Hoe te stoppen met roken door Chiva-Som International Health Resorts

Posted on 29 December 2009 | 9:46 am by admin

Chiva-Som International Health Resort asked: Chinn Neo - een eerdere gast bij Chiva-Som - is erg blij. "[Ken Rosen] behandeld mijn man Robert Lau voor zijn nicotineverslaving," zegt ze. "En na het gerookt gedurende de afgelopen 20 jaar heeft hij gestopt! Dit is AMAZING! " Chinn niet alleen nu een gezondere [...]

Ventajas de los expedientes de salud personales

Posted on 24 December 2009 | 1:12 am by admin

Jennifer Salerno asked: Se van los d

Medische Electives in Nepal/Internship van de Gezondheid in Nepal

Posted on 17 December 2009 | 4:44 am by admin

Volunteernepal asked: MEDISCHE/INTERNSHIP van de GEZONDHEID IN NEPAL MEDISCHE ELECTIVES IN NEPALVolunteer de Maatschappij Nepal poogt medische studenten en vrijwilligers met gezondheidsachtergronden in landelijke plaatsen te mobiliseren waar de mensen toegang tot geen gezondheidsinstituten hebben, aangezien de overheid geen adequate gezondheidsdiensten kan verlenen. Enerzijds, de landelijke mensen Nepali vaak aarzelen om naar het ziekenhuis en [...]

NEED AND CONTEXT It has been observed that the recent economic growth in the Asian cities indicate that there has been a breakdown of traditional support systems such as the family because of rapid urbanization and modernization. Moreover, a large number of people are living below the poverty line in impoverished environment in urban and rural communities. Their acute needs for housing, food, health, education, and incomes are the very forces that push adolescents to look for a means of livelihood on the streets, engage in prostitution, be hooked up with crime/drug syndicates, or become victims of sexual and physical abuse. It is a battle of bare struggle for daily survival and contributes in every ways they can. Any measure to penalize parents of such children will only result in further abuse and oppression of people who are already disadvantaged. Such children struggle hard in getting the most essential requirements to meet the basic needs of life and such children need special attention and educational intervention. These disadvantaged adolescents are generally malnourished and often anemic; many of them physically stunted, suffer psychologically from undue family pressures and abuses and are neglected at home. They tend to develop low self-esteem from broken families, single-headed households because of the death, separation, or labor migration of one of their parents. Moreover, they live in slums and squatter communities, sub-human conditions and are susceptible to crime syndicates and gang conflicts, substance/drug abuse, and gambling. In the developing and under developed countries like India and Thailand a large percentage of population live below the poverty line and adolescents from such environment face difficulties in getting access to good education. It is therefore felt that in both the surround adolescents are of in the process of development and failure to meet their developmental need have lend to safe and serial destructions behaviors. Adolescents lack necessary life skills for cape up in to the realities and challenges of life. Adolescents accords for the largest portion of the world’s population and have been on an increasing trend and there are “230 million Indian adolescent in the age of group of 4 to 19” that (Population and Health IndoShare, 2006). Moreover, it is expected that this age group will continue to grow reaching over “214 million by 2020” (United Nations (UN) 2000) due to has traditionally been a male dominated society and has a strong son preference in most part of but Indian girls tend to be discriminated against by their families and also demographic trends indicate deep-rooted gender discrimination. In India, the condition of disadvantaged adolescents resembled that of their centers pail Thailand. Indian Young adolescents are facings serious problem of lack of access to reliable knowledge on the process of growing up reproductive health practices and value system. There has been a need to provide education on the developmental changes and needs during teenagers. This may reduce the risk of future. Today, almost every Indian and Thai whether rich or poor, young or old, is exposed to much that is foreign, largely because in the last two decades India and Thailand has become one of the region’s most popular tourists destinations. At times, the growing economy and favorable investment opportunities have also attracted many foreign multinationals, which continue to add to the already fair large expatriate community. However, despite the intensity of their exposure to “foreign” influences, particularly western cultures and lifestyles, Indian and Thai culture remains a solid influence within family life and early childhood. From birth, Indian and Thai adolescents are still much more deeply immersed in culture than they are exposed to foreign influences despite the fast-paced changes that have been affecting Indian and Thai adolescents. The adolescents of deferred families are emotionally disturbed and driven adrift as wanderers, delinquent children with im-permissive behaviors such as loitering, gambling, drug addiction, crime, truancy, prostitution, and begging, illegal dealings. As the consequence of these adverse behaviors, cases of illegal pregnancy, baby abandonment, and HIV/AIDS infection are becoming more and more severe. There also reported, “Thai Children are spending more time in talking and chatting on the phone and the trendiest models of mobile phones, love hanging out with their friends at night, the drugs problem and the loss of Thai identity and shopping for brand name products. The latest fashion among the hobbies of many of today’s Thai children is they are becoming increasingly violent and blaming society and their own families for their behavior and involve in premature sex, drugs and aggressiveness”. “The study found that despite the well-to-do family backgrounds of the teens surveyed, most of them shared a common problem of loneliness, depressive tendencies and a need for love”. The gap between parents and children is greater than ever before, arising from broken families or from families which faille to inculcate morals in their children because they havenless time for their children and had left them to the peril of sick and violent society in Thailand (Aphaluck Bhatiasevi, Thongbai Thongpao 2002), (Tong Thum Struggles, 2006) With the best intention and efforts of the education as a social instrument, it is possible to promote the complete welfare of disadvantaged population. Among the several types of disadvantaged adolescents, Adolescents forced to enter the labour market, adolescents affected by HIV/AIDS and adolescents affected by narcotic drugs need special attention. They have trouble in getting proper guidance to overcome personal problems and require proper guidance and counseling to become aware of the ill effects narcotic drugs, labour market and HIV/AIDS. It may not be possible to develop awareness in the expected manner through normal school curriculums. Hence, a separate educational intervention, which is nothing but a planned programme of educational guidance, organized to meet the scientific and psychological needs of disadvantaged adolescents in the age group of 13-16. Hence, in this study, an attempt will be made to study the educational adjustment of disadvantaged adolescents and to find out the impact of a structured educational intervention programme in developing proper awareness and attitude towards reproductive health, drugs, sexuality and values. The present study examined the impact of an educational intervention programme on the knowledge and attitude on disadvantaged adolescents in Northern India and Thailand. The study intends to assess and compare the knowledge about the process of growing up, HIV/AIDS awareness, values and attitude of teen-age students staying in the schools. Reproductive health education is a key strategy for promoting preventive measures among teenagers. METHOS The sample for the study consisted of 225 disadvantaged adolescents who included 125 adolescents from India (Chennai Himmat Slum area, Jammu region) and Thailand (Yong People Develop Chiang Mai and Teresa Anusorn Foundation (Ban Teresa) Chiang Rai, Province). The sample populations of disadvantaged adolescents are residents of orphanages and slum area and studying in high school classes in the age of groups from 13 to 16 years. Data was collected by administering knowledge test consisted of items on process of growing up HIV/AIDS, reproductive organs and their functions family planning and parenting and attitude scale to measure beliefs and practices about sexuality and abstinence. An experimental design consisted of experimental and control group was formed. Questionnaires were translated from English to Hindi and Thai, (mother tongue of the respondent), then back in to English to ensure that no meaning was lost in translation. There were use two groups of learner: both the groups were given Pre-Test as well as Post-Test, where experimental group were given intervention programme and control group was not be given any intervention programme. Control group: - there were in two states: ten administrators conducted face-to-face interviews and Focus groups with disadvantaged adolescent in India and Thailand. First state, in India country; 10 Indian administrators were called the Indian disadvantaged adolescents from there house at Slum area (Jammu), meeting for data collected were an adjustment questionnaire in each of person and groups by Hindi (mother tongue of the respondent). Second state, in Thailand country: 125 questionnaires in Thai (mother tongue of the respondent) were administered to the Thai disadvantaged adolescent of two orphanages, I collected later the questionnaires. Intervention / Treatment Programme Experts: Facilitators who were willing to participate in the study were invited for receiving community sensitization, booklet distribution, and CD training; Experimental group: 200 students (and also inmates) belonging to Channai Himmat, Slum area (Jammu, India), Teresa Anusorn Foundation (Ban Teresa), and Yong People Develop (Thailand) who had got least scores namely, were given one day training programme on intervention or treatment as; In the morning: the orientation and participants programme concentrated on basic issues such as general framework of adolescent growth, and consisted of discussions and demonstrations. The training programme practiced the activities to develop the knowledge level and the attitude about HIV/AIDS, drug abuse and reproductive health education In the afternoon until evening: the revised questionnaires were administered to the experimental group in 3 sessions as: (a) the personal details. (b) The knowledge level and attitude were administered to find out themselves and whenever they had doubt in understanding the items, the administrators made them easy by giving supplementary examples. In addition, (c) group discussed for preparation of suggestive measures to improve and policies. Design of the study An educational intervention programme consisting of awareness activities presented through media presentation, discussion and interaction was presented to the experimental group. Universals and multivariate analysis of the data were used to assess the impact of interventions and to identify the predictors of change in knowledge and attitude. Significant changes in terms of gain between pre-test and post-test was observed. Analysis The completed questionnaires were collated and entered into the computer. The data was entered and analyzed using SPSS. After verification and reduction of data, descriptive frequencies were completed. This was followed by uni-variate and multi-variety procedures to assess the impact of the interventions and to identify other predictors of change in knowledge and attitude. Analysis was stratified by sex shown how responses to the variables of knowledge and attitude, differ boys, girls, age, and education. Descriptive statistics was used to profile the study population. Knowledge and attitude was then used to explore the demographic variables associated with HIV/AIDS, drug abused and reproductive Health Education. The following statistical techniques were applied in the present project: Paired Samples “T”-test and “F”-test. FINDINGS The demographic profile of the 250 Indian and Thai respondent questionnaires is shown the relationships between demographic characteristics of Indian and Thai were founds Indian boys (54.40%) less than Thai boys (56%), and Indian girls (45.60%) more than Thai girls (44%). In the same age group of Indian and Thai 15 years old, and the same of the secondary school of Indian: (Standard: 9) and Thai: (Grades 3), had significant .05 is shown in Table 1. Answers were grouped in comparing scores from Indian and Thai disadvantage adolescent after received a treatment on knowledge and attitude about HIV/AIDS, drug abuse and reproductive health education, all participating (N= 200) were group interviewed and after the intervention had significant difference is (0.05), are shown in Table 2-16. The findings also revealed significant differences between boys and girls in knowledge and attitude towards reproductive health education. Implications of the study for the awareness programmes were suggested. DISCUSSION In many Northern states of India and Thailand, the HIV/AIDS, drug abuse and reproductive health needs of Indian and Thai disadvantaged adolescents are either poorly understood or not fully appreciated. Evidence is growing that this neglect can seriously jeopardize the HIV/AIDS, drug abuse and reproductive health education needs and future well-being of them. The policies addressed the effectiveness of the programmed to highlights what there needs to be done to promote and protect to the disadvantaged adolescent in India and Thailand in the future as: all schools should develop textbooks making learning interesting by following extensive community sensitization in support of adolescent reproductive health education appropriate in Indian and Thai cultural and tradition. Because of Indian and Thai culture and tradition, adolescents kept learning by them long time ago that, made them grow up in the wrong life and have been against morality. Indian and Thai adolescent problems erupt from families and by themselves after they have been sexually abused or because their families could not understand adolescent behavior and teach them about reproductive health education and sexual health education. Such as should improve in knowledge and attitude among school-going adolescents with the media modern of families. In addition, it was found that sexually abused violated in Indian and Thai adolescents should learn and practice self-protection and should gather knowledge of the Child Rights and much more. India disadvantaged adolescents 1. Indian disadvantaged adolescents are neglected from home, school and there country of the knowledge. They tend to undeveloped of the confidents and very poorly of the knowledge, attitude about Reproductive Health, drug and HIV/AIDS. Thus as, should to improve and increase and learn the knowledge attitude and understanding of disadvantaged adolescents 2. In India, the responsible organizations both governmental and non-governmental of India have to develop policies for adolescent and should to include HIV/AIDS education and health programme in schools curriculums. In addition, those reproductive health educational services for adolescent girls are especially needed in schools and families. 3. Parents, families, teachers and administrators in orphanages or schools should be encouraged to discuss or give guidance and approval about reproductive health education, drug and HIV/AIDS with their disadvantaged adolescent. Thailand disadvantaged adolescents 1. Should to improve and increase the knowledge attitude and understanding of disadvantaged adolescents in Northern about reproductive health education and sexual health education. 2. Especially, in Northern, Thailand having spread of higher Drug and HIV/AIDS, thus as should to teach or train to get about the knowledge attitude and understanding of reproductive health to adolescents and parents more then other. 3. The reproductive and sexual health education should be included in the curriculum for the second level – primary education (Grades 4-6), Third level – secondary education (Grades 1-3) and Fourth level – secondary education (Grades 4-6). It is too late to start from Third level – secondary education (Grades 1-3) in Thailand thus; the Ministry of Education has to prepare a new policy to put this subject at the Basic Education Curriculum Standard as soon as possible. 4. It appears that in Thailand media has caused a change in sex related values among adolescents. With the misuse of Internet in getting information on sex related issue supplemented by the use of Cell phone, TV, VCD, DVD and booklets is increasing Crime problems of sexually abused. Thus, the qualities of the textbooks or booklets to be distributed to the adolescents.TABLEACKNOWLEDGEMENTS I thank to Dr. Y. N. Sridhar, Guide of Research for me. I would like too many helpful and thank the following students, Mr. Kasame Sakonllapap, Mr. Santi Jongkongka, Mr. Prasarn Ruansang and people for their supported. I thankfulness to Father Carlo Luzzi, Mother Elisa Cavana, Father Niphot Thiengwiharn and my family, for contributing to this study by providing funding. REFERENCE 1. Aphaluck Bhatiasevi. Youngsters want love in the family; 2002 January 7,- Thailand. Available from: URL: http://www.thailandlife.com/ Thaiyouth_67.html/ 2. Arundhati Mishra. Enlightening Adolescent Boys in India on Gender and RSH. 2002. Available from: URL: http://www.jhuccp.org/igwg/ Presentations/Monday/ Plan/Enlightening.pdf 3. Arunee Hongsiriwat. A comparison of errors in forecasting Educational time series data with stationary and no-stationary data using ARIMA model, ARIMA intervention model and regression model, Bangkok, Thailand (dissertation). Chulalongkorn Univ.; 2000. 4. APPENDIX A: Country Summaries, Health and Education needs of Ethnic Minorities in the greater Mekong, sub region in Thailand. p. 10-11. (Copyright) 5. A.G. Sathe and Shanta Sathe. Pune, India. Available from: URL: http://www.medind.nic.in/jah/t05/i1/jaht05i1p49.pdf 6. Child Help Foundation. Available from: URL: http://www.centralsingapore.org.sg/site/ volunteer/expedition2004/chf.htm 7. C.P. González-Camacho (Mexico), J. U. Quevedo-Torrero (USA), J.M. Loaiza Moreno, M. Larios-Rosas, V.C. Ocegueda-Hernández (Mexico), and S.H.S. Huang (USA). A Complete Referral-Intervention-Identification-System for Special Education: RIIS. Available from: URL: http://www.actapress. com/PaperInfo. aspx? PaperID=26281 8. Chaturon Chaisang. Road map for expediting Education Reform for the forthcoming Quarter; Education Reform: Next Step Forward. Press Conference. Meeting Room of the Ministry of Education, Bangkok, Thailand. 2005 November 6. (Copyright). 9. Children in Need. Available from: URL: http://www.mercycentre.org/ helpess.htm1#orphanages. 10. CSC. A Civil Society Forum for East and South East Asia on Promoting and Protecting the Rights of Street Children. Civil Society forum report, Bangkok, Thailand. 2003 March; 12-14 (Copyright). 11. Dilok Sritong, The disadvantaged children in Jammu. 30 March 2007. (Not copyright). 12. Disadvantaged Home. Available from: URL: http://www.cssr.or.th/Work/HTML/pattaya03.asp. 13. Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 1998. ISBN 974-8086-30-5, 14. Education in Thailand. Number of Disadvantaged Students in OBEC Schools by Type and Gender: Academic Years 2002- 2003. Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, National. 2004: ISBN 974-241-733-4, p: 20-34. 15. Education in Thailand. Past Development of Thai Education. 1998. Available from: URL: http://www.edthat.com/publication/edu/1998/chapter/1page.7htm 16. Education in Thailand. The National Education Plan (2002-2016). Office of the National Education Commission Education in Thailand, Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN: 974-8086-30-5, p: 19. (Copyright). 17. ECPAT. Available from: URL: http://www.ecpat.net/eng/Ecpat_ inter/projects/monitoring/online_database/countries.asp?arrCountryID=1 18. Eastern Child Welfare Protection Home. Available from: URL: http://www. geocities.com/houypong_home/ 19. Father Carlo Luzzi. The Hill Tribes Disadvantaged in Northern, Thailand. 9 October 2007. (Not copyright). 20. Father Komkrit Anamnat. The disadvantaged students in Nuchanat Ansorn School. Available from: URL: http://www.nuchanat.com/documents/ Management%20structure.htm 21. Father Niphot Thiengwiharn. Yong People Development. Doi Sa Kuat, Chaing Mai, Thailand. 10 December 2006. (Not copyright). 22. Foundation for the Better Life of Children (FBLC). Available from: URL: http://www.citizenbase.org/crtools/helement.html 23. Global March Against Child Labour. Children’s World Congress on Child Labour. 2004. Available from: URL: http://www/globalmarch.org/ Worldcongress/ gaw2004.php. 24. International Bureau for Children’ Rights. Making Children’s Rights Work: Country Profile on Thailand. 2004 p: 3-4. (Copyright). 25. Kittisak Ketunuti. A development of a parent education program providing Home-based early intervention for Cerebral Palsy children, Bangkok, Thailand, (dissertation). Chulalongkorn Univ.; 1997 26. Government of Rajasthan. 1995. Available from: URL: http://www.policyproject.com/pubs/countryreports/ARH.India.pdf 27. IIPS. National Family Health Survey (NFHS-2). 2000. Available from: URL: http://www.nfhsindia.org/nfhs3.html 28. Kasame Sakonllapap. Yong People in Bangkok, Thailand. 9 November 2006. (Not copyright). 29. Laddawan Chanvititkul. The Effectiveness of Counseling Intervention as Health Education Program on Self-Care Behavior among Hypertensive Patient Attending Service at Charoenkrungpracharak Hospital (dissertation). Bangkok (Thailand). Mahidol Univ.; 1995. 30. Ministry of Social Development and Human Security. A target of Society, Bangkok, Thailand. 1999. Available from: URL: http://www.dsdw. go.th 31. Maha Chakri Sirindhon, H.R.H. Princess. Education of the Disadvantaged: a lecture, the 15th Annual Princess Maha Chakri Sirindhorn Day, (Prasarnmit branch), Bangkok, Thailand, Srinakarinwirot Univ.; 2001 November 12, p: 7-29 32. Mother Elisa Cavana. The Hill Tribes Disadvantaged in Northern, Thailand from Teresa Anusorn Foundation (Ban Teresa), Winag Pa Pow, Chaing Rai. 20-30 October 2006. (Not copyright). 33. National Statistical Office. Report of the Labor Force Survey Whole Kingdom (Round 4: October-December), Bangkok, Thailand. 2003. (Copyright) 34. Niklaus Steiner. Available from: URL: http://www.ucis.unc.edu/resources/pubs/development/Moon.pdf#search=%22Knowledge%20and% 20attitude%20HIV%2FAIDS%20%22 35. Nichet Sunthornpitak and Kanokkorn Phruksakit. Troubled teens cannot turn to teachers. 2003. Available from: URL: http”//www.Thailandlife.com/thaiyouth_95.htm 36. Patcharaporn Panyawuthikrai. Evaluation an Educational Program on dispensing behavior between Intervention and Control groups of drug stores in Bangkok (dissertation). Bangkok, Thailand. Mahidol Univ.; 1999. 37. Patong Street Children Shelter. Available from: URL: http://www. phuket.holiday-inn. .com/ foundation.htm 38. Parwej Saroj, Kumar Rajesh, Walia Indarjeet, Aggarwal Arun K. Available from: URL: http://www.ijppediatricsindia.org/article.asp?issn=0019- 5456;year=2005;volume=72;issue=4; spage=287;epage=291;aulast=Parwej/ 39. Population and Health IndoShare. A Socio-Medical Assessment of the Sexual and Reproductive Heath of Adolescents in Bihar. 2006 March. (Copyright). 40. Project of Jaipur’ Government, Rajasthan India. January, p: 1. (Copyright). 41. Prasarn Ruansang. The disadvantaged children in Channai Himmat, Slum area (Jammu), Jammu & Kashmir State, India. 19 February 2007. (Not copyright). 42. Suwat Srisorrachatr. Domestic violence: Socio-cultural perspective and Social intervention in a Thai community, Bangkok, Thailand (dissertation). Mahidol Univ.; 2001. 43. Santi Jongkongka. The disadvantaged children in Jammu. 29 March 2007. (Not copyright). 44. S.D. Gupta. Adolescent Reproductive Health in India. Status, Policies, Programs, and Issues. Indian Institute of Health Management Research. POLICY 2003. (Copyright). 45. State of the World’s Children. Childhood under threat. 2005. Available from: URL: http://www.bangkoktourist.com/Bangkok.php and phishare.org/documents/PRC Pantana/4107 46. Thai Basic Education Curriculum. BE 2544 (AD 2001). Available from: URL: http:// cilab.ied.edu.hk/clprogram/icp/Curriculum_and_Learning_ Reform_in_ Thailand. pdf#search=%22 Thai%20Basic%20Education%20 Curriculum.%20BE%202544%20(AD%202001)%20%22 47. Thai Education History. Available from: URL: http://www.school-portal.co.uk/groupHomepage.asp?GroupID=66561 48. Thai Post Newspaper. Thai’s family crisis, the moment has arrived to appoint of Government of Thailand. 2005. Available from: URL: http:// www.thaipost.net// index.asp?=thaipost&postdate=27/Much/2548& cat id=501 49. Thailand. Library of Congress – Federal Research Division. 2005. Available from: URL: http:www.//lcweb2.loc.gov/frd/cs/profiles/Thailand.pdf 50. Thongbai Thongpao. Save our youth from sin. 2002. Available from: URL: http://www.thailandlife.com/thaiyouth_83.html 51. Tong Thum Struggles. Thailand Sex and Drug. 2006 February 20. Available from: URL: http://www. thailand-blog.com/ 52. The Bangkok Post, Newspaper. An Economic review, mid-year, Thailand. 1998 July 1. (Copyright) 53. The Bangkok Post, Newspaper. An Economic review, year-end, Thailand. 1998, December, 31. (Copyright) 54. The Express Transportation Organization of Thailand. Department of Provincial Administration. Population Record. 2005. Available from: URL: http://www. dopa.go.th/ stat/y_ stat48.html 55. The Nation, Newspaper (daily). RCA tops list of Bangkok nightspots for young students. 2005; Saturday, February 10. (Copyright). 56. The Post Newspaper. An Economic review, year-end, Thailand. 1997 December 31. (Copyright). 57. The Thai Health Promotion Foundation. Available from: URL: http://www. Thailand life. com/thaiyouth_67.html 58. The Office of the Education Council. Education in Thailand. Bangkok: Amarin Printing and Publishing, Ministry of Education, Thailand. 2004 ISBN 379-5930-32-E, p: 23-26 59. The Office of Welfare Promotion, Protection and Empowerment of Vulnerable Groups. Thailand’s Second Report. Available from: URL: http://www.thaiembdc.org/pressctr/announce/ThaiYouth2UNGA62.pdf 60. The Office of the National Education Commission Education in Thailand. Bangkok: Amarin Printing and Publishing. 1998. ISBN 974-8086-30-5, p: 154 61. The World Bank (Thailand). Population by age and Sex. Youth in Numbers: East Asia and the Pacific, Children and Youth – Human Development Hub, Children and Youth, HDNCY, Washington DC, USA. 2004 November, p: 4-5 62. Teacher Chantana Rangsome. Street Children at Khon Khen, Thailand. 5 December 2006. (Not copyright). 63. United Nations (UN). UN medium population projection. World Population Prospects, the 2000 Revision, into the POLICY Project’s, SPECTRUM Model and projecting the population to 2020. 2000. (Copyright). 64. UNICEF House. Working Children’s Report. 3 UN Plaza, New York, NY 10017. 2004; ISBN: 92-806-3817-3, p: 2. (Copyright). 65. UNDP/ UNFPA/ WHO/ World Bank Special Programme of Research. Development and Research Training in Human Reproduction (HRP). Progress in Reproductive Health of Adolescents. Department of Reproductive Health and Research, World Health Organization, Geneva, Switzerland. 2003; Document Number: 64, p: 1, 3. (Copyright). 66. UNESCO. Education and Training strategies for Disadvantaged group in Thailand. 2001 December, International Institute for Educational Planning, p: 55-70. 67. UNESCO. Early Childhood Care and Education and other Family Policies and Programs in South-East Asia: Working for Access quality and inclusion in Thailand, Philippine and Viet Nam, Bangkok, Thailand. 2004 p: 4-5. (Copyright). 68. UNAIDS. HIV/AIDS and Sexually Transmitted Infections – Update Thailand the United Nations Programme on HIV/AIDS, World Health Organization (WHO). 2004 November. (Copyright). 69. Vosburg, Jill. Preschool Children’s Classification Skills and a Multicultural Education Intervention to Promote Acceptance of Ethnic Diversity. (Statistical Data Included). 2000. Available from: URL: http://findarticles.com/p/articles/mi_ hb1439/is_ 200003/ai_n5870666 70. World Health Organization (WHO). Promoting and safeguarding the sexual and reproductive health of adolescents. Department of Reproductive Health and Research & Department of Child and Adolescent Health and Development, Geneva, Switzerland, March; p: Implementing the Global Reproductive Health Strategy. Policy Brief No. 4. 2006; Document Number: 312300. (Copyright). 71. World Health Organization (WHO). Population by age and Sex. Available from: URL: http://whqlibdoc.who.int/hq/2006/RHR_policybrief4_eng.pdf 72. Yuan-Hsiang, Chu. Sexuality Education Intervention Effects of Teacher (dissertation). Kaohsiung, Taiwan, Shu-Te Univ.; 2005. 73. Yi JK. Vietnamese American college students’ knowledge and attitudes toward HIV/AIDS (dissertation). J Am College Health. 1998 74. Y. N. Sridhar. The disadvantaged children in India. 29 July 2007. (Not copyright).

Posted on 10 December 2009 | 5:35 pm by admin

Chiwarat Dudsanee asked:

Is Health Insurance Right For You?

Posted on 9 December 2009 | 10:43 am by admin

Uchenna Ani-Okoye asked: Health insurance companies which is passing the doctor take less than the employees have strong reasons to accept any employer will be it for youbrbrwhat is covered by the health insurance premiums inch up why is high cost onto the. My health insurance coverage high cost it for it gets since health insurance [...]

Sociale Rechtvaardigheid Door Gezondheidszorg

Posted on 6 December 2009 | 1:37 am by admin

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Posted on 3 December 2009 | 5:40 pm by admin

Yan Huang asked: The responsibility of school health education is to provide the complete positive experience and the knowledge structure to the student, including the establishment of health education curriculum, the creation of school health environment and carrying out the appropriate school health education plan through principal, teacher, guardian and the broad cooperation which leads [...]

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