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Capstone Presentation

Terms in this set (16)

Intro
Intro
Acknowledgements
Thank committee
Yvonne
Participants
Ammu
Background
Background
youth development
Define YD
Youth make up a significant portion of our communities important for healthy youth development especially in a growing low-income nation
28.27% of the population in Bangladesh are between the age of 0 and 14 years old, and 19.53% between 15 and 24 years old

As significant parts of Bangladesh's population, it is important that they are engaged in healthy youth development.
Global YDI
Bangladesh - low, usa - very high
Things to note: better than USA in health and well-being
Ranked one of the lowest in YDI (out of 183 rankings) - 18 indicators
In 2010 and 2013, the ranking was 86 out of 169 (62 rankings drop)
Where is bangladesh
point out KC and BD
Bangladesh
Independence: 1971
Home for over 700 rivers
Total population: 166 million
Dhaka population: 14.4 million
Jessore population: 3 million (2011)
BD Statistics
Usa pop density - 35.32 sq. km
densest city - Dhaka 45,000 per km
densest city USA - Guttenberg, New Jersey - 22,000 per km
Life expectancy usa - 78
BD male - 71
BD female - 74
Net enrollment in secondary in BD - 63%, primary 94% (a result of many interventions)
2* enrollment usa - 92%
Most of the population live in a rural area
objectives
Adolescents harbor a unique, untainted perspective of their surroundings and by capturing this asset and helping them recognize their resources, they can build STRONGER COMMUNITIES.

Secondary objectives: Increase civic engagement of youth in Bangladesh by challenging them to critically analyze the issues that they raised.

Propose recommendation to help increase youth development in Bangladesh.
sustainable goals
#4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
- By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development

#8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
- By 2020, substantially reduce the proportion of youth not in employment, education or training
Provide recommendations on engaging youth for education
mph competencies
MPH01 - capstone paper + presentation

MPH02 - Analysis of themes related to issues and solutions

MPH03 - Interaction with students and faculty during survey administration

SBHC01 - Addressing the themes for the solutions in relation to the socio-ecological model

SBHC02 - Capstone project will highlight the issues the students describe and how they disproportionately affect youth in rural areas and low resource settings, Capstone will look into other social and behavioral factors that affect the students in two different social settings of Bangladesh

SBHC03 - Literature review, Creation and implementation of the survey

SBHC04 - Identify the role of social, community, and cultural factors in the societal issues brought by students
implementation
- adapted from the My Afrika My Voice initiative by Yvonne Kamau at the University of Kansas School of Medicine
My Afrika My Voice
The original project was conducted by Yvonne Kamau, a med school student at KUMC (is she here?) in the semi-rural Nakuru county of Gilgil, Kenya
The goal of the project is to challenge students to critically think about the problems in their community that affect their quality of life, and that well-being of their community as a whole
The original project had the same goal, and it took an essay format
The original project was also integrated into the academic curriculum of the school, which this project did not do
question
There were two main questions we wanted answers to
Students had full discretion on their interpretation of community
Second question: encourages students to consider solutions without the strain of resources
empowers students to be actively involved in the solution, rather than just a victim of the issue
consistent with the study objectives, the question challenges students to take responsibility for the issue in order to promote youth engagement
structure
The project lasted approximately an hour
There were two parts
The first 20-30 mins was discussion
The last 30-40 minutes was the essay challenge
discussion
Approximately 30 mins
3 parts to the discussion - format was adapted from the Chapter 17: Problem Solving from the KU Center for Community and Development's Community Tool Box
Understand details about the issue: What is an issue that we face in our community?
What do we know?
Gather anecdotal information about the problem
What are the needs?
Root Causes and addressing Social Determinants of Health: Why do we have this issue in our community? How did the following factors shape the issue?
Environment
Access to health care
Society and community
Education
Economic stability
Finding a Solution: How can we address this issue? is it effective and sustainable
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