مردی که زیاد اسراف نمی کرد

مردی که زیاد اسراف نمی‌کرد

سید علی موسوی/  [e-mail] رادیوی اتوبوس که بلندگویش درست بالای سرمان بود، اعلام کرد؛ دو نفر به اتهام کلاهبرداری و اختلاس 200 میلیارد تومان دستگیر شده‌اند و به هشت سال حبس تعزیری محکوم شده‌اند. رقم بالایی بود. چند نفری که بالای سر ما آویزان میله‌ها بودند؛ زیر لب نوچ نوچی کردند، دو سه نفری هم سرهای مبارک را روی گردن‌ها لغزشی دادند و اوج تاسف خود را ابراز کردند.  فقط جوان محترمی که کنار من نشسته بود واکنشی نشان نداد؛ چون خواب بود. پیرمردی که روی یکی از دو صندلی روبروی من و جوان خواب نشسته بود، اشاره‌ای به من کرد و پرسید: گفت دویست میلیارد تومن‌! نه؟! درست می‌گم؟ به تومن گفت!؟ گفتم: بله به تومن گفت! چشمان ریزش که مدام پلک می‌زد، از پشت شیشه‌های عینک ته استکانی‌اش چند برابر شد. دستی به صورت چروکیده‌ و ته‌ریش سفیدش کشید، دستمال چرک‌مرده‌ای از جیب کت رنگ پریده‌اش درآورد و فین محکمی حواله‌‌اش کرد. مرد میان‌سالی که کنارش نشسته بود؛ لبخندی حاکی از هم‌دلی به پیرمرد نشان داد و گفت: "می‌بینی پدرجان. اون‌وقت ما هم هستیم! هفته‌ای یه بار حموم می‌ریم که مثلاً تو مصرف آب صرفه‌جویی کرده باشیم!" سپس برای لحظه‌ای درنگ کرد. حالت آدمهایی را به صورتش گرفت که به دلیل اندوهی یا حرفی که توی دلشان مانده؛ بغض توی گلویشان گیر کرده و حلقه‌ی اشک چشمانشان را محاصره کرده است. تأمل کوتاهی کرد، انگشت اشاره و شصتش را به اندازه‌ی یک استکان کمر باریک باز کرد و نطقش را اینطور ادامه داد: "یک استکان اینقدری آب می‌خوایم بخوریم، عذاب وجدان داریم که نکنه یه وقت اسراف کنیم! اون وقت اینا میلیاردی می‌خورن؛ ککشونم نمی‌گزه! وقتی هم مثلا دستگیرشون می‌کنن، یه پولی می‌دن می‌یان بیرون. یه شبم تو زندان نمی‌مونن!" پیرمرد که داشت دستمالش را تا می‌‌کرد و به جیبش عودت می‌داد، لبخند رضایتی زد و گفت: "خب پدرجان کار درست رو شما می‌کنی. شما که این کارو می‌کنی، عوضش شب که می‌ری خونه، می‌بینی زنت خونه‌اس، بچه‌هات دور هم نشستن دارن بازی می‌کنن؛ خانومت شام درست کرده؛ می‌شینید دور هم با خیال آسوده و دل راحت یه لقمه نون حلالی که درآوردی رو می‌خورید. هیچ غم و غصه‌ای هم نداری. حداقل‌اش اینه که خیالت راحته که؛ زنت مال خودته!... اینطور نیست که وقتی بری خونه ببینی یه غربیه بغل زنت خوابیده تو رختخوابت!" جماعت آویزان میله‌ها و من و باقی کسانی که صدای حجیم پیرمرد را شنیده بودند؛ شده بودیم بمب سکوت. همه ساکت بودیم و منتظر؛ ببینیم ادامه‌ی حرف‌های پیرمرد به کجا می‌رسد. پیرمرد دست کرد توی جیب بغل کتش. سرانگشتی حساب و کتابی از محتوای جیبش گرفت و برشان گرداند سر جایش. اسکناسهایش را با یک کش پلاستیکی اسیر یک دفترچه یادداشت یا تقویم جیبی کرده بود: "... همش به خاطر همین رعایت کردناته. خیالت راحته که زنت فقط مال خودته و با هیچکی زنتو شریک نیستی!... همش هول و ولا نداری که مثلاً یه دفعه گندش دربیاد که مثلاً؛ مثل عرض می‌کنم خدمت شریفت؛ مثلاً؛ من و امثال من، مثلاً این آقا ( اشاره کرد به من) یا این آقا ( اشاره کرد به جوانی که خواب بود) با خانومت رابطه‌ی آنچنانی داشته باشیم!... اما این جماعت؛ زناشون که مال خودشون نیست باباجون! هر شب زنشون خونه‌ی یکیه! به خیال خودشون هم هست که دارن خیر سرشون پول درمیارن!... بدبختن دیگه آقا جون!... همینا هستن که این دخترایی که تو پارکا از سر و کول پسرا بالا می‌‌رن رو پس می‌ندازن دیگه!... با اینکه باباشون پول ریخته تو دست‌و پاشون، هر کدومشون هم یه ماشین دارن، ولی ماشینی که باباهه براشون خریده رو سوار نمی‌شن. میرن سر خیابون وایمیستن؛ که ماشینا براشون بوق بزنن، سوارشون کنن! حالا پول هم تو جیبشون پره‌ها! ولی عوض یه شام یا ناهار سوار ماشین یارو می‌شن، می‌رن هزار جور گ.ه زیادی می‌خورن! در مقابلش شما چی؟ شما فردا سرتو بالا می‌گیری! بچه‌هات یا دکتر می‌شن یا مهندس! سینه سپر می‌کنی که؛ ببینید بچه‌ای که من تربیت کردم اینه! نه معتاد می‌شه نه کراک می‌کشه، نه هزار جور غلط دیگه که بقیه می‌کنن!" مکثی کرد. نگاهی موشکافانه، شبیه نگاه روانشناس‌های حرفه‌ای به صورت مرد انداخت. مرد بیچاره؛ عضلات صورتش کش آمده و رنگ از صورتش پریده بود. کم کم داشت ولو می‌شد کف اتوبوس. گفت: "حالا ببینم شما واقعاً این کارو می‌کنی؟! به قیافه‌ات که نمی‌خوره این کاری که گفتی رو بکنی. این که گفتی به خاطر اینکه اسراف نشه هفته‌ای یه بار می‌ری حموم رو می‌گم... خیلی کار سختیه‌ها!... اگر واقعاً این کارو می‌کنی من باید بیام بندگی شما رو بکنم آقا... باید روزی دو ساعت بیام بهت سجده کنم!... واللا!... این کار هر کسی نیست که به خاطر دیگران از شیکم خودش بزنه! الان دیگه از اینطور آدما کم پیدا می‌شه... اوووه اون قدیما تک و توکی بود! الان نه!... گمون نکنم بتونی این کارو بکنی! می‌تونی؟! یا همینطوری یه چیزی گفتی؟ چون این کار لیاقت می‌خواد؛ اگر لیاقتشو داری که خوش به حالت! خداییش راست می‌‌گی؟! ... آقا به نظر شما درست می‌گه؟ (دوباره به من اشاره کرد)" شانه بالا انداختم: "چی بگم واللا!" رادیو داشت مصاحبه‌ی رییس راهنمایی و رانندگی را پخش می‌کرد که اعلام می‌کرد جریمه‌های تخلفات رانندگی از سال آینده دو برابر خواهد شد. هیچکس سری تکان نداد. هیچکس نوچ نوچ نکرد و سری روی گردن نچرخاند. مرد میانسالی که کنار پیرمرد نشسته بود؛ از صندلی کنده شد. صدا زد: "آقا نگه دار پیاده می‌شم!" وقتی پیاده می‌شد؛ پای جوان خواب کنار من را لگد کرد و بیدارش کرد.

جهنم بچه ها

اردیبهشت، جهنم بچه‌ها/ علی‌اکبر قاضی‌زاده

شاید دستی باشد، شاید توفانی باشد، بلکه امکانش باشد که من را یک بار دیگر به آن شب‌ها و روزهای سخت و تکرارناشدنی ببرد. نه، کاش نبرد. می‌ترسم ببرد و آن کابوس ماندگار امتحانات ششم دبیرستان، در رشته‌ی طبیعی تکرار شود. با این همه به میل تمام می‌خواهم بخشی از وجودم را نثار کنم تا دقیقه‌یی، ثانیه‌یی یا لحظه‌یی از آن عبور دشوار زمان را باز تجربه کنم. شوخی است مگر؟ تصور کن، ویرت بگیرد هر طور شده از امتحان خرداد بگذری آن هم در وضعی که هیچ کس یا به تقریب هیچ کس باور نکند که می‌شود. حالا بیشتر از 40 سال از آن روزها می‌گذرد. باور می‌کنید یا نه، هنوز هم فروردین که می‌رسد، آن التهاب، آن خستگی، آن بی‌قراری و آن سراسیمگی در گوشه‌یی از جان و یاد من سر بر می‌آورد و سر به جان من می‌گذارد. نیمسال دوم 46 به یللی و انواع مشغولیت‌ها- البته غیردرسی- گذشت. گذشت و به خوبی و خوشی به میانه‌ی اسفند رسیدم. در نمایشنامه بازی کردم، در تیم بسکتبال و فوتبال و دوی صحرانوردی مدرسه مسابقه دادم، روزنامه دیواری تدارک کردم. حالا به سلامت رسیده بودم به حاشیه‌ی سرنوشت. هم من و هم بچه‌های دیگر که باید امتحان می‌دادند. دو راه پیش پای ما بود؛ یا به همان بی‌خیالی ادامه می‌دادیم و سختی امتحان را می‌گذاشتیم برای سال بعد یا از همین حالا یک برنامه‌ی سخت را پیش می‌گرفتیم. - هستین؟ مگر می‌شد نباشیم؟ وضع طوری بود که باید خود را از مدرسه خلاص می‌کردیم تا به غرور مستقل شدن برسیم. قرار کار را غروبی، در حاشیه‌ی محله‌ی چهارصد دستگاه گذاشتیم؛ قراری برای تمام وقت 24 ساعت از یک روز. از هر روز؛ صبح زود تا ظهر، سلیمانیه- حفظ کردنی‌ها- ، عصر تا غروب، خانه‌ی یکی از ما- حل مساله و کارهای غیر حاضرکردنی- و غروب به بعد، هفتصد دستگاه و باز حفظ کردنی‌ها. چه برنامه‌ی کشنده‌یی، صبح، هنوز آفتاب پهن نشده حبیب را سر چهارراه مدنی می‌دیدم. ترک دوچرخه‌ی او می‌نشستم تا سلیمانیه؛ سلیمانیه این باغ درندشت شرقی آن روز تهران. باغی با هزاران درخت تناور و بارده توت و چند رشته قنات و کاریز. آنجا یک گله جای سایه مال هر کدام از ما بود. می‌رفتیم و می‌آمدیم، بلند برای خودمان توضیح می‌دادیم، اسم‌ها و فرمول‌ها را روی کاغذ می‌آوردیم و باز و باز و باز. می‌رفتیم و می‌آمدیم؛ آنقدر که جای پای ما شیار می‌شد و شیار می‌ماند، آنقدر که می‌توانستیم آمار پنیرک‌ها، قرنفل‌ها، قازیاغی‌ها، پونه‌ها و گل گندم‌های خودرو در کنار نهر آب را از حفظ بشماریم و کم نیاوریم. قرار این بود؛ حرف و خاطره و جوک و خوشمزگی ممنوع، هرچه می‌گوییم باید از درس باشد و کتاب. ساعت ده و نیم، حبیب جلدی می‌رفت و چهار تا نان تافتون تازه می‌گرفت و با دو سیر پنیر می‌آمد. سبزی همین بغل بود؛ ریحان و تره و تربچه و پیازچه. ای خدای هستی، چه مزه‌یی می‌داد. با این چاشت میانه‌ی روز یک عالم می‌خندیدیم. یک روز "حبیب حدادفر" از مصطفی- رعیت پدرش- پرسید؛ تو فرمول آسپیرین را بلدی؟ ماشینی جواب داد. بعد پرسید؛ حالا فرمول آسپیرین بچه‌ها را بگو، ما هم قیافه گرفتیم که چنین فرمولی در کتاب شیمی هست. طفلک مصطفی، اساسی قاطی کرد. شب‌ها هم کوچه‌های تمیز و نوساز محله‌ی بانک رهنی- هفتصد دستگاه- بود و خرخوانی شبانه؛ زیر چراغ‌های روشن و سکوتی شبه فریاد. هفتصد دستگاه را برای کارمندان میانه حال دولت ساخته بودند. هنوز نمی‌دانم آن وفاداری من به خیابان کوکب، در آن مجتمع به خاطر دنجی آن کوچه بود یا آن دو چشمی که یک بار از پشت پنجره ناگهانی گذشت. هر چه بود اینجا تبار دایناسورها را وا می‌رسیدیم، باردهی نهان زادان آوندی را، مقایسه‌ی دستگاه تنفس قورباغه‌ها و ماهیان را، فرمول پروپانولول را، اسیدهای چرب را و آلکالوئیدها را، روش محاسبه‌ی قطر دایره به کمک زاویه‌ی خروجی آن را و محاسبه‌ی استدلالی معادله‌های دو مجهولی را و... چیزی در حدود چهارهزار صفحه حفظ کردنی؛ از همه‌ی انواع؛ سه کتاب قطور طبیعی، دو کتاب چاق شیمی و فیزیک به اضافه‌ی جبر و زبان و ادبیات. چه جان کندن بی‌رحمانه‌یی، هرکدام دست کم 10 کیلو وزن کم کردیم. صورت‌ها در آفتاب سوخت و خانه و محله و بستگان دو سه ماهی ما را از یاد بردند. آنقدر در این دانستنی‌های واریته‌وار غرق بودیم که در آن چند ساعت خواب شبانه هم خواب فرمول و دایناسور و سولفید اتیلن و معادله می‌دیدیم. بارها شد که در خواب نتوانستم جواب خود را بیابم و سراسیمه بلند شدم و کتاب باز کردم. دلم فشرده می‌شود وقتی حاصل آن شیوه‌ی پرت غیرآموزشی را مرور می‌کنم. تا جایی که می‌دانم از جمعیت آن مدرسه‌ی شلوغ، فقط من و دارا توانستیم بعد از دیپلمه شدن، ادامه تحصیل بدهیم. "قدرت" همافر شد؛ مثل تعداد دیگری از بچه‌های مدرسه ما، حبیب زیر علم محرم دچار آپاندیسیت شد و پزشک کشیک بیمارستان بانک- حبیب کارمند بانک شده بود- سنگ کلیه تشخیص داد و توصیه کرد هرچه می‌شود به او آبکی بخورانند. آن همه آبکی به فضای درونی شکم رفت، عفونت کرد و آن جوان یل، پس از چند روز مقاومت تسلیم نیستی شد. حالا لازم است قسم بخورم از آن همه مرور کردنی و حفظ کردنی و نمره گرفتنی، در این 40 و چند سالی که گذشت، یک نکته نبوده که به درد زندگی و کار ما بخورد. لازم است توضیح بدهم در این چند دهه وضع آموزشی ما در مدرسه‌ها بهتر نشده، که بدتر هم شده است؟ لازم است تکرار شود که ما هنوز بچه‌ها را فارغ از استعدادی که دارند وا می‌داریم یک حجم کشنده و بی‌معنا از دانستنی‌ها را در ذهن خود بتپانند و نمره بگیرند تا بنشینند و حسرت بی‌کسی خود را بخورند؛ مثل آن روزهای ما؟ اعتماد

۱۳۸۸/۰۲/۰۸

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نه برای لقمه‌ای نان

"نه برای لقمه‌ای نان " نام کتاب معروفِ "ماتسوشیتا" بنیانگذار شرکت "پاناسونیک" است. ماتسوشیتا را درخشان‌ترین کارآفرین قرن بیستم می‌دانند. در میان کارآفرینانی همچون هوندا، "اکیوموریتا" بنیانگذار شرکت سونی1 ؛ "کیشیرو تویودا" بنیانگذار شرکت تویوتا 2 و ... امّا جایگاه ماتسوشیتا از سایر هم‌قطارانش متمایز است. او یکی از چهره‌های اصلی در هدایت معجزه‌ی اقتصادی ژاپن پس از جنگ جهانی دوم بود. محصولات شرکت "پاناسونیک" میلیاردها نفر را در سراسر دنیا صاحب لوازم برقی خانگی کرد و پیش از مرگش در سال 1989 کمتر سازمانی روی کره‌ی خاکی مشتریانی بیشتر از او داشت. konosuke matsushita ماتسوشیتا در 20 سالگی پس از چندین سال سیم‌کشی برق و در حالی که تنها چهار کلاس سواد داشت، کار خود را با "100 ین" سرمایه و با تاسیس یک کارگاه کوچک با کمک همسرش و برادر همسرش شروع کرد. پس از مدتی تولید و سعی در ابداع وسایل الکتریکی، ثبت نام تجاری با مارک " ناسیونال " را انجام داد. در 1923 در سالگرد تاسیس شرکتش یک برنامه بلندمدت 250 ساله را اعلام کرد ( 25 برنامه 10ساله ) و ... اما پس از جنگ جهانی دوم در سال 1947 به‌جای استراحت در دوران بازنشستگی، بطور کامل ورشکست شد. شرکتش را مصادره کردند و کارخانه‌هایش در دیگر کشورها نیز توسط همان کشورها، تصرف شد... داستان زندگی ماتسوشیتا به قدری زیبا، جذّاب و پر فراز و نشیب است که در ارزیابی شتابزده و کم‌‌حوصله‌ی دوستان، مجال پرداختنش نیست، اما بشنوید از پیرمردی حدوداً هشتاد ساله به نام توشیکو (Toshihiko  Kitaura) که "اکنون" مشغول طّی دوره دکترای ساخت غشا است.(!) 52 سال پیش در دانشگاه کوبه فارغ التحصیل شده است. پس از آن به مدت 45 سال در شرکت NITTOD ENCO کار کرده است. یک شرکت بسیار بزرگ که فقط در ژاپن 50 شعبه دارد. توشیکو طی مدت 45 سال در زمینه ساخت Membrane (غشا) جهت تصفیه آب فعالیت کرده است. پس از بازنشستگی مدتی در خانه بوده و به تعبیر خودش احساس بطالت می‌کند. لذا به شرکت MEISUI می‌رود و به عنوان مشاور طرح‌های آن شرکت فعال می‌شود. طی هفت سال گذشته که مشاور این شرکت بوده و از یک سال و نیم پیش تصمیم گرفت دوره‌ی دکترای خود را شروع کند.    رمز این رفتار چیست و چیست انرژی محرّک اینگونه رفتار؟ نوع نگرشِ یک انسان چگونه باید باشد و تفکّرش حول چه مداری باید در گردش باشد که این سان مثبت اندیش و مثبت گرا باشد؟ احساس خستگی در من چرا باید باشد وقتی که در این عالم خاک، این نوع نگاه تحسین برانگیز به زندگی هست. آیا نگاه ما به زندگی صحیح است؟ آیا امثال ماتسوشیتا فقط در کتاب‌ها یا افسانه‌ها بوده‌اند؟ خیر! کنار دست ما اگر نگاه کنیم، هستند و بی‌شک گردش چرخ‌های تولید، صنعت و اقتصادِ پویا برمبنای وجود این نوع نگاه است. ماتسوشیتا در "نه برای لقمه‌ای نان " می‌گوید: "من در 90 سالگی‌ام؛ ولی هر روز صبح این شعر را با خود زمزمه می‌کنم: جوانی، جوانی در دل است جوانی برای آنانکه پر از ایمان و امید هستند، جاودان است. و چالش‌های هر روز تازه را، با دلیری و اعتماد، شاد باش می‌گویند و می‌پذیرند... "سیمون"، برنده‌ی نوبل ادبیات هم جملات مسحور کننده‌ای دارد. جملاتی که چون گوهری تابنده است: " عظمت انسان در این است که زندگی خود را دوباره بیافریند؛ آن چه به او داده شده است، بازسازی کند... با کار، حیات طبیعی‌اش را ایجاد می‌کند، با دانش و با نشانه‌ها، جهان را می‌سازد؛ با هنر، در میان جسم و جانش هماهنگی به وجود می‌آورد و..." همانطور که "اقبال لاهوری" گفته است: جانی که بخشند دیگر نگیرند، مرگ است صیدی، تو در کمینی صورتگری را از من بیاموز، شاید که خود را باز آفرینی بینی جهان را خود را نبینی، تا چند جانا غافل نشینی بیرون قدم نه از دور آفاق، تو بیش از اینی تو پیش از اینی............................................................................ 1. برخلاف ماتسوشیتا،  آکیو موریتا (AKIO MORITA ) بنیانگذار سونی (در 26 ژانویه سال 1921 ) از خانواده‌ای مقتدر و متمول زاده شد. با آنکه پدرش انتظار داشت او به عنوان فرزند بزرگ خانواده پای در راه او گذارد و تجارتخانه او را در حرفه‌ی صنایع نوشیدنی اداره کند؛ اما «آکیو» از همان کودکی به وسایل الکتریکی و صوتی علاقه‌مند بــــود و می‌خواست بداند اشیاء چگونه کار می‌کنند. رویای او ساخت یک گرامافون الکتریکی بود. به همین دلیل رشته‌ی فیزیک را در دانشگاه اوساکا برگزید. موریتا در 25 سالگی و در سال 1946 شرکت خود را با نام «شرکت مهندسی مخابرات توکیو»(TOTSUKO) با 500 دلار سرمایه (190.000 ین) و 20 نفر تاسیس کرد. محل فعالیت شرکت طبقه‌ی سوم یک ساختمان نیمه مخروبه‌ی ناشی از جنگ جهانی دوم و در منطقه‌ی منهدم شده‌ای قرار داشت که تمامی دیوارهای بتونی آن شکافهای عمیق برداشته بود... داستان شکلگیری شرکت سونی نیز بسیار جذاب است اما کارِ ماتسوشیتا، کارستانی دیگر بوده است. 2. کیشیرو تویودا نیز برخلاف ماتسوشیتا در یک خانواده‌ی ثروتمند زاده شد. پدرش، ساکیشی تویودا مدیرعامل و صاحب یک کارخانه‌ی بافندگی بود. کیشیرو پس از فارغ‌التحصیلی در رشته‌ی مهندسی مکانیک از دانشگاه توکیو، در کارخانه‌ی پدر مشغول به کار شد. اما همه‌ی توجه و همت او صرف تولید موتور خودرو شد. در سال 1930 کیشیرو تحقیق بر روی موتورهای گازوئیلی را آغاز کرد و سه سال بعد بخش خودرو را در قسمت کوچکی از کارخانه‌ی ریسندگی پدر راه انداخت... در سال 1935 اولین کارخانه‌ی خودرو تویوتا آغاز به کار کرد و سال بعد لوگوی تویودا به تویوتا تغییر یافت. یک سال بعد یعنی سال 1937 شرکت "تویوتاموتور" به طور رسمی افتتاح شد. بدین ترتیب یکی از موفق‎ترین کارخانجات ریسندگی ژاپن در بین دو جنگ جهانی با تغییر گرایش، به کارخانه خودروسازی تبدیل شد. تلاش و همت کیشیرو تویودا باعث شد که از دل کارخانه پدر، کارخانه جدید تأسیس شود. محمدرضا اسلامی

۱۳۸۸/۰۱/۰۶

اچ آی وی/ایدز و آموزش

10 Advocacy Sheets

Facts & Figures

Case Studies

Glossary

Checklist

Further Reading, References & Links

Topic Finder

Dear Sir/Madam,

If you hold this information kit in your hand, you are probably a responsible mid-level or senior official in your country’s Ministry/Department of Education. You may be aware of the serious threat that HIV/AIDS poses to the whole Asia and Pacific region. But do you know what you, and your colleagues in the education sector,

could do to respond effectively to this threat?

This kit has been developed by UNESCO and UNAIDS to encourage and help you, and other education Ministry/ Department officials across the South East Asia and Pacific region, to reinforce your commitment, increase your colleagues’ awareness of the impact of HIV/AIDS, and collaborate to take action against the disease. The education system is one of the key actors working to prevent HIV/AIDS from spreading further.

This kit includes several information sheets on issues surrounding the relationship between HIV/AIDS and Education as well as a set of corresponding powerpoint slides to enable you to present the information to others. You will also find references to other sources of information and to other tools that might be of help to you when you decide to proceed with this extremely important endeavour.

There is already substantial knowledge and evidence about what education can do to prevent HIV/AIDS. Best practices need to be shared and implemented across the region. We hope that this advocacy kit will help achieve this goal.

Thank you very much for your help in fighting the epidemic.

Sheldon Shaeffer Director UNESCO Bangkok

Peter Piot, Executive Director UNAIDS

still do not know exactly what HIV/AIDS actually means. Many people still do not know how to protect themselves. And there are still widespread misconceptions about HIV/AIDS. Furthermore, there is a considerable gap between knowledge and practice; not all people practice what they have learned in theory.

In order to come up with a creative and effective response to HIV/AIDS, it is essential to have basic knowledge about the disease and the epidemic. It is also essential to master the skills needed to prevent yourself from getting HIV.

HIV is short for human immuno-deficiency virus. Once infected with HIV, a person is said to be HIV positive. However, this does not necessarily mean that they have AIDS. AIDS, or acquired immune deficiency syndrome, can take many years to develop. An HIV positive person can feel and look healthy for a long time after first becoming infected. Eventually, the virus kills or impairs more and more cells in the body’s immune system and the body loses the ability to fight off common infections and diseases. People with AIDS die from diseases that are usually not dangerous for people with healthy immune systems.

In some countries, there is medical treatment available that can slow down the rate at which HIV weakens the immune system. There are other treatments that can prevent or cure some of the illnesses associated with AIDS. As with other diseases, early detection offers more options for treatment and preventative care. However, HIV can never be cured – only its progression to AIDS can be slowed down.

HIV/AIDS does not discriminate. Everyone is vulnerable to HIV, regardless of age, nationality, or sex, and regardless of social status.

HIV, the virus that causes AIDS, is spread through four bodily fluids: blood, semen, vaginal secretions, and breast milk. The virus can only be spread from an infected person if his or her bodily fluids enter the bloodstream of an uninfected person. There are three ways of transmission:

Sex - Unprotected sexual contact with an infected partner – be it vaginal, oral, or anal - is the most common method of HIV transmission.

Blood - By sharing unsterilised needles or syringes with an HIV positive person, for example, when using drugs or in a healthcare setting, or through blood transfusions with infected blood.

Mother-to-Child - During pregnancy or birth and through breastfeeding from an HIV positive mother to her baby.

A few words about Parent-to-child

transmission...

Women can transmit the virus to their babies during pregnancy, labour and delivery, or through breastfeeding. This often reinforces stigma and discrimination against HIV+ women since the blame for infecting the child is solely put on the mother. That the mother is usually infected by the father of the child is commonly neglected. Therefore, talking about parent­to-child transmission (PTCT) rather than mother-to-child transmission (MTCT) better recognises the roles and responsibilities of of both parents in protecting themselves and their families against HIV infection.

Through air or by coughing and sneezing Through food or water Through sweat and tears By sharing cups, plates, and utensils with an infected person By touching, hugging, and kissing an infected person By sharing clothes or shaking hands with an infected person By sharing toilets and bathrooms with an infected person By living with an infected person By mosquitoes, fleas, or other insects

In 2003, 40 million adults and children were living with HIV/AIDS worldwide.

Even so, UNAIDS warns that the AIDS epidemic is still in an early phase. HIV prevalence is climbing higher than previously believed possible in the worst-affected countries and is continuing to spread rapidly into new populations in other parts of the world.

n

n

n

n

UNGASS declaration of Commitment on HIV/AIDS, 2001 paragraph 2

2 - 5% 1 - 2%

0.5 - 1%

0.1 - 0.5% 0 - 0.1% data unavailable

UNAIDS (2002) A global view of HIV infection

Asia and the Pacific are home to an estimated 7.4 million people living with HIV/AIDS, including the 1 million adults and children who were newly infected in 2003. In the past years, the situation has deteriorated rapidly in parts of the region.

has just recently started to emerge from the shadows with several serious local epidemics.

In 2003, almost 1,500 people in Asia and the Pacific died from AIDS every single day, adding up to over 500,000 AIDS deaths per year. At the same time, almost 3,000 people get infected with HIV every day. This means that the Asia Pacific region sees more than one million new infections every year.

The HIV/AIDS epidemic can spread very quickly. Low HIV prevalence rates in the general population can conceal serious epidemics in high-risk groups. Examples of high-risk groups in Asia are adolescents and youth, sex workers and their clients, drug users, men who have sex with men, mobile populations, street children, etc. These groups are more vulnerable and thus more at risk of becoming infected with HIV. Very often, the HIV prevalence is much higher in these groups than in the general population. In China, certain areas have prevalence rates higher than 70% among injecting drug users.

As has happened in Thailand, Cambodia, and Myanmar, the epidemic can quickly cross over from high-risk groups to the general population. Injecting drug users, men who have sex with men, and clients of sex

additional 18.5 million people will be infected with HIV in South and Southeast Asia by 2010 if prevention is not scaled up. Recent estimates project that, if prevention is not scaled up or programmes are not successful, China alone will have 10 to 15 million HIV/AIDS cases, and India is likely to have 20 to 25 million by 2010.

Nevertheless, immediate intervention could avert a large number of future infections and thus the course of the AIDS epidemic could be reversed. Comprehensive prevention packages would reduce the number of new infections in the region by 69 per cent; i.e. that only 5.7 million people instead of 18.5 million would be newly infected by 2010.

paragraph 10, UNGASS declaration of Commitment on HIV/AIDS, 2001

There is evidence that prevention programmes are successful and that the epidemic can be curbed.

Countries such as Thailand and Cambodia serve as good regional examples that the HIV epidemic can be curbed by strong and focused campaigns before it becomes too big. Thailand’s well-funded, politically supported and comprehensive prevention programmes have saved millions of lives, reducing the number of new HIV infections from 143,000 in 1991 to 29,000 in 2001.

The graph below shows the actual growth of the epidemic and the estimated scenario in Thailand, had there been no interventions.

Scenario of the epidemic in Thailand, had there been no intervention through 2020, and observed epidemic curve

10,000

8,000

6,000

4,000

2,000

0

Source: Division of AIDS, Ministry of Public Health in Thailand; Thai Working Group on HIV/AIDS Projection (2001) HIV/AIDS Projections of Thailand: 2000 -2020

Number of HIV Infections, thousands

2015 2020

spiral as worsening socio-economic conditions render people and communities more vulnerable to the epidemic. More infections lead to more poverty, which in turn leads to more infections, and so on.

HIV/AIDS poses a severe threat to the education system. The impact of the epidemic on the African education systems clearly shows that Asian countries need to learn from its lessons and be proactive. If nothing is done about the epidemic, the impact of HIV/AIDS may become as severe as it has proven to be

Dakar Education Forum 2000

in Sub-Saharan Africa.

The President of the World Bank, James D. Wolfensohn, address to the UN Security Council, January 2000

Education Demand - HIV/AIDS has a negative effect on students. The number of students in schools decreases. As the epidemic advances, there will be a greater number of sick children, and many children, especially girls, may be taken out of school to care for sick relatives or to take over household responsibilities (thus increasing their vulnerabilities, for example, through exploitation). Financially, fewer families will be able to support their children’s education. For psychological and stigma-related reasons, children are less willing to enter and remain in school, and they may be distracted and therefore less able to learn.

Education Supply - The education sector will experience a loss of human resources as teachers as well as school administrators and supporting staff die, fall sick, or are psychologically traumatised by family and community deaths due to AIDS, and therefore become unable to work. Furthermore, schools will receive less support from families and communities.

Education Quality - If the education sector cannot support AIDS-affected teachers or supply adequate replacements for those who fall ill or die, the overall morale of people working in the education sector and, with that, the quality of the education system, will be reduced. Furthermore, if curricula are not providing the knowledge and skills that young people need in an AIDS-affected society, the quality of education provided to them will also decrease.

Education Content - The content of current curricula must be reformed to reflect the learning needs related to the HIV/AIDS epidemic, such as health and sex education messages, coping with illness and death in the family, non-discrimination towards people living with HIV/AIDS, gender roles and issues, and life skills.

Education planning - HIV/AIDS has an impact on ministries, departments, agencies, and policy makers responsible for proper planning and allocation of education resources and services. Anticipating and then dealing with the impact of the epidemic on the demand, supply, content, and quality of education at this level are time-consuming tasks, requiring much time and expertise.

HIV/AIDS, School, and Education: Global Strategy Framework

people living with HIV/AIDS.

Studies from around the world show that young people provided with correct information, knowledge, and skills will not only delay starting their sexual activity, but once they start having sex, they will also be more likely to

paragraph 18, UNGASS declaration of

protect themselves against sexually transmitted infections, ^{Commitment on HIV/AIDS, 2001} including HIV/AIDS.

The Ministry/Department of Education¹ can do a number of things to prevent HIV/AIDS from spreading, to help the people who are already affected or infected, and to alleviate the impact of HIV/AIDS on society at large, and on the education sector in particular.

Ministries of Education recognise the fact that HIV/AIDS is a serious problem and that sexually active young people are particularly vulnerable to HIV/AIDS.

In order to protect young people and education personnel from HIV/AIDS, education ministries will need to develop effective policies, leading to the development of comprehensive and appropriate curricula, and ensure that they are properly implemented.

and make sure that their responsibilities regarding HIV/AIDS are clearly laid out in their job descriptions

Remember that the Education Ministry/Department is responsible for incorporating preventive education in the curriculum and facilitating implementation.

Integrate HIV/AIDS issues in a broader health education approach, also including

malaria, tuberculosis, reproductive health, substance abuse, and sexually transmitted infections

Train teachers on how to deal with HIV-positive students and colleagues and

how to teach about HIV/AIDS, life skills, and related issues, and integrate this content into the teacher training curriculum

                Develop adequate teaching and learning materials related to HIV/AIDS knowledge and skills based on a life skills approach and with supporting materials for use outside the school setting

                Consult the attached checklist for details on policy and planning needs

¹ Hereinafter Ministry/Department of Education refers to institutions at both National and State/Regional levels.

Vietnamese Cultural Approach to HIV/AIDS Prevention, Support and Care in selected areas of Ho Chi Minh City, Male doctor in public practice, Case No 6

young people reach their 18th birthday. In many countries, unmarried girls and boys are sexually active even before the age of 15.

Many parents and adults wish to ignore that young people have sex. However, to stop the HIV/AIDS epidemic from spreading and to protect young people, it is essential to accept these facts. To provide sexually active young people with the knowledge, skills and means by which to protect themselves and their partners against infection with HIV is a very important step in slowing down the spread of the epidemic.

and others and how to mitigate the impact of HIV/AIDS. They need to:

Know about their own body Know about gender stereotypes Know about sex and sexuality Know about basic facts on HIV/AIDS and other STIs and the necessary skills to protect themselves Know their HIV status and where to find testing facilities Know where to get medical, emotional, and psychological support if they are living with HIV/AIDS Know how to shield their families and peers from HIV/AIDS

Know about HIV/AIDS education programmes and their rights Know how to involve their peers in campaigning against

HIV/AIDS Know that they cannot get HIV/AIDS by sharing a desk,

Peter Piot Executive Director, UNAIDS

textbook, food, water or bathrooms with a classmate living with HIV/AIDS

A general basic education has an important preventive impact. It can equip people to make healthy decisions concerning their own lives, bring about long-term healthy behaviours, and give people the opportunity for economic independence and hope.

Education is among the most powerful tools for reducing girls’ vulnerability. Girls’ education helps to slow and reverse the spread of HIV/AIDS by contributing to economic independence, delayed marriage, and family planning.

Schooling offers an appropriate infrastructure for delivering HIV/AIDS prevention efforts to large numbers of the uninfected population – school children – as well as to youth, who are the age group at most risk in many

countries.

Education is highly cost-effective since the investment in prevention is many times smaller than the cost of caring for

the sick.

The purpose of preventive education is to promote a healthy lifestyle and responsible behaviour and to prevent disease.

This is achieved by providing the knowledge, attitudes, skills, and means to encourage and sustain behavior that reduces risk of infection, by providing social support and care and by reducing stigma and discrimination.

It is important to start early, that is before girls and boys become sexually active or drop out of school.

An effective preventive education approach must be comprehensive, multisectoral, open, and flexible; and it must address all factors that increase vulnerability to HIV/AIDS, such as sexual behavior, the position of women and minority groups, gender issues, community- and family circumstances, education, poverty, discrimination, drug and alcohol abuse, peer pressure, etc.

Education personnel must be equipped with communication skills including a capacity to listen and to learn and an ability to effectively address sensitive issues.

Best practices from other countries and regions can be borrowed and adapted, but the unique cultural contexts of your country needs to be taken into account.

General education programmes, as well as specialised efforts targeting high-risk behaviours, must be created.

Preventive education can and should be strengthened by combining various channels such as schools, media, informal networks, etc.

HIV/AIDS education does not stop in the classroom. HIV/AIDS should be integrated both into the curriculum and into extracurricular activities within the school setting such as youth camps, peer education, theatre, study tours, exhibitions, contests, sports, etc.

Preventive education should emphasise life skills.

Adequate training for male and female teachers and facilitators

Good skills and sound knowledge of teachers and facilitators

High-quality teaching and learning materials

Respect for and rapport with students

Patience and understanding

A non-judgmental attitude

A positive environment

among young people and should provide young people with knowledge and skills to protect themselves. Preventive education should address both risk reduction and vulnerability reduction.

Good quality education fosters analytical thinking and healthy habits. Better-educated young people are more likely to acquire the knowledge, confidence, and social skills to prevent themselves from getting infected with HIV. However, behaviour is not necessarily changed by knowledge alone. Students will need skills to put what they learn into practice through life skills education in order to build enough self-esteem to resist peer and adult pressure.

Some core life skills are:

Negotiation skills

Self-awareness skills

Critical thinking skills

Decision-making skills

Life skills can be taught in many ways, both in and out of school. Since teaching life skills is an innovative and relatively new approach, training and support for male and female

from the initial stage, in the design of

prevention materials.

Some groups of people are more vulnerable to HIV/AIDS than others. One aspect of preventive education is the focus on the conditions influencing the vulnerability to HIV/AIDS. By reducing vulnerability, preventive education decreases the likelihood of infection with HIV. The following groups are particularly vulnerable:

Adolescents and young people, because they often engage in risky sexual behaviour and substance use, and because of their lack of access to HIV information and prevention services .

Girls and young women, because they are biologically more vulnerable, suffer more from discrimination than men once infected, and are restricted in their choices due to social and cultural factors. Furthermore, they are often excluded from education and other basic human rights.

Mobile populations, because they often leave their families and social support network behind. The resulting loneliness may force them to use sex worker services. Since they often have no support or friends in their destination city, they are also vulnerable to being sexually exploited themselves.

People who use drugs, especially when they exchange needles or need to offer (unprotected) sex in exchange for drugs or money. Use of any substance, including alcohol, is associated with unsafe sexual behaviour.

Sex workers and their clients, since sex workers have many sex partners whom they cannot always persuade to use condoms. As a result, many clients get infected and pass the virus on to their partners.

Social, sexual, ethnic, and religious minorities, since they often do not have access to knowledge and skills that are appropriate to their own culture. Therefore, they often feel not addressed by prevention efforts developed by and aimed at members of ‘mainstream’ culture.

Street children, working children, and out-of-school children, especially if they

have no access to knowledge and skills about how to protect themselves from HIV.

Education in itself can reduce vulnerability to HIV/AIDS by increasing literacy and the general education level, by creating a sense of connectedness and security, and by providing access to trusted people.

Students and teachers affected by HIV/AIDS face many challenges in their personal lives that may lead them to decide to abandon school. One of the aspects that can cause this is misunderstanding and fear among the community in which they live, which often leads to stigma and discrimination.

It is important that schools are aware of the potential impact of AIDS and related stigma and discrimination on people affected by HIV/AIDS, and that they take action to prevent this from happening. Teachers and students affected by HIV/AIDS have the same rights to education and employment as other people, and people infected and affected by HIV/AIDS need to be assured that they are not denied basic human rights. A first step in this direction is developing policies and guidelines for the protection of people living with HIV/AIDS, which should include broad action in making all school administrators aware of this issue.

It is imperative to work with community groups, NGOs, and other Ministries (especially the Ministry or Department of Social Welfare) to keep students and teachers at school if they have become affected by HIV/AIDS.  Schools can play an important role in setting an example for the community by promoting understanding, compassion, empathy, and non-discriminatory attitudes towards people infected with or affected by HIV/AIDS.

People infected or affected by HIV/AIDS have specific needs for psychosocial support (counselling), but also specific medical needs. The education system must learn to care about, and take responsibility in addressing, these needs. For example, by having in place systems for referral to social welfare and health service providers.

In terms of policy and guideline development, there is a need to make special provisions for infected learners and teachers and to enable those whose education is interrupted by illness to make up for lost time by allowing a more flexible teaching and learning schedule.

The learning capacities of young people affected by HIV/AIDS, including AIDS orphans, may be severely impaired by their sense of personal loss or their uncertain status in households of relatives or friends who may have taken over their care and support. The existing curriculum may become irrelevant to their current situation of trauma, distress and loss.  It is important that schools are assisted in developing in-class activities addressing these issues in an atmosphere of support, compassion and understanding – not of fear, moral judgment and rejection.

On an individual level, teachers and peers can play important roles in counselling or referring students affected by HIV/AIDS to help them deal with grief, stigma, and other stresses that arise from HIV/AIDS in their families. Teachers need to be prepared for this important responsibility by providing them with adequate training – or providing them with information on where to refer students and their families for assistance. At the same time, teachers themselves will be dealing with loss of family and friends and thus may need counselling.

HIV/AIDS affects learners through the trauma, silence, prejudice, and discrimination frequently associated with it. This experience may cause some young people to discontinue their education while others may drop out of school because they do not feel able to learn or to be as attentive as before. Education can provide information about people living with HIV/AIDS and create supportive and understanding attitudes towards them, thus reducing stigma and discrimination in the community and helping people affected by HIV/AIDS deal with it.

Stigma derives from the association of HIV/AIDS with sex, disease and death, and with behaviours that may be illegal, forbidden, or taboo, such as pre- and extramarital sex, sex work, sex between men, and injecting drug use. Stigma builds upon, and reinforces, existing prejudices.

In June 2001, Heads of State and Representatives of Governments met at the United Nations General Assembly Special Session (UNGASS) dedicated to AIDS. They expressed their agreement in the Declaration of Commitment on HIV/AIDS.

The Declaration is a clear statement by governments outlining what has been agreed upon and what they are committed to doing, often with specific deadlines. As such, the Declaration is a powerful tool with which to guide and secure action, commitment, support and resources for all those fighting the epidemic, both within and outside governments. In short, the Declaration presents the best set of guidelines for action against the HIV/AIDS epidemic which exists today. Its main demands are that:

Strong leadership is required at all levels of society. Prevention must be the mainstay of our response. Care, support, and treatment are fundamental elements of an effective response. Realisation of human rights and fundamental freedoms for all are essential to reduce vulnerability to HIV/AIDS – the response must be driven by respect for the rights of people living with HIV/AIDS. The vulnerable must be given priority in the response. Empowering women is essential. Children orphaned by HIV/AIDS need special assistance. To address HIV/AIDS means investing in sustainable development. With no cure yet found, further research and development are crucial. The challenge cannot be met without new, additional and sustained resources.

At the Millennium Summit in September 2000, the states of the United Nations reaffirmed their commitment to working toward a world in which sustaining development and eliminating poverty would have the highest priority.

It is recognized that AIDS poses an unprecedented public health, economic, and social challenge since, by infecting young people disproportionately (half of all new HIV infections are among 15 to 24 year olds) and by killing so many adults in their prime, it undermines development.

Goal number 6 (Combat HIV/AIDS, malaria, and other diseases) includes one target related to HIV/AIDS, namely to have halted the epidemic by 2015 and begun to reverse its spread. The three indicators for this target are HIV prevalence among 15- to 24 year old pregnant women, the contraceptive prevalence rate, and the number of children orphaned by HIV/AIDS.

The World Education Forum held in Dakar, Senegal, in 2000 adopted the Dakar Framework for Action. Strategy Seven of the document calls for urgent implementation of education programmes and actions to combat the HIV/AIDS pandemic.

The HIV/AIDS pandemic is undermining progress towards Education for All in many parts of the world by

seriously affecting educational demand, supply and quality. This situation requires the urgent attention of governments, civil society and the international community. Education systems must go through significant changes if they are to survive the impact of HIV/AIDS and counter its spread, especially in response to the impact on teacher supply and student demand. To achieve EFA goals will necessitate putting HIV/AIDS as the highest priority in the most affected countries, with strong, sustained political commitment; mainstreaming HIV/AIDS perspectives in all aspects of policy; redesigning teacher training and curricula; and significantly enhancing resources to these efforts.

The decade has shown that the pandemic has had, and will increasingly have, a devastating effect on education

systems, teachers and learners, with a particularly adverse impact on girls. Stigma and poverty brought about by HIV/AIDS are creating new social castes of children excluded from education and adults with reduced livelihood opportunities. A rights-based response to HIV/AIDS mitigation and ongoing monitoring of the pandemic's impact on EFA goals are essential. This response should include appropriate legislation and administrative actions to ensure the right of HIV/AIDS affected people to education and to combat discrimination within the education sector.

Education institutions and structures should create a safe and supportive environment for children and young

people in a world with HIV/AIDS, and strengthen their protection from sexual abuse and other forms of exploitation. Flexible non-formal approaches should be adopted to reach children and adults infected and affected by HIV/AIDS, with particular attention to AIDS orphans. Curricula based on life skills approaches should include all aspects of HIV/AIDS care and prevention. Parents and communities should also benefit from HIV/AIDS related programmes. Teachers must be adequately trained both in-service and pre-service in providing HIV/AIDS education, and teachers affected by the pandemic should be supported at all levels.

Find out more about the (potential) HIV/AIDS situation in your country and its specific needs; gather materials such as research reports, policy documents, strategy formulations, and scientific papers on HIV/AIDS and education in your country so that you get acquainted with existing

ideas and goals.

Look for partners inside the Ministry/Department that may share your interest of furthering the response to HIV/AIDS by the Education Ministry/Department.

Keep in mind that action needs to be taken now. Convince fellow Ministry officials that it is crucial to:

                Provide committed and informed political and educational leadership Provide well-funded, politically supported, and comprehensive prevention programmes

                Ensure consistent political commitment

                Advocate for decentralisation – promote the involvement of education stakeholders at the provincial and district levels in planning, policy making, and implementing activities related to HIV/AIDS Act before the epidemic takes hold Ensure common understanding about the nature of the pandemic and its impact on education Establish guidelines, regulations, and codes of conduct which clarify responsibilities of implementers Not allow efforts to stagnate

Look for partners outside the Ministry/Department that share your interests and help you reach your goals such as representatives from the National AIDS programme/Ministry of Health, UN agencies (UNESCO, UNAIDS, UNICEF, WHO, UNFPA, etc), NGOs (Education International, CARE, Family Health International / FHI, AIDS Alliance, or others), other government sectors and departments (Ministry of Gender or Women's Affairs, Ministry of Social Affairs, Ministry of Information, Ministry of Planning), teacher unions, parent associations, the private

Use the Checklist from the Kit to determine what steps should be taken next and by whom.

To stabilise the system, departments and providing agencies must assure that the system keeps working so that teachers are teaching and children enrolling and staying in school, that managers are managing, and that finance and professional development systems are performing adequately. 

To mitigate the epidemic’s potential and actual impact on the system as a whole, efforts must be made to make the system fully inclusive by challenging all forms of AIDS-related stigma and discrimination. The participation by persons living with HIV/AIDS is important.

Remember that preventive education is the most important tool to fight HIV/AIDS, and that the Ministry/Department of Education is the lead agency to ensure access to preventive education by the population of your country.

have been dying, feeling too ill to teach, or moving to the city to seek medical care. For another, her grandparents – newly responsible for the grandchildren after losing their son and daughter-in-law to AIDS – have opted to spend their meager income on school fees for her two brothers, but not for her.

At age nine she does not have HIV/AIDS, but she is growing up without parents, without an education, and without the knowledge or resources to guide her choices in life. Her future partners or her future husband may well be HIV-positive. If so, she too, voiceless and powerless, will become infected. And if she lives long enough to have children, she will be unable to give them any better chance in life.

mother needed a blood transfusion when she was about to deliver her fourth child. Sunita’s father donated blood and his blood was detected to be HIV positive. The hospital and the whole neighbourhood have now come to know that Sunita's father is infected with the virus. After hearing the news, the principal and other school authorities have decided not to allow Sunita to attend school.

town. Their mother is semi-literate and his father has not been well for the last two years or so and thus has been frequently absent from work. Eventually, the family decided to go to hospital where Mukesh’s father was diagnosed to have early symptoms of AIDS. The family is shattered. Mukesh had to drop out of school to look after his family.

Advocacy – Influencing outcomes - including public policy and resource allocation decisions within political, economic, and social

systems and institutions - that directly affect people's lives. Affected by HIV/AIDS – HIV/AIDS has an impact on the lives of those who are not necessarily infected themselves but who have friends or family members that are HIV-positive. They may have to deal with similar negative consequences, for example stigma and discrimination, exclusion from social services, etc.

AIDS (Acquired Immunodeficiency Syndrome) – The last and most severe stage of the clinical spectrum of HIV-related disease.

Antibodies – Immunoglobulin molecules in the blood produced by the body’s immune system and directed against specific agents, such as “alien” viruses or bacteria. In HIV infection, the antibodies produced against the virus fail to protect against it. ARV (Antiretroviral Drugs) – These reduce a person’s viral load, thus helping to maintain the health of the patient. However,

antiretroviral drugs cannot eradicate HIV entirely from the body. Antiretroviral drugs work by suppressing the activity or replication of

retroviruses such as HIV. Bacteria – Microbes composed of single cells that reproduce by division. Bacteria are responsible for a large number of diseases. Bacteria can live independently, in contrast with viruses, which can only survive within the living cells that they infect.

BCC – Behaviour Change Communication Bisexual – A person who is sexually attracted to both males and females. CDU – Condom Use Cell – All living organisms are composed of one or more cells, i.e. autonomous self-replicating units. Clinical trial - A clinical trial is a study that tries to improve current treatment or find new treatments for diseases. Drugs are tested on

people, under strictly controlled conditions.

Concentrated epidemic – An epidemic is considered concentrated when less than one per cent of the wider population but more than five per cent of any high-risk group is infected. Condom – One type of device that can prevent pregnancy as well as sexually transmitted infections and AIDS. Female condoms are

available as well. Diagnosis – The determination of the existence of a disease or condition. Empowerment – Attempts to enable the target population to take more control over their daily lives. The term ‘empowerment’ is often

used in connection with marginalised groups, such as women, homosexuals, or sex workers. Epidemic - A widespread outbreak of an infectious disease where many people are infected at the same time. Gays – Men that are sexually attracted to men. Generalized epidemic – An epidemic is considered generalized when more than one per cent of the total population is infected. GIPA – Greater Involvement of People Living with AIDS Heterosexual – A person sexually attracted to persons of the opposite sex. High-risk behaviour – Activities that put individuals at greater risk of exposing themselves to a particular infection. In association with

HIV/AIDS, high-risk activities include unprotected sexual intercourse and sharing of needles and syringes. HIV (Human Immunodeficiency Virus) – The retrovirus that causes AIDS in humans. Homosexual – A person sexually attracted to persons of the same sex. IEC – Information, Education, Communication

Immune system -The body’s defense system that prevents and fights off infections.

Incubation period – The period of time between entry of the infecting pathogen (in the case of HIV/AIDS, this is a virus) into the body and the first symptoms of the disease. IDU – Intravenous (or injecting) drug users Lesbians – Women that are sexually attracted to women. Life skills -Refers to a large group of psycho-social and interpersonal skills which can help people make informed decisions,

communicate effectively, and develop coping and self-management skills that may help them lead a healthy and productive life. Maternal antibodies – In an infant, these are antibodies that have been passively acquired from the mother in utero. Because

maternal antibodies to HIV continue to circulate in the infant’s blood up to the age of 15-18 months, it is difficult to determine whether the infant is infected. Microorganism -Any organism that can only be seen with a microscope; protozoans, bacteria, fungi, and viruses are examples of

microorganisms. MSM – Men who have sex with men Opportunistic infection – An infection that does not ordinarily cause disease, but that causes disease in a person whose immune

system is impaired, as by HIV infection.

Orphans – Children whose parents have died. With respect to AIDS, orphans are usually defined as children under the age of fifteen who have lost one or both parents due to AIDS. Pedophilia – The sexual molestation by adults of children or sexual intercourse by adults with children. Pandemic -An epidemic that affects multiple geographic areas at the same time. Pathogen – An agent such as a virus or bacteria that causes disease. Peer education – A teaching-learning methodology that can develop, strengthen, and empower young people to take an active role in

influencing policies and programmes. Plasma – The fluid portion of the blood. PWA/PLWHA/PLHA/PLA – People Living with HIV/AIDS PMTCT – Prevention of Mother to Child Transmission Prevalence rate – The proportion of a population that has a disease or a condition at a specific point in time. Rape – Sexual intercourse with an individual without his or her consent. Safer sex – Sexual activities that reduce or eliminate the exchange of body fluids that can transmit HIV. Serological testing – Testing of a sample of blood serum. Seronegative – Showing negative results in a serological test. Seropositive – Showing positive results in a serological test. A person who is seropositive for HIV antibody is considered HIV

infected.

Sex worker -A sex worker has sex with other persons with a conscious motive of acquiring money, goods, or favours, in order to make a fulltime or part-time living for her/himself or for others. STI (Sexually Transmitted Infections) – Infections that can be transmitted through sexual intercourse or genital contact. HIV is

essentially a sexually transmitted infection. Symptom – Sign of change in the body that indicates disease. Vaccine -A substance that contains antigenic components, either weakened, dead, or synthetic, from an infectious organism which is

used to produce active immunity against that organism. VCT – Voluntary Counselling and Testing Virus – Infectious agent responsible for numerous diseases in all living beings. They are extremely small particles, and in contrast to

bacteria, can only survive and multiply within a living cell at the expense of that cell.

PREVENTIVE EDUCATION Y :  Yes N : No Pr : Action is in progress Pl : Action is being Planned ? : I don't know

Y N Pl Pr ? Risk profile: Is there some understanding of the factors that make educators and learners particularly vulnerable to HIV infection? Appropriate curriculum: Are learners being guided through a curriculum on safe sex and appropriate behaviours and attitudes about people living with HIV/AIDS? Materials developed: Have materials suitable for learners in schools and post-school institutions been developed? Materials distributed: Have such materials been distributed to institutions? Teacher educators prepared: Have teacher educators been trained in HIV/AIDS issues and curriculum implementation? Life skill education prepared: Are schoolteachers adequately prepared through preservice and inservice training to teach a life skills-based approach to preventive education related to HIV/AIDS? Partnerships: Are other partners helping with prevention programmes?

PLANNING, POLICY FORMULATION AND MANAGEMENT OF HIV/AIDS IN THE MINISTRY/DEPARTMENT

Y N Pl Pr ? Strategic plan: Is there an education sector HIV/AIDS strategic plan that covers all levels of the education sector? Funding: If there is a strategic plan, is it funded adequately? Policy and regulations: Are HIV/AIDS policies/regulations in place? Codes of conduct: Are there appropriate codes of conduct for teachers and learners for dealing with HIV/AIDS? Application of codes: If there are appropriate codes of conduct, are they applied? Combined approach: Is equal consideration given both to preventing spread of the disease and to reducing the anticipated impact of the pandemic on education? Collective dedication: Are any partners outside government – such as UNICEF, UNESCO, NGOs, etc - involved in the education sector’s fight against HIV/AIDS? Partnership mechanisms: Are there existing mechanisms for strengthening partnerships?

PLANNING, POLICY FORMULATION AND MANAGEMENT OF HIV/AIDS IN THE MINISTRY/DEPARTMENT (con't)

Research agenda: Is there an HIV/AIDS and education research agenda for the education sector? Y N Pl Pr ? Information management: Is information about HIV/AIDS being collected, analysed, stored and disseminated? Effective management: Has a full-time mandated HIV/AIDS and education officer been appointed in the Ministry/Department?

CARE AND SUPPORT

Y N Pl Pr ? Counselling for learners by teachers: Can pupils and students who are affected by AIDS find help from their teachers? Counselling for learners by others: Are there counselling services provided by persons other than teachers? Counselling for educators: Are teachers affected by AIDS, and those who are dealing with the trauma of children affected by AIDS, getting help to cope?

MITIGATING THE IMPACT OF HIV/AIDS ON THE EDUCATION SECTOR

Y N Pl Pr ? Assessment: Has an assessment been done of the likely impact of HIV/AIDS on the education sector in future? Stabilising: Are steps being taken to sustain the quality of education provision and to replace teachers and managers lost to the system? Projecting: Have relatively accurate projections been made of the impact of HIV/AIDS on likely enrolments and teacher requirements at various levels of the system over the next five to ten years? Culture of care: Are children affected and infected by the pandemic provided with a caring environment/culture of care? Orphan needs: Is planning underway to understand and respond to the special needs of increasing numbers of orphaned and other vulnerable children? All subsectors: Is attention being paid to the planning requirements of all education subsectors -from early childhood development through to university?

LEADERSHIP

Are the following stakeholders knowledgeable and committed to action? Involved Somewhat Involved Not Involved Political leaders Senior officials Teacher unions/associations Teaching service body School governing bodies/parent-teacher associations

Intravenous drug use often involves the use or sharing of contaminated injecting equipment.

                While drug use can be dangerous for many reasons, HIV infection is one of its most serious consequences.

                Injecting a substance directly into the bloodstream is the most efficient mode of transmission of HIV. Therefore it is even more dangerous than unprotected sexual intercourse.

                Injecting drug users often belong to networks or groups that share injecting equipment. Therefore, if only one person is HIV-positive, the whole group can get infected within a very short period of time.

                Drug use is also related to sex work since some drug users may need to offer sex in exchange for drugs or money.

                Especially in prisons and other restrictive settings where it is almost impossible for drug users to acquire clean injecting equipment, HIV can spread very fast. This is particularly true for settings where individuals from previously separate drug user networks come together and start “mixing”.

Abstinence from drug use is clearly the best way to prevent HIV transmission and should therefore be encouraged as much as possible. However, since promoting abstinence and sanctioning drug use are unlikely to curb all use of injecting drugs, alternative ways of preventing HIV transmission have to be found.

The following approaches to preventing HIV transmission among drug users, especially when taken in a complementary way, can have a substantial positive impact:

There are many reasons why women are more vulnerable to HIV infection than men. Most of these reasons are related to differences in biology, sexual behaviour, social attitudes, and economic power of men and women.

Biologically, women are two to four times more likely than men to become infected with HIV and other STIs during sexual intercourse with an infected partner. Young girls are even more vulnerable since their reproductive tracts are still immature and considerably more sensitive to being torn or damaged. Therefore, cross-generational sex is an important risk factor.

Cultural and social factors restrict women’s choices and therefore increase their vulnerability. There is a large difference in attitudes towards men and women’s sexuality. Inequality between the sexes also limits women’s opportunities to get information about safe sex and how to protect themselves. The restricted choices and freedoms of women often reduce their access to care and services.

Very often, women are economically dependent on men and lack access to education, paid employment, and other rights. Moreover, some women are forced into sex work by economic necessity. Selling their bodies for money, food, or other things that fulfil their and their families’ basic needs is sometimes an attractive alternative.

Educating girls and young women is one of the most effective ways to prevent HIV transmission.

Studies show that a complete primary education, which equips people to process and evaluate information, is the minimum threshold needed for young people to benefit from HIV/AIDS prevention programmes.

Education is also crucial to give the most vulnerable groups in society – especially young women – the status, independence, and confidence they need to assert themselves in relationships, so that they can act on what they know about staying safe. Therefore, the education sector needs to:

Empower women through ensuring equal access to education, from primary to tertiary level

Keep girls and young women in school, for example, by providing safe water and sanitation

Focus on life skills education in and out of school for girls and boys as well as women and men

Provide access to livelihood skills education to help ensure equal wage-earning opportunities

Increase awareness of the particular vulnerabilities of women among all education staff

Curb harassment, violence, and sexual abuse in schools

The ultimate goal of prevention programmes for women and girls is not to save them but to give them what they need to save themselves. Focusing on men as well can help to complement such prevention programmes.

Raise awareness of the relationship between men’s behaviour and HIV/AIDS

Educate boys and men to respect girls and women, to engage in responsible sexual behaviour; to share in the

responsibilities of protecting themselves, their partners, and their children; to care for those infected

Adolescent Reproductive Health Web

www.unescobkk.org/ips/arh-web/

Aidsmap

www.aidsmap.com

Asia Pacific Council of AIDS Service Organisations (APCASO)

www.31stcentury.com/apcaso/missionstatement.htm

HIV/AIDS Impact on Education Clearinghouse

http://databases.unesco.org/sidaimpact/clearing/en

HIV/AIDS in Thailand   

www.nectec.or.th/users/craig

Indonesia AIDS Homepage   

www1.rad.net.id/aids

National AIDS Control Organisation India    

www.naco.nic.in

UNDP Asia Pacific HIV and Development Project

www.hivundp.apdip.net

SEA-AIDS

www.unaidsapict.inet.co.th

UNAIDS – Joint United Nations Programme on HIV/AIDS

www.unaids.org

UNAIDS Cambodia

www.un.org.kh/unaids/

UNAIDS China

www.unchina.org/unaids

UNAIDS South and Northeast Asia

www.youandaids.org/

UNAIDS Vietnam

www.unaids.org.vn

HIV/AIDS and Education

Global Campaign for Education (2004) Learning to survive: How education for all would save millions of young people from HIV/AIDS

www.campaignforeducation.org/documents/news/April/Learni ng%20to%20Survive%20final%202604.doc

Kelly M, ‘Planning for Education in the context of HIV/AIDS’

www.unesco.org/iiep/english/pubs/recent/A235.htm

Kelly M, “Standing education on its head: Aspects of schooling in a world with HIV/AIDS.” Current Issues in Comparative Education: 3(1).

www.tc.columbia.edu/cice/vol03nr1mkart1.htm

LINKAGES Project: Academy for Educational Development (AED), Prevention of Mother-To-Child Transmission of HIV in Asia: Practical Guidance for Programmes

www.aed.org/publications/AsiaPMTCT.pdf

UNAIDS, Peer education and HIV/AIDS: Concepts, uses and challenges

www.unaids.org/publications/documents/care/general/peer.pdf

UNESCO’s Strategy for HIV/AIDS Preventive Education    

www.unaids.org/cosponsors/UNESCOstrategy_en.pdf

UNESCO, ‘HIV/AIDS: A Strategic Approach’

www.unesco.org/education/just_published_en/pdf/hiv_approa ch_english.pdf

Vandemoortele J, Delamonica E (2000), “Education ‘vaccine’ against HIV/AIDS.” Current Issues in Comparative Education; 3(1).

www.tc.columbia.edu/cice/vol03nr1/jvedart1.htm

World Bank, ‘Education and HIV/AIDS: A Window of Hope’

www1.worldbank.org/education/pdf/Ed%20&%20HIV_AIDS% 20cover%20print.pdf

World Education Forum, ‘The Dakar Framework for Action’

www.unesco.org/education/efa/ed_for_all/dakfram_eng.shtml

Gender and HIV/AIDS

International HIV/AIDS Alliance (2002), 'Working with men, responding to AIDS: Gender, sexuality and HIV - a case study collection'

www.aidsalliance.org/_res/reports/Working%20with%20men.p df

Tallis V, 'Gender and HIV/AIDS: Overview Report', Institute of Development Studies, Brighton, UK, September 2002.

www.ids.ac.uk/bridge/reports/CEP-HIV-report.pdf

UNAIDS, 'Gender and AIDS Almanac'

www.unaids.org/en/other/functionalities/ViewDocument.asp?h ref=http://gva-doc-owl/WEBcontent/Documents/ pub/Topics/Gender/GenderandAIDSalmanac_en.pdf

UNICEF (2002), ‘HIV/AIDS Education: A Gender Perspective, Tips and Tools.’

www.unicef.org/lifeskills/UNICEF_Gender_HIV.Eng.pdf

UNIFEM, 'Empower Women, Halt HIV/AIDS'

www.genderandaids.org/downloads/topics/UNIFEM%20emp ower%20women%20halt%20hiv.pdf

UNIFEM, 'Women, Gender and HIV/AIDS in East and Southeast Asia Kit'

www.unifem-eseasia.org/resources/others/genaids/ genaidtoc.htm

World Health Organization (2003), 'Integrating Gender into HIV/AIDS Programmes'

www.who.int/hiv/pub/prev_care/Gender_hivaidsreviewpaper. pdf

Youth and HIV/AIDS

GTZ, Hands On! A Manual for Working with Youth on Sexual and Reproductive Health

www.gtz.de/srh/download/Hands On Publikation.pdf

Population Council and USAID, Horizons Report: Young People and HIV/AIDS

www.popcouncil.org/pdfs/horizons/hrptf01.pdf

Save the Children, Young people and HIV/AIDS:  Responding to the new Asian crisis

www.savethechildren.org/uk/development/lfe/ICAAP.pdf

UNAIDS, UNICEF and WHO, Young people and HIV/AIDS:  Opportunity in crisis

www.unaids.org/barcelona/presskit/youngpeople/index.html

Children and HIV / AIDS

Convention on the Rights of the Child, adopted and opened for signature, ratification and accession by United Nations General Assembly Resolution 44/25 of 20 November 1989.

www.unhchr.ch/html/menu3/b/k2crc.htm International HIV/AIDS Alliance, Expanding Community-

Based Support for Orphans and Vulnerable Children

International Labour Organization, Intersecting risks: HIV/AIDS and child labour isks.pdf

n/JC656-Child&Aids-E.pdf

UNAIDS, Paediatric HIV Infection and AIDS    

www.unaids.org/publications/documents/children/JC750 -Paediatric-PoV_en.pdf

UNAIDS, USAID, and UNICEF, Children on the Brink 2002: A Joint Report on Orphan Estimates and Programmes

www.unaids.org/barcelona/presskit/childrenonthebrink/C hildrenOnTheBrink.pdf

HIV / AIDS Stigma & Discrimination

Population Council, Literature Review: Challenging HIV-Related Stigma and Discrimination in Southeast Asia: Past Successes and Future Priorities

www.popcouncil.org/pdfs/horizons_paper.pdf

Population Council, Tulane University and USAID, Intervention to Reduce HIV/AIDS Stigma: What Have We Learned?

www.popcouncil.org/pdfs/horizons/litrvwstigdisc.pdf

UNAIDS, A conceptual framework and basis for action: HIV/AIDS stigma and discrimination

www.unaids.org/publications/documents/human/JC781­ConceptFramew-E.pdf

UNAIDS, UNESCO, WHO, ‘Preventing HIV/AIDS/STI and related discrimination: An important responsibility of health-promoting schools’, WHO information series on school health, Document six.

www.unesco.org/education/educprog/pead/GB/activit/WHO.pdf

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www.unhchr.ch/html/menu3/b/e1cedaw.htm

Behaviour Change and Communication

The Communication Initiative

www.comminit.com

Family Health International and USAID, Behaviour Change Communication (BCC) for HIV/AIDS: A Strategic Framework

www.fhi.org/en/aids/impact/impactpdfs/bccstrategicframewor k.pdf

UNAIDS, InfoDev: Enabling Communications in Response to HIV/AIDS in South-East Asia

www.unaids.org/publications/documents/care/general/JC494­Infodev-E.pdf

Other HIV/AIDS topics

Bloom D. et al., Health, wealth, AIDS and poverty.  Cambridge:  Harvard School of Public Health

www.adb.org/Documents/Reports/Health_Wealth/HWAP.pdf

Centers for Disease Control and Prevention (2001), HIV/AIDS Update – A glance at the HIV epidemic

www.cdc.gov/nchstp/od/news/At-a-Glance.pdf

CIA, ‘The Next Wave of HIV/AIDS: Nigeria, Ethiopia, Russia, India, and China’

www.cia.gov/nic/pubs/other_products/ICA%20HIV­AIDS%20unclassified%20092302POSTGERBER.htm

Cohen D, Mainstreaming the policy and programming response to the HIV epidemic.  New York:  UNDP.

www.undp.org/hiv/publications/issues/english/issue33e.htm

UNAIDS, From Principle to Practice:  Enhancing the Greater Involvement of People Living with or Affected by HIV/AIDS

www.unaids.org/publications/documents/persons/una9943e.pdf

UNAIDS, ‘Global Fact Sheets’

www.unaids.org/hivaidsinfo/statistics/fact_sheets/index_en.htm

UNAIDS, ‘Keeping the Promise: Summary of the Declaration of Commitment on HIV/AIDS’

www.unaids.org/barcelona/presskit/keepingthepromise/JC668­KeepingPromise-E.pdf

UNAIDS, ‘Report on the global HIV/AIDS epidemic 2002’  

www.unaids.org/barcelona/presskit/embargo.htm

UNAIDS and the Ministry of Public Health, Thailand, Evaluation of the 100% Condom Programme in Thailand

www.unaids.org/publications/documents/care/general/JC­Condom-E.pdf

United Nations General Assembly (UNGASS), ‘Declaration of Commitment on HIV/AIDS’  

www.unaids.org/UNGASS/docs/AIDSDeclaration_en.pdf

Content Alice Schmidt Elin Bjarnegard Jan Wijngaarden Art & Design Mireille Ferrari Photography Credits Morten Hvaal "Rapt Attention" Dr. S.R. Kottegoda (Sri Lanka) "Living in Harmony" Maung Maung Gyi (Myanmar) "Going to School" Huynh Tan Thang (Vietnam)

Many thanks to the Asia/Pacific Cultural Centre for UNESCO (ACCU), Tokyo, and to Morten Hvaal for kindly providing photographs as well as to all the people who generously contributed their time and feedbacck to help make this toolkit possible.

Extracts from this publication may be freely reproduced provided that due acknowledgement is given to the source and to UNESCO Bangkok.

This publication is available online at: http://www.unescobkk.org/ips/ebooks/documents/aids/toolkit/

920 Sukhumvit Road -Prakanong, Bangkok 10110  -Thailand Tel: [phone]  Fax: [phone] Email: [e-mail] www.unescobkk.org

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مجسمه

4 آذر 1387 گروه همایشها و سمینارهای علمی و آموزشی فرهنگی  ایرنا / نخستین دوسالانه مجسمه های شهری 17 آذر به کار خود پایان می دهد ایرنا- 17:16:46/نخستین دو سالانه مجسمه های شهری 17 آذر در مراسمی با اهدای جوایز به برگزیدگان این دو سالانه به کار خود پایان می دهد . نمایشگاه هنرهای تجسمی نقاشی و مجسمه سازی کردستان گشایش یافت1 به گزارش خبرنگار اجتماعی ایرنا به نقل از روابط عمومی سازمان زیبا سازی، محمد رضا شریف کاظمی ، مدیر طرح و برنامه نخستین دو سالانه مجسمه های فضاهای شهری ، با بیان این که این دو سالانه اول آبان کار خود را در محل جدید نگارخانه برگ در عمارت عین الدوله آغاز کرده است گفت : مراسم اختتامیه و اهدای جوایز برگزیدگان نخستین دو سالانه مجسمه های فضاهای شهری 17 آذر در محل تالار بتهون خانه هنرمندان با حضور علاقه مندان به هنر مجسمه سازی برگزار می شود . معاون طرح و برنامه سازمان زیبا سازی شهر تهران با اشاره به این که 111 اثر از 87 هنرمند در نمایشگاه دو سالانه مجسمه های فضاهای شهری به نمایش درآمده بود تاکید کرد: شورای انتخاب آثار در دو بخش آزاد و موضوعی با موضوع حماسه و انقلاب اسلامی ، هرکدام به ترتیب 5 و 3 اثر را برگزیده است که در مراسم اختتامیه از هنرمندان این آثار تجلیل می شود و یک اثرنیز به انتخاب بازدید کنندگان برگزیده خواهد شد . شریف کاظمی ، با اشاره به نصب آثار به نمایش درآمده در فضای شهری گفت : پس از اتمام دو سالانه با رای شورای هنری سازمان زیبا سازی شهر تهران ، مجسمه هایی که قابلیت نصب در فضای شهری را داشته باشند ، انتخاب و در شهر نصب می شوند . براساس این گزارش نخستین دو سالانه مجسمه های فضای شهری به همت سازمان زیبا سازی شهر تهران و با همکاری فرهنگستان هنر ، خانه هنرمندان ایران و انجمن هنرمندان مجسمه ساز ایران برگزار شده است .

سایر اخبار از همین گروه:

تأسیس جایزه بزرگ «ابوعلی ‌سینا» با ارزش صد هزار دلار (29/01/1388) جایزه انجمن فرهنگی ادبی باکو برای نویسنده ایرانی (26/01/1388) جشنواره ملی حضرت علی اکبر(ع)، 30 فروردین برگزار می شود (26/01/1388) احتمال افزوده شدن بخش‌های جنبی به جایزه ادبی 'جلال آل احمد' (26/01/1388) همایش گفت‌وگوی فرهنگی ایران و اسپانیا برگزار می‌شود (25/01/1388)

پایگاه اطلاع رسانی شورای عالی انقلاب فرهنگی	http://www.iranculture.org

نور در تهران

خبرگزاری میراث فرهنگی www.chn.ir

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۱۳۸۷/۱۰/۲۵ - 12:58:00

نمایشگاه و همایش تخصصی نورپردازی در سال های آینده تداوم دارد معاون طرح و برنامه سازمان زیباسازی شهر تهران:  حل مسایل تهران در زمینه نورپردازی نیازمند توجه به اصول و قواعدی است که جز با همگرایی و همکاری متخصصان این حوزه میسر نمی شود.

خبرگزاری میراث فرهنگی-بسیاری معتقدند تهران شهری نورانی است و در شمار یکی از نورانی ترین شهرهای جهان قرار دارد اما به گفته محمد رضا شریف کاظمی معاون طرح و برنامه سازمان زیباسازی شهر تهران و  مدیر طرح و برنامه نمایشگاه تخصصی نورپردازی شهر تهران که این روزها در بوستان گفت و گو در حال برگزاری است پایتخت نورانی ما در برخی مناطق با انباشت نور و در مناطقی دیگر با فقر نور روبروست. به گفته شریف کاظمی ، بی توجهی به اصول تخصصی نورپردازی در فضاهای شهری عامل اصلی چنین معضلی است ، مساله ای که ممکن است در ظاهر کم اهمیت جلوه کند اما کیفیت زندگی شهروندان را در شهرها تحت تاثیرقرار داده است . او تاکید می کند که حل مسایل تهران در زمینه نورپردازی نیازمند توجه به اصول و قواعدی است که جز با همگرایی و همکاری متخصصان این حوزه میسر نمی شود و برگزاری همایش و نمایشگاه تخصصی نورپردازی شهر تهران اقدامی است که با چنین هدفی آغاز شده و در سال های آینده نیز ادامه خواهد داشت،آنچه در ادامه می خوانید ، بخشی از گفت و گوی اختصاصی میراث خبر با شریف کاظمی ، دبیر نخستین همایش و نمایشگاه تخصصی نورپردازی در شهر تهران است: ·       گویا این نخستین گردهمایی تخصصی با موضوع نورپردازی در حوزه شهری است که در تهران برگزار می شود ؟ بله . تاکنون مساله نورپردازی با چنین دیدگاهی مورد توجه قرار نگرفته بود. تلاش ما بر این بوده که در این همایش و نیز نمایشگاهی که برگزار شده نگاهی تخصصی و متفاوت به مقوله نورپردازی در شهرها داشته باشیم به گونه ای که هم شهرداران شهرها و نیز مناطق 22 گانه تهران بتوانند از آن استفاده کنند و هم اینکه زمینه ای مناسب برای طرح دیدگاه های کارشناسی و بررسی تحقیقات تخصصی که در این زمینه انجام شده فراهم شود و هدف اصلی مناسب سازی نور در تهران است البته مسلما از تجربه هایی که در این زمینه به دست می آوریم شهرهای دیگر کشور هم استفاده خواهند کرد. ·       همایش و نمایشگاه به طور همزمان برگزار شده اند ؟ به طور کلی برنامه های نخستین همایش تخصصی نورپردازی شهری تهران در دو روز کارگروه و چهار روز نمایشگاه پیش بینی شده و بیش از 54 شرکت که به هر شکل به نوعی سازنده تجهیزاتی هستند که در زمینه نورپردازی شهری استفاده می شود در این نمایشگاه حضور دارند و محصولاتشان را به نمایش گذاشته اند. این نمایشگاه به برنامه ریزان و مدیران شهری کمک می کند که با مجموعه متنوع این تجهیزات آشنا شوند. برای مثال یکی از مهمترین برنامه های فعلی شهرداری تهران استفاده از تجهیزاتی است که به نوعی در مصرف انرژی در شهرهای بزرگ از جمله در معابر و پارک ها صرفه جویی کند که در این نمایشگاه مجموعه ای از جدید ترین این تجهیزات ارائه شده که شهرداری های مناطق و نیز دیگر مسوولان و برنامه ریزان شهری می توانند از آنها استفاده کنند. ما با وزارت نیرو وارد تعاملاتی شدیم و این وزارتخانه نیز برای توزیع لامپ های کم مصرف در این نمایشگاه غرفه ای را در اختیار گرفته است. علاوه بر این نمایشگاه در بخش دیگری کارگاه های علمی با موضوعات مرتبط با حوزه نورپردازی شهری پیش بینی شده که کارشناسان در آنها حضور دارند و مقالات داخلی و مقالات خارجی با موضوع نورپردازی ارائه می شود. این مقالات پیش از این در دبیرخانه کمیته بررسی شده و کارشناسانی از چهارکشور فرانسه ، ژاپن ، هلند و کانادا در کارگاه ها حضور دارند و این مقالات را ارائه می کنند. بررسی های ما نشان می دهد که  در تهران یک جاهایی فقر نور داریم و در مناطق دیگری با  انباشت نور مواجه هستیم و  جابه جایی این دو بدون مطالعاتی اثر بخش نیست و به همین دلیل تصمیم به برگزاری چنین همایشی گرفتیم . برخی منتقدان معتقدند که همایش های مختلف در حوزه شهری و نیز حوزه های دیگر منتج به نتیجه نمی شود و در واقع راهکار عملیاتی ارائه نمی دهد . در مورد همایش نورپردازی ما سراغ متخصصان این رشته در جهان رفتیم برای اینکه چنین مشکلی به وجود نیاید ضمن اینکه اساسا با توجه به اینکه این همایش در نوع خود اولین محسوب می شود قطعا برای مدیران و کارشناسان شهری حرف های تازه ای خواهد داشت. ما برای اثر بخشی بیشتر این همایش قصد داریم در سال های آینده نیز برگزاری آن را در دستور کار قرار دهیم به این ترتیب هر سال این همایش و  نمایشگاه برگزار می شود و ما می توانیم با استفاده از دیدگاه های کارشناسی و نیز شناخت و بررسی تجهیزات جدید مشکلات مربوط به حوزه نور را برطرف کنیم. علاوه بر میهمانان خارجی شهرداران سایر شهرهای کشور هم در این همایش حضور دارند ؟ به نظر می رسد مشکل نورپردازی نه تنها در تهران که در شهرهای دیگر کشور هم یک معضل شهری است ؟ همین طور است . از کلانشهرها دعوت به عمل آمده است و آنها هم در این برنامه حضور دارند علاوه بر این کارشناسان و مدیرانی از سازمان میراث فرهنگی و گردشگری هم در این برنامه شرکت کرده اند. ما معتقدیم با نگاهی کارشناسی و تخصصی می توان معضلاتی را که اکنون در ارتباط با حوزه زیباسازی شهری وجود دارد سامان دهی کرد به گونه ای که اقدامات باعث شادابی و نشاط در شهرها به ویژه تهران شود چرا که وضعیت آلودگی هوا و ترافیک شهروندان را خسته و افسرده می کند اما استفاده هدفمند از قابلیت های نور و رنگ تا اندازه ای می تواند از میزان این خستگی ها بکاهد .

مدعی

شما( حجت محترم ) بیان داشتید که جا بجایی  یک تصمیم عقلانی است. آیا مطالعه  از عملکرد (مثبت و منفی) صورت گرفته در طی سالهای ۸۵ تا ۸۸در معاونت طرح و بر نامه و تغییر الگوهای  انجام شده  چه در حوزه اجرا چه  در حوزه تو لید  فکر به نسبت کارهای  انجام نشده قبلی در معاونت مورد ارزیابی علمی واقع شده است ؟آیا درخواست این کار از مرد جدیدسال ۸۸ که کرسی تدریس در دانشگاه را  نیز در کارنامه پر افتخار خود دارد انتظار زیادی بشمار می رود؟  قول خواهم داد به مدد خداوند منان امور مناطق را مثل طرح و برنامه جلو ببریم منتهی تا نقطه مطلوب فا صله داریم وباید همان ذهن منسجم که طرح و برنامه را به رغم همه موانع و مشکلات به جلو برد  کار را شروع کند و لی امید دارم ما بقی انتظارت جنابعابی در سایر معاونت ها هم تامین گردد؟! و برای این منظور دعا خواهم کرد...

صندلی

صندلی ازت چیزی می سازه که نیستی
یه زمان دیگه
ازت می خوان همون چیزی باشی که دیگه نیستی ...

تصمیم کبرا

محدود بودن دایره مشورت حجت عزیز  همکاران قدیم و مشاوران امروز را کلافه کرده و اصرار بر برخی تئوری ها داردکه بطلان آنها بدیهی است آنقدر پافشاری می‌کند که اصل کار به خطر می‌افتد؛ میل به تک روی که می‌تواند خطرناک باشد. میل به دور زدن دوستان و بلکه قائل نبودن به مشورت امروز تصمیم تندی گرفت هر چند من و فریدون اصرار بر عدم تحقق را داشتیم اما ظاهرا مر غ حجت یک پا دارد منتظر صدا باید بود ...

مدرسه

یک چند در این مدرسه ها گردیدم

                    از اهل کمال نکته ها بشنیدم

یک جمله که بوی عشق آید از آن

                  در عمر خود از مدرسی نشنیدم