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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="young girls"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2666</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: young girls</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2666</span> Correlation Studies in Nutritional Intake, Health Status and Clinical Examination of Young Adult Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonal%20Tuljaram%20Kame">Sonal Tuljaram Kame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Growth and development is based on proper diet. A balanced diet contains all the nutrients in required quantum. Although physical growth is completed by young adulthood, the body tissues remain in a dynamic state with catabolism slightly exceeding anabolism, resulting in a net decrease in the number of cells. After the years of adolescence which cause upheavals in the life of the person, the individual struggle to emerge as an adult who know who he is and what his goals are. During this period nutrients are needed for maintaining the health and energy is required for physical functions and physical activities. The nutritional requirement in young adulthood differs from other periods of life. Iron is needed for haemoglobin synthesis and necessitates by the considerable examination of blood volume. Young adult girls need to ensure adequate intake of iron as they loose 0.5 mg/day by way of menstruation. This is complete awareness about nutritional and health on the other side there is widespread ignorance about nutrition and health among young adult girls. The young adult girls who are aware about nutrition and health seem to be very conscious about nutritional intake and health. Figure consciousness and fear of obesity leads to self imposed intake of nutrients. It may result in various health problems. The study was planned to investigate nutrient intake, find relation between nutritional intake, clinical examination score and health status of young adult girls. The present study is based on the data collected from 120 young adult girls studying in four different competitive exams coaching academies in Akola city of Maharashtra. It was found that nutritional intake of these young adult girls was below the recommended level, nutritional knowledge level and nutritional intake are associated attributes, calories, calcium and protein intake is positively correlated with clinical examination and health status. It was concluded that well planned nutritional counseling for the young adult girls can help prevent nutritional deficiency diseases and disorders which may lead to anaemic condition in young adult girls. Girls need to be educated on intake of iron and vitamin B12. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nutritional%20intake" title="nutritional intake">nutritional intake</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20status" title=" health status"> health status</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adult%20girls" title=" young adult girls"> young adult girls</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation%20studies" title=" correlation studies"> correlation studies</a> </p> <a href="https://publications.waset.org/abstracts/21776/correlation-studies-in-nutritional-intake-health-status-and-clinical-examination-of-young-adult-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2665</span> Integrated HIV Prevention and Sexual and Reproductive Health Services Among Adolescent Girls and Young Women in Rwanda: Knowledge, Attitudes, and Practices Survey.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nsenga%20Bakinahe">Nsenga Bakinahe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Adolescent girls and young women (AGYW) globally and, particularly in Rwanda, face significant challenges related to HIV prevention and sexual and reproductive health (SRH). Rwanda has a young population, with 65.3% below 30 years of age, demonstrating a need for SRH promotion and HIV prevention for this population. We aimed to determine the knowledge, attitudes, and practices (KAP) of integrated HIV prevention and SRH services among AGYW in Rwanda. Methodology: We conducted a cross-sectional survey among 384 AGYW aged 15-24 years who had ever been pregnant and currently reside in Nyagatare district, Eastern Rwanda from January to April 2023. A questionnaire was developed to collect data, participants were randomly selected and data were collected by one-on-one interviews and were analyzed using SPSS V21. The statistical relationship between variables was significant at P-Value of 0.05 and 95% confidence interval. Results: The majority (97.9%) of respondents demonstrated a good level of knowledge, (52.2%) of the respondents had positive attitudes towards integrated HIV prevention and SRH services. Looking at the practice of integrated HIV prevention and SRH services use, 51.4% of respondents have a low level of practice. The practice of integrated HIV prevention and SRH services was significantly associated with school drop-out and family status (P>0.05). Conclusion: The findings from these studies collectively emphasize the need for comprehensive education, targeted interventions, and community-based support to achieve better health outcomes regarding HIV prevention and overall sexual and reproductive health among adolescent girls and young women. Empowering adolescent girls and young women with accurate information and comprehensive support will enable them to make informed decisions, protect their health effectively, and contribute to reducing the burden of HIV and improving sexual and reproductive health outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20HIV%20prevention" title="integrated HIV prevention">integrated HIV prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20health%20services" title=" sexual and reproductive health services"> sexual and reproductive health services</a>, <a href="https://publications.waset.org/abstracts/search?q=among%20adolescentes%20girls" title=" among adolescentes girls"> among adolescentes girls</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20young%20women" title=" and young women"> and young women</a> </p> <a href="https://publications.waset.org/abstracts/186363/integrated-hiv-prevention-and-sexual-and-reproductive-health-services-among-adolescent-girls-and-young-women-in-rwanda-knowledge-attitudes-and-practices-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2664</span> Challenges of Technical and Engineering Students in the Application of Scientific Cancer Knowledge to Preserve the Future Generation in Sub-Saharan Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Shaloom%20Mbambu">K. Shaloom Mbambu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pascal%20Tshimbalanga"> M. Pascal Tshimbalanga</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ruth%20Mutala"> K. Ruth Mutala</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Roger%20Kabuya"> K. Roger Kabuya</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Dieudonn%C3%A9%20Kabeya"> N. Dieudonné Kabeya</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20L.%20Kabeya%20Mukeba"> Y. L. Kabeya Mukeba </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, the authors examine the even more worrying situation of girls in sub-Saharan Africa. Two-girls on five are private of Global Education, which represents a real loss to the development of communities and countries. Cultural traditions, poverty, violence, early and forced marriages, early pregnancies, and many other gender inequalities were the causes of this cancer development. Namely, "it is no more efficient development tool that is educating girls." The non-schooling of girls and their lack of supervision by liberal professions have serious consequences for the life of each of them. To improve the conditions of their inferior status, girls to men introduce poverty and health risks. Raising awareness among parents and communities on the importance of girls' education, improving children's access to school, girl-boy equality with their rights, creating income, and generating activities for girls, girls, and girls learning of liberal trades to make them self-sufficient. Organizations such as the United Nations Organization can save the children. ASEAD and the AEDA group are predicting the impact of this cancer on the development of a nation's future generation must be preserved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20girl" title="young girl">young girl</a>, <a href="https://publications.waset.org/abstracts/search?q=Sub-Saharan%20Africa" title=" Sub-Saharan Africa"> Sub-Saharan Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20and%20vocational%20education" title=" higher and vocational education"> higher and vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=society" title=" society"> society</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/67462/challenges-of-technical-and-engineering-students-in-the-application-of-scientific-cancer-knowledge-to-preserve-the-future-generation-in-sub-saharan-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2663</span> Comparison of the Emotion Seeking and Attachment Styles of the Runaway and Normal Girls in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Gharibi">Hassan Gharibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to comparing the emotion seeking and attachment styles between runaway and normal girls. The statistical population consisted of 80 (13-25 year-old) girls were selected among runaway girls and normal girls(40 runaway girls +40 normal girls). Normal girls were matched with the runaway girls in demographic features and selected by simple random method. Measuring tools in this research include the 1993 Shaver and Hazan attachment style scale and the Arent emotion seeking scale. Data analyzed by independent t test. Findings showed that there is no significant difference between two groups of girls in ambivalent and avoidant attachment styles. Secure attachment style rate in normal girls is more than runaway girls. Findings showed significant difference of insecure attachment style (avoidant and ambivalent styles together) between the two groups bout in variable of emotion seeking there is no significant difference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment%20styles" title="attachment styles">attachment styles</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20seeking" title=" emotion seeking"> emotion seeking</a>, <a href="https://publications.waset.org/abstracts/search?q=runaway" title=" runaway"> runaway</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a> </p> <a href="https://publications.waset.org/abstracts/90016/comparison-of-the-emotion-seeking-and-attachment-styles-of-the-runaway-and-normal-girls-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2662</span> Differences in Nutritional Awareness Among Urban Semi Urban and Rural Girls of South India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20R.%20Ramkumar">N. R. Ramkumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The foremost aim of physical education has been to inculcate a healthy mind in a healthy body. The aim of this study was to find out the differences in nutritional awareness among urban, semi urban and rural girls of South India. The investigator administered a nutritional awareness questionnaire consisting of 25 statements among 100 rural; 100 semi urban and 100 urban girls studying in different schools in South India. The filled up questionnaire were scored and the total scores for all the twenty five statements were considered as the nutritional awareness level of the subjects. The differences on nutritional awareness among urban, semi urban and rural girls were tested for statistical significance using ANOVA. In all cases 0.05 level was fixed to test the significance. The results proved that there were significant differences on nutritional awareness among urban, semi urban and rural girls (P<0.05). The paired mean comparisons proved that urban girls were having highest nutritional awareness (M: 86.86), followed by semi urban girls (M: 81.86) and then by rural girls (M: 79.48). The differences between urban and semi urban girls and urban and rural girls were significant and there was no significant differences between semi urban and rural girls. The findings of this study proved that rural girls were significantly having lesser nutritional awareness and hence the study recommends the strong need of nutritional education for rural girls in South India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nutrition" title="nutrition">nutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=urban" title=" urban"> urban</a>, <a href="https://publications.waset.org/abstracts/search?q=semi%20urban" title=" semi urban"> semi urban</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20girls" title=" rural girls"> rural girls</a> </p> <a href="https://publications.waset.org/abstracts/18229/differences-in-nutritional-awareness-among-urban-semi-urban-and-rural-girls-of-south-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">658</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2661</span> Girls' Underperformance in Science: From Biological Determinism and Feminist Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raza%20Ullah">Raza Ullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazir%20Ullah"> Hazir Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is ample evidence that reveals the outstanding performance of girls in a different range of subjects. However, it is pertinent to mention here that boys have historically dominated girls, particularly in math, physics, and technological subjects across the globe with the exception of few developed countries. This article examines the reasons why girls are underdog in STEM subjects. The article critically analyzes two main approaches towards gender and education: biological determinist and feminist. This article highlights that social factors influencing girls performance in STEM subjects have not analyzed critically, and girls underachieving in science has linked with biological and sex differences. The article concludes that the underperformance of girls in a STEM subject is the direct response of socio-cultural factors. Thus, socio-cultural factors are responsible for the dearth of girls in STEM subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=underperformance" title=" underperformance"> underperformance</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=sex" title=" sex"> sex</a> </p> <a href="https://publications.waset.org/abstracts/112623/girls-underperformance-in-science-from-biological-determinism-and-feminist-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2660</span> Little Girls and Big Stories: A Thematic Analysis of Gender Representations in Selected Asian Room to Read Storybooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheeno%20Marlo%20Sayuno">Cheeno Marlo Sayuno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Room to Read is an international nonprofit organization aimed at empowering young readers through literature and literacy education. In particular, the organization is focused on girls’ education in schools and bettering their social status through crafting stories and making sure that these stories are accessible to them. In 2019, Room to Read visited the Philippines and partnered with Philippine children’s literature publishers Adarna House, Lampara Books, Anvil Publishing, and OMF-Hiyas with the goal of producing contextualized stories that Filipino children can read. The result is a set of 20 storybooks developed by Filipino writers and illustrators, the author of this paper included. The project led to narratives of experiences in storybook production from conceptualization to publication, towards translations and reimagining in online repository, storytelling, and audiobook formats. During the production process, we were particularly reminded of gender representations, child’s rights, and telling stories that can empower the children in vulnerable communities, who are the beneficiaries of the project. The storybooks, along with many others produced in Asia and the world, are available online through the literacycloud.org website of Room to Read. In this study, the goal is to survey the stories produced in Asia and look at how gender is represented in the storybooks. By analyzing both the texts and the illustrations of the storybooks produced across Asian countries, themes of portrayals of young boys and girls, their characteristics and narratives, and how they are empowered in the stories are identified, with the goal of mapping how Room to Read is able to address the problem of access to literacy among young girls and ensuring them that they can do anything, the way they are portrayed in the stories. The paper hopes to determine how gender is represented in Asian storybooks produced by the international nonprofit organization Room to Read. Thematic textual analysis was used as methodology, where the storybooks are analyzed qualitatively to identify arising themes of gender representation. This study will shed light on the importance of responsible portrayal of gender in storybooks and how it can impact and empower children. The results of the study can also aid writers and illustrators in developing gender-sensitive storybooks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=room%20to%20read" title="room to read">room to read</a>, <a href="https://publications.waset.org/abstracts/search?q=asian%20storybooks" title=" asian storybooks"> asian storybooks</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20girls" title=" young girls"> young girls</a>, <a href="https://publications.waset.org/abstracts/search?q=thematic%20analysis" title=" thematic analysis"> thematic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20empowerment" title=" child empowerment"> child empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/157949/little-girls-and-big-stories-a-thematic-analysis-of-gender-representations-in-selected-asian-room-to-read-storybooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2659</span> Interrogating the Impact of Insurgency Attacks on Vulnerable Groups in West Africa: Implications for Global Security</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Godiya%20Atsiya%20Pius">Godiya Atsiya Pius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent dimension of terrorist attacks and violence in West Africa and Nigeria in particular has attracted both academic and global concerns. Children, young girls and women are now victims of violent attacks and insurgency in their own country. Today, we have a reverse situation where women and children were spared during violence in the past. Empirical evidence shows that millions of children, young girls and women are caught up in violent attacks in which they are not merely spectatorial, but victims of circumstance. Some fall victims of a general onslaught against civilians by the drivers of such conflicts. Others die as part of a calculated genocide. Still others are taken as hostages as part of a deliberate attack on them. With particular reference to over 200 Chibok school girls that were abducted by the Boko Haram Islamic sect in Maiduguri, Borno state, Nigeria, this study shall attempt a theoretical exploration of the circumstances surrounding the insurgency attacks on these categories of vulnerable groups in Nigeria. This paper also intends to examine the nature, dimensions, causes, effects as well as implications of these attacks on women and children in West Africa. The paper shall sum up with conclusion and possible recommendations that could help the region in the 21st century and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=insurgency" title="insurgency">insurgency</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable%20groups" title=" vulnerable groups"> vulnerable groups</a> </p> <a href="https://publications.waset.org/abstracts/22386/interrogating-the-impact-of-insurgency-attacks-on-vulnerable-groups-in-west-africa-implications-for-global-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2658</span> Influence of Engaging Female Caregivers in Households with Adolescent Girls on Adopting Equitable Family Eating Practices: A Quasi-Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanna%20Gulema">Hanna Gulema</a>, <a href="https://publications.waset.org/abstracts/search?q=Meaza%20Demissie"> Meaza Demissie</a>, <a href="https://publications.waset.org/abstracts/search?q=Alemayehu%20Worku"> Alemayehu Worku</a>, <a href="https://publications.waset.org/abstracts/search?q=Tesfaye%20Assebe%20Yadeta"> Tesfaye Assebe Yadeta</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemane%20Berhane"> Yemane Berhane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In patriarchal societies, female caregivers decide on food allocation within a family based on prevailing gender and age norms, which may lead to inequality that does not favor young adolescent girls. This study evaluated the effect of a community-based social norm intervention involving female caregivers in West Hararghe, Ethiopia. The intervention was engaging female caregivers along with other adult influential community members to deliberate and act on food allocation social norms in a process referred to as Social Analysis and Action (SAA). Method: We used data from a large quasi-experimental study to compare family eating practices between those who participated in the Social Analyses and Action intervention and those who did not. The respondents were female caregivers in households with young adolescent girls (ages 13 and 14 years). The study’s outcome was the practice of family eating together from the same dish. The difference in difference (DID) analysis with the Mixed effect logistic regression model was used to examine the effect of the intervention. Result: The results showed improved family eating practices in both groups, but the improvement was greater in the intervention group. The DID analysis showed an 11.99 percentage points greater improvement in the intervention arm than in the control arm. The mixed-effect regression produced an adjusted odds ratio of 2.08 (95% CI [1.06–4.09]) after controlling selected covariates, p-value 0.033. Conclusions: The involvement of influential adult community members significantly improves the family practice of eating together in households where adolescent girls are present in our study. The intervention has great potential to minimize household food allocation inequalities and thus improve the nutritional status of young adolescents. Further studies are necessary to evaluate the effectiveness of the intervention in different social norm contexts to formulate policy and guidelines for scale-up. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20eating%20practice" title="family eating practice">family eating practice</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20norm%20intervention" title=" social norm intervention"> social norm intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence%20girls" title=" adolescence girls"> adolescence girls</a>, <a href="https://publications.waset.org/abstracts/search?q=caregiver" title=" caregiver"> caregiver</a> </p> <a href="https://publications.waset.org/abstracts/172656/influence-of-engaging-female-caregivers-in-households-with-adolescent-girls-on-adopting-equitable-family-eating-practices-a-quasi-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2657</span> Fusing Mentorship, Leadership and Empowerment Among Young Women In STEM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne%20Bubriski">Anne Bubriski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite improvements in gender inequalities, women and girls continue to face glass ceilings, underrepresentation, and harmful stereotypes that can limit their aspirations and opportunities in STEM. While girls are taking similar high school math and science classes, boys are more likely to take physics and six times more likely to take an engineering course. The gap becomes even larger for minority or low-income girls. This gender gap is not due to biology; rather, it is due to cultural, social, and institutional forces. As girls get older, these forces often ‘teach’ them ‘STEM is more for boys’. The STEM gender gap widens in college, with only 20% of engineering degrees being awarded to women, and by the time women enter the workforce, they only occupy about 13% of engineering jobs. At the University of Central Florida, the Women’s and Gender Studies Program has developed a unique mentoring program to address these issues, Science Leadership and Mentoring (SLAM). What is unique about the approach of SLAM is that we look to address this problem through leadership and STEM. We look to help girls make connections between leadership and STEM—that young women can be leaders as scientists and that scientists are leaders making a change. This is particularly needed and relevant to our community because while there are mentoring programs to our knowledge, SLAM is one of the only, if not only, mentoring programs pairing college women and 7th-grade girls that includes a focus both on STEM and leadership in the United States. SLAM is a curriculum-based mentoring program pairing one 7th-grade girl with one UCF undergraduate STEM major. SLAM empowers young women to be assertive, brave, confident, independent, inquisitive and proud leaders in STEM. SLAM seeks to promote young women’s inspiration and excitement into STEM fields and careers while also building leadership abilities such as problem-solving, teamwork and cooperation, cultural identity and ethnic pride, advocacy for positive change, and goals for the future. SLAM serves about fifteen 7th-grade girls for the academic year and about 20 UCF students. SLAM holds weekly mentoring meetings lasting about 90 minutes, covering topics on leadership, STEM majors and careers, and STEM leadership. This past year, SLAM received a Community Action Grant from the American Association of University Women (AAUW) to run a sub-program, SLAM-Space. SLAM-Space focused on exposing SLAM participants to aerospace engineering and other space-related STEM fields, such as physics and astronomy, through guest speakers, workshops and field trips, including the Kenndy Space Center. The proposed paper presentation will present an overview of SLAM-Space and the data findings from pre and post-surveys, in-depth interviews and focus groups from the SLAM participants' experiences in the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/186450/fusing-mentorship-leadership-and-empowerment-among-young-women-in-stem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186450.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2656</span> Patterns of Change in Specific Behaviors of Autism Symptoms for Boys and for Girls Across Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Einat%20Waizbard">Einat Waizbard</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20Ferrer"> Emilio Ferrer</a>, <a href="https://publications.waset.org/abstracts/search?q=Meghan%20Miller"> Meghan Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Brianna%20Heath"> Brianna Heath</a>, <a href="https://publications.waset.org/abstracts/search?q=Derek%20S.%20Andrews"> Derek S. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=Sally%20J.%20Rogers"> Sally J. Rogers</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Wu%20Nordahl"> Christine Wu Nordahl</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Solomon"> Marjorie Solomon</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20G.%20Amaral"> David G. Amaral</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Autism symptoms are comprised of social-communication deficits and restricted/repetitive behaviors (RRB). The severity of these symptoms can change during childhood, with differences between boys and girls. From the literature, it was found that young autistic girls show a stronger tendency to decrease and a weaker tendency to increase their overall autism symptom severity levels compared to young autistic boys. It is not clear, however, which symptoms are driving these sex differences across childhood. In the current study, we evaluated the trajectories of independent autism symptoms across childhood and compared the patterns of change in such symptoms between boys and girls. Method: The study included 183 children diagnosed with autism (55 girls) evaluated three times across childhood, at ages 3, 6 and 11. We analyzed 22 independent items from the Autism Diagnostic Observation Scheudule-2 (ADOS-2), the gold-standard assessment tool for autism symptoms, each item representing a specific autism symptom. First, we used latent growth curve models to estimate the trajectories for the 22 ADOS-2 items for each child in the study. Second, we extracted the factor scores representing the individual slopes for each ADOS-2 item (i.e., slope representing that child’s change in that specific item). Third, we used factor analysis to identify common patterns of change among the ADOS-2 items, separately for boys and girls, i.e., which autism symptoms tend to change together and which change independently across childhood. Results: The best-emerging patterns for both boys and girls identified four common factors: three factors representative of changes in social-communication symptoms and one factor describing changes in RRB. Boys and girls showed the same pattern of change in RRB, with four items (e.g., speech abnormalities) changing together across childhood and three items (e.g., mannerisms) changing independently of other items. For social-communication deficits in boys, three factors were identified: the first factor included six items representing initiating and engaging in social-communication (e.g., quality of social overtures, conversation), the second factor included five items describing responsive social-communication (e.g., response to name) and the third factor included three items related to different aspects of social-communication (e.g., level of language). Girls’ social-communications deficits also loaded onto three factors: the first factor included five items (e.g., unusual eye contact), the second factor included six items (e.g., quality of social response), and the third factor included four items (e.g., showing). Some items showed similar patterns of change for both sexes (e.g., responsive joint attention), while other items showed differences (e.g., shared enjoyment). Conclusions: Girls and boys had different patterns of change in autism symptom severity across childhood. For RRB, both sexes showed similar patterns. For social-communication symptoms, however, there were both similarities and differences between boys and girls in the way symptoms changed over time. The strongest patterns of change were identified for initiating and engaging in social communication for boys and responsive social communication for girls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20symptom%20severity" title=" autism symptom severity"> autism symptom severity</a>, <a href="https://publications.waset.org/abstracts/search?q=symptom%20trajectories" title=" symptom trajectories"> symptom trajectories</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20differences" title=" sex differences"> sex differences</a> </p> <a href="https://publications.waset.org/abstracts/183593/patterns-of-change-in-specific-behaviors-of-autism-symptoms-for-boys-and-for-girls-across-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2655</span> Gender, Tutoring, and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shady">Eman Shady</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We use data from the 2005-06 Egypt Household Education Survey to examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=track" title=" track"> track</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9384/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2654</span> Self-Efficacy as a Predictor of Well-Being in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enes%20Erg%C3%BCn">Enes Ergün</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedat%20Geli%CC%87bolu"> Sedat Geli̇bolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine the relationship between self-efficacy and subjective well-being among university students. We are aiming to determine whether self efficacy of university students predicts their subjective well-being and if there is a statistically significant difference among boys and girls in this context. Sample of this study consists of 245 university students from Çanakkale, ages ranging between 17 and 24. 72% (n=171) of the participants were girls and 28% (n=69) boys. Three different scales were utilized as data collection tools that Life Satisfaction Scale, General Self-Efficacy Scale, and Positive Negative Experiences Scale. Pearson correlation coefficient, independent sample t test and simple linear regression were used for data analyses. Results showed that well-being is significantly correlated with self-efficacy and self-efficacy is a statistically significant predictor of well-being too. In terms of gender differences, there is no significant difference between self-efficacy scores of boys and girls which shows the same case with well being scores, as well. Fostering university students' academic, social and emotional self-efficacy will increase their well-being which is very important for young adults especially their freshman years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well%20being" title=" subjective well being"> subjective well being</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/53078/self-efficacy-as-a-predictor-of-well-being-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2653</span> A Sociological Qualitative Study: Intimate Relationships as a Social Pressure Around HIV-Related Issues Among Young South African Women and Girls (16-28)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunha%20Ahn">Sunha Ahn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intimate relationships have constructed our embodied experiences and emotional memories, which can become grounded as practical knowledge to some extent and play a critical role in social medicine, particularly, in our well-being and mental health. In South Africa, such relational factors are significant for young women and girls in their emotional development period of time, especially, working as the existence of social and relational pressures over feminine sexual health and choices. This, in turn, brings about the absence/lack of communication in intimate relationships, especially with their parents, which leads to a vicious cycle in sexual health behaviour choices. Drawing upon sociological and socio-anthropological understandings of HIV-related issues, this study provides narrative threads of evidence about South African teenage mothers from early-dating debuted to HIV infection. Their stories consist of a visualised figure in chronicle order, illustrating embodied journeys of sexual health choices surrounding uncommunicative relationships and socially-suppressive environments. Methodologically, this qualitative study explored data from mixed online methods: 1) a case study analysing online comments (N = 12,763) on the South African Springster's website, run by the UK-based NGO, namely, Girl Effect; and 2) In-depth online interviews (N = 21) were conducted with young SA women and girls (16-28 ages) recruited in Cape Town, Pretoria, and Johannesburg, SA. Participants consist of both those living with HIV and without. Ethical approval was gained via the College of Social Sciences Ethical Committee at the University of Glasgow, and informed consent was obtained verbally and in writing from participants in due course. Data were thematically applied to an iteratively developed codebook and analysed. There are three kinds of typical pressures as relational factors for them, including peer pressure, partners or boyfriends, and parents’ reactions. Under the patriarchal and religious-devoted social atmospheres, these relationships work as a source of scaredness among young women and girls who could not talk about their sexual health concerns and rights. Such an inability to communicate with intimate relationships, eventually, emerges as a perpetuated or taken-for-granted social environment in South Africa, insistently leading to an increase in unwanted pregnancies or new HIV infections in young South African women and girls. In this sense, this study reveals the pressing need for open communication between generations with accurate information about HIV/AIDS. This also implies that the sociological feminist praxes in South Africa would help eliminate HIV-related stigma as well as construct open space to reduce gender-based violence and sexually-transmitted infection. Ultimately, this will be a road for supporting sexually healthy decisions and well-being across South African generations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HIV" title="HIV">HIV</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20women" title=" young women"> young women</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=intimate%20relationships" title=" intimate relationships"> intimate relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20medicine" title=" social medicine"> social medicine</a> </p> <a href="https://publications.waset.org/abstracts/170333/a-sociological-qualitative-study-intimate-relationships-as-a-social-pressure-around-hiv-related-issues-among-young-south-african-women-and-girls-16-28" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2652</span> Experiences and Challenges of Menstruation Among Rural Schoolgirls in Ghana: A Case of Nadowli-Kaleo District in the Upper West Region of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosemond%20Mbii">Rosemond Mbii</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Menstruation is a critical topic. However normal menstruation is, it has become a determinant in the education of young women today. The research focuses on Breaking the silence and accessing menstrual hygiene management's challenges and experiences among rural schoolgirls in Ghana. The study's goal was to examine the menstrual hygiene practices of female students. Participants described their menstrual hygiene practices, their problems, and how they coped with their menstrual symptoms. The research used a qualitative technique through group interviews, personal interviews, and open-ended questionnaires since it is easier to understand a phenomenon from the subject's viewpoint. Sen's capacities approach and Feminist Political Ecology (FPE) were used to analyze the data. Menstruation was known to girls even before their menarche. A mother or grandmother, friends, and teachers were the primary sources of menstrual knowledge. The study also found that most girls use sanitary products made of fabrics, pads, and cotton during menstruation. Among the difficulties the girls faced, the study found were emotional upset, physical discomfort (cramps in the stomach, fatigue), embarrassment, and inadequate sanitation hygiene facilities. The girls wore many garments to avoid leaks; checked their skirts continuously, went to the bathroom with their friends to act as spics while they changed; sat differently on the chairs, and took medicine to reduce period discomfort. Introduction of a health care teacher who supplies sanitary products and medications to girls during school time. Euphemisms as a form of communication amongst girls were all coping mechanisms girls and the school developed. Another finding was that some girls continued to go to school even while having their periods, while others did not. Discomfort and menstruation cramps hampered class participation. In addition, the study revealed insufficient sanitation and hygiene for females to change sanitary products in private and manage menstrual hygiene comfortably. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MHM%20%28menstrual%20hygiene%20management%29" title="MHM (menstrual hygiene management)">MHM (menstrual hygiene management)</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=sanitation" title=" sanitation"> sanitation</a>, <a href="https://publications.waset.org/abstracts/search?q=menstruation" title=" menstruation"> menstruation</a>, <a href="https://publications.waset.org/abstracts/search?q=water" title=" water"> water</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolgirl" title=" schoolgirl"> schoolgirl</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20area" title=" rural area"> rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=sanitation" title=" sanitation"> sanitation</a>, <a href="https://publications.waset.org/abstracts/search?q=menstruation" title=" menstruation"> menstruation</a>, <a href="https://publications.waset.org/abstracts/search?q=water" title=" water"> water</a> </p> <a href="https://publications.waset.org/abstracts/158517/experiences-and-challenges-of-menstruation-among-rural-schoolgirls-in-ghana-a-case-of-nadowli-kaleo-district-in-the-upper-west-region-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2651</span> Mapping of Risks and Opportunities for Adolescents Girls’ Sexual and Reproductive Health in Peri-Urban Setting in Mwanza, Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soori%20Nnko">Soori Nnko</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaina%20Mchome"> Zaina Mchome</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Dusabe"> John Dusabe</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Obasi"> Angela Obasi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In sub-Saharan Africa, adolescent girls living in urban and periurban settings are among the groups at increased risk of getting sexually transmitted infections. One of the challenges to improve uptake of sexual and reproductive health (SRH) services among adolescents is linked to little appreciation about their vulnerability and the knowledge on availability of the SRH services. Objective: This study assesses adolescents’ perceptions on risks for SRH problems and the availability of services to prevent against SRH problems. Methodology: The study was conducted in March 2011 in Mwanza region, Tanzania. Data collection techniques included 18 Participatory Group Discussions and 17 In-depth Interviews with adolescents and young mothers aged 15-20 years. Results: Adolescents indicated that risk places included their homes, bushes, commercial centers, roadsides as well as school settings. Risk for having unprotected sex varied depending on where you are, and the time of the day. For example, collection of firewood in the bushes or water from the wells exposed girls to men who forced or lured them to have sex. The girls reported to encounter motorcyclists who offered the ride in exchange for sex. Girls also knew myriads places to seek SRH services, including public and private clinics, drug shops and traditional healers. Despite being aware of risky environment, and places to seek the services, access to SRH services were limited due to the stigma and negative attitude of community regarding adolescents’ utilization of SRH services. Conclusion: Adolescents are exposed to various risky environments, yet due to social stigma they have difficult to access the available SRH services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20girls" title="adolescent girls">adolescent girls</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20health" title=" sexual and reproductive health"> sexual and reproductive health</a>, <a href="https://publications.waset.org/abstracts/search?q=AIDS" title=" AIDS"> AIDS</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=opportunities" title=" opportunities"> opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=sub%20Saharan%20africa" title=" sub Saharan africa"> sub Saharan africa</a> </p> <a href="https://publications.waset.org/abstracts/22445/mapping-of-risks-and-opportunities-for-adolescents-girls-sexual-and-reproductive-health-in-peri-urban-setting-in-mwanza-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2650</span> At the Crossroads of Education and Human Rights for Girls and Women in Nigeria: The Language Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Crescentia%20Ugwuona">Crescentia Ugwuona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Appropriate language use has been central and critical in advancing education and human rights for women and girls in many countries the world over. Unfortunately, these lofty aims have often been violated by rural Igbo-Nigerians as they use stereotyping and dehumansing language in their cultural songs against women and girls. The psychological impact of the songs has a significant negative impact on education, human rights, quality of life, and opportunities for many rural Igbo-women and girls in Nigeria. This study, therefore, examines the forms, shades, and manifestations of derogatory and stereotypical language against women and girls the Igbo cultural songs; and how they impede education and human rights for females in Nigeria. Through Critical discourse analysis (CDA) of data collected via recording, the study identifies manifestations of women and girls’ stereotypes such as subjugations, male dominance, inequality in gender roles, suppression, and oppression, and derogatory use of the language against women and girls in the Igbo cultural songs. This study has a great promise of alerting the issues of derogatory and stereotypical language in songs, and contributes to an education aimed at gender equality, emancipator practice of appropriate language use in songs, equal education and human rights for both male and female, respect and solidarity in Nigeria and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20stereotypes" title="gender stereotypes">gender stereotypes</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20songs" title=" cultural songs"> cultural songs</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20and%20girls" title=" women and girls"> women and girls</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20use%20in%20Nigeria" title=" language use in Nigeria"> language use in Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=CDA" title=" CDA"> CDA</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/65126/at-the-crossroads-of-education-and-human-rights-for-girls-and-women-in-nigeria-the-language-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2649</span> Influences on Female Gender Identity and Role in Pre-School, Saudi Arabian: Analyzing Children's Perspectives through Narratives and Teachers' Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Alzahrani">Mona Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Microworld theories can help to define the many influences on female development. In this research, theories together with narratives have been used to discover the reality of children’s gender perceptions in Saudi Arabia. Today, Saudi Arabia is considered a ‘closed and conserved’ society due to tribal, cultural and religious factors. This study focuses on how young girls in Saudi Arabia learn about what is expected of them as females. Cultural beliefs and experiences contribute to children’s notions of identity. Moreover, significant others such as more experienced peers, teachers, parents, and other members of a society can influence a child’s development of knowledge through interactions within their social world. There are dominant influences from the Saudi State. These influences have very strong devices and perceptions of what or how a female should act and be. However, children may have other viewpoints, as it also needs to be considered that the Internet and other media sources could have an influence. Consequently, difficulties could exist for these young children to feel an authentic sense of belonging. The study gathered data using a multi-method approach that elicited the perspectives of the children using ‘multiple modes of expression’ such as observations, story-telling, picture prompt cards, group interviews, drawings and annotations. For this study, prompts and a book was devised, specifically, for use in a Saudi setting. It was found that Saudi young girls in preschool were heteronomous, mainly influenced by culture and society, in their perceptions of female gender and role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=role" title=" role"> role</a> </p> <a href="https://publications.waset.org/abstracts/94408/influences-on-female-gender-identity-and-role-in-pre-school-saudi-arabian-analyzing-childrens-perspectives-through-narratives-and-teachers-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2648</span> The Correlation of Physical Activity and Plantar Pressure in Young Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lovro%20%C5%A0tefan">Lovro Štefan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The main purpose of the present study was to explore the correlations between physical activity and peak plantar pressure in dynamic mode. Methods: Participants were one hundred forty-six first-year university students (30.8% girls). Plantar pressure generated under each region of the foot (forefoot, midfoot, and heel) was measured by using Zebris dynamometric platform (Isny, Germany). The level of physical activity (PA) was calculated with the International Physical Activity questionnaire (IPAQ - short form). Results: In boys, forefoot peak plantar pressure was correlated with moderate PA (MPA; r=-0.21), vigorous PA (VPA; r=-0.18), and moderate-to-vigorous PA (MVPA; r=-0.28). No significant correlations with other foot regions (p>0.05) were observed. In girls, forefoot peak plantar pressure was correlated with MPA (r =-0.30), VPA (r=-0.39) and MVPA (r=-0.38). Also, heel peak pressure was significantly correlated with MPA (r=-0.33), while no significant correlations with VPA (r=0.05) and MVPA (r=-0.15) were observed. Conclusion: This study shows that different intensities of PA were mostly correlated with forefoot peak plantar pressure in both boys and girls. Therefore, strategies that reduce plantar pressure through a more active lifestyle should be implemented within the education system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedobarography" title="pedobarography">pedobarography</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise" title=" exercise"> exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=associations" title=" associations"> associations</a> </p> <a href="https://publications.waset.org/abstracts/158671/the-correlation-of-physical-activity-and-plantar-pressure-in-young-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2647</span> Girls’ Education Policy and Practices in Three Selected Countries of Africa: Feminism, Educational Reform and Cultural Inflections in View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endalew%20Fufa%20Kufi">Endalew Fufa Kufi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the major concerns in educational provision and success determination is access to available opportunities. In that, girls’ access to education has been a point of concern, and more emphasis has come to be at the forefront regarding success. Researches have mostly been held on extremes such as equal access and success, but only a few works deal with process issues related to home and school interplay, issues of progress from lower to higher levels, and spatial conditions related to girls’ education. Hence, this survey assessed experiences in three countries of Africa: Ethiopia, Ghana, and Botswana regarding girls’ education in policy and practice as related to contextual matters in girls’ education. Contextual discourse analysis of qualitative design was used to materialize the study. From each country, five research works held 2010 onwards were purposively selected through criterion-sampling. On the policy aspect, workable documents were looked into. The findings denoted that educational access was of more stretch and generic nature, and the narration was dominated by institutional expectations, not identifying which group should benefit what. The researches largely dealt with either subject-specific dealings or access alone at large. Success studies, by far, dealt with a comparison of girls with boys rather than determinant-related projections. Moreover, the cultural representation of girls’ education had a very minimal part in both policy and researches. From that, it could be found that in-depth scrutiny on the individual, institutional, and leadership determinants of girls’ education would be necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=determinants" title="determinants">determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism" title=" feminism"> feminism</a> </p> <a href="https://publications.waset.org/abstracts/114988/girls-education-policy-and-practices-in-three-selected-countries-of-africa-feminism-educational-reform-and-cultural-inflections-in-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2646</span> The Three-Dimensional Kinematics of the Sprint Start in Young Elite Sprinters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ilbeigi">Saeed Ilbeigi</a>, <a href="https://publications.waset.org/abstracts/search?q=Bart%20Van%20Gheluwe"> Bart Van Gheluwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to identify the three-dimensional kinematics of the sprint start during the start phase of the sprint. The purpose of this study was to identify the three-dimensional kinematics of the sprint start during the start phase of the sprint. Moreover, the effect of anthropometrical factors such as skeletal muscle mass, thigh girth, and calf girth also were considered on the kinematics of the sprint start. Among all young sprinters involved in the national Belgium league, sixty sprinters (boys: 14.7 ± 1.8 years and girls: 14.8±1.5 years) were randomly selected. The kinematics data of the sprint start were collected with a Vicon® 620 motion analysis system equipped with 12 infrared cameras running at 250 Hz and running the Vicon Data Station software. For statistical analysis, T-tests and ANOVA׳s with Scheffé post hoc test were used and the significant level was set as p≤0.05. The results showed that the angular positions of the lower joints of the young sprinters in the set position were comparable with adult figures from literature, however, with a greater range of joint extension. The most significant difference between boys and girls was found in the set position, where the boys presented a more dorsiflexed ankle. No further gender effect was observed during the leaving the blocks and contact phase. The sprinters with a higher age, skeletal muscle mass, thigh girth, and calf girth displayed a better angular position of the lower joints (e.g. ankle, knee, hip) in the set position, a more optimal angular position for the foot and knee for absorbing impact forces at foot contact and finally a higher range of flexion/extension motion to produce force and power when leaving the blocks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anthropometry" title="anthropometry">anthropometry</a>, <a href="https://publications.waset.org/abstracts/search?q=kinematics" title=" kinematics"> kinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=sprint%20start" title=" sprint start"> sprint start</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20elite%20sprinters" title=" young elite sprinters"> young elite sprinters</a> </p> <a href="https://publications.waset.org/abstracts/72635/the-three-dimensional-kinematics-of-the-sprint-start-in-young-elite-sprinters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2645</span> The Community Stakeholders’ Perspectives on Sexual Health Education for Young Adolescents in Western New York, USA: A Qualitative Descriptive Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadandaula%20Rose%20Muheriwa%20Matemba">Sadandaula Rose Muheriwa Matemba</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20Glazier"> Alexander Glazier</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalie%20M.%20LeBlanc"> Natalie M. LeBlanc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, up to 10% of girls and 22 % of boys 10-14 years have had sex, 5% of them had their first sex before 11 years, and the age of first sexual encounter is reported to be 8 years. Over 4,000 adolescent girls, 10-14 years, become pregnant every year, and 2.6% of the abortions in 2019 were among adolescents below 15 years. Despite these negative outcomes, little research has been conducted to understand the sexual health education offered to young adolescents ages 10-14. Early sexual health education is one of the most effective strategies to help lower the rate of early pregnancies, HIV infections, and other sexually transmitted. Such knowledge is necessary to inform best practices for supporting the healthy sexual development of young adolescents and prevent adverse outcomes. This qualitative descriptive study was conducted to explore the community stakeholders’ experiences in sexual health education for young adolescents ages 10-14 and ascertain the young adolescents’ sexual health support needs. Maximum variation purposive sampling was used to recruit a total sample of 13 community stakeholders, including health education teachers, members of youth-based organizations, and Adolescent Clinic providers in Rochester, New York State, in the United States of America from April to June 2022. Data were collected through semi-structured individual in-depth interviews and were analyzed using MAXQDA following a conventional content analysis approach. Triangulation, team analysis, and respondent validation to enhance rigor were also employed to enhance study rigor. The participants were predominantly female (92.3%) and comprised of Caucasians (53.8%), Black/African Americans (38.5%), and Indian-American (7.7%), with ages ranging from 23-59. Four themes emerged: the perceived need for early sexual health education, preferred timing to initiate sexual health conversations, perceived age-appropriate content for young adolescents, and initiating sexual health conversations with young adolescents. The participants described encouraging and concerning experiences. Most participants were concerned that young adolescents are living in a sexually driven environment and are not given the sexual health education they need, even though they are open to learning sexual health materials. There was consensus on the need to initiate sexual health conversations early at 4 years or younger, standardize sexual health education in schools and make age-appropriate sexual health education progressive. These results show that early sexual health education is essential if young adolescents are to delay sexual debut, prevent early pregnancies, and if the goal of ending the HIV epidemic is to be achieved. However, research is needed on a larger scale to understand how best to implement sexual health education among young adolescents and to inform interventions for implementing contextually-relevant sexuality education for this population. These findings call for increased multidisciplinary efforts in promoting early sexual health education for young adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20stakeholders%E2%80%99%20perspectives" title="community stakeholders’ perspectives">community stakeholders’ perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20development" title=" sexual development"> sexual development</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20health%20education" title=" sexual health education"> sexual health education</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adolescents" title=" young adolescents"> young adolescents</a> </p> <a href="https://publications.waset.org/abstracts/158209/the-community-stakeholders-perspectives-on-sexual-health-education-for-young-adolescents-in-western-new-york-usa-a-qualitative-descriptive-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2644</span> Exploring the Physical Activity Behavior and Needs of Adolescent Girls: A Mixed-Methods Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicki%20R.%20Voskuil">Vicki R. Voskuil</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorgie%20M.%20Watson"> Jorgie M. Watson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the well-established health benefits of physical activity (PA), most adolescents do not meet guidelines recommending 60 minutes of moderate to vigorous physical activity (MVPA) each day. Adolescent girls engage in less PA than boys, a difference that increases with age. By the 9th grade, only 20% of girls report meeting recommendations for PA with lower percentages for black and Hispanic girls compared to white girls. The purpose of the study was to explore the physical activity (PA) behavior and needs of adolescent girls. Study aims included assessment of adolescent girls’ PA behavior; facilitators of and barriers to PA, PA needs, and acceptability of the Fitbit-Flex 2 activity tracker. This exploratory study used a qualitative and quantitative approach. The qualitative approach involved a focus group using a semi-structured interview technique. PA was measured using the Fitbit-Flex 2 activity tracker. Steps, distance, and active minutes were recorded for one week. A Fitbit survey was also administered to assess acceptability. SPSS Version 22.0 and ATLAS.ti Version 8 were used to analyze data. Girls in the ninth grade were recruited from a high school in the Midwest (n=11). Girls were excluded if they were involved in sports or other organized PA ≥ 3 days per week, had a health condition that prevented or limited PA, or could not read and write English. Participants received a Fitbit-Flex 2 activity tracker to wear for one week. At the end of the week, girls returned the Fitbit and participated in a focus group. Girls responded to open-ended questions regarding their PA behavior and shared their ideas for future intervention efforts aimed at increasing PA among adolescents. Girls completed a survey assessing their perceptions of the Fitbit. Mean age of the girls was 15.3 years (SD=0.44). On average girls took 6,520 steps and walked 2.73 miles each day. Girls stated their favorite types of PA were walking, riding bike, and running. Most girls stated they did PA for 30 minutes or more at a time once a day or every other day. The top 3 facilitators of PA reported by girls were friends, family, and transportation. The top 3 barriers included health issues, lack of motivation, and weather. Top intervention ideas were community service projects, camps, and using a Fitbit activity tracker. Girls felt the best timing of a PA program would be in the summer. Fitbit survey results showed 100% of girls would use a Fitbit on most days if they had one. Ten (91%) girls wore the Fitbit on all days. Seven (64%) girls used the Fitbit app and all reported they liked it. Findings indicate that PA participation for this sample is consistent with previous studies. Adolescent girls are not meeting recommended daily guidelines for PA. Fitbit activity trackers were positively received by all participants and could be used in future interventions aimed at increasing PA for adolescent girls. PA interventions that take place in the summer with friends and include community service projects may increase PA and be well received by this population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a> </p> <a href="https://publications.waset.org/abstracts/80449/exploring-the-physical-activity-behavior-and-needs-of-adolescent-girls-a-mixed-methods-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2643</span> Determining the Effectiveness of Positive Psychology Education on Social Welfare of High School Girls with Premenstrual Syndrome (PMS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Monzavi%20Chaleshtari">Alireza Monzavi Chaleshtari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Aliakbari%20Dehkordi"> Mahnaz Aliakbari Dehkordi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Gholampour"> Mina Gholampour</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Saffarinia"> Majid Saffarinia</a>, <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Mohtashami"> Tayebeh Mohtashami</a>, <a href="https://publications.waset.org/abstracts/search?q=Amin%20Asadi%20Hieh"> Amin Asadi Hieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to assess the impact of positive psychology education on the social well-being of high school girls experiencing premenstrual syndrome (PMS). The statistical population comprised high school girls with PMS, with 30 randomly selected participants divided into two groups: 15 in the experimental group and 15 in the control group. The research employed a pre-test and post-test design using a standard questionnaire to evaluate premenstrual syndrome symptoms over a 7-day period before menstruation to a maximum of 2 days after menstruation, along with the Social Keys welfare questionnaire. During the study, the experimental group underwent an 8-session positive psychology group program. Data analysis was conducted using analysis of covariance. The results indicated a significant positive effect of positive psychology training on enhancing the social well-being of girls (p < 0.05). In conclusion, the findings suggest that positive psychology interventions can effectively increase social well-being among high school girls experiencing premenstrual syndrome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=premenstrual%20syndrome" title=" premenstrual syndrome"> premenstrual syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20welfare" title=" social welfare"> social welfare</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a> </p> <a href="https://publications.waset.org/abstracts/179189/determining-the-effectiveness-of-positive-psychology-education-on-social-welfare-of-high-school-girls-with-premenstrual-syndrome-pms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2642</span> Social Norms around Adolescent Girls’ Marriage Practices in Ethiopia: A Qualitative Exploration </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dagmawit%20Tewahido">Dagmawit Tewahido</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This qualitative study was conducted to explore social norms around adolescent girls’ marriage practices in West Hararghe, Ethiopia, where early marriage is prohibited by law. Methods: Twenty Focus Group Discussions were conducted with Married and Unmarried adolescent girls, adolescent boys and parents of girls using locally developed vignettes. A total of 32 in-depth interviews were conducted with married and unmarried adolescent girls, husbands of adolescent girls and mothers-in-law. Key informant interviews were conducted with 36 district officials. Data analysis was assisted by Open Code computer software. The Social Norms Analysis Plot (SNAP) framework developed by CARE guided the development and analysis of vignettes. A thematic data analysis approach was utilized to summarize the data. Results: Early marriage is seen as a positive phenomenon in our study context, and girls who are not married by the perceived ideal age of 15 are socially sanctioned. They are particularly influenced by their peers to marry. Marrying early is considered a chance given by God and a symbol of good luck. The two common types of marriage are decided: 1) by adolescent girl and boy themselves without seeking parental permission (’Jalaa-deemaa’- meaning ‘to go along’), and 2) by just informing girl’s parents (‘Cabsaa’- meaning ‘to break the culture’). Relatives and marriage brokers also arrange early marriages. Girls usually accept the first marriage proposal regardless of their age. Parents generally tend not to oppose marriage arrangements chosen by their daughters. Conclusions: In the study context social norms encourage early marriage despite the existence of a law prohibiting marriage before the age of eighteen years. Early marriage commonly happens through consensual arrangements between adolescent girls and boys. Interventions to reduce early marriage need to consider the influence of Reference Groups on the decision makers for marriages, especially girls’ own peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent%20girls" title="adolescent girls">adolescent girls</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20norms" title=" social norms"> social norms</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20marriage" title=" early marriage"> early marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/120877/social-norms-around-adolescent-girls-marriage-practices-in-ethiopia-a-qualitative-exploration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2641</span> An Exploratory Study on Experiences of Menarche and Menstruation among Adolescent Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhawna%20Devi">Bhawna Devi</a>, <a href="https://publications.waset.org/abstracts/search?q=Girishwar%20Misra"> Girishwar Misra</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajni%20Sahni"> Rajni Sahni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Menarche and menstruation is a nearly universal experience in adolescent girls’ lives, yet based on several observations it has been found that it is rarely explicitly talked about, and remains poorly understood. By menarche, girls are likely to have been influenced not only by cultural stereotypes about menstruation, but also by information acquired through significant others. Their own expectations about menstruation are likely to influence their reports of menarcheal experience. The aim of this study is to examine how girls construct meaning around menarche and menstruation in social interactions and specific contexts along with conceptualized experiences which is ‘owned’ by individual girls. Twenty adolescent girls from New Delhi (India), between the ages of 12 to 19 years (mean age = 15.1) participated in the study. Semi-structured interviews were conducted to capture the nuances of menarche and menstrual experiences of these twenty adolescent girls. Thematic analysis was used to analyze the data. From the detailed analysis of transcribed data main themes that emerged were- Menarche: A Trammeled Sky to Fly, Menarche as Flashbulb Memory, Hidden Secret: Shame and Fear, Hallmark of Womanhood, Menarche as Illness. Therefore, the finding unfolds that menarche and menstruation were largely constructed as embarrassing, shameful and something to be hidden, specifically within the school context and in general when they are outside of their home. Menstruation was also constructed as illness that programmed ‘feeling of weaknesses’ into them. The production and perpetuation of gender-related difference narratives was also evident. Implications for individuals, as well as for the subjugation of girls and women, are discussed, and it is argued that current negative representations of, and practices in relation to, menarche and menstruation need to be challenged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=embarrassment" title="embarrassment">embarrassment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-related%20difference" title=" gender-related difference"> gender-related difference</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20secret" title=" hidden secret"> hidden secret</a>, <a href="https://publications.waset.org/abstracts/search?q=illness" title=" illness"> illness</a>, <a href="https://publications.waset.org/abstracts/search?q=menarche%20and%20menstruation" title=" menarche and menstruation"> menarche and menstruation</a> </p> <a href="https://publications.waset.org/abstracts/96141/an-exploratory-study-on-experiences-of-menarche-and-menstruation-among-adolescent-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2640</span> A Comparative Study of Public and Private School Adolescent Girls on the Issues of Menstrual Hygiene and the Management Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashok%20Pandey">Ashok Pandey</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajan%20Adhikari"> Rajan Adhikari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Menstruation is part of the female reproductive cycle that starts when girls become sexually mature at the time of puberty. It is a phenomenon unique to the females. During a menstrual period, a woman bleeds from her uterus via the vagina. For decades, in many countries, academic school ‘type,’ private or public, as a predictor of or factor in future academic success has been researched and debated. MATERIAL AND METHODS: The comparative study was carried out with adolescent girls studying in both public and private schools of Kathmandu valley. A total of 100 girls participated in the survey, and out of them 21 participated in the FGD and 5 in the in- depth interview. Quantitative data from the survey was analyzed using SPSS 16.0 software. Informed verbal consent with the respective head of school and the respondents were taken before data collection. Results:The age of the respondents ranges from 11 to 18 years, with mean age of menarche being 12.37 years in both school adolescent girls. 70 percent of the public school adolescent girls and 72 percent of the private school adolescent girls are feeling upset and tension during menarche. There is a statistically significant difference on take rest during the period and good hygienic practice during menstruation of public/private school, at α=0. 05 level of significance. There is a statistically significant difference on overall score of practice during menstruation between public and private adolescent girls. Conclusion: Private schools children are more knowledgeable and maintain hygiene as compere to public school even though, it can be said that among the adolescent school girls both in public and private school, menstrual knowledge and perceptions are poor and practices often not optimal for proper hygiene. Often ignored issues of privacy affect the hygienic practices and daily lives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Comparison" title="Comparison">Comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=Menstruation" title=" Menstruation"> Menstruation</a>, <a href="https://publications.waset.org/abstracts/search?q=Private%20school" title="Private school">Private school</a>, <a href="https://publications.waset.org/abstracts/search?q=Public%20School" title=" Public School"> Public School</a> </p> <a href="https://publications.waset.org/abstracts/20379/a-comparative-study-of-public-and-private-school-adolescent-girls-on-the-issues-of-menstrual-hygiene-and-the-management-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2639</span> Gender-Based Violence among Women and Girls with Disability in Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manita%20Pyakurel">Manita Pyakurel</a>, <a href="https://publications.waset.org/abstracts/search?q=Ram%20Chandra%20Silwal"> Ram Chandra Silwal</a>, <a href="https://publications.waset.org/abstracts/search?q=Padam%20Simkhada"> Padam Simkhada</a>, <a href="https://publications.waset.org/abstracts/search?q=Edwin%20van%20Teijlingen"> Edwin van Teijlingen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bikesh%20Bajracharya"> Bikesh Bajracharya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sushila%20Sapkota"> Sushila Sapkota</a>, <a href="https://publications.waset.org/abstracts/search?q=Tina%20Gorkhali"> Tina Gorkhali</a>, <a href="https://publications.waset.org/abstracts/search?q=Salita%20Gurung"> Salita Gurung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Gender-based violence (GBV) has been identified as a social and personal security concern for women with disabilities who are at increased risk for various types of abuse. This study aims to determine the prevalence rates of physical, psychological, and sexual violence among women and girls with disability in Nepal. Methods: This cross-sectional study was conducted in 28 municipalities, 14 districts, and 7 provinces representing all three ecological regions of Nepal from January to March 2021. Study respondents were girls and women with disabilities, aged between 15 and 59 years, at the study sites. Face-to-face semi-structured interviews were conducted among 1294 respondents using the KoBo toolbox application on a smartphone or tablet. Results: Among the total study population, 35.3% shared lifetime violence experience. Only 4.8% formally reported violence experienced. Among the violence experienced participants maximum (92.6%) of women and girls identified no change in violence before and after the COVID-19 pandemic. Women who were married had protective odds of 0.71 for violence experienced in their lifetime [aOR-0.71, CI (0.56-0.90)]. Conclusion: More than one-third experienced violence in their lifetime. Intimate partner violence was the most common violence experienced by women and girls with disability in Nepal. Sexual violence was the least type of violence experienced. The most common perpetrator of violence includes the mother or father-in-law. Most of the women and girls never reported violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender-based%20violence" title="gender-based violence">gender-based violence</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=girls" title=" girls"> girls</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/156935/gender-based-violence-among-women-and-girls-with-disability-in-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2638</span> Engaging Women Entrepreneurs in School Adolescent Health Program to Ensure Menstrual Hygiene Management in Rural Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toslim%20Uddin%20Khan">Toslim Uddin Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesmin%20Akter"> Jesmin Akter</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohiuddin%20Ahmed"> Mohiuddin Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Menstrual hygiene management (MHM) and personal health-care practice is a critical issue to prevent morbidity and other reproductive health complications among adolescent girls in Bangladesh. Inadequate access to water, sanitation and hygiene (WASH) facilities lead to unhealthy MHM practices that resulted in poor reproductive health outcomes. It is evident from different studies that superstitions and misconception are more common in rural communities that limit young girls’ access to and understanding of the menstrual hygiene and self care practices. The state-of-the-art approach of Social Marketing Company (SMC) is proved to be instrumental in delivering reinforcing health messages, making public health and hygiene products available at the door steps of the community through community mobilization programs in rural Bangladesh. School health program is one of the flagship interventions of SMC to equip adolescent girls and boys with correct knowledge of health and hygiene practices among themselves, their families and peers. In Bangladeshi culture, adolescent girls often feel shy to ask fathers or male family members about buying sanitary napkin from local pharmacy and they seem to be reluctant to seek help regarding their menstrual problems. A recent study reveals that 48% adolescent girls are using sanitary napkins while majority of them are unaware of menstrual hygiene practices in Bangladesh. Under school adolescent program, SMC organizes health education sessions for adolescent girls from grade seven to ten using enter-educate approach with special focus on sexual and reproductive health and menstrual hygiene issues including delaying marriage and first pregnancy. In addition, 2500 rural women entrepreneurs branded as community sales agents are also involved in disseminating health messages and selling priority health products including sanitary napkin at the household level. These women entrepreneurs are serving as a source of sustainable supply of the sanitary napkins for the rural adolescent girls and thereby they are earning profit margins on the sales they make. A recent study on the impact of adolescent program activities reveals that majority (71%) of the school adolescent girls are currently using sanitary napkins. Health education equips and empowers adolescent girls with accurate knowledge about menstrual hygiene practices and self-care as well. Therefore, engagement of female entrepreneurs in school adolescent health program at the community level is one of the promising ways to improve menstrual hygiene practices leading to increased use of sanitary napkin in rural and semi-rural communities in Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20adolescent%20program" title="school adolescent program">school adolescent program</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20marketing" title=" social marketing"> social marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20entrepreneurs" title=" women entrepreneurs"> women entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=menstrual%20hygiene%20management" title=" menstrual hygiene management"> menstrual hygiene management</a> </p> <a href="https://publications.waset.org/abstracts/119907/engaging-women-entrepreneurs-in-school-adolescent-health-program-to-ensure-menstrual-hygiene-management-in-rural-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2637</span> Methylphenidate Use by Canadian Children and Adolescents and the Associated Adverse Reactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ming-Dong%20Wang">Ming-Dong Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Abigail%20F.%20Ruby"> Abigail F. Ruby</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20E.%20Ross"> Michelle E. Ross</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Methylphenidate is a first-line treatment drug for attention deficit hyperactivity disorder (ADHD), a common mental health disorder in children and adolescents. Over the last several decades, the rate of children and adolescents using ADHD medication has been increasing in many countries. A recent study found that the prevalence of ADHD medication use among children aged 3-18 years increased in 13 different world regions between 2001 and 2015, where the absolute increase ranged from 0.02 to 0.26% per year. The goal of this study was to examine the use of methylphenidate in Canadian children and its associated adverse reactions. Methylphenidate use information among young Canadians aged 0-14 years was extracted from IQVIA data on prescriptions dispensed by pharmacies between April 2014 and June 2020. The adverse reaction information associated with methylphenidate use was extracted from the Canada Vigilance database for the same time period. Methylphenidate use trends were analyzed based on sex, age group (0-4 years, 5-9 years, and 10-14 years), and geographical location (province). The common classes of adverse reactions associated with methylphenidate use were sorted, and the relative risks associated with methylphenidate use as compared with two second-line amphetamine medications for ADHD were estimated. This study revealed that among Canadians aged 0-14 years, every 100 people used about 25 prescriptions (or 23,000 mg) of methylphenidate per year during the study period, and the use increased with time. Boys used almost three times more methylphenidate than girls. The amount of drug used was inversely associated with age: Canadians aged 10-14 years used nearly three times as many drugs compared to those aged 5-9 years. Seasonal methylphenidate use patterns were apparent among young Canadians, but the seasonal trends differed among the three age groups. Methylphenidate use varied from region to region, and the highest methylphenidate use was observed in Quebec, where the use of methylphenidate was at least double that of any other province. During the study period, Health Canada received 304 adverse reaction reports associated with the use of methylphenidate for Canadians aged 0-14 years. The number of adverse reaction reports received for boys was 3.5 times higher than that for girls. The three most common adverse reaction classes were psychiatric disorders, nervous system disorders and injury, poisoning procedural complications. The number one commonly reported adverse reaction for boys was aggression (11.2%), while for girls, it was a tremor (9.6%). The safety profile in terms of adverse reaction classes associated with methylphenidate use was similar to that of the selected control products. Methylphenidate is a commonly used pharmaceutical product in young Canadians, particularly in the province of Quebec. Boys used approximately three times more of this product as compared to girls. Future investigation is needed to determine what factors are associated with the observed geographic variations in Canada. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adverse%20reaction%20risk" title="adverse reaction risk">adverse reaction risk</a>, <a href="https://publications.waset.org/abstracts/search?q=methylphenidate" title=" methylphenidate"> methylphenidate</a>, <a href="https://publications.waset.org/abstracts/search?q=prescription%20trend" title=" prescription trend"> prescription trend</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20variation" title=" use variation"> use variation</a> </p> <a href="https://publications.waset.org/abstracts/139200/methylphenidate-use-by-canadian-children-and-adolescents-and-the-associated-adverse-reactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139200.pdf" target="_blank" class="btn btn-primary 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