Life is in the center of existence, and food is in the center of life. All living things are in pursuit of their sustenance to continue their lives. Failing this pursuit means the end of it all. Yet, it is not only the lack or scarcity of food, but also its abuse that is a major cause for disorders. Consuming food without any criteria of lawfulness, or with no heed to virtues like contentedness or gratitude, but with greed and wastefulness, leads to many health problems – mental and physical – at both individual and societal levels. Among these problems are many notorious eating disorders such as obesity, anorexia, and bulimia nervosa. Illnesses that relate to overeating, such as obesity, are now beginning to be considered as food addictions, even as a type of substance abuse, in some medical literature [1].

One serious consequence of eating and food addictions is a clinical condition that is called “metabolic syndrome” (MetS). Characterized by multiple cardiovascular disease risk factors such as obesity and high blood pressure, this syndrome has been recognized as a crucial public health problem worldwide. Characteristics such as geography, race, age and gender are influential in the frequency of the disease, which spreads daily as a pandemic that affects approximately 20-30% of the global adult population [2]. Among US adults aged 18 years or older, the prevalence of metabolic syndrome rose by more than 35% from 1988–1994 to 2007–2012, increasing from 25.3% to 34.2% [3].

First described by Dr. Gerald Reaven, MD, in 1988, metabolic syndrome is also referred to as “insulin resistance syndrome,” “deadly quartet,” and “civilization syndrome” [4]. In 2001, the Adult Treatment Panel (NCEP-ATP III) defined metabolic syndrome in adults as the combination of central obesity (waist circumference >102 cm in men, >88 cm in women), hypertriglyceridemia (>150 mg/dl), low HDL (<40 mg/dl in men, <50 mg/dl in women), hypertension (blood pressure> 130-85 mm-Hg), and hyperglycemia (fasting blood sugar >110 mg/dl). In 2005, the International Diabetes Federation (IDF) published a global guideline describing different thresholds for different ethnic groups. According to this guideline, the diagnosis of metabolic syndrome should be based upon central obesity and high triglyceride, low HDL, high blood pressure, and high fasting glucose. The IDF also reported that the presence of at least two factors sufficed for diagnosing anyone as a patient of metabolic syndrome.

as one of the likely pathological findings in metabolic syndrome, central obesity is observed in one in three adults. Hypertension, another crucial factor, is generally acknowledged to be originating from insulin resistance in metabolic syndrome, but the actual features of its development mechanism still remains controversial. Global awareness about hypertension, its treatment, and how to control it is low, and there are significant differences in between people worldwide. A National Health Examination Survey (NHANES) spanning 2011-2014 revealed that 34% of US adults aged 20 years and older are hypertensive and NHANES 2013-2014 data showed that 15.9% of these hypertensive adults are unaware they are hypertensive [5].

Dyslipidemia, which increases as a result of central obesity and insulin resistance in patients with metabolic syndrome, is characterized by low HDL cholesterol and high triglycerides, the most crucial factors that increase the risk of cardiovascular disease. In one study done in 2008, the average total cholesterol levels for American men and women were found to be 197 mg/dl [6].

The presence of overt diabetes or impaired glucose tolerance (fasting blood sugar above 110 mg/dl) indicates the first step of the diagnostic criteria of the metabolic syndrome, and insulin resistance is not sought for further. People diagnosed with metabolic syndrome are 2.34 times more likely to contract diabetes [7]. A 2011 study conducted in America reported that roughly half of all adults have impaired glucose metabolism as a result of type 1 diabetes, type 2 diabetes, and prediabetes. Diabetes has been a prevalent global ailment similar to asthma, autoimmune diseases, and cancer [6].

Insulin resistance, which can be observed in metabolic syndrome, increases the risk of cardiovascular disease by 2.35 times, deaths by cardiovascular disease by 2.40 times, risk of myocardial infarction by 1.99 times, and stroke by 2.27 times, as independent of other risk factors. However, the presence of metabolic syndrome, not obesity, increases the risk of cardiovascular disease [7]. Another significant result is that women with metabolic syndrome have a higher risk of cardiovascular disease than men. Women are more likely to have central obesity than men, have a different cholesterol profile, and higher triglyceride levels that cause more coronary artery disease, while polycystic ovary syndrome, hormone support therapies, and pregnancy diabetes pose additional risk for women [8]. Fatty liver disease, cirrhosis, chronic kidney disease, polycystic ovary syndrome, gout, dementia, and decreased cognitive functions are more common in individuals with metabolic syndrome than the normal population [7].

Treatment of Metabolic Syndrome

Since metabolic syndrome is caused by environmental and genetic factors, and is appearing in people with increasing frequency, the best treatment approaches involve a well-regulated lifestyle, with the main objective being to prevent diabetes and cardiovascular diseases that cause fatal or disabling conditions. Weight loss that results from an appropriate nutrition and exercise program has a corrective effect on almost all disorders observed in metabolic syndrome.

In the treatment of metabolic syndrome, prevention of central obesity seems to be a priority solution. This can be achieved by a lifestyle planning that provides and maintains a 7-10% reduction in total body weight by limiting caloric intake and increasing physical activity. Even methods that increase weekly physical activity by 150-300 minutes and provide only a 5-7% reduction in body weight are considered sufficient to correct the metabolic syndrome. This has especially been reported to have a positive effect on lipid disorders, glucose intolerance, and hypertension, with a 58% reduction in the risk of diabetes with additional lifestyle changes [9].

Since a well-regulated diet is one of the focal points of life style change for people with metabolic syndrome, dietary models that are limited to saturated fats and cholesterol, rich in complex carbohydrates, based upon an abundant consumption of fruits and vegetables, and a restricted use of salt (for those with hypertension) are strongly recommended.

Even though the traditional Mediterranean diet is lauded as one of the vibrant treatment options in the prevention of coronary heart disease and metabolic syndrome, it is not sufficient to correct the metabolic syndrome unless the diet is in tandem with significant weight loss [10]. According to numerous studies, increasing the consumption of nutrients such as fish, vegetables, fruits, dried legumes, and unrefined grains that are rich in olive oil, omega-3 fatty acids, and antioxidants reduce the risk of coronary diseases and death. It goes without saying, that smoking and alcohol use may increase cardiovascular, metabolic and hepatic complications in patients with metabolic syndrome.

Patients with metabolic syndrome should have their blood lipids checked annually, and should be determined to keep low-density lipoprotein (LDL) cholesterol lower than 100 mg/dL, high density lipoprotein (HDL) cholesterol higher than 40 mg/dL, and triglyceride levels lower than 150 mg/dL. Diabetic patients should set their blood pressure target as lower than 130/80 mm-Hg. Changes in lifestyle such as regular exercise and a controlled diet are extremely vital. The use of low-dose aspirin to prevent complications in patients with coronary artery disease is also among treatment recommendations.

The basic sustenance that is provided to us in the form of fruits, animals, grains, and other bounties is such a precious, rich and full-fledged treasure, for which we should be grateful for. However, gluttony and wastefulness pave the way for thanklessness, disease, and even conflicts with the wisdom in the universe.

Almost all living beings are engaged in the pursuit of sustenance and revolve around this goal. We humans have been equipped with the ability to taste and appreciate all kinds of food, and can draw an appreciation for the Divine through these gifts. Just as everything revolves around sustenance, thankfulness has been placed in the center of sustenance. That is, gratitude should be at the center of all sustenance. Through gratitude, we live healthier physical, spiritual, and mental lives.

Notes

1. Meule A, Rezori V, Blechert J. Food addiction and bulimia nervosa. Eur Eat Disord Rev. 2014;22:331–337.
2. Grundy SM. Metabolic syndrome pandemic. Arterioscler Thromb Vasc Biol 2008; 28: 629-36.
3. Moore JX, Chaudhary N, Akinyemiju T. Metabolic Syndrome Prevalence by Race/Ethnicity and Sex in the United States, National Health and Nutrition Examination Survey, 1988–2012. Prev Chronic Dis 2017;14:160287
4. Alberti KG, Zimmet PZ. Definition, diagnosis and classification of diabetes mellitus and its complications. Part 1: diagnosis and classification of diabetes mellitus provisional report of a WHO consultation. Diabet Med 1998;15:539-53.
5. Alexander, Matthew R.; Eric H. Yang. “What is the prevalence of hypertension (high blood pressure) awareness of in the US?” https://emedicine.medscape.com/article/241381-overview#a2
6. Centers for Disease Control and Prevention. National Diabetes Fact Sheet: National Estimates and General Information on Diabetes and Prediabetes in the United States, 2011. Atlanta, GA, U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, 2011.
7. Balcı M.K, Metabolik Sendrom, Türkiye Klinikleri J Med Sci 2008;28:102-106.
8. Mottillo S, Filion KB, Genest J, Joseph L, Pilote L, Poirier P. The metabolic syndrome and cardiovascular risk a systematic review and meta-analysis. J Am Coll Cardiol 2010; 56: 1113-32
9. Knowler WC, Barrett-Connor E, Fowler SE, Hamman RF, Lachin JM, Walker EA, et al; Diabetes Prevention Program Research Group. Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin. N Engl J Med 2002; 346: 393-403
10. Carbonneau É1, Royer MM2, Richard C3, Couture P4, Desroches S5, Lemieux S6, Lamarche B7. Effects of the Mediterranean Diet before and after Weight Loss on Eating Behavioral Traits in Men with Metabolic Syndrome. Nutrients. 2017 Mar 19;9(3).

Africa has many fresh water sources such as Lake Tanganyika, Lake Victoria, the Zambezi, Nile, and Juba Rivers. Theoretically, Africans should be able to at least, adequately sustain healthy life with this amount of water (Whiteford & Whiteford, 2005). On the other hand, several issues affect the water sources making them either inaccessible, or dangerous to use. Diseases form and spread all through Africa, deteriorating life due to deficient amounts of clean water (Whiteford & Whiteford, 2005).

The reason for the water problems majorly involves dams and deforestation, along with pollution. Firstly, dams provide irrigation and hydropower, but hidden underneath these benefits are the massive and long-term detriments of destroying the well-known system of flood-plain agriculture and deforestation due to incomplete dam projects. Flood-plain agriculture is the classic system of agriculture that was mainly used along the Nile River as well as several other rivers in Africa. These traditional systems of agriculture depend on the annual floods in order to fertilize and water their crops. Water, as well as the silt that once functioned as fertilizer, are now built up behind the dams and are unusable. Secondly, deforestation dries up the land even more because interception and transpiration from trees stop, causing more forest fires and destruction of habitats. Deforested land becomes a dried up desert absolutely unusable by all habitats, especially humans (Jobin, 1999). Thirdly, pollution caused by poor sanitation techniques, in addition to industrial and chemical pollution are major reasons for the decline of life in Africa. Poor sanitation techniques lead to human and animal feces infest water, leading to increase in diseases related to water. The industrialization and urbanization in some parts of Africa leads to high levels of modern environmental health hazards. This results in other severe health problems indirectly related to water. For example, in the Nairobi River Basin in Kenya, there were effluent concentrations of elements such as nickel, copper, and lead, which were 60, 600, and 120 times higher than recommended (Nweke and Sanders, 2009). Another major cause of chemical pollution all across Africa is the use of pesticides in agriculture which have been detected in streams and rivers in different regions. These pesticides contaminate soil, water, air, and food sources, posing serious health threats to Africa’s populations. Endosulfans, as well as more dangerous organochlorines, such as DDE and DDT have recurrently been detected at water sources near agricultural areas in South Africa. This contamination has been confirmed to regularly exceed the “European drinking water standard of 0.1 g/L” (Nweke & Sanders, 2009). This contamination not only poisons potential sources of food, but it also destroys habitats which all have a chain reaction pertaining to the sustainability in Africa. In summary, these factors influence the water quantity and quality in Africa. It also negatively affects people’s habits regarding water usage. If people realize they have little water, they ration it ineffectively. For instance, they will take up water usage reducing habits such as not washing hands, clothes, food products, dishes, themselves, etc. leading to less hygiene and increasing the likelihood of getting disease. If there is plenty of water but it is contaminated, the pollutants in the water source will cause diseases. Therefore, due to poor water management in Africa, diseases related to water have been severely affected.

Water-related diseases differ from waterborne diseases in that the disease is not directly caused by the water consumed. Instead, the vector of the disease uses water as a breeding ground from which the vector then emerges. Common water-related diseases include malaria, yellow fever, schistosomiasis or bilharzia, and onchocerciasis or river blindness (Whiteford & Whiteford, 2005).

Schistosomiasis, also known as bilharzia, is a disease that is highly prevalent along the Nile River as well as all other fresh water resources throughout Africa caused by parasitic worms and snails (Jobin, 1999). The most common parasitic worms that cause bilharzia in humans are Schistosoma mansoni, D. haematobium, and S. japonicium (Centers for Disease Control and Prevention, 2010). Infection occurs when the larval stage of schistosomes search for a human host while swimming in the water. After parasitizing the human circulatory system by penetrating the skin of an individual in contaminated water, they reproduce in the human gut or bladder by laying their eggs there (Centers for Disease Control and Prevention, 2010; Jobin, 1999). These eggs pass out of the body by means of human waste and reach aquatic habitats of snails (Jobin, 1999). After the eggs hatch, they develop into larvae which penetrate the snail, developing further and “multiplying by astronomical factors” (Jobin, 1999, p. 66). The parasite larvae then leave the snail continuing the reproduction cycle. As written by Jobin (1999), “bilharzia is a debilitating disease which can cause early death of persons parasitized by large numbers of worms” (p. 68).

Symptoms of bilharzia include developing a rash or itchy skin within days of infection. Within 1-2 months of the infection, symptoms such as fever, chills, cough, and muscle aches may also appear, but people tend to have no symptoms at this early phase. The eggs that travel in the body can also cause inflammation and scarring. As reported by CDC (2010), infected children may “develop anemia, malnutrition, and learning difficulties.” All of these symptoms are reactions of the body to the eggs produced, and not by the worms themselves. Treating schistosomiasis is essentially effortless; you must take a pill 1-2 days (Centers for Disease Control and Prevention, 2010).

Since the health care systems in some African countries are shoddy, and the majority of these populations cannot afford treatment or drugs, prevention is the most efficient technique to fight disease throughout the continent (Falola & Heaton, 2007). Bilharzia can easily be prevented in Africa by avoiding swimming in fresh water sources, health education, drugs, focal application of biocides to kill snails, and improved water supply and sanitation are also required to stop the spread of the infection. Using feces and urine contaminated water is a major cause of spread of the disease due to the nature of the parasite’s reproductive system, but another equally important issue is intensifying agriculture. Increased agriculture results in runoff with high concentrations of nitrogen and phosphorous, which act as a fertilizer (Peace, 2006). These compounds trigger an increase in aquatic weeds, the ideal habitat for snails, which causes increased bilharzia transmission. In addition, since people wanted to clean the water sources from the weeds, they would manually try to clean the water supply, without taking any precautions. This exacerbated the situation by exposing themselves to the disease (Jobin, 1999).

An example of the relationship between agriculture along with irrigation, and bilharzia as well as malaria transmission can be seen in the Gezira-Managil Irrigation System in Sudan. In 1925, when the irrigation system was first constructed, the overall agricultural intensity increased by 300%, this was because the natural system had been altered with. Naturally, the water should have dried out by April-May, but instead it ran 100% of the time. The Gezira-Managil Irrigation system became the main source of income in Sudan, producing 3/4 of the gross national cotton production. By 1970, the proliferation of agricultural pests, aquatic weeds, snails, mosquitoes and silt in the canal lead to the decline of the agricultural system. As a result, cotton was infested by the white-fly, pathogenic viruses and bacteria multiplied in the water making it unusable. Malaria mosquito populations increased, attacking at night and increasing transmission of disease, since there were no longer dry seasons to destroy their habitat. Similarly, bilharzia snails increased since the unnatural, man-made system had constructed an exceptionally ideal habitat for them, attacking during the day as people waded in the waters, and intensified the transmission of the disease. People who worked on the fields and near the irrigation system got infected, not being able to work on the nearly non-existent cotton fields. The country’s gross income changed from approximately US $228 million to US $76 million by 1981. There was no longer any money, which meant no more facilities for community water supplies and sanitation, increasing disease and unemployment, resulting in even less money in a seemingly endless cycle (Jobin, 1999).

There are many factors that act as obstacles in the way of African well-being. The most prevalent type of disease in Africa is waterborne and water-related. Sheik-Mohamed & Velema (1999) report that “major causes of mortality and morbidity seem to be preventable infectious diseases.” Govender et al. (2011) similarly state that “diarrheal diseases are an important cause of morbidity and mortality in low- and middle-income countries” and that these diarrheal diseases can be prevented simply through improved water quality. Every 8 seconds a child dies from a disease related to having either unclean or not enough water. Diseases linked to water kill more 5 million people each year – ten times the amount of people killed in wars (Whiteford & Whiteford, 2005). These statistics are outrageous. Every human should have the right to have clean water. Every human should have the right to live in a healthy environment and be in good health.

References

• Centers for Disease Control and Prevention. (2010, November 2).
• Schistosomiasis: General Information. Retrieved October 2011, from Centers for Disease Control and Prevention: http://www.cdc.gov/parasites/schistosomiasis/gen_info/faqs.html
• Falola, T., & Heaton, M. M. (Eds.). (2007). HIV/AIDS, Illness, and African Well-Being. Rochester, NY: University of Rochester Press.
• Govender, T., Barnes, J. M., & Pieper, C. H. (2011). Contribution of water pollution from inadequate sanitation and housing quality to diarrheal disease in low-cost housing settlements of Cape Town, South Africa. American Journal of Public Health , 101 (7), e4-e9.
• Jobin, W. (1999). Dams and Disease. London, UK: E & FN Spon.
• Nweke, O. C., & Sanders, W. H. (2009). Modern environmental health hazards: a public health issue of increasing significance in Africa. Environmental Health Perspectives , 117 (6), 863-870.
• Sheik-Mohamed, A., & Velema, J. P. (1999). Where health care has no access: the nomadic population of sub-Saharan Africa. Tropical Medicine and International Health , 4 (10), 695-707.
• Whiteford, L., & Whiteford, S. (2005). Globalization, Water and Health. Santa Fe, New Mexico: School of American Reasearch Press.

The brief history of character education

Character education remains a contentious form of education in America. The debate among ethical theorists over moral and character education dates back to colonial America (Glanzer & Milson, 2006). Once considered as part of religious teachings, this concept was altered as states began passing laws in the early 1800s, separating issues of church and state. As a result of this separation, the educational system developed non-sectarian public school policies (Glanzer & Milson, 2006), and character education was adopted by public schools in Massachusetts with the purpose of increasing literacy among children.

The Bible was used as part of the curriculum throughout 17th and 18th centuries, and was then preceded by texts written by William McGuffey. These texts were used to teach children to develop virtues such as honesty, courage, and kindness. During the 20th century however, there was a decline in the use of these texts in public schools in America due to pluralism and the philosophy of moral relativism. Over the past few years, American educators have been examining character education in schools and grants are being awarded to facilitate research in this field (Vardin A. Patricia Montessori Life, spring 2003). This study will illustrate some definitions of character education and its benefits as an intervention.

The definitions of character education

Character education is an umbrella term that has historically included a wide range of components such as traditional character education, the caring approach, and the developmental approach. The goal of character education is to teach children to consider and behave in ethical ways. Firstly, traditional character education has emphasized virtues and the magnitude of ethical issues. Secondly, the caring approach underscores the significance of identifying and improving caring relationships and infusing caring, relational, and social-emotional themes into school curricula (Howard, Berkowitz, & Schaeffer, 2004). Third, the developmental approach stresses that decision-making and social action are important; theorists who ascribe to this approach strongly advocate the power of student participation in creating a moral classroom and a larger moral community (Cohen, 2006). Ontario’s Premier, Dalton McGuinty, defines character education as “the deliberate effort to develop virtues that are good for the individual and good for society” (McGuinty, 2003, p. 15). Character eduction is sometimes defined as an approach that is comprehensive in fostering the moral development of students (Berkowitz, Marvin, & Bier, 2005). For decades, character education was inclined to focus on the importance of good character and values such as honesty, respect, friendship, and caring (Cohen, 2006). Thomas Likona (1991), a developmental psychologist, defined the goal of character education as knowing the good, desiring the good, and doing the good.

What is meant by school violence?

In terms of lawful responsibility, school violence is the violence that occurs on school grounds, on school-supported transportation, and at school-sponsored events. Nevertheless, violence committed on school grounds often derives from conflicts reflected in society. This finding indicates that the lines are blurred between school and community violence and suggests that school staff should be cognizant of the community and its issues in which a school is positioned. It is also suggested that members of society should become involved in school-based violence prevention initiatives. It is more complicated and multidimensional to define what school violence is (Furlong & Morrison, 2000).

The proposals for reducing school violence

By 1997, over two-thirds of secondary schools had either implemented some form of violence prevention program or were preparing to do so (Price & Everett, 1997). These methods have included punishment, health education and random weapons searches (Farrington, 1996). Handheld metal detectors are increasingly used to carry out random or targeted weapons searches in major public school systems. In some places in America, it seemed that there had been a significant reduction in weapons related events; however, it was later discovered that students had learned the routine days when the metal detectors would not be used (Muir 1992).

One of the most significant educational programs is character education. For example, The California Department of Education supports incorporating character education into a standards-based educational system in a variety of ways such as providing resources to build and develop character in youth; supports the core values of trustworthiness, respect, responsibility, fairness, caring and citizenship. The California Department of Education underscores that character education is a trait of effective schools. Effective schools seek to develop and reinforce character traits such as caring, citizenship, fairness, respect, responsibility, and trustworthiness through a systematic approach that includes adult modeling, curriculum integration, a positive school climate, and access to comprehensive guidance and counseling services (Elementary Makes the Grade! CDE, 1999).

The affects of character education on academic achievement

Studies have also found that character education helps increase academic achievement (Elias, Zins, Weissberg et al., 1997). Studies have acknowledged many social and academic attitudes associated with enhanced student success (Benninga, Berkowitz, Kuehn, & Smith, 2003). Academic achievement is bond to critical thinking skills (Esquith, 2003), and according to Brooks (2002), skills such as endurance, decision-making, problem solving, and critical thinking are fundamental principles entrenched in character education. Character education asserts that non-test related academic improvements are also made due to performance of a character education program. Students attending schools exerting the Child Development Program were known to have more motivation to learn and possessed closer ties to their school compared to students who attended schools not implementing the Child Development Program (Benninga, et al., 2003). Students attending Character Counts elementary schools were shown to complete their assignments more often with increased academic sincerity than students who did not attend such schools (Benninga, et al., 2003).

In order to understand character education it is imperative to understand the characteristics of the students. The schools that are strong academically and sturdy in building accomplished students are characterized by five main characteristics indentified by Elias, Zins, Weissberg et al., (1997):

1. They have a school climate articulating specific themes, character elements, and/or values.
2. They have explicit instruction in social-emotional skills.
3. They have explicit instruction in health promotion and problem prevention skills.
4. They have systems to enhance coping skills and social support for transitions, crises, and resolving conflicts.
5. They have widespread, systematic opportunities for positive, contributory service.

After considering these traits one can conclude that students attending schools performing character education programs feel respected and valued which results in reduced non-attendance (Colgan, 2003). Reduced absenteeism, produced by the increased desire to attend school, could be translated into achievement gains (Colgan, 2003). These factors together make available more classroom instructional time and an enhanced learning occasion.

Tremendous progress has been made over the past two decades in establishing effective school-based violence prevention programs. Nevertheless, programs designed to decrease violence in schools have largely focused on reducing student-to-student aggressive behavior through school-based curricular programs (SBCPs), essentially ignoring interpersonal relationships between students and adults in schools, student bonding to schools, disproportionalities in the application of student discipline, and related organizational factors that comprise the school climate.

After considering several vantage points, it is the conclusion of this study that character education is a stellar attempt to reduce school violence and for increasing academic achievement. Educators should emphasize character development, as it is a culmination of a strong union of streams of evidence about factors influencing learning. According to Nucci and Narvaez (2008), moral and character education should be considered by educators as being congruent with learning individual values and identity formation.

Character education has several positive outcomes that address the various needs of schools and communities. For example, it includes values such as tolerance, humility, modesty, and trustworthiness. Moreover, it is emphasized that cheating is a negative characteristic for every student. That is, every student should not enterprise cheating, even when they hear about it, they should not condone it. Thus, it is stressed that academic learning and performance is linked to social-emotional skill and character development, such as in recent studies aiming to understanding the functioning of the brain and its role in learning. These studies have only provided further evidence of the role of social and emotional factors in academic accomplishments (Kusche & Greenberg, 2006). These studies support the notion that every educator should take character education into account.

How could character education be applied toward prevention?

Character education may incorporate some local and state programs to help students increase achievement by developing their behaviors not just in schools, but also in contexts outside of schools. One program called “Your Environment Education Program,” is mentioned by Starr (1999). According to this program, each week, a word is chosen such as tolerance and honesty, to be discussed in the class. At least 10-15 minutes are allocated for these discussions. These discussions are meant to facilitate the comprehension of the meaning of the value by illustrating real life implications, motivational quotes, and recommending some beneficial assignments for students to complete. All of these elements enhance students’ deep understanding of the word. This program also encourages parents to help their children by providing some books containing the word for that week. Parents are also encouraged to stress the meaning of the word at home by incorporating it into daily activities that families do together. Starr (1999) states that the community in Pittsburg also promotes Your Environment Education through program media outlets, local business sponsorships as well as the mayor’s office to promote the importance of character education.

There are negative implications for not employing character education in schools when the opposite methods are considered. The evidence indicates that punishment or incarcerating large numbers of young people for prolonged periods is ineffective and counterproductive (Wilson, 1994). A major problem with using targeted weapons searches in schools is that they implicitly stigmatize those students who are screened as potentially dangerous. The sudden and unexpected arrival of security personnel with metal detectors is also intimidating, anxiety provoking, and disruptive to learning. Serious conflicts also have a tendency to erupt suddenly and to go up out of control before mediation efforts can be initiated, therefore, as long as guns and other weapons can be brought freely into schools, educational approaches alone cannot be expected to solve the problem.

Recommendations

Recommendations based on the information outlined in the study include: providing teachers, administrators and school psychologists with extensive and effective training about development; while character education program is implemented teachers should be aware of their expression toward students. For example, teachers should not give commands to students for preventing a mistake, instead it should be posed to the student as a question of morality such as why they should not engage in a certain behavior and what the consequences might be and whether or not they are willing to accept these consequences. A model should be embraced for serving students that focuses on early interventions and offers access to character education. The environment and society should be informed about character education in order to foster a place, where the students can develop their pro-social skills and improve academic quality. Last, character education curriculum should be supported with media so that while behaving, students can be easily reminded of their objectives, for example, cartoons could be used as an impactful reminder.

References

• Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2003). The relationship of character education implementation and academic achievement in elementary schools. Retrieved May 9, 2006, from the ProQuest database.
• Berkowitz, Marvin W. and Bier M.C. (2005). Character education Parents as Parents. Association for Supervision and Curriculum Development, 64-69.
• Berkowitz, Marvin W. and Hoppe, Mary Anne (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142
• Brooks, B. (2002). Increasing test scores and character education: The natural connection. Retrieved May 2, 2006, from http://www.youngpeoplespress.com/Testpaper.pdf.
• Cohen, J (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, 76(2), 201-237
• Colorado State Department of Education, Denver. (2000). Shaping the future through character education: Colorado state conference on character education. (ERIC Document Reproduction Service No. ED468627).
• Clayton , C, Ballif-Spanvill, B. L., & Hunsaker M. D. (2001). Preventing violence and teaching peace : A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Birmingham Young University, Women’s Research Institute
• Durant, R. H., Kahn, J., Beckford, P. H., & Woods, E. R. (1997). The Association of Weapon Carrying and Fighting on School Property and Other Health Risk and Problem Behaviors among High School Students. Archives of Pediatric and Adolescent Medicine, 151, p. 360–366.
• Elementary Makes the Grade! CDE, 1999, http://www.cde.ca.gov/ci/gs/em/emgsummary.asp
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
• Elliott, D. S., B. A. Hamburg, and K. R. Williams, eds.(1998). Violence in American Schools: A New Perspective. New York: Cambridge University Press.
• Esquith, R. (2003). There are no shortcuts. New York: Pantheon Books.
• Farrington, D. P. (1996). Understanding and Preventing Juvenile Youth Crime. York, U.K.: York Publishing
• Furlong, M., & Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders. 812, p. 71-82
• Glanzer, P. L., & Milson, A. J. (2006). Legislating the good: A survey and evaluation of character education laws in the United States. Educational Policy, 20(3), p. 525.
• Howard, R, W., Berkowitz, M. W., & Schaeffer, E. F. (2004). Politics of character education. Educational Policy, 18(1), p. 188-215.
• Kusche, C., & Greenberg, M. (2006). Brain development and social-emotional learning: An introduction for educators, In M. J. Elias & H. A. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press
• McGuinty, D. (2003). “Character education: A key part of the Ontario Liberal Plan.” Orbit, 33(2), p. 15.
• Miller,T.W., Kraus, R. F., and Veltkamp, L. J., (2008) Character Education as a Prevention Strategy for school-related Violence, T. W. Miller(ed.) In School Violence and Primary Prevention, p. 377-390.
• Muir, E. (1992). School Staff Victimization: Monitoring the Trends. School Safety (fall), p. 4-6.
• Nucci, L., & Narvaez, D. (Eds.). (2008). Handbook of moral and character education, New York: Taylor & Francis
• Price, J. H., and S. A. Everett. (1997). A National Assessment of Secondary School Principals Perceptions of Violence in Schools. Health Education & Behavior, 24, p. 218–229.
• Samples, F., and L. Aber. (1998). Evaluations of School-Based Violence Prevention Programs, In D. S. Elliot, B. A. Hamburg, & K. R. Williams (Eds.), Violence in American Schools: A New Perspective, New York: Cambridge University Press.
• Starr L. (1999). Is character education the answer? Retrieved August 1, 2008 from http://www.education-world.com/a_issues/issues047.shtml.
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HIV/AIDS is one of the most devastating health issues in modern history. Since the first case was reported in 1981, over 25 million people have died of HIV/AIDSrelated causes. Despite a better understanding of the disease, extensive knowledge about virus-human interaction, improved preventive measures, and medical treatment options, most experts agree that the pandemic is still in its early stages and rapidly spreading. According to the World Health Organization, in 2006 4.3 million people became infected with HIV and a total of 2.9 million people died of HIV/AIDSrelated causes. As of 2007, over 40 million people are living with HIV/ AIDS around the world and nearly half of them are females between the ages of 15 and 24.

With a vaccine still perhaps decades away, the best hope for impeding the spread of this deadly disease lies in effective prevention, early diagnosis, and successful treatment. For more than two decades, thousands of researchers from the most prestigious institutions around the globe have been struggling to discover more effective screening, diagnosis, and treatment options against HIV/AIDS, but a great deal has yet to be accomplished. At the moment, the high cost of the current medical treatment options and limited accessibility to HIV testing worldwide remain as additional obstacles to be overcome. Below is a table showing the spread of HIV/AIDS worldwide, based on the best available information provided by WHO in 2006. Additionally, the map below represents the regional distribution of adult HIV/AIDS cases by region based on UNIAIDS 2006 Report on the global AIDS epidemic.

What is HIV/ AIDS?

Healthy human bodies have a wellprogrammed defense mechanism (the immune system) that fights infections and helps prevent the development of cancer cells. Human immunodeficiency virus (HIV) primarily targets vital elements of the immune system, such as helper-T cells, macrophages, and dendritic cells. Due to the damage and destruction of these cells, the human body loses its ability to fight against infections and cancerous developments. This makes the body more susceptible to certain types of cancers, such as Kaposi sarcoma, and to opportunistic infections that would normally be easily defeated, such as pneumonia (Pneumocystis carinii) and Cryptococcal Meningitis. These infections might result in severe damage or the death of the patients. Therefore, it is not the Human Immunodeficiency Virus that causes death in HIV(+) individuals, but opportunistic infections or cancerous developments that a weakened immune system cannot repel. Hence, the later stages of HIV infection are called Acquired Immunodeficiency Syndrome (AIDS).

In spite of many obstacles, in industrial countries there has been a remarkable improvement in the medical care of HIV/AIDS individuals as a result of testing for HIV on a regular basis, particularly among high risk groups. This facilitates early diagnosis and therefore an early start in medical treatment, which allows HIV(+) individuals to live for decades after diagnosis. However, worldwide, particularly in developing countries, 90% of those carrying HIV have not been tested or do not have access to adequate treatment for the disease. Furthermore, every year a considerable number of HIV(+) individuals in developing countries die without even knowing what HIV is and leave thousands of orphans behind who do not have any idea what took their parents away. The number of people living at critical poverty levels in some of these hardest-hit regions, such as sub- Saharan Africa, has reached over 43 percent in recent years. Women encompass 80 percent of those who are living on less than a dollar a day. For people who live in such abject poverty, neither treatment for an HIV+ /AIDS individual (which normally costs around $25,000 annually) nor routine HIV screening seems realistic. On the other hand, even though testing and medical treatment options are available in developed countries, the economic burden on the health care system is becoming greater with every passing day.

HIV and children

As of 2007, over 2.3 million children are suffering from HIV/AIDS worldwide. A small percentage of these children were exposed to the HIV in medical settings, due to unscreened blood transfusions or reused or insufficiently sterilized equipment. Pediatric HIV outbreaks in Romania in 1989 and in Libya in 1998 are two devastating examples of the consequences of negligent or insufficient precautions taken by medical personnel in hospitals. Currently, health care professionals are required to take strict precautions when cleaning and sterilizing medical equipment, while blood banks are monitored closely to ensure the careful screening of blood. These precautions seem to have led to a significant reduction in the number of HIV infections which are acquired in hospital settings. However, motherto- child transmission still constitutes 90% of pediatric HIV cases. An HIV (+) mother has about a 35% risk of transmitting the virus to her child during her pregnancy, child birth, or nursing. This risk can be reduced by administering AZT (an antiretroviral drug) to the mother during the last trimester of pregnancy, delivering the child by C-section, giving one dose of prophylactic antiretroviral therapy to the baby after birth, and by avoiding breast-feeding the infant. As a result of widespread screening and the use of prophylaxis for mother-to-child transmission, the rapid spread of HIV among the pediatric population in industrial countries is relatively under control.

Sadly, not all nations have benefited uniformly from the recent advances in our knowledge about the prevention of transmission. Mothers and infants in developing countries face a different scenario than those in the “modern world.” In places like sub-Saharan Africa, where the majority of HIV/AIDS cases are due to mother-to-child transmission, the number of new infections is rapidly increasing; it seems that ensuring the abovementioned precautions are in place is extremely difficult due to several limitations. These limitations should be discussed in another paper, however to give a brief idea to the reader, one of these instances can be examined. It is a fact that if an HIV(+) mother avoids breastfeeding her newborn baby the risk of her infecting the child with HIV is dramatically reduced. Although this sounds like a wonderful way to combat HIV infection in infants, it poses many problems to mothers in sub-Saharan Africa. Every year, more than one million babies die in the first 28 days of their life in Sub- Saharan Africa. Most of these deaths are due to malnutrition and infections. In most situations breast-feeding is the only clean source of nutrition a mother can offer her child. It also provides natural immunization against most of the infectious agents to which a newborn can be exposed in the later days of his/her life. Babies who are not breastfed have almost no other alternative source of clean nutrients and stand little chance against infections. An HIV(+) mother in Sub-Saharan Africa has to face this dilemma every single time her baby cries from hunger: either take the risk of infecting your baby with HIV or let your child die of malnutrition or infections which kill approximately 3,000 African children every day.

Another issue concerning children in the hard-hit HIV regions is the loss of one or both parents or primary care-givers at a very early time of their life. So far in Africa, HIV/AIDS related deaths have left 14 million orphans. The United Nations estimates that the number of orphans will reach 25 million by the year 2010. Only in rare cases do these children have access to clean water, food, shelter, and education. Furthermore, the orphans who have been infected with HIV by their parents do not have access to adequate treatment options. The number of orphans is so high and resources are so limited that unfortunately most of these children fall through the cracks of society, succumbing to poverty, abuse and even death. Some of these orphans are relatively lucky and have healthy grandparents to care for them. It is not uncommon to find 75-80 year old grandparents who are already living under the critical poverty level taking care of three or four AIDS orphans, and wondering who will care for their grandchildren when they pass away.

Education

Success against the HIV/AIDS epidemic cannot be accomplished only with scientific and medical means. Preventive education plays a key role in the battle against HIV/ AIDS. The first step in preventive HIV/AIDS education is to inform individuals about the disease and answer their questions, such as, “What causes AIDS?”, “How is HIV/AIDS spread?”, “What are the preventive measures to be taken?” If one is already infected with HIV then one must ask “What are the treatment options?”

Preventive education for risk groups who are not aware of HIV/ AIDS and the consequences of the infection helps to decrease the overall number of new infections, particularly those in developing countries. However, another issue appears as education level increases: according to current studies, the number of people who continue risk-taking behavior is increasing in spite of the knowledge they have about HIV/ AIDS prevention and the consequences of the disease. This suggests overthat effective HIV/AIDS prevention should include not only education about the facts of the illness, but also education that focuses on teaching people to avoid behavior that puts them at high risk. It is also worth noting that the widespread dissemination of information by governmental organizations may not be effective on its own, and that different types of intervention may be necessary by groups with the potential to motivate people on a personal level. In other words, it is important to individually instill a sense of consequence and personal responsibility within those at risk, rather than broadly reminding them of the dangers that they face. As a result of recent thinking along these lines, various institutions, professional groups, and government organizations have realized the need for strong collaborative efforts and have aligned themselves in order to begin taking the steps necessary to effect this type of change.

Working together

Around the globe, government agencies have been initiating and sponsoring several efforts aimedat HIV-prevention. However, the complexity of the HIV epidemic and the involvement of many sociologic and behavioral factors require a shared commitment among government agencies and civil society organizations. For example, the Center for Disease Control (CDC) is the leading federal agency in HIV prevention in the United States. In their strategic plan for HIV prevention in 2005, the CDC admits that the HIV epidemic is not a matter that can be handled by only one agency, group, or organization. Therefore, for success in HIV prevention the CDC recognizes the need for other domestic partners, such as:

~ Other federal agencies;

~ State and local health and education departments;

~ HIV prevention community planning groups;

~ Community-based organizations;

~ Academic institutions;

~ The private sector;

~ Faith-based groups and

~ Foundations and nonprofit groups

(Centers for Disease Control and Prevention HIV Prevention Strategic Plan Through 2005)

In addition to domestic partnership, worldwide cross-cultural and cross-faith collaborations are establishing a strong global response to eradicate HIV/AIDS. People from all over the world should contribute, in whatever capacity and with whatever resources they can, to the solution; their involvement is critical. The World Health Organization, UNICEF, UNESCO, and similar organizations are doing their parts to bring multinational aid to the hardest hit regions. Additionally, many faith-based national and international organizations around the globe have started working in collaboration towards the eradication of HIV/AIDS. Among these faithbased efforts there are recent examples of interfaith partnerships. The Africa HIV/AIDS Faith Initiative, a successful example of this type of collaboration, has been active since 2001 in five African countries: The Ivory Coast, Kenya, Nigeria, Tanzania and Zimbabwe. One of their noticeable accomplishments is promoting interfaith dialogue in these countries where ethnic and religious variations often cause serious clashes. A report from The Global Health Council lays the power of Interfaith partnership before our eyes:

“In Kenya, the Supreme Council of Kenya Muslims, the Anglican Church of Kenya and the Pentecostal Churches of Eastlands, a low socioeconomic community outside Nairobi, have teamed up to reach bishops, pastors, men, women, youth, children and people infected with HIV/AIDS through education and service initiatives. In Tanzania, the national staffs of the Episcopal, Christian and Muslim HIV/AIDS offices meet monthly to exchange ideas and plan together for the effective development, implementation and coordination of HIV education and service interventions.

But it is in Nigeria, with its welldocumented history of religious conflict and recent violence, where the partnering of Christians and Muslims is most remarkable. Observing the establishment of separate offices in each of the four other countries, Nigeria’s religious leadership said “it won’t work here,” and charged The Balm In Gilead to set up the Interfaith HIV/AIDS Coalition of Nigeria. Christian and Muslim clerics going out on the street together can draw curious crowds, and “people will come into the office just to see us working together,” said one reverend.

Nigerian faith institutions involved in this historical decision included the Episcopal Conference of Nigeria, Christian Association of Nigeria, the Christian Health Association of Nigeria and the Supreme Council of Islamic Affairs. This interfaith approach in Nigeria is being seen as a model that can be replicated by other countries. The Kenyan Muslim leaders have already requested that it be presented as a best practice model and replicated in other parts of the continent.” http:// www.globalhealth.org/reports/ text.php3?id=194

Conclusion

We have witnessed many harsh discussions, questions and speculations about HIV/AIDS such as, “How and where did HIV/AIDS start?”, “Whose fault was that?”, “Why don’t people simply stay away from risky behavior and put a stop to it?”, “What are the roles of faith traditions, family values and public wisdom in terms of preventing and fighting against HIV/AIDS?”, “If I am not involved with certain risky behavioral elements am I safe? Are my children safe from HIV?”, “Is contributing to the solution for HIV the same as trying to legitimize the life-style preferences which are the primary cause of the spread of HIV in the first place?”

As a matter of fact, how this epidemic started, whose fault it was, why precautions were not taken on time does not matter that much anymore. What matters is that hundreds of people are dying, thousands of children have been orphaned, and millions of mothers are crying in desperation everyday. We do not have the luxury to sit back in our comfortable seats and be the judge who decides who is right and who is wrong in this drama. We are all human… we are citizens of the earth… we breath the same air, sleep under the same sky. When we cut ourselves, our blood runs red, our tears are salty. Pain is pain… a cry is a cry… desperation is desperation…No matter where we go, what language we speak, or how we live our lives… We are obliged to put the differences to one side and to become a part of the solution…to think about it… to talk about it… to do something about it… or at least with a sore heart cry and pray for our HUMAN sisters and brothers who are suffering from HIV/AIDS… who might not be able to do much for themselves.