Healthy Living

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serious times

 

 

World Hunger

  • 842 million people – or one in eight people in the world – do not have enough to eat. 2
  • 98% of the world’s undernourished people live in developing countries.2
  • Where is hunger the worst?
    • Asia: 552 million2
    • Sub-Saharan Africa: 223 million2
    • Latin America and the Caribbean: 47 million2

Aiming at the very heart of hunger, The Hunger Project is currently committed to work in BangladeshBeninBurkina FasoEthiopiaIndiaGhana,MalawiMexicoMozambiquePeruSenegal and Uganda.

Women and Children

  • 60 percent of the world’s hungry are women.2
  • 50 percent of pregnant women in developing countries lack proper maternal care, resulting in 240,000 maternal deaths annually from childbirth.3
  • 1 out of 6 infants are born with a low birth weight in developing countries.4
  • Poor nutrition causes nearly half (45%) of deaths in children under five – 3.1 million children each year. That is 8,500 children per day.6
  • A third of all childhood death in sub-Saharan Africa is caused by hunger.5
  • 66 million primary school-age children attend classes hungry across the developing world, with 23 million in Africa alone.6
  • Every 10 seconds, a child dies from hunger-related diseases.5

The Hunger Project firmly believes that empowering women to be key change agents is an essential element to achieving the end of hunger and poverty. Wherever we work, our programs aim to support women and build their capacity.

HIV/AIDS and other Diseases

  • 35 million people are living with HIV/AIDS.7
  • 52 percent of people living with HIV/AIDS are women.7
  • 88 percent of all children and 60 percent of all women living with HIV are in sub-Saharan Africa.7
  • 6.9 million children died in 2011 each year – 19,000 a day- mostly from preventable health issues such as malaria, diarrhea and pneumonia.5

Launched in 2003, The Hunger Project’s HIV/AIDS and Gender Inequality Campaign works at the grassroots level to provide education about preventative and treatment measures.

Poverty

  • 1.4 billion people in developing countries live on $1.25 a day or less.8
  • Rural areas account for three out of every four people living on less than $1.25 a day.9
  • 22,000 children die each day due to conditions of poverty.10

Rural Hunger Project partners have access to income-generating workshops, empowering their self-reliance. Our Microfinance Program in Africa provides access to credit, adequate training and instilling in our partners the importance of saving.

Agriculture

  • 75 percent of the world’s poorest people — 1.4 billion women, children, and men — live in rural areas and depend on agriculture and related activities for their livelihood.11
  • 50 percent of hungry people are farming families.11

In each region in which we work, The Hunger Project provides tools and training to increase farming production at the local level. In Africa, our epicenter partners run community farms where they implement new techniques while producing food for the epicenter food bank.

Water

  • 1.7 billion people lack access to clean water.12
  • 2.3 billion people suffer from water-borne diseases each year.12
  • 12 percent of the world’s population uses 85 percent of its water, and none of the 12 percent lives in developing countries.13

The Hunger Project works with communities to develop new water resources, ensure clean water and improved sanitation, and implement water conservation techniques

 

Sources:

  1. US Census Bureau, International Data Base
  2. State of Food Security in the World 2013
  3. MDG Report – Goal 5, 2013 (pdf)
  4. World Hunger and Poverty Statistics, 2013
  5. MDG Report – Goal 4, 2013 (pdf)
  6. World Food Programme Hunger Statistics
  7. UN AIDS Report on the Global Epidemic, 2013
  8. IFAD Rural Poverty Report 2011
  9. Human Development Report, 2007/2008
  10. UNICEF State of the World’s Children, 2010 (pdf)
  11. FAO Addressing Food Insecurity in Protracted Crises, 2010 (pdf)
  12. WHO Unsafe Water, Sanitation and Hygiene (pdf)
  13. Water as Commodity – The Wrong Prescription by Maude Barlow, The Institute for Food and Development Policy
  14. A Life Free From Hunger: Tackling Child Malnutrition, Save the Children, Feb 2012

 

 

VICTIMS

SHORTLY after the birth of her sixth child, Mathilde went with her baby into the fields to collect the harvest. She saw two men approaching, wearing what she says was the uniform of the FDLR, a Rwandan militia. Fleeing them she ran into another man, who beat her head with a metal bar. She fell to the ground with her baby and lay still. Perhaps thinking he had murdered her, the man went away. The other two came and raped her, then they left her for dead.

Mathilde’s story is all too common. Rape in war is as old as war itself. After the sack of Rome 16 centuries ago Saint Augustine called rape in wartime an “ancient and customary evil”. For soldiers, it has long been considered one of the spoils of war. Antony Beevor, a historian who has written about rape during the Soviet conquest of Germany in 1945, says that rape has occurred in war since ancient times, often perpetrated by indisciplined soldiers. But he argues that there are also examples in history of rape being used strategically, to humiliate and to terrorise, such as the Moroccan regulares in Spain’s civil war.

As the reporting of rape has improved, the scale of the crime has become more horrifyingly apparent (see table). And with the Bosnian war of the 1990s came the widespread recognition that rape has been used systematically as a weapon of war and that it must be punished as an egregious crime. In 2008 the UN Security Council officially acknowledged that rape has been used as a tool of war. With these kinds of resolutions and global campaigns against rape in war, the world has become more sensitive. At least in theory, the Geneva Conventions, governing the treatment of civilians in war, are respected by politicians and generals in most decent states. Generals from rich countries know that their treatment of civilians in the theatre of war comes under ever closer scrutiny. The laws and customs of war are clear. But in many parts of the world, in the Hobbesian anarchy of irregular war, with ill-disciplined private armies or militias, these norms carry little weight.

Take Congo; it highlights both how horribly common rape is, and how hard it is to document and measure, let alone stop. The eastern part of the country has been a seething mess since the Rwandan genocide of 1994. In 2008 the International Rescue Committee (IRC), a humanitarian group, estimated that 5.4m people had died in “Africa’s world war”. Despite peace deals in 2003 and 2008, the tempest of violence has yet fully to subside. As Congo’s army and myriad militias do battle, the civilians suffer most. Rape has become an ugly and defining feature of the conflict.

Plenty of figures on how many women have been raped are available but none is conclusive. In October Roger Meece, the head of the United Nations in Congo, told the UN Security Council that 15,000 women had been raped throughout the country in 2009 (men suffer too, but most victims are female). The UN Population Fund estimated 17,500 victims for the same period. The IRC says it treated 40,000 survivors in the eastern province of South Kivu alone between 2003 and 2008.

“The data only tell you so much,” says Hillary Margolis, who runs the IRC’s sexual-violence programme in North Kivu. These numbers are the bare minimum; the true figures may be much higher. Sofia Candeias, who co-ordinates the UN Development Programme’s Access to Justice project in Congo, points out that more rapes are reported in places with health services. In the areas where fighting is fiercest, women may have to walk hundreds of miles to find anyone to tell that they have been attacked. Even if they can do so, it may be months or years after the assault. Many victims are killed by their assailants. Others die of injuries. Many do not report rape because of the stigma.

Congo’s horrors are mind-boggling. A recent study by the Harvard Humanitarian Initiative and Oxfam examined rape survivors at the Panzi Hospital in Bukavu, a town in South Kivu province. Their ages ranged from three to 80. Some were single, some married, some widows. They came from all ethnicities. They were raped in homes, fields and forests. They were raped in front of husbands and children. Almost 60% were gang-raped. Sons were forced to rape mothers, and killed if they refused.

The attention paid to Congo reflects growing concern about rape in war. Historically the taboo surrounding rape has been so strong that few cases were reported; evidence of wartime rape before the 20th century is scarce. With better reporting, the world has woken up to the scale of the crime. The range of sexual violence in war has become apparent: the abduction of women as sex slaves, sexualised torture and mutilation, rape in public or private.

In some wars all parties engage in it. In others it is inflicted mainly by one side. Rape in wars in Africa has had a lot of attention in recent years, but it is not just an African problem. Conflicts with high levels of rape between 1980 and 2009 were most numerous in sub-Saharan Africa, according to Dara Kay Cohen of the University of Minnesota (see chart). But only a third of sub-Saharan Africa’s 28 civil wars saw the worst levels of rape—compared with half of Eastern Europe’s nine. And no part of the world has escaped the scourge.

The anarchy and impunity of war goes some way to explaining the violence. The conditions of war are often conducive to rape. Young, ill-trained men, fighting far from home, are freed from social and religious constraints. The costs of rape are lower, the potential rewards higher. And for ill-fed, underpaid combatants, rape can be a kind of payment.

Full article: http://www.economist.com/node/17900482

 

 

calibrations

Just some thoughts…

How much does mental health impact physical health?

If we consider the emotional state of an individual who has just received news that a close loved one has suddenly died, most people would respond in a state of sadness and sorrow. In times of extreme grief, the impact of the mind on the body can be harsh and long lasting. In grief, despair, and sorrow, the mind is “sick.” The body naturally embodies the sickness, as a shadow follows one walking in light.

If that person were able to gain command over his or her mind, he or she would come to make peace with all reality and settle into a balanced and healthy state of mind functioning in good mental and physical health.

Cultivating a more focused mind, harmoniously aligned with the universal laws of morality, will allow greater consciousness expansion and intellectual development.

Overcoming grief requires liberation from false ideas. Letting go of all despair and finding peace is difficult for most people. Many people suffer miserably with bad health, physically and mentally.

Understanding the mysteries of life will enable people to take control of their health and well being. Knowledge is power. The truth removes the barriers of growth and allows an avenue for one to attain total freedom and liberation. Bringing our emotional minds into a harmonious balance will help us transcend all sickness. As in the example of the person receiving news of a loved one’s death, this person may fall into extreme despair and this can lead to destruction. However if one knew that no one really dies, then one would have no need to fall into a state of extreme despair/suffering.

Maintaining regular exercise will help one begin to regulate and balance the bodily system. Focusing on good health and being disciplined will provide an opportunity for positive change. When done in a harmonious manner, exercise will help one rise up from despair and relax. Most people suffer from varying degrees of stress and all the reasons for it. Being aware of this, the way to overcoming it is to focus on regulating all stress through elimination and balancing the mind in equanimity. Relaxing all tension, letting all stress go. Gently and with grace.

Understanding the difference between the body and the mind will allow one to attain a greater command of one’s health if one is disciplined enough to maintain discipline. It requires work, not too much, not too little.

Aligning one’s mind with the living power that sustains all life will allow one to begin to know the creator of reality and this leads to the highest end. It is mighty and powerful, and it is silent and elusive.

justice

keep pushing forward

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One Love

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Motivation and Learning

Motivation and Learning

The following article takes a look at motivation and it’s relationship to learning. Motivation is a powerful factor influencing learning and achievement. “Motivation” is defined as the “process whereby goal-directed activity is instigated and sustained.” Herein, we will examine the use of motivation in the classroom.

Motivation is usually classified into two broad categories, extrinsic and intrinsic. Extrinsic motivation is is often engaged in by students who just want to do an assignment for the sake of getting it done. Intrinsic motivation is motivation to be involved in an activity because one wants to be involved. Sometimes one can be extrinsically motivated and in this process become intrinsically motivated. Some factors that influence motivation are whether or not the topic evokes curiosity and/or promotes a challenge, or a topic that is outside the bounds of reality as it is perceived.

Quality educators want the students to learn. They want the student to be interested and find what is being taught useful. In order to acheive this, many different approaches are taken to motivate the students. Inspiring students is the core of the intention. Encouraging them through positive reinforcement can help to motivate the students. Trying to get the students interested impacts our ability to motivate. The student has to WANT to learn in order to be motivated to do so and to stay motivated.

Finding the “motivational zone of proximal development” can increase a students desire to learn. When a student understands the topic of study and is interested in learning more, then the student can make great progress. This is the ideal situation.

An educator needs to be genuine and honest. A quality educator seeks to inspire all with the same equal care. This is refered to as “unconditioned positive reward.” Our needs, our beliefs, our goals, our interests, and our emotions, all influence our motivation to learn. A student in my high school class was intelligent and capable of attaining straight A’s. He did so for years until he lost his drive and motivation. He ended up getting bad grades and he failed many classes. When he wanted to learn, he did great, but when he didn’t want to learn, he failed miserably. This shows the spirit of motivation. As educators, we want to get our students to WANT to learn. We craft our teaching approach with this intention and we teach in a manner that aligns with the students interests.

The ability to study well aligns with our need for competence. When we are studying a topic that we are interested in, we are generally able to focus harder and do better. When we are studying for the sake of situational interest, then more motivation is generally needed. Being able to alter our environment to meet the needs of our ideal atmosphere can help us focus harder on our studies. Most people want to do good, for themselves, for their families and loved ones, and also in order to avoid anxiety fueled humiliation in class.

When people awaken to life and come to appreciate the power that gives life to the universe, motivation will flow without ceasing. However, when focusing on a specific content area, such as Biology, one needs to work to get the students interested. This involves more than just talking about the content, it involves managing the classroom in a manner that is comfortable for the students and it is up to educators to work to inspire interest. This is an ongoing challenge, but with care and love and precision, inspiration will eventually manifest.

deep inside the forest is a door into another land

weighed in the balance

Fight Oppression.

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