Trichy Athletes Chandrabose bags two Gold medals in Special Olympics-2011 held in Athens.

Trichy: 30^th June 2011: Shri. J. Paul Devasagayam, Area Director,   SOB – TAMILNADU reports from Athens that Trichy intellectually challenged Athletes Chandrabose Got two Gold in Roller Skating,   Archana Got One silver in Cycling and All Other Athletes are in Medal Rounds. Athlete Hari Srinivasan Got Silver Medal in hand Ball, Sindhu & Priya Got Bronz Medal in Hand Ball, The Medals tally of Tamilnadu 2 gold,  2 Silver,And  2 Bronz

 Shri. J. Paul Devasagayam also reports that Indian team is doing well in Special Olympics being held in Athens. Shri. J. Paul Devasagayam added that Greek President Karolos Papoulias officially declared open the Athens 2011 World Summer Special Olympics on Saturday evening in a spectacular ceremony staged at the Panathinaikon Stadium, the venue of the first modern 1896 Olympic Games. Approximately 7,500 Special Olympics athletes from 183 countries, including 137 Chinese, participate in the Games that will run to July 4 in a string of 30 venues across Athens. They will compete in 22 sports, sending the world the message that persons with mental disabilities can become valuable members of the international community. The three-hour ceremony won high remarks for a spectacular display of fireworks and the simplicity of music and dance performances inspired by ancient Greek mythology and culture. They were matched with moving performances by internationally famed artists such as American singer, songwriter, musician and producer Stevie Wonder. The ceremony started with a music performance of volunteers and Special Olympic athletes using ancient Greek type clay urns as musical instruments. At the end of the performance they threw them down to the ground "back inside the arms of mother earth" in a symbolic representation of breaking down the walls of prejudice against intellectually disabled. Special Olympics Chairman Timothy Shriver and Greek Special Olympics Organizing Committee President Joanna Despotopoulou addressed the event, welcoming the world to "a celebration of human strength at the birthplace of the Olympic Games. Approximately 40,000 family members, over 2,300 coaches and 25, 000 volunteers stand by their side, while around 3,000 journalists from across the world record the feats of the athletes who represent four million people with intellectual disabilities across the globe”. Trichy Special Olympic team convey their best wishes to Trichy team and also the entire Indian team to bag maximum medals for India. Dr.K.Govindaraju, Chairman, Special Olympic said “It is significant that seven Athletes from Trichy participate in the Special Olympic, Partly sponsored by Trichy District Welfare committee”. -Govin

"Intelligence Quotient" test conducted in SEVAI Special Educators for SRBC SEVAI Children in Trichy.

Special Educators administer IQ Test for SRBC Children

After one year completion of Bridge course for Special Residential Bridge Course for Mentally challenged Children, "Intelligence Quotient" test has been administered by Professionals. IQ testing has been applied by Special Educator of SEVAI Ms. Diana. Special Educator Diana explains “IQ testing method had been used to measure what is generally considered intelligence. The concept of IQ, or "Intelligence Quotient" was first introduced by French psychologist Alfred Binet in 1904.  The "quotient" refers to Binet's definition of IQ as (Mental Age) divided by (Chronological Age) or M.A. /C.A.  This quotient is then multiplied by 100 to make it a whole number.  An 8 year old child with the mental ability of a 12 year old has a mental age which is 1.50 times his chronological age (12/8 = 1.5).  Multiplying this quotient by 100 gives the child's ratio IQ: 150.  Using this method, a child functioning at the average level for her age would obtain an IQ of 100.  This method has been adopted in SEVAI School intellectually challenged in Trichy. The key areas tested are: Comprehension: This subtest measures understanding of social conventions and common sense. It is also culturally loaded. Sample question: "What is the thing to do if you find an injured person laying on the sidewalk?", Digit Span: Requires the repetition of number strings forward and backwards. Measures concentration, attention, and immediate memory. Lower scores are obtained by persons with an attention deficit or anxiety, Similarities: This subtest measures verbal abstract reasoning and conceptualization abilities. The individual is asked how two things are alike. Sample question: "How are a snake and an alligator alike?", Vocabulary: This test measures receptive and expressive vocabulary.  It is the best overall measure of general intelligence (assuming the test-takers native language is English).  Sample question: "What is the meaning of the word 'articulate'?", Arithmetic: Consists of mathematical word problems which are performed mentally. Measures attention, concentration, and numeric reasoning. Sample question: "John bought three books for five dollars each, and paid ten percent sales tax. 

How much did he pay all together?"Object Assembly: Consists of jigsaw puzzles. Measures visual-spatial abilities and ability to see how parts make up a whole (this subtest is optional on the revised Weschler tests), Block Design: One of the strongest measures of nonverbal intelligence and reasoning. Consists of colored blocks which are put together to make designs, Digit Symbol/Coding/Animal House: Symbols are matched with numbers or shapes according to a key. Measures visual-motor speed and short-term visual memory, Picture Arrangement: Requires that pictures be arranged in order to tell a story. Measures nonverbal understanding of social interaction and ability to reason sequentially, Picture Concepts Requires matching pictures which belong together based on common characteristics.  Measures non-verbal concept formation and reasoning; a non-verbal counterpart of Similarities, Picture Completion: Requires recognition of the missing part in pictures. Measures visual perception, long-term visual memory, and the ability to differentiate essential from inessential details, Matrix Reasoning: (WAIS-III only) Modeled after Raven's Progressive Matrices, this is an untimed test which measures abstract nonverbal reasoning ability. It consists of a sequence or group of designs and the individual is required to fill in a missing design from a number of choices,
Figure Weights:  A visual measure of fluid intelligence, with complex verbal instructions; a pointing response is allowed.  The subject uses logic to determine equivalence of figures, using a drawing of a scale; problems are presented sequentially,   Untimed, Measures quantitative and analytical reasoning. Loads on Perceptual Organization Index. Visual Puzzles:  Measures visual spatial reasoning, whole part integration, and mental rotation.  A figure is presented, and underneath are a 6 choices. The subject is asked, "Which 3 of these pieces go together to make this puzzle?"  Mental flexibility and rule following is also involved, as some choices involve a 2 piece solution, which would be incorrect”. Govin  

District toppers honoured “Self-discipline is the key to success”- Trichy District Collector Smt.Jayashree Muralidharan

A Visually challenged student honoured by Dt.Collector,Smt.Jayashree

“Self-discipline is the key to success” said by Trichy District Collector Jayashree Muralidharan in a function for honouring District Toppers in 10^th,and 12^th standard students organized by Trichirappalli District Welfare Committee. Xth standard and Plus-Two toppers who had shown good performance in Trichirappalli District Schools in the district were honoured by the Collector Jayashree Muralidharan here on Wednesday. As desired by the District collector, the differently abled students those obtained outstanding marks in the Public Examinations were invited first to receive the cash award and appreciation citation with medals of District Welfare Committee. Rs.5000, Rs.4000 and Rs.3000 were given for the first, second and third rank holders respectively. District Welfare Committee, Treasurer Dr.K.Govindaraju welcomed the gathering and honoured District Collector Smt. Jayashree Muralidharan and the Chief Education Officer Mr.Mohankumar with Ponnadai for his services in Education Department in Trichy District. Appreciating the students those are District toppers, District Collector further said, “There are several dominant characteristics that identify a self-disciplined achiever. These behaviors made it possible for high achievers to reach unbelievable goals in all areas of their lives. The first is a strong sense of purpose to reach their goals. The self-disciplined achiever has a strong belief in self. The self-disciplined achiever has patience that it will happen. A self-disciplined achiever is perseverance. The self-disciplined achiever is always learning. They learn from their own experiences as well as the experiences of others. They are always adapting to the market place, learning new technologies, and growing in knowledge. They are always honing their skills to make their job easier and make sure they reach their goals.The last characteristic of the self-disciplined achiever is that they love what they do. There is very little distinction between work and play. They enjoy their work and derive great pleasure from what they do. The way to learn self-discipline is to study the characteristics and adapt them to your studies. Be honest with yourself and there is no lasting success without self-discipline. But, once you become familiar with the characteristics of the self-disciplined high achiever, you'll be able to adapt your own life to include these positive values. Respect towards elders as a matter of fact is about honoring or holding in esteem an individual. It implies regarding an individual as a person of value and virtue. It is vital to adopt how to respect each individual, in order for him or her to command his or her own respect.” Noted Tamil Scholar Prof.So.Sathiyaseelan, Mr.JJL.Gnanaraj felicitated. District Welfare Officer of Differently abled, Smt.Syamala, District Adidravidar Officer Smt.Vedavallai, Public relation officer, Shri.Muthusamy and other officials and members of welfare committee, special invitees participated in this function. Welfare officer, Dr.Thirunavukarasu, Manager, District Welfare committee, Ms.Kokila and the staff made elaborate arrangements for this Function-Govin

Bridge Course for SEVAI Shanthi Matriculation school:Neem has powerful pest controlling activities and medicinal properties –Dr.K.Govindaraju.

Dr.K.Govindaraju enlightens the value of neem trees

“Neem has powerful pest controlling activities and medicinal properties” said School founder Dr.K.Govindaraju to the students of Shanthi Matriculation Higher Secondary school, Pettavaithalai. He further said,” In Bridge course in SEVAI Shanthi Matriculation Higher secondary school, e life skills and life coping skills are being imparted. Dr.K.Govindaraju specially mentioned “pesticides made from neem are much safer compared to synthetic pesticides. The side-effects of the synthetic pesticides are often not less serious than the problems themselves. They cause environmental contamination and are a great risk of human health. As a consequence, there has been an intense search for safer pesticides. “The all pervasive use of synthetics in every walk of life, be it agriculture, clothing, preservation or health-care is now paving way for a search for eco-friendly products. All communities, internationally, are today inclined to trust and rely more on green technology than ever before since the advent of modern science. The era of dependency on synthetic chemicals of the early and middle twentieth century prompted synthesis of newer chemicals as a panacea for all diseases and ailments. The conservative attitude of some societies, which depended on natural products in preference to the synthetic, was often credited to inertia or backwardness. Pesticides made from neem are products of natural plant origin. They are biodegradable and non-toxic. Neem products produce no ill-effects to humans and animals; they have no residual effect on agriculture produce. For these reasons Neem is considered as the best substitute to hazardous pesticides. With the current thrust on sustainable agriculture and organic farming, the use of botanical products as pesticides has acquired greater significance. Neem is a highly suitable candidate for environment-friendly, safe agriculture development. Neem can avert environmental crisis in India and other tropical countries as it can be successfully used for rehabilitation of degraded ecosystems and waste lands. Neem is highly recommended for reforestation of semi-arid regions in India. Neem is extremely useful in urban forestry because it has remarkable ability to withstand air and water pollution as well as heat. Neem also helps in restoring and maintaining soil fertility which makes it highly suitable in agro-forestry. Neem is a natural resource to keep environment clean. In villages and cities as well as on farms, it is useful as a windbreak. As a source of shade, it is excellent for parks, roadsides etc. Because of its so many qualities, it is a common practice in rural India to have a neem of tree within the compounds of most of the houses. The tree is not only beautiful to look at, providing grandeur and serenity, but also serves as a refugia to many beneficial organisms, bats, birds, honey bees, spiders, etc. Honey-combs established on the neem tree are singularly free from the galleria wax moth infestation. Many species of birds and fruit-eating bats subsist on the sweet flesh of ripe fruits, while certain rodents selectively feed on the kernel, confirming neem's safety to warm-blooded animals. The litter of falling leaves improves soil fertility and the organic content. Presently, little is known about the mycorrhizal associations between neem and bacterial and fungal endophytes, but the tree seems to be a living microcosm. Neem is useful as windbreaks and in areas of low rainfall and high wind speed. Full grown neem trees yield between 10 to 100 tons of dried biomass/ha, depending on rainfall, site characteristics, spacing, ecotype or genotype. Leaves comprise about 50% of the biomass; fruits and wood constitute one-quarter each. Neem wood is hard and relatively heavy and religious icons in some parts of India. The wood seasons well, except for end splitting. Being durable and termite resistant, neem wood is used in making fence posts, poles for house construction, furniture etc”. -Govin

‘Frequent pruning should be done for Jasmine plants’- ADAC and RI students outreach project in SEVAI Arumbuhalnagar.

Anbil Dharmalingam Agricultural college and Research Institute of Trichy 12 girls students S.Arivuselvi,P.Krishnaveni,K.Latha,S.Manimegalai,M.P.Munny,R.Nandhini,R.Parameswari,R.Poonguzhali,T.Preethi Priyadharshini,N.Praga,P.Subhadhanu and S.Sudha those are in community outreach program  visited the jasmine garden promoted by Eco-club of SEVAI Shanthi Matriculation school,Pettavaithalai.This area of Andanallur is known for Jasmine cultivation, and the women Self Help groups are involved jasmine cultivation as a successful venture. The Agriculture College outreach program students with the guidance and support of Dr.Nithila, Group Facilitator and Dr.Aavudaithai, NGO organizer of ADAC and RI under the guidance of its Dean Dr.Jayapal visited the jasmine plantation.  The project internship students of ADAC and RI shared their knowledge about the Jasmine cultivation to the SEVAI community college students of Arumbuhalnagar.The ADAC and RI students enlightened “Jasmine leaves are either evergreen. The leaf arrangement is opposite in most species. Leaf shape is simple, tri-foliate or pinnate with five to nine leaflets, each up to two and half inches long. Flowering takes place in summer or spring, usually six months after planting. Jasmine prefers full sun to partial shade and a warm site. They grow well in moist, well drained, sandy loam to clayey garden soil with moderate level of fertility. Plenty of water should be given during summer but this can be reduced during winter. Plants should be kept at least eight feet apart in order to allow for the full grown size of the plant. Additional fertilizer should be added each spring. Younger plants should be tied with the stems to give a fairly heavy support. Tips of the plants should be pinched to stimulate lateral growth and frequent pruning should be done to restrain growth. If the vine is to be grown as a ground-cover, the upward twining stems will need trimming. Stem cutting and sowing of seeds are handy methods for the propagation of the plant, Mild fertilizers are required for best growth, and Temperature must be controlled, Jasmine needs regular pinching and shaping to control growth, If not planted at a proper distance, plants will quickly become crowded, Containerized plants should be planted in the fall, Fully developed, unopened flower buds.

ADRC/RI students monitor the growth of Jasmine

 “Propagating this Oriental-born flower is one way to create a new plant without having to fuss over seeds and long wait periods for blooms. Gardeners are able to see their plants grow and produce flowers the following spring after propagating in the fall. Things You'll Need, Pruning shears, Rooting hormone powder, Planting medium, -gallon planting container, Cut a limb from the parent plant at a 45-degree angle with pruning shears, taking at least 6 to 8 inches of the healthy limb. Make the cut clean and precise to avoid future disease or stress. Look for smoothness of the stem, pure green color and bright, clean leaves when choosing a limb to cut, Cut the leaves from the bottom 1/3 of the limb to create the base of the new plant. Make your cuts clean, directly beside the main stem. Dip the bottom 2 inches of the new plant into the rooting hormone powder and set aside, Pour the rooting medium into the container, creating a hole large enough to accommodate the 2 inches that have been treated with rooting hormone. Place the limb within the soil and perlite mix with gentle care to prevent any unnecessary stress, Water the cutting enough to keep the soil firm to the touch. Do not allow the soil to get dry or dusty, or too soaked, Plant the jasmine cutting in the garden bed outdoors or in a larger container once the plant has grown three sets of leaflets” the ADAC and RI concluded. -Govin

Waste Management; Biodiversity, Energy; Water; Culture and Heritage are the key activities for school eco- clubs-Agriculture students’ project outlay:



Trichy Anbil Dharmalingam Agricultural college and Research Institute of Tamilnadu Agriculture University  girls students Anbil Dharmalingam Agricultural college and Research Institute y .Arivuselvi,P.Krishnaveni,K.Latha,S.Manimegalai,M.P.Munny,R.Nandhini,R.Parameswari,R.Poonguzhali,T.Preethi Priyadharshini,N.Praga,P.Subhadhanu and S.Sudha camping at SEVAI Community college preemies at Arumbuhalnagar near Sirugamani proposes to work for climate change and sustainability education programme for SEVAI Shanthi School and its neighborhoods.

Students present the action plan

The Agriculture College outreach program has been designed by Dr.Nithila,Group Facilitator and Dr.Aavudaithai,NGO orgniser of  Anbil Dharmalingam Agricultural college and Research Institute under the guidance of its Dean Dr.Jayapal and this project aims at creating Friends of the Environment in school across villages, who would undertake action towards increasing activities for environmental sustainability. The programme involves students in hands-on projects to provide them an understanding about their immediate environment; their school, neighbourhood, village and national and international issues. The SEVAI, a local NGO would be someone who has taken part in activities in the following areas: Waste Management; Biodiversity, Energy; Water; Culture and Heritage. Here is a brief on the programme and how teachers and students can take part. An Action-based Programme for students that envisions creating Friends of the Environment in school across neighbourhoods.The purpose of the programme is to create network of students across the villages who have the knowledge, awareness and commitment to meet the challenges of global citizenship and Climate Change. The students said that the project aims to guide, facilitate, capacity build students through activities and co-curricular action projects to take positive environmental action at individual, community, national and global level.

The students seek to reach students in classes from standards 6–9 (age group 11-15).
Everyday actions of individuals add up and have a global influence both positive and negative. Everything human needs and use in their daily life involves exhaustive use of materials and energy. The students said that School is a place where students spend anywhere from 5-8 hours a day. In fact, this is where a considerable time of their waking hours is spent. The school time and space provide a wonderful opportunity for not only syllabus related learning, but equally, the development of life-skills through extracurricular and co- curricular activities, and interactions with peers. The school provides a structured opportunity to make every child a change agent. And every child takes back the experiences and learnings from the school to his/her home/community. This way, Eco friendly messages and actions will reach to households across their villages. The students have to carry out and complete at least five activities in each of these five themes. Most of the activities will be carried out in the school.The eco club students would carry out the activities in greater depth and spend more time on these. Of these activities, at least one has to be carried out in the student's family or community.The schools/Eco Clubs would need to document the activities undertaken and report the quantifiable changes observed. The Trichy Anbil Dharmalingam Agriculture college of Tamilnadu Agriculture University students said “The teacher is the key motivator and facilitator of this project. The teacher, working closely with students, needs to identify the local issues, curricular linkages to plan and schedule the activities to be undertaken, and provide the necessary guidance to students to undertake the activities in a systematic manner, taking care that the objectives are achieved. The teacher should encourage students to document and share the experience, processes and leanings from the activities. Teachers will prepare and submit reports in the required format.Dr.K.Govindaraju, Director SEVAI facilitated the project preparations and the students come out with clear cut plans for the implementation of Eco-club activities in and around the schools and neighbourhoods”.Earlier the students visited the Bio farming of SEVAI at Marutham centre,S.Pudukottai.-Govin

Bridge course on Biodiversity in SEVAI Shanthi Matriculation HSS.

In June most schools are concentrating on Bridge courses for students as they expect final decision on Text Books for classes from 2-10^th standard except 6^th standard. This 3-4 weeks periods are being usefully applied for bridge courses for school students on the topics of universal importance and also as suggested by Government of Tamilnadu.Mrs.P.Chitra,school Director periodically gives orientation to teachers to disseminate bridge course lessons to the students of the school. On Saturday, the 25^th of June, Mrs.P.Chitra,spoke to teachers “Humans depend on a sustainable and healthy environment, and yet we have damaged the environment in numerous ways. This section introduces other issues including biodiversity, climate change, animal and nature conservation, population, genetically modified food, sustainable development, and more. The climate is changing. The earth is warming up, and there is now overwhelming scientific consensus that it is happening, and human-induced. With global warming on the increase and species and their habitats on the decrease, chances for ecosystems to adapt naturally are diminishing. Many are agreed that climate change may be one of the greatest threats facing the planet. Recent years show increasing temperatures in various regions, and/or increasing extremities in weather patterns. This section explores some of the effects of climate change. It also attempts to provide insights into what governments, companies, international institutions, and other organizations are attempting to do about this issue, as well as the challenges they face. Some of the major conferences in recent years are also discussed. The variety of life on Earth, its biological diversity is commonly referred to as biodiversity. The number of species of plants, animals, and microorganisms, the enormous diversity of genes in these species, the different ecosystems on the planet, such as deserts, rainforests and coral reefs are all part of a biologically diverse Earth. Appropriate conservation and sustainable development strategies attempt to recognize this as being integral to any approach. Almost all cultures have in some way or form recognized the importance that nature, and its biological diversity has had upon them and the need to maintain it. Yet, power, greed and politics have affected the precarious balance. Why is Biodiversity important?”

Mrs.P.Chitra, further added “Does it really matter if there aren’t so many species?.Biodiversity boosts ecosystem productivity where each species, no matter how small, all have an important role to play. For example, a larger number of plant species means a greater variety of crops; greater species diversity ensures natural sustainability for all life forms; and healthy ecosystems can better withstand and recover from a variety of disasters. It has long been feared that human activity is causing massive extinctions. Despite increased efforts at conservation, it has not been enough and biodiversity losses continue. The costs associated with deteriorating or vanishing ecosystems will be high. However, sustainable development and consumption would help avert ecological problems. Preserving species and their habitats is important for ecosystems to self-sustain themselves. Yet, the pressures to destroy habitat for logging, illegal hunting, and other challenges are making conservation a struggle. Rapid global warming can affect an ecosystems chance to adapt naturally. The Arctic is very sensitive to climate change and already seeing lots of changes. Ocean biodiversity is already being affected as are other parts of the ecosystem. One type of ecosystem that perhaps is neglected more than any other is perhaps also the richest in biodiversity—the coral reefs. Coral reefs are useful to the environment and to people in a number of ways. However, all around the world, much of the world’s marine biodiversity face threats from human and activities as well as natural. It is feared that very soon, many reefs could die off”. Govin

Environmental education for School children in SEVAI Shanthi Matriculation Higher Secondary School

Demo for kids by school teacher

Dr.K.Govindaraju enlightens

Eco-Club has been activated in SEVAI Shanthi Matriculation Higher Secondary School and the school correspondent Dr.K.Govindaraju spoke to the teachers and Eco-club members on the importance of Eco-balance and suggest a few activities for school children. Dr.K.Govindaraju further said “Environmental education activities can be integrated into all subject areas. Science: Students are working towards...sharing ways to rethink, refuse, reduce, reuse, and recycle, describing features of local plants and animals, comparing local plants & animals, describing attributes of their immediate environment. Social Studies: Students are working towards...showing an awareness of the concept of change ,identifying groups and places that are part of their lives, identifying characteristics of different local environments, showing responsible behavior in caring for their immediate environment. Language Arts & Math: integrate the above into any language arts or math lesson, Health & Career Planning: Students are working towards...identifying opportunities to make choices, identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices, Physical Education: Students are working towards...Using the outdoors as not only as a place to get physical exercise, but to learn about how to care for the environment, participating daily in moderate to vigorous physical activities, identifying physical activities they enjoy doing. Drama & Music & Visual Arts; Students are working towards...expressing ideas or concerns about an environmental issue with drama, and songs, showing their knowledge of and responding to environmental issues with 2-D and 3-D images. Grow tree seedlings: Trees not only provide homes for animals, they affect the quality of the air we breathe. Teachers are to take children on a walk around a park, neighborhood or forest and look for tree seeds, such as acorns, horse chestnuts, maple seeds, nuts, Have each child put some rocks in the bottom of a 3 or 4 inch pot, then put potting soil on top, Each child plants 2 or 3 tree seeds and places the pots on a window sill or table near a window, Have kids take turns watering once a week, Give them a coffee scoop and a cup of water to limit the amount of water, Plant extras and do not put name tags on the plants as you will share out the ones that sprout in the Spring, After trees sprout: Give each child a tree seedling and label the pots with the children's names, Keep extra tree seedlings for experiments and in case some die, Have children measure their tree's growth with interlocking 1" blocks once a week, The children can put their results, Once the tree seedlings reach 4 to 5 inches tall, they can be planted outside, Brainstorm with the children the best places to plant the trees (not next to fences, roads or houses) and why, Send the seedlings home with a note to parents or plant them in the school yard if possible. This nature education activity uses one of the tree seedlings, a plastic bag and a string. Tie a plastic bag around a tree seedling and tie with a string to children. Have the children make observations and ask them what they notice, Let the tree in the bag sit in a warm and sunny if possible, room for a few days until water droplets form on the inside of the bag. Then bring it to the carpet and have the children make observations again, Ask questions, such as where did the water come from? The water in the bag is coming from the leaves of the plant (a process called transpiration). The bottom of the leaf has lots of tiny holes in it (called stomata). Besides letting air get in and out, the holes let water get out. As water evaporates from the leaves, more water and nutrients are sucked up by the roots. The water goes out into the air and is part of the water cycle”.-Govin

HIV/AIDS Prevention and reduction of new cases-Educators Social Responsibility-Dr.K.Govindaraju.

Dr.K.Govindaraju interacts with SHG women on HIV/AIDS prevention

Trichy: 26, June: HIV/AIDS Prevention and reduction of new cases-Educators Social Responsibility said Dr.K.Govindaraju, chairman of OZONE in a SHG meeting in Trichy.TANSAC and Corporation of Women Development organize intensive training for Self Help Group women members on HIV/AIDS prevention, care and Support. In Trichy around 3000 women Self Help group leaders had already been trained in SEVAI and SEVAI Resource training team trained the women Self help group leaders on various aspects of HIV/AIDS and enlightened the ongoing projects of Link workers scheme in rural areas, target intervention in Trichy city area. Dr.K.Govindaraju, Chairman of South Zone Board of Continuing Education, (OZONE) delivered the key note address for Andanallur Block SHGs on Friday, the 24th June regarding the social responsibilities of general population and Panchayat level federations for working towards cutting the new prevalence to Zero Level in Trichy District. Dr.K.Govindaraju further added “Targeted Intervention (TI) is one of the HIV/AIDS projects of SEVAI in Trichirappalli City supported by APAC-Chennai. As the number of infections grew, the AIDS Prevention and Control Project (APAC) were started in TN and Pondicherry under a tripartite agreement between Voluntary Health Services (VHS), a charitable Non Governmental Organisation (NGO) in Chennai, United States Agency for International Development (USAID) and the Government of India through its National AIDS Control Organisation (NACO). The project focus is on behavioural modification: Through a multi- pronged strategy, behaviour change in the high-risk groups is encouraged. Focused designing of messages are designed and organised according to the need of the recipient. Quality of services: Availability of services and treatment for STD and HIV/AIDS sufferers by qualified medical professionals, and availability of quality condoms for prevention of infection. Sustainability of the activities has driven all the strategies of APAC, including: Raising the capacity of service providers to deliver messages more effectively to meet the programme needs. Spreading awareness of STIs and HIV/AIDS through multiple channels and training of healthcare providers in the area to meet demand.

The Program is designed to reduce the rate of HIV transmission among the Core Group viz. Female Sex Workers (FSWs), Men having Sex with Men (MSMs) and Injecting Drug Users (IDUs). Targeted intervention (TI) focuses in containing the spread of HIV among marginalized and vulnerable high risk populations has been an essential part of the National AIDS Control Programme (NACP). The Projects aims at behavioural modification among target communities, from unsafe sexual or injecting practices to safe sex practices and injecting practices.SEVAI/APAC Targeted Intervention focuses on Sexual Minorities who practice risky sexual behavior, to prevent and control the spread of HIV/AIDS among them and preventing the spread of HIV/AIDS through high risk groups to bridge population and general community. Teamwork of the wider society has been in operation for effective implementation of the Targeted Intervention projects designed to address the social issue of HIV/AIDS, this collaboration of different levels of society is being realized by convincing them of the relevance of intervention to tackle the problem. SEVAI/APAC TI project in Trichy city conducts activities to overcome social stigma as SEVAI as local NGO has strong roots and appreciably good local support, are selected for the task, thus, implementation of TI projects has become possible and created awareness among  the society aware of HIV/AIDS which has developed into a social problem more than a mere state of illness; convincing the society of its responsibility to control HIV/AIDS and promote sexual health, the future responsibility of tackling the problem and implementation of sexual health programmes. The success is indicated by the fact that there is a cardinal shift in environment, from that of resistance, apathy and indifference to that of sharing and owning up project responsibility. Promotion of condoms, linkages to STI (sexually transmitted infection) services and health services with a strong referral and follow-up system, Promotion/distribution of free condoms and other commodities (e.g. lubricants for MSM, needles/syringes for IDUs),Provision of basic STI and health services (including abscess management and oral substitution therapy for IDUs and also oral/anal STI services for MSM/TGs),Linkages to other health services (e.g. for TB) and integrated counselling and testing centres (ICTC),Provision of safe spaces (drop-in-centres or DICs) and Creating an Enabling Environment such as Advocacy with key stakeholders/power structures, Crisis management systems and legal rights. The APAC model is unique and this model has set an important standard for productive partnership of the government with private sector institutions. The spread of HIV/AIDS is associated with behaviour. Generating awareness and changing behaviour therefore reduced its transmission”. Project Director, SEVAI,Mrs.P.Chitra mentioned that SEVAI values peoples’ participation in everything that happens in their community and  mobilizes and organises communities and strengthen them through capacity building, exposure & opportunity, SEVAI values  gender equality and equity by empowering  women through the formation of groups which involve them in the decision making process, focuses on disadvantaged sections of our society, especially women and children constantly working to enhance the resource base and economic opportunities of our target groups and developing strategies for sustainable livelihoods,SEVAI  respects for people’s customs, traditions, practices, culture, resources, manpower, skills, knowledge, experience and techniques-Govin