This is a sample description for education. For the purpose of testing I will use the word EducationEducationEducationEducation.

Education

This is a sample description for Children. For the purpose of testing I will use the word Childrenchildrenchildren.

Children

swadeep india

Health is the level of functional and metabolic efficiency of a living organism. The World Health Organization (WHO-2006) defined human health in its broader sense as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity”. Health, or health and well-being, are also includes a supportive environment, personal security, freedom of choice, social relationships, adequate employment and income, access to educational resources, and cultural identity. Over the last decade, health promotion practitioners have increasingly been asked to think about the relationships between humans and the environment in terms of ecosystems and to adopt an ‘ecological’ approach to health promotion with the environment an integral part of human development. Hygiene is a set of practices performed to preserve health. According to the World Health Organization (WHO), “Hygiene refers to conditions and practices that help to maintain health and prevent the spread of diseases. Hygiene is a concept related to cleanliness, health, and medicine. It is as well related to personal and professional care practices. In medicine and everyday life settings, hygiene practices are employed as preventative measures to reduce the incidence and spreading of disease. Hygiene practices vary, and what is considered acceptable in one culture might not be acceptable in another. In the manufacturing of food, pharmaceutical, cosmetic and other products, good hygiene is a critical component of quality assurance. The terms cleanliness and hygiene are often used interchangeably, which can confuse. In general, hygiene refers to practices that prevent the spread of Health, Hygiene, and Sanitation 45 disease-causing organisms. Cleaning processes (e.g., hand washing) remove infectious microbes as well as dirt and soil and are thus often the means to achieve hygiene. 
 Mass awareness campaigns will be conducted in the suggested area under this project. Under this Mass awareness campaign, a public awareness campaign will be run by bringing together the leaders and locals of the designated area. Under this, masks and sanitizers will be distributed among the locals. Also, personal hygiene kits will be distributed to school-going children. Cluster-wise workshops will be organized for the capacity building of ICDS department Supervisors and Anganwadi workers of pre-primary education, health, and wellness of children. Also, coordination with the local health and wellness department will provide information on the health and well-being of children and parents in different areas. Locals will be made aware of government schemes related to health, hygiene, and sanitation in the local area. 
 The behavioural change will take place in the daily activities keeping in view the hygiene and health of Anganwadi children and school children. This will inculcate good habits in children and students regarding health and hygiene. Also, there will be awareness among the parents of the children and other locals about the health, hygiene, and education of their children. The participation of parents in the education of children will also increase. Efforts to disseminate information about government schemes related to health, health, and education to the locals will encourage the locals to become beneficiaries of the government scheme.

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Community Health Development and Implementation

Elementary education is the foundation of knowledge, it includes the very initial elements of knowledge and information which are served and taught to the children. A child is like a blank paper during the childhood and during this time the human mind is in its super active stage it is also been scientifically proven that till the age of 5 years the mind of the child is fully developed. Thus, it is very important to know that during the first five years, the child should be given and taught best of the knowledge and information. The first five years are also very crucial as all the psychomotor skills, cognitive, emotional, social and learning skills of the child are developing at their best. It is the biggest responsibility of parents as well as of the teachers that they provide the growing up children an accurate and truthful knowledge, they should not hinder the curiosity factor and spirit to explore in the child.  
 The personnel involved with the ICDS centers at the village level are the foot soldiers to ensure that children in the age group 3 to 6 years receive Nutritional support and also gain some preprimary education. Though the former is what they are diligently involved with, it is seen that if efforts are made to help the AWW and AWH with adequate preprimary pedagogy and if they are supported with educational aids, they will be able to carry out some preprimary educational activities with the children. It is often seen that parents and children reach out to these centers only to receive the nutritional support as their conceptualization often is of these centers providing the meals to children. It is often the understanding that educational efforts for the children would begin with them being admitted in the primary schools. Efforts carried out by SWADEEP at several locations in Gujarat.  
 The outcome of ECE is school readiness which refers to certain specific skills and concepts which if developed well in children in the early preschool years help them to enhance their social competence, adjust better in school and learn the skills of literacy and numeracy more effectively and in a more sustained manner. School readiness encompasses development in five distinct but interconnected domains·        physical well-being and motor development; ·        Social and emotional development; ·        Approach to learning; ·        Language development; ·        Cognitive development; and general knowledge.

Pre School Project

In many states across India, children have just moved into a new class. The excitement of a new school year is still in the air. New textbooks are being distributed; notebooks and stationery are being bought. Summer vacations have begun. On the eve of these new beginnings, hopes run high for all that children will learn in another year of school. But how much can we expect that they’ll actually learn? All current available data on student achievement suggest children are performing far below the level that is expected of them. Take a typical standard five class. The estimates from the oft quoted Annual Status of Education Report (ASER) 2012 suggest that of all rural children enrolled in standard five, only half can fluently read text from a standard two textbook. In arithmetic, only half of all standard five children can do a basic two-digit subtraction problem with the arithmetic operation of borrowing—a skill that is expected in standard two. Of the children who have these basic skills, many have higher-level capabilities too. But for the half who have reached the fifth standard and do not have the fundamental skills of reading or arithmetic, there are very serious risks of not gaining much from continuing in school and completing eight years of schooling. 
 SWADEEP’s approach to bridge basic learning deficit covers the state’s curricular objectives, for primary grades, in Language and Math and is run by youth volunteer teachers from the community/neighbourhood of the school. These volunteer teachers are specially trained and supported to achieve the desired outcomes. The package comprises of:<ul><li>·       A one-year instructional plan, divided into two six months packages </li><li>·       Orientation and training of the volunteer teachers and school teachers </li><li>·       A defined set of teaching strategies and TLM for Language &amp; Math </li><li>·       Classroom organisation and transaction designed for effective learning outcomes</li><li>·       Continuous assessment (baseline and final assessment, along with monthly progress report)</li><li>·       Continuous enhancement of ASPIRE’s Resource teachers’ skills through on-the-job training </li><li>·       Weekly Review and Monitoring of classes and tracking of the individual child. </li></ul>The whole process exposes children to multiple sources of learning and steers them towards self-directed learning. It helps children use a variety of learning materials and sources, not remaining confined merely to text-books. 
 <ul><li>·       Improved learning achievements of children having major learning deficits, especially in language and mathematics. </li><li>·       Children able to make use of the inputs provided to them by the regular teachers in their classrooms, and moving towards self-directed learning </li><li>·       With the bridging of the learning gap, increased self-confidence in children, leading to their improved participation in classroom activities as well as retention in schools.</li></ul>

LEARNING RESOURCE CENTER

This is a sample description for Disaster Relief. For the purpose of testing I will use the wordDisaster ReliefDisaster ReliefDisaster Relief.

Disaster Relief

‘Tauktae’ cyclone that hit the coast of Gujarat on May 17th 2021 has caused terrible devastation. The cyclone has wreaked havoc in 6 districts. The most affected districts are Gir-Somnath, Amreli and Bhavnagar,Gujarat-INDIA. The cyclone struck in the Rajula-Jafarabad panth of Amreli district(Gujarat).Massive pre-preparations were made by the administration here and people from the coastal villages were evacuated from the morning and 21,500 people were shifted to safer places. Yet a large number of people refused to leave their homes. However, a cyclone in the Arabian Sea shook the Rajula Jafarabad block badly. The storm hit here late at night with full force. By morning, the cyclone had caused severe damage in the area. The sea here also became very rough. The amount of damages caused to sea-belt villages and household of these communities is very bad.Amreli district was hit by a devastating cyclone after 25 years. Following the cyclone.Local vcommnities are homeless in the current situation, people have no food, no clothes, no drinking water and no electricity. 
 Mission of Swadeep is to work for the empowerment of vulnerable communities in under-serviced areas with a special focus on Children &amp; Women. Swadeep has been working in the saurashtra region of Gujarat since past 10 years now. In Rajula and Jafrabad block we have been working with a team of 20 people who are continuously working with these communities since past 5 years. 14 teachers are dedicatedly worked staying amongst these villages of Rajula, hence organisation’s rapport with the community has been deep routed established. Swadeep Sanstha coordinates the survey work at the ground level with the coordination of government and other social organizations. Apart from this, working with social organizations for raising funds for the basic necessities of life for the locals, distribution of essentials like ration kits, solar light, drinking water.Arrangements have been made for transportation and distribution from Swadeep to deliver this relief material to the locals. 
 We found that aspirations make up an important dimension of citizens’ well-being.The devastation significantly lowered victims’ aspirations. The cyclone not only washed away homes and businesses; they also washed away victims’ goals for the future.Given the current situation, if the locals get the essential needs of life on a regular basis, they will automatically win along with other situations.Efforts will be made to return to normal life in the local villages which have been badly affected by the hurricane. Relief materials received by donors and others partners organisation will be distrubuted to locals and their family on regular basis.The financial resources raised by Swadeep Sanstha will help in the livelihood of the locals who are currently living in a state of homelessness.

Disaster Relief Supplies Support

Swadeep (Swadeep Shikshan Vikas Sanstha) was established in 2005, focusing on sustainable and integrated development of the vulnerable, with a special focus on children and women. The organization emphasizes transparency, accountability, community mobilization, participation, and ownership. Swadeep working with a team of committed people aims to secure integrated development through people’s participation. The key areas identified for interventions include preprimary, primary, and secondary education, Career guidance, health, safety, skills, livelihoods, Rural/Urban Poverty Alleviation and Infrastructure Development and capacity building for communities. Swadeep provides support to women in strengthening their livelihoods and skills. Also, we conduct awareness programs in the areas of education, Health and Safety, parents workshop, behaviour-based training, youth Empowerment, environment, water and Sanitation management practices, and sustainable development. Our efforts have developed lasting association with government, non-government, and corporate organizations as also with the communities and groups with whom we have worked.Vision: Improved social service delivery to enable disadvantaged communities to become self-reliant and emerge out of the clutches of poverty.Mission: To work towards the empowerment of vulnerable communities in the under-serviced area with a special focus on children and women.

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Kalyan Dangar

Swadeep Shikshan Vikas Sanstha

This nonprofit is registered as a charitable trust under section 12A of India's Income Tax Act, 1961.

This nonprofit is registered under section 80G of India's Income Tax Act, 1961. This means you can deduct 50% of the donation you made through your tax return.

This nonprofit is registered under Foreign Contribution Regulation Act (FCRA), 2010. This means it can accept donations from foreign nationals.

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