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More on Malaria ...


George Clooney contracted the disease but last January and the millions of Africans who get daily?

Malaria is an infectious disease spread by mosquitoes, which threatens to 3,300 million people in 190 countries worldwide.
Each year more than 225 million cases of malaria, of which nearly one million are fatal, 90% live in sub-Saharan Africa where children and pregnant women are the main victims.
Africa remains the region which bears the brunt of malaria cases and deaths. 50 African countries have regions where malaria reigns. Medical treatment can cost half 6 to $ 10 U.S. in many African countries, while 60% of Africans earn less than $ 2 per day. When these people should pay for treatment, most can not afford it, so I do not have access to treatment.
In recent years, the chances of fighting and restrict malaria have increased. The Global Fund to Fight AIDS, Tuberculosis and Malaria has provided free treatment of malaria in many countries in Africa, and currently directs a significant portion of its support to strengthening national health systems, an important factor in the fight against malaria.
The intervention of the WHO (World Health Organization) to combat Malaria has had a positive effect in Africa, and the number of infections has decreased since 2008. According to a report this past year 2010 by WHO, the number of deaths due to malaria in Africa has fallen from a million to 781,000 people. This is a very positive point.
Today there are effective tools to treat malaria, but only have access to a limited number of people. There are new drugs such as artemisinin, derived from a plant that effectively combat malaria infection. Unfortunately, many pregnant women and children especially often do not get the treatment they need. In Malawi, where chloroquine could be used as prevention was distributed free at antenatal clinics. Today we must act on the disease by taking the full treatment. So the two main barriers are the cost of testing and treatment, and in many countries and regions that are difficult to access health facilities.
In recent years there has been a significant movement in the fight against malaria. The cost for disposal was estimated at $ 5,330 million in 2009 U.S. $ 6,200 million in 2010 and U.S. $ 5.001 million for each year of 2011 to 2020. What is not calculated the cost of malaria in human lives and the devastating effect this poses to the economies of those countries.
A number of organizations medical and NGOs have joined the efforts of the United Nations. They have called for the entry into force a series of decisive measures such as free treatment, the widespread use of rapid tests for free, training local staff to identify the simple cases of malaria in local health centers and distribution ITNs. These measures have saved many lives in poor countries and developing regions. But much remains to be done. Customs duties applied in many countries where malaria is endemic are driving up the cost of drugs.
In order to achieve the Millennium Development Goals (MDGs) on the topic of malaria mortality, and bring a real change, efforts are needed nationally and internationally. Political support at country level and new strategies and international finance are the two key strategies. Only through real cooperation between countries and their international partners will achieve the Millennium Development Goals by 2015.

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Often professionals dedicated to vocational training, after acquiring the methodological, with the passage of time, carried away by the routine. Lest this should happen, from time to time to reflect on key aspects of professional performance as a trainer. One possibility for implementing this action is to assist new courses, but not always depend on one, another is the reading of texts to facilitate reflection and this does depend entirely on his will.

Today I intend to reflect on the skills training.

skills training are:

1 .- PLANNING

* The ability to design teaching-learning activities ordered according to capabilities of students. The non-formal vocational training, involves a series of competencies related to curriculum development of an occupation. The professional certificate is a compendium of knowledge, skills and attitudes relating to an occupation. This will be the curriculum that will serve as reference for the teaching and planning.

Reflection:

- Do you know thoroughly professional certification in your occupation?

- Are you up to date with technological developments that are taking place in it?

- basing your design "classes in the certificate or you do at your leisure ?

* The design of teaching is embodied in a written paper (prepared script) whose purpose is to advance the action to develop in class, but must be linked to knowledge sharing interaction with students.

Reflection:

- you preparing the script of your classes are taught on the fly?

- Do you limit yourself to "teach" what is written on the certificate or you care to share the knowledge they possess as a result of your experience?

* The trainer must create interactions among students to facilitate groupings aimed at cooperative learning. . The students are different because of age, sex and personal culture necessitates the order and cooperation. You have to allocate time to address the many special needs students. A design is not a "clustering" of objectives, contents and activities, but a vision based on the "experience" of the trainer and identification with students who may not have finished their education, be unemployed or be employed

Reflection:

- You actions which are to facilitate interaction and cooperation among students?

- Do you try to identify the different characteristics of students?

- Do you make a thoughtful distribution of time?

2 .- CLASSROOM MANAGEMENT

* It is a complementary skill of planning. Includes preparation of materials and new technologies of communication and information aimed at making sense of the segmented structure of activities. It may be that the trainer be misled by the routine in some elements of his teaching shunning novelty.

Reflection:

- "adequately prepare the materials?

- Do you try to incorporate news?

classroom teaching 3 .-

* Trainers are often inclined to base their teaching on the explanation or demonstration must be forgetting that as a researcher who asks in class as a means to frame difficult situations and start with young people or adult thought processes. The fact that students are limited (maximum 15) is to promote discussion. Share experiences in the classroom is a way to share and internalize the sociocultural environment, ideas, work items and favorite subject of an occupation.

Reflection:

- You tend to use more expository method to demonstrate to the opposite?

- enough you trying to promote discussion using the interrogative method?

4 .- EVALUATION

occupational * A trainer needs to develop evaluative skills varied: from an evaluative approach to the development of a logical analysis of the practice of occupational program.

in formal training and evaluation is ongoing and further integrating formative, qualitative and contextual reflected in numerical scales.

students involved through self-evaluation. These systems are also used by occupational trainers.

Currently there is research to suggest the idea of \u200b\u200b"Folder." The folder is a file of student work that has the ebb and flow of intentional learning continuum between them and progress on performance in a competitive environment.

The portfolio includes:

- guidelines for selecting the contents of your internship

- criteria for judging the merit of what made

- reflections on the demands of each occupation tereas .

Students review their portfolios fabricated with signs of professional reality and trainers guide them through questions like: How has your career narrative - structure and language professionals in the sequence of your itinerary?

Reflection

- Do you have a constant and continuous evaluative attitude?

- Do they favor self-assessment of your students?

- Do you strive to be current and update your assessment systems?

not forget reflection and self-analysis of own performance is one of the bases of improvement of professional performance.

Thomas

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These past days we have witnessed a series of questions in the Senate of different political groups on cluster weapons and weapons export to Libya.

One problem we now open the eyes of what it means for our consciences the fact that they use these weapons, so destructive effect they have on a human body and civilian deaths in Libya. Began to tear their clothes!

Arms sales are a lucrative business for English companies in the field of defense, with daily turnover of four billion euros, placing us among the top ten exporting countries in the world. The year 2009 was the best year for the weapons industry, with revenues of 1,346 million. In the first half of 2010 and had sales of 730 million euros, that heralded an estimate of a new record of 1,600 million authorized arms exports.

was spent in 2010 on Earth $ 1.53 trillion for military spending. It is an unimaginable amount. To put this number in perspective, the World Food Summit estimated that 30,000 million a year can end hunger worldwide. That's the amount the world uses in military spending in a single week. There are many other issues that require financial investment, poverty, climate change, creation of employment. Only 10% reduction in international military spending could solve in a short time thousands of problems facing the planet.

The English Senate debate seemed to go over the legality or illegality of such sales have occurred three or more years ago the Government Libya. Something laudable ... but not enough.

is possible that all protest to the sale of weapons that continue to produce jobs but do not justify the end. One of them is to remove the percentage taken by the Government in these arms exports from our statement of income. Clear objectives or symbolically to the removal of a single euro of our taxes from our strong and forceful protest the sale of arms to poor countries or developing knowing the evil done and all our silence passed.

Instead of us out their hands to the head do something to change this situation.

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SKILLS TRAINING COURSES TAUGHT ALL THAT ARE OCCUPATIONAL TRAINERS? New winds in

When analyzing the role of an occupational trainer there are different approaches:

1 .- The former is an artist

has had some roots in some sectors the idea that teaching is more art than science, but this aspect has no research tradition .

Training Occupational this exercised by trainers "polysemic" which is often given to improvisation rather than the systematization of the communication. It is obvious that an occupational trainer can not compare to the artistic use: Not a painter or a musician or a writer or a filmmaker. Its role is to be a cultivator of skills under rules, regulations and codes of a trade and a creator of hand combinations to suit the changing demands of socio-economic and professional markets. No need to be an artist but have a "dot" of creativity.

2 .- The trainer is a clinical

One of its tasks is to select between the inherent skills and teach a trade to make decisions for implementation.

Their role in the classroom is similar to that of doctors when they diagnose and make decisions. The trainer has to adapt his teaching to the advocacy group (students who have in class) as having the cultural background and therefore choose to follow the instructional process.

3.-The trainer is a researcher

The trainer must be a prospective researcher has to figure out the trend of the teaching occupation and the business sector where it is located. Has to make inquiries about student learning.

It raised questions about their practice action to ensure there are no discrepancies between what you do and what happens.

4 .- The trainer is a professional

Professionalism is based on the knowledge and skills that make individual actions are quality running

A professional trainer does not employ teaching routines or recipes but it fits the new situation and problems and know how to deal with it.

occupational A trainer must possess specific knowledge of the trade or occupation that has to teach: knowledge that is diversified in types and professional families that make it extremely complex: curriculum, pedagogy, learning processes of a worker age changes in socio-educational level, etc.

In my years of normal practice has been to meet with trainers who were professionals, but also with many who were not ... and there they were. Blame the system? ... Can!

But seeing the performance of some we thought they were "some artists" and that others had investigated and "clinical 0jo."

Anyone who provides training must be aware of the various facets that have his professional and try to cover all . Then you may be called "trainers" but also must receive the support of the competent authority and the means to make this possible.

Thomas