Behavior Change Strategy Sample Clauses

Behavior Change Strategy. There were some preliminary successes with behavior change mobilization. These included significantly increasing demand for both insecticide-treated bednets and VCT/PMTCT and increased promotion for ANC and institutional deliveries by trained TBAs. However, the general BCC strategy seemed to start with a list of information and activities to promote, rather than taking a more rigorous approach starting with the desired behaviors and defining essential information and target groups from there. As a result, project energy was dispersed over a variety of target groups (teachers, anti-AIDS clubs, PLWAs, TBAs, animators, traditional healers, and health center providers) and was concerned with providing them a wide range of information. Neither the information nor the target groups were necessarily focused on the most efficient means to achieving the desired behavior change. As mentioned in the previous sections, the lack of message focus was particularly apparent for the MNH and nutrition interventions. Similarly, the work with the traditional healers, primary school teachers, and anti-AIDS clubs is probably not directly related to project outcomes, and contributes to a general lack of focus in project activities. With respect to health education materials, the project reproduced a flip chart for each of the interventions and distributed a full set to each health center. These were nicely done and appreciated by health center staff. A duplicate set was also provided to each health center for use in the communities. Unfortunately, they were big and bulky such that they were not transported to the field, and animators did not go out of their way to come get them. There were no other health education materials available at the community level for use by the animators or TBAs in their health education activities.
View Source

Related to Behavior Change Strategy

  • Strategy As an organization without operational services (fuel, maintenance, etc.), and in consideration that the majority of potential issues come from boat maintenance whereby the boats are personal property, the predominant strategy will be the minimization of on-site waste. With this approach, the organization will have minimal potential impact on the environment and reduce regulatory risk. To accomplish this, requirements will be established by policy, periodic communications shall occur, and audits will be utilized to provide feedback for improvement.

  • STATEWIDE ACHIEVEMENT TESTING When CONTRACTOR is a NPS, per implementation of Senate Bill 484, CONTRACTOR shall administer all Statewide assessments within the California Assessment of Student Performance and Progress (“CAASPP”), Desired Results Developmental Profile (“DRDP”), California Alternative Assessment (“CAA”), achievement and abilities tests (using LEA-authorized assessment instruments), the Fitness Gram, , the English Language Proficiency Assessments for California (“ELPAC”), and as appropriate to the student, and mandated by LEA pursuant to LEA and state and federal guidelines. CONTRACTOR is subject to the alternative accountability system developed pursuant to Education Code section 52052, in the same manner as public schools. Each LEA student placed with CONTRACTOR by the LEA shall be tested by qualified staff of CONTRACTOR in accordance with that accountability program. ▇▇▇ shall provide test administration training to CONTRACTOR’S qualified staff. CONTRACTOR shall attend LEA test training and comply with completion of all coding requirements as required by ▇▇▇.

  • Problem Solving Employees and supervisors are encouraged to attempt to resolve on an informal basis, at the earliest opportunity, a problem that could lead to a grievance. If the matter is not resolved by informal discussion, or a problem-solving meeting does not occur, it may be settled in accordance with the grievance procedure. Unless mutually agreed between the Employer and the Union problem-solving discussions shall not extend the deadlines for filing a grievance. The Union ▇▇▇▇▇▇▇ or in their absence, the Local Union President, or Area ▇▇▇▇▇▇▇, or Chief ▇▇▇▇▇▇▇, either with the employee or alone, shall present to the appropriate supervisor a written request for a meeting. If the supervisor agrees to a problem- solving meeting, this meeting shall be held within fourteen (14) calendar days of receipt of the request. The supervisor, employee, Union ▇▇▇▇▇▇▇, and up to one (1) other management person shall attempt to resolve the problem through direct and forthright communication. If another member of management is present that person will not be hearing the grievance at Step Two, should it progress to that Step. The employee, the Union ▇▇▇▇▇▇▇ or in their absence, the Local Union President, or Area ▇▇▇▇▇▇▇, or Chief ▇▇▇▇▇▇▇, may participate in problem-solving activities on paid time, in accordance with Article 31, Union Rights, Section 1H.

  • Outcomes Secondary: Career pathway students will: have career goals designated on SEOP, earn concurrent college credit while in high school, achieve a state competency certificate and while completing high school graduation requirements.

  • Orientation Program The Company will allow a designated representative of the Local or Bargaining Unit up to one (1) hour per calendar month for the purpose of conducting the Communications, Energy and Paperworkers Union New Members’ Orientation Program. Such meetings will be conducted during the probationary period of employees, and will be held on Company premises. Employees participating in Orientation Program meetings during their normally scheduled working hours will not suffer loss of pay at their regular rate. Orientation Program meetings will be scheduled by Management and a Management representative may attend as an observer.