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Abstract Background Health education is an important component in disease control programme. Kalajatha is a popular, traditional art form of folk theatre depicting various life processes of a local socio-cultural setting. It is an effective medium of mass communication in the Indian sub-continent especially in rural areas. Using this medium, an operational feasibility health education programme was carried out for malaria control. Methods In December 2001, the Kalajatha events were performed in the evening hours for two weeks in a malaria-affected district in Karnataka State, south India. Thirty local artists including ten governmental and non-governmental organizations actively participated. Impact of this programme was assessed after two months on exposed vs. non-exposed respondents. Results The exposed respondents had significant increase in knowledge and change in attitude about malaria and its control strategies, especially on bio-environmental measures (p < 0.001). They could easily associate clean water with anopheline breeding and the role of larvivorous fish in malaria control. In 2002, the local community actively co-operated and participated in releasing larvivorous fish, which subsequently resulted in a noteworthy reduction of malaria cases. Immediate behavioural changes, especially maintenance of general sanitation and hygiene did not improve as much as expected. Conclusion This study was carried out under the primary health care system involving the local community and various potential partners. Kalajatha conveyed the important messages on malaria control and prevention to the rural community. Similar methods of communication in the health education programme should be intensified with suitable modifications to reach all sectors, if malaria needs to be controlled.

"There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals. In May 2014, members of the Institute of Medicine's Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event"--Publisher's description

Community-Based Health Interventions covers the skills necessary to change health in a community setting through the reduction of disease, disease conditions, and risks to health, as well as create a supportive environment for the maintenance of the behavior changes. The first section provides background information about why interventions in communities are important, the history of several major community interventions, ethical issues in the design and implementation of interventions and the different types of interventions. The second section covers planning and activities needed to complet

Community-dwelling adults are members of society residing in community settings. Community-based adult education is designed for local residents and groups, to enable them to improve their quality of life within their community. Hemophilia is a bleeding disorder that can be inherited or acquired. World Hemophilia Day 2018 helped to raise awareness about the importance of sharing knowledge and the experience of hemophilia, as well as to improve access to care and treatment among people with this bleeding disorder. We used the documentary method of research, which has been adopted in recent review articles, to collect and analyze the findings of published literature on hemophilia. Our results showed that community-dwelling adults with hemophilia have concerns that merit the attention of government and non-governmental agencies. Some challenges faced by many community-dwelling adults with hemophilia include the cost of treatment and employment challenges. Herein, we discuss the implications for community-based health education and nursing with respect to patient care, adult education, nursing education, management, research, and policy. Finally, the authors note that sustainable efforts are needed in the provision of local, national and international leadership and educational resources to improve and sustain health care for community-dwelling adults with hemophilia.

"Health for All by the Year 2000" has been a major goal, an important rallying cry for individuals and organizations around the world concerned about improving the physical, mental and social well-being of vulnerable people. Of course it has been a somewhat idealistic goal, as has the World Health Organization's definition of health. However, it has served a useful function, both in terms of what it says positively about our vision for the future and also by reminding us, implicitly if not explicitly, that for many hundreds of millions of people the reality is still very far from the dream.

The past five years has seen CBR stakeholders work collaboratively to produce these CBR Guidelines which build upon key recommendations made in 2003 at the International Consultation to Review Community-based Rehabilitation in Helsinki and in 2004 in the ILO UNESCO WHO joint position paper on CBR. The guidelines promote CBR as a strategy which can contribute to implementation of the Convention on the Rights of Persons with Disabilities and of disability inclusive national legislation and which can support community-based inclusive development. The guidelines provide CBR managers among others w

Intro -- Contents -- Contributors -- Chapter 1: Introduction -- What Is an Institution? -- Institutionalization and Dualism -- Institutions and Community-Based Work -- Organization of Book -- Conclusion -- References -- Chapter 2: A Community-Based Organization -- Introduction -- Realism Is Problematic -- Realism Is Not Needed -- A Few Practical Concerns -- A Move Away from Philosophy -- Conclusion -- References -- Chapter 3: Establishing Community-Based Primary Health Care -- Introduction -- Primary Health Care as Community-Focused Projects -- Participation, Dialogue, and Local Knowledge -- Community-Based Primary Health Care -- Conclusion -- References -- Chapter 4: Community-Based Funding and Budgeting: Participatory Budgeting as a Transformative Act -- Why Community-Based Budgeting? -- A Community-Based Philosophy -- What Is a Community? -- Participatory Budgeting (PB): Beyond Traditional Budgeting -- Participatory Budgeting Must Do More than Simply Reform -- Cultural Challenges of Participatory Budgeting -- The Philosophical Thrust of Participatory Budgeting -- Communal Budgetary Discourse: A New Moral Framework -- Conclusion -- References -- Chapter 5: Aims of a Community-Based Research Program -- Introduction -- Against Positivism and Realism: Roots of Community-Based Participatory Research in Health -- Qualitative Approaches and the Rejection of Grand Designs -- The New Language of Qualitative Research: Cultural Competence -- Beyond Cultural Sensitivity and Toward Praxis -- Conclusion -- References -- Chapter 6: Training Community-Based Health Workers -- Introduction -- Traditional Community-Based Pedagogy -- The Need for Community-Based Philosophy -- Engaging a Community -- Conclusion -- References -- Chapter 7: Creating a Community Health Worker Training Program -- CHW Importance in the Region -- The Appalachian Region.

The aim of this study is to identify opportunities in policy framing for critical health education (CHE) about food and nutrition in Ecuadorian schools. The research engages in a dialogue between the perspectives of critical nutrition and political ecology, as it seeks to clarify and develop a critical perspective on health promotion and health education. Critical nutrition studies and political ecology highlight the need to consider and also act upon the broader connections of, and influences on, food and nutrition. In a CHE approach, students learn to address the wider determinants of health through critical, democratic and collaborative processes, anchored in and supported by the local community. Based on a textual analysis of health, food and education policy documents, the study finds that concrete norms endorse a biomedical stance. Consequently, focus remains on prescribing individual behavior, and schools are regarded as intervention settings, rather than a site for generating change as would be the case of health promotion using a CHE viewpoint. However, the study finds the possibility for developing a CHE perspective in the overarching rationale of "good living", which reaffirms a holistic understanding of health, the need for critical and plural participation, and the importance of the community. It is possible that the notion of community participation could facilitate introducing a CHE approach in Ecuadorian schools.

In terms of knowledge based economy education community transfers from academic association to economic corporation. It works as business entity and involves in production, translation and distribution of a special product - the scientific knowledge. This knowledge can be successfully capitalized within a person. Special features and consequences of this transformation are examined in the article; special attention is paid to a new ethos of education community.