Lauresha Ramadani Doctor of Science Computer Science Albania |
Paulo Domingos Joaquim Bachelor of Environmental Engineering Environmental Management Angola |
Paulo Domingos Joaquim Master of Business Adm inistration Business Administration Angola |
Magola Micolta Ruano Bachelor of Science Physical Education and Sports Argentina |
Ezequiel Martínez Bovier Bachelor of Science Civil Engineering Argentina |
Joan Louise Adams -Sturrup Bachelor of Education Special Education Bahamas |
Ximena Daza Mendizábal Certificate of Science Teaching Science Bolivia |
Nestor Ndavyirakora Doctor of Philosophy Accounting and Audit Burundi |
Jean Baptiste Habonimana Post-Doctorate of Management Leadership and Management Burundi |
Fransiska Koudingom Doctor of Management Sciences Management Cameroon |
Roque Mario Antonio Crespo Orellana Master of Theology Theology Canada |
Reinaldo J. Fagundez Tirado Master of Science Taxation Canada |
Hector Vicente Coy Beltrán Post-Doctorate of International Business International Business Colomb ia |
David Ange Kana Doctor of Business Adm inistration Finance Côte d'Ivoire |
Obispo Martes Javier Doctor of Finance Finance Dominican Republic |
Rubén Hernandez Cabreja Doctor of Finance and Economics Finance and Economics Dominican Republic |
Jose Manuel Gonzalez-Quiros Rodriguez Bachelor of International Security International Security Dominican Republic |
Ivan Felipe Vallejo Moscoso Master of International Business Publ ic Administration Ecuador |
Flor de Maria Cerna Rodas Bachelor of Science Psychology El Salvador |
Luzca Esara Moka Master of Arts Sustainabl e Architecture Equatorial Guinea |
Aschalew Abebe Temesgen Doctor of Arts Project Management Ethiopia |
Daniel Edem Foli Master of Business Adm inistration Strategic Management Ghana |
Justice Kofi Badu Bachelor of Science Renewabl e Energy Ghana |
Monica Dery Doctor of Science Project Management Ghana |
Jemima N.A.A. Lomotey Post-Doctorate of Science Psychology Ghana |
Christopher Sarbah Master of International Relations Global Security Ghana |
Mariela Esperanza Cruz Garrido Bachelor of Science Finance and Banking Guatemala |
Elvis Omar Reyes Urizar Bachelor of Science Information Systems Engineering Guatemala |
Karen Yadira Castellanos Enamorado Bachelor of Business Adm inistration Finance Guatemala |
Nadine Dorelus Master of Science Gender-Feminist and Intl. Development Haiti |
Dunia Patricia Fúnez Fiallos Doctor of Psychopedagogy Psychopedagogy Honduras |
Josua Alexander Palacios Reyes Doctor of Business Adm inistration Business Administration Honduras |
Jhonny Javier Aguirre Solano Master of Social Education Autism Disorder and Learning Italy |
Joseph Nganga Kuria Bachelor of Science Comm unity Development Kenya |
Retselisitsoe Ernest Makara Bachelor of Comm erce Financial Management Lesotho |
Thakane Mankhetse Makume Doctor of Strategic Planning and Mgmt. Strategic Planning Lesotho |
Patience Adzo Dzebu Doctor of Finance Finance Liberia |
Maria Teresa de Jesús Rull Reveles Doctor of Science Nutrition Mexico |
Ben A.G. Bambo, Sr. Master of Science Publ ic Health Micronesia |
Jordão Manuenca Luís Bachelor of Science Industrial Engineering Mozamb ique |
Joseph Emojurhobo Okoro Doctor of Business Adm inistration Business Management Nigeria |
Adeolu Ojo Doctor of Philosophy Environmental Management Nigeria |
Iris B. Quintero Q. Doctor of Philosophy Teaching English as a Second Language Panama |
Bernardino Almanza Avila Bachelor of Physics Physics Panama |
Francisco Octavio Bejerano Kant Doctor of Tourism Management Administration and Entrepreneurship Panama |
Naime Tom O'ome Bachelor of Accounting Accounting Papua New Guinea |
Mike Wimbit Yandit Doctor of Business Adm inistration Business Administration Papua New Guinea |
Luis Santiago García Merino Doctor of Business Sciences International Business Administration Peru |
Honey Catherine Salarda-Sobrevega Doctor of Philosophy Leadership and Management Philipp ines |
Fátima Martínez Toro Doctor of Philosophy Clinical Psychology Puerto Rico |
Zulma I. Soler Candelaria Doctor of Education Educational Administration and Business Puerto Rico |
Anthony José Rodriguez Pérez Bachelor of Science Business Administration Saudi Arabia |
Ramez Abdulbaset Azab Doctor of Business Adm inistration International Business and Marketing Saudi Arabia |
Musa Sesay Master of Business Adm inistration Business Administration Sierra Leone |
Alpha Amadou Timbo Doctor of Civil Engineering Road Pavement Engineering Sierra Leone |
Sika Faiza Master of Business Adm inistration Business Management South Sudan |
Asma Naheed Doctor of Educational Psychology Educational Psychology UAE |
Jacqueline Arinaitwe-Mugisha Doctor of Business Adm inistration Business Administration Uganda |
Sheldon St. Clair Doctor of Philosophy Project Management United Kingdom |
John Ortiz Bachelor of Science Occupational Safety and Environ. Health USA |
Felipe H. Gomez Hernandez Master of Business Adm inistration Marketing USA |
Chanda Patrick Chanda Doctor of Business Adm inistration Business Administration and Finance Zamb ia |
Charity Mulenga Mwango Bachelor of Healthcare Adm inistration Healthcare Administration Zamb ia |
Miyanda Haanzuki Mudenda Bachelor of Business and Economics Accounting Zamb ia |
Linous Munsimbwe Doctor of Agricultural Science Agricultural Science Zamb ia |
Paul Odilon Chibwe Masebe Master of Public Health Global Health Zamb ia |
Michael Manga Doctor of Business Adm inistration Business Administration Zimb abwe |
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Introduction
This article describes the
lifesaving initiatives that have
been brought about to infants
that are born from HIV positive
mothers and they have also
seroconverted as positive. In
Malawi and around the Sub-
Saharan Africa there is still a
good number of infants that
are identified as HIV positive
through testing at 2 weeks. Malawi’s
Early Infant Diagnosis
(EID) program provides DNAPCR
testing to infants born to
HIV positive mothers, in order
to quickly diagnose and initiate
children who require anti-retroviral
therapy (ART). Without
ART, infants who acquire HIV
in the first months of life are
likely to die before reaching the
age of two years. Malawi began
its program in 2007, testing
1,507 children in the first year.
Since then, the program has
tested over 100,000 children
and provided diagnoses for
more than 40,000 children
in 2017 (EID SOP 2018). This
program has also helped early
identification of infants that
are positive and linking them
to care.
Background
Malawi is one of the countries
that has adopted the
UNAIDS 90-90-90 strategy.
This has also been stipulated
in the 2015-20 National Strategic
Plan for HIV and AIDS.
The initiative to be described
in this article, is tackling the
second 90 of the strategic
plan, thus making sure that
there is early identification
of positive infants as well as
linking them to care. Access to
life-prolonging ART treatment
is one of the primary goals in
early infant diagnosis of HIV
programs, as early diagnosis
and treatment initiation significantly
reduces morbidity
and mortality.
The issue of early infant
diagnosis tracking came
about because between Q4
2014–Q3 2015, 1,108 infants
who were identified as HIV+
via DNA-PCR in Malawi, 697
(63%) were not initiated on
ART. These HIV+ infants need
to be initiated on life-saving
ART immediately, as 50% of
HIV+ infants do not survive
past the first two years. Due
to long wait times for results to be delivered back to a facility
these children become lost
to follow up. There are a lot
of reasons that contributed
to these infants not initiated
on ART.
1. Long turnaround time;
results take a long time,
sometimes 4 months from
sample collection to result
delivery at facility.
2. Poor record keeping; healthcare
workers do not always
keep the sample registers up
to date.
3. Poor linkage to ART; there
is rarely active follow up by
health care workers to communicate
results and ensure
HIV positive infants are
initiated on ART.
4. Samples are sometimes lost
on the way to the lab and
results are lost on the way
back from the lab.
All these problems resulted to
some children dying before
results are delivered back to
the facility or communicated
to the caregiver.
Method
To address all the above
challenges, a system was
created to record all DBS (dry
blood spot) samples from
exposed infants, track results
and linkage to care of HIV+
infants. This system was set
up to complement the existing
system that is already in place.
The tracking system
involves health care workers
to send in an SMS (text
message) when they collect
a sample, or receive a result,
communicate the result to the
caregiver and when applicable
initiate HIV+ infant on
ART (anti-retroviral therapy).
The goal for the tracking
system is to report the status
of all infants who had a
sample collected, to confirm
the sample result delivered to
caregiver, to improve turnaround
time of sample results
and to initiate antiretroviral
therapy on all infants with
positive results.
How the system works
The health care worker at
the facility notifies the system
by sending SMS (text message)
that sample has been collected.
The next step is that the
sample is sent to the district
laboratory and is entered into
the system. Then the sample is
sent to the central lab where it
is run and results entered into
the system. When sample has
arrived at the central lab, the
health care worker is notified
through SMS that the sample
has arrived at the lab. When
the result is ready, the health
care worker receives SMS that
the result is ready and confirms
receipt. Lastly the health
care worker delivers result to
care giver and confirms ART
initiation (if the child is HIV
positive). All this is documented
in the patients HIV Clinic
Care card and all the registers
that are used. If the result
is HIV positive, the system
sends a reminder message to
the health worker to initiate
the infant on treatment. If the
infant has been initiated the
health care worker will send
a message to the system to
say the infant has been initiated
on care so that no more
reminders are sent. Figure 1
shows how the tracking system
works.
Conclusion
This tracking system has
not yet been rolled out to the
whole country but the initiative
proved to be very useful.
Health care workers really
liked the idea of reminders
being sent about positive results,
and results given to care
givers, this improved linkage
of infants to care and start
antiretroviral therapy. Follow
up of clients was easy and
sample tracking too. Facilities
could get feedback very
fast and results on time. The
other thing is that facilities
were able to know what is
happening to all the samples
throughout the whole process
until they receive a result. The
system improved documentation
as well, since throughout
the process everything was
recorded both in the system
and registers. As of now linkage
to antiretroviral therapy
has improved from 37% to
49%, there are other strategies
that are being considered to
improve the coverage to at
least 61%.
We hear about the world
and notice that people
refer to different concepts.
What about the world concept?
We live in a society that
uses more technology every
day; communications are made
in less time and the information
is more and more without
checking what they say.
We say that we live in the
knowledge society, in the
information society and in
globalized commerce and that
there is abundance.
Voices are heard that we
must have a global culture and
unique legislation.
What happens to us as human
beings living in a world
like the one we describe?
Nature is our source of life.
There is the social world because
we interact with others.
There is the world of
science.
There is the world of the
economy because we have to
know what income we have to
know how much we can spend
on the goods we need.
It is in the world of the
economy: health, housing and
education.
What do human beings do
with all those worlds in which
we have to live?
But there is more: world organizations
such as the World
Bank (WB) or The United
Nations Organization (UN),
in their reports have different
data. World wealth is owned
by only 10% of the population;
there are serious problems of
unemployment even in developed
countries.
Education is not what many
countries say they have because
the reports of the United
Nations Educational, Scientific
and Cultural Organization
(UNESCO) have low rates of
schooling and also those who are supposed literate don’t
understand what they read:
they can't read; they are called
functional illiterates.
Hence the UNESCO Program
for Sustainable Development.
The United Nations Educational
and Scientific Organization
(UNESCO) was created at
the request of two of the UN
member countries following
the situation generated by
World War II. Those countries
were the United Kingdom and
France who convened a conference
that was held November
1 – 16, 1945.
After discussing projects
and proposals from countries
belonging to the UN, the
Conference determined the
creation of a United Nations
Educational, Scientific and
Cultural Organization whose
headquarters would be in
Paris. On November 16, 1945, in London, UNESCO was created.
The minutes attesting to
the foundation of the organization
were written in English
and French.
Among the articles of the
constitutive act is that being a
member of the United Nations
gives the right to belong to
UNESCO, in the same way that
members who are suspended
from the UN will be automatically
suspended from
UNESCO.
Educational, scientific and
cultural organizations may belong
to UNESCO at the request
of the Member States; Atlantic
International University (AIU)
belongs to the Organization
through UNESCO Clubs.
Today, UNESCO is working
for the well-being of world
society in the 2030 Sustainable
Development Agenda.
This program arises from the
70th UN General Assembly
that was held in New York in
September 2015.
The Objectives of the 2030
Sustainable Development
Agenda are:
1. End of poverty.
2. Zero hunger.
3. Health and well-being.
4. Quality education.
5. Gender equality.
6. Clean water and sanitation.
7. Affordable and non-polluting
energy.
8. Decent work and economic
growth.
9. Industry, innovation and
infrastructure.
10. Reduction of inequalities.
11. Sustainable cities and
communities.
12. Responsible production
and consumption.
13. Action for the weather.
14. Underwater life.
15. Life of terrestrial
ecosystems.
16. Peace, justice and solid
institutions.
17. Alliances to achieve the
objectives” UNESCO (2015)
What this Agenda demonstrates
is that the world is not
what those who market everything
tell us.
That is why we say in our
heading: “The world we bring
with us”.
What world is that we build in our minds?
With the misinformation
that
surrounds us and
the pressures of
reality that we do
not know: what
world is it we
bring?
With the world
of misinformation
we build our life.
Is it possible to
be happy like this?
It seems not.
What do we
have to do?
We have to
study and read
documents from reliable sources.
You have an online university,
Atlantic International University
(AIU) that allows you to
have a working life and study;
an educational institution that
belongs to UNESCO and at the
same time that you study you
know the world in which they
make us live and the world that
we all have to build
What world is it you bring?
Will you be happy in the
world they sell us? The answer
after reading this article is no.
What do you have to do?
You have to start building a
world in which you know reality
and build your well-being
and the others, which will also
be your well-being and therefore
your happiness now; as
we said in the number before
this document: you have to be
happy now; not to see when it
will be.
To be happy you have to
know, what world do you want
to bring?
Do we know the
world we bring, or
know the world that
they sell us?
It will depend on
you, what world do
you want to bring?
It will depend on
you, what world do
you want to live in?
BIBLIOGRAPHY. Constitución de la UNESCO. Retrieved from
https://info.jalisco.gob.mx/sites/default/files/leyes/
Constituci%C3%B3n%20UNESCO.pdf | Naciones Unidas, Home
page. http://www.un.org/es/index.html | Organización de las
Naciones Unidas para la Educación, la Ciencia y la Cultura
(UNESCO), Home page. https://es.unesco.org/about-us/introducingunesco
| UNESCO Agenda 2030 - Desarrollo Sostenible. Retrieved
from http://www.unesco.org/new/fileadmin/MULTIMEDIA/
FIELD/Hanoi/2030_Brochure_SP.pdf | UNESCO – Objetivos de
Desarrollo Sostenible. Retrieved from https://es.unesco.org/sdgs
There’s an old saying, “You learn something every
day.” In my opinion, the best study tip of all study tips
is to study every day. Why would I say this? There are
6 reasons:
1. Studying every day shows your passion. You wake
up in the morning with questions that you want to
answer. Then you study to find the answer. Then
you go to sleep at night wondering about the deeper
knowledge that you gained. To be so present and inspired
by your search for knowledge shows passion.
2. At night, your brain assimilates new knowledge
while you sleep. So, if you study only one day a
week, your brain only has one night a week to assimilate
knowledge. Yet, even you study 5 minutes
every day, your brain is actually able to assimilate
more knowledge.
3. When your brain assimilates knowledge better,
you will be able to write your assignments faster
and easier, because your brain is better prepared to
express the knowledge and analyze the knowledge.
4. Gaining knowledge is like breathing and eating.
These are things that we do every day. Gaining
knowledge is part of the purpose of life. Ultimately,
we want to develop wisdom and understanding.
Knowledge is the basis of wisdom.
5. Studying gives you surprises. When you experience
new knowledge, it is a surprise that allows your consciousness
to open even more. Studying gives you a
gift every day.
6. Studying every day develops discipline, such that
you develop a strong control over your knowledge.
You remember the knowledge easier. If you only
study one day a week, it is easier for your brain to
forget the knowledge. Ultimately, you want control
over your knowledge and to remember it when you
need it.
Reading through these reasons, you can see strong
benefits to studying every day, even 5 minutes a day.
You know what to do now.