community nutrition programs in india,
• Integrated Child Development Services Scheme
• Midday Meal Programme
• Special Nutrition Programme (SNP)
• National Nutritional Anemia Prophylaxis Programme
• National Iodine Deficiency Disorders Control Programme
• National Goitre Control Programme
• Mid Day meal programme
• Applied Nutrition Programme
PPT includes various Nutritional programmes such as -
> Applied Nutrition Programme
> ICDS
> Balwadi nutrition Programme
> Special Nutrition Programme
> VIt. A prophylaxis programme
> National Anemia prophylaxis programme
> Natioanl Iodine deficiency disorder control programme
> Mid day meal
> Others
National iodine deficiency disorders control programme (niddcp)anjalatchi
Iodine deficiencies are very common, especially in Europe and Third World countries, where the soil and food supply have low iodine levels. Your body uses iodine to make thyroid hormones. That's why an iodine deficiency can cause hypothyroidism, a condition in which the body can't make enough thyroid hormones
Supplementary nutritional programmes in indiaDrBabu Meena
This presentation was made to describe the scarcity of food in the country and to teach about the steps taken by the government. This decribes about the various nutritional supplementation progammes in the India, their advantage and disadvantages.
PPT includes various Nutritional programmes such as -
> Applied Nutrition Programme
> ICDS
> Balwadi nutrition Programme
> Special Nutrition Programme
> VIt. A prophylaxis programme
> National Anemia prophylaxis programme
> Natioanl Iodine deficiency disorder control programme
> Mid day meal
> Others
National iodine deficiency disorders control programme (niddcp)anjalatchi
Iodine deficiencies are very common, especially in Europe and Third World countries, where the soil and food supply have low iodine levels. Your body uses iodine to make thyroid hormones. That's why an iodine deficiency can cause hypothyroidism, a condition in which the body can't make enough thyroid hormones
Supplementary nutritional programmes in indiaDrBabu Meena
This presentation was made to describe the scarcity of food in the country and to teach about the steps taken by the government. This decribes about the various nutritional supplementation progammes in the India, their advantage and disadvantages.
National Nutritional Programs in India.pptxAkashDasgupta5
The National Nutritional programs and the evolution of the National Nutrition policy in order to adress the key nutritional challenges in India and reduce the burden of malnutrition.
Background of National Nutrition Program
Malnutrition in Nepal
Efforts to address under-nutrition
Objectives of National Nutrition Programme
Targets of National Nutrition Programme
Strategies of National Nutrition Programme
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Contents:
■ Integrated Child Development Services Scheme
■ Special Nutrition Programme (SNP)
■ National Nutritional Anemia Prophylaxis
Programme
■ National Iodine Deficiency Disorders Control
Programme
■ National Goitre Control Programme
■ Mid Day meal programme
■ Applied Nutrition Programme
3. Integrated Child Development
Services Scheme (ICDSS)
■ Launched on 2nd October 1975. One
of the world’s largest and most unique
programmes for early childhood
development.
■ India’s response to the challenge of
Providing pre-school education on one
hand and, breaking the vicious cycle
of malnutrition, morbidity, reduced
learning capacity and mortality
4. Objectives:
■ To improve the nutritional and health status of children
in the age group 0-6 years
■ To lay the foundation for proper psychological, physical
and social development of the child
■ To reduce the incidence of mortality, morbidity,
malnutrition and school drop out;
■ To regulate effective coordination of policy and
programme implementation amongst various
departments to promote child development
■ To enhance the capability of the mother through proper
nutrition education for taking care of the normal health
and nutritional needs and health of the child
5. The ICDS team comprises of :
Anganwadi Workers(AWW)
Anganwadi Helpers (Sahayika)
Supervisors(LS)
Child Development Project Officers
(CDPOs)
Beneficiaries
The beneficiaries are :
• Children 0-6 years of age
• Pregnant and lactating mothers
• Women 15-44 year of age
• Since 1991 adolescent girls up
to the age of 18 years for non
formal education and training on
health and nutrition.
7. Special Nutrition Programme (SNP):
■ This programme was launched in 1970-71 for
the same target group as in ICDS i.e. children
below 6 years age and expectant and nursing
mothers
■ This programme is to provide supplementary
feeding to the beneficiaries for 300 days in a
year
8. Under this programme:
Every child is to
receive 300
calories and 8 to 15
gms of protein
Every expectant
and nursing mother
500 calories and 20
to 25 gms of
protein per day
9. Objectives
The objectives of
the programme is to
improve the, nutritional of
preschool children,
pregnant and lactating
mothers of poor socio-
economic groups in urban
slums, tribal areas and
drought prone rural areas.
10. Balwadi Nutrition Programme:
■ Bal (children) wadi (home or centre)
■ The Balwadi Nutrition Programme (BNP) was started in
1970-71. It is operated through Balwadis and day-care
centers which are being run by the five national
voluntary organizations.
■ There are about five thousand Balwadis implementing
the programme. It is a non-expanding and non-plan
activity of the government of India.
11. ■ A total number of 5641 Balwadi centers are
presently being run by the five organizations.
About 229 thousand children in the age group
3-5 years are covered under the programme.
12. Objectives :
The programme aims to
supply about one-third of the
calorie and half of the protein
requirements of the pre-school
child as measure to improve
nutritional and health status.
13. Beneficiaries:
■ Beneficiaries are pre-school children
between the age of 3 to 5 years
■ Priority is given to children belonging
to low income group
14. • The programme was launched in 1970 by the
ministry of health and family welfare.
• one objective to reduce the disease and
preventing blindness due to Vitamin A deficiency. It
was started with seven states with severe
problems later it was extended country.
Vitamin A Prophylaxis Programme :
15. ■ The main objective was to decrease
the commonness of Vitamin A
deficiency from current 0.6% to ≤
0.5%.
■ The Main strategy was given to
provide health and nutrition education
to encourage colostrums feeding,
exclusive breastfeeding for the first six
months, the introduction of
complementary feeding thereafter and
adequate intake of Vitamin A rich
foods.
Objectives
16. Under this programme
Children aged 6 months to 6 years
were to be administered a mega dose
of vitamin A at 6 monthly intervals.
To prioritize Vitamin A administration,
the programme was revised to give 5
mega doses at 6 months intervals to
children 9 months to 3 years of age..
17. Role of vitamin A in Health
• Preventrespiratoryinfection
• MaintainGIT epithelium
integrity
• Immunity
• PreventNutritionalblindness
18. Prophylaxis against Nutritional Anemia :
• Initiated in1970
• Over 50%pregnant womansufferfrom anemia
• CausesLBWand perinatalmortality,maternal death
• Objectives:
• Assess prevalence,Give treatment, Monitoring,Education
19. Beneficiaries:
Children aged1 to 5
years
Pregnant and nursing
mother
– Femaleacceptor of
terminal method of
family planning and
IUDS
20. Dosage of tablets:
Pregnantwomen:
• 100mgFe& 0.5mgfolic acid
Children6to 60months:
• 20mgFe& 0.1mg folic acid
• Shouldbegiven100days
• Adolescentgirls:100mgFe& 0.5mgfolic
acid
• Children between 1 to5years
– Screeningtest for anemiadoneat 6mo,
1,2years
21. National Goitre Control Programme:
■ The Government of India launched a 100%
centrally assisted National Goitre Control
Programme (NGCP) in 1962.
■ In August 1992 the National Goitre Control
Programme (NGCP) was renamed as National
Iodine Deficiency Disorders Control
Programme
■ (NIDDCP) with a view of wide spectrum of
Iodine Deficiency Disorders like mental and
physical retardation, stillbirths, abortions etc.
The programme is being implemented in all the
States for entire population.
22. Objectives
■ To check the Iodine Deficiency
Disorders in the districts.
■ Supply of iodized salt.
■ Resurveys to assess the impact of
iodized salt after every 5 years.
■ Laboratory monitoring of iodized salt
and urinary iodine excretion.
■ Awareness programmes for health
Education and Publicity
23. Mid-Day Meal Programme:
■ The Mid-day Meal Scheme first
started in Tamilnadu. It is also known
as School Lunch Programme. This
programme was launched by Ministry
of Education in 1961.
24. Objectives
The aim of this scheme involves
■ The provision of free to school-
children on all working days
■ Protecting children from classroom
hunger;
■ Increasing school enrolment and
attendance
■ Improved socialisation among children
belonging to all castes
■ Addressing malnutrition, and social
empowerment through provision of
employment to women, reduce school
drops outs, and improve the
attendance.
25. References:
■ http://www.fao.org/3/x0172e/x0172e08.htm
■ Kapil, U., Chaturvedi, S. and Nayar, D. (1992)
‘National nutrition supplementation programmes.’,
Indian pediatrics, 29(12), pp. 1601–1613.
■ Maurya, N. K. and Kushwaha, R. (2018) ‘National
Nutrition Programmes in India Chapter - 2 National
Nutrition Programmes in India Authors Institute of
Home Science , Bundelkhand University , Jhansi ,
Uttar Pradesh , India Centre of Food Technology
University of Allahabad , Assistant Professor ’, (June
2019).
Editor's Notes
namely, Indian Council for Child Welfare, Harijan (Scheduled Castes) Sevak (Service) Sangh (Board), Bhartiya (Indian) Adimjati (Scheduled Tribe) Sevak Sangh and Kasturba (wife of Mahatma Gandhi) National Memorial Trust.
The Government of India launched a 100% centrally assisted National Goitre Control Programme (NGCP) in 1962.
In August 1992 the National Goitre Control Programme (NGCP) was renamed as National Iodine Deficiency Disorders Control Programme (NIDDCP) with a view of wide spectrum of Iodine Deficiency Disorders like mental and physical retardation, deaf-mutism, cretinism, stillbirths, abortions etc. The programme is being implemented in all the States/UTs for entire population.
