DEVELOPMENT MEANING AND DEFINITION

What is development?
Development refers to the process as a result of which along with increase in real
per capita income, there is a reduction in inequality, poverty, illiteracy and diseases
The act of developing or disclosing that which is unknown; a gradual unfolding
process, by which anything is developed, as a plan or method,

Development is positive growth improvement progress

Indications for society development living standards society

Infrastructure

Education

Health

Transportation

Economy-higher GDP per capita income

DEVELOPMENT COMMUNICATION

Development Communication, simply defined, is the use of communication to

promote social development. More specifically, it refers to the practice of
systematically applying the processes, strategies, and principles of communication
to bring about positive social change.

Development Communication, has been alternatively defined as a type of

marketing and public opinion research that is used specifically to develop effective
communication or as the use of communication to promote social development

The practice of development communication can be traced back to efforts

undertaken in various parts of the world during the 1940s, but the widespread
application of the concept came about because of the problems that arose in the
aftermath of World War II . The rise of the communication sciences in the 1950s
saw recognition of the field as an academic discipline,

The term "Development Communication" was first coined in 1972 by Nora C.

Quebral, who defines the field as
"The art and science of human communication linked to a society's planned
transformation from a state of poverty to one of dynamic socio-economic growth
that makes for greater equity and the larger unfolding of individual potential." [2]
The theory and practice of development communication continues to evolve today,
with different approaches and perspectives unique to the varied development
contexts the field has grown in.[3]
Development communication is characterized by conceptual flexibility and
diversity of communication techniques used to address the problem. Some
approaches in the tool kit of the field include: information dissemination and
education, behavior change, social marketing, social mobilization, media
advocacy, communication for social change, and participatory development
communication.
Development Communication can also be defined as purposive communication
intended for a specific target audience that allows for the translation of information
into action resulting in a higher quality of life.
Development communication is the process of eliciting positive change (social,
political, economic, moral, environmental, etc) through an effective exchange of
pertinent information in order to induce people to action

Development Support Communication:- The term can be describe as development

planning and implementation in which adequate action is taken of human
behavioral factors in the design of development project and their objectivities. It
addresses development planning and the plan of operation for implementation.
Development support communication is urgently suggested by UNESCO, UNDP
and communication scholars and practitioners worldwide

THEORIES OF DEVELOPMENT AND ITS PARADIGM

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MULTINATIONAL CORPORATIONS

A multinational corporation (MNC), also called a transnational corporation

(TNC), or multinational enterprise (MNE),[1] is a corporation or an enterprise
that manages production or delivers services in more than one country. It can also
be referred to as an international corporation. The International Labour
Organization (ILO) has defined an MNC as a corporation that has its management
headquarters in one country, known as the home country, and operates in several
other countries, known as host countries.
The Dutch East India Company was the first multinational corporation in the world
and the first company to issue stock.[2] It was also arguably the world's
first megacorporation, possessing quasi-governmental powers, including the ability
to wage war, negotiate treaties, coin money, and establish colonies.[3]
The first modern multinational corporation is generally thought to be the East India
Company.[4] Many corporations have offices, branches or manufacturing plants in
different countries from where their original and main headquarters is located.
Some multinational corporations are very big, with budgets that exceed some
nations' GDPs. Multinational corporations can have a powerful influence in local
economies, and even the world economy, and play an important role
in international relations and globalization.

MNCS AND FOREIGN AIDS

In the pursuit of a more secure, stable and sustainable world, developing countries
seek to enhance their human, institutional and infrastructure capacity. To do so
they need a solid base of technologically prepared people to effectively improve
their economies and quality of life. Such a base will facilitate the infusion of
foreign capital through attraction of multinational companies to invest in the
developing country, assist in making the most of foreign aid funds, and provide a
basis for business development by local entrepreneurs. In a coordinated approach,
UNESCO and WFEO are mounting major efforts at technical capacity building in
developing countries.
Economic development for developing countries can be effectively stimulated by
building the technical capacity of their workforce, through quality engineering
education programs. A competent technical workforce base can then provide
several paths to economic development: attraction of technically oriented multi-
national companies, who can invest effectively in the developing country once
there is a cadre of qualified local employees available; effective utilization of
foreign aid funds, and providing a legacy of appropriate infrastructure projects and
technically competent people to operate and maintain them; and small business
startups by technically competent entrepreneurs.

n the global economy of the 21st Century, engineers play a key role in overall
economic development for countries and regions. In the well developed countries,
the role of the engineer is well understood and utilized. In much of the developing
world, however, the available pool of engineering talent is typically below critical
mass and economic development and even important basic societal needs that
rely on engineering such as clean water supply and sanitation lack the technical
talent to address them.

Technical capacity building efforts aim at developing a sufficient pool of well

educated and certified engineering graduates in developing countries to effect three
desirable outcomes:

Technical capability is needed for developing countries to engage

effectively in the global economy; direct foreign investment, international
trade, mobility of engineers, and the flow of work to countries with cost-
effective talent will result.

Indigenous science and technology capacity is needed to insure that

international aid funds are utilized effectively and efficiently for initial
project implementation, for long-term operation and maintenance, and for
the development of capacity to do future projects. And a sufficient pool of
engineers can enable a developing country to address the UNs Millennium
Development Goals effectively, including poverty reduction, safe water and
sanitation, etc.

In order to stimulate job formation in developing countries, a technical

workforce pool is needed, made up of people who are specifically educated
and prepared to engage in entrepreneurial startup efforts that meet local
needs
The World Federation of Engineering Organizations, through its Committee
on Capacity Building , is dedicated to assisting developing countries to engage
effectively in the global marketplace via technical capacity building.

While emphasis on health and basic relief needs must continue, there is also a
critical need to break the cycles of poverty through development of strong and
competitive economies that can relate to world markets. The building of
indigenous pools of people with quality educations in science, technology, and
engineering can help lead to economic growth and healthy economies.

n the case of India there has been a long-term effort to increase the numbers of
engineering graduates and the quality of their education. Whereas in the past, many
of these graduates sought employment outside the country, now many are returning
and newer graduates are staying to work in India in the software and design
industries, often to high-tech cities where well-paying careers and extensive
numbers of colleagues await them. The growing number of technically proficient
and well-educated specialists also has enabled India to become a prime location for
the outsourcing technical support by the worlds leading technology firms.

In China, already a major economic power, the proportion of first science and
engineering degrees to all bachelors-equivalent degrees was 59%, as compared to
about 33% in the US in 2001 (Source: Science and Engineering Indicators 2004,
National Science Foundation, National Science Board). The report opens with the
statement:

UNESCO AND THE WORLD FEDERATION OF ENGINEERING

ORGANIZATIONS

Given the strong relation between creation of a critical mass of educated and
skilled engineering and science graduates, shouldnt efforts be made to build these
capacities in Sub-Saharan African countries? This is one of the conclusions
reached by both UNESCO and the World Federation of Engineers (WFEO). The
World Federation of Engineering Organizations was founded in 1968 under the
auspices of the UNESCO in Paris and is a non-governmental international
organization that brings together national engineering organizations from over 90
nations and represents some 8,000,000 engineers from around the world. WFEO is
the worldwide leader of the engineering profession and co-operates with national
and other international professional institutions in developing and applying
engineering to the benefit of humanity.

In keeping with its mission, WFEO created its Standing Committee

on Capacity Building at the WFEO General Assembly in Tunis in 2003. The
Committee on Capacity Building held its first organizational meeting
in Washington, DC in June 2004; this meeting was supported by the U.S. National
Science Foundation. The Committee currently includes 44 members from 29
countries. At this and subsequent meetings several priority projects were identified,
including:

Engineering for the America : This project, being carried out in conjunction
with the Organization of American States, is focused on developing plans
for enhancing engineering education and practice throughout Latin
American and the Caribbean .

African Initiatives: Many of the societal, human and economic needs

identified in the Millennium Development Goals and other similar
descriptions of the situation in developing countries are present in sub-
Saharan Africa. The WFEO Committee on Capacity Building is developing
programs to address a significant subset of those needs, in areas of its
expertise. Activities will include: engineering education workshops;
development of accreditation systems; entrepreneurial training, particularly
for women; stimulation of internship programs; electronic delivery of
courses; formation of Engineers Without Borders cells; and faculty and
student exchanges.

Electronic Initiatives: The Committee on Capacity Building is organizing an

e-conference in conjunction with the American Society for Engineering
Education/Rio Colloquium scheduled for Brazil in September of this year.
The use of an e-colloquium will enable engineering educators from
developing countries who cannot typically afford to attend international
conferences to participate by submitting papers and discussion in advance of
the live meeting and then have their materials presented in summary form at
the Rio conference.

Other Activities: The Committee on Capacity Building is also working on the

following activities:

Black Sea University Network

 Gender issues

South-south interactions

Engineers without borders

FIDIC (International Federation of Consulting Engineers)

UNESCO/WFEO Expert Conference

BASIC NEEDS MODEL

The basic needs approach is one of the major approaches to the measurement
of absolute poverty. It attempts to define the absolute minimum resources
necessary for long-term physical well-being, usually in terms of consumption
goods. The poverty line is then defined as the amount of income required to satisfy
those needs.

In the development discourse, the basic needs model focuses on the measurement
of what is believed to be an eradicable level of poverty. Development
programs following the basic needs approach do not invest in economically
productive activities that will help a society carry its own weight in the future,
rather it focuses on allowing the society to consume just enough to rise above the
poverty line and meet its basic needs. These programs focus more on subsistence
than fairness. Nevertheless, in terms of "measurement", the basic needs or absolute
approach is important. The 1995 world summit on social development in
Copenhagen had, as one of its principal declarations that all nations of the world
should develop measures of both absolute and relative poverty and should gear
national policies to "eradicate absolute poverty by a target date specified by each
country in its national context.

INDICATORS OF DEVELOPMENT

Five indicators of development

The Kelburn Workshop began with a discussion on the nature of economic and
social development. It reached a broad consensus on five priorities:
 Literacy, education, and skills (literacy, education, training and skills, and
opportunities for all members of society to increase their capacities) The
availability and level of education is an indicator in its own right; it also
contributes to increased individual and social choice, and is a prerequisite
for better democracy and governance.
Health (life expectancy, maternal and infant mortality, quality of life, and
the levels of health care available in situations of morbidity) Physical
health and well-being are basic requirements of stable population growth
and the ability to function more effectively on a regular basis.
Income and economic welfare (high levels of employment, high incomes
per capita, and increased gross national product, with appropriate corrections
for environmental protection and for income equity) Personal savings and
investment to support structural change are important.
Choice, democracy, and participation (participation in social and
economic affairs, with fair economic rewards, the availability of reasonable
choice, and participation in the democratic process) The political process
can enable or inhibit development. The importance of good government and
appropriate democratic institutions to articulate social goals cannot be over-
emphasized. Participants were not greatly concerned with the formality of
these organizations, but were much more interested in their effectiveness in
serving social goals.
Technology (the capacity to develop technological innovations and to make
technological choices) Few countries are capable of radical innovation as
R&D becomes more expensive and complicated. For these countries, a more
appropriate indicator is the capacity, in terms of know-how and wealth, to
make the appropriate choice between competing technologies and to develop
or adapt technology to fit their own needs.

Cultural indicators are also obviously important, but can be problematic. They are
difficult to quantify, and there is little consensus about which cultural values
actually support development. OECD countries exhibit varying attitudes and
approaches to support learning, innovation, wealth creation, and social
development. There are similar differences found in developing countries.

Global media and the development story

An introduction

High in the Peruvian Andes, an unexpected and severe February frost wipes out the
potato crop of hundreds of farm families toiling at an elevation above 8,000 feet.
The farmers have no safety net; theyve lost not only their current crop but their
seeds for the next growing season as well. I am crying as if one of my own
children died, one farmer says, tears streaming down her face.

As a visitor, I am surprised by what comesor rather, doesnt comenext. The

news does not get out. No one knows whats happened. The
farmers are mostly illiterate, they possess no radio stations or newspapers, and the
Internet remains alien. Journalists rarely talk to them, either. Even their own
government makes no announcement after learning of their emergency.

The plight of the Andean farmers, devastated by unexpected weather and now
facing malnutrition as well as the difficult task of obtaining seeds for next years
potato crop, presents a classic problem in communication about development. The
Peruvian farmers, voiceless, essentially dont exist. Though their country posted
rapid economic growth last year, approaching an impressive 10 percent, these
Andean subsistence farmers remain one bad day away from the worst kind of
food insecurity.

Their story has yet to make news in Peru and almost surely never will.
The plight of these poor farmersand how the media should go about telling their
story and many others like itis the subject of this essay.
How best, in short, can the media cover development?

The issue of development is one of the most divisive of our time. Development for
whom? Privileged elites? The mass of poor? The striving
middle classes? And development at what cost? Should it come at the expense of
the environment, so that rapid economic growth lays the seeds for future
catastrophes? Is development essentially economic or human? Is it best measured
by the health and education of people?
The market for corporate equities? Employment?

IssuThere are a number of important issues that have been debated throughout the
history of developmental psychology. The major questions include the following:
Is development due more to genetics or environment? Does development occur
slowly and smoothly, or do changes happen in stages? Do early childhood
experiences have the greatest impact on development, or are later events equally
important?
Nature vs. Nurture

The debate over the relative contributions of inheritance and the environment is
one of the oldest issues in both philosophy and psychology. Philosophers such as
Plato and Descartes supported the idea that some ideas are inborn. On the other
hand, thinkers such as John Locke argued for the concept of tabula rosaa belief
that the mind is a blank slate at birth, with experience determining our
knowledge.

Today, most psychologists believe that it is an interaction between these two forces
that causes development. Some aspects of development are distinctly biological,
such as puberty. However, the onset of puberty can be affected by environmental
factors such as diet and nutrition.

Early Experience vs. Later Experience

A second important consideration in developmental psychology involves the

relative importance of early experiences versus those that occur later in life. Are
we more affected by events that occur in early childhood, or do later events play an
equally important role?

Psychoanalytic theorists tend to focus upon events that occur in early childhood.
According to Freud, much of a childs personality is completely established by the
age of five. If this is indeed the case, those who have experienced deprived or
abusive childhoods might never adjust or develop normally.

In contrast to this view, researchers have found that the influence of childhood
events does not necessarily have a dominating effect over behavior throughout the
life. Many people with less-that-perfect childhoods go on to develop normally into
well-adjusted adults.

Continuity vs. Discontinuity

A third major issue in developmental psychology is that of continuity. Does change

occur smoothly over time, or through a series of predetermined steps? Some
theories of development argue that changes are simply a matter of quantity;
children display more of certain skills as they grow older. Other theories outline a
series of sequential stages in which skills emerge at certain points of development.
Most theories of development fall under three broad areas:
 1. Psychoanalytic theories are those influenced by the work of Sigmund Freud,
who believed in the importance of the unconscious mind and childhood
experiences. Freuds contribution to developmental theory was his proposal
that development occurs through a series of psychosexual stages.

Theorist Erik Erikson expanded upon Freuds ideas by proposing a stage

theory of psychosocial development. Eriksons theory focused on conflicts
that arise at different stages of development and, unlike Freuds theory,
Erikson described development throughout the lifespan.

2. Learning theories focus on how the environment impacts behavior.

Important learning processes include classical conditioning, operant
conditioning, and social learning. In each case, behavior is shaped by the
interaction between the individual and the environment.

3. Cognitive theories focus on the development of mental processes, skills, and

abilities. Examples of cognitive theories include Piaget's theory of cognitive
development.

Abnormal Behavior vs. Individual Differences

One of the biggest concerns of many parents is whether or not their child is
developing normally. Developmental guidelines chart the age at which certain
skills and abilities emerge, creating concern when a child falls slightly behind
the norm. While developmental theories have historically focused upon
deficits in behavior, focus on individual differences in development is
becoming more common.

Psychoanalytic theories are traditionally focused upon abnormal behavior, so

developmental theories in this area tend to describe deficits in behavior. Learning
theories rely more on the environment's unique impact on an individual, so
individual differences are an important component of these theories. Today,
psychologists look at both norms and individual differences when describing child
development.

Media Development
UNESCO helps to strengthen the capacities of communication institutions, to
improve the training of media professionals and to raise awareness among the
public in making best use of communication resources.

Particular attention is given to:

Training for media specialists, particularly women journalists, in developing

countries.

Strengthening news agencies, public service broadcasting and community

media in developing countries.

Assisting media in improving the quality of their local contents by providing

training, production and distribution opportunities.

Training in media literacy for users, particularly children and youth.

For the last twenty years, the International Programme for the Development of
Communication (IPDC) has played a key role in financing media development
projects all over the world.

Community Media

Public Service Broadcasting

UN Agencies and Communication for Development

Wiki on the Journalism Education Curricula

Goals

Goal 1: Eradicate extreme Poverty and Hunger

Target 1A: Halve the proportion of people living on less than $1 a day
o Proportion of population below $1 per day (PPP values)
o Poverty gap ratio [incidence x depth of poverty]
o Share of poorest quintile in national consumption
Target 1B: Achieve Decent Employment for Women, Men, and Young
People
o GDP Growth per Employed Person
 o Employment Rate
o Proportion of employed population below $1 per day (PPP values)
o Proportion of family-based workers in employed population
Target 1C: Halve the proportion of people who suffer from hunger
o Prevalence of underweight children under five years of age
o Proportion of population below minimum level of dietary energy
consumption

Goal 2: Achieve universal primary education

Target 2A: By 2015, all children can complete a full course of primary
schooling, girls and boys
o Enrollment in primary education
o Completion of primary education
o Literacy of 15-24 year olds, female and male

Goal 3: Promote gender equality and empower women

Target 3A: Eliminate gender disparity in primary and secondary

education preferably by 2005, and at all levels by 2015
o Ratios of girls to boys in primary, secondary and tertiary education
o Share of women in wage employment in the non-agricultural sector
o Proportion of seats held by women in national parliament

Goal 4: Reduce Child Mortality Rate

Target 4A: Reduce by two-thirds, between 1990 and 2015, the under-
five mortality rate
o Under-five mortality rate
o Infant (under 1) mortality rate
o Proportion of 1-year-old children immunised against measles

Goal 5: Improve maternal health

Target 5A: Reduce by three quarters, between 1990 and 2015,

the maternal mortality ratio
o Maternal mortality ratio
o Proportion of births attended by skilled health personnel
Target 5B: Achieve, by 2015, universal access to reproductive health
o Contraceptive prevalence rate
o Adolescent birth rate
 o Antenatal care coverage
o Unmet need for family planning

Goal 6: Combat HIV/AIDS, malaria, and other diseases

Target 6A: Have halted by 2015 and begun to reverse the spread
of HIV/AIDS
o HIV prevalence among population aged 1524 years
o Condom use at last high-risk sex
o Proportion of population aged 1524 years with comprehensive
correct knowledge of HIV/AIDS
Target 6B: Achieve, by 2010, universal access to treatment for
HIV/AIDS for all those who need it
o Proportion of population with advanced HIV infection with access to
antiretroviral drugs
Target 6C: Have halted by 2015 and begun to reverse the incidence
of malaria and other major diseases
o Prevalence and death rates associated with malaria
o Proportion of children under 5 sleeping under insecticide-treated
bednets
o Proportion of children under 5 with fever who are treated with
appropriate anti-malarial drugs
o Prevalence and death rates associated with tuberculosis
o Proportion of tuberculosis cases detected and cured under DOTS
(Directly Observed Treatment Short Course)

Goal 7: Ensure environmental sustainability

Target 7A: Integrate the principles of sustainable development into

country policies and programs; reverse loss of environmental resources
Target 7B: Reduce biodiversity loss, achieving, by 2010, a significant
reduction in the rate of loss
o Proportion of land area covered by forest
o CO2 emissions, total, per capita and per $1 GDP (PPP)
o Consumption of ozone-depleting substances
o Proportion of fish stocks within safe biological limits
o Proportion of total water resources used
o Proportion of terrestrial and marine areas protected
o Proportion of species threatened with extinction
 Target 7C: Halve, by 2015, the proportion of people without sustainable
access to safe drinking water and basic sanitation (for more information
see the entry on water supply)
o Proportion of population with sustainable access to an improved water
source, urban and rural
o Proportion of urban population with access to improved sanitation
Target 7D: By 2020, to have achieved a significant improvement in the
lives of at least 100 million slum-dwellers
o Proportion of urban population living in slums

Goal 8: Develop a global partnership for development

Target 8A: Develop further an open, rule-based, predictable, non-

discriminatory trading and financial system
o Includes a commitment to good governance, development,
and poverty reduction both nationally and internationally
Target 8B: Address the Special Needs of the Least Developed Countries
(LDC)
o Includes: tariff and quota free access for LDC exports; enhanced
programme of debt relief for HIPC and cancellation of official
bilateral debt; and more generous ODA (Overseas Development
Assistance) for countries committed to poverty reduction
Target 8C: Address the special needs of landlocked developing
countries and small island developing States
o Through the Programme of Action for the Sustainable Development
of Small Island Developing States and the outcome of the twenty-
second special session of the General Assembly
Target 8D: Deal comprehensively with the debt problems of developing
countries through national and international measures in order to make
debt sustainable in the long term.
Target 8E: In co-operation with pharmaceutical companies, provide
access to affordable, essential drugs in developing countries
o Proportion of population with access to affordable essential drugs on a
sustainable basis
Target 8F: In co-operation with the private sector, make available the
benefits of new technologies, especially information and
communications
o Telephone lines and cellular subscribers per 100 population
o Personal computers in use per 100 population
o Internet users per 100 Population
 Development Support Communication: DSC

The practice of Development Support Communication, DSC, is a multi-sectoral

process of information sharing about development agendas and planned actions. It
links planners, beneficiaries and implementers of development action, including
the donor community. It obligates planners and implementers to provide clear,
explicit and intelligible data and information about their goals and roles in
development, and explicitly provides opportunities for beneficiaries to participate
in shaping development outcomes. It ensures that the donor community is kept
constantly aware of the achievements and constraints of development efforts in the
field.

Development Support Communication makes use of all available structures and

means of information sharing. Therefore it is not limited to mass media alone. It
also uses both formal group and non-formal channels of communication, such as
womens and youth associations, as well as places where people gather.... markets,
churches, festivals, and meetings. But its contribution is in using these in
a systemic, continuous, co-ordinated and planned manner, to perform linkage
and enabling functions. It requires analysis of the communication environment, of
the available and needed communication competencies and resources (hardware,
software, financial and human), and clearly indicates expected results from specific
resource inputs, so as to maintain accountability.

Empowering Women

Empowerment of women is essential to achieving development objectives. The

role of women in society is influenced by a complex set of traditions, customs, and
values. Since they hardly wield any power, women face disadvantages relative to
men in all spheres of life. In addition, they are often victims of gender-based
violence that directly affects their reproductive health, and they suffer silently by
adjusting to the situations as dictated by cultural norms. In Jharkhand, 22% of
women were either beaten or physically mistreated since they were age 15. Women
living in rural areas and with low-income levels are more likely to experience
domestic violence than women living in urban areas.
There are several approaches followed to enhance the status of women and to
improve their access to and control over resources. These include (1) the financial
sustainability approach that concentrates on generation of additional income; (2)
the poverty alleviation approach that stresses improvement in the quality of life;
and (3) the empowerment approach that deals with gender inequalities and
mainstreaming gender in the developmental processes.

To improve, the status of women and empower them, the Government of India has
launched several schemes. The Balika Samriddhi Yojana (BSY) has been launched
with the specific objective of changing the community's attitude towards the girl
child. A mother of a girl child born on or after 1 5th August 1997 in a family below
the poverty line in rural or urban areas is given a grant of Rs 500. Five national
awards known as Stree Shakti Puraskar have been instituted. The awards will be
given to those who have fought for the rights of women. Several other initiatives
include establishing the National Commission for Women and Rashtriya Mahila
Kosh and setting up the National Creche Fund, Indira Mahila Yojana, Balika
Samriddhi Yojana, and the Rural Women's Development and Empowerment
Project.

The department will work in collaboration with the State Commission for
Women on issues relating to safeguarding women's rights and promoting
their empowerment.
Discrimination against women in any form in reproductive health service
delivery will be removed.
Mobilization of grass-roots women's collectives, street theatres, and local
methods of dispute resolution will be tried out to effectively deal with
violence against women.
Women's self help groups will be involved in the provision of reproductive
health services, particularly emergency obstetric care.
Linkages will be established among the various departments and projects
aiming to improve status of women, sponsored by either thee central or state
government to achieve synergy.

se the principles of effective health communication to plan and create initiatives at

all levels, from one brochure or Web site to a complete communication campaign.
Successful health communication programs involve more than the production of
messages and materials. They use research-based strategies to shape the products
and determine the channels that deliver them to the right intended audiences.

Communication alone can:

Increase the intended audiences knowledge and awareness of a health issue,

problem, or solution
Influence perceptions, beliefs, and attitudes that may change social norms
Prompt action
Demonstrate or illustrate healthy skills
Reinforce knowledge, attitudes, or behavior
Show the benefit of behavior change
Advocate a position on a health issue or policy
Increase demand or support for health services
Refute myths and misconceptions
Strengthen organizational relationships