and teachers are concentrated in certain areas.
Preventing TB among people living
with HIV
Nigeria is one of ten countries
worldwide that together make up 80% of all people living with HIV infections.
Management of HIV Infection
- Seek for medical attention
- Take balance diet to improve your body immunity
- Use antiretroviral therapy (ART) when prescribed by medical practitioner to decrease viral load and slow down progression to AIDS
Note: ART is not a cure, or
vaccine to AIDS not every HIV positive person needs it. A person on or
placed on ART drugs can still infect
others.
Lesson to learn
Teachers should assist students
to know that a single exposure can make them vulnerable to HIV.
Students therefore need to resist
negative peer pressure and stay focused and lastly students should go for HIV
test to be sure of themselves.
Population
The Population Census provides
the fullest and most reliable picture of the country's population and its
characteristics at the "Census Day"
(a particular point in time to which the census relates). In the census, data
is collected at a specified time from the entire population; in contrast
to other surveys, in which information is collected from only a small part of
the residents, and from that conclusions are reached regarding the general
population.
The Population Census is unique in that it provides the possibility of examining small and special population groups, and acquiring information on small geographic units.
The census is one of the most important sources of information that provides a basis for the official statistics or documentary of a particular countries actual numbers.
A population census, by the definition customary today, is a complete process of collection, reception, assessment, analysis, publication and distribution of demographic, economic and social data, which relate, at a given moment in time, to all the residents of a country or of a well-defined partial geographic area; as reflected in the Population and Housing Censuses Handbook of the UN, 1992.
The Population Census is unique in that it provides the possibility of examining small and special population groups, and acquiring information on small geographic units.
The census is one of the most important sources of information that provides a basis for the official statistics or documentary of a particular countries actual numbers.
A population census, by the definition customary today, is a complete process of collection, reception, assessment, analysis, publication and distribution of demographic, economic and social data, which relate, at a given moment in time, to all the residents of a country or of a well-defined partial geographic area; as reflected in the Population and Housing Censuses Handbook of the UN, 1992.
The source of the word "census" is the Latin verb 'censere', which means - contrary to what's expected - not 'to count' but rather 'to assess', or in a term closer to the world of statistics, 'to estimate' (The Encyclopedia Americana, 1951). As strange as it may sound, despite the great progress made in this field, there is no practical method for determining accurately and completely the size and characteristics of any large population. The census, therefore, proves only an agreed-upon estimate, but it is a good estimate.
Stages of
expediting the census
Conducting a census is a most complex undertaking, and therefore meticulous planning of each detail is required in the census process - in the methodological, contents and technological fields, as well as the organizational and administrative aspects. Great importance and a special emphasis are placed on planning and prior preparation when planning the execution of a census, preparation that includes many tests and repeated trials.
Census activities can be divided into three main stages:
1. The planning stage.
2. The stage of data collection
3. The stage of producing the results.
The first
stage - planning and preparation towards data collection. This stage is
critical. During this stage, and especially at its beginning, the purpose and
methodology of the census are determined, the main strategical decisions are
made, and intermediate goals are defined, whose achievement makes the
realization of the final goals possible. A great emphasis is put on the
development of methods and means designed to achieve the goals of the census.
The second
stage - data collection
During this stage data on the census population is collected, by direct contact with the residents and/or through information found in administrative resources. This is the most intensive stage, especially if the data collection in the field is extensive. This stage requires complex logistic preparation and is conducted in a relatively short period of time (several months).
The third
stage - producing the results; including receipt, processing, estimation,
analysis, publication and distribution of the census data This stage is long
and complex, from a professional viewpoint. During this stage three major
activities occur simultaneously: Preparation of the final file of the census
data (including receipt of the information, identification and correction of
errors, editing of the data collected, imputation of missing data and
calculation of estimates). Production of products by which the findings of the
census are published and distributed, in the form of various statistical
summaries and their analyses, or as files of anonymous individual records.
Conducting activities of data assessment, from which a picture results of the
extent of coverage of the population and the quality of the information
produced
UN
Recommendations for Population Censuses
In most countries in the world, a population census is conducted once every ten years. In a number of countries such as Japan, Austria and Canada, a census is held more frequently, once every five years.
Towards the '60's UN statistics and demographics committees, which work for the development of demographic statistics in the world, developed a plan for population censuses in countries throughout the world. The committees formulated recommendations and suggestions for researching various subjects within the framework of the censuses, and created standardization in basic subjects being studied throughout the world. Standardization of these subjects in population censuses around the world makes it possible to conduct comparative research between countries, based on census data. However, additional research subjects in the census change from country to country according to each country's needs, the information sources available to it, and its financial resources.
UN activities in population and housing censuses also include, among other things, recommendations on census methodological issues such as data collection methods, census geography, use of samples at various stages of the population census, and methods of data processing.
Family live education
Definition of the of family life
education; it is an educational process designed to help people in their
physical, social, emotional and moral development as they get ready for
adulthood, marriage etc. family life education can also be seen as a relationship
between family members and their respective roles and functions. This has to
extend to the patterns of production in the family.
Population and resources
availability: due to the limited resources and non reward able, it then
becomes safer and better to have population growth rate that is commensurable
with the resources available. In order words we should cut our coat according
to our cloth.
Population related belief and
values, some of our socio-cultural beliefs and values some time affect the
lives of our people. For instance,
- preferring male issue
- Taking into consideration into food taboo (denying women to eat gizzards) there are some people that prohibit children from eating egg or meat for the fear of becoming long throught when they grow up.
- refusal of women to own land and engage in important discussion
- early marriage
- outcast (osu) system
- counting children as a taboo
- killing cow for women who has 12 children
- the belief that important discussions about the family should only be taken by men alone.
All these belief are mere
superstitious belief.
Gender issues:
Sex: refers to the biological and
physiological characteristics that define male and female. They are generally
permanent and universal.
Sex role: are functions,
responsibilities or tasks an individual perfumes as a result of his or her
biological make up as a male of female.
For instance male have testis
produce sperm and impregnate women. For women they have ovaries, menstruate get
pregnant have babies and produce breast milk.
Gender: refer to the socially
constructed roles, behavior, activities and attributes that a given society
consider appropriate for males (masculine) and female (feminine)
Gender roles: are the behaviors
and characteristics expected of male and female member of a society by that
society.
e.g. occupation
i. men (farming, fishing, brick
laying, carpentry, plumbing, medicine, engineering, vulcanization).
ii. female (food, vendee, hair dressing, dress
making, teaching, nursing, secretary
work)
The message of family life
education is of the view that both boys and girls should be given equal
opportunity. Parent should note that the education of girls is as important as
that of boys and therefore must be encouraged. The traditional Igbo culture
should reverse their belief on placing more importance on boy-child; they
should be made to understand that gone are the days when only men are sent to
school. It is said train a woman and trains the nation.
- Men and women playing different but complementary role to promote the well being of the family. Men and women should be given equal opportunity in taking care of the house needs there should be no demarcation.
- Traditional roles assigned to the men and women promote gender imbalance families should define role to play by female and male depending on their ability interest, age and equality, example if the parents cannot afford training all the children in school they should look for the intelligent one and train them him/her not minding the sex.
- Gender stereotypes are harmful to both men and women the specialization division should be overlooked. That is seeing the men as the provider or the bread winner of the family and then women’s is in the kitchen and to take care of the children. This idea should be striked off. Male and female should take care of the family when the need arises.
- Boys and girls should be given equal attention on everything. In Igbo land male children are paid more attention than the girls. This is because it is of their belief that ht male will take over or be the successor when the father is longer and alive and retain the families name. it is not a crime for a woman to own a family house or land.
- Equal participation of women and men in all areas of family and household responsibility will promote gender equality.
- There should be no discrimination of the labour market into masculine and feminine occupations by employees.
Core messages:
The main aim of family life
education is to promote the quality of life of the citizens.
Messages includes
- family seize and welfare e.g. child spacing etc
- delayed marriage
- responsible parenthood
- population change and resource development ( including customs, values and belief)
- gender issue
- sexually transmitted diseases AIDS/HIV drugs.
- primary health care concept
Consequences of small family
size on the individual and economy:
- When a family is small in size it becomes easy to maintain, like provision of basic needs e.g comfortable accommodation, good medication, adequate diet. etc
- The family member has a better standard of living
- There is equitable distribution of available resources this is a situation where things are shared equally without cheating anyone.
- The family maintain normal population growth rate. Low/small family size are easy to record normally and hence the fear of over population is a forgone story.
- because of small family size it becomes easy to give the children proper moral upbringing that enables the child to acquire societal values that enable them to fit properly in society.
- family stand a better chance for better education opportunity for its members ant the improvement of reduction inequality of life of the members.
The consequences of large
family size on the quality of life of its members:
- Poverty: due to the size of the family there are difficulties to provide the needs of the family.
- Over population (population explosion): this is a very risky in that the country is faced with too many people that cannot be adequate catered for and may resort to endanger the life of others.
- poor moral upbringing: since the family is very large the parents lacks control of the children an this may lead them into stealing, drug trafficking, human trafficking and other societal ill that are very bad to write home about.
- neglect and child abuse: the children many be forced to marry early, send to hawk and do all odd job for the family to survive.
- Denial of sound education: as a result of large family not all the children will be given opportunity of education. This is because the available financial resource may not be enough to cater or pay the school fess of the kids.
Concept:
1. Something thought or
imagined: something that somebody has thought up, or that somebody might be
able to imagine
2. Examination of basic
concepts: the branch of knowledge or academic study devoted to the
systematic examination of basic concepts such as truth, existence, reality,
causality, and freedom
3. Set of beliefs or aims: a
precept, or set of precepts, beliefs, principles, or aims, underlying
somebody's practice or conduct
4. School of thought: a
particular system of thought or doctrine, scholars carrying out a research for
particular problem solving.
Integration: A process of uniting various forms or parts of
knowledge to produce a single or unified knowledge. Integration is very
important in building a strong and prosperous nation. We get integrated when we
share a common identity.
Philosophy: The study of the basic ideas and thoughts behind a body
of knowledge.
Value: Something you admire. Things that are good and should be
emulated or copied, and should be put into practice.
Concept of Social Studies
The concept of Social Studies, as
a discipline, is no longer an appendage of the Social Sciences. The new
emphasis is to conceive and implement Social Studies as an integrative
discipline, and to impart themes from a unified angle. It may interest us to
note that the reference to “problem” is to a specific challenge that requires
solution through careful study and investigation. This is a matter that
investigation inquiry, and discussion that would test to a solution.
Social Studies goes about facilitating an
understanding of the complexity of man, his problems, challenges and solutions,
by using anal–out learning technique and strategy known as “Integration”. It
may interest us to note that the reference to “problem” is to a specific
challenge that requires solution through careful study and investigation. This
is a matter that investigation inquiry, and discussion that would test to a
solution. The type of research carried out for the social sciences are based on
observation and inquiry.
Social studies is a corrective
study because it is a subject which is concerned with the problems of man’s
living in the society with a view of finding solutions to those problems. It is
also a subject which concentrates on the three (3) areas of knowledge, cognitive,
affective and psychomotor domains. It centers on the development of man, how
man influences his environment and how the environment influences him in
return.
It also keeps on changing because
of the factors of time and human development. It fights against evil vices in
the society. The subject considers peculiar problems of a country and finds
solutions to those problems. As such the objective of Nigerian social studies
must reflect the spirit of Nigerian philosophy of education. It must help to develop
the capacity to learn and to acquire certain basic skills of listening,
speaking, reading, writing and calculation. Social studies education focuses on
the use of critical and reflective thinking to solve the problems of man’s
survival in the environment.
TEACHING OF VALUES & NORMS IN SOCIAL STUDIES
The three basic values are the substantive, behavioural and procedural
values.
The substantive values, consisting of instrumental and terminal
values which are concerned with enduring issues of life time – religion,
capitalism, socialism, education, honour and glory etc. However, because of the
plural nature of Nigeria’s society and the fact that particular substantive
values may differ from one family to another, they are better taught in the
home and reinforced at school.
The behavioural values involve the use and observance by the learners
of specific rules to ensure orderliness in the school and classroom. The extent
to which a learner Obeys these rules is a direct measure of the value he
attaches to interpersonal relationship, orderliness care of equipments and
materials, the rule of law, and institutional authority.
Procedural values include the use of the process of logical
reasoning, critical thinking, experimental and inquiry method in the treatment
of data and information. It should be clear from the foregoing that both the
behavioural and procedural values have to be taught conscientiously and
effectively as a prerequisite to the
creation of an enabling environment for successful teaching and learning to
take place.
Another implication is that, in
face of this unprecedented rapidity of change, the primary
school teacher of Social Studies
can no longer rely solely on the use of memorization, direct formal
instruction, reading, and other indoctrination techniques in the teaching and
learning of values. The point being made is that it is no more a simple matter
to foster in children the desirable attitudes and values. Firstly, the Social
Studies teacher has to be familiar with these values. There are three basic
ones, namely, the substantive, behavioural and procedural values. The
substantive values, consisting of instrumental and terminal values are
concerned with enduring issues of life time – religion, capitalism, socialism,
education, honour and glory etc.
However, because of the plural
nature of Nigeria’s society and the fact that particular
Substantive values may differ
from one family to another; they are better taught in the home and reinforced
at school. The behavioural values involve the use and observance by the
learners of specific rules to ensure orderliness in the school and classroom.
The extent to which a learner obeys these rules is a direct measure of the
value he attaches to interpersonal relationship, orderliness care of equipments
and materials, the rule of law, and institutional authority. Procedural values
include the use of the process of logical reasoning, critical thinking,
experimental and inquiry method in the treatment of data and information. It
should be clear from the foregoing that both the behavioural and procedural
values have to be taught conscientiously and effectively as a prerequisite to
the creation of a conducive environment for successful teaching and learning to
take place.
DIFRENCE BETWEEN NORMS
The difference has to do with cultural norms. The term 'culture'
refers to attitudes and patterns of behavior in a given group. ‘Norm’
refers to attitudes and behaviors that are considered normal, typical or
average within that group
Norms and values
are used interchangeably in our day-to-day discourse. But they are used in
specific terms when it comes to social scientist term. We can view social norms
as being standards, rules, guides and expectations for real behaviour,
meanwhile, values are said to be abstract conceptions of what is important and
worthwhile or what doing. Looking at honesty society sees it as being a general
value; it is expected that students should not cheat in exam or use such
material forbidden material in the examinations in this case it is a norm.
Values are general
guidelines, while norms are specific guidelines. Values are general standards,
which decide what is good and what is bad. Norms are rules and expectations
that specify how people should and should not behave in various social
conditions.
For one to fully
adapt in a particular value in a society there can various norms. Norms are
said to link values with real norms. In short, values are said to be ends while
norms are the means to achieve ends. Sometimes, values and norms of a society
conflict with each other.
SOCIAL ISSUES AND PROBLEMS IN SOCIAL STUDIES
Social Problems are those harmful
occurrences in society, this has become issues of public concern and debate.
Such issues cry out for resolution, to avoid degeneration into
uncontrollable crises. There are
various social issues such as alcoholism, drug addiction suicide cultism
HIV/AIDS etc. that should be looked into these areas are of interest to Social
Studies because its focus and orientation is that of problem resolution in
society.
The social issues and problems
are highlighted by the Social Studies discipline.
Riot, arson, thuggery, revolts
and revolutions are some of the social issues facing the world today. As a
discipline, Social Studies are not only concerned with acquiring knowledge for
its sake alone. It is a curriculum package to serve as a tool in solving
societal problems. It is a problem centered problem-solving discipline.
Meanings of some words in social studies
Alcoholism: perpetual and excessive use of alcoholic drinks.
Issues: an important subject that people are arguing about or
discussing.
Homicide: deliberate, unlawful killing of a person.
Social Issues: matter that need urgent attention about the welfare
of person.
Social Problems: an unsatisfactory thing or situation that causes
difficult for the killing
of self deliberately.
Thuggery: lawless violence known as heat men or body guards
Alcoholisms means continued
excessive use of alcohol drink, otherwise known as
“Compulsive drinking: It is
manifested by repeated drinking of alcoholic drinks in excess to an extent that
interferes with the drinker’s health and economic functioning. Alcoholism is a
great health problem. It has great negative impact with family. Beside, its
existence contributes greatly to delinquency (Mc Nall 1975). Alcoholism is a
dependence and the heavy use of alcohol at the extreme end, is considered
deviant. At a recent United Nations Conference on drug abuse, it was
determine3d that the misuse of heavy use of alcohol is “associated “with many
forms of deviant behavior including violent crimes such as homicide, rape, and
child molestation. (Goodman 1971).
DRUG ADDICTION
Drug Addiction is a chronic, often relapsing brain disease that
causes compulsive drug seeking and use, despite harmful consequences to the
addicted individual and to those around him or her. Although the initial
decision to take drugs is voluntary for most people, the brain changes that
occur over time challenge an addicted person’s self-control and hamper his or
her ability to resist intense impulses to take drugs. drug addiction can be
managed successfully. And as with other chronic diseases, it is not uncommon
for a person to relapse and begin abusing drugs again. Relapse, however, does
not signal treatment failure—rather, it indicates that treatment should be
reinstated or adjusted or that an alternative treatment is needed to help the
individual regain control and recover.
Brain imaging studies of drug-addicted individuals show changes in areas
of the brain that are critical to judgment, decision making, learning and
memory, and behavior control. Together, these changes can drive an abuser to
seek out and take drugs compulsively despite adverse, even devastating
consequences—that is the nature of addiction.
Why Do Some People Become
Addicted While Others Do Not?
No single factor can predict whether a person will become addicted to drugs.
Risk for addiction is influenced by a combination of factors that include
individual biology, social environment, and age or stage of development. The
more risk factors an individual has, the greater the chance that taking drugs
can lead to addiction. For example:
Biology. The genes that people are born
with—in combination with environmental influences—account for about half of
their addiction vulnerability. Additionally, gender, ethnicity, and the
presence of other mental disorders may influence risk for drug abuse and addiction.
Environment. A person’s environment includes
many different influences, from family and friends to socioeconomic status and
quality of life in general. Factors such as peer pressure, physical and sexual
abuse, stress, and quality of parenting can greatly influence the occurrence of
drug abuse and the escalation to addiction in a person’s life.
Development. Genetic and environmental factors
interact with critical developmental stages in a person’s life to affect
addiction vulnerability. Although taking drugs at any age can lead to
addiction, the earlier that drug use begins, the more likely it will progress
to more serious abuse, which poses a special challenge to adolescents. Because
areas in their brains that govern decision making, judgment, and self-control
are still developing, adolescents may be especially prone to risk-taking
behaviors, including trying drugs of abuse.
Preventive method
Drug addiction is a preventable disease. Prevention programs involving
families, schools, communities, and the media are effective in reducing drug
abuse. Although many events and cultural factors affect drug abuse trends, when
youths perceive drug abuse as harmful, they reduce their drug taking. Thus,
education and outreach are key in helping youth and the general publics
understand the risks of drug abuse. Teachers, parents, and medical and public
health professionals must keep sending the message that drug addiction can be
prevented if one never abuses drugs.
DRUG ABUSE
Drug: is a chemical substance that affects or
causes some change in the mind or body
Drug abuse:
is the indiscriminate use of drugs, that is the use of drugs without adhering
to doctors prescription
Commonly Abused
Drugs
i.
Alcohol
(sapele water, ogogoro, kai-kai, beer, spirits, goskolo, opukwu etc.)
ii.
Pain killers
(Paracetamol, Asprin etc)
iii.
Antibiotics
(Tetracycline, Ampiclox, Flagyl etc. )
iv.
Illegal
drugs (Marijuana, wee- wee, ganya,Rochi, Gadagi, cocaine etc.)
v.
Sedatives (Coffee,
Tea, Petrol, Robbin Blue, Sewage, Thinner etc.)
Common Ways
Drugs are abused
1. Inhalation:
intake of drug through the nose/mouth into lung
2. Injection:
injecting drug into the body with a syringe
3. Ingestion:
to take drug into the body by swallowing and absorbing it
Consequences of
Drug Abuse
Effects on the
individual:
1.
Irritability
2.
Unstable mood
3.
Aggressive behavior
4.
Nervousness
5.
Headache
6.
Un kept appearance
7.
Loss of memory
8.
Brain damage
9.
Deadly disease e.g. HIV/AIDS or cancer
Consequences on
the family
1.
Shame and disappointment
2.
Loss of valuable as the child steals
3.
Unnecessary expenditure on health care
4.
Disruption to family life
Society:
1. National
image dented
2. Unnecessary
economic and socio-cultural expenses e.g. rehabilitation centers
3. Increase
automobile accidents
4. Increased
crime rate
Ways of
discouraging Drug Abuse
1.
Legislation by the government
2.
Creating awareness , sensitization and counseling
3.
Infusion into school curriculum
4.
Encouraging recreational activities
Drug
Trafficking
Definition:
it is illegal drug trade consisting of the cultivation, manufacture,
distribution and sale of illegal controlled drugs
Reasons for
Trafficking Drugs
1.
Poverty
2.
Ignorance/lack of awareness
3.
Greed
4.
Misplaced value system
Effects of Drug
Trafficking
1.
Increased corruption
2.
Beak down of law and order
3.
Strained international relations
4.
Bad image for the country
5.
Imprisonment
6.
Death penalty
Key Point Notes
1.
Both legal and illegal drugs and substances can be
abused through peer pressure and for so many reasons
2.
Numerous overwhelming dangers are involved in becoming
drug addicts
3.
One should put up assertive, refusal skills to prevent
drug abuse
4.
Drug, abuse has
serious implications for the reproductive health of young person’s because a
mind under the influence of drugs cannot have the right decisions.
Ways of Preventing Drug
1. Education
2. Alleviation
of poverty
3. Legislation
4. International
co-operation
5. Moral
up bringing
Lesson to learn
1.
It is to equip
teachers with the knowledge to pass across information on the danger of
drug abuse to students
2.
It will equip teacher with information deeded to assist
students that are on drug
Reasons
for using Drugs
i.
To feel high
ii.
Curiosity
iii.
Wanting to feel among
iv.
Availability of drugs
v.
To overcome shyness
vi.
To pass exam
vii.
To be a part of the gang
Symptom of drug abuse includes:
a. recurrent
drug use that results in legal problems,
b. occurs
in potentially dangerous situations;
c. interfere
with important obligations,
d. or results in social or relationship problems.
Symptoms of drug dependence include:
i.
tolerance,
ii.
withdrawal,
iii.
using a lot of the drug or for a long period of
time,
iv.
persistent desire to use the drug,
v.
unsuccessful efforts to stop using the drug,
vi.
neglecting other aspects of life because of
their drug use,
Effects of drugs
The effects of drugs on the brain can somewhat vary
depending on the drug that is being used, basically every drug that is abused
has an effect on the functioning of the brain. Drugs particularly affect the
brain's ability to function effectively. Drug abuse and addiction have negative
consequences for individuals and for society. They are destructive to public
health such as:
i.
family disintegration,
ii.
loss of
employment,
iii.
failure
in school,
iv.
domestic violence,
v.
child abuse.
vi.
Addiction is chronic and often leads to brain
disease that causes compulsive drug seeking and use.
Treatment services for drug abuse
and addiction:
By carrying out test which is lab test help to indicates that someone
has chemical abuse or addiction, health care practitioners diagnose these disorders
by gathering comprehensive medical, family, and mental-health information, as
well as securing a physical examination and lab tests to assess the victims
medical state.
The primary goals of recovery are:
i.
abstinence,
ii.
relapse
prevention,
iii.
and rehabilitation.
During the initial stage of abstinence, an individual who suffers from
chemical dependency may need detoxification treatment to help avoid or lessen
the effects of withdrawal.
Often, much more challenging and time consuming than recovery from the
physical aspects of addiction is psychological addiction.
The treatment of dual diagnosis seems to be more effective when
treatment of the sufferer's mental illness is integrated with the treatment of
the individual's chemical dependency.
Drug addiction increases the risk of a number of negative life stressors
and conditions, particularly if left untreated.
Reasons for
drug addiction
Biology: the genes that people are born with in
combination with environmental influences account for about half of their
addiction vulnerability. Additionally, gender, ethnicity and the presence of
other mental disorders may influence risk for drug abuse and addiction.
Environment: person’s environment may include many
different influences, from family and friends to socioeconomic status and
quality of life in general. Factors such as peer pressure, physical and sexual
abuse, stress, and quality of parenting can greatly influence the occurrence of
drug abuse and the escalation to addiction in a person’s life.
Development:
Genetic and environmental factors interact with critical developmental stages
in a person’s life to affect addiction vulnerability. Although taking drugs at
any age can lead to addiction, the earlier that drug use begins, the more
likely it will progress to more serious abuse, which poses a special challenge
to adolescents. Because the areas in their brains that govern decision making,
judgment, and self-control are still developing, adolescents may be especially
prone to risk-taking behaviors, including trying to abuse drugs.
Preventive measures
1.
Drug addiction is a preventable disease. Preventive
programs involving families, schools, communities, and the media are effective
in reducing drug abuse.
2.
Education and outreach are key in helping youth and the
general publics understand the risks of drug abuse.
3.
Teachers, parents, and medical and public health
professionals must keep sending the message that drug addiction can be prevented
if one never abuses drugs.
4.
Although many
events and cultural factors affect drug abuse trends, from the very moment the
youths perceive drug abuse as harmful, they have to reduce their drug taking.
SUICIDE
Suicide
means self-murder or self-physical elimination. The phenomenon is traced to be
the following meaninglessness, isolation, powerlessness and self-estrangement
DEVIANCE
Deviance” means, “norm
violations” or “violations of norms” deviating from doing the right thing.
Sexually
Transmitted Infections (STIs)
These
are the infection that can transmitted or can pass from an infected person
to another person through sexual contact
for instance: oral, virginal or anal contacts
Causes of STIs
i.Fungi
ii.
Viruses
Categories of STIs:
Ulcer
causing STIs (i.e. those that cause wound or sore on the genital organs)
examples: Syphilis, Chancroid, Genital Warts and Herpes. Non Ulcer causing STIs
(i.e. those that do not produce wounds but may produce discharge) e.g.
Gonorrhea, Syphilis, Candidiases, Chlamydia is caused by bacterium Chlamydia
trachomatis etc. Gonorrhea: a sexually transmitted bacterial disease that
causes inflammation of the genital mucous membrane, burning pain when
urinating, and a discharge. It is caused by a gonococcus bacterium.
Syphilis:
a serious sexually transmitted disease caused by the spirally twisted bacterium
Treponema pallidum that affects many body organs and parts, including the
genitals, brain, skin, and nervous tissue
Chlamydia:
a sexually transmitted disease, the most common in developed countries, caused
by the bacterium Chlamydia trachomatis. Often producing no symptoms, it can
cause infertility, chronic pain, or a tubal pregnancy if left untreated.
Treatable STIs (Virus) example: Genital
Herpes, genital Warts, HIV, etc.
Signs and Symptoms of STIs
- Skin changes (sores, bumps or blisters on /or around the sex organs or mouth)
- Irritation (burning, painful and frequency sensation during urination)
- Genital itching – noticeable pelvic pain (e.g. pain deep inside the vagina when having sex and swelling in the groin or around the sex organs )
- Sex organ discharge (e.g. from the penis or vagina, greenish or yellowish pus like substance its accompanying smell and unusual bleeding)
STIs Transmission
- Unprotected sexual intercourse with an infected person either by vaginal, oral, or anal.
- Mother to child, pregnancy (syphilis etc.), Childbirth Gonorrhea, Chlamydia, breast feeding, HIV etc.
Those at the risk of contacting STIs are:
- All
- Adolescents and young people
The adolescents and younger ones
are the likely people to engage in multiple sex relationships moreover, they
have less access to STIs service. When the younger ones or adolescents contact
sexual transmitted infections they feel shy to share it to the people that can
render help to them but instead they are mislead by their peers. And before it
can be revealed it might be too late because of ignorance and lack of awareness
of the younger ones.
Relationship between STI and HIV
- Hiv is mainly transmitted through unprotected sexual intercourse (80% – 85% ) (Note: HIV is also sexually transmitted infection)
- Some STIs facilitate HIV infection especially ulcer – causing STIs like gonorrhea, syphilis etc.
- STIs increases the concentration of HIV infection in the genital secretions (semen/virginal fluid)
- In the presence of HIV other STIs may become more resistant to treatment.
Consequences of STIs
- Emotional problems (e.g. shame/guilt)
- Affects new born babies of infected mothers e.g.: heart, brain and blindness .
- Increase risk of infertility (inability to reproduce). It also causes damages to reproductive system/organs.
- It leads to death.
Prevention of STIs
i.
The most and safest way of preventing STIs is
abstinence
ii.
It is important to seek appropriate information on
STIs especially from the health officers.
iii.
Risky situation should be avoided (e.g. using
condom or withdrawal).
Problems of STIs Control and Management
i.
There is the problem of poor seeking habit
ii.
The problem of poor access to efficient and affordable
STIs services
iii.
Lack of information about the nature of STIs and how to
prevent them
iv.
Poverty and gender inequality among women resulting in
high rate of sex workers
v.
Young age at sexual debut and having multiple sexual
partners
Treatment of STIs
i.
Should in case you notice any signs and symptoms of
STIs, contact a qualified health personnel immediately
ii.
Early treatment prevents damage to the reproductive
organs/systems and other complications.
iii.
It is necessary to abide by the prescribed medicines
for STIs as directed by the physicians.
iv.
Try to complete your medication
v.
Continue to take the medication continue to take the
medication, do not stop until the dosage finishes even if the symptoms cleared
after only a few days.
vi.
Try to go for check up as soon as you sop medication
Note: that STIs take longer time
to clear or go.
Reasons for the STIs lesson
- It is the duty of the teacher to help students to know that anyone can contact STIs
- If any student suspects he /she has STI such person should seek or go for treatment
- Abstinence is the surest and most trusted way of not contacting STIs.
Human Immune Deficiency Virus (HIV) or Human immunodeficiency Virus
Human
immunodeficiency virus (HIV) is the virus that causes AIDS. When a person
becomes infected with HIV, the virus attacks and weakens the immune system. As
the immune system weakens, the person is at risk of getting life-threatening
infections and cancers. When that happens, the illness is called AIDS. Once a
person has the virus, it stays inside the body until the person dies
Human this means that it affects
only human beings no other species.
Immune deficiency that means the
destruction of the immune system
Virus means germ
HIV is the germ that causes AIDS
AIDS stands for Acquired Immune
Deficiency Syndrome
Acquired mans that the disease is
not hereditary but are contracted. Immune deficiency more so means that the
disease is characterized by the weakening of the immune system.
Syndrome refers to a group of
symptoms that indicate or characterizes a disease.
Modes of HIV Transmission
- The virus is spread (transmitted) person-to-person in any of the following ways:
- Through sexual contact/ unprotected sex with an infected person: vaginal, oral, anal etc.
- Through blood -- by blood transfusions, contaminated objects, or more often by needle sharing, blades, clippers, syringe ec
- From mother to child -- a pregnant woman can spread the virus to her fetus through their shared blood circulation, or a nursing mother can pass it to her baby through her breast milk
- Promise /oath taking that has to do with leaking or cutting of the flesh e.g. marriage, cultism etc.
The virus is NOT spread by:
- Casual contact, such as hugging
Mosquitoes
Participating in sports
Touching items that were touched by a person infected with the virus
HIV and blood or organ donation:
HIV is not spread to a person who donates blood or organs. People who
donate organs are never in direct contact with the people who receive them.
Likewise, a person who donates blood is never in contact with the person
receiving it. In all of these procedures, sterile needles and instruments are
used.
But HIV can be spread to a person receiving blood or organs from an
infected donor. To reduce this risk, blood banks and organ donor programs check
(screen) donors, blood, and tissues thoroughly.
People at high risk of getting HIV include:
Drug users who inject and then share needles
Infants born to mothers with HIV who did not receive HIV treatment
during pregnancy
People who have unprotected sex, especially with people who have
other high-risk behaviors, are HIV-positive, or have AIDS
People who received blood transfusions or clotting products between
1977 and 1985, before screening for the virus became standard practice
Sexual partners of those who engage in high-risk activities (such as
injection drug use or anal sex)
After HIV infects the body, the virus can be found in many different
fluids and tissues in the body.
Only blood, semen, fluids from the vagina, and breast milk have been
shown to transmit infection to others.
The virus may also be found in saliva, tears, and spinal fluid.
Symptoms
Symptoms related to acute HIV infection (when a
person is first infected) can be similar to the flu or other viral illnesses.
They include:
·
Fever and muscle pains
·
Headache
·
Sore throat
·
Night sweats
·
Mouth sores, including yeast infection (thrush)
·
Swollen lymph glands
·
Diarrhea
Many people have no symptoms when they are first
infected with HIV.
Acute HIV infection progresses over a few weeks
to months to become an asymptomatic HIV infection (no symptoms). This stage can
last 10 years or longer. During this period, the person might have no reason to
suspect they have HIV, but they can spread the virus to others.
If they are not treated, almost all people
infected with HIV will develop AIDS. Some people develop AIDS within a few
years of infection. Others remain completely healthy after 10 or even 20 years.
People with AIDS have had their immune system damaged by HIV. They
are at very high risk of getting infections that are uncommon in people with a
healthy immune system. These infections are called opportunistic infections.
These can be caused by bacteria, viruses, fungi, or protozoa, and can affect
any part of the body. People with AIDS are also at higher risk for certain
cancers, especially lymphomas and a skin cancer called Kaposi sarcoma.
Symptoms depend on the particular infection and
which part of the body is infected. Lung infections are common in AIDS and
usually cause cough, fever, and shortness of breath. Intestinal infections are
also common and can cause diarrhea, abdominal pain, vomiting, or swallowing
problems. Weight loss, fever, sweats, rashes, and swollen lymph glands are
common in people with HIV infection and AIDS.
Can Virgins Get STIs/STDs?
Many
STIs/STDs can spread through any type of sexual activity. This includes
skin-to-skin contact and oral sex. This means that people who have not yet had
sexual intercourse can still get STIs/STDs.
Preventing STIs/STDs
Abstinence from any sexual contact is the only absolute way to
prevent getting an STI/STD. Being in a long-term, monogamous relationship also
is a good way to avoid STIs/STDs. There are also steps you can take to decrease
the chance of getting an STIs/STD if you are sexually active, including:
Asking
partners if they have ever had an STI/STD which you may not get the right
answer due to lack of awareness/exposure.
Using condoms not 100% safe
Avoiding
sexual activity with a partner who has signs of an STI/STD
Asking
partners to be tested before having sex
Being
aware of symptoms and signs of STIs/STDs
The Limits of Condoms
Condoms
can prevent the spread of some STIs/STDs, but they aren't 100% effective. They
are less effective at protecting against herpes, syphilis, and genital warts,
since these STIs/STDs can be transmitted by contact with skin lesions that are
not covered by a condom. Condoms also do not protect against crabs and scabies
infestations.
How to Tell Your Partner
It
is important to tell your partner as soon as possible if you believe you may
have an STI/STD. Even if you are being treated, you may still be able to spread
the infection. For some STIs/STDs, it's recommended that both partners be
treated at the same time. It can be difficult to share this information, so
some people find that preparing a script in advance can be helpful.
STIs/STDs and Pregnancy
STIs/STDs
can cause premature labor in pregnant women, and many STIs/STDs can be passed
to the baby either during pregnancy or childbirth. So all pregnant women should
be checked for STIs/STDs. STIs/STDs can cause numerous problems in babies, like
low birth weight, stillbirth, nerve problems, blindness, serious infections,
and liver problems. Treatment during pregnancy can reduce the risks of these
complications and can cure many types of infections.
Can STIs/STDs Come Back?
In
most cases, new exposures to STIs/STDs that you have had in the past can cause
you to get the infection again. Most treatments don't protect you from
developing the STI/STD at a future time. If your partner have not been treated,
you may pass the infection back and forth. Without the right precautions, you
could acquire a second STI/STD or a recurrence of the same infection.
Stay
Informed
Other Treatment
HIV/AIDS is
treated with medicines that stop the virus from multiplying. This treatment is
called antiretroviral therapy (ART).
In the past,
people with HIV infection would start antiretroviral treatment after their CD4
count dropped or they developed HIV complications. Today, HIV treatment is
recommended for all people with HIV infection, even if their CD4 count is still
normal.
Regular blood
tests are needed to make sure the virus level in the blood (viral load) is kept
low, or suppressed. The goal of treatment is to lower the HIV virus in the
blood to a level that is so low that the test can't detect it. This is called
an undetectable viral load.
If the CD4
count already dropped before treatment was started, it will usually slowly go
up. HIV complications often disappear as the immune system recovers
Preventing
HIV/AIDS:
- Abstinence is the surest way of preventive measures
- Students should avoid premarital sex
- Be faithful to your sex partner
- Avoid sex with strangers or those who may have multiple partners
·
Get tested. People who don't know they have HIV
infection and who look and feel healthy are the most likely to transmit it to
others.
·
DO NOT use illegal drugs and do not share
needles or syringes. Many communities have needle exchange programs, where you
can get rid of used syringes and get new, sterile ones. Staff at these programs
can also refer you for addiction treatment.
·
Avoid contact with another person's blood. If
possible, wear protective clothing, a mask, and goggles when caring for people
who are injured.
·
If you test positive for HIV, you can pass the
virus to others. You should not donate blood, plasma, body organs, or sperm.
·
HIV-positive women who might become pregnant
should talk to their provider about the risk to their unborn child. They should
also discuss methods to prevent their baby from becoming infected, such as
taking antiretroviral medicines during pregnancy.
·
Breastfeeding should be avoided to prevent
passing HIV to infants through breast milk.
Safer sex
practices, such as using latex condoms, are effective in preventing
the spread of HIV. But there is still a risk of getting the infection, even
with the use of condoms (for example, condoms can tear). Abstinence is the only
sure way to prevent sexual transmission of HIV.
HIV-positive people who are taking
antiretroviral medicines are less likely to transmit the virus.
The US blood supply is among the safest in the
world. Nearly all people infected with HIV through blood transfusions received
those transfusions before 1985, the year HIV testing began for all donated
blood.
If you believe you have been exposed to HIV,
seek medical attention right away. DO NOT delay. Starting antiviral medicines
right after the exposure (up to 3 days after) can reduce the chance that you
will be infected. This is called post-exposure prophylaxis (PEP). It has been
used to prevent transmission in health care workers injured by needle sticks.
The Difference between HIV and AIDS
HIV is the virus that causes
AIDS. AIDS is a condition that describes and advanced state of HIV infection
manifesting in difference illnesses and diseases.
Anyone infected with HIV although
healthy, can still transmit the virus to another person. It can take up to 3 –
10 years for HIV to manifest and damage the immune system.
HIV and AIDS Education
Family Life and HIV Education
(FLHE) lessons are part of the Nigerian school curriculum. The requirements
include a comprehensive list of topics related to HIV, including the basic
facts about HIV transmission and prevention, alongside more complex issues such
as stigma and gender-based violence. One study in 2013 evaluated the successes
and failures of the curriculum, finding that pupil enrolment is increasing,
teachers are mostly adequately trained, and learning is likely to reduce new
HIV infections. However, there are not enough teachers for the number of pupils
and the number of classrooms and teachers are concentrated in certain areas.
Preventing TB among people living
with HIV
Nigeria is one of ten countries
worldwide that together make up 80% of all people living with HIV infections.
Management of HIV Infection
- Seek for medical attention
- Take balance diet to improve your body immunity
- Use antiretroviral therapy (ART) when prescribed by medical practitioner to decrease viral load and slow down progression to AIDS
Note: ART is not a cure, or
vaccine to AIDS not every HIV positive person needs it. A person on or
placed on ART drugs can still infect
others.
Lesson to learn
Teachers should assist students
to know that a single exposure can make them vulnerable to HIV.
Students therefore need to resist
negative peer pressure and stay focused and lastly students should go for HIV
test to be sure of themselves.
Population
The Population Census provides
the fullest and most reliable picture of the country's population and its
characteristics at the "Census Day"
(a particular point in time to which the census relates). In the census, data
is collected at a specified time from the entire population; in contrast
to other surveys, in which information is collected from only a small part of
the residents, and from that conclusions are reached regarding the general
population.
The Population Census is unique in that it provides the possibility of examining small and special population groups, and acquiring information on small geographic units.
The census is one of the most important sources of information that provides a basis for the official statistics or documentary of a particular countries actual numbers.
A population census, by the definition customary today, is a complete process of collection, reception, assessment, analysis, publication and distribution of demographic, economic and social data, which relate, at a given moment in time, to all the residents of a country or of a well-defined partial geographic area; as reflected in the Population and Housing Censuses Handbook of the UN, 1992.
The Population Census is unique in that it provides the possibility of examining small and special population groups, and acquiring information on small geographic units.
The census is one of the most important sources of information that provides a basis for the official statistics or documentary of a particular countries actual numbers.
A population census, by the definition customary today, is a complete process of collection, reception, assessment, analysis, publication and distribution of demographic, economic and social data, which relate, at a given moment in time, to all the residents of a country or of a well-defined partial geographic area; as reflected in the Population and Housing Censuses Handbook of the UN, 1992.
The source of the word "census" is the Latin verb 'censere', which means - contrary to what's expected - not 'to count' but rather 'to assess', or in a term closer to the world of statistics, 'to estimate' (The Encyclopedia Americana, 1951). As strange as it may sound, despite the great progress made in this field, there is no practical method for determining accurately and completely the size and characteristics of any large population. The census, therefore, proves only an agreed-upon estimate, but it is a good estimate.
Stages of
expediting the census
Conducting a census is a most complex undertaking, and therefore meticulous planning of each detail is required in the census process - in the methodological, contents and technological fields, as well as the organizational and administrative aspects. Great importance and a special emphasis are placed on planning and prior preparation when planning the execution of a census, preparation that includes many tests and repeated trials.
Census activities can be divided into three main stages:
1. The planning stage.
2. The stage of data collection
3. The stage of producing the results.
The first
stage - planning and preparation towards data collection. This stage is
critical. During this stage, and especially at its beginning, the purpose and
methodology of the census are determined, the main strategical decisions are
made, and intermediate goals are defined, whose achievement makes the
realization of the final goals possible. A great emphasis is put on the
development of methods and means designed to achieve the goals of the census.
The second
stage - data collection
During this stage data on the census population is collected, by direct contact with the residents and/or through information found in administrative resources. This is the most intensive stage, especially if the data collection in the field is extensive. This stage requires complex logistic preparation and is conducted in a relatively short period of time (several months).
The third
stage - producing the results; including receipt, processing, estimation,
analysis, publication and distribution of the census data This stage is long
and complex, from a professional viewpoint. During this stage three major
activities occur simultaneously: Preparation of the final file of the census
data (including receipt of the information, identification and correction of
errors, editing of the data collected, imputation of missing data and
calculation of estimates). Production of products by which the findings of the
census are published and distributed, in the form of various statistical
summaries and their analyses, or as files of anonymous individual records.
Conducting activities of data assessment, from which a picture results of the
extent of coverage of the population and the quality of the information
produced
UN
Recommendations for Population Censuses
In most countries in the world, a population census is conducted once every ten years. In a number of countries such as Japan, Austria and Canada, a census is held more frequently, once every five years.
Towards the '60's UN statistics and demographics committees, which work for the development of demographic statistics in the world, developed a plan for population censuses in countries throughout the world. The committees formulated recommendations and suggestions for researching various subjects within the framework of the censuses, and created standardization in basic subjects being studied throughout the world. Standardization of these subjects in population censuses around the world makes it possible to conduct comparative research between countries, based on census data. However, additional research subjects in the census change from country to country according to each country's needs, the information sources available to it, and its financial resources.
UN activities in population and housing censuses also include, among other things, recommendations on census methodological issues such as data collection methods, census geography, use of samples at various stages of the population census, and methods of data processing.
Family live education
Definition of the of family life
education; it is an educational process designed to help people in their
physical, social, emotional and moral development as they get ready for
adulthood, marriage etc. family life education can also be seen as a relationship
between family members and their respective roles and functions. This has to
extend to the patterns of production in the family.
Population and resources
availability: due to the limited resources and non reward able, it then
becomes safer and better to have population growth rate that is commensurable
with the resources available. In order words we should cut our coat according
to our cloth.
Population related belief and
values, some of our socio-cultural beliefs and values some time affect the
lives of our people. For instance,
- preferring male issue
- Taking into consideration into food taboo (denying women to eat gizzards) there are some people that prohibit children from eating egg or meat for the fear of becoming long throught when they grow up.
- refusal of women to own land and engage in important discussion
- early marriage
- outcast (osu) system
- counting children as a taboo
- killing cow for women who has 12 children
- the belief that important discussions about the family should only be taken by men alone.
All these belief are mere
superstitious belief.
Gender issues:
Sex: refers to the biological and
physiological characteristics that define male and female. They are generally
permanent and universal.
Sex role: are functions,
responsibilities or tasks an individual perfumes as a result of his or her
biological make up as a male of female.
For instance male have testis
produce sperm and impregnate women. For women they have ovaries, menstruate get
pregnant have babies and produce breast milk.
Gender: refer to the socially
constructed roles, behavior, activities and attributes that a given society
consider appropriate for males (masculine) and female (feminine)
Gender roles: are the behaviors
and characteristics expected of male and female member of a society by that
society.
e.g. occupation
i. men (farming, fishing, brick
laying, carpentry, plumbing, medicine, engineering, vulcanization).
ii. female (food, vendee, hair dressing, dress
making, teaching, nursing, secretary
work)
The message of family life
education is of the view that both boys and girls should be given equal
opportunity. Parent should note that the education of girls is as important as
that of boys and therefore must be encouraged. The traditional Igbo culture
should reverse their belief on placing more importance on boy-child; they
should be made to understand that gone are the days when only men are sent to
school. It is said train a woman and trains the nation.
- Men and women playing different but complementary role to promote the well being of the family. Men and women should be given equal opportunity in taking care of the house needs there should be no demarcation.
- Traditional roles assigned to the men and women promote gender imbalance families should define role to play by female and male depending on their ability interest, age and equality, example if the parents cannot afford training all the children in school they should look for the intelligent one and train them him/her not minding the sex.
- Gender stereotypes are harmful to both men and women the specialization division should be overlooked. That is seeing the men as the provider or the bread winner of the family and then women’s is in the kitchen and to take care of the children. This idea should be striked off. Male and female should take care of the family when the need arises.
- Boys and girls should be given equal attention on everything. In Igbo land male children are paid more attention than the girls. This is because it is of their belief that ht male will take over or be the successor when the father is longer and alive and retain the families name. it is not a crime for a woman to own a family house or land.
- Equal participation of women and men in all areas of family and household responsibility will promote gender equality.
- There should be no discrimination of the labour market into masculine and feminine occupations by employees.
Core messages:
The main aim of family life
education is to promote the quality of life of the citizens.
Messages includes
- family seize and welfare e.g. child spacing etc
- delayed marriage
- responsible parenthood
- population change and resource development ( including customs, values and belief)
- gender issue
- sexually transmitted diseases AIDS/HIV drugs.
- primary health care concept
Consequences of small family
size on the individual and economy:
- When a family is small in size it becomes easy to maintain, like provision of basic needs e.g comfortable accommodation, good medication, adequate diet. etc
- The family member has a better standard of living
- There is equitable distribution of available resources this is a situation where things are shared equally without cheating anyone.
- The family maintain normal population growth rate. Low/small family size are easy to record normally and hence the fear of over population is a forgone story.
- because of small family size it becomes easy to give the children proper moral upbringing that enables the child to acquire societal values that enable them to fit properly in society.
- family stand a better chance for better education opportunity for its members ant the improvement of reduction inequality of life of the members.
The consequences of large
family size on the quality of life of its members:
- Poverty: due to the size of the family there are difficulties to provide the needs of the family.
- Over population (population explosion): this is a very risky in that the country is faced with too many people that cannot be adequate catered for and may resort to endanger the life of others.
- poor moral upbringing: since the family is very large the parents lacks control of the children an this may lead them into stealing, drug trafficking, human trafficking and other societal ill that are very bad to write home about.
- neglect and child abuse: the children many be forced to marry early, send to hawk and do all odd job for the family to survive.
- Denial of sound education: as a result of large family not all the children will be given opportunity of education. This is because the available financial resource may not be enough to cater or pay the school fess of the kids.
No comments:
Post a Comment
add