A+ Pages:14 Words:3593
This is just a sample.
To get a unique essay
Hire Writer
Type of paper: Essay
University/College: University of Arkansas System
Download: .pdf, .docx, .epub, .txt

A limited time offer!

Get custom essay sample written according to your requirements

Urgent 3h delivery guaranteed

Order Now

Web And Media Technologies Platform Health And Social Care Essay

The WMTP is one of the spouses in the Zisukhanyo Schools Project that is funded by an Irish charity, the Protea Education Development Project. This undertaking provides computing machine labs and support services to three schools: Eastville, Liesbeeck and Mitchell Heights Primary Schools in Mitchell ‘s Plain, South Africa over a period of three old ages. The function of WMTP in this undertaking is to present three wellness publicity intercessions[ 3 ]to educate and raise consciousness on HIV among the participating schools.

We will write a custom essay sample on Web And Media Technologies Platform Health And Social Care Essay specifically for you
for only $13.90/page
Order Now

Background

HIV and AIDS have reached epidemic proportions in most parts of sub-Saharan Africa and have therefore become globally important in the broader wellness environment. By 1997, 20.8 million HIV and AIDS instances were recorded in this part ; this constitutes two-thirds of the planetary sum of people populating with AIDS for that twelvemonth ( Paul-Ebhohimhen, Poobalan & A ; Van Teijlingen, 2008 ) .

It is, nevertheless, the impact of the pandemic on striplings ‘ wellness that causes much more concern. Bankole ( 2008 ) estimates that 4.3 % of immature adult females and 1.5 % of immature work forces aged between 15 to 24 old ages were populating with HIV at the terminal of 2005. Current estimations are that half of all new instances of HIV infection occur in people under the age of 25 and that 80 % of AIDS instances worldwide are between 15 and 24. In the same survey it was reported that really immature striplings ( ages 12-14 ) are already going sexually active. In the above-named survey it was found that although these immature people had cognition of HIV and contraceptive method, they earnestly lacked the in-depth apprehension on these subjects that could perchance forestall them from undertaking HIV and other sexually familial infections, or going pregnant. Therefore, it is important to convey the right information to these immature people before they become sexually active.

The overpowering grounds suggested that aiming striplings as a bad group for preventive intercessions at the right phase should go a critical portion of any scheme reacting to HIV and AIDS. With this in head the WMTP developed its attack to steer the HIV intercessions for the Zisukhanyo Schools Project.

Our attack

The PPKTM was developed and refined by the WMTP over several old ages ( Van Zyl & A ; Mattheyse, 2007 ) and its rules provide ongoing counsel for the execution of the HIV Prevention and Education Events. High-level rules include to:

set up a relationship of trust with the mark communities

transportation accurate information on HIV and AIDS in a manner that it is understood and impacts on the life styles of communities

empower members of the communities, through instruction, with HIV cognition and accomplishments that they in bend can circulate to the wider community

affect engagement of non-government administrations ( NGOs ) and community-based administrations ( CBOs ) to promote ownership of the cognition sharing events by the communities.

perform ongoing monitoring and rating of intercessions.

This attack farther intends to steer the scholars towards purposes of behaviour alteration as demonstrated with the overall subject to develop youth leading. Harmonizing to Mahat G et Al ( 2007 ) purposes of behaviour alteration can further efficaciously be achieved through authorising attacks such as equal instruction. The attack relies on the wellness belief theoretical account ( Rosenstock, 1966 ) which suggests that if a individual has a desire to avoid unwellness or to acquire good ( value ) and the belief that a specific wellness action would forestall unwellness ( anticipation ) , so a positive behavioral action will be taken. Groups of parents and pedagogues have undergone two equal pedagogues ‘ classs and another is planned for 2010.

Intervention implemented in the Zisukhanyo Schools Project 2008-2010

The 2008-2010 Zisukhanyo Schools Project insofar as it relates to HIV, comprised of three intercessions:

HIV Prevention and Education Events to raise consciousness on HIV and AIDS on appropriate yearss in the South African calendar such as Youth Day and Women ‘s Day every bit good as the planetary World AIDS Day. The mark groups are the broad school community: all the scholars and pedagogues every bit good as sing parents and invitees. Three events take topographic point at each school for each undertaking twelvemonth.

Summary of 2009 study

The WMTP ‘s attack to these intercessions was based on old ages of experience in carry oning appropriate eHealth research in the application of a Peer to Peer Knowledge Transfer Model ( PPKTM ) for community wellness publicity intercessions.

HIV events were organised at each of the three take parting schools: Liesbeeck, Eastville, and Mitchell Heights Primary Schools, on three outstanding yearss in the South African calendar, viz. , Youth Day, Women ‘s Day and World AIDS Day during 2009. The intercession aimed to enable the mark groups to go knowing on HIV bar, which harmonizing to the Health Belief Model theory, would take to purposes of behaviour alteration. The overall subject for the events was “ Develop our young person, the leaders of tomorrow ” . Four aims were identified with pre-determined indexs to mensurate the extent to which the purpose of this intercession was met. All these aims were either met or exceeded.

Consequences showed a entire addition of 11 % in scholars ‘ HIV cognition and a 17 % addition in their cognition on HIV leading. The 2nd aim indicated that the pedagogues intended to recycle the stuffs which were supplied to them for the events, in their instruction of Life Orientation in school. There was an addition in the attending of parents at the events, particularly where they had heard of the event on the wireless beforehand during the particular proclamations that were broadcast in the preamble taking up to the event. The concluding aim, to construct a platform for HIV cognition sharing and networking among the mark groups, was besides met as measured by four of the indexs.

Recommendations for the concluding twelvemonth include that results from all three HIV intercessions should be integrated where possible to derive optimal benefits. Emphasis should be placed on the sharing of HIV bar schemes with scholars, every bit good as encouraging of parents ‘ engagement. The wireless run plays an built-in function to prosecute the wider community and should be maintained. The overall subject, of making young person leaders, should besides be expanded upon. This is driven by research grounds that communities are much more likely to go sceptered to alter their behavior when information and behavior alterations are advocated by members from within their little community and the fact that learners rely to a great extent on their friends as a beginning of cognition on the subjects of safe sex and HIV.

A Peer Educators ‘ Course taking to develop pedagogues and parents as HIV equal pedagogues who would take part in the HIV Prevention and Education Events and community enterprises. One class attended by pedagogues from all the schools is presented per twelvemonth for the continuance of the undertaking rhythm.

Summary of 2009 study

The Peer Educators ‘ Course is a cognition merchandise that was developed to construct capacity on HIV among pedagogues. The class is presented yearly to pedagogues and parents of the Zisukhanyo Schools Project. These consequences refer to the September 2009 class presented to parents and pedagogues of the Zisukhanyo Schools Project in Mitchell ‘s Plain and the Intshayelelo Primary School in Khayelitsha, South Africa.

Quantitative information analyses showed that 37 % of the pedagogues who attended the class taught Life Orientation, the acquisition country where HIV is addressed in the South African course of study. The norm of the pedagogues ‘ experience in learning the topic was nine old ages. Many of these pedagogues do non hold the assurance, accomplishments or cognition to educate primary school scholars on HIV and AIDS or discourse sensitive subjects such as sex instruction. Yet, they do gain the importance of sharing cognition of these subjects with their scholars.

The class proved to be a great aid to the participants with statistically important betterments in all countries after the class. There was a 54 % addition in HIV cognition and a 40 % addition in accomplishments development to discourse sensitive issues with scholars. Further analyses were conducted through categorising and aggregating qualitative informations which showed that pedagogues ‘ outlooks before the class ( 46 % ) were largely related to factors which came from outside the schoolrooms, such as the assorted cultural backgrounds of scholars and the general ignorance of society sing AIDS. Before the preparation, 51 % of participants arrived with an outlook of increasing their HIV cognition and 26 % of beef uping their educational accomplishments in these countries. All the participants commented after the class that their outlooks of the class had either been met, or exceeded. A notable observation was the greater figure of parents ‘ attending. Their increased involvement implies more HIV equal pedagogues to go active in the greater community.

The consequences serve to show that the preparation class is an effectual tool to construct capacity of these important accomplishments and cognition among participants to enable them to move as HIV equal pedagogues in circulating HIV cognition and educating these communities which have been badly affected by the HIV epidemic. By utilizing pedagogues and parents at schools as members from within this community, the cognition has a much higher opportunity of conveying about the needed behavior alterations ( Hilfinger et al 2009 ) .

HIV/AIDS eLearning Undertaking

During the first undertaking twelvemonth ( September 2008 to May 2009 ) , Eastville Primary School in Mitchells Plain was selected to take part with an Irish school, Wesley College in Dublin to undergo in-depth eLearning on different facets of HIV. After the eLearning stage, conducted in a unafraid country of the AfroAIDSinfo Web portal, scholars from both schools sub-divided into little groups with two South African and two Irish scholars in each group. These scholars collaborated via an email treatment forum to develop HIV booklets as end product of their cognition consumption.

The Collaborative eLearning Undertaking is considered by the MRC as an advanced intercession on cognition transportation and sharing. The purpose of this intercession is to reassign cognition on HIV and AIDS to South African ( SA ) and Irish scholars through the technique of eLearning. The undertaking was initiated in response to the high prevalence of HIV in South Africa and four aims were identified for the undertaking. These aims included: proviso of dependable HIV cognition ; utilizing Information and Communication Technologies for cognition sharing ; enabling communicating between two schools ; and development of a cognition merchandise ( brochure/pamphlet ) by scholars as an result of the eLearning and cognition sharing undertaking.

It was the first chance for scholars from both states to be exposed to eLearning. Information and Communication Technologies ( ICTs ) to which scholars were exposed included electronic mail, the Web, hunt engines and a listserv ( email treatment forum ) .

An online questionnaire which measured HIV cognition degrees of scholars involved was implemented before and after the intercession. A comparative analysis of the informations on scholars HIV cognition degrees showed an addition of 20.9 % for SA and 17.4 % for Irish scholars. Further analysis revealed an addition of 26.1 % for SA and 23.2 % for Irish scholars in the usage of ICTs. The minimum difference between the two groups reflected that the Irish scholars had better IT skills than their opposite numbers based on their old exposure to ICTs. There were two inquiries in the post-questionnaires that scholars completed after the programme intercession which focused on bridging socio-economic and cultural divides. Both the Irish and South African scholars scored more than 50 % on bridging the cultural barriers. These consequences were supported by qualitative analysis where both SA and Irish scholars made self-generated remarks on get the better ofing cultural barriers.

During the collaborative stage the scholars developed HIV booklets in group work as a merchandise of their HIV cognition consumption during the Collaborative eLearning Project. All the groups submitted booklets and received base on balls Markss. The scholars reported the collaborative group work and interaction as the high spot of the programme intercession where 67 % of the SA and 85 % of the Irish scholars mentioned how much they enjoyed and benefited from the intercession.

An Irish scholar said “ I greatly enjoyed the undertaking. It opened my eyes to the universe ‘s jobs with AIDS/HIV. I besides learned a batch about the south African civilization and people through speech production with my spouses through electronic mail. ”

A South African scholar commented “ I enjoyed it really much, it was merriment I liked being portion of this undertaking. I learned more about computing machines and to populate a healthy life style. When I grow up and run into person I will be faithful to him and condomise. ”

The two groups were guided through the HIV/AIDS eLearning Undertaking by pedagogues who submitted regular milepost studies. For the pedagogues it was the first clip that they were exposed to eLearning and it was a learning procedure with many challenges for them every bit good. The Irish pedagogue mentioned in his concluding study “ I would extremely urge the coaction stage as it allows a existent dimension to the undertaking and sets it apart from other topics a pupil might take at school. ” A concluding word from the South African pedagogue was “ my scholars afterwards excelled in Life Orientation appraisals where they were tested on gender and HIV/AIDS and I attribute it to the HIV/AIDS eLearning Undertaking. ”

Suggested HIV intercessions for the drawn-out undertaking

Based on the successful execution of the 2008-2010 Zisukhanyo Schools Project, the undermentioned recommendations are made for the extension of the undertaking:

Settings attack: The drawn-out undertaking insofar as it relates to the HIV and AIDS intercessions, will be managed harmonizing to a wellness publicity scenes attack. A settings attack for schools is selected as a school is considered a little community with its ain civilization and is a wellness advancing environment in its ain right ( Naidoo & A ; Wills, 2009 ) . A holistic bottom-up authorization and educational attack will be followed. The intercession aims to systematically consequence alterations in wellness and societal wellbeing for the whole community based on participative planning. A Highly positive societal and wellness instruction activities will authorise scholars to take control over their lives.A Empowerment of scholars as persons and as a group intends to ruffle alteration throughout the school setting.A Outcomes include: Improved self esteem among scholars, moving as agents to act upon the community ; Development of HIV cognition, accomplishments and assurance among scholars ; A supportive and caring community ; School community influenced to take healthy life styles. Interventions are:

HIV Prevention and Education Events: These are suggested to be continued on three selected yearss during the class of a twelvemonth at each school as they are the chief channels to raise consciousness on HIV and AIDS. Based on the aims of wellness publicity, extra efforts will be made to authorise the school community to develop HIV cognition, accomplishments and assurance to better their wellness ( Naidoo & A ; Wills, 2009 ) . In a societal context, self-pride will be developed through assorted group activities to enable scholars to do independent determinations for positive wellness action ( Wallerstein, 2002 ) . As a personal resource, empowerment develops power and assurance in persons for proactive stairss towards personal wellbeing ( Ottawa Charter, 1986 ) . The other intercessions listed below are introduced to back up this intercession.

Peer Educators ‘ Course: Different customised equal pedagogues ‘ classs are suggested for pedagogues, parents and scholars. Our current class for pedagogues has been modified for community members and will be more suited for presentation to parents. A customised class will be developed and presented to youth leaders as a continuance of an overarching subject to develop young person leaders in an HIV context. The primary focal point will be pedagogues and scholars with some for parents during the complete undertaking rhythm. These classs intend to lend to the cognition, accomplishments and assurance of participants to move within the school community as agents to reassign HIV cognition, create supportive environments for larning and engagement – taking to swear, authorization and community spirit.

HIV/AIDS eLearning Undertaking:

A research survey will predate the first Extended Zisukhanyo Schools Project eLearning to compare schoolroom larning to eLearning, organizing portion of the initial Zisukhanyo Schools Project 2008-2010 between SA/Irish eLearning scheduled to get down in May 2010. Funders: Protea Schools Development Project ( eLearning constituent ) ; MRC, WCED and SA Dept of Treasury ( schoolroom constituent ) . Two suggestions for eLearning are proposed:

That the South African schools participate in the eLearning intercession as a group ( 8 schools each in their second undertaking twelvemonth ) . These intercessions should non take topographic point until all the schools have computing machine labs and received computing machine literacy preparation.

Alternatively one of the first eight schools participates in their second undertaking twelvemonth with an Irish school ; and one of the following eight schools participates in their second undertaking twelvemonth with an Irish school.

The specific intercession will be implemented harmonizing to the discretion of the funder. The budget below is presented in one-year format.

Proposed budget

Year 1 – 2010

8 schools

MRC

Funder

Project direction, disposal, scientists

R 300A 000,00

R 300A 000,00

1 ) HIV Peer Educators ‘ Course

( 1 for pedagogues and 1 for scholars @ 40 participants each )

Peer Education class, statistical analysis, study authorship, refreshments

R 296A 254,84

Development of scholars Peer Education stuff

R 78A 000,00

Travel of pedagogues and scholars to peer instruction class

R 43A 200,00

2 ) HIV Prevention and Education events

( 3 events for 8 schools )

HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff

R 30A 000,00

Guidance to radio Stationss & A ; function theoretical account in colloquialising research content

R 16A 084,54

1 hr programme for broadcasts before events – Radio Stations

R 40A 000,00

R 83A 490,00

Outside broadcast on yearss of events – Radio Station

Engagement of the function theoretical account

R 183A 678,00

Development & A ; printing of difficult transcript resources for events

R 20A 000,00

R 24A 000,00

Traveling

R 20A 000,00

R 20A 000,00

Repackaging of all broadcasts into podcasts and composing articles for online publication

R 5A 000,00

R 10A 235,00

Telephone connectivity

R 33A 396,00

Refreshments – parents and pedagogues

R 36A 000,00

Statistical analysis and concluding year-end study

R 83A 490,00

Entire

R 509A 084,54

R 1A 113A 743,84

MRC fiscal disposal levy @ 15 %

R 167A 061,58

Grand sum

R 509A 084,54

R 1A 280A 805,42

Percentage part by each spouse

31.37 %

68.63 %

Year 2 – 2011

16 schools

MRC

Funder

Project direction, disposal, scientists

R 350A 000,00

R 350A 000,00

1 ) HIV Peer Educators ‘ Course

( 1 for pedagogues, 1 for parents and 2 for scholars @ 40 participants each )

Peer Education class, statistical analysis, study authorship, refreshments

R 681A 386,13

Travel of pedagogues and scholars to peer instruction class

R 99A 360,00

2 ) HIV Prevention and Education events

( 3 events for 16 schools )

HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff

R 69A 000,00

Guidance to radio Stationss & A ; function theoretical account in colloquialising research content

R 36A 994,44

2 hr programme for broadcasts before events – Radio Stations

R 92A 000,00

R 192A 027,00

Outside broadcast on yearss of events – Radio Station

Engagement of the function theoretical account

R 422A 459,40

Development & A ; printing of difficult transcript resources for events

R 46A 000,00

R 55A 200,00

Traveling

R 46A 000,00

R 46A 000,00

Repackaging of all broadcasts into podcasts and composing articles for online publication

R 11A 500,00

R 23A 540,50

Telephone connectivity

R 76A 810,80

Refreshments – parents and pedagogues

R 82A 800,00

Statistical analysis and concluding year-end study

R 192A 027,00

3 ) Collaborative HIV eLearning Undertaking

Project direction, disposal, portal development

R 300A 000,00

Revision and updating of HIV content in educational faculties, appraisal & A ; activities

R 89A 700,00

Graphic art and development of synergistic apps, treatment platform

R 44A 806,30

Web development + portal license part

R 125A 000,00

R 57A 500,00

Customised Jerseies

R 33A 284,68

R 16A 642,34

Statistical analysis of questionnaires

R 48A 006,76

R 24A 003,38

Evaluation of scholar remarks, pedagogues studies and concluding study

R 76A 810,80

R 38A 405,40

Orientation session for SA scholars

R 32A 004,50

R 16A 002,25

Entire

R 1A 266A 601,18

R 2A 508A 670,50

MRC fiscal disposal levy @ 15 %

R 376A 300,58

Grand sum

R 1A 266A 601,18

R 2A 884A 971,08

Percentage part by each spouse

33.55 %

66.45 %

Year 3 – 2012

16 schools

MRC

Funder

Project direction, disposal, scientists

R 402A 500,00

R 402A 500,00

1 ) HIV Peer Educators ‘ Course ( 2 for pedagogues, 1 for parents and 1 for scholars @ 40 participants each )

Peer Education class, statistical analysis, study authorship, refreshments

R 783A 594,05

Travel of pedagogues and scholars to peer instruction class

R 114A 264,00

2 ) HIV Prevention and Education events ( 3 events for 16 schools )

HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff

R 79A 350,00

Guidance to radio Stationss & A ; function theoretical account in colloquialising research content

R 42A 543,61

2 hr programme for broadcasts before events – Radio Stations

R 105A 800,00

R 220A 831,05

Outside broadcast on yearss of events – Radio Station

Engagement of the function theoretical account

R 485A 828,31

Development & A ; printing of difficult transcript resources for events

R 52A 900,00

R 63A 480,00

Traveling

R 52A 900,00

R 52A 900,00

Repackaging of all broadcasts into podcasts and composing articles for online publication

R 13A 225,00

R 27A 071,58

Telephone connectivity

R 88A 332,42

Refreshments – parents and pedagogues

R 95A 220,00

Statistical analysis and concluding year-end study

R 220A 831,05

3 ) Collaborative HIV eLearning Undertaking

Project direction, disposal, portal development

R 345A 000,00

Revision and updating of HIV content in educational faculties, appraisal & A ; activities

R 103A 155,00

Graphic art and development of synergistic apps, treatment platform

R 51A 527,25

Web development + portal license part

R 143A 750,00

R 66A 125,00

Customised Jerseies

R 38A 277,38

R 19A 138,69

Statistical analysis of questionnaires

R 55A 207,77

R 27A 603,89

Evaluation of scholar remarks, pedagogues studies and concluding study

R 88A 332,42

R 44A 166,21

Orientation session for SA scholars

R 36A 805,18

R 18A 402,59

Entire

R 1A 456A 591,36

R 2A 884A 971,08

MRC fiscal disposal levy @ 15 %

R 432A 745,66

Grand sum

R 1A 456A 591,36

R 3A 317A 716,74

Percentage part by each spouse

33.55 %

66.45 %

Year 4 – 2013

8 schools

MRC

Funder

Project direction, disposal, scientists

R 462A 875,00

R 462A 875,00

1 ) HIV Peer Educators ‘ Course

( 1 for pedagogues and 1 for scholars @ 40 participants each )

Peer Education class, statistical analysis, study authorship, refreshments

R 450A 566,58

Travel of pedagogues and scholars to peer instruction class

R 65A 701,80

2 ) HIV Prevention and Education events

( 3 events for 8 schools )

HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff

R 45A 626,25

Guidance to radio Stationss & A ; function theoretical account in colloquialising research content

R 24A 462,57

1 hr programme for broadcasts before events – Radio Stations

R 60A 835,00

R 126A 977,85

Outside broadcast on yearss of events – Radio Station

Engagement of the function theoretical account

R 279A 351,28

Development & A ; printing of difficult transcript resources for events

R 30A 417,50

R 36A 501,00

Traveling

R 30A 417,50

R 30A 417,50

Repackaging of all broadcasts into podcasts and composing articles for online publication

R 7A 604,38

R 15A 566,16

Telephone connectivity

R 50A 791,14

Refreshments – parents and pedagogues

R 54A 751,50

Statistical analysis and concluding year-end study

R 126A 977,85

Entire

R 662A 238,20

R 1A 700A 477,66

MRC fiscal disposal levy @ 15 %

R 255A 071,65

Grand sum

R 662A 238,20

R 1A 955A 549,31

Percentage part by each spouse

28.03 %

71.97 %