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NSS- 122 Master Mannual.pdf

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This document provides information about life competencies and youth leadership. It discusses the importance of developing life competencies to act effectively in different life situations. Some key life competencies mentioned include the ability to have an organizational impact, taking on added responsibility, and effective communication skills. The document also outlines the importance and role of youth leadership, including developing positive relationships, ensuring youth safety, engaging youth in their own development, and helping youth grow as active citizens.

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Loknete Dr. Balasaheb Vikhe Patil (Padm Bhushan Awardee) Pravara Rural Education Society’s College of Agricultural Biotechnology, Loni (Affiliated to MPKV, Rahuri) A/P: Loni, Tal. Rahata, Dist.: Ahmednagar (MS) – 413 736 Practical Manual Course Title: National Service Scheme Course No: NSS-122 Credits: 0+1=1 Name: …………………………………………………………………….. Reg.No: _____________ Batch: - ……………... Semester: IInd (NEW) Academic Year: ________ Course Teacher Prof. P. S. Gaikar.
Loknete Dr. Balasaheb Vikhe Patil (Padm Bhushan Awardee) Pravara Rural Education Society’s College of Agricultural Biotechnology, Loni Tal. Rahata, Dist. Ahmednagar, 413 736. Academic Year- _____________________ Registration No.: ____________ Certificate This is to certify that Mr./Miss……….………………………………….…… studying in Second year of B.Tech. (Biotechnology) has satisfactorily completed the Practicals of Course No: NSS-122, Title: -National Service Scheme as per syllabus prescribed by MPKV, Rahuri during the semester II. Date: Place: Course Teacher Prof.P.S.Gaikar.
INDEX Course No: NSS-122 Course Title: National Service Scheme II Credits: 1(0+1) Semester: II (New) Sr.No Topic Page No Date Signature 1. Importance and role of youth leadership 2. Qualities of a Good Leader 3. Life competencies 4. Problem solving life competencies 5. Inter personal communication 6. Youth development programs 7. State level and voluntary sector 8. Health, hygiene and sanitation 9. Role of food, nutrition first aid 10. Youth health, lifestyle, HIV AIDS and 11. Home nursing and first aid 12. Youth and yoga 13. Myths and misconceptions about yoga 14. Yoga tradition and its impact Completed
1 Practical No.1 Importance and role of youth leadership “A leader takes people where they want to go. A great leader takes people where they don’t necessarily want to go, but ought to be.” - Rosalynn Carter  Meaning: Youth leadership is part of the youth development process and supports the young person in developing: (a) the ability to analyze his or her own strengths and weaknesses, set personal and vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them out (including the ability to establish support networks in order to fully participate in community life and effect positive social change); and (b) the ability to guide or direct others on a course of action, influence the opinions and behaviors of others, and serve as a role model (Wehmeyer, Agran, & Hughes, 1998). Conditions that promote healthy youth development are supported through programs and activities in schools and communities. Youth development researchers and practitioners emphasize that effective programs and interventions recognize youths’ strengths and seek to promote positive development rather than addressing risks in isolation. Youth who are constructively involved in learning and doing and who are connected to positive adults and peers are less likely to engage in risky or self-defeating behaviors. Providing the conditions for positive youth development is a responsibility shared by families, schools, and communities. The conditions for healthy youth development reside in families, schools, and communities. Families promote healthy youth development when they:  provide support  have positive family communication  are involved in their adolescent’s school  have clear rules and consequences and monitor their adolescent’s whereabouts  provide positive, responsible role models for other adults, adolescents, and siblings  expect their adolescent to do well; and  Spend time together. Schools promote healthy youth development when they:  expect commitment from youth;  have a caring school climate;  have clear rules and consequences;  provide positive, responsible adult role models; and  Expect youth to do well.
2 Communities promote healthy youth development when:  adults advocate for youth;  neighbors monitor youths’ behavior;  adults model positive, responsible, and healthy behavior;  youth model positive, responsible, and healthy behavior; and It is unusual for all these positive influences to be present at the same time; unfortunately, too many youth grow up in circumstances that provide limited support for healthy development. Well-designed and well-run youth development programs promote youth leadership by involving youth in needs assessment, planning, implementation, and evaluation. A growing number of organizations include youth on their boards of directors. Effective programs engage all participating youth in constructive action through activities such as service learning, arts, and athletics; and emphasize common values such as friendship, citizenship, and learning. Research on factors promoting resilience in youth at risk has shown that the consistent presence of a single caring adult can have a significant positive impact on a young person’s growth and development (Garmezy, 1993). Well-designed programs promote positive relationships with both peers and adults (National Collaborative on Workforce and Disability for Youth, 2004). Leadership research has been around for many decades. One of the most prominent early researchers in the leadership field was Kurt Lewin, a social researcher who conducted research on leadership styles.  Types of Leadership: Lewin uncovered three types leadership styles: autocratic, democratic, and laissez-faire. Autocratic Democratic Laissez-faire Make quick and final Distribution of Minimal control, with total
3 Autocratic Democratic Laissez-faire decisions close oversight total control, with little or no input from group members, group members are rarely trusted with decisions/important tasks. responsibility empowers group members to contribute aids group decision-making processes medium control, with lots of input from members. input from members empowers group members to take responsibility decisions are made by the worker, not the leader autonomy is encouraged.  Traits of leadership: According to Peter Economy, also known as The Relationship Guy, there are nine traits that help leaders and their teams succeed:  Decisiveness  Awareness  Focus  Accountability  Empathy  Confidence  Optimism  Honesty  Inspiration. Strong leaders are decisive and are good at making decisions. They make decisions on the basis of what is best for the organization as a whole and necessarily not out of self-interest. They are aware of their environment, team, and context, and they have strong focus. They’re also accountable in that they understand their responsibilities and purpose, and they are able to empathies with others, including staff members. Great leaders are confident as well, says
4 Economy. They are optimistic and they are always honest to others. Research has shown that most people consider honesty to be an essential trait in leaders. Finally, great leaders have a strong ability to inspire team members and staff to achieve better outcomes.
5 Practical No.2 Qualities of a Good Leader Here’s a list of qualities I reckon you need to lead. I think they account for most situations. 1. Appreciative – A wise leader values their team and the person. Success is only achieved with the help of others. What’s more, genuine appreciation provides encouragement, develops confidence, and builds on strengths. 2. Confident – Trust and confidence in leadership is a reliable indicator of employee satisfaction. Good leaders aren’t afraid of being challenged. Their confidence inspires. 3. Compassionate – Compassion is strength. A good leader uses compassion to perceive the needs of those they leads and to decide a course of action that is of greatest benefit to the person and the team. 4. Diligent – To persevere in conviction, courage, creativity, compassion, and character we need diligence. Good leaders work hard. 5. Fair – Fairness is what people want. Good leaders don’t have favorites in the team. They reward for results not partiality; they promise fairness. 6. Flexible – The good leader is able to flex. They alter and adapt their style according to the situation, context and circumstances they experience. They welcome new ideas and change. 7. Honest – Wise leaders are not afraid of communicating the truth to their people. Honesty is about being truthful, having integrity, and building trust. Honesty leads to better more productive relationships. 8. Impartial – Good leaders are impartial. They recognize their biases, prejudices, and predispositions. They also recognize biases in others and face them. 9. Responsive – Good leaders are responsive to the needs of those they lead. They adjust their behavior to best match the situation. They listen to their team; they value their team.  Importance and role of youth leadership: 1. Youth develop positive relationships with adults and peers. 2. Youth are physically and emotionally safe. 3. Youth are actively engaged in their own development. 4. Youth are considered participants rather than recipients in the learning process. 5. Youth develop skills that help them succeed. 6. Youth recognize, understand and appreciate multiculturalism. 7. Youth grow and contribute as active citizens through service and leadership.
6 Practical No.3 Life Competencies Defn: “A cluster of related abilities, commitments, knowledge, and skills that enable a person (or an organization) to act effectively in a life situation is known as life competencies.”  Importance: To ensure success it is important to focus on personal competencies and analyze as to which of them are important for a particular moment of your life. 1. Ability to have an organizational impact: There’s a famous line from “You Can Win by Shiv Khera” –“Winners do not do different things, they do things differently.” Thus, in an organization, winners are those people who hone the skills and have the competency to deliver in a different or in an innovative way. 2. Added responsibility: Competency and confidence work hand-in-hand. The employee who is more competent can be entrusted with a greater responsibility in an organization. 3. Improve the quality of life: To improve the quality of life, it is important to make a SWOT analysis of your personal competencies. It helps you to understand the strengths and weaknesses. The moment it is evaluated, you need to make a commitment to strengthen the weakness and reinforce the strengths by practicing and implementing it further. Thus you add to your skills set and ensure a better quality of life in future. 4. Transition from amateur to proficient: Once you understand your personal competency and give emphasis to reinforce this competency, you can transform it from a level of amateur to a level of proficient with due practice. Thus, it acts as a motivational factor to transform your own capability. 5. Stay in tune with the current trends: It is important to monitor the kind of personal competencies that need to be nurtured. It enables you to stay ahead of the competition. Responding to the current trends of personal competency saves you from getting obsolete. 6. Improves motivation: Being competent enables you to face the adversities of time. The moment you handle it well, it triggers your motivation to a new level. With high motivation you develop greater self-esteem. 7. Boost other skills: It enables you to fine tune other skills like being competitive, innovative and creative. Always develop the habit to upgrade your skills to enrich creativity and innovativeness.
7 Practical No.4 Problem solving and decision making life competencies A leader is expected to get the job done. To do so, he or she must learn to plan, analyze situations, identify and solve problems (or potential problems), make decisions, and set realistic and attainable goals for the unit. These are the thinking or creative requirements of leadership and they set direction. These actions provide vision, purpose, and goal definition. They are your eyes to the future, and they are crucial to developing a disciplined, cohesive, and effective organization. Decision-making and problem-solving are basic ingredients of leadership. More than anything else, the ability to make sound, timely decisions separates a leader from a non-leader. It is the responsibility of leaders to make high quality decisions that are accepted and executed in a timely fashion. Leaders must be able to reason under the most critical conditions and decide quickly what action to take. If they delay or avoid making a decision, this indecisiveness may create hesitancy, loss of confidence, and confusion within the unit, and may cause the task to fail. Since leaders are frequently faced with unexpected circumstances, it is important to be flexible leaders must be able to react promptly to each situation. Then, when circumstances dictate a change in plans, prompt reaction builds confidence in them. As a leader, you will make decisions involving not only yourself, but the morale and welfare of others. Some decisions, such as when to take a break or where to hold a meeting, are simple decisions which have little effect on others. Other decisions are often more complex and may have a significant impact on many people. Therefore, having a decision making, problem-solving process can be a helpful tool. Such a process can help you to solve these different types of situations. Within business and the military today, leaders at all levels use some form of a decision-making, problem-solving process. There are at least several different approaches (or models) for decision-making and problem solving. We will present three such approaches: The first, and most common, is the seven-step problem- solving, decision-making process; the second is a more complex problem-solving BE a leader of character. Embrace the values and demonstrate the leader attributes. Study and practice so that you will have the skills to know your job. Then act do what is right to achieve excellence.
8 Practical No.5 Inter personal communication life competencies 1. State ideas clearly. 2. Communicate ethically. 3. Recognize when it is appropriate to communicate. 4. Identify their communication goals. 5. Select the most appropriate and effective medium for communicating. 6. Demonstrate credibility. 7. Identify and manage misunderstandings. 8. Manage conflict. 9. Be open-minded about another’s point of view. 10. Listen attentively.
9 Practical No.6 Youth development programmes  Development of youth programmes : Youth development programs seek to improve the lives of children and adolescents by meeting their basic physical, developmental, and social needs and by helping them to build the competencies needed to become successful adults. Examples of youth development programs include community service, mentoring programs, and neighborhood youth centers. It is unclear exactly how many youth development programs are operating in the United States in the early twenty-first century. In 1998 the Internal Revenue Service identified more than 5,700 nonprofit organizations–almost 3 percent of all charitable agencies–that focused their primary services on youth development. In addition, countless other organizations offer youth development activities within a different primary focus. Examples include youth groups within religious organizations and after-school activities offered by public elementary schools. The purpose of this entry is to provide an overview of youth development programs. It is organized in the following manner. First, a brief history of services for children and youth is presented. Second, the current framework for youth development programs, including school- based youth development efforts, is discussed. Next, issues regarding access to youth development programs and findings from evaluations of youth development efforts are presented. Finally, several issues regarding implementation of youth development programs and future research directions are discussed.  Policies at the national level: Many countries have established youth policies, using the World Programme of Action for Youth to the Year 2000 and Beyond as a guide. In this process, it is imperative to note that the WPAY mentions that governments and youth organizations should promote an “active and visible policy of mainstreaming a gender perspective in all policies and programmes”. In the process of formulating any youth policy, specifically a national plan, governments and other stakeholders may consider the following guidelines: 1. Participation for an inclusive process: involve and empower all stakeholders right from the beginning in the design, implementation and evaluation of youth policy. 2. Know the situation and conduct a needs analysis: make profiles of the development situation of young people in your country. The priority areas for youth development contained in the WPAY could serve as a means for organizing this analysis. 3. Define vulnerable groups: as part of the needs assessment and situation analysis, determine what groups of youth live in vulnerable situations created by either current circumstances, political conditions or long histories of social exclusion and discrimination.
10 4. Understand your resources: know what you have and what you need to invest in youth by making a profile of the available and the needed resources in the country that are specific to youth 5. Establish a budget allocated for implementation of youth policy: even though youth policy is a cross-sect oral development field that requires action within several departments, ministries and agencies, it is central that the established lead agency have a specific budget for youth policy implementation that can distributed by responsible actors 6. Learn from past experience: study past successes and failures. Knowledge of what works should be documented and a repository of good practices established; good practices are ways of doing things that have proven effective in one situation and may have applicability in another. 7. Develop a clear vision to implement youth policy: develop a national action plan based on the needs of youth and the available budget. The national plan or youth policy should be known and understood on the national and local levels to create the necessary political and societal commitment 8. Create an institutional structure conducive to implementation of youth policy: establish a lead agency (or focal points in different government ministries) as part of an effective structure to coordinate youth policies. 9. Engage in partnerships for action: though most youth-oriented policies are led by governments, their design, implementation and evaluation are all dependent on the participation of other stakeholders, chiefly: youth, civil society, the private sector, parents, and sometimes UN agencies and donors, and the international community. 10. Increase knowledge and design better programmes through monitoring and evaluation: redefine goals and objectives according to new trends and needs in young people’s lives and according to the achievements and shortcomings of existing programmes.
11 Practical No.7 State level & voluntary sector youth development programmes Voluntarism in early days had its genesis in charity, philanthropy and relief activities. In ancient and medieval India, charity on a voluntary basis outside the religious channels operated freely and extensively in the fields of education, health, cultural promotion and so occurs in crises during natural calamities such as - floods, famine, droughts, and epidemics. The voluntary efforts in the early phase were limited in scope and were marked in rural and community development such as digging wells and tanks, planting trees etc. The history reveals that the responsibility of assisting the individual-in-need was shared by the community and the rulers. The kings and the chiefs used to provide free kitchens during famine and shelter to homeless. The directives of the emperor were restricted to the rules of Dharma Shastras. Religion emphasized on the value of charity, philanthropy and mutual help. The developed welfare-statism was evidenced during the Maurya and Gupta empires. The state would come to the rescue of the community in extreme contingencies of helplessness. The kings responded with royal charity doles during out breaks of famine and natural calamities. The voluntarism found its most human expression at the time of natural calamities. The communities pooled their resources to help the needy. Philanthropy was widespread and the philanthropists came forward with their ardent belief in ‘dhana dharma’. During the colonial period, voluntary efforts received a boost with new religious, cultural and social surroundings. The Laissez Faire policy of the British Government in economic, religious and social matters left no other avenue of development open to the ‘natives’ than resort to the ‘self-help’ form of voluntarism. Schools and colleges were established by educational societies set up by English-educated natives and affluent businessmen, traders and zamindars. In terms of scope and coverage in development activities, Laissez Faire occupied the largest portion followed by voluntary action through philanthropy, association and individual actions, while the state intervention was minimal during this phase.  Youth- focused & youth-led organizations: Importance of Youth Projects and Why NGOs should focus on implementing Projects on Youth Development In 1985, the United Nations General Assembly defined “youth” as those in between the ages of 14 and 24 and set the goal to assist organizations willing to facilitate the entrance of youth in civil society as a way to promote the creation of new generations of engaged citizens willing to contribute to the strengthening of human rights and equality around the globe. In general, it is fair to say that NGOs work towards democracy building by implementing strategies to enhance social justice at the grassroots level. As such, NGOs target selected groups or communities in order to empower them as political actors and work with them to improve their life. Thus, it is of great importance for NGOs to collaborate with and design initiatives for the youth for two main reasons.
12 First of all, young people are the next generation of leaders and decision makers and, as such, it is important to establish educational programmes in order to discuss with them the importance of disseminating ideas of social, economic, and political justice, human rights, and equality. Second, young people are among the most vulnerable sectors of the population and, as such, NGOs should take care of them and support their entrance to adulthood, to the job market, and generally to society at large. Since 2009, the main international agencies such as the UN have been developing new strategies for the youth as a consequence of the global economic crisis. A report published by the International Labour organization (ILO) in March 2013 shows that an estimated 73 million young people will be out of work this year. Opportunities in the job market are now worse than ever and young people have to face all the problems deriving from being persistently unemployed or underemployed, depending on temporary jobs or on welfare assistance. This is why the coordinator of the ILO Youth Employment Programme, Mr. Rosas, recently appealed to governments and civil society actors to co-operate in order to find solutions for the current precarious status of young citizens. In particular, he called for action in five main areas: employment creation, education and training, targeting the disadvantaged, entrepreneurship, and labour rights.
13 Practical No.8 Health, hygiene and sanitation Health: “The physical, social, mental &spiritual well being of a person is known as health.” Hygiene: “Conditions or practices conducive to maintaining health and preventing disease, especially through cleanliness is called as hygiene.” Sanitation: “Conditions relating to public health, especially the provision of clean drinking water and adequate sewage disposal is called as sanitation.”  Needs & scope of health education: 1. Fields of Health education from socio- cultural point of view: Human is a social being. People have different settings according to their occupation and activities. Fundamentally home, school and community are considered as the scope of health education from the socio -cultural point of view. 2. Home: Home is the foundation upon which their society is built. Home is the place where family members live who often has similar needs and interest. 3. School: School is important place where the health education can be given to the students. Health education of the students should be one with education in general as well as with the school health programmes. School health education takes its place in the general curriculum through the individual health counseling, in relation to daily experiences and systematic health instructions. 4. Community: A group of families and ethnic groups from the community. Community wide health education is frequently called public health education. Public health education is commonly conducted through activities of health departments, voluntary health agencies, schools, and many other community groups.  Water born disease and sanitation for health: Water-borne diseases are any illness caused by drinking water contaminated by human or animal faeces, which contain pathogenic microorganisms. The full picture of water-associated diseases is complex for a number of reasons. Over the past decades, the picture of water-related human health issues has become increasingly comprehensive, with the emergence of new water-related infection diseases and the re-
14 emergence of one’s already known. Data are available for some water-, sanitation- and hygiene-related diseases (which include salmonellosis, cholera, shigellosis), but for others such malaria, schistosomiasis or the most modern infections such legionellosis or SARS CoV the analyses remain to be done. The burden of several disease groups can only partly be attributed to water determinants. Even where water plays an essential role in the ecology of diseases, it may be hard to pinpoint the relative importance of aquatic components of the local ecosystems.  Water born diseases: Anaemia Arsenicosis Ascariasis Botulism Campylobacteriosis Cholera Cryptosporiodiosis Cyanobacterial toxins Diarrhoea Dracunculiasis Fluorosis Giardiasis Hepatitis Hookworm infection Japanese encephalitis Lead poisoning Legionellosis Leptospirosis Lymphatic filariasis Malaria Methaemoglobinemia Onchocerciasis Polio Ring Worm or Tinea Scabies Schistomiasis Trachoma Trichuriasis Typhoid Lack of sanitation leads to disease, as was first noted scientifically in 1842 in Chadwick's seminal “Report on an inquiry into the sanitary condition of the labouring population of Great Britain.” A less scientifically rigorous but nonetheless professionally significant indicator of the impact on health of poor sanitation was provided in 2007, when readers of the BMJ (British Medical Journal) voted sanitation the most important medical milestone since 1840.
15 The diseases associated with poor sanitation are particularly correlated with poverty and infancy and alone account for about 10% of the global burden of disease. At any given time close to half of the urban populations of Africa, Asia, and Latin America have a disease associated with poor sanitation, hygiene, and water.  National health programmes : 1. National Health Mission & Communicable Diseases 1. Revised National TB Control Programme(RNTCP) 2. National Leprosy Eradication Programme 3. National Filaria Control Programme 4. National Aids Control Programme 5. Integrated Disease Surveillance Project (IDSP) 6. National Vector Borne Disease Control Programme (NVBDCP) Non-Communicable Diseases, Injury & Trauma 1. School Health Programme 2. National Programme on Prevention and Control of Diabetes, CVD and Stroke 3. National Programme for Prevention and Control of Deafness 4. Universal Immunization Programme (RTI ACT, 2005) 5. National Cancer Control Programme 6. National Mental Health Programme 7. National Iodine Deficiency Disorder Control Programme 8. National Programme for Control of Blindness 9. National Programme for Prevention and Control of Fluorosis (NPPCF) 10. National Tobacco Control Program 11. National Programme for Health Care of the Elderly (NPHCE)  Reproductive health: Reproductive health refers to the diseases, disorders and conditions that affect the functioning of the male and female reproductive systems during all stages of life. Disorders of reproduction include birth defects, developmental disorders, low birth weight, preterm birth, reduced fertility, impotence, and menstrual disorders. Research has shown that exposure to environmental pollutants may pose the greatest threat to reproductive health. Exposure to lead is associated with reduced fertility in both men and women, while mercury exposure has been linked to birth defects and neurological disorders. A growing body of evidence suggests that exposure to endocrine disruptors, chemicals that appear to disrupt hormonal activity in humans and animals, may contribute to problems with fertility, pregnancy, and other aspects of reproduction.
16 Practical No.9 Role of food & nutrition Health is much more than the absence of disease. It is a positive quality, emphasizing physical, social, intellectual, emotional, and spiritual well being. Optimum nutrition, providing all nutrients in both kind and amount, is the cornerstone of good health and the cutting edge of prevention. The foods we eat, and the nutrients they should provide, are the most important continuing environmental factors influencing our growth, development, functional abilities, and health. Nutritional knowledge, with education of both the general public, and particularly health professionals is critical if we are to succeed in significantly reducing the excessive premature morbidity and mortality from our leading killer diseases - heart disease, cancer, and stroke. How we structure our lifestyles, with proper nutrition, health habit discipline, and exercise programming, will have a great influence on personal health, and will help reduce our current catastrophic medical care expenditures.
17 Practical No.10 Youth health, lifestyle, HIV, AIDS and first aid  Healthy lifestyle: How to lead a healthy lifestyle There are five simple ways for your family to lead a healthy lifestyle and get back on track: 1. Get active each day  Regular physical activity is important for the healthy growth, development and well-being of children and young people.  They should get at least 60 minutes of physical activity every day, including vigorous activities that make them ‘huff and puff’.  Include activities that strengthen muscles and bones on at least 3 days of the week.  Parents should be good role models and have a positive attitude to being active. 2. Choose water as a drink  Water is the best way to quench your thirst – and it doesn’t come with the added sugar found in fruit juices, soft drinks and other sweetened drinks.  Reduced fat milk for children over two is a nutritious drink and a great source of calcium.  Give kids whole fruit to eat, rather than offering fruit juices that have a lot of sugar. 3. Eat more fruit and vegetables  Eating fruit and vegetables every day helps children grow and develop, boosts their vitality and can reduce the risk of many chronic diseases.  Aim to eat two serves of fruit and five serves of vegetables every day.  Have fresh fruit available as a convenient snack and try to include fruit and vegies in every meal. 4. Switch off the screen and get active  Sedentary or ‘still’ time spent watching TV, surfing online or playing computer games is linked to kids becoming overweight or obese.  Children and young people should spend no more than two hours a day on ‘small screen’ entertainment. Break up long periods of use as often as possible.  Plan a range of active indoor and outdoor games or activities for your children, as alternatives to watching TV or playing on the computer. 5. Eat fewer snacks and select healthier alternatives  Healthy snacks help children and young people meet their daily nutritional needs.  Snacks based on fruit and vegetables, reduced fat dairy products and whole grains are the healthiest choices.  Avoid snacks that are high in sugar or saturated fats – such as chips, cakes and chocolate – which can cause children to put on excess weight.  HIV-AIDS: AIDS (Acquired Immune Deficiency Syndrome) is a syndrome caused by a virus called HIV (Human Immunodeficiency Virus). The disease alters the immune system, making people much more vulnerable to infections and diseases. This susceptibility worsens if the syndrome progresses.
18 Causes:  HIV can be passed from one person to another through blood-to-blood and sexual contact.  HIV is a retrovirus that infects the vital organs and cells of the human immune system.  The virus progresses in the absence of antiretroviral therapy (ART) - a drug therapy that slows or prevents the virus from developing.  The rate of virus progression varies widely between individuals and depends on many factors.  These factors include the age of the individual, the body's ability to defend against HIV, access to healthcare, the presence of other infections, the individual's genetic inheritance, resistance to certain strains of HIV, and How is HIV transmitted?  Sexual transmission - It can happen when there is contact with infected sexual fluids (rectal, genital, or oral mucous membranes). This can happen while having sex without a condom, including vaginal, oral, and anal sex, or sharing sex toys with someone who is HIV-positive.  Prenatal transmission - A mother can transmit HIV to her child during childbirth, pregnancy, and also through breastfeeding.  Blood transmission - The risk of transmitting HIV through blood transfusion is extremely low in developed countries, thanks to meticulous screening and precautions. However, among people who inject drugs, sharing and reusing syringes contaminated with HIV-infected blood is extremely hazardous.
19 Symptoms of HIV infection: Some people with HIV infection have no symptoms until several months or even years after contracting the virus. However, around 80 percent may develop symptoms similar to flu 2–6 weeks after catching the virus. This is called acute retroviral syndrome. The symptoms of early HIV infection may include:  fever  chills  joint pain  muscle aches  sore throat  sweats (particularly at night)  enlarged glands  a red rash  tiredness  weakness  unintentional weight loss  thrush  Drugs and substance abuse: Most drugs and other chemical substances are helpful when used properly. Unfortunately, the misuse of medications and drugs both legal and illegal, as well as alcohol and tobacco is a growing problem in the older population. The terms “drug abuse” or “substance abuse” is defined as the use of chemical substances that lead to an increased risk of problems and an inability to control the use of the substance. Dependence on a drug or alcohol (getting "hooked") is particularly dangerous in older people because older adults tend to have more harmful effects from these substances than
20 younger people. These effects include mental problems, kidney and liver disease, and injuries from falls. Dependence can occur even in older people who have never had an addiction problem before. Many older adults take a lot of different medications every day. These drugs may interact in a harmful way, or react with alcohol to cause problems. These problems might be mistakenly thought of as normal signs of aging, but they are not. With some drugs, your body needs increasingly higher doses to get the original effect, or you may feel withdrawal symptoms when the drug is stopped. This is referred to as drug "tolerance" meaning that the drug makes your body change in these ways. Even small doses of certain substances may be enough to create a dangerous need for more. Also, a drug that is beneficial when first prescribed may become harmful when other drugs are added, or when there is a change in your health. Many different organ systems can be damaged by substance abuse and substance abuse has a big effect on society as well. Substance abuse has negative effects on how you feel about yourself, how you manage problems or changes in your life, and your relationships. This can add to other challenges that are common in later life.
21 Practical No.11 Home nursing & first aid What is first aid? Some self-limiting illnesses or minor injuries may only require first aid intervention, and no further treatment. First aid generally consists of some simple, often life-saving techniques that most people can be trained to perform with minimal equipment. First aid usually refers to administration of care to a human, although it can also be done on animals. The aim of first aid is to prevent a deterioration of the patient's situation, to aid recovery, and to preserve life. Technically, it is not classed as medical treatment and should not be compared to what a trained medical professional might do. First aid is a combination of some simple procedures, plus the application of common sense. Aims of first aid & home nursing: The aims of first aid are:  To preserve life: this is the main aim of first aid; to save lives. This includes the life of the first aider, the casualty (the victim, the injured/sick person), and bystanders  To prevent further harm: the patient must be kept stable and his/her condition must not worsen before medical services arrive. This may include moving the patient out of harm's way, applying first aid techniques, keeping him/her warm and dry, applying pressure to wounds to stop bleeding, etc.  Promote recovery: this may include applying a plaster (bandage) to a small wound; anything that may help in the recovery process.
22 Practical No.12 Youth and yoga  History: The practice of Yoga is believed to have started with the very dawn of civilization. The science of yoga has its origin thousands of years ago, long before the first religions or belief systems were born. In the yogic lore, Shiva is seen as the first yogi or Adiyogi, and the first Guru or Adi Guru. Several Thousand years ago, on the banks of the lake Kantisarovar in the Himalayas, Adiyogi poured his profound knowledge into the legendary Saptarishis or "seven sages”. The sages carried this powerful yogic science to different parts of the world, including Asia, the Middle East, Northern Africa and South America. Interestingly, modern scholars have noted and marvelled at the close parallels found between ancient cultures across the globe. However, it was in India that the yogic system found its fullest expression. Agastya, the Saptarishi who travelled across the Indian subcontinent, crafted this culture around a core yogic way of life.  Philosophy: The art and science of yoga is dedicated to creating union between body, mind and spirit. Its objective is to assist the practitioner in using the breath and body to foster an awareness of ourselves as individualized beings intimately connected to the unified whole of creation. In short it is about creating balance and equanimity so as to live in peace, good health and harmony with the greater whole. This art of right living was perfected and practiced in India thousands of years ago and the foundations of yoga philosophy were written down in the Yoga Sutra of Patanjali, approximately 200 AD. This sacred text describes the inner workings of the mind and provides a blueprint for controlling its restlessness so as to enjoying lasting peace. The first two limbs of the philosophical yogic tree that Patanjali describes are the fundamental ethical precepts called the yamas, and the niyamas. These can also be looked at as guidelines of universal morality and personal observances. The Yamas and niyamas are suggestions of how we should deal with people around us and how we can optimally shape our attitude and behavior. The attitude we have toward people and things outside ourselves are the yamas, how we relate to ourselves inwardly are the niyamas (pronounced nee yamas). Both are mostly concerned with how we use our energy in relationship to others and to ourselves.
23 Practical No.13 Myths and misconceptions about yoga a) Yoga is a religion. b) You have to be flexible to do yoga. c) Yoga is expensive. d) Yoga comes from Hinduism. e) Yoga is for women/Men don’t do yoga.
24 Practical No.14 Yoga tradition and its impact From the foremost living authority on Yoga comes the most comprehensive and reliable treatment of the subject available today. This is a work of impeccable scholarship by a person who has dedicated his life to the understanding and practice of yoga. The book offers a complete overview of every Yogic tradition, from the familiar to the lesser-known forms. It also covers all aspects of Hindu, Buddhist and Jaina Yoga, including history, philosophy, literature, psychology and practice. In addition, included are translations of twenty Yoga treatises and the first translation of the Goraksha Paddhati.  Yoga as a tool for healthy lifestyle: Yoga is a way of life, which originated thousands of years ago from India. Patanjali described eight steps or “limbs” of Ashtanga Yoga. Yoga has an important role in prevention and treatment of lifestyle-related diseases. One of the important components of yoga is pranayama. Physiologically, the benefits of pranayama can be described by more oxygen availability to all tissues of body by increase in alveolar ventilation and improvement of respiratory muscle's strength and lung volumes by its regular practice. There are five ‘Ts’ of NCDs (non communicable diseases) which act as risk factors for these diseases. These ‘Ts’ are: tummy, tobacco, tension, trans-fats, and life full of sedentary activities. Yoga by its very inherent nature is helpful to make the body active, introspective, and calm. It discourages tobacco and trans-fats, thus reducing the risk factors of NCDs. There are enough data that suggest yoga is effective in cardiovascular diseases, stroke, diabetes mellitus and mental disorders, etc. The coronary artery disease risk in the offspring can also be reduced by doing appropriate yogasana and avoidance of smoking by expectant mother. This review also makes it amply clear that yoga is not religion-specific, rather it is for all.  Yoga as a preventive & curative method: Yoga is an ancient Indian system of philosophy, culture, tradition, and way of maintaining better life, established in India thousands of years ago. The Sanskrit word Yoga means union of body and mind through breath control methods, asanas and meditation. The ashtang yogic practices, very popularly known today, are derived from Patanjali’s Yoga Sutra. Asana (postural exercises), pranayama (breathing maneuver), and dhyana (meditation) are mostly practiced in different combinations for physical and mental well being. It gradually develops the spiritual harmony of the individual through the control of mind and body. The practice of yoga uses eight methods, known as “limbs,” thus being known as “Ashtanga Yoga”: yama (restraint), niyama (observance), asana (posture), pranayama (breath control), pratyahara (sensory deprivation), dharana (contemplation), dhyana (fixing the attention), and samadhi (absolute concentration). Regular yogic practices endow perfect physical and mental health to its practitioner. It improves aerobic capacity, anaerobic capacity, joint flexibility, and
25 muscle strength. Evidence shows that the regular execution of these practices provides the practitioner with more physical flexibility, muscle strengthening, increased vitality, delineated psychological stress, and reduced cardiovascular risks. Yogic techniques are known to improve one’s overall performance and work capacity. During yoga session, the postural maneuvers are executed without repetition and are connected to each other by passages that establish links between the exercises in a sequence. Yoga is not only a discipline to be practiced by saints or spiritual aspirants but also has relevance to the spirit of military activities. Yoga for Preventive, Curative, and Primitive Health and Performance Request

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NSS- 122 Master Mannual.pdf

  • 1. Loknete Dr. Balasaheb Vikhe Patil (Padm Bhushan Awardee) Pravara Rural Education Society’s College of Agricultural Biotechnology, Loni (Affiliated to MPKV, Rahuri) A/P: Loni, Tal. Rahata, Dist.: Ahmednagar (MS) – 413 736 Practical Manual Course Title: National Service Scheme Course No: NSS-122 Credits: 0+1=1 Name: …………………………………………………………………….. Reg.No: _____________ Batch: - ……………... Semester: IInd (NEW) Academic Year: ________ Course Teacher Prof. P. S. Gaikar.
  • 2. Loknete Dr. Balasaheb Vikhe Patil (Padm Bhushan Awardee) Pravara Rural Education Society’s College of Agricultural Biotechnology, Loni Tal. Rahata, Dist. Ahmednagar, 413 736. Academic Year- _____________________ Registration No.: ____________ Certificate This is to certify that Mr./Miss……….………………………………….…… studying in Second year of B.Tech. (Biotechnology) has satisfactorily completed the Practicals of Course No: NSS-122, Title: -National Service Scheme as per syllabus prescribed by MPKV, Rahuri during the semester II. Date: Place: Course Teacher Prof.P.S.Gaikar.
  • 3. INDEX Course No: NSS-122 Course Title: National Service Scheme II Credits: 1(0+1) Semester: II (New) Sr.No Topic Page No Date Signature 1. Importance and role of youth leadership 2. Qualities of a Good Leader 3. Life competencies 4. Problem solving life competencies 5. Inter personal communication 6. Youth development programs 7. State level and voluntary sector 8. Health, hygiene and sanitation 9. Role of food, nutrition first aid 10. Youth health, lifestyle, HIV AIDS and 11. Home nursing and first aid 12. Youth and yoga 13. Myths and misconceptions about yoga 14. Yoga tradition and its impact Completed
  • 4. 1 Practical No.1 Importance and role of youth leadership “A leader takes people where they want to go. A great leader takes people where they don’t necessarily want to go, but ought to be.” - Rosalynn Carter  Meaning: Youth leadership is part of the youth development process and supports the young person in developing: (a) the ability to analyze his or her own strengths and weaknesses, set personal and vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them out (including the ability to establish support networks in order to fully participate in community life and effect positive social change); and (b) the ability to guide or direct others on a course of action, influence the opinions and behaviors of others, and serve as a role model (Wehmeyer, Agran, & Hughes, 1998). Conditions that promote healthy youth development are supported through programs and activities in schools and communities. Youth development researchers and practitioners emphasize that effective programs and interventions recognize youths’ strengths and seek to promote positive development rather than addressing risks in isolation. Youth who are constructively involved in learning and doing and who are connected to positive adults and peers are less likely to engage in risky or self-defeating behaviors. Providing the conditions for positive youth development is a responsibility shared by families, schools, and communities. The conditions for healthy youth development reside in families, schools, and communities. Families promote healthy youth development when they:  provide support  have positive family communication  are involved in their adolescent’s school  have clear rules and consequences and monitor their adolescent’s whereabouts  provide positive, responsible role models for other adults, adolescents, and siblings  expect their adolescent to do well; and  Spend time together. Schools promote healthy youth development when they:  expect commitment from youth;  have a caring school climate;  have clear rules and consequences;  provide positive, responsible adult role models; and  Expect youth to do well.
  • 5. 2 Communities promote healthy youth development when:  adults advocate for youth;  neighbors monitor youths’ behavior;  adults model positive, responsible, and healthy behavior;  youth model positive, responsible, and healthy behavior; and It is unusual for all these positive influences to be present at the same time; unfortunately, too many youth grow up in circumstances that provide limited support for healthy development. Well-designed and well-run youth development programs promote youth leadership by involving youth in needs assessment, planning, implementation, and evaluation. A growing number of organizations include youth on their boards of directors. Effective programs engage all participating youth in constructive action through activities such as service learning, arts, and athletics; and emphasize common values such as friendship, citizenship, and learning. Research on factors promoting resilience in youth at risk has shown that the consistent presence of a single caring adult can have a significant positive impact on a young person’s growth and development (Garmezy, 1993). Well-designed programs promote positive relationships with both peers and adults (National Collaborative on Workforce and Disability for Youth, 2004). Leadership research has been around for many decades. One of the most prominent early researchers in the leadership field was Kurt Lewin, a social researcher who conducted research on leadership styles.  Types of Leadership: Lewin uncovered three types leadership styles: autocratic, democratic, and laissez-faire. Autocratic Democratic Laissez-faire Make quick and final Distribution of Minimal control, with total
  • 6. 3 Autocratic Democratic Laissez-faire decisions close oversight total control, with little or no input from group members, group members are rarely trusted with decisions/important tasks. responsibility empowers group members to contribute aids group decision-making processes medium control, with lots of input from members. input from members empowers group members to take responsibility decisions are made by the worker, not the leader autonomy is encouraged.  Traits of leadership: According to Peter Economy, also known as The Relationship Guy, there are nine traits that help leaders and their teams succeed:  Decisiveness  Awareness  Focus  Accountability  Empathy  Confidence  Optimism  Honesty  Inspiration. Strong leaders are decisive and are good at making decisions. They make decisions on the basis of what is best for the organization as a whole and necessarily not out of self-interest. They are aware of their environment, team, and context, and they have strong focus. They’re also accountable in that they understand their responsibilities and purpose, and they are able to empathies with others, including staff members. Great leaders are confident as well, says
  • 7. 4 Economy. They are optimistic and they are always honest to others. Research has shown that most people consider honesty to be an essential trait in leaders. Finally, great leaders have a strong ability to inspire team members and staff to achieve better outcomes.
  • 8. 5 Practical No.2 Qualities of a Good Leader Here’s a list of qualities I reckon you need to lead. I think they account for most situations. 1. Appreciative – A wise leader values their team and the person. Success is only achieved with the help of others. What’s more, genuine appreciation provides encouragement, develops confidence, and builds on strengths. 2. Confident – Trust and confidence in leadership is a reliable indicator of employee satisfaction. Good leaders aren’t afraid of being challenged. Their confidence inspires. 3. Compassionate – Compassion is strength. A good leader uses compassion to perceive the needs of those they leads and to decide a course of action that is of greatest benefit to the person and the team. 4. Diligent – To persevere in conviction, courage, creativity, compassion, and character we need diligence. Good leaders work hard. 5. Fair – Fairness is what people want. Good leaders don’t have favorites in the team. They reward for results not partiality; they promise fairness. 6. Flexible – The good leader is able to flex. They alter and adapt their style according to the situation, context and circumstances they experience. They welcome new ideas and change. 7. Honest – Wise leaders are not afraid of communicating the truth to their people. Honesty is about being truthful, having integrity, and building trust. Honesty leads to better more productive relationships. 8. Impartial – Good leaders are impartial. They recognize their biases, prejudices, and predispositions. They also recognize biases in others and face them. 9. Responsive – Good leaders are responsive to the needs of those they lead. They adjust their behavior to best match the situation. They listen to their team; they value their team.  Importance and role of youth leadership: 1. Youth develop positive relationships with adults and peers. 2. Youth are physically and emotionally safe. 3. Youth are actively engaged in their own development. 4. Youth are considered participants rather than recipients in the learning process. 5. Youth develop skills that help them succeed. 6. Youth recognize, understand and appreciate multiculturalism. 7. Youth grow and contribute as active citizens through service and leadership.
  • 9. 6 Practical No.3 Life Competencies Defn: “A cluster of related abilities, commitments, knowledge, and skills that enable a person (or an organization) to act effectively in a life situation is known as life competencies.”  Importance: To ensure success it is important to focus on personal competencies and analyze as to which of them are important for a particular moment of your life. 1. Ability to have an organizational impact: There’s a famous line from “You Can Win by Shiv Khera” –“Winners do not do different things, they do things differently.” Thus, in an organization, winners are those people who hone the skills and have the competency to deliver in a different or in an innovative way. 2. Added responsibility: Competency and confidence work hand-in-hand. The employee who is more competent can be entrusted with a greater responsibility in an organization. 3. Improve the quality of life: To improve the quality of life, it is important to make a SWOT analysis of your personal competencies. It helps you to understand the strengths and weaknesses. The moment it is evaluated, you need to make a commitment to strengthen the weakness and reinforce the strengths by practicing and implementing it further. Thus you add to your skills set and ensure a better quality of life in future. 4. Transition from amateur to proficient: Once you understand your personal competency and give emphasis to reinforce this competency, you can transform it from a level of amateur to a level of proficient with due practice. Thus, it acts as a motivational factor to transform your own capability. 5. Stay in tune with the current trends: It is important to monitor the kind of personal competencies that need to be nurtured. It enables you to stay ahead of the competition. Responding to the current trends of personal competency saves you from getting obsolete. 6. Improves motivation: Being competent enables you to face the adversities of time. The moment you handle it well, it triggers your motivation to a new level. With high motivation you develop greater self-esteem. 7. Boost other skills: It enables you to fine tune other skills like being competitive, innovative and creative. Always develop the habit to upgrade your skills to enrich creativity and innovativeness.
  • 10. 7 Practical No.4 Problem solving and decision making life competencies A leader is expected to get the job done. To do so, he or she must learn to plan, analyze situations, identify and solve problems (or potential problems), make decisions, and set realistic and attainable goals for the unit. These are the thinking or creative requirements of leadership and they set direction. These actions provide vision, purpose, and goal definition. They are your eyes to the future, and they are crucial to developing a disciplined, cohesive, and effective organization. Decision-making and problem-solving are basic ingredients of leadership. More than anything else, the ability to make sound, timely decisions separates a leader from a non-leader. It is the responsibility of leaders to make high quality decisions that are accepted and executed in a timely fashion. Leaders must be able to reason under the most critical conditions and decide quickly what action to take. If they delay or avoid making a decision, this indecisiveness may create hesitancy, loss of confidence, and confusion within the unit, and may cause the task to fail. Since leaders are frequently faced with unexpected circumstances, it is important to be flexible leaders must be able to react promptly to each situation. Then, when circumstances dictate a change in plans, prompt reaction builds confidence in them. As a leader, you will make decisions involving not only yourself, but the morale and welfare of others. Some decisions, such as when to take a break or where to hold a meeting, are simple decisions which have little effect on others. Other decisions are often more complex and may have a significant impact on many people. Therefore, having a decision making, problem-solving process can be a helpful tool. Such a process can help you to solve these different types of situations. Within business and the military today, leaders at all levels use some form of a decision-making, problem-solving process. There are at least several different approaches (or models) for decision-making and problem solving. We will present three such approaches: The first, and most common, is the seven-step problem- solving, decision-making process; the second is a more complex problem-solving BE a leader of character. Embrace the values and demonstrate the leader attributes. Study and practice so that you will have the skills to know your job. Then act do what is right to achieve excellence.
  • 11. 8 Practical No.5 Inter personal communication life competencies 1. State ideas clearly. 2. Communicate ethically. 3. Recognize when it is appropriate to communicate. 4. Identify their communication goals. 5. Select the most appropriate and effective medium for communicating. 6. Demonstrate credibility. 7. Identify and manage misunderstandings. 8. Manage conflict. 9. Be open-minded about another’s point of view. 10. Listen attentively.
  • 12. 9 Practical No.6 Youth development programmes  Development of youth programmes : Youth development programs seek to improve the lives of children and adolescents by meeting their basic physical, developmental, and social needs and by helping them to build the competencies needed to become successful adults. Examples of youth development programs include community service, mentoring programs, and neighborhood youth centers. It is unclear exactly how many youth development programs are operating in the United States in the early twenty-first century. In 1998 the Internal Revenue Service identified more than 5,700 nonprofit organizations–almost 3 percent of all charitable agencies–that focused their primary services on youth development. In addition, countless other organizations offer youth development activities within a different primary focus. Examples include youth groups within religious organizations and after-school activities offered by public elementary schools. The purpose of this entry is to provide an overview of youth development programs. It is organized in the following manner. First, a brief history of services for children and youth is presented. Second, the current framework for youth development programs, including school- based youth development efforts, is discussed. Next, issues regarding access to youth development programs and findings from evaluations of youth development efforts are presented. Finally, several issues regarding implementation of youth development programs and future research directions are discussed.  Policies at the national level: Many countries have established youth policies, using the World Programme of Action for Youth to the Year 2000 and Beyond as a guide. In this process, it is imperative to note that the WPAY mentions that governments and youth organizations should promote an “active and visible policy of mainstreaming a gender perspective in all policies and programmes”. In the process of formulating any youth policy, specifically a national plan, governments and other stakeholders may consider the following guidelines: 1. Participation for an inclusive process: involve and empower all stakeholders right from the beginning in the design, implementation and evaluation of youth policy. 2. Know the situation and conduct a needs analysis: make profiles of the development situation of young people in your country. The priority areas for youth development contained in the WPAY could serve as a means for organizing this analysis. 3. Define vulnerable groups: as part of the needs assessment and situation analysis, determine what groups of youth live in vulnerable situations created by either current circumstances, political conditions or long histories of social exclusion and discrimination.
  • 13. 10 4. Understand your resources: know what you have and what you need to invest in youth by making a profile of the available and the needed resources in the country that are specific to youth 5. Establish a budget allocated for implementation of youth policy: even though youth policy is a cross-sect oral development field that requires action within several departments, ministries and agencies, it is central that the established lead agency have a specific budget for youth policy implementation that can distributed by responsible actors 6. Learn from past experience: study past successes and failures. Knowledge of what works should be documented and a repository of good practices established; good practices are ways of doing things that have proven effective in one situation and may have applicability in another. 7. Develop a clear vision to implement youth policy: develop a national action plan based on the needs of youth and the available budget. The national plan or youth policy should be known and understood on the national and local levels to create the necessary political and societal commitment 8. Create an institutional structure conducive to implementation of youth policy: establish a lead agency (or focal points in different government ministries) as part of an effective structure to coordinate youth policies. 9. Engage in partnerships for action: though most youth-oriented policies are led by governments, their design, implementation and evaluation are all dependent on the participation of other stakeholders, chiefly: youth, civil society, the private sector, parents, and sometimes UN agencies and donors, and the international community. 10. Increase knowledge and design better programmes through monitoring and evaluation: redefine goals and objectives according to new trends and needs in young people’s lives and according to the achievements and shortcomings of existing programmes.
  • 14. 11 Practical No.7 State level & voluntary sector youth development programmes Voluntarism in early days had its genesis in charity, philanthropy and relief activities. In ancient and medieval India, charity on a voluntary basis outside the religious channels operated freely and extensively in the fields of education, health, cultural promotion and so occurs in crises during natural calamities such as - floods, famine, droughts, and epidemics. The voluntary efforts in the early phase were limited in scope and were marked in rural and community development such as digging wells and tanks, planting trees etc. The history reveals that the responsibility of assisting the individual-in-need was shared by the community and the rulers. The kings and the chiefs used to provide free kitchens during famine and shelter to homeless. The directives of the emperor were restricted to the rules of Dharma Shastras. Religion emphasized on the value of charity, philanthropy and mutual help. The developed welfare-statism was evidenced during the Maurya and Gupta empires. The state would come to the rescue of the community in extreme contingencies of helplessness. The kings responded with royal charity doles during out breaks of famine and natural calamities. The voluntarism found its most human expression at the time of natural calamities. The communities pooled their resources to help the needy. Philanthropy was widespread and the philanthropists came forward with their ardent belief in ‘dhana dharma’. During the colonial period, voluntary efforts received a boost with new religious, cultural and social surroundings. The Laissez Faire policy of the British Government in economic, religious and social matters left no other avenue of development open to the ‘natives’ than resort to the ‘self-help’ form of voluntarism. Schools and colleges were established by educational societies set up by English-educated natives and affluent businessmen, traders and zamindars. In terms of scope and coverage in development activities, Laissez Faire occupied the largest portion followed by voluntary action through philanthropy, association and individual actions, while the state intervention was minimal during this phase.  Youth- focused & youth-led organizations: Importance of Youth Projects and Why NGOs should focus on implementing Projects on Youth Development In 1985, the United Nations General Assembly defined “youth” as those in between the ages of 14 and 24 and set the goal to assist organizations willing to facilitate the entrance of youth in civil society as a way to promote the creation of new generations of engaged citizens willing to contribute to the strengthening of human rights and equality around the globe. In general, it is fair to say that NGOs work towards democracy building by implementing strategies to enhance social justice at the grassroots level. As such, NGOs target selected groups or communities in order to empower them as political actors and work with them to improve their life. Thus, it is of great importance for NGOs to collaborate with and design initiatives for the youth for two main reasons.
  • 15. 12 First of all, young people are the next generation of leaders and decision makers and, as such, it is important to establish educational programmes in order to discuss with them the importance of disseminating ideas of social, economic, and political justice, human rights, and equality. Second, young people are among the most vulnerable sectors of the population and, as such, NGOs should take care of them and support their entrance to adulthood, to the job market, and generally to society at large. Since 2009, the main international agencies such as the UN have been developing new strategies for the youth as a consequence of the global economic crisis. A report published by the International Labour organization (ILO) in March 2013 shows that an estimated 73 million young people will be out of work this year. Opportunities in the job market are now worse than ever and young people have to face all the problems deriving from being persistently unemployed or underemployed, depending on temporary jobs or on welfare assistance. This is why the coordinator of the ILO Youth Employment Programme, Mr. Rosas, recently appealed to governments and civil society actors to co-operate in order to find solutions for the current precarious status of young citizens. In particular, he called for action in five main areas: employment creation, education and training, targeting the disadvantaged, entrepreneurship, and labour rights.
  • 16. 13 Practical No.8 Health, hygiene and sanitation Health: “The physical, social, mental &spiritual well being of a person is known as health.” Hygiene: “Conditions or practices conducive to maintaining health and preventing disease, especially through cleanliness is called as hygiene.” Sanitation: “Conditions relating to public health, especially the provision of clean drinking water and adequate sewage disposal is called as sanitation.”  Needs & scope of health education: 1. Fields of Health education from socio- cultural point of view: Human is a social being. People have different settings according to their occupation and activities. Fundamentally home, school and community are considered as the scope of health education from the socio -cultural point of view. 2. Home: Home is the foundation upon which their society is built. Home is the place where family members live who often has similar needs and interest. 3. School: School is important place where the health education can be given to the students. Health education of the students should be one with education in general as well as with the school health programmes. School health education takes its place in the general curriculum through the individual health counseling, in relation to daily experiences and systematic health instructions. 4. Community: A group of families and ethnic groups from the community. Community wide health education is frequently called public health education. Public health education is commonly conducted through activities of health departments, voluntary health agencies, schools, and many other community groups.  Water born disease and sanitation for health: Water-borne diseases are any illness caused by drinking water contaminated by human or animal faeces, which contain pathogenic microorganisms. The full picture of water-associated diseases is complex for a number of reasons. Over the past decades, the picture of water-related human health issues has become increasingly comprehensive, with the emergence of new water-related infection diseases and the re-
  • 17. 14 emergence of one’s already known. Data are available for some water-, sanitation- and hygiene-related diseases (which include salmonellosis, cholera, shigellosis), but for others such malaria, schistosomiasis or the most modern infections such legionellosis or SARS CoV the analyses remain to be done. The burden of several disease groups can only partly be attributed to water determinants. Even where water plays an essential role in the ecology of diseases, it may be hard to pinpoint the relative importance of aquatic components of the local ecosystems.  Water born diseases: Anaemia Arsenicosis Ascariasis Botulism Campylobacteriosis Cholera Cryptosporiodiosis Cyanobacterial toxins Diarrhoea Dracunculiasis Fluorosis Giardiasis Hepatitis Hookworm infection Japanese encephalitis Lead poisoning Legionellosis Leptospirosis Lymphatic filariasis Malaria Methaemoglobinemia Onchocerciasis Polio Ring Worm or Tinea Scabies Schistomiasis Trachoma Trichuriasis Typhoid Lack of sanitation leads to disease, as was first noted scientifically in 1842 in Chadwick's seminal “Report on an inquiry into the sanitary condition of the labouring population of Great Britain.” A less scientifically rigorous but nonetheless professionally significant indicator of the impact on health of poor sanitation was provided in 2007, when readers of the BMJ (British Medical Journal) voted sanitation the most important medical milestone since 1840.
  • 18. 15 The diseases associated with poor sanitation are particularly correlated with poverty and infancy and alone account for about 10% of the global burden of disease. At any given time close to half of the urban populations of Africa, Asia, and Latin America have a disease associated with poor sanitation, hygiene, and water.  National health programmes : 1. National Health Mission & Communicable Diseases 1. Revised National TB Control Programme(RNTCP) 2. National Leprosy Eradication Programme 3. National Filaria Control Programme 4. National Aids Control Programme 5. Integrated Disease Surveillance Project (IDSP) 6. National Vector Borne Disease Control Programme (NVBDCP) Non-Communicable Diseases, Injury & Trauma 1. School Health Programme 2. National Programme on Prevention and Control of Diabetes, CVD and Stroke 3. National Programme for Prevention and Control of Deafness 4. Universal Immunization Programme (RTI ACT, 2005) 5. National Cancer Control Programme 6. National Mental Health Programme 7. National Iodine Deficiency Disorder Control Programme 8. National Programme for Control of Blindness 9. National Programme for Prevention and Control of Fluorosis (NPPCF) 10. National Tobacco Control Program 11. National Programme for Health Care of the Elderly (NPHCE)  Reproductive health: Reproductive health refers to the diseases, disorders and conditions that affect the functioning of the male and female reproductive systems during all stages of life. Disorders of reproduction include birth defects, developmental disorders, low birth weight, preterm birth, reduced fertility, impotence, and menstrual disorders. Research has shown that exposure to environmental pollutants may pose the greatest threat to reproductive health. Exposure to lead is associated with reduced fertility in both men and women, while mercury exposure has been linked to birth defects and neurological disorders. A growing body of evidence suggests that exposure to endocrine disruptors, chemicals that appear to disrupt hormonal activity in humans and animals, may contribute to problems with fertility, pregnancy, and other aspects of reproduction.
  • 19. 16 Practical No.9 Role of food & nutrition Health is much more than the absence of disease. It is a positive quality, emphasizing physical, social, intellectual, emotional, and spiritual well being. Optimum nutrition, providing all nutrients in both kind and amount, is the cornerstone of good health and the cutting edge of prevention. The foods we eat, and the nutrients they should provide, are the most important continuing environmental factors influencing our growth, development, functional abilities, and health. Nutritional knowledge, with education of both the general public, and particularly health professionals is critical if we are to succeed in significantly reducing the excessive premature morbidity and mortality from our leading killer diseases - heart disease, cancer, and stroke. How we structure our lifestyles, with proper nutrition, health habit discipline, and exercise programming, will have a great influence on personal health, and will help reduce our current catastrophic medical care expenditures.
  • 20. 17 Practical No.10 Youth health, lifestyle, HIV, AIDS and first aid  Healthy lifestyle: How to lead a healthy lifestyle There are five simple ways for your family to lead a healthy lifestyle and get back on track: 1. Get active each day  Regular physical activity is important for the healthy growth, development and well-being of children and young people.  They should get at least 60 minutes of physical activity every day, including vigorous activities that make them ‘huff and puff’.  Include activities that strengthen muscles and bones on at least 3 days of the week.  Parents should be good role models and have a positive attitude to being active. 2. Choose water as a drink  Water is the best way to quench your thirst – and it doesn’t come with the added sugar found in fruit juices, soft drinks and other sweetened drinks.  Reduced fat milk for children over two is a nutritious drink and a great source of calcium.  Give kids whole fruit to eat, rather than offering fruit juices that have a lot of sugar. 3. Eat more fruit and vegetables  Eating fruit and vegetables every day helps children grow and develop, boosts their vitality and can reduce the risk of many chronic diseases.  Aim to eat two serves of fruit and five serves of vegetables every day.  Have fresh fruit available as a convenient snack and try to include fruit and vegies in every meal. 4. Switch off the screen and get active  Sedentary or ‘still’ time spent watching TV, surfing online or playing computer games is linked to kids becoming overweight or obese.  Children and young people should spend no more than two hours a day on ‘small screen’ entertainment. Break up long periods of use as often as possible.  Plan a range of active indoor and outdoor games or activities for your children, as alternatives to watching TV or playing on the computer. 5. Eat fewer snacks and select healthier alternatives  Healthy snacks help children and young people meet their daily nutritional needs.  Snacks based on fruit and vegetables, reduced fat dairy products and whole grains are the healthiest choices.  Avoid snacks that are high in sugar or saturated fats – such as chips, cakes and chocolate – which can cause children to put on excess weight.  HIV-AIDS: AIDS (Acquired Immune Deficiency Syndrome) is a syndrome caused by a virus called HIV (Human Immunodeficiency Virus). The disease alters the immune system, making people much more vulnerable to infections and diseases. This susceptibility worsens if the syndrome progresses.
  • 21. 18 Causes:  HIV can be passed from one person to another through blood-to-blood and sexual contact.  HIV is a retrovirus that infects the vital organs and cells of the human immune system.  The virus progresses in the absence of antiretroviral therapy (ART) - a drug therapy that slows or prevents the virus from developing.  The rate of virus progression varies widely between individuals and depends on many factors.  These factors include the age of the individual, the body's ability to defend against HIV, access to healthcare, the presence of other infections, the individual's genetic inheritance, resistance to certain strains of HIV, and How is HIV transmitted?  Sexual transmission - It can happen when there is contact with infected sexual fluids (rectal, genital, or oral mucous membranes). This can happen while having sex without a condom, including vaginal, oral, and anal sex, or sharing sex toys with someone who is HIV-positive.  Prenatal transmission - A mother can transmit HIV to her child during childbirth, pregnancy, and also through breastfeeding.  Blood transmission - The risk of transmitting HIV through blood transfusion is extremely low in developed countries, thanks to meticulous screening and precautions. However, among people who inject drugs, sharing and reusing syringes contaminated with HIV-infected blood is extremely hazardous.
  • 22. 19 Symptoms of HIV infection: Some people with HIV infection have no symptoms until several months or even years after contracting the virus. However, around 80 percent may develop symptoms similar to flu 2–6 weeks after catching the virus. This is called acute retroviral syndrome. The symptoms of early HIV infection may include:  fever  chills  joint pain  muscle aches  sore throat  sweats (particularly at night)  enlarged glands  a red rash  tiredness  weakness  unintentional weight loss  thrush  Drugs and substance abuse: Most drugs and other chemical substances are helpful when used properly. Unfortunately, the misuse of medications and drugs both legal and illegal, as well as alcohol and tobacco is a growing problem in the older population. The terms “drug abuse” or “substance abuse” is defined as the use of chemical substances that lead to an increased risk of problems and an inability to control the use of the substance. Dependence on a drug or alcohol (getting "hooked") is particularly dangerous in older people because older adults tend to have more harmful effects from these substances than
  • 23. 20 younger people. These effects include mental problems, kidney and liver disease, and injuries from falls. Dependence can occur even in older people who have never had an addiction problem before. Many older adults take a lot of different medications every day. These drugs may interact in a harmful way, or react with alcohol to cause problems. These problems might be mistakenly thought of as normal signs of aging, but they are not. With some drugs, your body needs increasingly higher doses to get the original effect, or you may feel withdrawal symptoms when the drug is stopped. This is referred to as drug "tolerance" meaning that the drug makes your body change in these ways. Even small doses of certain substances may be enough to create a dangerous need for more. Also, a drug that is beneficial when first prescribed may become harmful when other drugs are added, or when there is a change in your health. Many different organ systems can be damaged by substance abuse and substance abuse has a big effect on society as well. Substance abuse has negative effects on how you feel about yourself, how you manage problems or changes in your life, and your relationships. This can add to other challenges that are common in later life.
  • 24. 21 Practical No.11 Home nursing & first aid What is first aid? Some self-limiting illnesses or minor injuries may only require first aid intervention, and no further treatment. First aid generally consists of some simple, often life-saving techniques that most people can be trained to perform with minimal equipment. First aid usually refers to administration of care to a human, although it can also be done on animals. The aim of first aid is to prevent a deterioration of the patient's situation, to aid recovery, and to preserve life. Technically, it is not classed as medical treatment and should not be compared to what a trained medical professional might do. First aid is a combination of some simple procedures, plus the application of common sense. Aims of first aid & home nursing: The aims of first aid are:  To preserve life: this is the main aim of first aid; to save lives. This includes the life of the first aider, the casualty (the victim, the injured/sick person), and bystanders  To prevent further harm: the patient must be kept stable and his/her condition must not worsen before medical services arrive. This may include moving the patient out of harm's way, applying first aid techniques, keeping him/her warm and dry, applying pressure to wounds to stop bleeding, etc.  Promote recovery: this may include applying a plaster (bandage) to a small wound; anything that may help in the recovery process.
  • 25. 22 Practical No.12 Youth and yoga  History: The practice of Yoga is believed to have started with the very dawn of civilization. The science of yoga has its origin thousands of years ago, long before the first religions or belief systems were born. In the yogic lore, Shiva is seen as the first yogi or Adiyogi, and the first Guru or Adi Guru. Several Thousand years ago, on the banks of the lake Kantisarovar in the Himalayas, Adiyogi poured his profound knowledge into the legendary Saptarishis or "seven sages”. The sages carried this powerful yogic science to different parts of the world, including Asia, the Middle East, Northern Africa and South America. Interestingly, modern scholars have noted and marvelled at the close parallels found between ancient cultures across the globe. However, it was in India that the yogic system found its fullest expression. Agastya, the Saptarishi who travelled across the Indian subcontinent, crafted this culture around a core yogic way of life.  Philosophy: The art and science of yoga is dedicated to creating union between body, mind and spirit. Its objective is to assist the practitioner in using the breath and body to foster an awareness of ourselves as individualized beings intimately connected to the unified whole of creation. In short it is about creating balance and equanimity so as to live in peace, good health and harmony with the greater whole. This art of right living was perfected and practiced in India thousands of years ago and the foundations of yoga philosophy were written down in the Yoga Sutra of Patanjali, approximately 200 AD. This sacred text describes the inner workings of the mind and provides a blueprint for controlling its restlessness so as to enjoying lasting peace. The first two limbs of the philosophical yogic tree that Patanjali describes are the fundamental ethical precepts called the yamas, and the niyamas. These can also be looked at as guidelines of universal morality and personal observances. The Yamas and niyamas are suggestions of how we should deal with people around us and how we can optimally shape our attitude and behavior. The attitude we have toward people and things outside ourselves are the yamas, how we relate to ourselves inwardly are the niyamas (pronounced nee yamas). Both are mostly concerned with how we use our energy in relationship to others and to ourselves.
  • 26. 23 Practical No.13 Myths and misconceptions about yoga a) Yoga is a religion. b) You have to be flexible to do yoga. c) Yoga is expensive. d) Yoga comes from Hinduism. e) Yoga is for women/Men don’t do yoga.
  • 27. 24 Practical No.14 Yoga tradition and its impact From the foremost living authority on Yoga comes the most comprehensive and reliable treatment of the subject available today. This is a work of impeccable scholarship by a person who has dedicated his life to the understanding and practice of yoga. The book offers a complete overview of every Yogic tradition, from the familiar to the lesser-known forms. It also covers all aspects of Hindu, Buddhist and Jaina Yoga, including history, philosophy, literature, psychology and practice. In addition, included are translations of twenty Yoga treatises and the first translation of the Goraksha Paddhati.  Yoga as a tool for healthy lifestyle: Yoga is a way of life, which originated thousands of years ago from India. Patanjali described eight steps or “limbs” of Ashtanga Yoga. Yoga has an important role in prevention and treatment of lifestyle-related diseases. One of the important components of yoga is pranayama. Physiologically, the benefits of pranayama can be described by more oxygen availability to all tissues of body by increase in alveolar ventilation and improvement of respiratory muscle's strength and lung volumes by its regular practice. There are five ‘Ts’ of NCDs (non communicable diseases) which act as risk factors for these diseases. These ‘Ts’ are: tummy, tobacco, tension, trans-fats, and life full of sedentary activities. Yoga by its very inherent nature is helpful to make the body active, introspective, and calm. It discourages tobacco and trans-fats, thus reducing the risk factors of NCDs. There are enough data that suggest yoga is effective in cardiovascular diseases, stroke, diabetes mellitus and mental disorders, etc. The coronary artery disease risk in the offspring can also be reduced by doing appropriate yogasana and avoidance of smoking by expectant mother. This review also makes it amply clear that yoga is not religion-specific, rather it is for all.  Yoga as a preventive & curative method: Yoga is an ancient Indian system of philosophy, culture, tradition, and way of maintaining better life, established in India thousands of years ago. The Sanskrit word Yoga means union of body and mind through breath control methods, asanas and meditation. The ashtang yogic practices, very popularly known today, are derived from Patanjali’s Yoga Sutra. Asana (postural exercises), pranayama (breathing maneuver), and dhyana (meditation) are mostly practiced in different combinations for physical and mental well being. It gradually develops the spiritual harmony of the individual through the control of mind and body. The practice of yoga uses eight methods, known as “limbs,” thus being known as “Ashtanga Yoga”: yama (restraint), niyama (observance), asana (posture), pranayama (breath control), pratyahara (sensory deprivation), dharana (contemplation), dhyana (fixing the attention), and samadhi (absolute concentration). Regular yogic practices endow perfect physical and mental health to its practitioner. It improves aerobic capacity, anaerobic capacity, joint flexibility, and
  • 28. 25 muscle strength. Evidence shows that the regular execution of these practices provides the practitioner with more physical flexibility, muscle strengthening, increased vitality, delineated psychological stress, and reduced cardiovascular risks. Yogic techniques are known to improve one’s overall performance and work capacity. During yoga session, the postural maneuvers are executed without repetition and are connected to each other by passages that establish links between the exercises in a sequence. Yoga is not only a discipline to be practiced by saints or spiritual aspirants but also has relevance to the spirit of military activities. Yoga for Preventive, Curative, and Primitive Health and Performance Request