Gender mainstreaming and gender analysis in work addressing risk reduction: Gendered analysis of capacity and vulnerability

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Understanding how gender relations shape women’s and men’s lives is critical to disaster risk reduction (DRR). This is because women’s and men’s different roles, responsibilities, and access to resources influence how each will be affected by different hazards, and how they will cope with and recover from disaster. This presentation contains help and advice on carrying out gendered CVA. This presentation is part of Oxfam GB's Gender and Disaster Risk Reduction training pack available at www.oxfam.org.uk/genderdrrpack.

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Gender and disaster risk reduction Gender mainstreaming and gender analysis in work addressing risk reduction Gendered analysis of capacity and vulnerability Gender and Disaster Risk Reduction : A training pack

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Oxfam GB, July 2011 This presentation is part of Gender and Disaster Risk Reduction: A training pack available in full from www.oxfam.org.uk/genderdrrpack

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Overview Write a 5 page, APA-formatted report that explains the responses to a global event, how issues of race, class, and gender may have affected the response, and the role of international and altruistic organizations in providing health care services related to the event. Describe barriers to receiving health care services related to the event, and explain the role of the professional nurse in providing health care services related to the global event. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Explain the factors that affect the health of communities. . Explain the response to a global event at the local and national levels. . Explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event. . Explain the role of international and altruistic organizations in providing health care services during a global event. · Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues. . Explain the role of the professional nurse in providing health care services related to global events. · Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises. . Describe barriers to health care services during a global event. · Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for a nursing professional. . Write content clearly and logically with correct use of grammar, punctuation, and mechanics. . Correctly format paper, citations, and references, using current APA style. Context According to the World Health Organization (WHO), natural disasters kill approximately 90,000 people and impact another 160 million people every year (2015). Natural disasters such as earthquakes, tsunamis, hurricanes, and wildfires not only have an immediate impact on those who live in and around the affected area, they also often have a longer-term effect on the health and well-being of those impacted. Developing countries are frequently unable to respond to natural disasters effectively and efficiently because they lack resources, infrastructure, and disaster-preparedness systems. Poor health care systems in developing countries also make these countries more vulnerable to epidemics such as the recent outbreak of Ebola in Chad, Guinea, Liberia, and Sierra Leone. According to a report from Save the Children (2015), some developing countries have less than one health care worker for every 2,000 people. Other diseases such as malaria and pneumonia account for as many as 17,000 child deaths every day (Save the Children, 2015). Nurses can provide critical skills during times of global events. Whether by volunteering directly at the site of the event or by recruiting, screening, and training other professional nurses behind the scenes, nu.

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Social capital and disaster Earlier Earlier in the course, you explored how organizations plan for population needs and necessary services by implementing needs assessment surveys. Organizations and their funders want to know that program planning is done in an efficient and fiscally responsible way. Once programs are in place and services are being rendered, they also want to know that programs are progressing toward their goals and are making positive differences in the lives of their communities (and more specifically, the population receiving program services). To do this, organizations engage in program evaluation. There are three main types of program evaluation: outcome-focused, empowerment, and outcome-focused empowerment. In outcome-focused evaluation, criteria for program success is set and evaluated by persons outside the direct program staff. Empowerment evaluation allows program staff to set and measure their own evaluation terms, and outcome-focused empowerment is a combination of the two. Each type of evaluation has its own benefits and limitations, and is more or less appropriate for various evaluation situations. In this Discussion, you will conduct research on program evaluation and evaluate the evaluation approaches found in those articles. To Prepare Using the Walden Library, locate and select a journal article published within the last 5 years that applies one of the three program evaluation approaches to a human or social services program. Consider why this type was selected and the benefits and challenges to implementing it in this particular situation.in the course, you explored how organizations plan for population needs and necessary services by implementing needs assessment surveys. Organizations and their funders want to know that program planning is done in an efficient and fiscally responsible way. Once programs are in place and services are being rendered, they also want to know that programs are progressing toward their goals and are making positive differences in the lives of their communities (and more specifically, the population receiving program services). To do this, organizations engage in There are three main types of program evaluation: outcome-focused, empowerment, and outcome-focused empowerment. In outcome-focused evaluation, criteria for program success is set and evaluated by persons outside the direct program staff. Empowerment evaluation allows program staff to set and measure their own evaluation terms, and outcome-focused empowerment is a combination of the two. Each type of evaluation has its own benefits and limitations, and is more or less appropriate for various evaluationIn this Discussion, you will conduct research on program evaluation and evaluate the evaluation approaches found in those articles. To Prepare Using the Walden Library, locate and select a journal article published within the last 5 years that applies one of the three program evaluation approaches to a human or so.

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SYSTEMATIC REVIEW Elder abuse: a systematic review of risk factors in community-dwelling elders MARK JOHANNESEN1, DINA LOGIUDICE2 1 Aged Care, Western Health, Sunshine, Victoria, Australia 2 Aged Care, Melbourne Health, Melbourne, Victoria, Australia Address correspondence to: M. A. Johannesen. Tel: 613 8345 1246; Fax: 613 8345 1806, Email: [email protected] Abstract Objective: to undertake a systematic literature review of risk factors for abuse in community-dwelling elders, as a first step towards exploring the clinical utility of a risk factor framework. Search strategy and selection criteria: a search was undertaken using the MEDLINE, CINAHL, EMBASE and PsycINFO databases for articles published in English up to March 2011, to identify original studies with statistically significant risk factors for abuse in community-dwelling elders. Studies concerning self-neglect and persons aged under 55 were excluded. Results: forty-nine studies met the inclusion criteria, with 13 risk factors being reproducible across a range of settings in high-quality studies. These concerned the elder person (cognitive impairment, behavioural problems, psychiatric illness or psychological problems, functional dependency, poor physical health or frailty, low income or wealth, trauma or past abuse and ethnicity), perpetrator (caregiver burden or stress, and psychiatric illness or psychological problems), relationship (family disharmony, poor or conflictual relationships) and environment (low social support and living with others except for finan- cial abuse). Conclusions: current evidence supports the multifactorial aetiology of elder abuse involving risk factors within the elder person, perpetrator, relationship and environment. Keywords: elders, abuse, risk factors, geriatric syndromes, older people Introduction Increasingly, elder abuse is emerging as a priority area for governments and health service providers [1]. Despite a variety of definitions, two key concepts are that elder abuse involves an act or omission which results in harm to the older person, and that this occurs within a relationship of trust [1, 2]. Subtypes are described in Box 1. Overall prevalence studies indicate that 6% of older persons in the community are likely to have experienced significant abuse in the last month [3]. Typically, however, these studies produce widely divergent estimates, influenced by definition, culture and methodological issues. Theoretical explanations draw on the family violence literature and emphasise caregiver stress in the context of dependency, abuser psychopathology, inter-generational transmission of violence, external stress and social isolation [4, 5]. These theories highlight factors associated with the elder person, perpetrator, relationship and environment. Schiamberg and Gans [6, 7] advocate a model synthesising inter-relating factors, focusing on the ageing parent and child within environments ranging from the micro system (relationshi.

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