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Archive for the ‘first aid’ Category

As we go through the usual tasks today, few of us at any time at the thought of what we do or can do if a case of immediate emergency medical expenses. Take the time now, but for a moment that in a situation where you or a family member manages to pull his arm very hard test. How would you react? Want to know what to do? Even if you have the right to issue medical equipment available to handle such an event properly? It’s human nature for people to believe they would probably not need the knowledge of first aid training provided, and many see it as something that needs medical personnel. However, the reality is that many events occur every day someone is injured and there was no immediate medical care in the region. On such occasions, it can be a great advantage when you can step forward and take control of the situation and first aid during the period of emergency services are on the way to the scene. There are also many groups of people who could benefit by reason of their position or status in the community of knowledge some basic first aid. For example, they include: Caregivers Those who spend their workday care for other people benefit from a course in first aid. In this role, you care entrusted to another person and that person certainly does not hurt. If an accident occurs, you will most likely be the first person on the scene and will want to be, immediate treatment can not be guaranteed. Professor Teachers are another group of people who are likely in contact with several students on a daily basis and are therefore not facing some cuts and possible fractures of outdoor activities. It is therefore essential that certain experiences of first aid to deal with these events when they occur, they must. Employer Today is a legal obligation to provide good health and safety training at your workplace. It is also typical of certain employees to be designated as first responders. They are usually volunteers within the company and it is customary for the company, then send all these people on first aid courses for both start-up and monitoring training. Through training in first aid skills, you can even more attractive to a potential employer, or it may be the only thing that employers have a decision, you fluctuate from someone else on similar experiences. In fact, what your work when you interact with others on a regular basis, then there is always a possibility that events may occur or you can request an event when someone came from an accident or injury is involved. Once someone can clear stand in such a situation and could give first aid essential to the well-being of those who hurt. Remember also that not only work, if such events can occur – it can happen at a family party or social. Although the objective of this paper is not itimidate, you may see, if a first-aid training is something that we enjoy life that is unknown to you.

Traffic accidents and FIRST AID Author – Dr. Jimmy. Mr. L. Accidents and first ‘golden hour’ The main cause of death under forty years in the world accidents. Therefore, it is the pandemic of the twenty-first century. The RTA Indian is six per cent of the votes in the world, although the total number of cars on Indian roads is one percent of the world total. RTA mortality rates in India is double the developed world. The graph of deaths traffic accidents can be grouped into three peaks. The first highlight of the deaths occurring immediately after the accident. The main reason for deaths in this group is a brain injury. It is usually not preventable. The second peak of death occurs in the first four hours after the accident. This period is called the “golden hour”. The most common cause of death in the “Golden Hour” is the loss of blood. The third peak of deaths occurred three weeks after the accident. In fact, because organ failure Multy. This must be treated in hospitals. If we can give proper first aid and move the optimal management of hospital patients as soon as possible, then we can reduce by three quarters of deaths and RTA may also gained to improve the quality of life after treatment of victims of accidents. Second ‘Control’ of the accident In particular, service providers or volunteers should protect against the first wounded at the scene of the accident. Then, before the ignition “of the cause of the vehicle. Avoid careless throw lit cigarettes or other flammable materials on the site of accidents. Otherwise, the spilled fuel can ignite from the vehicle and produce a large fire. The victim should be removed from the vehicle to a safer place to establish by slow elimination of heavy objects on his body, rather than fallen. If more volunteers on the scene, then we should also need their help, instead of everything ourselves, we can send volunteers to inform the police, ambulance, hospital, where we will make the victims and relatives victims on the phone. 1 3rd “Triage” for first aid and If many people are involved in an accident, they are given by an expert are sorted and color cod on the order of priority in which they are transferred to hospitals. This is called “triage.” The victims were immediately transferred to hospital are given red, yellow second priority given to victims and persons who may be postponed to a later date are given color coded green. The dead are white people who are very serious not survive, but after the move, they are given to the hospital code pink. The first aid to accident victims make in the order of A, B, C, or airway, breathing, circulation, bandage, splint and transportation available. First aid for the fourth “breathe” First step in TSR first aid is to examine the airways. Breathing is controlled by the finger in his face. If breathing rate is missing, check your mouth and nose to ensure that all elements of disability such as removable prostheses mud etc., If the facial bones broken, set the airway “that allows passage of air outside how to give the lungs. When the air is not retained in the lungs to the respiratory tract, the trachea through five or six large bore needle into the air rent Next consider the breath, observing the movements of the chest with a stethoscope. If the victim is not breathing, give artificial respiration by “mouth to mouth breathing. This is done by the victim are given on the ground before laying the victim’s head and mouth open, clicking jaw . Keep a towel over the mouth of the deceased. The provider takes inspiration and breath in the mouth of a victim by putting his mouth on the towel. This operation is repeated twelve times in one minute. First Aid for the fifth transport Next consider the “movement” or the functioning of the heart and blood vessels. Usually, the cardiac function by palpation of the pulse is evaluated. Usually “radial pulse is palpable to assess cardiac function. Then he palpated three finger just below the front of the wrist, thumb side the victim and the volunteers thumb on the back. Do you think that the repeated increases in the three digits 2. If the radial pulse is not available, the search for carotid pulse. This is done by fingers felt the supplier in the upper neck, just below the angle of the jaw. If this is too intangible, it can be concluded that the heartbeat is not enough. When the heart does not function properly, artificially squeeze the heart out to send the blood throughout the body and this is called “cardiac massage”. To do this, the victim was found on a fixed location and place the heel of the palm above the other on the bottom of the sternum. Keep the elbow and right wrist, chest press, where the strength of the shoulder, so that on the chest press and half an inch. This operation is repeated seventy-two times per minute. Among children with one hand down so that the chest press for duty, and children with two fingers, so press the chest down to half an inch. CPR was continued until the function of the heart, back or half an hour. When the heart is functioning, and place the patient in lateral position or in the recovery “position. If both are absent heartbeat and breathing give CPR “and” word of mouth breathing “in a ratio of 30:2, meaning 30 ‘CPR’ followed by two” mouth breathing through mouth. We search for the body to identify hemophiliacs. If bleeding occurs from the ends, they kept raised to reduce the blood flow. Then type “patch” with pads and tie it to the pressure. “Tourniquet” and tie the branches with a rope can produce further damage to members and are thus avoided. 6th fluid rapid tests and “shock” Examine the head, eyes, nose, ears, chest, abdomen, pelvis and legs to recognize wounds, bruises, etc. SET to move the victim to the toes, fingers and limbs, to check their movements or function. With the help of two volunteers keep the victim on the lateral position to identify wounds on his back and check the tenderness behind the center of the neck and spine. These studies should be done in two minutes. Can produce fractures in the bones of the pelvis which seeps into the abdominal cavity. This can lead to death. Therefore, such a sacrifice must be immediately transferred to hospital. A disease called “clash” occurs when more than forty percent of the whole body is the blood lost in several broken bones, deep wounds or fractures of the pelvis. The weak pulse, cold skin and pale, breathing fast and shallow and loss 3 Consciousness are signs of “shock”. At this stage, the legs should be raised in the blood to vital parts of the body such as the lever of the brain. Instead of the accident, shall not penetrate the objects are removed from the body of the victim, except for death by internal bleeding. 7th Bandage, splint and transport Cover the wound with all the main blocks and dressings. The abnormal movement in the chest and breathing difficulties due to fractures of the ribs with a cloth can be reduced by many strapping chest. If the abdominal viscera was outside the abdominal cavity by injuries, they move into the abdominal cavity and covers the belly with clean cloths. With the rail in the case of fractures to prevent further damage to surrounding tissues, blood loss, pain and edema. Available materials such as wooden bars, etc. can be used as an umbrella rails, to immobilize the fractures by tying around the broken limbs. A square of fabric can be folded to form a triangular loop. This used to immobilize fractures of the upper extremity. A fractured limb may be immobilized by coupling to the lower end intact with four blankets. The possibilities of vertebral fractures are high where there is affection behind the middle of the neck. If the neck is moving in such a sacrifice, the spinal cord can be damaged by the paralysis broke the backbone of members to produce. Therefore, these people should be locked with a chain drive. If there are victims of tenderness on the back of the middle of the chest or abdomen, the victim in the ambulance by four people as a jerk “or no flexing of the body are displaced. 8th Issues hospitals The decision for each quarter of the hospital is made after considering the financial situation of the victim and the nature and severity of the injury. If the treatment of specific violations of victims are available, it is best to go to the hospital nearby. Patients should be shot in the head are transferred to a hospital CT scan and brain surgeons is available. The amputated body parts should be in a plastic bag to be placed in another plastic bag with ice and placed the bag is securely attached. This should be done within 6 hours in the hospital with micro- 4 vascular system. Victims with severe muscle or soft tissue loss are hospitals where facilities for plastic surgery to be postponed available. hand tendon injury victims can cut the seam and therefore require, they must be decentralized to hospitals with orthopedic surgery or plastic. Jump to undergo anesthesia for major surgery, the patient should it contain food and drink for six hours. The victims seriously injured should not be given any food or drink after the accident, as they require major surgery. After transporting the victim from the accident site, and instead leaving the victims in hospitals, their intimate relationships, the information necessary to enable a doctor’s suggestion to write the police and, if necessary, take arrangements for blood transfusion. 9th Causes and Solutions Driving after drinking alcohol because, to be avoided, even for small amounts of alcohol, decision-making capacity, coordination, muscle strength, vision and hearing may be impaired. drunk driving, drowsy driving, more speed, not wearing a seatbelt or helmet, cell phone use while driving, negligence and disobedience of traffic rules may restrict or RTA injuries make it even more difficult and should be avoided. Those who drive vehicles have their health problems, from time to time, through health checks and treatment to correct. Those who have illnesses such as fever, fatigue, etc. with recurrent chest pain, dizziness and causes seizures and those who take medication for allergies, such as fatigue, should not hit the vehicles have caused. In the fact of increasing RTAs s and treatment must take all insurance health FSA. Well equipped first aid kit in vehicles and first aid training for all drivers and passengers can reduce deaths lead RTA and improve the quality of life after treatment of injuries.

Your financial support is to check here – you go to college! But what do you do with the leftover money will be paid after the tuition? They can be used for other expenses, higher education will be used. I’ll show you five. Get registered and cover tuition The support you receive is always first to the direct costs of university tuition will. But that makes sense, because they go to school. Once you avoid these fees, you have several ways to use the money you have received approval for the school. I saw it and found that most universities offer an explanation of the basics of what you can use your Pell Grant or other financial support for the money. University of Oregon provides information about budgets. Let us begin. Your First Place Everyone needs a place to live. Your housing costs still qualify because everyone needs a place to stay. You must also pay for everything that goes with it, such as utilities. Costs in this category include heat, electricity, water / waste, Internet (a necessity these days), telephone and satellite or cable. And mortgage payments are not just rent. You can make your mortgage payments, financial aid, especially for non-traditional students over 25 or if you rent and own roommates. could just give an idea to help you move forward through your future. 2nd Medical, dental and vision, etc. Yes medical bills: medical disability, dental, optical, and what you need to stay healthy. You know what is the cost of health insurance under the same heading. Paying for dental care and prescriptions, medical supplies you need, you can contact the financial aid to pay. For class, you must be in good health. But pay first. 3rd Class Supplies If you go to college, you need things. Textbooks, of course, but you will need paper supplies for the printer to your workbook, and take a couple other things, students, calculators, computers, perhaps a few pieces of technology. They do not buy the whole store, but part of this funding should go to all these articles. 4th Transportation For class and needs a trip – a bus, train, bicycle, car. Somehow, you come to class every day, and the money you receive from your financial aid program. Hey not crazy and buy a pick-up with a hook and a winch – or a Mercedes C-Class. You can use a little money for your trip transportation reasonable. If you can wait for a car, you’ll be less debt. Otherwise, try to find a cheaper one. You must go to school, you get to spend the money. The final fifth category The four categories mentioned above deal with a lot of your costs with another major category omitted. The latter category includes the costs of many you have on a regular basis so get your long week. Spending in this category, day living expenses. You know, a bar, a bagel with cream cheese, a sandwich in, or perhaps new shoes. Pay your daily food and other living expenses has been approved by discharging other. But do not eat every meal, and watch the prices on those new clothes. If you ever need to get a little more financial support during the year, but you attract to $ 1,000 a month on clothes for you, you may have a difficult time of your loan. Or you just need a ton of debt, a problem in itself. Enjoy school and try to reduce costs. But if you know that financial aid have tuition relationship, you can always use it for school expenses. And ready. It’s worth it.

One of the regrettable things that anyone with a hearing aid batteries will die with you and on the research can be found on batteries for hearing aids at low prices. Most people who use hearing aids and not spend too much money on batteries. batteries for hearing aids can be divided into four main categories are sizes: they are often the color of the packaging for ease of reference. They are orange, yellow, brown and blue. The cell system uses oxygen from the atmosphere as an active element, which allows the battery to a very large amount of energy for their size and weight of the package. Without your hearing aid, you are completely out of touch. It is important to ensure that your hearing aid works at any time. Stock batteries for hearing aids and you’ll never be stuck without. The low price of batteries, you can help save money. Looking for a supplier of hearing aid batteries good in your region. You must choose a reliable manufacturer. Due to the fact that you do not recharge the battery type you need to buy something more. Try a local manufacturer near the house that has good prices. You may need to do some research, but many of them are round. Unless you need a lot of batteries, you should go for a retailer that offers a wide selection of them, and watch a wide range of prices. Remember that hearing only good as long as the hearing aid battery equipment for the operation of the system. Mail your hearing aid battery. Think also delivered a sales company established by correspondence and the replacement of your door. If the business you have the ability to deliver orders quickly batteries for hearing aids and, if possible, send the batteries, then as a distributor of commercial importance, which should be attended. After all, they offer a service very profitable. Many companies offer mail-order discount. Search the Web for batteries for hearing aids. Trading on the Internet much easier and there are many sites that offer discounts for good batteries for hearing aids. The key is to seek an appropriate solution, making the guarantees offered, the site’s reputation, shipping, Security payments and quality of products offered. You can ask your doctor to recommend a site. The important thing is to do research. It is possible to find batteries for hearing aids at low prices, but you have to do your own investigation and research to find them. There are a variety of sources available with different types of offerings for customers, so you can choose

If you have problems with mobility or dexterity, may be the tasks of cooking every day more difficult. Kitchen mobility aids, you can make life easier. mobility aids in the kitchen are usually small and relatively basic, but can do much. A glass of tap water or NC Turner can not gain apparent when a mobility scooter in comparison, but it is likely to be used as often, if not more often. There are a wide range of kitchen tools available, ranging from trucks jar and bottle opener, utensils, water and tap turners button, kettle tipper, non-slip mats and cutting boards, utensils, food preparation, Perching stools and many, many more products. Here are ten types of cuisine daily living aids that can assist in the preparation and cooking. First Different types of glass and bottle opener available, which are used in many situations around the house and garden can make them very versatile indeed. They work in different ways, some are a non-slip rubber membrane that is placed on the bottle or glass caps and other securities with a metal buckle on a stick to put on the lid, then open leverage. 2nd Carts allow you to enter items in the kitchen and can walk with assistance, and can also be used in other parts. You can help us with food and all the things you need with you around the house, such as glasses, drinks and medicines. Third Those who need assistance to food, can benefit by using irons or oversized handles. This kind of dish is ideal for those with weak grip or limited. more flat sides to keep food can contribute to the plate with the hand or low-muscle control. Scoop side plates are perfect angle to push food onto a fork or a spoon, and are ideal for those who eat with one hand. 4th Press the button and spin can be attached to kitchen sinks and bathroom accessories and kitchen ranges and ovens to make it easier to use. This turns conventional lever faucets, so they are easier to use averages. Turners controls are also oven cooking easier and safer. 5th A kettle is a clamshell device that supports the weight of the boiler in a cradle and allows the kettle to tilt so that the user does not take the weight of the kettle. These may be people who are not of great value 6th to the upper body strength or skills to obtain and maintain a full kettle to make a hot drink. Mini Kettle are also available which are less retain water much less and are easier to use for people with limited upper body strength or mobility. Seventh non-slip mats and glasses are perfect for setting plates and other objects in their sliding, while eating or preparing food to avoid, for example. 8th Cutting boards are available, the clip at a work surface and often have pages on them. Sections for vegetables security so they can be easily cut, so that the bread and butter is safe with one hand, for example. 9th Kitchenware such as spatulas, knives and graters available with angled handles are comfortable to reduce stress on wrists and hands. These utensils allow people with mobility problems or to prepare and chop their own food without help. A chair is perched 10th invaluable for those who are unable, for a long time, and are designed for use in the kitchen for food preparation and in many other situations around the house perfectly. These kinds of medical products are often recommended by therapists and other medical experts. mobility aids, kitchen like this, the difference between a person in a position to cook for themselves and rely on someone else to cook for them. Many other products to aid daily living available to people with reduced mobility or dexterity of a profit. These are just some examples of the range and diversity of mobility aids that are available households. Why not see if there is something that could make your life easier?

There is a way of diabetes without drugs or medication that works very well in control. That is what the normal blood glucose in type 2 diabetes. The growth of diabetes is a serious problem, it is a lethal problem. We must understand that diabetes is destroyed in the body pain. Diabetes is the center of the cells and kills them. This disease is the worst fight of your life. Diabetes is similar to AIDS, which destroys the body’s cells. Science has shown a new type 2 diabetes, control of diet, type 2 diabetes without drugs or medication is können.Es poison in the blood of diabetics. It is the poison that destroys high glucose cells of the body. For diabetics, the pain and loss of means of the body. This poison that caused the spread of diabetes, having removed his legs. Millions of diabetics lose their fingers or legs cut off because of the spread of the poison kills the body. It’s painful and spread to other parts of the body. Do not wait, because it will destroy the disease of your body. There is a new system, science has shown that diabetes without drugs or controlled drugs and it is in Europe and the United States arbeiten.Die most diabetic diets do not work, because they can not remove the source of poison blood sugar. The old, traditional food science has shown no sugar, can not stop diabetes. Any regime that can not stop the source of insulin problem can not control diabetes without drugs or medication. It is good news. A new regime was overthrown by type 2 diabetes cure the problem of insulin, you eat what you like. The scheme works on 2 stop diabetes and is very popular in England and the United States. see here. CLICK HERE REVERSE DIABETESWarten you not when you have this illness. Avoid old regimes diabetics who do not heal themselves and find a diet that can cure the problem of insulin.

December first is World AIDS Day, remember. It is a method of informing people about AIDS, so that we can concentrate on the fight against AIDS and the plan for the future fight against this phenomenon and find a solid solution to educate them to remove our planet Earth. What is AIDS (acquired immunodeficiency syndrome)? It is a disorder of cell-mediated immune system of the body. There is a reduction in the number of cells to stimulate the so-called helper T cells, cells producing antibodies B. They lead to the loss of natural defense against viral infections. AIDS-Related Complex (ARC) This is a mild form of AIDS. Symptoms include swollen lymph nodes, fever, night sweats and weight loss. Patients with CRA have a great opportunity for early development of AIDS. CRA is also known as predromal AIDS. Discovery of AIDS AIDS has been noticed among homosexuals in the United States in 1981. AIDS virus has been isolated and identified by Professor Luc Montagnier in France in 1983 and almost simultaneously by Dr. Robert Gallo in the United States. HIV infections have been discovered in India for the first time among prostitutes in Chennai in 1986. The AIDS virus can be passed from a host of monkey in the human population in Africa during the 1960s. Pathogens (pathogen), the virus was identified and designated as HCLV III (Human cell leukemia virus III), but now the name of the virus (Human Immunodeficiency Virus HIV changed). Structure of the AIDS virus: It consists of the costs of the glycoprotein, membrane lipid double layer and two layers of protein. It contains the RNA and the enzyme reverse transcriptase. Incubation The incubation period is between 15-27 months of HIV. average incubation period is 28 months. Diagnosis: AIDS can, by ELISA and Western blot (2004) are diagnosed. Treatment: No specific treatment for AIDS is found to date (2004) and mortality from AIDS to 100%. Two treatments were tested: antiviral therapy against pathogens (HIV) and immuno-stimulation, increase resistance to provide body cells. A drug called Zidovudine prolongs the life of AIDS patients. Reason for AIDS with the AIDS virus is spread by: Blood Semen therefore the most important causes of AIDS are: the transfer of infected blood or blood products. use of contaminated needles to inject drugs or vaccines and syringes. The use of contaminated razors. The use of contaminated needles. Sexual intercourse with an infected partner without a condom. The birth mother to the child due to rupture of blood vessels. Artificial insemination. The transplantation of organs. Prevention of AIDS, we currently do not have an ideal treatment to cure AIDS, because no vaccine has been against the AIDS virus, but prepared many arrangements have been proposed. Here are the most important measures that can help prevent AIDS. Using con-do-m having sex with a partner, through which you, your knowledge is limited. The best way is to ask you should not have sexual relations with more than one partner. And a message to young people (men), respect for girls (women), the sex you have your beloved / wife not only use sex as a gimmick. Take care to use during blood donation purposes, needles and syringes should. syringes and needles must be destroyed. Use your own razor and not share it with everyone, nobody, not even members of your family. Make sure that during treatment of a doctor, for example, dental equipment must be sterilized. Take all precautionary first aid in the treatment of a wound or injury, wear gloves to avoid direct contact with the patient’s blood. Myths about AIDS, they can not be purchased by following means: do not disclose AIDS through the air, water and physical contact normal. It is not by insect bites, like mosquitoes spread. It is not spread by kissing, shaking hands, coughing and sneezing. It is not spread by towels, utilities, telephones, swimming pools and toilets. If a man or a woman suffering from AIDS, then it is not necessary to have a partner, illness. It is not necessary that the mother is still suffering from AIDS, birth of a child with AIDS, newborns can be protected by appropriate treatment. Our social responsibilities of AIDS can not be removed from the earth, when we understand our social responsibility. For the fight against AIDS, we must do the work: A person with AIDS should not say, sexual relations with someone. A person suffering from AIDS must be adequate medical treatment when they are injured and prevent you from coming into direct contact with blood infected with HIV. We should hate us not to increase AIDS patients, rather than on their morale, a normal social life. We should make the necessary medical precautions to live along the HIV-infected person listed. We need to educate people about AIDS as it or other means. AIDS reference centers in India In India, set up four Centres of Reference (2004), AIIMS, New Delhi National Institute of Communicable Diseases, New Delhi National Institute of Virology, Pune Centre for Advanced Research on Virology , CMC, Vollore. “Hatred is not the AIDS patient”

HIV / AIDS is a global problem of the new era of science and technology, and we should know that the problem of AIDS is the challenge to human survival. Children and young people need to work with the knowledge, attitudes, values and skills that will help meet these challenges and support them in a healthy decisions in life as they grow will be equipped. Education is delivered in schools one of the ways in which children were helped to meet these challenges and decisions. Providing information on HIV (transmission, risk factors, such as to prevent infections) is necessary but not sufficient to cause changes in health behaviors. Programmes to provide accurate information in order to compensate the myths and misinformation reported, tend to improve knowledge and attitudes, but it is not correlated with changes in behavior regarding risk behaviors and results desirable. Education can be effective in the difficult task of achieving and maintaining a behavior change on HIV / AIDS. Schools can be a place that practices discrimination, prejudice and fear too, that the Company or a demonstrated commitment to justice. school policy must ensure that all children and young people have the right to education, particularly if such training is essential for survival and prevention of HIV infection. HIV infection is one of the biggest problems today, children of school age. You see the fear, if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease. An estimated 40 million people worldwide living with HIV or AIDS, at least one third of them are young people aged 15-24 years. In 1998, infected more than 3 million young people worldwide have been, including 590,000 children under 15 years. infected more than 8,500 children and adolescents living with HIV every day. 50 In many countries, more than% of all HIV infections among 15-24 year olds, which is expected to develop AIDS in a period of several months, more than 10 years and over. Studies have demonstrated the enormous impact of HIV / AIDS have focused on the education sector and quality of education in the south, especially in certain regions such as Africa, the Sahara . Consequences of the AIDS epidemic and is likely to decrease the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop-outs, especially girls. Girls are socially and economically vulnerable to conditions that force people to accept the risk of HIV infection in order to survive. A decline in the education of girls have a serious negative impact on progress in the last decade towards the establishment of a good education for the girls and women. Reducing the number of classes or schools, a shortage of teachers and other staff and reduced resources for all education systems undermine the prospects for education. Effective against HIV / AIDS and prevention in all schools for all children, so that no one remains ignorant necessary. But in many places, schools are concerned about providing sex education or discussions of sexuality because of cultural requirements of the protection of minors from sexual experiences. Women often lack the skills to communicate their concerns with their sexual partners and conduct of practice that can reduce the risk of infections, such as condom use, which is often dominated by men. The school can be a place that practices discrimination, prejudice and fear too, that the Company or a demonstrated commitment to justice. school policy must ensure that all children and young people the right to education to HIV / AIDS, particularly if such training is essential for survival and prevention of HIV infection. A review of UNAIDS (1997) of 53 studies that evaluated the effectiveness of programs to prevent infection of HIV and issues related to youth health has concluded that sex education will lead to earlier or increased sexual activity among young people, is in fact the opposite to be true. 22 reported that HIV and / or sex education either delayed the onset of sexual activity, reduce the number of sexual partners or reduced unplanned pregnancy and sexually transmitted disease rates. 27 studies indicated that HIV / AIDS and sexual health increased nor decreased sexual activity, pregnancy or STDs. The review concluded that interventions in schools is an effective way to reduce the risks associated with the conduct of HIV / AIDS / STDs in children and adolescents. There are three main objectives of this document to education to integrate effectively with HIV / AIDS and other barriers to health aspects associated with it. These are: Objectives: 1) health education with emphasis on prevention of HIV / AIDS. 2) Awareness on HIV / AIDS among teachers and learners. 3) the stimulation of mutual support and HIV / AIDS in schools. The aim of this paper is to give importance to the prevention of HIV / AIDS with health education on awareness of all students and teachers and also provide the framework for HIV / AIDS for all. Need education on HIV / AIDS: On the ground, such as HIV / AIDS, individual behavior, social relationships and peer pressure, cultural norms and abusive can all contribute to the health and lifestyle problems of children and adolescents. It is now increasingly clear that addressing these problems and health problems, a sound approach to HIV / AIDS and sex education more effective and works as a knowledge teaching alone. T here are many studies showing that providing information on topics like sex, sexually transmitted diseases (STDs) and HIV (transmission, risk factors, such as to avoid infection) is necessary but not sufficient for healthy behavior change (Hubley 2000 flight). Programmes to provide accurate information in order to compensate the myths and misinformation reported, tend to improve knowledge and attitudes, but is poorly correlated with changes in behavior regarding risk behaviors and results desired (Gatawa 1995, UNAIDS, 1997a). HIV / AIDS with health education can be an effective change in the difficult task of achieving and maintaining a behavior. health education with HIV / AIDS is widely applicable: These problems mainly concern men and women and older children and adolescents, both in this age group and young children, a broader range of problems Health in the formation of a crucial role in the sustainable prevention and management can play. health education, which plays with the HIV / AIDS programs have an important role in preventing infections. This is done through the promotion of knowledge in areas such as symptoms, transmission, and behaviors that are particularly relevant for many of infection in each community, attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits, skills such as behavior to avoid the probable cause of infection, to encourage others to change unhealthy habits for communicating messages about infections in the family , colleagues and members of the community (WHO, 1996). This type of health education, focusing with HIV / AIDS on the development of knowledge, attitudes, values and skills (including life skills such as interpersonal skills, thinking critical and creative decision making and self-knowledge) necessary to make and act on health decisions most appropriate and positive. Health in this context extends to physical health problems and psychosocial environment. This approach allows the use of student and participatory methods, give participants the opportunity to explore and gain promotion of health knowledge, attitudes and values and skills they need to avoid dangerous situations and unhealthy and adopt sustainable practices and healthy lifestyle. HIV / AIDS – a critical need for health education: HIV / AIDS is an area where the magnitude and impact of the problem is that the urgency of the implementation of preventive measures, including education health is essential. Health education programs are increasingly used as a means to achieve for children and young people to help stop the spread of this epidemic, paralyzing adopted. African Studies show that children aged 5-14 have the lowest prevalence of HIV infection. Under age 5, they are vulnerable to child transmission and after they become sexually active, the rate of infection is rapidly increasing – especially for girls (Kelly, 2000). Children aged 5-14 must be achieved in this critical phase of their life and provide the “window of hope” in the spread of HIV / AIDS. The education and health, which varies with HIV / behavior AIDS Prevention: There is now strong evidence of a growing number of applied studies, health education on prevention of HIV / AIDS in the right context, changes the behavior – the behavior in sensitive areas and difficult areas knowledge has no health education. For example, sexuality and HIV education United States: This study was conducted in four schools in New York 9 and 11 Year (867 students) in intervention (AIDS prevention) and control classes (not AIDS prevention program carried out). The program for the correction of facts focuses on AIDS education for assessing cognitive skills risk of transmission, increasing knowledge about prevention resources AIDS, changing perceptions of risk behaviors, clarifying personal values, understanding external influences, and pedagogical skills to run and late / or consistent condom. An evaluation using three months after the end of program revealed that the intervention group, which follows the positive behavior from the control group showed decrease in dealing with high-risk partners of monogamous relationships and increase an increase in consistent condom use . (Walter and Vaughan, 1993). Preventing HIV / AIDS, Côte d’Ivoire: Health education programs are implemented in many schools in Nigeria to increase levels of knowledge, the influence on the recruitment and promotion of safe sex in high school. A study to evaluate such a program was conducted, 223 students who receive comprehensive sex education with 217 controls. Students in the intervention group received six weekly sessions 2-6 hours, with activities such as lectures, film shows, role-play stories, songs, debates, trials and demonstration of proper condom use. After the intervention students were in the intervention group improved understanding and increased tolerance of people with AIDS compared with controls. The average number of sexual partners in the intervention group also decreased, while the control group showed a slight increase. The program has successfully increased condom use (Fawole et al., 1999) show the studies health education that will change with HIV / AIDS, students’ behavior in particular young people. Method of implementation health education, prevention of HIV / AIDS: Although there are strong indications that HIV / AIDS is most effective when used properly, and supports this approach and implemented to achieve this success on a broader national level is one of the biggest challenges of his own. To be effective, HIV / AIDS programs must include the following areas: • Ensuring a win-win, these messages are: Speaking and teaching on reproductive health and HIV / AIDS is not considered in earlier initiation of sex or address lead promiscuity. The data indicate that the implementation of programs based on skills, conducted in an atmosphere of free discussion all issues that may cause youth to delay the opening of transportation and to reduce the frequency of intercourse and the number of sexual partners (Kirby et al. 1994, UNAIDS, 1997a). • Provide support for teachers: The lack of support for the implementation of new programs is one of the most important factors for success. For most teachers the content and methods of prevention of HIV / AIDS are new and may be sensitive, yet the approach has great potential, both teachers to support their work and personal lives as HIV / AIDS has also affected teachers. adequate support, training, practice and time for teachers to facilitate both the benefits and ongoing training and workshops, discussions and develop their own attitudes and encourage them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods , which often focus solely on the information (1995 Gatawa Gachuhi 1999). In addition, sufficient time and should be an appropriate place in the curriculum so that all students have access to prevention of AIDS. • Start early: As with youth programs for children at an early age to be aligned with developmentally appropriate messages before they leave school (Gachuhi 1999, Partnership for Child Development, 1998). As young children are generally not sexually active, these programs are components of a healthy lifestyle and preventing risk, rather than very specific questions of sex and HIV / AIDS, which will be gradually put in place programs for groups older. But the large number and different age groups of children in primary schools is a challenge sustainable, especially when it comes to sensitive issues. Active and self-directed learning, which can usually education to overcome these problems of classroom management to some extent is helpful. • provide an enabling environment: schools need strong policies and a healthy environment in which the behavior of students to each other, the Teachers and school staff. Sexual abuse may occur in schools, boys and girls in reports of abuse by school staff (Kinsman et al. 1999 Lowen et al. 1996). The programs have the potential problem training and supporting teachers address so they become role models rather than neutral or negative numbers in terms of sexual behavior. • Respond to local needs: Many models of HIV / AIDS have been developed in western Developed countries. Available data from developing countries, although more limited than studies of teaching health support non-oriented development skills for HIV / AIDS and reproductive health (Hubley, 2000) . The main problem is that all programs are implemented, they are trained to become local socio-cultural norms, values and religious beliefs to match, and the need for continuous monitoring (Kirby et al 1994 , UNAIDS 1999 Kinsman et al belong. 1999). Elements of health education for HIV / AIDS: School Councils HIV / AIDS (23 studies in the United States (Kirby et al. 1994) 37 in other countries (UNAIDS reported in 1999) and 53 trials in the U.S., Europe and elsewhere (UNAIDS 1997a) have the following common characteristics of successful programs: first identify focus requires some specific goals for behavior (eg, delaying onset of sexual activity or protective use), knowledge, attitudes and skills of two goals. provide basic and accurate information relevant to changes in behavior, especially risk unprotected sex and methods of avoiding unprotected sex. 3 reinforce clear and appropriate values for individual and collective values to strengthen norms against unprotected sex 4.. Modeling and Practice communication and negotiation, in particular, and other life skills. “5 Using theories of social learning as the basis for developing the program 6. Addressing the social influences on sexual behavior, including the important role of media and peers 7. far. Using participatory activities (games, role plays, group discussions, etc.) to customize the information is intended to explore attitudes and values, and practical exercises. 8 comprehensive training for teachers / Implementation for them to master the basic information of HIV / AIDS and practice and at ease with life skills training methods. 9 support for reproductive health and HIV / STD prevention programs by school authorities, decision and policy makers and the general public. 10 Evaluation (Example of results, design, implementation, sustainability, school, student and community support ) so that programs can be improved and practices are successfully promoted. 11-based, students targeting different age groups and developmental stages with appropriate messages to the youth. For example, a target targeting young students, who could not be sexually active to delay the opening of sex for maybe sexually active students, the focus in order to reduce the number of sexual partners and condom use. 12th gender equality for both boys and girls. Conclusions: Health education HIV / AIDS is an effective approach to equipping children and young people the knowledge, attitudes and skills they need to avoid risks and adopt the behavior need healthy lifestyle. The field of health education means that it will be applied to a variety of areas, particularly sexually transmitted diseases and HIV / AIDS, but also violence , drug abuse, unwanted situations such as teenage pregnancy, and in all areas of knowledge and attitudes play a crucial role in promoting healthy lifestyles for children and young people grow into the 21st century . We can also be protected in the following, • The constitutional rights of learners and educators sum. • There should be no obligation to disclose his HIV / AIDS status. • No HIV-positive students or teachers should be subjected discrimination. • Students need education on HIV / AIDS and abstinence in the context of life skills, receive training in the integrated curriculum. • Education should ensure that address and age appropriate context for learners to acquire knowledge and skills to enable them to act in a manner to protect against infection. • Educators need more knowledge and skills HIV / AIDS and should be trained to provide guidance for HIV / AIDS. Proposals for the consequences of policy and programs: • male and the female condom promotion efforts to detect, identify and address issues gender, including sexual and other forms of violence, that the use of condoms do. • HIV / AIDS, peer education and sex education for youth issues that impede equal gender in its frame must be encouraged. These programs should have a better understanding of standards, how masculinity and femininity are linked to increased sexual risk behavior and help to enable young people to start thinking about how to work the relationship equality and responsibility. • Voluntary counseling and testing (VCT) should be covered, the risk of violence and other negative consequences in the evaluation of different approaches to communication. For example, patients may choose mediation consultant disclosure if would help minimize the negative consequences of being given. • Men and women should be involved in the prevention of mother to child transmission (PMTCT). antenatal possible on the sexuality of men to educate the fertility and the prevalence of HIV awareness, and accountability. This prevents the strengthening of the belief that women are fully responsible for the pregnancy to themselves and the transmission of HIV to the child. • Community Home Care (CBBC) and Special efforts should approaches be made to promote the role of men as caregivers in the family and community, and provide appropriate support and advice to enable the participation of men. At least, these programs should recognize that the use “home care” is now largely based on “care of the woman.” References: 1 Fawole, IO, Asuzu, MC, Oduntan, SO, Brieger, WR (1999). A program of AIDS education in rural school for high school students in Nigeria: A review of effectiveness. Health Education Research – Theory and Practice, 14: 675-683 2. Gachuhi, D. (1999). The impact of HIV / AIDS on education systems in eastern and southern Africa and the response of education systems HIV / AIDS: Life skills programs. Gatawa third, BG (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare, Zimbabwe. 4th Hubley, J. (2000). interventions aimed at changing sexual behavior among adolescents and Issues AIDS / STDs. Leeds Health Education Database, April 2000 5. goal oriented. Kelly , MJ (2000). ongoing education on the head: aspects of schooling in a world with HIV / AIDS. current comparative education. 3 (1) 6. Kinsman, J., Harrison, S., Kengeya Kayondo, J. Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). The implementation of a comprehensive AIDS education for schools in Masaka District, Uganda. AIDS Care, 11 (5): 591-601 7. Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). The curriculum based on sexual risk reduction: a review efficiency. Public Health Reports, 109 (3): 339-361. 8 Lowen, R., Edwards, L. Ndlovu – Hove, P. (1996). right to reproductive health in Zimbabwe . Training and support research Centre (TARSC) 9. UNAIDS (1997a). impact of HIV and sexual health education on adolescent sexual behavior: an updated review 10. UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical progress, October 1997 11. Walter, H. & Vaughan, R. (1993). AIDS risk reduction in a multiethnic sample of urban high school students. JAMA, 270 (6 ): 725-730. 12 WHO (1996). HIV / AIDS / STI and related discrimination: an important responsibility of health promoting schools. WHO Technical Report Series on School Health, Document Six.

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Introduction Sometimes it takes time and / or intense, second or foreign language documents (either newly constructed or adapted) may appropriate and acceptable for the learner because he / she feel indifferent and even disappointed with them, as / she is not familiar to very difficult, mechanical, attractive and so on. Also teaching methods and techniques employed teachers should not in tune with the needs of learners, interests and level of talent. Like the traditional approach to teaching L2, including chalk and talk method, the communicative approach to language teaching in order to encourage teachers, as a mediator by the interested learners to action , active and effective in the learning process (Richards and Rodgers 2002). To carry out its mission successfully and maximize the benefits for the learner, the teacher’s teaching methods, techniques and materials in a manner that is consistent with the needs of learners and interest. And appropriate use of audio / AIDS can contribute significantly in this respect (and Kamal Afteb 1993), such as stimulating learning materials and teaching materials to motivate and to arrest the attention of students during education. Audio / AIDS and the devices can be used as models to be heard and to give a picture of something, someone, some situations can be defined. These include recycled materials, radios, tape recorders, cassettes, etc., which is relatively cheap and available and the language teacher with a little training can use in the L2 class then, teaching methods, techniques and materials will be much more effective and more interesting and help learners to a maximum value (Akanbi 1988). Unlike most other types of aid, and means in the language used in class, on the one hand, this type of help from teachers teaching methodology and technological change, and change the situation in the classroom quickly and immediately, if necessary, on the other hand, draws learners’ attention, stimulate their imagination, less fatigue, had prompted the child to be involved in the learning process, and thus helps him powers to acquire the language skills to expect especially listening and speaking. Various educational materials developed and recommended by experts in languages for students interested and motivated to do. The native speaker’s voice and accent go through the tapes for the students enthusiastic and excited. This facilitates students in understanding the language and communicative. Audio aids add life as an effect of the manual and other printed materials used to teach the target language. For example, when a tape is played, and the material is presented, the students immediately attracted to her. He / she feels the presence of another teacher in the classroom. With the help of audio-AIDS, the teacher may, in addition to cope successfully with the weak and indifferent students. This support is seen talking to the teacher and the method of chalk, and vice versa to reduce the increase learner interaction and active participation. The teacher may also be practical as necessary by the use of audio tapes, but it should be noted that the aid-oriented audio must stop and be. Pike (1997) identifies several important reasons for careful planning and use of audio-AIDS: the learners’ motivation, recruitment and maintaining the attention of the learner, the strengthening of the main ideas of the lesson illustrates and supports the spoken literature, minimizing misunderstanding of the learning, retention increased, with a touch of realism, to save time and money class, which helps teachers to communicate faster and more expensive so that students can copy the contents to be understood clearly and easily, and help teachers to clarify the thinking and logical way to communicate. Although AIDS audio are very useful in teaching a L2 and continually expanding its scope of development and availability of technology is its use in the EFL classroom especially at tertiary Bangladesh is still limited. For this reason, the present study was designed to address and explore the following questions: a. The audio means are used in the classroom? b. If yes, how are they useful? C. If not, why they are not used? d. What teachers think about the use of audio-AIDS? e. What students think about the use of audio-AIDS? Design and Research Methodology Topics This study was conducted with 32 teachers and 120 students at the tertiary level, selected randomly from two public universities? Dhaka University and Jahangirnagar University and eight private universities? Daffodil International University, Stanford University, State University, the University of North University Darul Ihsan University North Eastern University and the University of substitution (UODA) in Dhaka. The teacher speaks Bangla had at least a graduate in English and / or literature. And all students had the same mother tongue was Bengali and learning English as a foreign language. Instruments To address and explore issues, a quantitative method, including the two questionnaires, one was for teachers (see Annex I) and the other for students (see Annex II) operated. The present researchers developed the questionnaire based on their firsthand experience of aid for the use of audio-EFL EFL listening and speaking, especially at tertiary level in Bangladesh. Each questionnaire consists of eight items related to research problems stated in the introduction. The first two items in the questionnaires were linked to the question “Are audio aids are used in the classroom?”. The second and the fourth article in the two questionnaires concerned by “If yes, how are they useful?”. The elements of the fifth and eighth in the two questionnaires were linked “If not, why are they not used?”. The third, sixth and seventh items in the questionnaire teachers were having the question “What teachers believe the use of audio-AIDS?”. And the third, sixth and seventh article in a student questionnaire, “What makes the students think in relation to audio-AIDS?”. It should be noted that some questionnaires produced almost identical to the stated objective compares the opinions of both groups of respondents. Collection and analysis The study data were collected from 32 English teachers and 120 students learning English as a foreign language at tertiary level. To develop teachers’ responses to the use of audio-AIDS in the EFL classroom, the second researcher personally contacted each of the teachers and asked them to respond to items in the questionnaire. And the students’ responses to the use of the audio collection in their classrooms EFL AIDS, researchers obtained the cooperation of the teachers who administered the questionnaire for an explanation of the purpose of the study and preliminary information. Data are collected by teachers and students were then evaluated by hand. Presentation and interpretation of results Teacher Questionnaire The questionnaire included eight items of the teachers who were with the teachers’ views on various aspects of the use of audio-AIDS in EFL classrooms. The responses of 32 teachers of English in the questionnaire and discussed itemwise as follows: The first question the use of teachers in your English classes audio-AIDS? Going ” Teacher Table: 1 Choice of scores of share issue Use your English course in audio-AIDS? Yes 32 100% N% 0 00 N = 32 Teacher Table 1 above shows that all teachers answered in the affirmative. This means that 100% of subjects used audio / AIDS in EFL classrooms. This result indicates knowledge of teachers at tertiary level facilities in Bangladesh with modern teaching language and AIDS, teaching and learning EFL rather than making more scientific and effective. It also shows that teachers have experience in dealing with audiovisual materials for teaching EFL students find attractive and useful. Moreover, this phenomenon, in accordance with accounting principles generally effective and popular communicative approach to language teaching (Richards and Rodgers, 2002). The second question was posed to the teacher “Do you think that the audio / AIDS are useful for teaching English?” Teacher Table 2 Choice of scores of share issue Do you think that the audio / AIDS are useful for teaching English? Yes 28 87th 5% N 4 12 5% N = 32 As shown by a master table 2, 28 of the 32 teachers yes checked “, while four teachers ‘No’. In other words, 87 5% of teachers think that audio aids have been useful to teach English as a foreign language, but only 12 5% felt it was inappropriate to use audio on AIDS in their English classes. The result clearly shows that the vast majority of teachers, it is logical to find resources for teaching EFL to see audio in higher education in Bangladesh as in other settings using, for example, Nigeria (Agun and Okunrotifa 1977). The third question the teacher has been designed as “Are you satisfied with the use of audio-AIDS in the teaching of English? Teacher Table: 3 Choice of scores of share issue Are you satisfied with the use of audio-AIDS in the teaching of English? Very Satisfied 8 25% Somewhat satisfied 24 75% Dissatisfied 0 00% N = 32 As a teacher, appears in Table 3, the 32 teachers, eight teachers answered “extremely satisfied” checked 24 ‘easily satisfied, and none of the words “dissatisfied”. It is only 25% of teachers felt that they were heavily included the use of audio in their teaching of English while 75% seems to be somewhat satisfied satisfied in this regard. The result shows that removing all EFL teachers at tertiary level in Bangladesh are more or less satisfied with the use of audio tools for teaching. Notwithstanding, the vast majority of subjects (75%) have mild satisfaction that a reference to the lack of teacher training, motivation of teachers and administrative support. The fourth question in the questionnaire was an English teacher what classes are more effective and attractive to students? ” Table Teacher: 4 Choice of scores of share issue What classes in English are more effective and interesting for students? 28 87 classrooms with audio. 5% Classes without audio AIDS 4 12 5% N = 32 Teacher table 4 that 28 of the 32 teachers identified classes supported with audio-AIDS “and the other four teachers’ classrooms audio without AIDS.” In other words, 87% five teachers, classes in English with Audio AIDS more effective and interesting for their students, were 12 while only 5% felt that English lessons were more effective and interesting audio without aid. Lending support Adeyanju (1988), these results clearly showed that language courses are more effective and more interesting with audio-AIDS for the learner as such, without audio. The fifth issue of the teacher has been built “Are you satisfied with the audio system through the institution of information? ” Table Teacher: 5 Choice of scores of share issue Are you satisfied with the information provided by the audio equipment of the institution? Very satisfied 00% 0 32 Somewhat satisfied 100% Dissatisfied 0 00% N = 32 As a teacher, Table 5 shows that all teachers checked “easily satisfied, and none of the words” very satisfied “or” dissatisfied. “This means that 100% of teachers were easily with audio equipment by the institutions, satisfied. This finding of the study takes place, all teachers a bit of satisfaction with the audio works by the institutions concerned, the institutions have provided are sufficient. The sixth question in the teacher questionnaire was “What is the performance of students in classes without audio AIDS? Table Teacher: 6 Choice of scores of share issue What is the performance of students in classes without audio AIDS? Very satisfied 00% 0 Somewhat satisfied 20 62. 5% Dissatisfied 12 37th 5% N = 32 According to statistics from the table of teachers: 6, scored 20 of the 32 teachers “somewhat satisfied”, 12 teachers selected “dissatisfied” and not “very satisfied” marked. That is, 62 5% of teachers were easily the performance of their students in classrooms without audio AIDS satisfied, while the 37th 5% were dissatisfied with the performance of their students in the class with the same condition. This finding may be due to the fact that the performance of students, teachers and the expectations of the program to reach targeted because of the lack of audio equipment are not attributed. The seventh item on the teacher as “What is the performance of students in classrooms with audio-developed AIDS?” Table 7 teachers Choice question share scores What is the performance of students in classrooms with audio-AIDS? Stark 12 37 satisfied. 5% Somewhat satisfied 16 50% Dissatisfied 4 12 5% N = 32 Table 7 shows that teachers are marked by 32 teachers, 12 ‘Very satisfied’ checked, 16 ‘easily satisfied, and four of the words “dissatisfied”. In other words, 37 5% of teachers were strongly with the performance of their students in classrooms with audio-AIDS satisfied and 50% of teachers were slightly satisfied with their performance of students in the state, but 12 5% of teachers were dissatisfied with the performance of their students in classrooms with audio-AIDS. This shows that, apparently, to find the results of pupils achieved the expectations of teachers and the program precisely because of the use of audio for teaching EFL. The eighth question in the questionnaire was teacher “What are the restrictions you face in using audio / AIDS in the teaching of English? ” Table Teacher: 8 Choice of scores of share issue What are the limits you experience in using audio / AIDS in the teaching of English? The lack of good AIDS 16 50% Lack of training of teachers, 12 37th 5% Lack of administrative support 4 12 5% N = 32 According to verify the results in table Teacher: 8, 16 teachers lack “of audio AIDS, 12 teachers checked” inadequate training of teachers and four teachers checked “lack of administrative support. “In other words, 50% of teachers thought it was the lack of sound AIDS its main limitation, 37th 5% felt that lack of training of teachers was their main constraint, and 12 5% of the absence of support for managing their most important factors determining the use of audio into their English classes. The result is well known that the absence of sound AIDS and teacher training facilities much audio in the EFL class difficult at the tertiary level in Bangladesh. In addition, the lack of administrative support to a certain extent is responsible for the misuse of the audio / AIDS in the classroom. Student Questionnaire The student questionnaire consists of eight articles, views of students on various aspects of the use of audio / AIDS in their English classes were used. The responses of 120 students are eager item questionnaire set as follows: The first question that students “Does your English teacher to use the audio AIDS in your classes? Formulated ” Student Table: 1 Question of stock options Scores Your English teacher to use the audio AIDS in your classes? Yes 81 67th 5% No. 39 32 nd 5% N = 120 As a student appears in Table 1, 81 by 120 students answered the question in the affirmative, while others have 39 students in the negative. That is, 67 5% of respondents found their English teacher with audio AIDS in their classes, but 32 nd 5% can not find their teachers with the help of audiovisual aids. Although most students admit that their teachers to use audio tools in EFL classrooms, it is used in contradiction with the opinions of teachers to one hundred percent of teachers say audio on AIDS in their classrooms. However, it is clear that AIDS-Audio are in most EFL classes in the tertiary sector in Bangladesh, which are used in harmony with the approach to language teaching communication (Richards and Rodgers, 2002). The next question in the student questionnaire as “Do you think that the audio / AIDS are useful for learning English? Framed ‘ Student Table: 2 Question of stock options Scores Do you think that the audio / AIDS are useful for learning English? Yes 117 97th 5% # 03 2 5% N = 120 Student table 2 that 117,120 students positive about the issue, while the rest responded negatively. That is, 97 5% students thought that AIDS audio was useful to learn English, but only secondarily 5% of students not tested audio tools to be useful. The finding is in close relationship with what the teacher is connected, since a large majority of students (97-5%) and teachers (87 5%) believe that the audio / AIDS is useful for teaching EFL and learning. The third question was posed to students as “Are you satisfied with the use of audio-AIDS in the teaching of English?” Table of students: 3 Question of stock options Scores Are you satisfied with the use of audio-AIDS in the teaching of English? June 5 Very satisfied% Somewhat satisfied 63 52. 5% Dissatisfied 51 42 5% N = 120 According to statistics from the table of students: 3, 120 students, only six students checked very satisfied “and 63 marked” not very satisfied, but 51 students have checked “dissatisfied.” In other words, only 5% were satisfied and 52. 5% easier to satisfy when using the audio / AIDS in their English lessons 42nd found students from 5% to be dissatisfied. Since this finding suggests that, contrary to all the teachers happy, a good number of students (42nd to 5%) are dissatisfied with the use of audio-AIDS, although the majority of students more or less satisfied with the use of audio / AIDS in their English classes. The result can be attributed to lack of teacher training, inadequate equipment, audio and limited administrative support. The fourth question, students are housed as “What English classes more effective and more interesting for you?” Student Table: 4 Question of stock options Scores What classes in English are more effective and more interesting for you? Classes with audio-AIDS-105 87th 5% Classes without audio AIDS 15 12 5% N = 120 Student table: 4-105 120 students “classes marked with audio-AIDS” and the other 15 students checked “classes without audio AIDS. That is, 87 5% of students supported, the courts have been more effective in English with Audio / AIDS and interesting for them, while only 12 5% said that English classes were without audio tools effective and interesting. This result provides comprehensive support for teachers’ opinions and requests for use if sufficient aid audio in the EFL classroom at the tertiary level in Bangladesh. The fifth question in the student questionnaire was designed as “Are you satisfied with the information provided by the audio equipment of the institution? Table 5 Students Question of stock options Scores Are you satisfied with the information provided by the audio equipment of the institution? June 5 Very satisfied% Somewhat satisfied 48 40% Dissatisfied 66 55% N = 120 According to statistics from the table of students: 4 per 120 students, only six students scored very satisfied “and 48 students easily satisfied” scored, but scored 66 “dissatisfied.” This means that only 5% were very satisfied and 40% some thing with audio systems by the institution while the majority of students (55%) found the information was pleased to be dissatisfied. Here, most students (55%) are dissatisfied and many of them (40%) increased slightly with the audio systems by the institution, if all teachers are easily satisfied satisfied. But it is clear that these audio systems are inadequate, probably because of lack of teacher training and administrative support. The sixth question in the student questionnaire: “How is your performance in English classes without audio developed AIDS?” Table 6 students Question of stock options Scores How is your performance in English classes audio without AIDS? Very satisfied 24 20% Somewhat satisfied 42 35% Dissatisfied 54 45% N = 120 As a student in the following table: 6, 24 out of 120 students from “very satisfied”, 42 students marked “very satisfied” and 54 labeled “dissatisfied”. In other words, 20% of students were very satisfied and 35% were somewhat satisfied with their performance in classes without audio AIDS, while 45% are dissatisfied with their performance in class with the same condition have been. Although most students (55%) are more or less satisfied with their performance in the teaching of English audio without AIDS, a significant number of students (45%) in very close cooperation with teachers (37 5%) are dissatisfied. The seventh question in the student questionnaire: “How is your performance in English courses with audio-AIDS-set? Student Table: 7 Question of stock options Scores How is your performance in English courses with audio / AIDS? Very satisfied 36 30% Somewhat satisfied 57 47. 5% Dissatisfied 5% 22nd 27 N = 120 Student Table: 7 shows that over 36,120 students answered “very satisfied” checked 57 ‘very satisfied “and 27 checked” dissatisfied “. This means that 30% of students were very satisfied with its performance in the classroom with audio / AIDS, 5% and 47 students were somewhat satisfied with their performance in the same state, but students were 22nd 5% dissatisfied with their performance in classrooms with audio-AIDS. As the teacher (87 5%), a large number of students (77%) feel the need audio equipment for improving their performance in the EFL classroom. The eighth question was posed to students as “What are the restrictions can be found in the use of audio-AIDS in the teaching of English?” Table of students: 8 Question of stock options Scores What restrictions can be found in the use of audio-AIDS in the teaching of English? Lack of audio 62nd 75 5% Lack of Teacher Education 12 10% Lack of administrative support 33 27th 5% N = 120 According to statistics from the table of students: 8, 75 students chose “lack of audio, 12 students chose” lack of training of teachers and 33 students chose “lack of administrative support. “In other words, 62 5% students think that the absence of sound AIDS its main limitation is, 10% believe that lack of training of teachers was their main constraint, and 27 5% of absence Support for the management of their most important factors determining the use of audio AIDS. The similar findings with the teachers, found that the conclusion that the lack of audio equipment, teacher training and administrative support of all audio equipment has decreased in the EFL classroom at the tertiary level in Bangladesh. Conclusions The presentation and interpretation of the results of the study conducted above the following conclusions: Regarding the first question “auxiliary audio are used in the classroom?” It could be concluded that the audio material, mostly more or less in EFL classrooms at the tertiary level in Bangladesh, in respect of contemporary communicative language teaching method used (Richards and Rodgers, 2002). Regarding the problem of finding the other hand, “If so, how are they useful?” Unable to assume that the audio-Aid in the EFL classroom at the tertiary level in Bangladesh especially useful because the use of these tools is making education more attractive and effective, and learning by promoting and strengthening the motivation of learners and the arrest of his attention during the appraisal process. To answer the third question, “If not, why they are not used?” Can you imagine the lack of teacher training, audio aids and administrative support for the insufficient use of audio-AIDS, even if the use of audio-AIDS will be expanded considerably at the tertiary level in Bangladesh EFL learning. In response to the fourth question, “What the teacher thinks that using audio AIDS? Is it obvious that the teacher does not require sufficient training and motivation, and adequate sound system and administrative support for the use of audio-AIDS in the EFL classroom. And the fifth question, “What is the address of the students think using audio-AIDS?” If on the students, you will find many useful audio AIDS to address EFL, but suffer from lack of qualified teachers, inadequate facilities and low administrative support as well. Thus, it could short the conclusion that the use of audio-AIDS in the EFL classroom at the tertiary level in Bangladesh is a plus and a minus, but it is seriously hampered by the lack of teacher training, the failure of the audio system and equipment, and the indifference of the administration. Suggestions Based on the findings and conclusions that can be presented as a series of suggestions. Firstly, it is already established that the aid audio are used in the EFL classroom at the tertiary level in Bangladesh, to some extent. But we must ensure that every teacher should make maximum use of audio tools, including audio equipment and materials in every classroom to develop learners’ skills in oral communication, including talking and listening. In this context, King and Womack (1983) argue that listening to the sound input as the basis for language acquisition and enables learners in the interaction of speech communication, provides audio and AIDS means the most useful and exciting teaching to these learners of English communication. Second, although use of audio / AIDS is proving to be much more useful for teaching and learning EFL, the limits of this method, such as lack of teacher training, should the failure of the Audio-aid and the indifference of the administration are significantly reduced. In other words, the provision of adequate and appropriate training of teachers, availability of appropriate audio equipment and material, and administrative support and monitoring can ensure the optimal use of audio / AIDS in EFL class and thus to guarantee students the maximum benefits. Third, teachers must have experience and interest in Audio AIDS among the EFL classroom used to be used to facilitate teaching and learning in a considerable extent. Las but not least, there should be a well-equipped language laboratory, sufficient exercise and proper equipment that can use audio learning EFL at any time and improve their linguistic and communicative competence.