This document summarizes an empowerment session on mitigating the socio-economic impacts of HIV/AIDS on youth in Jamaica. The presentation defines HIV/AIDS, describes how HIV is spread through bodily fluids but not casual contact, reviews national policies protecting those with HIV/AIDS, and discusses strategies to address impacts on youth such as education campaigns and prohibiting HIV screening as a prerequisite for employment. The session aims to help youth understand HIV transmission basics and support systems for those affected.
The document discusses issues related to HIV and young people, including risk factors, biological susceptibility, prevention strategies, testing and counseling considerations, positive living, and difficult situations. It provides information on the global and local HIV epidemic as well as strategies to support young people living with and affected by HIV.
HIV/AIDS related stigma and discrimination refers to prejudice against people living with HIV/AIDS and can take many forms including self-stigma, governmental stigma through discriminatory laws, restrictions on travel and healthcare, and stigma at the community and household level through social isolation and rejection. Stigma increases vulnerability to HIV infection and limits access to testing, treatment and services, negatively impacting health. Effective approaches to fighting stigma include empowering people living with HIV about their rights, providing accurate information to address myths and misinformation, and implementing zero discrimination in healthcare settings.
UNYPA addresses the needs of young people living with HIV in Ugandan schools. It provides peer support through social networks and support groups. It also provides comprehensive HIV information to combat misconceptions. UNYPA trains family, community, and friends on supporting young people with HIV. It advocates for youth-friendly health services. Key recommendations include reviewing education policies to prevent stigma, training school communities, and ensuring non-discriminatory health services and community information.
The document discusses HIV, AIDS, and voluntary confidential counseling and testing (VCCT). It defines HIV as the virus that causes AIDS. Having HIV increases the risk of developing AIDS. AIDS is the final stage of HIV infection defined by specific symptoms. VCCT provides counseling to help clients understand their HIV status and make informed decisions. It aims to support prevention and referral to care. VCCT is an important entry point to HIV/AIDS services like medical care, psychosocial support, and prevention of mother-to-child transmission.
The concept of HIV AIDS and nutrition for community development and social w...RiberatusPhilipo
This document provides an overview of a continuing education course on HIV/AIDS and nutrition in Tanzania. The course is aimed at students pursuing an Ordinary Diploma in Community Development and Social Work. The document defines key concepts related to HIV/AIDS, nutrition, and their relationship. It also lists learning objectives and references relevant literature on HIV/AIDS epidemiology, prevention, and treatment in Tanzania.
James Sengwe completed an industrial attachment at Population Service International Zimbabwe (PSI/ZIM) to fulfill requirements for his BSc in Statistics. PSI/ZIM is a global health organization in Zimbabwe focused on improving health through family planning, HIV/AIDS prevention, and addressing other issues. It uses marketing strategies and partnerships with local organizations to develop sustainable health solutions. PSI/ZIM's core business areas include HIV prevention and treatment, tuberculosis screening and treatment, contraception provision, non-communicable diseases like diabetes, and malaria prevention through insecticide-treated nets and rapid testing.
The document introduces Helping Society Nepal, an organization established in 2007 to assist those affected by HIV/AIDS in Nepal. It aims to raise awareness of HIV/AIDS and provide support services like education, healthcare, counseling, and job training. The organization operates in Kathmandu but plans to expand rural outreach. It has 12 volunteers and successfully organizes awareness campaigns, clinical services, counseling, and support for orphans and victims of disasters. The goal is to offer compassionate care, advocate for equal treatment, and train communities to support those living with HIV/AIDS.
This document summarizes an empowerment session on mitigating the socio-economic impacts of HIV/AIDS on youth in Jamaica. The presentation defines HIV/AIDS, describes how HIV is spread through bodily fluids but not casual contact, reviews national policies protecting those with HIV/AIDS, and discusses strategies to address impacts on youth such as education campaigns and prohibiting HIV screening as a prerequisite for employment. The session aims to help youth understand HIV transmission basics and support systems for those affected.
The document discusses issues related to HIV and young people, including risk factors, biological susceptibility, prevention strategies, testing and counseling considerations, positive living, and difficult situations. It provides information on the global and local HIV epidemic as well as strategies to support young people living with and affected by HIV.
HIV/AIDS related stigma and discrimination refers to prejudice against people living with HIV/AIDS and can take many forms including self-stigma, governmental stigma through discriminatory laws, restrictions on travel and healthcare, and stigma at the community and household level through social isolation and rejection. Stigma increases vulnerability to HIV infection and limits access to testing, treatment and services, negatively impacting health. Effective approaches to fighting stigma include empowering people living with HIV about their rights, providing accurate information to address myths and misinformation, and implementing zero discrimination in healthcare settings.
UNYPA addresses the needs of young people living with HIV in Ugandan schools. It provides peer support through social networks and support groups. It also provides comprehensive HIV information to combat misconceptions. UNYPA trains family, community, and friends on supporting young people with HIV. It advocates for youth-friendly health services. Key recommendations include reviewing education policies to prevent stigma, training school communities, and ensuring non-discriminatory health services and community information.
The document discusses HIV, AIDS, and voluntary confidential counseling and testing (VCCT). It defines HIV as the virus that causes AIDS. Having HIV increases the risk of developing AIDS. AIDS is the final stage of HIV infection defined by specific symptoms. VCCT provides counseling to help clients understand their HIV status and make informed decisions. It aims to support prevention and referral to care. VCCT is an important entry point to HIV/AIDS services like medical care, psychosocial support, and prevention of mother-to-child transmission.
The concept of HIV AIDS and nutrition for community development and social w...RiberatusPhilipo
This document provides an overview of a continuing education course on HIV/AIDS and nutrition in Tanzania. The course is aimed at students pursuing an Ordinary Diploma in Community Development and Social Work. The document defines key concepts related to HIV/AIDS, nutrition, and their relationship. It also lists learning objectives and references relevant literature on HIV/AIDS epidemiology, prevention, and treatment in Tanzania.
James Sengwe completed an industrial attachment at Population Service International Zimbabwe (PSI/ZIM) to fulfill requirements for his BSc in Statistics. PSI/ZIM is a global health organization in Zimbabwe focused on improving health through family planning, HIV/AIDS prevention, and addressing other issues. It uses marketing strategies and partnerships with local organizations to develop sustainable health solutions. PSI/ZIM's core business areas include HIV prevention and treatment, tuberculosis screening and treatment, contraception provision, non-communicable diseases like diabetes, and malaria prevention through insecticide-treated nets and rapid testing.
The document introduces Helping Society Nepal, an organization established in 2007 to assist those affected by HIV/AIDS in Nepal. It aims to raise awareness of HIV/AIDS and provide support services like education, healthcare, counseling, and job training. The organization operates in Kathmandu but plans to expand rural outreach. It has 12 volunteers and successfully organizes awareness campaigns, clinical services, counseling, and support for orphans and victims of disasters. The goal is to offer compassionate care, advocate for equal treatment, and train communities to support those living with HIV/AIDS.
Introduction of Helping Society Nepal (HIV/AIDS) social NGOs since 9 yearGanesh Bahadur Gurung
The document introduces Helping Society Nepal, an organization established in 2007 to assist those affected by HIV/AIDS in Nepal. It aims to raise awareness of HIV/AIDS and provide support services like education, healthcare, counseling, and job training. The organization operates in Kathmandu but plans to expand rural outreach. It has 12 volunteers and successfully organizes awareness campaigns, clinical services, counseling, and support for orphans and victims of disasters. The goal is to offer compassionate care, advocate for equal treatment, and train communities to support those living with HIV/AIDS.
Social workers play an important role in helping those with HIV/AIDS by providing counseling, education, case management, and advocacy. They assist individuals cope with an HIV diagnosis which can generate many emotions, and connect patients to testing, counseling, and referral services. Social workers also work to prevent the spread of HIV through education, risk reduction programs, and advocating for the needs of patients.
Social workers play an important role in helping those with HIV/AIDS by providing counseling, education, case management, and advocacy. They assist individuals cope with an HIV diagnosis which can generate many emotions, and connect patients to testing, counseling, and referral services. Social workers also work to prevent the spread of HIV through education, risk reduction programs, and advocating for the needs of patients.
This document outlines the author's argument that responding to the AIDS crisis is worth investing time and resources. It provides an overview of the problem, noting that HIV is a deadly disease with no vaccine or cure that has infected 34 million people globally. It then lists several challenges to resolving HIV, including genetic resistance, sexual transmission, lack of education and access to treatment, and stigma. The document proposes responses needed from governments, businesses, non-profits, citizens, and innovative solutions, such as increased funding for research, education, treatment, and initiatives to overcome stigma.
This document discusses the social dimensions of sexually transmitted infections like HIV/AIDS. It begins by outlining the objectives of explaining basic HIV/AIDS knowledge. It then discusses the seven dimensions of health, focusing on the social dimension which refers to our ability to interact successfully and maintain supportive relationships. In regards to HIV/AIDS, the social dimension focuses on how social support networks protect against health problems. The document then provides basic information about HIV/AIDS, including what it is, the stages of infection, modes of transmission through body fluids, and methods of prevention through abstinence and safe practices. Statistics about HIV cases in the Philippines are also presented, showing the majority of cases are among young males. The challenges of stigma and lack of
3 b sexually transmitted infections in young peopleDeus Lupenga
The document discusses sexually transmitted infections among young people, including regional and national estimates showing high rates of STIs in this group, factors contributing to their vulnerability, and consequences like pelvic inflammatory disease; it also addresses challenges young people face in seeking help for STIs and principles of managing STIs in a youth-friendly way, emphasizing the role of healthcare providers in prevention.
This document discusses positive prevention efforts in Serbia. It describes how stigma and discrimination against HIV-positive individuals increased in Serbia following economic crisis in the 1990s. More recently, associations have worked to empower and support people living with HIV through positive prevention programs. These programs aim to promote overall well-being, healthy relationships, and reducing new HIV infections through education on topics like safer sex practices, nutrition, and disclosure. Evaluations found these programs strengthened the role of HIV-positive community activists and provided representation in relevant policy bodies.
1) The document discusses obstacles to providing care for people with AIDS in Western Kenya, including lack of access to antiretroviral treatment (ART), stigma, inadequate healthcare systems, poverty, and discrimination.
2) It provides examples of individuals who accessed ART and saw their health improve, as well as those who face challenges in maintaining treatment due to distance to clinics and lack of social support.
3) Recommendations include integrating HIV care into existing community and health programs, addressing stigma through community dialogue, training healthcare workers, and involving people living with AIDS in leadership roles.
After completing the module, youth will learn how to keep healthy while away from home or migrating. They will learn specifically about accessing healthcare, reproductive health, and basic hygiene. Health is important for migrants' success; if they get sick, they cannot work or earn money. Adolescents are at risk of STDs, HIV, and pregnancy issues. Workers can be affected by chemicals and poor work environments. The top risks are for migrants with lack of knowledge about hygiene, reproductive health, and accessing care.
This document summarizes a presentation given to youth leaders on HIV risks and vulnerabilities. It discusses definitions of key terms, facts about HIV and AIDS, how HIV is transmitted, risks faced by out-of-school youth, impacts of HIV/AIDS, epidemiology of HIV in the Philippines, and examples of interventions youth can support like peer education and promoting condom use. The overall goal is to inform youth leaders so they can help prevent the spread of HIV in their communities.
The Global Network of People Living with HIV and The World AIDS Campaign have coordinated the development of a set of advocacy messages that speak specifically to the needs of young people living with HIV and how these needs must be recognised in the new UN General Assembly Special Session on AIDS Declaration that will be endorsed by UN member states, in June, 2011.
This document provides teaching materials about HIV and AIDS for grades 6 to 8. It includes discussion questions, student activities, and a reproducible handout. The discussion questions focus on defining HIV and AIDS, how HIV is transmitted, and how to prevent transmission. One activity asks students to write a news segment explaining HIV/AIDS to dispel myths. The other activity tasks students with designing an AIDS awareness ad covering transmission and prevention. The handout provides space for students to draft their news script.
This document discusses HIV/AIDS. It begins by explaining that AIDS is a disease caused by the HIV virus that attacks and weakens the immune system, leaving those infected vulnerable to other diseases and infections. It then describes how HIV is contracted through unprotected sex, contact with infected bodily fluids, and sharing needles. The document also outlines ways to prevent transmission, such as abstinence, condom use, and not sharing items with infected blood. Treatment options like antiretroviral drugs are mentioned, as well as the importance of diet, healthy living, and a positive attitude for those living with HIV/AIDS.
This presentation provides an overview of stigma and discrimination against people living with HIV/AIDS (PLHIV) in Ghana. The objectives are to understand the forms of stigma, appreciate its impact, and find ways to end it. HIV prevalence in Ghana is consistently over 1% and it is a generalized epidemic. Stigma negatively impacts PLHIV's quality of life and ability to access healthcare. It takes many forms including self-stigma, governmental stigma through discriminatory policies, healthcare stigma like denial of care, and stigma in employment and communities through social isolation and rejection. Ending stigma is critical to effectively respond to the HIV epidemic in Ghana.
Planning, implementation and evaluation of education program on HIV/AIDS. .SanjayChaudhary27
1) The document outlines a plan for an education program on HIV/AIDS in Nepal. It includes an introduction to HIV/AIDS, problem statement on prevalence in Nepal, objectives to reduce transmission and stigma through education, and an evaluation plan.
2) A needs assessment identifies risk factors like unsafe sex, lack of access to healthcare, and stigma. The program's goals are to reduce infection rates, increase access to treatment, and coordinate national response.
3) The education program will provide information on transmission, prevention, treatment services, and address stigma through activities like discussion, counseling, and role-playing with targets like key populations and the community.
This document defines stigma and myths related to HIV/AIDS. It discusses different types of stigma including self-stigma, stigma by association, and stigma by looks. Myths about HIV/AIDS associating it with certain groups have led to inappropriate attitudes and stigma. Neglecting communities perceived to spread HIV/AIDS further promotes stigma. Fighting stigma is important as it contributes to depression in people living with HIV/AIDS and facilitates early death when internalized.
World AIDS Day is held each year on December 1st to honor those who have died from AIDS, support those living with HIV/AIDS, and raise awareness about HIV prevention and control efforts. The theme between 2011-2015 was "Getting to zero: zero new HIV infections. Zero discrimination. Zero AIDS-related deaths." On this day, communities around the world commemorate the progress made and continue working towards eliminating HIV/AIDS.
PT PLN (Persero) is an electrical service provider in Indonesia. With a vision to be a "recognized as a growing, superior, and trusted world class company which is relying on Potensi Insani", PT PLN (Persero) is committed to electrify the entire archipelago. We believe that human potential is the greatest asset and our future, so we are investing heavily to get the future leader candidates who will develop PT PLN (Persero) became a World-class company and face the future business challenges.
Career opportunities in PT PLN (Persero) is very large because our business ranges from upstream to downstream, ranging from power plant, transmission to distribution to the customer and other supported services. Please join us.
The 2015 PT PLN (Persero) Open Recruitment Level Bachelor Degree / Diploma IV / Diploma III
Educational Qualifications
Possess Bachelor degree / Diploma IV graduate majoring in:
Electrical Engineering, Powerline, Electricity Power System (Code: S1 / ELE)
Power Low, Electronics, Instrument, Control (Code: S1 / ALE)
Mechanical Engineering (Code: S1 / MES)
Industrial Engineering (Code: S1 / IND)
Diploma III graduate majoring in:
Electrical Engineering, Powerline, Electricity Power System (Code: D.III / ELE)
Power Low, Electronics, Instrument, Control (Code: D.III / ALE)
Mechanical Engineering (Code: D.III / MES)
Civil Engineering (Code: D.III / SIP) (Makassar Only)
Marketing Management, Trade Administration, Business Administration, Office Administration (Code: D.III / MAN)
Qualifications
Not married and willing to not get married during Diklat Prajabatan
Born in 1989 or thereafter for Bachelor degree / Diploma 4 graduate
Born in 1991 or thereafter for Diploma 3 graduate
Minimum GPA 2.75 for S1/ELE, S1/MES, S1/ALE, S1/IND, D.III/ELE, D.III/ALE, D.III/MES, D.III/SIP positions
Minimum GPA 3.00 for D.III/MAN position
Required Documents
Application letter, addressed to: PT PLN (Persero) c.q. Kepala Divisi Pengembangan SDM dan Talenta
Curriculum vitae
Copy of birth certificate (if doesnt have yet, can be submitted on Interview)
Legalized copy of education diploma / Surat Keterangan Lulus
Legalized copy of latest education transcript
Copy of National Identity Card (KTP)
2 pieces 3x4 size recent colour photograph (write your name on back side)
For cross majors program graduate (Diploma III graduate continued to Bachelor degree / Diploma IV) please also submitted: legalized copy of Diploma 3 diploma and transcript
For last semester student who are currently completing the final project / thesis, are encourage to apply with the terms:
Will be graduated no later than November 2015
Attach Surat Keterangan Sedang Mengerjakan Tugas Akhir / Skripsi when applying
During the selection process, if there is a data mismatch, the applicant will be knocked out
Selecti
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Introduction of Helping Society Nepal (HIV/AIDS) social NGOs since 9 yearGanesh Bahadur Gurung
The document introduces Helping Society Nepal, an organization established in 2007 to assist those affected by HIV/AIDS in Nepal. It aims to raise awareness of HIV/AIDS and provide support services like education, healthcare, counseling, and job training. The organization operates in Kathmandu but plans to expand rural outreach. It has 12 volunteers and successfully organizes awareness campaigns, clinical services, counseling, and support for orphans and victims of disasters. The goal is to offer compassionate care, advocate for equal treatment, and train communities to support those living with HIV/AIDS.
Social workers play an important role in helping those with HIV/AIDS by providing counseling, education, case management, and advocacy. They assist individuals cope with an HIV diagnosis which can generate many emotions, and connect patients to testing, counseling, and referral services. Social workers also work to prevent the spread of HIV through education, risk reduction programs, and advocating for the needs of patients.
Social workers play an important role in helping those with HIV/AIDS by providing counseling, education, case management, and advocacy. They assist individuals cope with an HIV diagnosis which can generate many emotions, and connect patients to testing, counseling, and referral services. Social workers also work to prevent the spread of HIV through education, risk reduction programs, and advocating for the needs of patients.
This document outlines the author's argument that responding to the AIDS crisis is worth investing time and resources. It provides an overview of the problem, noting that HIV is a deadly disease with no vaccine or cure that has infected 34 million people globally. It then lists several challenges to resolving HIV, including genetic resistance, sexual transmission, lack of education and access to treatment, and stigma. The document proposes responses needed from governments, businesses, non-profits, citizens, and innovative solutions, such as increased funding for research, education, treatment, and initiatives to overcome stigma.
This document discusses the social dimensions of sexually transmitted infections like HIV/AIDS. It begins by outlining the objectives of explaining basic HIV/AIDS knowledge. It then discusses the seven dimensions of health, focusing on the social dimension which refers to our ability to interact successfully and maintain supportive relationships. In regards to HIV/AIDS, the social dimension focuses on how social support networks protect against health problems. The document then provides basic information about HIV/AIDS, including what it is, the stages of infection, modes of transmission through body fluids, and methods of prevention through abstinence and safe practices. Statistics about HIV cases in the Philippines are also presented, showing the majority of cases are among young males. The challenges of stigma and lack of
3 b sexually transmitted infections in young peopleDeus Lupenga
The document discusses sexually transmitted infections among young people, including regional and national estimates showing high rates of STIs in this group, factors contributing to their vulnerability, and consequences like pelvic inflammatory disease; it also addresses challenges young people face in seeking help for STIs and principles of managing STIs in a youth-friendly way, emphasizing the role of healthcare providers in prevention.
This document discusses positive prevention efforts in Serbia. It describes how stigma and discrimination against HIV-positive individuals increased in Serbia following economic crisis in the 1990s. More recently, associations have worked to empower and support people living with HIV through positive prevention programs. These programs aim to promote overall well-being, healthy relationships, and reducing new HIV infections through education on topics like safer sex practices, nutrition, and disclosure. Evaluations found these programs strengthened the role of HIV-positive community activists and provided representation in relevant policy bodies.
1) The document discusses obstacles to providing care for people with AIDS in Western Kenya, including lack of access to antiretroviral treatment (ART), stigma, inadequate healthcare systems, poverty, and discrimination.
2) It provides examples of individuals who accessed ART and saw their health improve, as well as those who face challenges in maintaining treatment due to distance to clinics and lack of social support.
3) Recommendations include integrating HIV care into existing community and health programs, addressing stigma through community dialogue, training healthcare workers, and involving people living with AIDS in leadership roles.
After completing the module, youth will learn how to keep healthy while away from home or migrating. They will learn specifically about accessing healthcare, reproductive health, and basic hygiene. Health is important for migrants' success; if they get sick, they cannot work or earn money. Adolescents are at risk of STDs, HIV, and pregnancy issues. Workers can be affected by chemicals and poor work environments. The top risks are for migrants with lack of knowledge about hygiene, reproductive health, and accessing care.
This document summarizes a presentation given to youth leaders on HIV risks and vulnerabilities. It discusses definitions of key terms, facts about HIV and AIDS, how HIV is transmitted, risks faced by out-of-school youth, impacts of HIV/AIDS, epidemiology of HIV in the Philippines, and examples of interventions youth can support like peer education and promoting condom use. The overall goal is to inform youth leaders so they can help prevent the spread of HIV in their communities.
The Global Network of People Living with HIV and The World AIDS Campaign have coordinated the development of a set of advocacy messages that speak specifically to the needs of young people living with HIV and how these needs must be recognised in the new UN General Assembly Special Session on AIDS Declaration that will be endorsed by UN member states, in June, 2011.
This document provides teaching materials about HIV and AIDS for grades 6 to 8. It includes discussion questions, student activities, and a reproducible handout. The discussion questions focus on defining HIV and AIDS, how HIV is transmitted, and how to prevent transmission. One activity asks students to write a news segment explaining HIV/AIDS to dispel myths. The other activity tasks students with designing an AIDS awareness ad covering transmission and prevention. The handout provides space for students to draft their news script.
This document discusses HIV/AIDS. It begins by explaining that AIDS is a disease caused by the HIV virus that attacks and weakens the immune system, leaving those infected vulnerable to other diseases and infections. It then describes how HIV is contracted through unprotected sex, contact with infected bodily fluids, and sharing needles. The document also outlines ways to prevent transmission, such as abstinence, condom use, and not sharing items with infected blood. Treatment options like antiretroviral drugs are mentioned, as well as the importance of diet, healthy living, and a positive attitude for those living with HIV/AIDS.
This presentation provides an overview of stigma and discrimination against people living with HIV/AIDS (PLHIV) in Ghana. The objectives are to understand the forms of stigma, appreciate its impact, and find ways to end it. HIV prevalence in Ghana is consistently over 1% and it is a generalized epidemic. Stigma negatively impacts PLHIV's quality of life and ability to access healthcare. It takes many forms including self-stigma, governmental stigma through discriminatory policies, healthcare stigma like denial of care, and stigma in employment and communities through social isolation and rejection. Ending stigma is critical to effectively respond to the HIV epidemic in Ghana.
Planning, implementation and evaluation of education program on HIV/AIDS. .SanjayChaudhary27
1) The document outlines a plan for an education program on HIV/AIDS in Nepal. It includes an introduction to HIV/AIDS, problem statement on prevalence in Nepal, objectives to reduce transmission and stigma through education, and an evaluation plan.
2) A needs assessment identifies risk factors like unsafe sex, lack of access to healthcare, and stigma. The program's goals are to reduce infection rates, increase access to treatment, and coordinate national response.
3) The education program will provide information on transmission, prevention, treatment services, and address stigma through activities like discussion, counseling, and role-playing with targets like key populations and the community.
This document defines stigma and myths related to HIV/AIDS. It discusses different types of stigma including self-stigma, stigma by association, and stigma by looks. Myths about HIV/AIDS associating it with certain groups have led to inappropriate attitudes and stigma. Neglecting communities perceived to spread HIV/AIDS further promotes stigma. Fighting stigma is important as it contributes to depression in people living with HIV/AIDS and facilitates early death when internalized.
World AIDS Day is held each year on December 1st to honor those who have died from AIDS, support those living with HIV/AIDS, and raise awareness about HIV prevention and control efforts. The theme between 2011-2015 was "Getting to zero: zero new HIV infections. Zero discrimination. Zero AIDS-related deaths." On this day, communities around the world commemorate the progress made and continue working towards eliminating HIV/AIDS.
PT PLN (Persero) is an electrical service provider in Indonesia. With a vision to be a "recognized as a growing, superior, and trusted world class company which is relying on Potensi Insani", PT PLN (Persero) is committed to electrify the entire archipelago. We believe that human potential is the greatest asset and our future, so we are investing heavily to get the future leader candidates who will develop PT PLN (Persero) became a World-class company and face the future business challenges.
Career opportunities in PT PLN (Persero) is very large because our business ranges from upstream to downstream, ranging from power plant, transmission to distribution to the customer and other supported services. Please join us.
The 2015 PT PLN (Persero) Open Recruitment Level Bachelor Degree / Diploma IV / Diploma III
Educational Qualifications
Possess Bachelor degree / Diploma IV graduate majoring in:
Electrical Engineering, Powerline, Electricity Power System (Code: S1 / ELE)
Power Low, Electronics, Instrument, Control (Code: S1 / ALE)
Mechanical Engineering (Code: S1 / MES)
Industrial Engineering (Code: S1 / IND)
Diploma III graduate majoring in:
Electrical Engineering, Powerline, Electricity Power System (Code: D.III / ELE)
Power Low, Electronics, Instrument, Control (Code: D.III / ALE)
Mechanical Engineering (Code: D.III / MES)
Civil Engineering (Code: D.III / SIP) (Makassar Only)
Marketing Management, Trade Administration, Business Administration, Office Administration (Code: D.III / MAN)
Qualifications
Not married and willing to not get married during Diklat Prajabatan
Born in 1989 or thereafter for Bachelor degree / Diploma 4 graduate
Born in 1991 or thereafter for Diploma 3 graduate
Minimum GPA 2.75 for S1/ELE, S1/MES, S1/ALE, S1/IND, D.III/ELE, D.III/ALE, D.III/MES, D.III/SIP positions
Minimum GPA 3.00 for D.III/MAN position
Required Documents
Application letter, addressed to: PT PLN (Persero) c.q. Kepala Divisi Pengembangan SDM dan Talenta
Curriculum vitae
Copy of birth certificate (if doesnt have yet, can be submitted on Interview)
Legalized copy of education diploma / Surat Keterangan Lulus
Legalized copy of latest education transcript
Copy of National Identity Card (KTP)
2 pieces 3x4 size recent colour photograph (write your name on back side)
For cross majors program graduate (Diploma III graduate continued to Bachelor degree / Diploma IV) please also submitted: legalized copy of Diploma 3 diploma and transcript
For last semester student who are currently completing the final project / thesis, are encourage to apply with the terms:
Will be graduated no later than November 2015
Attach Surat Keterangan Sedang Mengerjakan Tugas Akhir / Skripsi when applying
During the selection process, if there is a data mismatch, the applicant will be knocked out
Selecti
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. ICEBREAKER
Fill in the Blank:
What does each acronym stand for?
H ______ A _______
I ______ I ________
V ______ D _______
S ______
3. BACKGROUND
HIV/AIDS has become an epidemic in Jamaica affecting the health and
wellbeing of the population. The scope of impact range from all social
classes, occupational groups, minority and vulnerable groups. Importantly,
HIV/AIDS is not only a health problem; it is a developmental issue that
impacts the social, cultural, political and economic sectors of our country.
4. PRESENTATION OBJECTIVES
• Define HIV/AIDS.
• How is the HIV Virus Spread?
• Identify ways HIV Cannot be Spread?
• Clear up misconceptions regarding how HIV is transmitted and
spread.
• Provide a brief overview of HIV and AIDS facts.
• Help youths understand basic concepts about how HIV
infection affects the body
5. WHAT IS HIV?
• HIV (human immunodeficiency virus) is a virus
that attacks cells that help the body fight
infection, making a person more vulnerable to
other infections and diseases.
6. HOW IS HIV SPREAD?
It is spread by contact with certain bodily fluids of a person with HIV,
most commonly during unprotected sex (sex without a condom or HIV
medicine to prevent or treat HIV), or through sharing injection drug
equipment.
It can also be spread through body fluids of a person living with HIV.
These body fluids may include:
• Semen
• Blood
• Vaginal fluid
• Breast milk
• Any other body fluids containing blood
7. WAYS HIV CANNOT BE SPREAD
• Air or water
• Mosquitoes, ticks or other insects
• Saliva, tears, or sweat that is not mixed with the blood of a person with HIV
• Shaking hands; hugging; sharing toilets; sharing dishes, silverware, or drinking
glasses; or engaging in closed-mouth or “social” kissing with a person with HIV
• Drinking fountains
• Other sexual activities that don’t involve the exchange of body fluids (for
example, touching, petting or fondling)
• Supporting a friend’s cake sale
• Buying food from vendors who are living with HIV, unless they get a cut and the
blood encounter the food you are buying.
The bottom line is, people do not get HIV from casual contact.
8. NATIONAL POLICY (HIV/AIDS)
The National HIV/AIDS Policy (Jamaica) presents
these guiding principles:
• Protect the rights of people infected with and affected by
HIV/AIDS.
• Promote individual responsibility for health and the practice of
healthy lifestyles.
• Reduce HIV/AIDS-related stigma and discrimination.
• Create an enabling environment for improved access to
prevention knowledge, skills, treatment, care and support.
• Mitigate the socio-economic impact of the epidemic on youths.
9. SOME OF THE MOST
VULNERABLE GROUPS
• Youths and adolescents
• Inmates
• Street & Working Children
• Sex workers
• LBGTQ Community members
10. MITIGATING STRATEGIES AGAINST THE SOCIO-
ECONOMICS IMPACTS OF HIV FACED BY YOUTHS
• Conduct studies to determine impact of HIV/AIDS on youths, such
as, questionnaires and interviews.
• Develop and implement workplace polices to sensitize and eliminate
stigma and discrimination.
• Integrate HIV/AIDS workplace policies into corporate and
governmental plans.
• Facilitate the education campaigns using WHO, ILO, the National
HIV/AIDS Workplace Policy, and other HIV/AIDS sector workplace
policies.
• Facilitate access through the MOH in the treatment of persons
living with HIV/AIDS as priority.
• Advocate to prevent HIV screening as a prerequisite for employment
and/or termination of employment if an employee present a HIV
positive status.
• Incorporate the family unit in the education, treatment and care of
the youth affected or living with HIV/AIDS in Jamaica
11. REVIEW
True or False
1 ________ AIDS is a virus that can cause the immune system to fail
if left untreated.
2. ________ HIV is the virus that can lead to AIDS.
3. ________ You can have HIV without acquiring AIDS.
4. ________ Symptoms for HIV and AIDS are different for each
person.
5. ________ Modes of HIV Transmission are the ways that a person
can contract
6.______ HIV can be spread through saliva, sweat, and tears, or
coughing/sneezing.
7.______ Kissing always poses a zero risk for being exposed to HIV
12. Thank you for participating
“Be Tactful, Empathizing and Warm to all
whether you suspect that they are living with HIV
or not”
--Karen McFarlane--
QUESTIONS?????