1. Help increase protective factors and decrease risk factors of Communicable (Infectious) and
Non-Communicable Medical Conditions (Physical and Mental) through community service projects
2. Help increase protective factors and decrease risk factors of Human Trafficking
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Develop and implement community service projects to help increase protective factors and decrease risk factors of human trafficking among persons at risk (e.g. women, children, persons in recovery from mental health/substance use disorders and whom may not be receiving appropriate care, the poorest of the poor)
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Dr. Medina, whom is a proud Rotarian, developed report about Community Needs and Human Trafficking Prevention Recommendations for Rotary District 6990
Learn about Human Trafficking: Training Videos and Educational Material
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Dr. Imelda Medina is the Founder and Director of the Rotarian Public Health Fellowship
Please click HERE to join the Rotarian Public Health Fellowship Discussion Group in http://www.Rotary.org
An awesome list of Public Health and Rotarian Resources available HERE
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Dr. Imelda Medina leads the implementation of the educational campaign
A TREATY FOR GOOD TREATMENT (Un Trato por el Buen Trato)
working with the Rotarian Public Health Fellowship, Rotaract and Rotary Clubs & Programs
The goal is to empower youth through educational presentations and community service-learning projects related to the Rights of Children, so we work together to help children, their families and the community.
We share information about the Rights of Children, why they are important ,and how we can help protect and strengthen them in times of crisis such as the COVID-19 pandemic, and at all times.
Campaign Resources available HERE
We provide support to the community served by two small Chapels located in rural areas of Nicaragua:
Iglesia San Andres Terrabona Nicaragua located in the Department of Matagalpa
Capilla del Senor de la Veracruz located in Diriomo, Department of Granada
Service-Learning Opportunities for Children
and Youth (18-30 years old)
ABOUT SERVICE- LEARNING
LEARN BY DOING
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Serve, Learn and have FUN!
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An Online Service-Learning Experience
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All age groups
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Projects focus on health promotion and disease prevention
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Participants receive guidance with the community service project they would like to do.
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Whom can participate? Students in middle, high school, post-secondary and graduate schools.
Through this experience students
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Serve and learn
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Nurture their dreams
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Contribute to develop healthy communities.
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Active learning increases student performance in science, engineering, and mathematics
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Help the poorest of the poor, the most vulnerable populations
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Contribute to eliminate health disparities.
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Make an everlasting impact
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Enhance their curriculum
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Acquire knowledge/experience and skills which are important for success in school, the workplace and in the community.
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Through emphasizing reciprocal learning and reflective practice, service-learning helps students develop skills needed to be effective in working with communities and ultimately achieve social change.
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Learn about person centered care.
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Service-learning, a type of experiential learning, is an effective and appropriate vehicle for teaching public health and developing public health literacy for persons of all age groups.
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Fulfill school community service requirements
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Grow in cultural competence
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Make new friends
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Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults.
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Service-learning partnerships are collaborative, mutually-beneficial and address community needs.
Service-Learning differs from volunteering in three important ways:
1. Reciprocal benefit to students and community - Students learn as much from this experience as they do serve the community.
2. Students complete assignments that help them connect and put into practice what is learned, to find solutions to real world needs.
3. Guided and structured reflection embedded in coursework - Reflect on the importance of the experience in their lives, the community and the world.
References
Cashman, S. B., & Seifer, S. D. (2008). Service-learning: an integral part of undergraduate public health. Am J Prev Med, 35(3), 273-278. doi:10.1016/j.amepre.2008.06.012
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A, 111(23), 8410-8415. doi:10.1073/pnas.1319030111
Health, C. o. E. f. P. (2016). Accreditation Criteria, Schools of Public Health and Public Health Programs.
Mackenzie, S. L. C., Hinchey, D. M., & Cornforth, K. P. (2019). A Public Health Service-Learning Capstone: Ideal for Students, Academia and Community. Front Public Health, 7, 10. doi:10.3389/fpubh.2019.00010
Sabo, S., de Zapien, J., Teufel-Shone, N., Rosales, C., Bergsma, L., & Taren, D. (2015). Service learning: a vehicle for building health equity and eliminating health disparities. Am J Public Health, 105 Suppl 1(Suppl 1), S38-43. doi:10.2105/ajph.2014.302364
Youth.gov. Service-Learning. https://youth.gov/youth-topics/civic-engagement-and-volunteering/service-learning
COMMUNITY RESOURCES
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Refer a child in need of cardiac surgery (Refiera a un niño en necesidad de cirugía de corazón):
GIFT OF LIFE INTERNATIONAL
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Free air transportation for individuals with compassionate, humanitarian or medical needs in South Florida:
VITAL FLIGHT
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We work with Rotaract, Rotary Clubs and other community organizations in
the United States, Nicaragua and other countries.
We practice Person and People-Centered Care.
