EDUCATION AND HEALTH CARE

EDUCATION AND HEALTH CARE

      Health is the over all condition of an organism at a given time. Thinking of people, health consists of a complete state of physical, social, and mental well being. Health permits people to lead an individually, socially and economically productive life. Health awareness is the basic concept of living a healthy life that makes sure that you do not get sick and are able to live an optimal life style. Health awareness is a comprehensive understanding of health. Every normal person need to know this to take care of their “SELF”. This responsibility also extends to the families, societies, countries and the world.  Developing healthy attitude towards health care is an important objective of todays education system. School education gives importance to health education for developing awareness on health care.

      Education on health care enables ;To provide every one freedom from all diseases, To  provide sound mental and physical state to live optimal life & To  choose your health care options. It is a very important aspect of our lives. Introductory health care and taking care of yourself is taught in schools also, but no one stresses the implication of these rules when children are growing up except parents. Parents tell children what to do and how to do but its importance and constant practice for long term health care is not the focus at all. Health promotions through education is essential wellness plan of life. Best care starts from home and it is self care. Take care of yourself, as nobody can take care of you except yourself. Once growing children know that taking care of health is as important as being ready to work for making money, they will have a different out look on health information. Health education gives a deeper out look on health care.

HEALTH EDUCATION

Health education has been defined in many ways by different authors and experts. Lawrence Green defined it as “a combination of learning experiences designed to facilitate voluntary actions conducive to health.”  A broad purpose of health education  is not only to increase knowledge about personal health behaviour but also to develop skills that demonstrate the political feasibility and organizational possibilities of various forms of action to address social, economic and environmental determinants of health. Health education like general education is concern­ed with the change in knowledge, feelings and behavior of people. The preservation of the child's health is no doubt the duty of the parents. But in most cases the child and his family do not know certain" essentials of health. The aim of imparting health education to children is mainly to help them develop a sound physique and also to acquaint them with the laws of health.

Objectives of Health Education

The following are the main aims  objectives of health education in schools:-

·         To provide information about health and hygiene

It aims at acquainting the pupils and the teachers with the functioning of the body, the rules of health and hygiene and the precautionary measures for warding off disease. It is to be notice of the pupils how bad habits, unhygienic ways of living, addiction to smoking and liquor and such unhealthy practices, result in evil consequence.

·         To Maintain norms of good health

It helps the school authorities to keep certain norms of health in school. A number of programmes of good health, develop in the pupil sufficient habits of hygienic living, hygienic surroundings such as cleanliness etc.

·         To take precautionary and preventive measures

      Its aim is to take adequate precaution against contamination and spread of diseases. So good sanitary arrangements are made. Urinals and toilets are kept clean. Sweeping is done daily, and the rooms and the furniture are kept near and tidy. The eatables in the tuck-shop are saved from flies.

·         To take curative measures

Remedials action against disease is also taken. A physico-medical check-up is made deformities. Disabilities and disease detected, and remedial measures suggested. A good number of pupils suffer from myopea. An eye-examination reveals the extent of short-sightedness. If glasses are not used in time, myopea will increase rapidly. Some pupils have bad teeth. If they suffer from pyorrhea, immediate medical treatment is needed.

·         To develop and promote mental and emotional health

Mental and emotional health are also equally necessary in the school health programmes. While physical health makes a pupil physically fit, mental and emotional health enables him to maintain an even temper and happy deposition.

UNDERSTANDING WORK RELATED DISCIPLINES AND SUBJECTS PDF

https://drive.google.com/open?id=0B1Mn2YmfEh0WTldOWnd4MTVqMjA

HORTICULTURE

HORTICULTURE

CONCEPT OF HORTICULTURE

According to Louisiana State University (2011), horticulture is the science and art involved in the cultivation, propagation, processing and marketing of ornamental plants, flowers, turf, vegetables, fruits, and nuts. It is unique among plant sciences because it not only involves science and technology, but it also incorporates art and principles of design.

According to University of Minnesota (2011), horticulture is the art and science of plant production for both beauty and utility... Rather than staple crops, horticulture focuses on value-added, luxury crops.

The term horticulture is derived from the Latin words ‘hortus’, meaning garden, and ‘cultura’, meaning cultivation . Horticulture is the branch of agriculture that deals with the art, science, technology, and business of vegetable garden plant growing. It includes the cultivation of medicinal plants, fruits, vegetables, nuts, seeds, herbs, sprouts, mushrooms, algae, flowers, seaweeds and non-food crops such as grass and ornamental trees and plants. It also includes plant conservation, landscape restoration, landscape and garden design, construction, and maintenance, and arboriculture. Inside agriculture, horticulture contrasts with extensive field farming as well as animal husbandry.

Horticulturists apply their knowledge, skills, and technologies used to grow intensively produced plants for human food and non-food uses and for personal or social needs. Their work involves plant propagation and cultivation with the aim of improving plant growth, yields, quality, nutritional value, and resistance to insects, diseases, and environmental stresses. They work as gardeners, growers, therapists, designers, and technical advisors in the food and non-food sectors of horticulture.

Horticulture primarily differs from agriculture in two ways. First, it generally encompasses a smaller scale of cultivation, using small plots of mixed crops rather than large fields of single crops. Secondly, horticultural cultivations generally include a wide variety of crops, even including fruit trees with ground crops. Agricultural cultivations however as a rule focus on one primary crop.

BENEFITS OF LEARNING ABOUT HORTICULTURE

            As a work related subject , horticulture brings a lot of benefits for the development of learners as well as society. They are :-

1.                  It creates different technical skills to the childrens.

2.                  It develops lot of employment opportunities.

3.                  It will modify learners as gardeners, growers, therapists, designers, and technical advisors.

4.                  It will cultivate lot of social values .

5.                  It develops saving habit among childrens.

6.                  It brings positive attitudes to wards conservation of nature.

7.                  I develops practical abilities on different agricultural areas.

LIFE SKILLS

LIFE SKILLS

“Life skills are abilities for adaptive and positive behaviour, that enable individuals to deal effectively with the demands and challenges of everyday life”.

-                      World Health Organisation

Life skills refer to a multiplicity of psycho-social and interpersonal competencies. Life skills can help people make informed decisions, communicate effectively, develop coping and management skills that can help them lead a healthy and productive life. Some of the life skills are seIf-directed, while others are directed towards others, or both self-directed and others directed. In other words, life skills are skills that equip people to deal effectively with the demands and challenges of everyday life. Life skills are viewed as crucial for everyone to cope with a rapidly changing world. They are skills that can lead us to success and accomplishments both in our professional as well as rate life.

Practicing life skills leads to qualities such as self-esteem, sociability and tolerance, to action competencies to take action and generate change, and to capabilities to have the freedom to decide what to do and who to be. Life skills are thus distinctly different from physical or perceptual motor skills, such as practical or health skills, as well as from livelihood skills, such as crafts, money management and entrepreneurial skills .

Described in this way, skills that can be said to be life skills are innumerable, and the nature and definition of life skills are likely to differ across cultures and settings. However, analysis of the life skills field suggests that there is a core set of skills that are at the heart of skills-based initiatives for the promotion of the health and well-being of children and adolescents. These are listed below:

• Decision making

• Problem solving

• Creative thinking

 • Critical thinking

 • Effective communication

• Interpersonal relationship skills

• Self-awareness

• Empathy

 • Coping with emotions

 • Coping with stress

TIME MANAGEMENT & PROBLEM SOLVING

TIME MANAGEMENT

Amal 

HSST Commerce

Time management is an integral aspect of leadership, where the efficient allocation of time can significantly impact an organization's success. Effective leaders must prioritize tasks, ensuring that they dedicate their time to strategic initiatives and high-impact activities. They set an example for their team by managing their time wisely, fostering a culture of productivity. Delegation, meeting management, and adaptability are all influenced by time management skills, allowing leaders to streamline processes, make informed decisions, and respond to unexpected challenges. Furthermore, a leader's ability to balance work and personal life hinges on effective time management, as this balance not only sustains their well-being but also enhances their overall leadership capabilities. Time management is closely related to effective leadership in several ways:

1.    Setting Priorities: Leaders often have multiple responsibilities and tasks to juggle. Effective time management helps leaders identify and prioritize the most important and strategic activities, ensuring that their focus is on what truly matters for the organization's success.

2.    Delegation: Leaders need to delegate tasks to their team members to be more efficient. Good time management enables leaders to identify which tasks can be delegated, freeing up their own time for higher-value activities and empowering their team to take on more responsibility.

3.    Strategic Planning: Time management is essential for strategic planning. Leaders need to allocate time for setting long-term goals, creating strategic plans, and reviewing progress toward those objectives. This is crucial for guiding the organization in the right direction.

4.    Meeting Management: Leaders often spend a significant amount of time in meetings. Effective time management involves scheduling and conducting meetings efficiently, ensuring that they are productive and focused on key objectives.

5.    Effective Communication: Time management also relates to how leaders communicate. They need to allocate time for listening to their team, providing feedback, and having important discussions. Proper time allocation for communication is critical for maintaining a healthy organizational culture.

6.    Adaptability: In a leadership role, unforeseen events and challenges are common. Leaders must be able to adapt their schedules and priorities as needed. Effective time management includes the ability to adjust plans in response to unexpected developments.

7.    Leading by Example: Leaders who demonstrate good time management practices set an example for their team. When team members see their leader using time wisely and efficiently, they are more likely to follow suit, contributing to a culture of productivity.

8.    Work-Life Balance: Leaders need to manage their time in a way that allows for work-life balance. Effective time management helps leaders avoid burnout, maintain their well-being, and be more present in their personal lives, which, in turn, can positively impact their leadership abilities.

PROBLEM SOLVING

Problem-solving is the cornerstone of effective leadership, as leaders are consistently confronted with challenges and complexities that demand resolution. Whether it's making strategic decisions, mediating conflicts, fostering innovation, or driving continuous improvement, leaders rely on their problem-solving skills to navigate the dynamic landscape of leadership. Effective leaders employ analytical thinking and creativity to find practical solutions, while their ability to communicate and collaborate enhances team cohesion and drives collective achievement. Problem-solving not only enables leaders to address immediate issues but also empowers them to shape the strategic direction of their organizations, inspiring progress, innovation, and lasting success. Problem-solving is a fundamental skill in the realm of leadership, and it's closely related to various aspects of effective leadership:

1.    Decision-Making: Leaders often face complex and ambiguous situations that require quick and effective decision-making. Problem-solving skills enable leaders to analyze situations, weigh options, and make informed decisions that benefit their teams or organizations.

2.    Innovation: Leaders who excel at problem-solving are more likely to foster a culture of innovation within their teams. They encourage creative thinking and provide the necessary support to solve challenges through unique and inventive solutions.

3.    Conflict Resolution: Conflicts can arise within teams or organizations, and leaders play a crucial role in resolving these issues. Effective problem-solving skills help leaders mediate disputes, address underlying concerns, and guide their teams toward mutually beneficial resolutions.

4.    Continuous Improvement: Leaders who are adept at problem-solving are committed to ongoing improvement. They identify areas for enhancement, set goals for progress, and work with their teams to implement solutions that drive positive change.

5.    Communication: Problem-solving often involves working collaboratively with others. Leaders must communicate clearly, facilitate discussions, and ensure that all stakeholders are heard and understood during the problem-solving process.

6.    Risk Management: Leaders are responsible for assessing and managing risks. Effective problem-solving helps leaders anticipate potential issues, develop contingency plans, and mitigate risks to protect their organization's interests.

7.    Empowerment: Problem-solving can be a collaborative effort, and leaders who involve their team members in the process empower them to take ownership of challenges and contribute to solutions. This fosters a sense of ownership and engagement among team members.

8.    Strategic Planning: Effective leaders use problem-solving skills to shape their organization's strategic direction. They identify opportunities and challenges, create action plans, and adjust their strategies as needed to achieve their long-term goals.

 PROCESS OF PROBLEM SOLVING

Problem solving is a systematic process that involves identifying, analyzing, and resolving challenges or issues. The following is a general framework for problem-solving:

1.    Define the Problem:

·        Clearly articulate the problem or challenge. Be specific about what needs to be addressed.

·        Avoid making assumptions or jumping to conclusions about the root cause.

2.    Understand the Context:

·        Gather relevant information about the situation. Consider the broader context and any factors that may be contributing to the problem.

·        Identify stakeholders and their perspectives.

3.    Set Objectives:

·        Define the goals or outcomes you want to achieve through problem-solving.

·        Clearly outline what success looks like.

4.    Generate Possible Solutions:

·        Brainstorm potential solutions without evaluating them initially. Encourage creativity.

·        Consider a variety of perspectives and approaches.

·        Aim for quantity before quality during the brainstorming phase.

5.    Evaluate and Select Solutions:

·        Assess the pros and cons of each solution.

·        Consider the feasibility, cost, and potential risks of each option.

·        Prioritize solutions based on their effectiveness in addressing the problem and achieving objectives.

6.    Develop an Action Plan:

·        Outline the specific steps and tasks needed to implement the chosen solution.

·        Assign responsibilities to individuals or teams.

·        Set a timeline for implementation.

7.    Implement the Solution:

·        Execute the action plan according to the established timeline.

·        Communicate the changes to relevant stakeholders.

·        Monitor the progress closely.

8.    Evaluate and Learn:

·        Assess the effectiveness of the implemented solution.

·        Gather feedback from stakeholders.

·        Identify any unexpected challenges or opportunities for improvement.

9.    Iterate if Necessary:

·        If the problem persists or new issues arise, be prepared to revisit and adjust the solution.

·        Use the feedback and evaluation to refine the approach and make necessary modifications.

10. Document the Process:

·        Keep a record of the entire problem-solving process, including the steps taken and the outcomes.

·        Document what worked well and what could be improved for future reference.

 

SEX EDUCATION

SEX EDUCATION

Informations of sex is the most significant factor necessary to lead a secure life. Usual educational practices are very simple to learn, but we cannot consider sex education on the same line. Sex education is a process whereby information is given or imparted to a group of young ones and which takes into account the development, growth, the anatomy and physiology of the human reproductive system and changes that occur from youth all through stages of adulthood. Sex education is the acquisition of knowledge that deals with human sexuality. It consists of instruction on the development of an understanding of the physical, mental, emotional, social, economic and psychological phases of human relations as they are affected by sex. While children reach teenage level, lack of sex education may lead the way to their unusual behavior. If not corrected at the exact time, it may generate problems of immature misbehaviors in these children's life.

The term 'Sex Education', also known as sexuality education or sex and relationships education, is widely used to depict education about reproductive system, sexual interaction and other facets of human sexual behavior. It is the procedure of gaining knowledge and developing mind-set as well as ideas about sex, sexual identity, human relations, closeness, gender roles, contraception methods and prevention of Human Immunodeficiency Virus (HIV) and Sexually Transmitted Diseases . It is also an effective way to respect one's partner, wife, husband and also a means to admire sexual preferences. The misinterpretation of the people that are generally kept under the wraps should be cleared and they should be convinced about the need for sex education in this rapidly changing era. It is important that youth should be familiar with the purpose of providing education in order to develop an open and healthy approach towards sex and sexuality in order to assist them to make well-thought judgments.

Need for Sex Education

Sex education is intended to decrease the hazards of negative results from sexual behavior such as unwanted or unplanned pregnancies and infection through sexually transmitted diseases. It also enhances the value of relations and increases teenager's capability to take apt decisions relating to their relation with people of the opposite gender. The general objective of sex education is to eradicate the lack of knowledge and wrong ideas about sex by creating right attitude among the adolescents. Commonly, schools and colleges are considered as the main hub for creating awareness on sex education. A research conducted to collect data regarding the sex education level of the rural and urban people disclosed that the educated young people residing in town areas were somewhat better than those residing in village areas. Professionals argue that frankness in talk would reduce dissatisfactions and violence related to sexuality among youth.

EFFECTIVE SCHOOL-BASED SEX EDUCATION

School-based sex education can be an important and effective way of enhancing young people's knowledge, attitudes and behaviour. There is widespread agreement that formal education should include sex education and what works has been well-researched. Evidence suggests that effective school programmes will include the following elements:

• A focus on reducing specific risky behaviours;
• A basis in theories which explain what influences people's sexual choices and behaviour;
• A clear, and continuously reinforced message about sexual behaviour and risk reduction;
• Providing accurate information about, the risks associated with sexual activity, about contraception and birth control, and about methods of avoiding or deferring intercourse;
• Dealing with peer and other social pressures on young people; providing opportunities to practise communication, negotiation and assertion skills;
• Uses a variety of approaches to teaching and learning that involve and engage young people and help them to personalise the information;
• Uses approaches to teaching and learning which are appropriate to young people's age, experience and cultural background;
• Is provided by people who believe in what they are saying and have access to support in the form of training or consultation with other sex educators.

Formal programmes with these elements have been shown to increase young people's levels of knowledge about sex and sexuality, put back the average age at which they first have sexual intercourse and decrease risk when they do have sex. All the elements are important and inter-related, and sex education needs to be supported by links to sexual health services, otherwise it is not going to be so effective. It also takes into account the messages about sexual values and behaviour young people get from other sources, like friends and the media. It is also responsive to the needs of the young people themselves - whether they are girls or boys, on their own or in a single sex or mixed sex group, and what they know already, their age and experiences.

MODEL SYLLABUS FOR SEX EDUCATION

Pre-Nursery to 1^st:       1. Names of the different bodily organs.

      2. What is the difference between a good touch and a bad touch?

Methods of teaching: Smart board & play therapy

2^nd–3^rd:                        1.  Names of the different organs.       

2.  What are the uses of the various organs?

3.  Personal hygiene.

4.  Good touch and bad touch.

Methods of teaching: Smart board, play therapy & drama.

4^th – 5^th:                      1.  Names of the different organs.        

2. Uses of different bodily organs.

3. Personal hygiene.

4. What is good touch and what is bad touch?

5. Hormones & the physical changes they cause.

Methods of teaching: Smart board & skit.

6^th-8^th:                          1.  Name of the different organs.        

                                     2. What are the uses of various organs?

                                     3. Personal hygiene.

                                     4. What is good touch and what is bad touch?

                                     5. What are hormonal changes? (Puberty stage)

                                     6. Girls: menstrual cycle.

                                     7. Boys:  neonatical stage.

Methods of teaching: Through debate, discussion and conducting separate workshops for girls & boys.

9^th- 12^th :                        1. Names of the different organs.      

2. What are the uses of various organs?

3. Personal hygiene.

4. What is good touch and what is bad touch?

5. What are hormonal changes? (Puberty stage)

6. Girls: menstrual cycle.

7. Boys: neunotical stage.

8.  About human reproduction.

9. Sexual transmission diseases (STDs).

10. What are contraception and condoms?

11. Sexual abuse & legal provisions.

Methods of teaching:  Declamation, discussion, clips and special workshops separate for girls and boys.