I-Gear & AIDS:

Access to HIV/AIDS Educational Websites in New York City Public Schools

A WebQuest for 6th Grade (Communication Arts)

Designed by

Jonathan C Schleifer
mrschleifer@teacher.com

-Introduction:

You are public school teacher in New York City who is interested in using the internet to teach your students about HIV/AIDS prevention. You will review research that describes the importance of access to information in HIV/AIDS prevention, review the New York City Policy towards filtering Internet content, and test this policy by trying to find websites that you can use to teach your students HIV/AIDS prevention. Once you have completed your research you will draft an email to the New York City Board of Education requesting that they change their filtering policy.

-Task:

Once you have completed your research you will draft an email to the New York City Board of Education requesting that they change their filtering policy you will include in it the reasons including HIV/AIDS educational resources as so important and the list of sites that are blocked that need to be accessible.

-Process & Resources: (please check each box R as you complete it.) 

Step 1:

q With your partner you will print worksheets 1 and 2. They will help you clearly define of the problem (worksheet 1) and collect evidence (worksheet 2)

q Read the following World Wide Web pages and answer the questions on worksheet #1. Only parts of the page will help you answer this question so read carefully. Please pay attention to the parts that focus on increased risks in adolescents. Because these sites may be blocked in your school I have quoted them at the bottom of this WebQuest in Appendixes I, II, and III.

Ä What Are Adolescents' HIV Prevention Needs? (Appendix I)

Ä Early Sexual Initiation and Subsequent Sex-Related Risks Among Urban Minority Youth: The Reach for Health Study (Appendix II)

Ä New Study Examines Adolescents’ Use of the Internet for Health Information (Appendix III)

Step 3:

q With your partner you will print the following worksheet and read it will help you to evaluate current public policies - Worksheet 4.

q Read the following World Wide Web pages and answer the questions on worksheet 4.

Ä The NYC Board of Education Internet Acceptable Use Policy section on filtering

q Use a common search engine such as:

Search for web sites that might provide information for your students on HIV/AIDS prevention. Make a list of the sites that the search engine recommends. Try each of the links keeping track of which you can view and which get blocked. Also make a note of the reason they are blocked. Use this data to answer Worksheet 4.

Step 4:

q With your partner you will print the following worksheet and read it will help you to develop your own public policies – Worksheet 5

q Complete Worksheet 5 with your partner.

Step 5:

q With your partner you will print the following worksheet and it will help you to choose the best solution – Worksheet 6.

q Evaluate your different policy recommendations and complete Worksheet 6.

 Step 6:

Now that you have chosen the best solution you must take action.

Write an email to the Board of Education and propose your policy. Explain clearly the faults in the current policy emphasizing your test of the filtering software. Explain the dangers of filtering this information from you students and advocate for you policy.

Ä nycboemembers@nycboe.net

Ä Members of the Board of Education City of New York

-Evaluation:

	Excellent 4	Good 3 (needs more work)	Satisfactory 2(needs a lot more work)	Unacceptable 1 (needs to be redone)
Define the problem	Scholar stated the problem clearly and with some detail.	Scholar stated the problem but without detail.		Scholar did not state the problem.
	Scholar identified the correct specific community location.	Scholar did not identify the correct specific community location.		Scholar did not identify any specific community location.
	Scholar identified three undesirable social conditions that result from this problem	Scholar identified two undesirable social conditions that result from this problem	Scholar identified one undesirable social conditions that result from this problem	Scholar did not identify any undesirable social conditions that result from this problem
Gathering evidence of the problem	Scholar presents three pieces of evidence that a problem exists.	Scholar presents two pieces of evidence that a problem exists.	Scholar presents one pieces of evidence that a problem exists.	Scholar does not present any evidence that a problem exists.
Evaluating existing public policies	Scholar has stated one of the major existing policies that attempts to deal with the social problem.			Scholar has not stated one of the major existing policies that attempts to deal with the social problem.
	Scholar identified two or more advantages of this policy.	Scholar identified one of the advantages of this policy.		Scholar identified two or more advantages of this policy
	Scholar identified two or more disadvantages of this policy.	Scholar identified one of the disadvantages of this policy.		Scholar identified two or more disadvantages of this policy.
	Scholar has stated whether the policy should be replaced, strengthened, or improved and supported their answer.	Scholar has stated whether the policy should be replaced, strengthened, or improved but did not support their answer.		Scholar has not stated whether the policy should be replaced, strengthened, or improved.
Developing public policy solutions	Scholar has proposed at least three new/original public policy alternatives. (Scholar must elaborate on their new/original policies)	Scholar has proposed two new/original public policy alternatives. (Scholar must elaborate on their new/original policies)	Scholar has proposed one new/original public policy alternatives. (Scholar must elaborate on their new/original policy)	Scholar has not proposed new/original public policy alternatives.
Selecting the best public policy solution	Scholar has chosen between the alternative policies they created and defended their choice.	Scholar has chosen between the alternative policies they created but did not defend their choice.		Scholar has not chosen between the alternative policies they created.

-Conclusion:

In this WebQuest you have studied the policies of the New York City Board of Education regarding Internet Filtering and then studied its implementation regarding HIV/AIDS education sites. You then worked to change this policy by designing your own policy and then communicating with public policy figures.

-Image Sources: Give ©redit where ¢redit is due.

1. www.urmc.rochester.edu/ strong/AIDS/aidspg.htm

2. http://www.aegis.com/topics/oi/

3. www.cdc.gov/od/admh/ health.htm

4. pravda.ru/main/2001/ 08/24/31067.html

-New York State Standards:

E1c Read and comprehend informational materials.

E1d Demonstrate familiarity with a variety of public documents.

E1e Demonstrate familiarity with a variety of functional documents.

E2a Produce a report of information.

E2e Produce a persuasive essay.

E3b Participate in group meetings

E3b Participate in group meetings

E4b Analyze and subsequently revise work to improve its clarity and effectiveness.

-Appendix I

The following is found at

http://www.caps.ucsf.edu/adolrev.html

What Are Adolescents' HIV Prevention Needs?
(updated 4/99)

Can adolescents get HIV?

Unfortunately, yes. HIV infection is increasing most rapidly among young people. Half of all new infections in the US occur in people younger than 25. From 1994 to 1997, 44% of all HIV infections among young people aged 13-24 occurred among females, and 63% among African-Americans. While the number of new AIDS cases is declining among all age groups, there has not been a comparable decline in the number of new HIV infections among young people. 1

Unprotected sexual intercourse puts young people at risk not only for HIV, but for other sexually transmitted diseases (STDs) and unintended pregnancy. Currently, adolescents are experiencing skyrocketing rates of STDs. Every year three million teens, or almost a quarter of all sexually experienced teens, will contract an STD. Chlamydia and gonorrhea are more common among teens than among older adults. 2

Some sexually-active young African-American and Latina women are at especially high risk for HIV infection, especially those from poorer neighborhoods. A study of disadvantaged out-of-school youth in the US Job Corps found that young African-American women had the highest rate of HIV infection, and that women 16-18 years old had 50% higher rates of infection than young men. 3 Another study of African-American and Latina adolescent females found that young women with older boyfriends (3 years older or more) are at higher risk for HIV. 4

What puts adolescents at risk?

Adolescence is a developmental period marked by discovery and experimentation that comes with a myriad of physical and emotional changes. Sexual behavior and/or drug use are often a part of this exploration. During this time of growth and change, young people get mixed messages. Teens are urged to remain abstinent while surrounded by images on television, movies and magazines of glamorous people having sex, smoking and drinking. Double standards exist for girls-who are expected to remain virgins-and boys-who are pressured to prove their manhood through sexual activity and aggressiveness. And in the name of culture, religion or morality, young people are often denied access to information about their bodies and health risks that can help keep them safe. 5

A recent national survey of teens in school showed that from 1991 to 1997, the prevalence of sexually activity decreased 15% for male students, 13% for White students and 11% for African-American students. However, sexual experience among female students and Latino students did not decrease. Condom use increased 23% among sexually active students. However, only about half of sexually active students (57%) used condoms during their last sexual intercourse. 6

Not all adolescents are equally at risk for HIV infection. Teens are not a homogenous group, and various subgroups of teens participate in higher rates of unprotected sexual activity and substance use, making them especially vulnerable to HIV and other STDs. These include teens who are gay/exploring same-sex relationships, drug users, juvenile offenders, school dropouts, runaways, homeless or migrant youth. These youth are often hard to reach for prevention and education efforts since they may not attend school on a regular basis, and have limited access to health care and service-delivery systems. 7

Can education help?

Yes. Schools are an important venue for educating teenagers on many kinds of health risks, including HIV, STD and unintended pregnancy. Across the US and around the world, studies have shown that sexuality education for children and young people does not encourage increased sexual activity and does help young people remain abstinent longer. Effective educational programs have focused curricula, have clear messages about risks of unprotected sex and how to avoid risks, teach and practice communication skills, address social and media influences, and encourage openness in discussing sexuality. 8 In addition, HIV prevention programs that are carefully targeted to adolescents can be highly cost effective. 9

Are schools the only answer?

No. Young people need to get prevention messages in lots of different ways and in lots of different settings. Schools alone can't do the job. In the US, many schools are being hampered by laws and funding that prohibit comprehensive sexuality education. The federal government earmarked $50 million per year for school-based abstinence-only programs which emphasize values, character building and refusal skills, but do not discuss contraception or safer sex. 10 Although abstinence programs are effective at delaying the onset of sexual activity, they typically do not decrease rates of sexual risk activity among adolescents the way that safer sex interventions do. 11

Youth who are not in school have higher frequencies of behaviors that put them at risk for HIV/STDs, and are less accessible by prevention efforts. A national survey of youth aged 12-19 found that 9% were out-of-school. Out-of-school youth were significantly more likely than in-school youth to have had sexual intercourse, had four or more sex partners, and had used alcohol, marijuana and cocaine. 12 More intensive STD/HIV and substance abuse prevention programs should be aimed at out-of-school youth or youth at risk for dropping out of school.

Programs targeting hard-to-reach adolescents at high risk for HIV are necessary in many different venues outside of schools. Programs based in venues such as residential child care facilities, alternative schools and youth detention centers are needed. Peer educators can use an empowerment-oriented approach targeted to youth aged 12-17 to teach about preventing HIV and STDs, and to mobilize and link resources for young people through social and community networks. 13

Families play an important role in helping teenagers avoid risk behaviors. Frank discussions between parents and adolescent children about condoms can lead teens to adopt behaviors that will prevent them from getting HIV and other STDs. Research has shown that when mothers talked about and answered questions about condom use with their adolescents prior to sexual debut, the adolescents reported greater condom use at first intercourse and most recent intercourse, as well as greater lifetime condom use. 14

The WEHO Lounge in Los Angeles, CA, is a coffee house and HIV testing and information center located between two of the busiest gay discos in town. It offers free confidential oral HIV testing, weekly community forums, peer counseling, drug adherence support groups, free condom distribution and a comprehensive youth and HIV resource library. The Lounge also sells coffee drinks. By placing this resource in the community and adapting it to the needs and habits of young gay men, the program has been highly successful with clients. 15

Project VIDA in Chicago, IL, a community-based service organization, provides HIV prevention for high-risk urban Latina females, ages 12-24. Project VIDA incorporates empowerment and self-care themes into peer-facilitated street/community outreach and group interventions. They act on the belief that it is impossible to separate HIV risks from other cultural, environmental, interpersonal, and intrapsychic stressors that Latina youths face; and that coping skills can help manage the perplexities of these challenges. 16

What needs to be done?

HIV prevention programs for adolescents must consider the developmental needs and abilities of this age group. Programs should focus on contextual factors that lead young people to engage in higher rates of sexual activity and lower rates of condom use, such as low self-esteem, depression, substance use, gang activity, stress of living in turbulent urban environments, or boredom/restlessness related to unemployment.

Any program for adolescents should be interesting, fun and interactive, and involve youth in the planning and implementation. This is especially true for out-of-the-mainstream youth and youth from diverse cultures. Programs for hard-to-reach youth who are most at risk for HIV infection should be implemented in venues outside of schools, such as runaway/homeless youth shelters, shopping malls, detention facilities and recreation/community centers. Adolescents not only need correct information and practice in self-protective skills, but also easy access to condoms in order to keep themselves risk-free.

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Says who?

1. Centers for Disease Control and Prevention. Young people at risk-epidemic shifts further toward young women and minorities. Fact sheet prepared by the CDC. July 1998.
2. Eng TR, Butler WT, eds. The Hidden Epidemic: Confronting Sexually Transmitted Diseases. Washington, DC: National Academy Press; 1996.
3. Valleroy LA, MacKellar DA, Karon JM, et al. HIV infection in disadvantaged out-of-school youth: prevalence for US Job Corps entrants, 1990 through 1996. Journal of Acquired Immune Deficiency Syndromes and Human Retrovirology. 1998;19:67-73.
4. Miller KS, Clark LF, Moore JS. Sexual initiation with older male partners and subsequent HIV risk behavior among female adolescents. Family Planning Perspectives. 1997;29:212-214.
5. UNAIDS. Force for Change: World AIDS Campaign with Young People. Report prepared by UNAIDS, The Joint United Nations Programme on HIV/AIDS for World AIDS Day 1998.
6. Centers for Disease Control and Prevention. Trends in sexual risk behaviors among high school students-United States, 1991-1997. Morbidity and Mortality Weekly Report. 1998;47:749-752.
7. Rotheram-Borus MJ, Mahler KA, Rosario M. AIDS prevention with adolescents. AIDS Education and Prevention. 1995;7:320-336.
8. UNAIDS. Impact of HIV and sexual health education on the sexual behavior of young people: a review update. Report prepared by UNAIDS, The Joint United Nations Programme on HIV/AIDS for World AIDS Day 1997.
9. Pinkerton SD, Cecil H, Holtgrave D.R. HIV/STD prevention interventions for adolescents: cost-effectiveness considerations. Journal of HIV/AIDS Prevention and Education for Adolescents and Children. 1998;2:5-31.
10. Associated Press. Sex education that teaches abstinence wins support. New York Times. July 23,1997:A19.
11. Jemmott JB, Jemmott LS, Fong GT. Abstinence and safer sex HIV risk-reduction interventions for African-American adolescents: a randomized controlled trial. Journal of the American Medical Association. 1998;279:1529-1536.
12. Centers for Disease Control and Prevention. Health risk behaviors among adolescents who do and do not attend school-United States, 1992. Morbidity and Mortality Weekly Report. 1994;43:129-132.
13. Zibalese-Crawford M. A creative approach to HIV/AIDS programs for adolescents. Social Work in Health Care. 1997;25:73-88.
14. Miller KS, Levin ML, Whitaker DJ, et al. Patterns of condom use among adolescents: the impact of mother-adolescent communication. American Journal of Public Health. 1998;88:1542-1544.
15. Weinstein M, Farthing C, Portillo T, et al. Taking it to the streets: HIV testing, treatment information and outreach in a Los Angeles neighborhood coffee house. Presented at the 12th World AIDS Conference, Geneva, Switzerland; 1998. Abstract #43125.
16. Harper GW, Contreras R, Vess L, et al. Improving community-based HIV prevention for young Latina women. Presented at the Biennial Meeting of the Society for Community Research and Action, New Haven, CT; June,1999.

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Prepared by Gary W. Harper, PhD MPH* and Pamela DeCarlo**
*Department of Psychology, DePaul University, **CAPS

April 1999. Fact Sheet #9ER

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Reproduction of this text is encouraged; however, copies may not be sold, and the Center for AIDS Prevention Studies at the University of California San Franciso should be cited as the source of this information. For additional copies of this and other HIV Prevention Fact Sheets, please call the National Prevention Information Network at 800/458-5231. Comments and questions about this Fact Sheet may be e-mailed to FactsSheetM@psg.ucsf.edu. © April 1999, University of California

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Return to Fact Sheets main page

Return to CAPS home page

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-Appendix II

The following is found at http://www.thebody.com/siecus/middle_school_behavior.html

	Sexuality Information and Education Council of the United States SHOP Talk: School Health Opportunities and Progress Bulletin March 1, 2002 Volume 6 Number 24
Early Sexual Initiation and Subsequent Sex-Related Risks Among Urban Minority Youth: The Reach for Health Study Family Planning Perspectives recently published results from the Reach for Health (RFH) Study that examines early sexual initiation and its possible relationships to risky sexual behaviors among urban minority youth. The study included 1,287 minority seventh graders who attended one of three participating middle schools in Brooklyn, NY during two consecutive school years (1994-95 and 1995-96). Participants provided information on a range of health-related issues, including early and unprotected intercourse, violence, and substance use, at four different times during the study (seventh grade Fall, seventh grade Spring, eighth grade Spring, and tenth grade Spring). Results Ever Had Intercourse Males 31% of the male participants reported ever having intercourse by the Fall of seventh grade, 41% by the Spring of seventh grade, 52% by the Spring of eighth grade, and 66% by the Spring of tenth grade. Females 8% of the female participants reported ever having intercourse by the Fall of seventh grade, 13% by the Spring of seventh grade, 20% by the Fall of eighth grade, and 52% by the Spring of tenth grade. Had "Recent" Intercourse Males 20% of the male participants reported recent intercourse in the Fall of seventh grade, 31% in the Spring of seventh grade, 39% in the Spring of eighth grade, and 54% in the Spring of tenth grade. Females 5% of the female participants reported recent intercourse in the Fall of seventh grade, 8% in the Spring of seventh grade, 15% in the Spring of eighth grade, and 42% in the Spring of tenth grade. Males Of the participants reporting sexual experience, 85% of the males reported recent intercourse in the seventh grade, 69% in the eighth grade, and 71% in the tenth grade. Females Of the participants reporting sexual experience, 85% of the females reported recent intercourse in the seventh grade, 72% in the eighth grade, and 76% in the tenth grade. Used a Condom Less Than Half of the Time Males Of those participants reporting sexual initiation, 25% of the males used a condom less than half of the time in the Fall of seventh grade, 30% in the Spring of seventh grade, 35% in the Spring of eighth grade, and 17% in the Spring of tenth grade. Females Of those participants reporting sexual initiation, 37% of the females used a condom less than half of the time in the Fall of seventh grade, 29% in the Spring of seventh grade, 26% in the Spring of eighth grade, and 26% in the Spring of tenth grade. Involved in Pregnancy Males 1% of the male participants were involved in pregnancy by the Fall of seventh grade, 4% by the Spring of seventh grade, 4% by the Spring of eighth grade, and 6% by the Spring of tenth grade. Females 1% of the female participants were involved in pregnancy by the Fall of seventh grade, 1% by the Spring of seventh grade, 2% by the Spring of eighth grade, and 12% by the Spring of tenth grade. Males Of those participants reporting sexual experience, 13% of the males were involved in pregnancy by the seventh grade, 2% by the eighth grade, and 4% by the tenth grade. Females Of those participants reporting sexual experience, 33% of the females were involved in pregnancy by the seventh grade, 28% by the eighth grade, and 17% by the tenth grade. 10th Grade Population Only Had 4 or More Sex Partners Of those participants reporting sexual initiation, 54% of the males and 18% of the females reported having 4 or more sex partners in the Spring of tenth grade. Was Drunk/High During Sex Of those participants reporting recent intercourse, 26% of males 18% of females reported being drunk/high during sex in the Spring of tenth grade. The authors note that although youth who initiate intercourse early may have more experience, they do not use condoms more consistently. These same youth also experience a disproportionate number of pregnancies. They point out that the health and social consequences of early sexual onset are not equally distributed nationally among youth. According to the authors, the chance that a white adolescent experiences his or her first intercourse at the ages commonly reported in this sample is small. Therefore, they believe, it is clear that early sexual initiation and its subsequent pattern of risk-taking have not been receiving the attention they deserve or would get if the behaviors were more prevalent in wealthier communities. The authors believe the assumption that early adolescents are not sexually active has resulted in serious limitations on what prevention and intervention programs can address at different developmental stages. They think a fuller understanding of various cultures, including gender roles and their link to early sexual experimentation, are essential for the development of programs that address the needs of both males and females from minority communities. For more information: L. O’Donnell, et al., “Early Sexual Initiation and Subsequent Sex-Related Risks Among Urban Minority Youth: The Reach for Health Study,” Family Planning Perspectives, vol. 33, no. 6, pp. 268-75.

This document was provided by The Sexuality Information and Education Council.

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-Appendix III

The following is found at http://www.thebody.com/siecus/internet.html

	Sexuality Information and Education Council of the United States SHOP Talk: School Health Opportunities and Progress Bulletin Volume 6, Number 12 August 31, 2001
New Study Examines Adolescents’ Use of the Internet for Health Information A study in the July issue of the Archives of Pediatric and Adolescent Medicine examines adolescents' use of and attitudes toward accessing health information through the Internet. Researchers surveyed 412 tenth grade students in an economically and ethnically diverse suburban town. The survey focused on three health areas: birth control and safer sex; diet, nutrition, and exercise; and dating and family violence. Students were asked what health topics they had ever tried to obtain information on from the Internet, what topics they obtained "the most information on from the Internet," and whether they thought the Internet was worthwhile, trustworthy, useful, and relevant. Internet Use Practically all (96%) respondents used the Internet; 26% used the Internet less than 1 day a week; 39% 2 to 5 days a week; and 35% 6 to 7 days a week. 72% of respondents said they used the Internet in their own home, 17% in school, 4% at a friend's, and 6% at other locations. Where Teens Get Information Respondents were asked which of 15 possible sources they used for health information. They could name more than one source. Among responses: 63% of respondents obtained information on birth control and safer sex from friends; 32% from siblings or cousins; 31% from the Internet; 31% from magazines; 29% from parents; 29% from health care providers or clinics; 21% from health class; 17% from teachers or coaches; 9.5% from public health campaigns; and 3.6% from clergy. 45% of respondents obtained information about diet, nutrition and exercise from their parents; 44% from magazines; 39% from friends; 35% from health class; 34% from the Internet; 33% from health care providers or clinics; 22% from siblings or cousins; 22% from teachers or coaches; 12% from public health campaigns; and 1.7% from clergy. 53% of respondents obtained information about dating and family violence from their friends; 38% from parents; 30% from siblings or cousins; 28% from magazines; 25% from the Internet; 25% from teachers or coaches; 12% from health care providers and clinics; 11% from health class; and 7% from clergy. Valuable Sources of Information Respondents were asked to name the "most valuable" source of information on these topics. For birth control and safer sex, the 4 most valuable sources of information were friends, parents, siblings and cousins, and health care providers or clinics. For diet, nurtition, and exercise, the most valuable sources were parents, health care providers or clinics, friends, and magazines. For dating and family violence, the most valuable sources were parents, friends, teachers or coaches, and siblings or cousins. Of the 15 different sources, the Internet ranked as the sixth or seventh most valuable for each topic area. Health Topics Accessed Through the Internet 49% of respondents had tried to obtain some type of health information from the Internet. Those respondents who used the Internet to find health information, reported seeking information on the following topics: 42% sex (sexual activity, contraception, pregnancy); 42% fitness and exercise; 37% sexually transmitted disesases; 37% diet and nutrition; 25% alcohol and other drug use; 23% dating violence or rape; 23% other illness; 21% cancer; 21% tobacco or smoking; 18% violence among peers or gangs; 17% heart disease; 17% sexual or physical abuse; 15% mental health issues; 9% parenting or children's health; 6% illness support groups. Using a composite measure to assess respondents' perception of the worth, trustworthiness, usefulness, and relevence of general health information on the Internet, the authors found that adolescents value this medium with no significant differences related to sex or ethnicity. The authors conclude that most adolescents not only use the Internet for health information but also consider this medium valuable. They suggest that the Internet can serve as a useful supplement to existing health care services and that more research on this topic is necessary to help educators determine how to present Internet health information. For more information: D. Borzekowsi, Ed.D. and V. Rickert, Psy.D., "Adolescent Cybersurfing for Health Information," Archives of Pediatric and Adolescent Medicine, vol. 155, July 2001.

This document was provided by The Sexuality Information and Education Council.