ABSTRACT
The term HIV/AIDS tutor covers a range of computer-based packages, which aim to provide interactive instruction usually in a specific area. These can range from sophisticated and expensive commercial packages to applications developed by projects in other educational institutions or national initiatives to simple solutions developed by individuals with no funding or support to tackle a very low HIV/AIDS tutor problem. The amount of time and money invested in development is high and partly because of the very subject specific nature of the education market as well as the much personalized nature of the teaching process. Human Immunodeficiency Virus, infectious agent that causes acquired immunodeficiency syndrome (AIDS), a disease that leaves a person vulnerable to life-threatening infections. Scientists have identified two types of this virus. HIV-1 is the primary cause of AIDS worldwide. HIV-2 is found mostly in West Africa. Due to mass ignorance on how HIV and AIDS can be contact, we design HIV/AIDS tutor to solve this problem.
ORGANIZATION OF WORK
This project work is primarily designed to give an insight into HIV/AIDS tutor..
Chapter one talks about introduction to computer assisted learning, HIV/AIDS TUTOR software system, study of problem and objectives as well as definition of the scope.
Chapter two comprises the literature review. Chapter three gives the detailed information about the existing (old) system, while chapter four and five deals with the design and implantation of new system.
Chapter six documents the project work, while chapter seven summaries, conclusion and suggestions were made.
TABLE OF CONTENT
Title page i
Certification ii
Approval iii
Dedication iv
Acknowledgement v
Abstract vi
Organization of work vii
Table of content viii
CHAPTER ONE
1.0 Introduction 1
1.1 Statement of problem 2
1.2 Aims and objectives 2
1.3 Purpose of study 3
1.4 Significant of study 3
1.5 Scope/Delimitations 4
1.6 Limitations/Constraints 4
1.7 Assumption of study 5
1.8 Definition of terms 5
CHAPTER TWO
2.0 Literature review 6
CHAPTER THREE
3.0 Description and analysis of the existing system 9
3.1 Fact-finding method/ methodology 9
3.2 Organisational Structure/Organogram 10
3.3 Objectives of the existing system 10
3.4 Input, Process, and Output Analysis 11
3.4.1 Input Analysis 11
3.4.2 Process Analysis 11
3,4.3 Output Analysis 11
3.5 Information Flow diagram 12
3.6 Problems of the existing system 12
3.7 Justification of the new system 13
CHAPTER FOUR
4.0 Design of the new system 14
4.1 Design Standard 14
4.2 Output specification and design 14
4.3 Input specification and design 14
4.3.1 File design 15
4.4 Procedure chart 16
4.5 Systems flowchart 17
4.6 System requirements 18
4.6.1 Hardware Requirements 18
4.6.2 Software Requirements 18
4.6.3 Operational Requirements 18
4.6.4 Personnel Requirements 18
CHAPTER FIVE
5.0 Implementation 19
5.1 Design Standard 19
5.2 Program design 20
5.2.1 Program Flowchart 20
5.2.2 Pseudo code 24
5.3 Coding 25
5.4 Test Data/Test Run 31
5.5 User Training – An overview 31
5.6 Cutover Process 31
CHAPTER SIX
6.0 Documentation 32
6.1 The user documentation 32
6.2 The programmer documentation 32
CHAPTER SEVEN
7.0 Recommendations, Summary and Conclusion 33
7.1 Recommendation 33
7.2 Summary 34
7.3 Conclusion 34
REFERENCES 35
BIBLIOGRAPHY
APPENDIX 36
SOURCE LISTING 36
LIST OF FIGURES 40
CHAPTER ONE
1.0 INTRODUCTION
Over twenty-five years into the acquired immune deficiency syndrome (AIDS) epidemic, the children in its path remain at grave risk. In 2007, it was estimated that 2.1 million children under 15 years old were living with the human immunodeficiency virus (HIV), and 290,000 children died of AIDS and 420,000 children were newly infected. Over 15 million children under 18 have lost one or both parents to AIDS, and millions more have been made vulnerable. Children affected by HIV and AIDS may experience poverty, homelessness, school drop-out, discrimination, loss of life opportunity, and early death.
The current HIV epidemic and its impact on children continues to be at the core of UNICEF’s work all over the world as one of our key priorities in the current Medium-Term Strategic Plan for 2006-2009. In October 2005, UNICEF, UNAIDS and other partners launched Unite for Children, Unite against AIDS to draw the world’s attention to children as the missing face of AIDS. The goals of the campaign are congruent with UNICEF’s corporate priorities and the Millennium Development Goals (MDGs), especially MDG 6: to halt and reverse the spread of HIV/AIDS by 2015. The publication ‘Children and AIDS: Third Stocktaking Report’ released in December 2008, is a yearly report that reviews progress on how AIDS affects children and young people.
UNICEF seeks to make a difference in the lives of children affected by HIV and AIDS in four priority areas known as the ‘Four Ps’: (1) preventing mother-to-child transmission (PMTCT) of HIV; (2) providing paediatric treatment; (3) preventing infection among adolescents and young people; and (4) protecting and supporting children affected by AIDS.
UNICEF activities also encompass others areas, such as providing support to children affected by AIDS in emergency settings, which force people to flee their homes, interrupt education, break down communication systems, destroy health care facilities, divert political attention from HIV and AIDS and often precipitate an increase in sexual violence. Other contributions include collective work on behalf of children in the areas of communication, resource mobilization, advocacy, partnership-building and supply management
HIV/AIDS tutor is similar to the experiential model of learning. The adherents of experiential learning are fairly adamant about how we learn. Learning seldom takes place by rote. Learning occurs because we immerse ourselves in a situation in which we are forced to perform. You get feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most classroom courses are not learning systems. The way the instructors attempt to help their students acquire skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on “telling.” No one remembers much that’s taught by telling, and what’s told doesn’t translate into usable skills. Certainly, we learn by doing, failing, and practicing until we do it right. The computer assisted learning serve this purpose.
- STATEMENT OF PROBLEM
Owing to:
- The difficulties people face during learning.
- The vast scope of HIV/AIDS topics.
- Inability of some people to understand lecture on HIV/AIDS even after have been taught.
- Improper ways of enlightening on HIV/AIDS.
- Lack of conducive environment for learning.
- Time wasted in impacting HIV/AIDS knowledge to the people.
The need arise for the development of software for HIV/AIDS tutor on HIV/AIDS in order to solve these problems.
1.2 AIMS AND OBJECTIVES
The aims and objectives of this project are listed below:
- Increase the awareness and understanding of the value of HIV/AIDS tutor on HIV/AIDS in our society.
- Interact with appropriate government agencies on reimbursement and technology assessment policies
- Expand the global acceptance of the HIV/AIDS tutor
- Develop software that will assist people in knowing more about HIV/AIDS
- To eliminate time wasted when educating people on HIV/AIDS
All these contributed to show that the HIV/AIDS tutor system are now been influence by information technology.
