Clinical Management of HIV Course offered by the University of Washington (USA)

Overview

This course provides a global perspective on the diagnoses and clinical management of HIV. Learn from experts in the field, who provide real world examples of diagnosing and treating HIV and STIs in both resource-rich and resource-constrained settings, with a focus on using US-based guidelines. You'll collaborate with participants from more than 30 other countries in this course.

Format

This online graduate-level course has video lectures, readings, discussion forums, quizzes, and assignments. 

You can participate in this course as an independent participant or as part of a site with 5 or more people. Participating as a site group provides a forum for discussing course concepts and applying them to local context and customs.

The course is taught in English. Participants should be comfortable with written and spoken English.

Eligibility

Eligible participants include practicing doctors, surgeons, medical students, medical residents, advanced nursing students, pharmacy students, international AIDS, and research training scholars. We welcome other interested clinicians who have basic skills in taking patient histories, conducting physical exams, and giving differential diagnoses.

Syllabus

1)      Diagnosing HIV and the Initial Evaluation of HIV-Infected patient

          Conduct an initial history & physical of a newly diagnosed HIV-infected patient.

          Stage patients’ HIV disease severity based on both CDC and WHO HIV classifications.

2)      Opportunistic Infections 1: Non-Neuro, non-TB

Outline the diagnosis and management of Pneumocystis jirovecii pneumonia, disseminated Mycobacterium avium complex, Candidal esophagitis, and Cytomegalovirus disease in patients with AIDS.

Explain the key and expanded role of co-trimoxazole prophylaxis in the resource-limited setting.

3)      Intro to Antiretroviral Therapy

Describe the goals of antiretroviral therapy and indications for starting

Identify the distinguishing features of each class of antiretrovirals, as well as the pros/cons of different regimens.

4)      Opportunistic Infections 2: TB, Cryptococcus, Toxoplasmosis and Progressive Multifocal Leukoencephalopathy

Describe the management of cerebral toxoplasmosis, progressive multifocal leukoencephalopathy, and Cryptococcal meningitis.

Explain the interaction between HIV and TB, and the principles of TB treatment in the HIV-infected patient.

5)      HIV-associated Malignancies & Dermatology

Identify the key clinical features of the major AIDS-defining malignancies: Kaposi’s sarcoma, Non-Hodgkin’s lymphoma, Primary CNS lymphoma.

Recognize and recall common themes in HIV-related skin disease.

6)      Antiretrovirals: Adverse Effects, Drug Resistance, and Drug Interactions

Describe the adverse effects of antiretroviral agents – both common and severe.

Outline the indications for HIV resistance testing as well as the approach in resource-limited settings when such testing is not available.

7)      Management of Sexually Transmitted Infections in HIV-infected Patients

Identify the most common STI syndromes.

Differentiate between the syndromic versus etiologic approach to management of STIs in HIV-infected patients.

8)      Pediatric HIV

Contrast the natural history and manifestations of HIV in infants and children from that of adults.

Describe the unique challenges in diagnosis and management in pediatric HIV, particularly from global perspective.

9)      Post-exposure Prophylaxis for HIV and Preventive Care

Outline the strategies to reduce secondary HIV transmission, starting with the infected patient.

Recognize the indications for post-exposure prophylaxis for both occupational and sexual HIV exposures.

10)  HIV Vertical Transmission and Pregnancy

Discuss the risk factors for mother-to-child HIV transmission (MTCT), as well as the interventions to prevent MTCT in both US and resource-limited settings.

Certification

For those who successfully completed the course will receive a formal printed Certificate of Completion on vellum paper with University of Washington seal mailed to them. 

We will ship them all together to your Site Coordinator for distribution.

Sample of the certificate of completion at the end

Further Information

Any additional inquiry and clarifications about this program you should contact Dr. Mohamed Y. Dualeh, MD via his email: drdualeh@hesma.or.ke and if possible discourse with his phonephone:(+252 63 4417945 by texting him in WattsApp) regarding how to register, getting an assistance in application process while he is exercising as a local resource for our participants acting as Site Coordinator, HeSMA SOM, Somalia, UW Global Health Department.

Official website of the University of Washington Department of Global Health E-learning: https://edgh.washington.edu  

PS: We are currently running Project Management in Global Health Course and Introduction to Epidemiology Course. 

 Similarly, we will be also offering another 2 courses in these Global Health series named Fundamentals of Global Health Research and Leadership and Management in Health concurrently.

Fundamentals of Global Health Research Course by University of Washington (USA)

Overview  

Fundamentals of Global Health Research: Planning, implementation and dissemination is designed to train participants in the development and conduct of research globally, with an emphasis on low resource settings.  

Course applications closes 25 February 2020
This Course will start in 13 April 2020 and end in 28 June 2020

Target Audience
 Although previous research experience is not required, this course may be challenging for someone who does not have strong writing skills, is not prepared to start developing independent research ideas, or begin writing grant proposals.

Eligibility 

To be admitted to the course, you must have a Bachelor’s-level degree or equivalent and experience in a health-related field.

 
Format 

This online graduate-level course has video lectures, readings, discussion forums, quizzes, and assignments. You can participate in this course as an independent participant or as part of a site with five or more people. 

We encourage participation as a group because it provides a forum for discussing course concepts and applying them to the local setting and customs. The course is taught in English. 

Topics
 The following list of topics will be covered in the course (but not in this particular order).
1) Successful grant writing
• Hypothesis and aims
• Significance
• Innovation
• Research approach
• Research budget
• Critical grant
components and
letters of support
• Biosketches
• Grant peer review
• Other grant types
2) Support
• Mentorship
• Collaboration
3) Designing studies
• Study types
• Qualitative research
• Implementation
science
• Stats and sample size
4) Ethics
• Principles of ethical
research
• IRBs
5) Data management
• Data analysis plans
• Study design
instruments (including
ODK and REDCap)
• Qualitative data
collection and analysis
• Writing qualitative
questions
• Data organization and
flow charts
6) Disseminating research
• Oral presentations
• Publishing (finding the
right journals, open
access and fees,
predatory publishing)

• Manuscript writing

7) Budget and grant management

8) Manuscript development and presentation skills

9)  Proposal writing

10) Presentation skills

It was created to provide participants anticipating a research-oriented career with the tools they need to develop and design a research study, write a successful proposal, and conduct research independently in an international setting.
11) Site Meetings
We also recommend having the participants share one or two things they hope to get out of the course and what experience they have with:
• Writing research grants
• Managing data (such as collecting or analyzing data)
• Writing and submitting manuscripts
• Giving a poster presentation at a conference
• Giving an oral presentation at a conference
  Proposed activities are listed below (however the order may change). If you choose to meet
fewer than weekly, you can pick which activities to do.

Course Fee

Applicants should note that, the cost of the program is so because of the country we find ourselves, those who do the program here in Seattle USA pay thousand and something dollars, the cost you will be enjoying cannot be compared to other local universities here in Somalia/Somaliland which is more higher.

Certification

For those who successfully completed the course will receive a formal printed Certificate of Completion on vellum paper with University of Washington seal mailed to them. 

Sample- Certificate of completion

We will ship them all together to your Site Coordinator for distribution.

Further Information

Any additional inquiry and clarifications about this program you should contact Dr. Mohamed Y. Dualeh, MD via his email: drdualeh@hesma.or.ke and if possible discourse with his phonephone:(+252 63 4417945 by texting him in WattsApp) regarding how to register, getting an assistance in application process while he is exercising as a local resource for our participants acting as Site Coordinator, HeSMA SOM, Somalia, UW Global Health Department.

Official website of the University of Washington Department of Global Health E-learning: https://edgh.washington.edu  

PS: We are currently running Project Management in Global Health Course and Introduction to Epidemiology Course. 

 Similarly, we will be also offering another 2 courses in these Global Health series named Clinical Management of HIV and Leadership and Management in Health concurrently.

Leadership and Management in Health Course- University of Washington (USA)

Dates/Course Hours:

This course will begin in September 21, 2020 to 13th December, 20202

Applications are open util 17th August 2020

12 weeks (3 Months), 6-9 hours study per week is required for your maximum utilization & absorbing learning resources given for your knowledge & success. 

Providing Institution: 

University of Washington, Department of Global Health E-learning (USA)
Faculty/Course Professors:

Prof. Ann Downer, EdD, MPH

Prof. Britt Yamamoto, PhD 

Overview

Learn how to lead organizations and manage people in this course on leadership and management. The course focuses on the practical leadership and management skills required for working in complex local, regional, national and global health environments. By the end of this course, you will develop a clear sense of the issues and challenges associated with leading organizations and managing people. 

Personal leadership development and practical management skills are both emphasized. Format This online course has video lectures, readings, discussion forums, quizzes, and three assignments. You can participate in this course as an independent participant or as part of a site with five or more people. 

We encourage participation as a group because it provides a forum for discussing course concepts and applying them to the local setting and customs. 
If you can’t join a group, the discussion boards can provide that forum. The course is taught in English. Participants should be comfortable with written and spoken English. 

Eligibility

The course is most useful for health care professionals and public health specialists who have some experience in management and who wish to enhance their skills working with people and other organizational resources. 

Most case studies, readings, and assignments assume an existing knowledge of the health care system, labor law, and funding landscape in your country.
 Participants will get the most out of this course if they can apply the concepts and strategies immediately to a work setting, including being in a position to lead meetings, facilitating team development, communicating on behalf of the organization, managing conflicts, analyzing and monitoring management data, supervising and delegating work, and managing some aspects of complex project implementation. 
 The course is less well suited to individuals in entry-level positions in the workforce.

Syllabus

Learning Objectives

Participants completing the course at the highest level of achievement should be able to:

✔ Approach management challenges in primary health care settings with core knowledge and skills in economic, organizational, and management theory as a guide;

✔ Pose meaningful questions about what constitutes effective management and leadership in different cultural and organizational contexts;

✔ Make decisions that weigh practical needs and conditions with ethical, legal, and

compliance considerations;

✔ Use core principles and tools from human resources and finance to address challenges and solve problems;

✔ Translate insights from self-assessment into personal plans for improving leadership and management skills;

✔ Identify and consult appropriate sources of data for making sound management decisions;

✔ Align and motivate individuals, systems, and resources toward a common purpose;

✔ Design and manage systems that are responsive to donor and Ministry of Health requirements and assure financial and ethical accountability;

✔ Identify monitoring and evaluation methods that answer key questions about programmatic efficiency and effectiveness; and

Use active participation in class discussion, activities, and assignments to form a personal and professional value system for management and leadership in global health.

Topics

Module 1- Leading and Managing Frameworks

What is the difference between leadership and management? What are the skills associated with each? How can we measure the impact of effective leadership and management on health care systems?

Module 2- Accountability

What is the accountability cycle? How can you increase individual and team accountability for quality work in your organization?

Module 3- The 7 Habits of Highly Effective People (Covey)

How can you apply the 7 habits to increase your proactive thinking patterns, clarify your values, plan your work more effectively, improve time management, listen, negotiate and mediate more

skillfully, create cooperation, and grow professionally?

Module 4- Team-Building

What are the key characteristics of highly functioning teams? What threatens the effectiveness of a team? How can you be more effective in leading meetings, building teams, and managing

conflict?

Module 5- Supervision and Delegation

What are the important principles of delegating and coaching? How can you prepare for different conversations? What questions should a performance review answer? What tools can you use to analyze performance problems?

Module 6- Conflict Management

How does conflict impact team dynamics and teamwork? How comfortable are you with conflict? What are some cultural differences in how people express and respond to conflict?

What actions can you take to resolve conflict within a team?

Module 7- Influence without Authority

What is the difference between positional and personal power? How can you use reciprocity and currency exchange to increase influence?

Module 8- Systems Thinking

What is the difference between event-oriented and systems thinking? How do you model a system of concern? How can you exert influence from your position?

Module 9- Financial Management

What are the principles of financial management? What are financial controls? What are the roles and obligations of the leader and manager in relation to financial management?

Module 10- Data for Management Decision-Making

Which data sources are important for purposes of accountability vs. program effectiveness? How do different donor agencies approach the issue of performance management? How can health leaders and managers create an organizational culture of information generation and use?

Module 11- Project Management

What are the steps in the project management cycle? How can you apply project management skills to your current work in order to improve quality and productivity?

Module 12- Effective Communication

What are your strengths and weaknesses in verbal, written, and virtual communication? How can you improve your ability to speak spontaneously? What are the elements of persuasive

communication? How can you use storytelling to strengthen your impact?

Applicants should note that, the cost of the program is so because of the country we find ourselves, those who do the program here in Seattle USA pay thousand and something dollars, the cost you will be enjoying cannot be compared to other local universities here in Somalia/Somaliland which is more higher.

Certification

For those who successfully completed the course will receive a formal printed Certificate of Completion on vellum paper with University of Washington seal mailed to them. 

We will ship them all together to your Site Coordinator for distribution.

Sample- Certificate of completion

Further Information

Any additional inquiry and clarifications about this program you should contact Dr. Mohamed Y. Dualeh, MD via his email: drdualeh@hesma.or.ke and if possible discourse with his phonephone:(+252 65 9417945 by texting him in WattsApp) regarding how to register, getting an assistance in application process while he is exercising as a local resource for our participants acting as Site Coordinator, HeSMA SOM, Somalia, UW Global Health Department. 

Official website of the University of Washington Department of Global Health E-learning: https://edgh.washington.edu  

Making Health Care Accessible for Somali Women

 It’s an early Saturday evening, and nurse practitioner Muna Osman and her team are setting up a community meeting room at the Living Well Kent center for one of their health care classes. Osman has hosted these classes on health and well-being for Somali women in the metropolitan Seattle-Tacoma area for the past two-and-a-half years. 

Team Mama Ammaan works to provide women with access to better and more culturally responsive health care in the Seattle area.

This particular day in Kent—where many immigrants and refugees in the greater Seattle area live—the topic is nutrition, and Osman and her team have brought in a local Somali nutritionist to speak with the women and lead a food demonstration. Quinoa is available for the women to try, which the nutritionist explains is a healthy alternative to rice and pasta—foods many Somalis eat frequently.  There is also Somali tea and chickpea soup—a traditional Somali dish—prepared by Osman from her mother’s recipe. 

The group is led in a short prayer before the session begins. The class is mostly in Somali, but English phrases are used. Many participants trickle in late, and soon volunteers have to bring out more chairs as the room fills with about 30 women eager to learn about nutrition. The nutritionist begins talking about food groups and portion sizes. She explains that iceberg lettuce doesn’t have much nutritional value, but that many Somalis buy it because it can be cheaper. She describes further what quinoa is, because many Somalis have never heard of it.  

The most important thing is to have knowledge so that people can make their own choices,” she says. “Try to make your plate beautiful so that it feeds your eyes first. She adds that a plate should be half greens, and that the darker greens are healthier. 

The goal isn’t weight loss, she emphasizes: “We have to love our body and soul. God gave you this body, you have to love it, not think about getting thin.”

The discussion soon moves past food and into cultural norms—an underlying theme of these classes. While Osman and her team of doulas, volunteers, and educators regularly instruct the women on health-related matters, they also address negative experiences and frustrations they have with the U.S. health care system.

Researchers found in a 2010 study originally published in Social Science & Medicine Journal that Somali women’s health beliefs “related closely to situational factors and contrasted sharply with the biological model that drives Western medicine.” To alleviate their vexation, health care practitioners in largest Somali communities around the country—Minneapolis, Seattle, and Columbus, Ohio—provide services that meet their medical and cultural needs. Osman and her team work with the Mama Ammaan Project: African Mother to Mother Antenatal Assistance Network in the Seattle area to provide the women with access to better and more culturally responsive health care. Mama Ammaan, which means “safe mother” trains doulas and offers free health and well-being education to the women.

Participants of the health care class at the Living Well Kent center in Kent, Washington. Photo from Muna Osman.

In 2017, University of Washington anthropology professor Rachel Chapman was looking for someone to partner with on a health care-related project after she and a colleague secured a UW Population Health Pilot Research Grant. Chapman sat down with Osman and made a plan. Along with the nonprofit Somali Health Board, a grassroots organization of Somali health professionals and volunteers, they hosted focus groups and learned that health care education was a pressing need within the Somali community. The two formulated an initial series of classes, hiring doulas for pregnant women and new mothers, and providing stipends for the women who participated.  

The funding is coming to an end, but Osman plans to continue the classes on a volunteer basis because the community loves them so much and still needs them. 

According to Osman, many of the Somali women don’t understand what doctors tell them, and therefore aren’t able to comply with doctors’ suggestions. The women are thus read as “noncompliant” by their doctors or that they don’t care about their health. She says a lack of proper translators is one of the biggest issues Somali women face, and many of the women are immigrants who have experienced very different health systems in their home countries, and have to navigate the U.S. system without a strong grasp of English.

When translators and translated texts are available, many times translators do not fully translate what doctors say, and often, some of the women can’t read the documents given to them because limited reading skills, Osman says. 

This is why Osman and her team use mostly images to convey information in the classes. It’s just one way Osman is making health care education more accessible to the people in her community. 

Hana Mohamed, co-programs director with the Somali Health Board, says the organization wants to be sure they base its programming on the community’s needs. “The Somali community is based on oral communication and relationship building,” Mohamed explains. “By hosting various community events, the community’s needs can be heard.”

The purpose of the health care classes, which discuss everything from pregnancy to birth, and the changes women’s bodies go through between—and after, is to increase awareness and understanding around different topics related to health.  

One of the participants, Ibado Farah, has lived in Kent for 10 years. The 55-year-old came to the United States from Somalia when she was 30. Farah is a mother of seven children, the youngest age 16, and the oldest age 34. She says she felt welcomed by Osman and the other women, and her positive experiences in the classes have kept her coming back. Farah now brings friends from the Somali community with her and gives rides to many women who don’t have access to cars. She says her favorite part of the day’s class was about nutrition because she was able to learn how to prepare healthy meals as a way to take care of her body.  

Osman and her team also are addressing mental health with the women. The topic is stigmatized in Somali communities, Osman says, and so she is careful in leading the discussion in her classes. Osman says that many women choose “to suffer in silence” because of this taboo, adding that it’s important “to approach [the issue] and not be obvious” to start a conversation on how to take care of one’s own mental health. 

Members of the Mama Ammaan Project at a team meeting

The doulas who work with women through pregnancy often continue to provide care to the mothers after childbirth to watch out for signs of postpartum depression. If they see signs, they will connect the women to other resources or service providers for extra support. The doulas approach the conversation with culturally appropriate way of speaking about it with them, such as incorporating the women’s faith in their work, encouraging the women to take care of themselves because God wants them to. 

Osman and the others also encourage the women to exercise, to get out of the house more, listen to music, and do other things to help them take care of their mental health. 

At the end of her class, Osman plays Somali music and leads the group in dancing. At first, some of the women are shy and reserved, while others wait impatiently for the music to start and dance excitedly when it does. Osman dances freely, with joy, and she beckons the others to join her. Eventually, even the shyest women join in for at least one song. They clap in rhythm and some sing along to the lyrics. It is one small way they take care of their bodies and share laughter within their community.

Source

China rushes to build new hospital for virus within 10 days

BEIJING: China is rushing to build a new hospital in a staggering 10 days to treat patients at the epicentre of a deadly virus outbreak that has stricken hundreds of people, state media reported on Friday (Jan 24).

This aerial photo shows excavators and trucks at the construction site of a new hospital being built to treat patients from a deadly virus outbreak in Wuhan in China's central Hubei province. China is rushing to build a new hospital in a staggering 10 days to treat patients at the epicentre of a deadly virus outbreak that has stricken hundreds of people. - AFP

The facility in the central city of Wuhan is expected to be in use by Feb 3 to serve a rising number of patients infected by a coronavirus that has left at least 26 people dead and millions on lockdown in an effort to curb its spread.

Dozens of excavators and trucks were filmed working on the site by state broadcaster CCTV.

It will have a capacity of 1,000 beds spread over 25,000 square metres, the official Xinhua news agency said.

Construction began as reports surfaced of bed shortages in hospitals designated to deal with the outbreak, which has now infected 830 people across China.

Xinhua said the new facility is aimed at "alleviating the shortage of medical treatment resources and improving the ability to care for patients".

In 2003 China erected a hospital on Beijing's rural outskirts in barely a week to cater to a rapidly rising number of patients suffering from SARS, or Severe Acute Respiratory Syndrome, which killed 349 people in mainland China and 299 in Hong Kong in 2002-2003.

Xiaotangshan Hospital consisted of prefabricated structures and Xinhua reported Friday that Wuhan was building the new facility based on the same model.

The city of over 11 million people has been centralising its treatment of the new virus by isolating patients in 61 clinics and designated hospitals.

Chinese officials have said the virus likely originated from wild animals at a seafood market in Wuhan but it has since spread to several countries around Asia and beyond.

The outbreak has prompted authorities in at least eight Chinese cities to impose travel restrictions and cancel public events to curb the spread.

State broadcaster CCTV reported Friday that 40 military doctors were being brought in to help with intensive care at the Wuhan Pulmonary Hospital. - Reuters/Xinhua/Asian News Network

Source

AMISOM Hospital receives Laboratory and Theater equipment

Mogadishu, 7 January 2020 – The United Nations Support Office in Somalia (UNSOS) has handed over medical equipment to a health facility operated by the African Union Mission in Somalia (AMISOM) in Mogadishu.

The health facility located within the AMISOM Halane Base provides medical services to African Union troops and Somali Security Forces involved in joint operations to fight terrorists, as well as to Somali civilians.

The UNSOS Chief Medical Officer, Dr. Roberts Onebunne handed over laboratory and theatre equipment on Monday, to enable the medical facility to deliver improved services.

The Commanding Officer of the hospital, Capt. Gideon Nuwagira received the equipment at a function that was officiated by the AMISOM Deputy Force in charge of Operations and Plans, Maj. Gen. Nakibus Lakara.

Maj. Gen. Lakara noted that the provision of quality medical services is critical for the welfare and morale of the troops. He also urged medical personnel at the facility to extend medical services to residents of Mogadishu as part of a humanitarian mandate.

In a war environment, we expect casualties and to keep the morale of the troops high, you must handle those casualties very well, Maj. Gen. Lakara told the hospital staff.

Dr. Onebunne noted that besides equipping the facility, UNSOS also provides crucial technical support to ensure the efficiency and longevity of equipment.

“We now have a biomedical technician whom we recruited to ensure the equipment is maintained,” Dr. Onebunne explained.

The Commander of the AMISOM Ugandan contingent, Brig Richard Otto, expressed gratitude for the donation and hoped that provision of medical services would be greatly improved.

We appreciate your support, and I know that the additional containers bearing various medical equipment will take this hospital to a different height, Brig. Otto said.

Capt. Nuwagira noted that the equipment would ease patient care and management, especially in diagnosis, treatment end evaluation of patients.

“Let me take this opportunity to thank the UNSOS medical department for not only delivering the equipment but for the support you have rendered,” Capt. Nuwagira stated.

Source

Somali refugees usher in 2020 with new baby at Humber River Hospital

Ikran Ahmed Mohamed and her husband were so exhausted after her 24-hour labour that they had no idea why a nurse lifted up their new baby — like Rafiki holding up Simba in The Lion King — and called him “the lucky boy.”

Ikran Ahmed Mohamed and her husband Deeq Mohamed Farah with baby Amiir Deeq Mohamed, born at the stroke of midnight to usher in 2020. - Rene Johnston/Toronto Star

He may not be a king, but little Amiir — whose name means “prince” in Arabic — was greeted with fanfare when he arrived, weighing 8.3 pounds, at the stroke of midnight on New Year’s Day. A clutch of reporters and cameras was waiting to greet the first baby born in 2020.

We didn’t even know it was already the new year,” said Amiir’s father, Deeq Mohamed Farah, who had been in and out of Humber River Hospital with Ikran over the holidays after the baby missed his due date of Dec. 22. “He’s a New Year surprise. We didn’t expect a New Year baby.

Farah said his wife was readmitted late Sunday for induced labour and the delivery was taxing for the first-time parents, who were both Somali refugees living in Djibouti, a tiny country in East Africa, before he fled to Canada for asylum in 2014. Ikran joined him here last year after Farah was granted refugee status and became a permanent resident.

“Neither Ikran nor I have family in Canada. Now we have a baby boy in our company. He is going to be our new best friend,” said Farah, who has been working as an Uber driver after graduating from a computer and network support technician program at Humber College in April.

It’s hard to become a father. Back home, we did not have a future. We struggled so hard and we want to give our baby the best opportunity in Canada.

The couple, who were busy sharing the news of their arrival with their family in Somalia through texts and video calls, hope Amiir’s arrival will mark a new beginning for their young family, after being uprooted by civil war and unrest.

“I want Amiir to grow up becoming a teacher, doctor or engineer like his father,” said Ikran, looking admiringly at her husband. “It is not easy to get an education when your country is at war. We want our son to get a good education to teach others, help people and save lives.”

According to UNICEF, an estimated 1,004 first babies would be born in Canada on New Year’s Day in 2020, representing 0.25 per cent of the estimated 392,078 babies born this Jan. 1 around the world.

“The beginning of a new year and a new decade is an opportunity to reflect on our hopes and aspirations not only for our future, but the future of those who will come after us,” said Henrietta Fore, UNICEF executive director. “As the calendar flips each January, we are reminded of all the possibility and potential of each child embarking on her or his life’s journey — if they are just given that chance.”

Source