"Vietnam and Peru are two examples of countries that, in the past decade, surpassed WHO targets. This paper synthesizes the lessons learned from those two programs, with a particular emphasis on the role of strategic health communication in each program. The conclusions in this paper are drawn from
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two in-depth reports — 'The Role of Health Communication in Vietnam’s Fight Against Tuberculosis' and 'The Role of Health Communication in Peru’s Fight Against Tuberculosis' — as well as a focused literature review." (Page 1)
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"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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"Las páginas que siguen tienen, además de un rico arsenal teórico, un evidente carácter testimonial. Refleja los esfuerzos cumplidos por los Comités de Vigilancia Ciudadana respecto de los congresistas electos por los departamentos de Arequipa, Cuzco, Huancavelica, Loreto y Ayacucho. La elecci
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n del Congreso, como objeto de vigilancia, no es, por cierto, arbitraria. Responde a una necesidad universal de reonciliación entre el pueblo y sus órganos representativos que, con la video política, han ido perdiendo presencia y paulatinamente, también legitimidad. Y ello afecta, de modo grave al sistema democrático que se asienta precisamente sobre la base de la representación y, desde luego, de los partidos. Lograr esa reconciliación pasa, sin duda, por una mayor eficiencia en la tarea parlamentaria pero también por una comunicación, directa e inmediata, entre representantes y representados y entre el pueblo y los órganos de intermediación política." (Cubierta del libro)
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"This book, containing 17 chapters from health communication scholars both in the U.S. and abroad, is expressly concerned with media-related aspects of AIDS. Whether that media is print, electronic, and/or visual, they lie at the heart of understanding the messages we have, or perhaps have not, rece
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ived about AIDS. This book addresses the invaluable role of communication in terms of HIV/AIDS pandemic." (Publisher description)
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"In these two volumes, readers will find comparative, in-depth essays on the press systems of 232 countries and/or territories. World Press Encyclopedia (WPE) is unique and valuable to users because, in addition to essays on each country’s press system, WPE also contains custommade graphs and stat
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istical tables, as well as regional maps, useful appendices, and an extensive index. This comprehensive, authoritative source of information allows for easy comparison between essays with a standard format or set of “rubrics” used whenever possible (see section titled “Essay Components”). Each essay also features basic data information—such as official country name, literacy rate, language(s), and number of daily newspapers—clearly marked with headings at the beginning of each entry. Additionally, WPE’s contributors include scholars, professionals, and educators from across the United States and around the world; each essay has a byline. Although this is the second edition, WPE has been completely reconceptualized and 100 percent revised from the first edition, which was published in 1982." (Introduction)
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