Health education

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  • Vietnam social and health education in recent years has supported the development of the market economy, attracted huge resources for social development, contributed to reducing budget and met increasing and diversified needs of people. Along with socializing health and education, a market for health and education has also been formed. Because socializing health and education brings a lot of benefits, it should be further promoted.

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  • Globalization exerts positive and negative impacts on health and has been linked to reduced government expenditures on health, education, and social programs, and restructured workplace and home life. Globalization is altering gender roles and relationships and influencing health determinants. Asymmetric rights and responsibilities, labor market segregation, consumption patterns, and discrimination are influenced differently by globalization and affect men and women’s health in distinct ways.

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  • Tuyển tập các báo cáo nghiên cứu về sinh học được đăng trên tạp chí hóa học quốc tế đề tài : Internal construct validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS): a Rasch analysis using data from the Scottish Health Education Population Survey

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  • Medical practitioners and health care educators must be continually vigilant of the growing and ever-changing health issues related to girls and women who lead an active lifestyle and participate in sports and exercise. There have been landmark legislations that have changed the social perception that girls and women not only can, but should be physically active. With any changing social milieu, there are evolving health issues associated with the journey.

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  • With increasing recognition of the environmental impact of food and drink, future food policy and dietary advice need to go beyond the traditional focus on nutrient recommendations for health to include wider issues of sustainability. The task should not be underestimated, not least because the issue of sustainability is complex with multiple dimensions, including environmental, economic and social aspects. Current dietary advice is based on nutrient recommendations for health.

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  • Tuyển tập các báo cáo nghiên cứu về sinh học được đăng trên tạp chí sinh học quốc tế đề tài : Building capacity without disrupting health services: public health education for Africa through distance learning

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  • ‘Health Promotion’ is rapidly establishing itself as an important force within the ‘New Public Health’, itself an important feature of contemporary approaches to health and health care provision. Whilst debates have raged around definitions of health promotion and the differences between health promotion and health education, there has been little concern for the nature of the knowledge base being drawn upon by health promoters and researchers discussing such topics.

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  • During the past twenty-five years, numerous research studies conducted in several fields have identified various psychosocial factors as predictors of health and mental health status. These include: (a) stress, (b) social support and social networks, (c) competence, (d) socioeconomic status and (e) coping.’-&dquo; For example, loss of a spouse (stress) may be related to depression for one individual and high blood pressure for another person, while a third person may experience no significant effects on his or her well-being.

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  • I am committed to ensuring that middle class families have a secure retirement. That is why I have been holding a series of hearings in the Senate Committee on Health, Education, Labor, and Pensions to highlight the state of retirement security and better understand how we can improve the system. This report summarizes the key findings from those hearings and includes two bold proposals to address the retirement crisis.

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  • The National Council for Childhood and Motherhood (NCCM) initiated reproductive health education in schools in 2003, with support from the UN Population Fund (UNFPA) and the Egyp- tian Family Health Society. Initially, the project was called “The Reproductive Health Component for Support of Egyptian Girls.” The name later changed to the “Adolescents’ Health Program” at the request of the local communities. Originally a one-year initiative, it was extended until the end of 2012 due to its positive impact and community acceptance.

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  • Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: The ‘global health’ education framework: a conceptual guide for monitoring, evaluation and practice

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  • This paper helps documenting the importance of the association between poor mental health, educational attainment and subsequent dropping-out behaviour. It suggests (but does not prove) that there could be a causal mechanism. Thus programmes aimed at improv- ing the mental health of adolescents may be very important for im- proving educational attainment and reducing the number of young people who are “NEET” .

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  • Some institutions do not provide public access to all their materials because they deal with specific procedures and situations that require a health professional’s assistance for correct use. For example, instructions for post-surgery wound care might be given to a patient for home use after a health professional guides them through the process. Institutions and providers fear liability and potential misinterpretation of materials. Materials may have a disclaimer saying this is not meant for self-diagnosis, please consult your doctor.

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  • The World Health Organization reported that regardless of promises of better healthcare by governments and donor countries, millions of mothers, newborn babies and children continue to die each year in Africa from preventable diseases. The WHO further observed that some of the continent's biggest problems are getting worse and the rates of death during childbirth and among young children are increasing (WHO, 2006). The Asian countries are no exception. Most of them are also facing a number of health education challenges like Africa. Bandara (2005, p.

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  • According to Garg (2008, p.13), “The Pan-African tele-education and tele-medicine initiative of the Government of India, envisages that all 53 African Union member states be connected through satellite, fibre optic and wireless networks. It should be seen as an effort towards capacity building across cultures in the spirit of Vasudhaiva Kutumbakam (entire globe is a family).” Similarly Jokivirta (2006) reported that a tele-medicine network would connect five Universities (two in India and three in Africa) to 53 remote hospitals for tele- medicine.

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  • This is not to say that a topic approach has no place in school health education or in the promotion of health in schools. It is an argument for making sure that if a topic is being explored, that possible connections are made to other topics in the classroom and in the wider life of the school. This can enable students to consider the issue in the reality of the social and environmental contexts of their lives. There are uniting themes that can cut across topics at a theoretical and pedagogical level. The life skills and competencies, which...

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  • Mental health care is an essential but often forgotten component of health care. Nurses are core health-care providers and they need to be able to contribute effectively to mental health care. In reality, however, most low and middle income countries do not have adequate numbers of nurses, and the education and training of nurses in these countries provide little of the knowledge and skills necessary for good mental health care. The result is poor or no mental health care for those who need it.

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  • This book is concerned with Personal, Social and Health Education practice in primary and secondary schools. Developing effective practice in current contexts is challenging for practitioners. Although the revised English National Curriculum (Curriculum 2000) gives a greater and more explicit place to PSHE and Citizenship, for school leaders and classroom teachers this can seem like yet another thing to add to their long list of jobs to be done and expectations to be met.

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  • In 1995, one fifth of Mexico’s population could not afford the minimum daily nutritional requirements. Some 10 million people lacked even the most basic health care, and more than 1.5 million children were out of school. In 1997, the education, health and nutrition programme, Progresa, initiated conditional cash transfers for poor families. They received monthly stipends if their children attended school and family members visited health clinics regularly for nutrition and hygiene education and check-ups. Rigorous evaluations deemed the programme an overwhelming success.

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  • Stephen Clift is Professor of Health Education in the Faculty of Health, Canter- bury Christ Church University in Canterbury, United Kingdom. He has made contributions to health education and promotion in HIV and AIDS and sex education for young people and international travel and tourism. His current interests are focused on the contributions of the arts and music to health care and health promotion. He is a founder of the Sidney de Haan Research Centre for Arts and Health.

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