Problemáticas femininas

Despite government inquiries and conferences, no solutions have been implemented across the highway to prevent people from participating in hitchhiking. Each community has some billboards in honour of women who have gone missing, yet no safety check-ins or regional educational outreach has ever been implemented. Brenda hopes to create a network of families who have been impacted by missing women along Highway 16 in Northern BC. Her and her mother are strong advocates of creating hope and healing for families, Aboriginal and Non-Aboriginal who have experienced tragedy.

All the support required comes from the partners involved in the project. With the membership base of the BC Teacher's Federation, there is a guarantee that once the content is approved by the BC Teacher's Federation executive, having been vetted by the focus groups, the material will be used in BC schools. Making sure that the materials are also web based will meet a greater national need since these educational resources are not available. Engaging youth in the preparation of the materials as well as the mode of presentation, with a focus on local BC and Canadian case studies, will ensure greater buy-in from the constituency.

The training will focus on the specific needs of the teachers in rural Akon. The face-to-face training will focus on teaching English language literacy in order to build these teachers’ skills and also to build capacity for additional professional development. Program materials will include:

• Reference books – dictionaries and grammar books
• Audio materials for modeling the sounds of English and developing trainees’ listening and speaking skills
• Communication Activities: non-verbal, listening, presentations, engagement, group work. The South Sudan Institute has developed a brochure highlighting communication strategies.
• In line with the communications strategies and approaches developed by the South Sudan Institute, base the program on a communicative approach for teaching a language with more emphasis on speaking and listening skills and practice.
• Make the content relevant for teachers and their needs for English in the classroom
• Identify and/or develop additional audio, multi-media and print-based programs and materials to support materials provided by the Ministry of Education

These recommendations include the language theory based on communicative competence and a syllabus designed to develop proficiency in the English language for teaching purposes.

Objectives include:
• All teachers will achieve a level of general conversational English
• Content oriented to schools and teaching
• Content will incorporate English content plus English teaching methodologies from the South Sudan Institute

Our project activities actively engage youth through experiential processes and discussions using the following components. The project is also delivered through an interactive online film and workshops.
Step One: Preparation
Teacher and facilitator training - review the show, activities and the Educational Guidebook filled with resources and engaging lesson plans and learn what to do if a student reports an assault.
In-class preparation and interactive discussions led by teachers in the days before the show.
Distribution of resource materials to students in class, including agency contact cards and stickers.

Step Two: Presentation
• Theatre forum presentation (about 75 minutes):
• 5 minute introduction by the Joker: includes the “rules of engagement”
• 20 min scripted play performance layered with problems
• 45-min forum with “interventions” or audience improvisation and interactions to solve the problems presented in the scripted play performance. This is facilitated by the Joker
• 5 min final wrap by the Joker
• Post-show discussions with social service and health workers from community agencies, police officers and peer group youth leaders (30 mins) connect students with local resources as they process the play and express ideas

Step Three: Integration
• Vital in-class post-show activities, led by teachers in the days following the show, set the students in motion to create and organize their own anti-violence endeavours, integrating, applying and extending their learning, and helping to build a safe, healthy, and compassionate environment

We got a call from a group headed to work with the Masaai in Tanzania. This group needed to be able to test for anemia and to see at night. They ordered solar powered headlamps and the hemoglobin colour scale. In their report back, they noted how useful the solar headlamps were (they left them behind) and also noted that they tested 50 Masaai women with no other access to care and gave them iron pills.

Another group, also in Tanzania, is training local women to identify danger signs of pregnancy. Maternova fully equipped this group with basic obstetric tools for the lead obstetrician, a Tanzanian, and clean birth kits, ThermoSpots, fetascopes and more for the newly trained community women.

Responding to the needs of our beta testers has improved our obstetric paks, and strengthened the Maternova Innovation Index by focusing on the products our customers demand. Our ability to respond to the customers needs means that they can focus on doing what they do best, and what is needed most- high quality, accessible clinical care for mothers and newborns.

Every Saturday (our school holiday), 150 students from Classes V to XII farm out into village schools outside Kolkata to do learning enhancement programme with about 3500 children in rural Government Schools. When this programme began in 1979 the enrollment in Class I averaged 50 but by Class IV only 10 children were left in school and all were boys. Now in the same areas where we have been able to construct a secondary school building for girls, there are over a thousand girls and the school has been recognized by the Government up to Class XII. The ex-students are now in college and some are married. The people impacted by this are not just the village children and their parents but also the parents and families of the students who go out, as, the whole level of understanding the plight of village children has become acute. Our Class IXs and VIIIs are now working with 1200 girls in the Government Schools, teaching them how to use the materials for other out-of-school children.

Each week, Ni Nyampinga is aired for thirty minutes on five different radio stations nationwide. It is designed like a live magazine meant to open up channels of communication for girls, with each episode comprised of a variety of materials and formats. The show includes culture, health topics, advice, and individual stories. Roundtable discussions, field reporting, and one-on-one interviews are utilized throughout each episode to cover a particular theme through multiple perspectives. Additionally, the show encourages listeners to call in to ask questions and provide opinions so they can exercise their voices and feel as though they are heard.

In charge of each episode is a team of twelve girls, between the ages of 17 and 22, that take on the roles of presenter, reporter, researcher, and editor. The program benefits from girls leading because listeners identify them as their peers, therefore enhancing the legitimacy of the program. Additionally, by putting girls in charge of the ideas and what should be discussed, the program goes right to the source to determine what will strike a chord in the target population. Finally, as proactive leaders of a national radio program, the girls inspire their listenership to become proactive leaders themselves.

'Made' is a 24 year-old Balinese woman who has worked at the Pasar Badung market since she left school at 15. She starts her days at 5am, prepares breakfast, and then sets off to work for 10 hours at the market, seven days a week.

Made had never visited a health centre until this year, when she was referred to YRS one of its peer educators after she told her about some health problems she had been having, such as a burning sensation when urinating and pain during sex.

It was easy for her to find the YRS clinic, a short walk away on the top floor of the market. She was able to see a doctor for free, and underwent an examination and pap test.

Made was told by the doctor that her symptoms were the result of bacterial vaginosis (BV), but that she had also tested positive for the Human Papilloma Virus (HPV), an often symptom-free STI that can cause cervical cancer. She was prescribed antibiotics for the BV and was told to that she needed to return for regular pap tests to monitor the cells at her cervix.

The doctor referred Made to one of YRS's counsellors to discuss her diagnosis. It was explained to her that HPV was an STI, and she was encouraged to speak with her partner about her results and that he should seek treatment too. Safe sex practices were explained, and she was given some health information pamphlets to take home, along with free condoms.

Made now has routine pap tests at YRS, often receiving reminders from its outreach officers about this (the same one who helped with her BV treatment). She and her husband also now regularly use condoms.

In 2010 and 2011, Embrace conducted human clinical trials of our product in partnership with Indian neonatologists. Tests of 155 stable newborns weighing 1.5-2.5 kgs confirmed that our Infant Warmer is at least as efficacious as a radiant warmer in a clinical setting for stable infants in this weight range. Of the 4 million deaths of preterm and LBW babies annually, 1.2 million occur in India. This compelled us to launch projects in India. After completing clinical trials in 2011, Embrace launched pilot projects in Gujarat State with 2 Indian organizations providing healthcare services to vulnerable populations: AIM for Seva and SEWA Rural. Embrace donated Infant Warmers to AIM for Seva-affiliated Shamlaji Tribal Hospital in Gujarat, which offers free healthcare to 200-250 patients daily. An Embrace fellow spent 2 weeks training health practitioners to use the Infant Warmer properly and monitoring the product’s use and acceptance among staff and mothers, among them a young woman named Manjula, who had lost her first 2 babies soon after they were born. Her third child was born weighing under 2 pounds. Fortunately, the hospital was equipped with Embrace’s Infant Warmer and was able to provide a low-cost source of adequate thermal support to help the tiny infant survive. After 5 days, she gained 2.5 pounds, a sign that her health was improving. To date Embrace has positively impacted over 300 babies and their families. Embrace has just added a third program in Jhaghadia, Gujarat, where an Embrace fellow is training hospital staff through a partnership with SEWA Rural.

AIMI is a non-profit, self funded, NGO that operates on the basis of a mother-to-mother support group, meaning all activities are carried out by, from and for the breastfeeding mothers on a voluntary scheme. This idea is replicated on a provincial level each time AIMI establish a branch, and each time the branch establish a sub-branch at a city/municipal level. Breastfeeding may be natural, but for most mothers it's a learning process. In order to be able to successfully breastfeed her child, she will need:
1. prenatal breastfeeding education & information; for this, AIMI regularly hold breastfeeding classes, dissemination of information to workplaces such as offices and factories (AGtO), to communities (AGtC), AIMI also conducts regular meetings for mother-to-mother support groups, and prenatal breastfeeding counseling with a certified breastfeeding counselor, and active social media outreach;
2. in order to sustain her breastfeeding, a mother requires peer support through AIMI's mailing list (ASIforbaby) and through the mother-to-mother support group (kASIh ibu), and skilled help when there are challenges in breastfeeding are provided by certified breastfeeding counselors who have completed the 40 hours training based on the UNICEF/WHO module;
3. last but not least, protection of her breastfeeding rights, in the workplace, in public areas, and also from unsolicited and unwanted promotional harrassment by formula companies, for this AIMI has a legal and advocacy division that also closely liaise with relevant government agencies and the national lawmakers.

El presente estudio se abocó a validar la aplicación del método psicodramático a la orientación familiar, considerando a la familia como un grupo social primario y eje fundamental de la estructura social, mientras que el psicodrama se conceptualiza como un método de trabajo grupal e individual que, mediante técnicas de acción, permite explorar la situación vital y existencial de la persona. La investigación abarcó dos estudios. El primero consistió en un diagnóstico de las características de la población objetivo, que implicó un muestreo de tipo intencional basado en entrevistas a 12 familias de clase media y la aplicación de una variación de la escala de funcionamiento familiar desarrollada por Palomar. El segundo estudio incluyó el desarrollo, aplicación y evaluación de un programa de orientación familiar (OF) mediante el psicodrama, así como un taller de 12 sesiones, en cada una de las cuales se trabajó un tema específico. Participaron 10 estudiantes de preparatoria con un rango de edad de entre 16 y 18 años (7 mujeres y 3 hombres). Para la evaluación se consideró un diseño pre-experimental pre-postest, en el que se aplicó la escala de funcionamiento familiar completa. Los resultados muestran que los participantes pudieron observar con mucha claridad la realidad de su familia y compararla con la de los otros integrantes del grupo de estudio. Se puede conclui r que los dos campos se enriquecen ampliamente, tanto teórica como metodológicamente.