Peace Corps Botswana in the News 10 Thank You to Our Partners

Total Page:16

File Type:pdf, Size:1020Kb

Peace Corps Botswana in the News 10 Thank You to Our Partners In this Issue Message from the Country Director 1 Sites: Past and Present 2 2012 Achievements 3 President’s Emergency Plan for AIDS Relief 4 Assignments and Typical Outcomes Under the 5 HIV/AIDS Capacity Building Project Cross-Sector Programming Priorities 6 Training Continuum and Language Achievements 7 Peace Corps Botswana In The News 8 Thank You To Our Partners 10 Peace Corps Botswana Annual Report 2012 Message from the Country Director Peace Corps was honored in 2012 to have throughout their communities. Their work former Presidents Masire and Mogae spans an incredible breadth of activities. join some of our conferences and events. Some will be conducting health education Americans continue to enjoy learning from talks in their villages and mobilizing people these superb leaders; they are inspirations to get tested for HIV or to get circumcised. for me personally, and for our staff and Others will be working with guidance and Volunteers. Equally thrilling were visits by counseling staff in schools to infuse life HE President Seretse Khama Ian Khama skills lessons into classes, or facilitating and former US President George W. Bush to PACT (peer approach to counseling teens) the site of one of our Volunteers – Gabane or “Delay Early Sex” clubs, or GLOW (girls Home Based Care. President Khama and his and guys leading our world) camps. Others cabinet performed a morning of community will be working with Women’s Affairs It is with real pleasure that Peace Corps service at this center for orphans and Department staff to address issues of Botswana releases its 2012 Annual vulnerable children; the garden they helped gender based violence (GBV), or training Report. It has been quite a year – filled expand continues to provide nutritious health workers on providing compassionate with accomplishments, excitement, and food and much needed income to the support to victims of GBV. Still others will challenging but rewarding work. 2012 saw center. President and Laura Bush met with be helping communities plant gardens or over 130 Peace Corps Volunteers living over 20 Peace Corps Volunteers and staff construct homes for the destitute. Some modestly and proudly serving in over 100 members at the site, to witness first-hand PCVs will be teaching computer skills and towns and villages across every corner of the work being done by our Volunteers. In working to improve systems and processes Botswana. addition to touring the facility and reading in their offices. Other will be working to the children, President Bush was happily to expand arts and crafts businesses to A historic milestone has been the completion surprised to be presented with a cake and to preserve local culture and generate income, of 40 years of active service in Botswana! listen to the children sing in celebration of or will be engaging youth in healthy sports Since our arrival here in 1966, through his birthday! activities, or organizing to bring latrines the ensuing decades, and upon our return to a needy village community, or helping in 2003 after a brief absence, Peace arrange paralympic events or other Corps has been a steadfast partner in services for people living with disabilities, development, and in promoting peace, or screening instructive health education friendship and understanding between films, or holding youth and adult HIV our great nations. To ensure our efforts support groups, or otherwise helping to are focused on addressing Botswana’s build local capacity to more effectively true priorities, Peace Corps works in respond to the HIV/AIDS epidemic in close collaboration with the National Botswana. The list goes on and on! AIDS Coordinating Agency (NACA), and Ministerial and community I’m very proud of the work being done by partners. Peace Corps Volunteers; it is making a big impact. In 2012, Peace Corps Botswana The relationship between Peace Corps Volunteers collectively reached over Volunteers (PCVs) and the people of 20,000 Batswana with individual and Botswana is family-like. Volunteers small group HIV prevention activities! commence service living with local Many of the individuals reached were families for two months, to develop trained to conduct additional prevention language skills and truly learn about activities, hence multiplying the impact the culture here. We owe a debt of and ensuring sustainability. Other people gratitude most recently to the people were reached many times with different of Kanye, for opening their hearts and interventions, for example through homes to our Volunteers in training. weekly meetings or multi-day camps. Many Volunteers continue to live on Peace Corps interventions run deep, family compounds once they settle and often change or save lives. We’re in their villages for their two years confident that 2013 will be an equally of service. You can also spot them impactful year, as we continue to work at Kgotla and Village Development Photo by Shealah Craighead / The Bush Center towards Botswana’s goal of no new Committee meetings, along with infections by 2016. funerals and weddings. And just as Of course, most of the time we aren’t families care for children, most Volunteers occupied with such high profile events. teach, coach, or work with youth – helping On any given day, Peace Corps Volunteers them to stay healthy and develop into are quietly performing their duties – in Botswana’s leaders of tomorrow. Tim Hartman - Country Director schools, clinics, government offices, non-governmental organizations, and Peace Corps/Botswana 1 Peace Corps Worldwide Goals Sites: Past and Present In 2012, Volunteers lived in over 100 communities spread throughout Botswana. • Helping the people of interested countries They also worked in many neighboring villages, easily touching lives in at least 300 communities. Placement of our Volunteers is prioritized in smaller rural in meeting their need for trained men and villages; giving our Volunteers exposure to grassroots community development and women opportunities for mobilization, especially around HIV/AIDS prevention. • Helping promote a better understanding of Americans on the part of peoples served • Helping promote a better understanding of Kasane other peoples on the part of Americans okavango CHOBE Ngamaseri Okavango xaudum Swamps NGAMMILAND Nokaneng Maun Tsau Nata Sehitwa Boteti Lake Ngami Makgadikgadi (salt Pans) Rakops Francistown Xau Orapa Letlhakane CENTRAL Serule GHANZI Serowe Selebi - Phikwe Mamuno Sefophe Lotsane Palapye Okwa Mahalapye KWENENG Molepolole Ngotwane Mochudi KGATLENG Marico KGALAGADI Jwaneng Khakhea Gaborone Kanye South East Werda Moselebe Molopo Tsabong Bokspits Molopo In their own Words: Non-Governmental Organization Volunteers, Ross S. and Heidi P. In Botswana, one-third of women between the ages of 25-29 are HIV-positive. For those ages 30-35, the num- ber is almost 50%. There are a myriad of reasons why young women are considered an at-risk group, and lack of economic empowerment is one of the biggest. With the help of the kgosi (chief), the Village Development Committee (VDC), a social worker and other community members, my wife and I supported one young woman in starting her own fashion design company. We were both NGO Volunteers at the time, serving in the Ngamiland District from 2010-2012. We helped this woman to attain basic equipment, learn computer skills and develop partnerships with nearby tourist initiatives – all of which helped her small business expand. Now the woman offers sewing and business Tim Hartman - Country Director management training for other women, including those with disabilities. She has become an entrepreneur and has so far hired two other women to work for her company. In 2013, she is slated to attend the State Departments International Visitor Leadership Program in Washington D.C. on a nomination from Peace Corps Botswana. Even though we are back in America now, she ll remain an inspiration to us, and a great friend. 2012 Achievements Peace Corps/Botswana Volunteers Batswana Reached with HIV/AIDS Prevention Interventions worked with Batswana counterparts to 4,585 reach over 20,000 Batswana with HIV 4,500 3,970 prevention messages and interventions. 4,000 1,495 service providers, such as teachers, 3,394 nurses, health education assistants, lay 3,500 3,465 counselors, and social workers were 2,739 reached to improve their knowledge or 3,000 2,208 skills with regards to prevention. 2,500 Volunteers worked with 578 2,000 organizations to improve their capacity 1,500 to address HIV/AIDS, through work such as strategic planning, meeting 1,000 facilitation and documentation, 500 information technology improvements, Females Males Males 0 Females 25+ years 25+ years database establishment, or evidence- Males under 15-24 years Females under 15-24 years based planning processes followed. 15 years 15 years Orphans and Vulnerable Children, People Living with HIV/AIDS, and caregivers also benefited from Volunteer interventions, including 8,533 individuals and service providers. Further, our Volunteers worked with 300 communities to implement HIV/ AIDS related activities, far beyond their official 100 site placements - in order to get out the HIV/AIDS messages far and wide. The graph offers a breakdown of the age ranges of people reached in an array of settings, from schools to clinic In their own Words: waiting areas, and from football pitches Clinic Volunteer, Susan B. to conference rooms. I have been serving in Eastern District since 2010, helping the community make strides in supporting disabled youth by bringing attention to a 13-year-old girl named Lorato Capacity Building (for privacy the name has been changed). "Lorato" lives with two disabilities - spina bifida (a birth defect where Improved Systems: the backbone and spinal canal do not close before birth) and clubfeet. With disability services still in their early 578 Organizations had improved systems to development stages in Botswana, Lorato struggled with no respond to the demands of the HIV/AIDS support for her disabilities and was not attending school.
Recommended publications
  • Download the Print Version of Inside Stanford
    First-year medical students arrived last month for STANFORD orientation. Page 4 INSIDE Volume 7, No. 16MEDICINE September 14, 2015 Published by the Office of Communication & Public Affairs Scientists home in on origin of Study: Math anxiety relieved in children human, chimp facial differences who get tutoring © 2015 MESA ScHUmacHER By Krista Conger By Erin Digitale The face of a chimpanzee is decidedly Anxiety about doing math different from that of a human, despite problems can be relieved with a the fact that the apes are our nearest rela- one-on-one math tutoring pro- tive in the primate tree. Now researchers gram, according to a new study at the School of Medicine have begun to from the School of Medicine. The pinpoint how those structural differences tutoring fixed abnormal responses could arise in two species with nearly in the brain’s fear circuits. identical genetic backgrounds. The study, published Sept. 9 in The key lies in how genes involved in The Journal of Neuroscience, is the facial development and human facial di- first to document an effective treat- versity are regulated — how much, when ment for math anxiety in children. and where the genes are expressed— “The most exciting aspect of our rather than dissimilarities among the findings is that cognitive tutoring genes themselves. In particular, the re- not only improves performance, searchers found that chimps and humans but is also anxiety-reducing,” said express different levels of proteins known the study’s senior author, Vinod to control facial development, including Menon, PhD, professor of psychia- some involved in jaw and nose length try and behavioral sciences.
    [Show full text]
  • Cognition Table of Contents
    BRAIN INJURY ASSOCIATION OF AMERICA | Volume 15, Issue 1 theChallenge! COGNITION TABLE OF CONTENTS MARCH 2021 4 BIAA Launches New Brain THE Challenge! is published Injury Awareness Campaign by the Brain Injury Association 4 of America. We welcome 6 Self-Awareness Issues After manuscripts on issues that are Traumatic Brain Injury important to the brain injury community. Please send submissions in a standard 8 Understanding Social and Microsoft Word® document to Pragmatic Communication [email protected]. Following a Brain Injury For information regarding 10 Brain Injury and Deficits advertising in THE Challenge!, in Initiation please visit biausa.org. Association Staff & Volunteers: 12 BIAA Awards Marianna Abashian Second Annual Grants Sarah Augustoski Through Research Fund Greg Ayotte Robbie Baker 16 Honor Roll of Donors 6 Christine Chen Stephanie Cohen 20 Lance and Laura Trexler: Susan H. Connors Investing in the Future of Tiffany Epley Brain Injury Research Dianna Fahel Stephani Kelly 22 Advocacy Update Heather Matty Carrie Mosher 24 State Affiliate News Mary S. Reitter Rula Tareq 28 News & Notes Subscriptions: 30 Upcoming Webinars Send address changes to [email protected] Copyright © 2021 BIAA All rights reserved. No part of this publication may be reproduced in whole or in 20 part without written permission from the Brain Injury Association of America. Email requests to [email protected]. Publication designed by Eye to Eye Design Studio, LLC [email protected] 24 Please recycle this issue. 2 FROM MY DESK y the time this issue of THE Challenge! reaches your doorstep, the Brain Injury Association of America (BIAA) will have launched a new three-year B campaign celebrating March as Brain Injury Awareness Month.
    [Show full text]
  • Piya CV 071112
    CURRICULUM VITAE Piya C. Sorcar [email protected] | [email protected] 460 S. California Avenue, Suite 303, Palo Alto, California 94306 EDUCATION Stanford University Ph.D., Learning Sciences and Technology Design 2009 M.A., Learning, Design and Technology 2006 University of Colorado at Boulder B.S., Information Technology 2001 B.A., Economics, summa cum laude 2001 B.S., Journalism & Mass Communication, with honors 2001 PROFESSIONAL EXPERIENCE Adjunct Affiliate, Center for Primary Care and Outcomes Research at 2012 – current Stanford University School of Medicine; Center for Health Policy at Stanford University Freeman Spogli Institute for International Studies Visiting Scholar, Stanford University Department of Communication 2012 – current Founder and CEO, TeachAIDS, Stanford, CA 2009 – current Founding Board Member, Board of Directors, XRI, Palo Alto, CA 2006 – current Director of Marketing, Manick Sorcar Productions, Arvada, CO 2003 – 2005 Economic Research Analyst, Analysis Group, Denver, CO 2002 – 2003 Associate/TiE Coordinator, iSherpa Venture Capital, Denver, CO 2000 – 2001 Publicist, NBC Denver 9News, Denver, CO 1997 – 1998 Research Assistant, IBM, Denver, CO 1997 Consultant for Education Videos, Manick Sorcar Productions, Arvada, CO 1990 – 2003 Rule of Twenty-One (2003): Bronze Plaque, 51st Columbus International Film Festival, Animation The Woodcutter’s Daughter (1999): Finalist, 40th Annual New York Festivals, Best Children’s Program The Sage and The Mouse (1993): Silver Medal, 36th International Film Festival, Best Children’s
    [Show full text]
  • Teaching Taboo Topics Through Technology
    Teaching Taboo Topics Through Technology Piya Sorcar Clifford Nass 485 Lasuen Mall Stanford University Stanford, CA 94305 Phone: +1-650-796-9139 Email: [email protected], [email protected] Stanford University October 2009 Chapter for Handbook of Research on Digital Media and Advertising 1 Table of Contents 1 Introduction to Teaching about Taboo Topics 1.1 Laws and Norms 1.2 Taboos 2 Challenges in Teaching about Taboo Topics 2.1 Comparing Teaching Difficulties 2.1.1 Why is HIV/AIDS more difficult to teach about? 2.2 Previous and Existing Educational Approaches to Teaching about Taboo Topics 2.2.1 Existing Campaign Exemplars 2.3 Framework for Evaluation of Curricula Relating to Taboo Topics 3 Case Study Background: HIV/AIDS Education in India 3.1 The Challenge and Opportunity 3.2 Identifying the Source of the Taboo Topic 3.3 Previous Attempts at HIV/AIDS Education 3.4 Cultural Challenges 3.5 Why Technology and Not Teachers 4 Constructing a Technological Solution 4.1 Foundation for Education Software 4.2 Developing a Coherent Conception: The Fan Effect 4.3 Balancing Social Acceptability with Accuracy and Efficacy 4.4 Identifying Socially Acceptable Graphics 4.5 Application of The Media Equation 4.6 Mnemonic Devices as Learning Tools 4.7 Voice Properties and Gender Concurrence 4.8 Cultural Embeddings 5 Discussion & Analysis 5.1 Comparison of Case Study to Framework for Evaluation 5.2 Success of Interactive Teaching AIDS 5.3 Theoretical, Empirical, and Methodological Contributions 5.4 Scalability and Diffusion of Innovation 5.5 Conclusion Bibliography 2 1 Introduction to Teaching about Taboo Topics This chapter discusses the challenges of providing education about topics that are considered taboo but must be taught to protect public health and welfare.
    [Show full text]
  • Made with Creative Commons MADE with CREATIVE COMMONS
    ii Made With Creative Commons MADE WITH CREATIVE COMMONS PAUL STACEY AND SARAH HINCHLIFF PEARSON Made With Creative Commons iii Made With Creative Commons by Paul Stacey & Sarah Hinchliff Pearson © 2017, by Creative Commons. Published under a Creative Commons Attribution-ShareAlike license (CC BY-SA), version 4.0. ISBN 978-87-998733-3-3 Cover and interior design by Klaus Nielsen, vinterstille.dk Content editing by Grace Yaginuma Illustrations by Bryan Mathers, bryanmathers.com Downloadable e-book available at madewith.cc Publisher: Ctrl+Alt+Delete Books Husumgade 10, 5. 2200 Copenhagen N Denmark www.cadb.dk [email protected] Printer: Drukarnia POZKAL Spółka z o.o. Spółka komandytowa 88-100 Inowrocław, ul. Cegielna 10/12, Poland This book is published under a CC BY-SA license, which means that you can copy, redistribute, remix, transform, and build upon the content for any purpose, even commercially, as long as you give appropriate credit, provide a link to the license, and indicate if changes were made. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. License details: creativecommons.org/licenses/by-sa/4.0/ Made With Creative Commons is published with the kind support of Creative Commons and backers of our crowdfunding-campaign on the Kickstarter.com platform. iv Made With Creative Commons “I don’t know a whole lot about non- fiction journalism. The way that I think about these things, and in terms of what I can do is. essays like this are occasions to watch somebody reason- ably bright but also reasonably average pay far closer attention and think at far more length about all sorts of different stuff than most of us have a chance to in our daily lives.” - DAVID FOSTER WALLACE Made With Creative Commons v vi Made With Creative Commons CONTENTS Foreword xi Introduction xv PART 1: THE BIG PICTURE 1 The New World of Digital Commons by Paul Stacey 3 The Commons, the Market, and the State .
    [Show full text]
  • Theories of Change in Learning Experience (LX) Design
    3 Theories of Change in Learning Experience (LX) Design Keith Bowen, Karin S. Forssell, & Soren Rosier Designers’ theories about how people learn are the keys to impactful educational design. While much effort and attention is appropriately paid to usability in the development of educational tools and materials, the centrality of learning theories is often underappreciated. Learning theories, in combination with considerations of usability, form coherent theories of change. Theories of Change frame how designers expect to shift learners’ knowledge, skills, and abilities. They play out in the features included in digital learning tools and in the activities chosen for learners in technology-enhanced experiences. They are critical to recognizing whether a design is effective. The clearer the theory, the more specific and measurable the indicators; and reliable, focused measures are key to ensuring that a design is working as planned. Additionally, good measures can transform data into launchpads for design iteration. Aligning learning theory, design, and measures, however, is easier said than done. Through illustrative cases of two learning projects, this chapter gives readers useful frameworks and intuitions to approach this process. Designers will be better prepared not only to create effective experiences, but also to communicate their impact to a range of stakeholders including learners, teachers, buyers, and funders. Author's Note All three authors contributed equally to this chapter. Names are in alphabetical order. 1. Introduction Theories about how people learn should drive the process of designing learning experiences. Those theories that designers hold about how learning happens help them to frame their early investigations into a specific learning problem, their successive iterations in learning design, and their repeated testing with targeted learners.
    [Show full text]
  • Building Resilience in the Brain Injury Community TABLE of CONTENTS
    BRAIN INJURY ASSOCIATION OF AMERICA | Volume 14, Issue 2 theChallenge! Building Resilience in the Brain Injury Community TABLE OF CONTENTS JULY 2020 The Emotional Impact of Honor Roll of Donors THE Challenge! is published 4 › 16› by the Brain Injury Association Social Distancing of America. We welcome 20› Nine Ways to Support manuscripts on issues that are 8 Caregivers Share Experiences, BIAA from Your Home important to the brain injury › Struggles, and Advice community. Please send Advocacy Update submissions in a standard 22› Tips for Financial Caregivers Microsoft Word® document to 11 › During the Coronavirus [email protected]. 25 State Affiliate News Pandemic › For more information regarding News & Notes We've Been Here Before 29› advertising in THE Challenge!, 12› please visit biausa.org. Upcoming Webinars 15 Strive and Thrive with the 30› Association Staff & Volunteers: › Council on Brain Injury Marianna Abashian Sarah Augustoski Greg Ayotte 6 27 Robbie Baker Christine Chen Stephanie Cohen Susan H. Connors Tiffany Epley Dianna Fahel Stephani Kelly Carrie Mosher Mary S. Reitter Rula Tareq 8 Subscriptions: Send address changes to [email protected] Copyright © 2020 BIAA All rights reserved. No part of this publication may be reproduced in whole or in part without written permission from the Brain Injury Association of America. Email requests to 14 15 [email protected]. Publication designed by Eye to Eye Design Studio, LLC [email protected] Please recycle this issue. 2 FROM MY DESK ore than 3 million children and adults in the United States have been infected with the coronavirus, and more than 130,000 people have Mdied.
    [Show full text]
  • Jan- Feb 2016
    TIBETAN BULLETIN THE OFFICIAL JOURNAL OF THE CENTRAL TIBETAN ADMINISTRATION VOLUME 20 - ISSUE 1 JANUARY - FEBRUARY 2016 FOCUS China: No End to Tibet Surveillance Program **** FEATURE Thousands Pray for His Holiness the Dalai Lama’s Recovery at Dharamshala **** WORLD PRESS Chinese Celebrities Warned Not to Mix with Exiled Tibetans : AP **** OBITUARY His Eminence Taklung Tsetrul Rinpoche (1926 - 2015) www.tibet.net/en/tibbul Dr BP Singh, former of Governor of Sikkim and 2014 Nobel Peace Laureate Kailash Satyarthi with His Holiness the Dalai Lama before the ‘Celebrating His Holiness’ event in New Delhi, India on January 4, 2016. Photo/Tenzin Choejor/ OHHDL Artistes from the Tibetan Institute of Performing Arts (TIPA) presenting cultural performances during Losar - Tibetan new year ceremony - at Tsuglakhang on 9 February 2016. His Holiness the Dalai Lama with Tibetan school children on on the final afternoon of his visit to Tashi Lhunpo Monastery in Bylakuppe, Karnataka, India on January 1, 2016. Photo/Tenzin Choejor/OHHDL www.tibet.net/en/tibbul FOCUS 8. China: No End to Tibet Surveillance Program - Human Rights Watch 14. UN Human Rights Chief Deeply Concerned by China Clampdown on Lawyers and Activists TIBETAN BULLETIN Tibetan Bulletin is an official bi-monthly FEATURE journal of the Central Tibetan 16. Thousands Pray for His Holiness the Dalai Lama’s Recovery at Administration. Dharamshala 17. Tibetan New Year’s Greeting from His Holiness the Dalai Lama 18. His Holiness the Dalai Lama Addresses IAS Association in Bengaluru Signed articles or quotations do not 19. Indian Friends Host 80th Birthday Celebration for His Holiness the Dalai necessarily reflect the views of the Central Tibetan Administration.
    [Show full text]
  • To Download Agreement
    TeachAids 516 High Street Palo Alto, California 94301 +1 408 462 2437 [email protected] RE: Partnership Engagement Agreement To Whom it May Concern, As part of its mission to develop high quality health education materials and disseminate them freely throughout the world, TeachAids has prepared this standard Partnership Engagement Agreement, for the benefit of its partners, to provide greater detail about TeachAids, its educational materials (which include but are not limited to any relevant research, software, services, processes, designs, marketing materials, and business plans or proposals) (the “Products”), and its policies governing their usage. We would be pleased to discuss any aspect of this document with you in greater detail, and encourage you to contact us with any questions that you may have concerning it. We very much look forward to working together with you to promote health education (the “Purpose”). About TeachAids TeachAids is an award-winning 501(c)(3) social venture that aims to create breakthrough technology to solve persistent problems in health education around the world. Spun out of Stanford University in 2009, TeachAids has grown into a collaborative consortium of world-class experts from disciplines across Stanford University and beyond. Experts span areas including education, medicine, communications, technology, and design thinking. The research behind the TeachAids Products is based on Stanford University’s Institutional Review Board. TeachAids Products are presently in use in more than 80 countries around the world including South Africa, Rwanda, China, India, Canada, and the United States. The Use of TeachAids Products Although the TeachAids Products are made available at no cost to end users — in the interest of achieving the widest possible distribution of, and thus benefit from, the materials — use of the Products is subject to a few standard policies: 1.
    [Show full text]
  • NASHIA and Teachaids Announce Partnership
    National Association of State Head Injury Administrators and TeachAids Unite to Promote Concussion Education Washington, D.C. (Monday, August 2, 2021)—The National Association of State Head Injury Association (NASHIA), a national trade association for state programs that support individuals living with brain injury, and TeachAids, an award-winning nonprofit social enterprise behind the CrashCourse concussion education technology, proudly announce a new partnership. TeachAids creates breakthrough technology to solve persistent problems in health education around the world. Their products are designed with input from a team of world-class academics, researchers, doctors, and athletes associated with leading organizations and institutions such as Stanford University, Harvard University, Ohio State University and beyond. TeachAids has developed "CrashCourse," a suite of interactive products focused on the prevention and treatment of concussions and related mental health issues. This education has been designed to teach athletes, parents and coaches about concussions, as well as to provide resources for leading organizations devoted to brain health. CrashCourse products include scientific knowledge and help dispel myths and misconceptions about the concussion recovery process. “We are excited to partner with TeachAids to provide new free resources to our members and the brain injury community at large. One example of a TeachAids tool is the interactive Concussion Story Wall in which 750 people share 4,000 segments of their personal concussion journey,” states Rebeccah Wolfkiel, NASHIA Executive Director. “Our state programs can refer constituents to these supportive tools to augment their existing practices. State Advisory Councils will also benefit from the free resources as Council members are often leaders among the brain injury community in each state, and are made up of individuals living with brain injury, their families and the diverse professionals supporting them.
    [Show full text]
  • Piya Sorcar Stanford Phd Dissertation
    TEACHING TABOO TOPICS WITHOUT TALKING ABOUT THEM: AN EPISTEMIC STUDY OF A NEW APPROACH TO HIV/AIDS PREVENTION EDUCATION IN INDIA A DISSERTATION SUBMITTED TO THE SCHOOL OF EDUCATION AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Piya Sorcar March 2009 © Copyright by Piya Sorcar 2009 All Rights Reserved ii iii iv Abstract Background: Solving the problem of how to provide effective health education on diseases subject to social taboos is an immediate need. The social stigma of HIV/AIDS is particularly prominent in the developing world, where 95 percent of all HIV-infected persons live. Millions of people risk death from HIV/AIDS while cultures and laws resist change. New approaches must be created to provide education despite whatever social, structural, cultural, and legal barriers exist. Fortunately, the emergence of new media and information and communication technologies (ICT) has provided new ways to help bypass social taboos and provide effective education. This dissertation discusses these challenges and presents criteria for evaluating the efficacy of educational campaigns aimed at promoting awareness relating to taboo topics using a specially designed HIV/AIDS curriculum—Interactive Teaching AIDS—as an exemplar. In health interventions, knowledge is a necessary, although seldom sufficient, step toward bringing about changes in attitudes and behaviors. The Interactive Teaching AIDS (ITA) application was developed, tested, and optimized over a two-year period to provide HIV/AIDS education despite social and cultural challenges. It incorporates key pedagogical and communication theories and approaches in order to maximize its efficacy.
    [Show full text]
  • Sexual Health in Humanitarian Emergencies
    Sexual Health in Humanitarian Emergencies With a Special Focus on Preventing HIV/AIDS A Guide Swasti Page 109 ISBN 978-81-908417-0-2 Copyright © 2009 Swasti and Oxfam International No: of copies: 1000 Year of Publication: March 2009 Published by: Catalyst Management Services This document may be reproduced in whole or part without permission of Swasti and Oxfam International, provided full source citation is given and reproduction is not for commercial purposes Suggested citation: Swasti and Oxfam International, 2009, Sexual Health in Humanitarian Emergencies Design and layout: The Pen & Mouse, Bangalore 080-25729836 Illustrations: Shilpa B. Hali, Bangalore For more information or additional copies, please contact Swasti 19, 1st Main, 1st Cross Ashwathnagar Bangalore 560094 Ph: +91-80-23419616 Email: [email protected] Page 110 Sexual Health in Humanitarian Emergencies With a Special Focus on Preventing HIV/AIDS A Guide Swasti Contents Forewords 4 Preface 9 Acknowlegement 11 Abbreviations 12 About this guide 13 Part I Background to the guide 17 Humanitarian emergencies, sexual health and HIV 18 Existing toolkits – gap analysis 21 Part II Understanding sexual health vulnerability and responding – Approaches during humanitarian emergency 23 Introduction 25 Roles and responsibility matrix 28 Tool 1 - Getting prepared: HIV in disaster-prone areas 31 Tool 2 - Rapid assessment study - sexual health vulnerabilities - particularly HIV 38 Tool 3 - Detailed assessment study 42 Tool 4 - Shelter and vulnerability during displacement 45 Tool 5
    [Show full text]